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FINAL SG PR1!11!12 UNIT 3 LESSON 1 Identifying A Qualitative Research Problem
FINAL SG PR1!11!12 UNIT 3 LESSON 1 Identifying A Qualitative Research Problem
FINAL SG PR1!11!12 UNIT 3 LESSON 1 Identifying A Qualitative Research Problem
Unit 3: Formulating a Research Problem
Lesson 1: Identifying a Qualitative Research
Problem
Contents
Engage 1
Introduction 1
Objectives 2
Explore 2
Extend 9
Activity 1 9
Evaluate 10
Wrap Up 12
Bibliography 13
Unit 3.1: Identifying a Qualitative Research Problem
Engage
Introduction
Fig. 1. A view of the mountain forest with animals
How could you best describe a mountain? When you observe a mountain, its entirety leads
you to form generalizations on its type, shape, height, and slope. Upon getting closer, you
take your observation further and notice different characteristics like its color, texture, and
behavior. Starting the research process is like looking at a mountain from afar, seeing a
broad view of a topic of interest, and examining its components more closely. After this
series of observations, what topic interests you? What specific information about the topic
do you think is worth studying? Will the gathered information be vital to improve the topic’s
body of knowledge? This lesson aims to elaborate on the means of identifying a qualitative
research problem.
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Unit 3.1: Identifying a Qualitative Research Problem
Objectives
In this lesson, you should be able to do the following:
● Identify a qualitative research problem from a general topic of interest.
● Develop a working title based on the research problem.
● Justify the relevance of the research problem.
DepEd Competencies
● Design a research project related to daily life. (CS_RS11-IIIc-e-1)
● Write a research title. ( CS_RS11-IIIc-e-2)
● Describe the justifications/reasons for conducting the research. ( CS_RS11-IIIc-e-3)
Explore
10 minutes
Do this with a partner. Enumerate three specific areas that you are interested in studying
based on the given topic and considering your strand.
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Unit 3.1: Identifying a Qualitative Research Problem
Guide Questions
1. Among the listed areas of interest, which do you think is the most specific body of
knowledge?
2. What possible references can you use as a basis when you write a discussion about the
most specific topic that you identified?
3. What is/are your reason(s) for choosing the topics that you have listed?
4. Why do you think coming up with specific topics from a general topic of choice is
important when doing research?
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Unit 3.1: Identifying a Qualitative Research Problem
Sometimes, specific topics are given and tasked to be researched. However, the struggle
comes from not having enough interest in the given topic. Hence, interest will play a vital
role in the research process. On the other hand, if the researcher is left to decide on what
topic to research, the difficulty may come from narrowing down the topic of interest.
Tips
In Identifying a research problem, you must do the following:
1. Narrow down the general topic to a more specific topic of
interest.
2. Read available sources, and write notes to identify what is already
known and what is still unknown about your topic of interest.
3. Consider the constraints or limitations, such as time and
budget, when refining the research problem.
4. Remember to formulate problems that adhere to the SMART
criteria.
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Unit 3.1: Identifying a Qualitative Research Problem
Narrowing Down a General Topic
Research usually starts with identifying a general topic. Sometimes it is derived from the
school’s research agenda, or you may be given the liberty to choose a topic of your interest.
Either way, for you to have a topic, the specific topic must always be anchored to the
general topic. Hence, topics are important guides to do the right research, which are
interesting, vital, and compelling (McBride, 1994).
Fig. 2. Inverted funnel method in building a research topic
Writing research studies has limitations, and focusing your topic on a specific area of
knowledge will help in meeting the constraints of the research, such as time, budget, and
materials. If the study is set to be done within a specific time frame, then you have to find a
problem that can be answered within that period.
In coming up with a research problem, you need to do preliminary readings on the general
topic. Once you have a large number of reading materials, you can then identify the
subtopics. You can use these subtopics to find similarities and differences, and most
importantly, the gaps in information (Schneider and Whitehead, 2012). The gaps in
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Unit 3.1: Identifying a Qualitative Research Problem
information, also known as “research gaps,” are an essential part in finding a research
problem since it asks the question: “What is it about my topic that needs further
investigation?” or “What information is still missing about my topic?”
The researcher then arrives on further questions, such as “If I choose to fill in this research
gap, how am I supposed to do it?” or “What method(s) and materials can I use to answer this
problem?” With this, the researcher narrows down the topic and comes up with a
well-established research problem.
Qualitative Research Problem
A research problem is considered to be qualitative when the nature of answering it is on
making meanings from nonnumerical information since analyzing numerical data is the
focus of quantitative research. Qualitative research problems are usually observed in case
studies of experiential and cultural contexts among others. Answering qualitative research
problems can also be done through interpreting and analyzing information from interviews,
observations, historical and cultural texts and artifacts, and other primary or secondary
sources (Lester and Lester 2012; Ballenger 2004). Here are a few examples of qualitative
research topics that you can base the research problem on:
Accounting
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Unit 3.1: Identifying a Qualitative Research Problem
Health Science
Education
Social Sciences
Humanities
emember
R
A qualitative research problem is a narrowed down specific topic
that can be answered through making meaning of nonquantitative
data. It is used as the basis for every part of the research from the
title down to the conclusion and recommendations. A good research
problem has a clear scientific, social, and practical relevance.
Research Title
One common practice in research after identifying the problem is to come up with a
research title since it is evidently stated at the beginning of every research paper. Though
there is no specific rule that this practice is either correct or wrong, the first research title
usually ends up being revised several times during the research process. Thus, in the
process of conducting research, a working or a tentative title is constructed first to guide
researchers.
Since there are no concrete guidelines for constructing research titles and different fields
practice their own way of crafting titles (Haggan 2004), conventional methods suggest that
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Unit 3.1: Identifying a Qualitative Research Problem
one way of coming up with a good research title is basing it on the identified research
problem and constructing it using the fewest possible words that will still convey what
the research is about. Most research paper titles include a rephrasing of a research problem
and the main method or theory used for answering the problem (Lester and Lester 2012). A
good guide in writing a working study title is by answering the following questions:
● What type of research will it use?
● What is the study all about?
● Who is involved in the research?
● Where will the study happen?
For example, in a business research, you can easily identify what the research is all about by
reading the title “An Ethnographic Study on Decision-Making of Female Online Business
Owners in Manila.” A study aligned with social sciences may explore “A Case Study of
E-Learning Schools in the Province of Pampanga,” while a study aligned with science may
explore “A Historical Study of Coding for Mobile Applications.” As you can observe, the
working titles are presented following the guide questions in building a conventional title. In
this way, your target audience will be able to identify what the research is about.
Relevance of the Research
The relevance of the research describes the reasons or justifications for the conduct of the
study. It is usually included in the introductory part of the research paper. While all topics of
interest can be researched, there are selected topics that are academically acceptable for
research.
The criteria for a relevant topic may be set by the adviser or the panel. Some students will
state some personal benefits and gains in doing their research. While this may be realistic,
this reason is not academically acceptable as a justification for conducting the research.
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Unit 3.1: Identifying a Qualitative Research Problem
Academically acceptable justification of conducting research studies include the following
among others (Lincoln and Denzin 2005):
● its usefulness in the scientific advancement of the chosen area of knowledge
● importance to the community or society
● its practical application to present issues or problems
Review
● Identifying a research problem is the central part of the research.
● A research problem is usually a gap in information that needs to be
filled.
● A qualitative research problem deals with the meaning-making of
nonnumerical information.
● The research title is based on the research problem.
Extend
Activity 1
Think of a general topic that you are familiar with and interests you the most. Write your
chosen topic on the space provided. Provide explanations on your chosen topic.
General Topic of Interest: _____________________________________________________________________
Explanation:
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Unit 3.1: Identifying a Qualitative Research Problem
Make a list of three specific areas of knowledge from your topic of interest.
uide
G
Specific topics should be a subtopic of the general topic of interest.
Evaluate
1. In identifying a research problem, a researcher usually starts with a general topic
narrowed down to a ___________ topic.
2. Unlike quantitative research, ___________ deals with interpreting nonnumerical data.
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Unit 3.1: Identifying a Qualitative Research Problem
3. The ___________ describes the reasons or justifications for the conduct of the study.
1. What specific topics can you identify that relate to the topic “food”? Give at least
three.
2. What question(s) or problem(s) can you identify with one of the specific topics that
you listed in the first item?
3. How can your question/s or problem/s be relevant to your strand or the society?
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Unit 3.1: Identifying a Qualitative Research Problem
Wrap Up
___________________________________________________________________________________________
● The r esearch problem is the central basis for the other parts of the research.
● The research process starts with identifying a broad topic of interest and
narrowing it down to a more specific topic.
● Qualitative research deals with understanding, describing, and drawing out
meaning from nonnumerical information.
● The research title describes what the research is about and is based on the
statement of the research problem.
● The relevance of the research describes the importance and justification for
conducting the research.
Fig. 3. Process of identifying a research problem
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Unit 3.1: Identifying a Qualitative Research Problem
___________________________________________________________________________________________
Bibliography
Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers. 4th ed. New
York: Pearson/Longman, 2004.
Ellis, Timothy J., and Yair Levy. "Framework of Problem-Based Research: A Guide for Novice
Researchers on the Development of a Research-worthy Problem." Informing Science:
The International Journal of an Emerging Transdiscipline 11 (2008): 17-33.
Lester, James D. Sr., and James D. Lester. Writing Research Papers: A Complete Guide. 4th ed.
Boston: Pearson, 2012.
Lincoln, Norman K., and Yvonna S. Denzin. The Sage Handbook of Qualitative Research. 3rd ed.
California: Sage, 2005.
McBride, Allan. "Teaching Research Methods Using Appropriate Technology." PS: Political
Science & Politics 27, no. 3 (1994): 553-557.
Schneider, Zevia, and Dean Whitehead. "Identifying Research Ideas, Questions, Statements
and Hypotheses." In Nursing and Midwifery Research: Methods and Appraisal for
Evidence-Based Practice, 57-76. Australia: Elsevier-Mosby, 2012.
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