TAHIRA GHULAM

GHULAM HUSSAIN

ROLL NO: CC502407

COURSE: EDUCATIONAL RESEARCH (0837)

LEVEL: MA EDUCATION

ASSIGNMENT NO: 1

Q.1

Define statement of problem. What is its significance? Explain.

Answer:

Statement of problem:

Definition:

A problem is an interrogative sentence or statement that asks: What relation exists between
two or more variables. In the Hurlock example, the problem statement relates incentives to
pupil performance.

Explanation:

It is not always possible for a researcher to formulate his problem simply, clearly, and
completely. He may often have only a rather general, diffuse, even confused notion of the
problem. This is in the nature of the complexity of scientific research. It may even take
investigator years of exploration, thought, and research before he can clearly say what
questions he has been seeking answers to. Nevertheless adequate statement of the research
problem is one of the most important parts of research. That it may be difficult or impossible
to state a research problem satisfactorily at a given time should not allow us to lose sight of
ultimate desirability and necessity of doing so. Nor should the difficulty be used as a
rationalization to avoid stating the problem.

One variable is teacher comments (or reinforcement), and the other variable is student
performance. The relational part of the question is expressed by the word "cause". Still
another problem, by-Harlow is more complex: Under what conditions do learning how to
learn transfer to new situations? One variable is "learning how to learn" (or set); the other
variable is transfer (of learning).

Criteria of Problems and Problem Statements:

There are three criteria of good problems and problem statement.

1. One, the problem should express a relation between two or more variables. It asks, in
effect, questions like: Is A related to B? How are A and B related to C? How is a related to B
under conditions C and D? The rare exceptions to this dictum occur mostly in taxonomic or
methodological research.

2. Two, the problem should be stated clearly and unambiguously in question form. Instead of
saying, for instance, "the problem is...." Are "the purpose of this study is...." Ask a question.
Questions have the virtue of posing problems directly. The purpose of study is not necessarily
the same as the problem of a study. The purpose of the Hurlock study for instance, was to
throw light on the use of incentives in school situations the problem was the question about
the relation between incentives and performance. Again, the simplest way is the best way: ask
a question.

3. The third criterion is often difficult to satisfy. It demands that the problem and the problem
statement should be such as to imply possibilities of empirical testing. A problem that does
not contain implications for testing it's stated relation or relations is not a scientific problem.
This means not only that an actual relation is stated, but also that the variables of the relation
can somehow be measured. Many interesting and important questions are not scientific
questions simply because they are not amenable to testing.

Significance of statement of problem:

Just as important as Hypotheses are the problems behind the hypotheses. As Dewey has well
pointed out, research usually starts with a problem, with a problematic situation. Dewey says
that there is first an indeterminate situation in which ideas are vague, doubts are raised, and
the thinker is perplexed.

He further points out that the problem is not enunciated indeed cannot be enunciated,
until one has experienced such as indeterminate situation. The indeterminacy, however, must
ultimately be removed. Though it is true as stated earlier, that a researcher may often have
only a general and diffuse notion of his problem, sooner or later he has to have a fairly clear
idea of what the problem is. Though this statement seems self-evident, one of the most
difficult things to do, apparently, is to state ones, research problem clearly and completely. In
other words, you must know what you are trying to find out. When you finally do know, the
problem is a long way toward solution.

Q.2

What are the basic considerations that one should keep in mind, while preparing the
research proposal?

Answer:

Preparation of research proposal:

The preparation of a research proposal is an important step in the research process. Many
institutions require that a proposal be submitted before any project is approved. This provides
a basis for the evaluation of the project and gives the advisor a basis for assistance during the
period of his or her direction. It also provides a systematic plan of procedure for the
researcher to follow. The proposal is comparable to the blueprint, which the architect
prepares before the bids are let and building commences. The initial draft proposal is subject
to modification in the light of the analysis by the student and his or her project advisor. A
worthwhile research project is likely to result only from a well-designed proposal. The seven
part proposal format presented here should not be considered the only satisfactory sequence.
Many institutions suggest other formats for the research proposal.

Criteria of a good research problem:

Before the proposed research problem can be finalized, several conditions and considerations
have to be satisfied. Although there are no standard rules that will guarantee the suitability of
a research problem, a number of criteria in the form of conditions might be listed for
guidance in the selection of a topic.

1. Novelty. It should be sufficiently original so that it does not involve objectionable

duplication. Originality is the basic credit point of any research. Ignorance of prior studies
may lead a student to spend time on a problem already investigated by some other worker.
Moreover the study should employ the most recent data. While originality is an important
consideration, the fact that a problem has been investigated in the past does not mean that it is
no longer fit for study. There is constant need for verification of the findings of previous
investigations, using newer and better devices and procedures. There is also a need for the
testing of former findings under changed cultural conditions.

2. Interesting. The problem should be interesting for the investigator himself. If he is not
interested in it, he will not be able to face and overcome the obstacles, which come at every
step in research. He should have a strong inherent motivation for it. If it seems to him dull
and boring, there is little hope that he would do justice to it. Interest may also sometimes
develop with long familiarity, but it is not likely that the student can do his best work on a
topic that has no personal meaning for him. A major reason for encouraging a worker to
select his own research problem is that the result should prove better in terms of the growth
of the investigator and the quality of his work. His interest should be purely intellectual and
should not be there only for a reward, material benefit, and advancement in position,
increased authority and so forth.

3. Importance. It should be significant enough and involve an important principle or

practice. If it is not worthwhile, if it neither adds to knowledge nor lends to any improvement
in the current practices it would be in vain. It should add to the development of Education as
a discipline and to the previous research findings in any way. No research project should be
undertaken unless its consequences give promise of improving significantly an important
educational practice. The difference between the significant and non significant project lies
not in the amount of work required in the case of the former but the amount of thought
involved.

4. Feasibility or Amenability. The next question to be asked is that whether research into the
problem would be feasible. The suitability of the problem for a particular research worker is
the matters of its feasibility. It may be a very good problem, but it should be good for the
investigator. He should be able to carry it through to a successful conclusion. He should
possess the required competence, knowledge and understanding. He should be skilful enough
to develop, administer and interpret the necessary data gathering devices and procedures. He
should possess a reasonable grounding in the necessary statistical techniques. He should be
competent enough to carry out all the steps of his project. It should match his special
qualifications, training and experience.
5. Availability of Data. The research worker should ensure the availability of valid and
reliable data-gathering devices and procedures. In case the study demands a confidential,
sensitive and classified information, will it be possible for him to obtain it?

6. Availability of Cooperation. The study may require cooperation from various institutions,
authorities and individuals. It may need administration of tests to pupils, interviewing
employees, observation of students at play, meeting the citizens, writing for data, going
through records, conducting necessary experiments and goinginto prolonged study of
exceptional cases. The investigator must make sure that necessary permission and
cooperation will be readily available.

7. Availability of Guidance. Will I get necessary sponsorship and guidance? Is there an

adequately qualified member of the faculty who would be willing to guide the research
worker? Every research activity needs the patronage of a guide and the approval and sanction
of a competent authority.

8. Availability of Other Facilities. Will I have the necessary financial resources to carry out
the study? The investigators should be able to meet the expenses involved in data-gathering
equipment, printing, test materials, travel, computerization, clerical help, postage, preparation
of the report, etc. If the project is expensive in nature, he will explore the possibility of
obtaining financial help or grant from some agency. Will I have enough time to complete the
project? Selecting a problem, library study, preparing the data-gathering devices, collecting
and analyzing the data, writing the research report, etc. are all time-consuming processes.
Most of the research programmes impose time limitations. Certain worthwhile studies of a
longitudinal type are therefore out of question.

9. Immediate Application. Will my research help in solving an urgent problem? Supposing I

choose to work on eradication of unfair means in the examinations, how far my research will
solve the problem in hand? It is quite obvious that I would be completely wasting my
research effort on this problem which is likely to defy every solution.

10. Aim of Research. The aim of research also influences the selection of the problem. If it is
producer research, the problem will be studied to enhance existing knowledge for its own
sake. If it is consumer type, the results should be fit for immediate application.

11. Level of Research. It is another criterion to help in the selection of a problem. The nature
and scope of a study will be determined in the light of levels like, Master's Degree, M. Phil.
Degree and Ph. D. it may simply be an action research or a research to produce a research
paper or an experimental project.

12. Experience and Creativity. Good research problems stem from a clear understanding of
the theoretical, empirical and practical aspects of the subject derived from personal
experience and from a thorough review of the literature. Conversely, lack of familiarity with
the subject is almost sure to result in a poor choice. Another major contributor to the wise
choice of a problem is creativity and the other personality factors that make for originality,
flexibility, initiative, ingenuity and foresight. Thorough familiarity with a given field is
conducive to original thinking.

13. Courage mud Confidence. Will I have the courage and determination to pursue the
study in spite of the difficulties and social hazards that may be involved? Will I be able to
work aggressively when data are difficult to gather and when others are reluctant to
cooperate?

Q.3

Differentiate between direct and indirect source of information available in the form of
educational literature.

Answer:

Sources of information:

Sources of information, existing in any field of research, found in the library may be of two
types: direct and indirect.

Direct sources:

In the field of education, the direct sources of information are available in the form of
educational literature of the following types:

1. Periodical literature found in Journals

This is very effective source of information. In education many journals are being published
on quarterly basis by faculties of education of different universities of Pakistan. These
journals are source of information on different topics and issues
 2. Books, monographs, yearbooks and bulletins

These include:

 Handbook in research of teaching

 Mental measurement yearbook
 International yearbook on education
 Cumulative book index
 Year book of education

3. Graduate, doctoral and other theses

These and dissertations prepared to meet the requirements for graduate degrees usually
contain descriptions of competed research. The library of a university usually contains copies
of theses completed at university.

Indirect sources:

The indirect sources of information or guides to educational literature are available in the
form of:

1. Encyclopedia of education.

A project of American educational research association was first issued in 1940 and was
revised in 1950 under the editorship of Walter S.Monroe.

2. Education Indexes.

The index of current educational literature has proved one of the most important tools
available to educators. Since June 961, the main attention has been given to periodical
articals.

3. Education Abstracts.

These include following

 Dissertation abstracts
 Psychological abstracts
  Sociological abstracts

4. Bibliographies and Directories.

These are useful guides for researchers. Examples include

Association of research libraries, doctoral dissertations

5. Biographical References.

These also help in getting information about related topic in chronological order. Biographies
normally provide sequential information required for thesis.

6. Miscellaneous other sources

These include

 Radio or TV support
 Micro fiche
 Computer search

Question no 4

Discuss the significance of observation as research tool.

Answer

Observation

Observation has been the prevailing method of inquiry. Observation of natural phenomena,
aided by systematic classification and measurement, led to the development of theories and
laws of nature's forces. Observation continues to characterize all research: experimental,
descriptive, and historical.

A reason why observation is most often used in single subject capermental research is that it
is very costly to observe a sufficient sample of behavior for a large number of subjects.

In university athletic departments or professional football organizations, observation has been

used effectively to scout the performance of opposing football teams.

Validity and Reliability of Observation

For the researcher's observations to achieve satisfactory degree of content validity, the truly
significant incidents of behavior must be identified and sampled. Supplementing the
knowledge and skill of the researcher, the judgment of experts in the field may help in
selecting a limited number of observable incidents whose relationship to the qualities of
interest is based upon sound, established theories. Criterion-related and construct validity
may also be necessary depending on the purpose of the study and inferences made regarding
behaviors. For instance, if certain behaviors were considered to be evidence of a person being
shy, construct validity is needed to demonstrate a relationship between the behaviors and the
underlying construct

Significance of Good Observation as research tool:

Observation, as a research data-gathering process, demands rigorous adherence to the spirit of

scientific inquiry. The following standards should characterize observers and their
observations: Observation is carefully planned, systematic, and perceptive. Observers know
what they are looking for and what is irrelevant in a situation. They are not distracted by the
dramatic or the spectacular. Observers are aware of the wholeness of what is observed.
Although they are alert to significant details, they know that the whole is often greater than
the sum of its parts. Observers are objective. They recognize their likely biases, and they
strive to eliminate their influence upon what they see and report. Observers separate the facts
from the interpretation of the facts. They observe the facts and make their interpretation at a
later time. Observations are checked and verified, whenever possible by repetition, or by
comparison with those of other competent observers. Observations are carefully and expertly
recorded. Observers use appropriate instruments to systematize, quantify, and preserve the
results of their observations. Observations are collected in such a way as to make sure that
they are valid and reliable.

Question no 5

Critically examine the criteria for judging a research report?

Answer

Research report:

Definition:
"It is a test of the student's scholarship, not so much in the direction of bus ability to
reproduce as in the direction of his capacity to create. The student must not expect an
institution to place on him the seal of higher scholarship as a reward for any amount of
unimaginative plodding. Ambition, industry, perseverance and honesty of purpose are very
commendable traits, but they are not enough; an advanced degree cannot be granted merely
for prolonged effort. The dissertation must furnish evidence not only that the candidate is
capable of sustained application in the solution of a problem, but also that he is a person of
imaginations, that he possesses initiative and originality to a marked degree, that he is a
master of those techniques appropriate for his problem's solution, that he is gifted with a
capacity for objectivity in investigation and that he has the ability to report his study in an
acceptable manner."

Monroe and Engelhart have observed, “The report of an investigation not only serves to
record and communicate the procedure and the results but it also fulfils an important function
in the process of research. In the act of writing, if it is well done, the research worker refines
his thinking, and the detailed record facilitates the critical testing of the work done. If he is
interested in communicating his work to others, the report must be well written in order to
fulfill that purpose effectively."

Criteria for Judging Research Reports

Title

Is the title descriptive, reasonably short, and correctly worded?

Introduction and Analysis of the Problem

1. Does the introduction give a clear notion of the general scope of the research?

2. Is the problem analyzed into definite subordinate questions or issues?

3. Is the logic of the analysis of the problem sound?

4. Are important terms that are employed clearly defined?

5. Is the discussion of related research on the problem adequate?

6. Are the basic assumptions involved in the solution of the problem made clear?

Procedure Adopted and Methods of Measurement

1. Is the method of solution logically sound?

2. Are the chosen research methods adequate for the solution of the problem?

3. Are the reasons for their choice made clear?

4. Are the research methods chosen adequately explained?

5. Is the research free from specific weaknesses in research methodology?

6. Have all necessary variables been included?

Collection and Treatment of the Data

1. Is the kind of data chosen adequate to the solution of the problem?

2. Is there evidence of care and accuracy in the collection of the data?

3. Does the sample adequately describe the population?

4. Are any peculiar samplings of persons or materials involved adequately accounted for? Is
irrelevant material excluded?

5. Do the data presented form an integral part of the logical solution of the problem rather
than a mere encyclopedic enumeration?

6. Are the statements of important facts validated by references to their proof?

7. Are the statistical or speculative methods of organizing and treating the data accurate?

8. Are they effective in leading toward the solution of the problem?

Conclusions and Recommendations

1. Are inferences and findings drawn from the data sound?

2. Are all the conclusions based essentially on data made known to the reader?

3. Do the summary and conclusions include inferences relative to all the significant data?

4. Are all the conclusions free from mere opinion?

5. Are the limitations or qualifications of the conclusions clearly and concisely expressed?
6. Are applications and recommendations, where included, judiciously made?

7. Are the conclusions consistent with the obtained results?

8. Do the conclusions really serve to answer questions of issues raised in the introduction?

General Tone

1. Does the tone of the report display an unbiased, impersonal and scientific attitude?

2. Does the report show evidence of a sound background in the field?

Arrangement

1. Is the report subdivided into sections?

2. Are the sections appropriately beaded?

3. Is the order of topics satisfactory?

4. Is the thesis free from unnecessary cross-reference?