2.

Planning research study and choosing research topic

2.1. Research Topic

2.2. Literature review

2.3. Research problem in research

2.4. Writing research questions, objectives and research hypothesis

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2.1 Research topic

 It is a concept, subject or issue that can be studied through research.

 The first step in designing any research study is deciding what to study.

2.1.1. Choosing/selecting research topic

 Researchers topic choice or their decisions are necessarily influenced by

several factors.

 scientific fields within which the researcher works.

• It would be quite difficult for a researcher in one scientific field to undertake

a research study involving a topic in an entirely different scientific field.

 For example, it is highly unlikely that a botanist would choose to study quantum
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physics or macroeconomics.
 Assuming that researchers have the proper training and experience to conduct
research studies in their respective fields, let‟s turn our attention to how
researchers choose the topics that they study (see Christensen, 2001; Kazdin,
1992).

i. Interest -first and foremost, researchers typically choose research topics

that are of interest to them. In addition to his or her lacking the training and
experience necessary for studying quantum physics or macroeconomics, it
is probably reasonable to conclude that the botanist does not have an
interest in conducting research studies in those areas.

ii. Problem Solving- some research ideas may also stem from a researcher‟s
motivation to solve a particular problem (private and professional lives).

o For example, finding ways to reduce the work-related stress of employees to

increase productivity and satisfaction- result in profit.
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iii. Previous Research- researchers also choose research topics based on the
results of prior research, whether conducted by them or by someone else.

 researchers may attempt to replicate the results obtained by the other

researchers or perhaps extend the findings of the previous research to different
populations or settings.

 As noted by Kazdin (1992), a large portion of research stems from researchers‟

efforts to build upon, expand, or explain the results of previously conducted
research studies.

iv. Theory

• Finally, theories often serve as a good source for research ideas. Theories can
serve several purposes, but in the research context, they typically function as a
rich source of hypotheses that can be examined empirically.

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2.1.2. Criteria for Selecting a Topic

 Relevance:

 The topic you choose should be a priority problem: Questions to be asked include:

o How large or widespread is the problem?

o Who is affected?

o How severe is the problem?

 Avoidance of duplication: Investigate whether the topic has been already

researched

 Feasibility: Consider the complexity of the problem and the resources you will
require to carry out the study.

 Political acceptability: It is advisable to research a topic that has the interest and
support of the authorities.

 Applicability: Applicability of possible results and recommendations

 Ethical acceptability –religious issues, racial conflicts, cast problems

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2.1.3. Characteristics of good research topic

• Although judging whether a research idea is good may appear to be

somewhat subjective, there are some generally accepted criteria that can

help in this determination.

• Is the research idea creative?

• Will the results of the research study make a valuable and significant

contribution to the literature or practice in a particular field?

• Does the research study address a question that is considered important in

the field?

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2.2. Literature review

 Once a researcher has chosen a specific topic, the next step in the planning phase of a
research study is reviewing the existing literature in that topic area.

2.2.1. What is literature review

 Literature review is an account of what has been published on a topic by accredited

scholars and researchers or simply means becoming familiar with the existing literature
(e.g., books, journal articles) on a particular topic.

 Why? To elaborate more about your research problem (issue); review what has been
done on the issue so far; identify the week and strong sides of previous research works.

• Doing these tasks in a research process, in a research terminology is called "Literature

Review" or “Review of Literature” or “Related Literature”

 Reviewing academic literature is not the same as just reading it!

 You need to think about the ideas, the research methods, how the data was collected, and
how the findings have been interpreted.
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Doing a Literature Review

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2.2.2. types of research review

i. Historical review

 A specialized review in which the author traces an issue over time.

 It can be merged with a theoretical or methodological review to show how a:

o concept,

o theory, or

o research method developed over time

ii. Integrative review

 A common type of review in which the author presents and summarizes the current

state of knowledge on a topic, high lighting agreements and disagreements within it.
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iii. Methodological Review

 The author compares and evaluates the relative methodological strength of various
studies.

iv. Theoretical review:

 A specialized review in which the author presents several theories or concepts focused
on the same topic and compares them on the basis of assumptions, logical consistency,
and scope of explanation.

v. Exploratory Review

 This is a literature review which is seeking to find out what actually exists in the
academic literature in terms of:

• Theory,

• Empirical evidence and

• Research methods

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2.2.3. Importance of literature review

 Literature reviews are absolutely indispensable for doing research by guiding the
researcher in an appropriate direction by answering several questions related to
the topic area.

o Have other researchers done any work in this topic area?

o What do the results of their studies suggest?

o Did previous researchers encounter any unforeseen methodological difficulties

of which future researchers should be aware when planning or conducting
studies?

o Does more research need to be conducted on this topic, and if so, in what
specific areas?

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2.3.4. Sources literature review

o Literature sources may be classified as primary source and secondary sources.

Primary Source is a literature resource of a study written by the original
researcher.

• It is research publication written by the person or people who conducted the

research.

• Examples: Research Articles, Unpublished Thesis/Dissertation, Personal Diary,

hand written records and reports, etc.

o Secondary source:

• These are second hand information prepared or written by someone other than
the original author.

• Examples: Newspaper, Book Chapters, Television, Radio, Magazine,

Wikipedia, Journals, etc. 12
2.3.5. procedure for reviewing the literature

 There are four steps involved in conducting a literature review;

1. Search for existing literature in your area of study

 Read journal articles, next review books following conference papers and
dissertation.

2. Review the literature selected

 Now that you have identified several books and articles as useful; the next step
is to start reading them critically to pull together themes and issues that are
associated.

3. Develop a theoretical framework

o Refers theories or issues in which your study is embedded.

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4. Develop a conceptual framework

o The conceptual framework stems from the theoretical framework and describes the
aspects you selected from the theoretical framework to become the basis of your
inquiry.

Figure.docx

5. Writing up of the literature

o The contents of your literature review reflect two purposes.

• provide a theoretical background of your study;

• enable you to contextualize your findings in relation to the existing body of

knowledge in addition to refining your methodology.

o In order to fulfill the first purpose, you identify and describe various theories relevant
to your field; and specify gaps in existing knowledge in the area; recent advances in the
area of study; current trends and so on.

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2.3.RESEARCH PROBLEM

2.3.1. Definition

 After selecting a specific research topic and conducting a thorough literature review, the
next step is clearly articulating the research problem.

 A research problem, in general, refers to some difficulty which a researcher experiences

in the context of either a theoretical or practical situation and wants to obtain a solution.

 Usually we say that a research problem does exist if the following conditions are met.

(i)There must be an individual or a group which has some difficulty or the problem.

(ii) There must be some objective(s) to be attained at.

(iii) There must be alternative means for obtaining the objective(s) one wishes to attain. If he
has no choice of means, he cannot have a problem.

(iv) There must remain some doubt in the mind of a researcher with regard to the selection
of alternatives. This means that research must answer the question concerning the relative
efficiency of the possible alternatives.
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2.3.2. Formulation of research problem

 The formulation of a research problem is the first and most important step of

the research process.

• It is like the identification of a destination before undertaking a journey. As

in the absence of a destination, it is impossible to identify the shortest-or

indeed any-route.

• In the absence of a clear research problem, a clear and economical plan is

impossible.

• A research problem is like the foundation of a building. The type and design

of the building is dependent up on the foundation.

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 Thus, the research problem serves as the foundation of a research study; If it is

well formulated, you can expect a good study to follow.

 A proper definition of research problem will enable the researcher to find

answers to question such as

o What kind of data and information are relevant and needed to be studied?

o What relationship is to be explored among variables?

o What technique has to be used to collect and analyze data? And so forth

 Therefore, defining a research problem properly is a prerequisite for any study

and a very important step.

 First identify symptom , second analysis the situation and define the problem.
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• 2.3.2. source of research problem

Personal experiences

 Day-to day personal experience of a research may serve as good source of

ideas to formulate a research problem.

o For example, a researcher observed domestic violence suffered by wives of

alcoholic husbands.
Professional Experience

o The day-to-day observation of the incidences in the working places and out of

the working places.

Critical appraisal of literature:

o When we critically study books articles relating to the subject of our interest,
including research report, opinion articles, summaries of scientific issues,
pertinent questions may arise in our mind.
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Previous experience:

 Usually at the end of a research further research problems are suggested.

 Based on the short comings of the previous research, research can be conducted.

Existing theories:

 A specific statement from theory can be tested.

Social issues:

 Global contemporary social or political issues.

Brainstorming

 Brainstorming sessions are good techniques to find new questions, where an

intensified discussion among interested people of the profession is conducted to

find more ideas to formulate a good research problem

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Intuition

Traditionally intuitions are considered good sources of knowledge as well as sources to find

new research problems. It is believed that reflective mind is good sources of ideas.

Exposure to field situations:

 During field exposure, researchers get variety of experiences, which may provide plenty of

ideas to formulate research problems.

o For example, while working in field a researcher observed a specific traditional practice for

cure of disease condition, which can be used as research problem to investigate its efficacy.

Consultation with experts

 Experts are believed to have sound experience of their respective field, which may suggest

a significance problem to be studied.

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2.2.4. Criteria for good research problem

1.Original

 It is fundamentally considered that every research problem should be new unique in

itself.

Significance to the profession

 A problem which a researcher is selecting should have significance to the profession.

It is useful to profession when it is directed to develop or refine the body of
professional knowledge

Feasibility: Consider the complexity of the problem and the resources you will require to
carry out the study.

Solvable/researchable:

 Problem selected is considered good only if it is solvable so that chances of

insolvability of problem should be minimized.

 For example, a researcher selects a research problem to know the existence of God in
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this universe.
Current: A good research problem must be based on the current problems &
needs of a profession. How urgently are the results needed for making a decision?

Interesting

 A research problem can only be considered good if it is an accordance with

researcher‟s field of interest.

Avoidance of duplication: Has the suggested topic been studied before, either within
the proposed study are a or in another are a with similar conditions?

Researcher Competence: The problem should be in an area in which the researcher

qualified and competent.

Political acceptability: It is advisable to research a problem hat has the interest and
support of the authorities.

Applicability: Applicability of possible results and recommendations

Ethical acceptability –Consider the possibility of inflicting harm to others while

conducting the research (culturally sensitive).
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 Checklist for testing the feasibility of the research problem

YES NO

1
Is the problem of current interest? Will the research results have social,
educational or scientific value?
2 Will it be possible to apply the results in practice?
3 Does the research contribute to the science of education?
4 Will the research opt new problems and lead to further research?
5 Is the research problem important? Will you be proud of the result?
6 Is there enough scope left within the area of reseach (field of research)?

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Can you find an answer to the problem through research? Will you be able to
handle the research problem?
8 Will it be pratically possible to undertake the research?
9 Will it be possible for another researcher to repeat the research?
10 Is the research free of any ethical problems and limitations?

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11 Will it have any value?

Do you have the necessary knowledge and skills to do the

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research? Are you qualified to undertake the research?
Is the problem important to you and are you motivated to undertake the
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research?
Is the research viable in your situation? Do you have enough time and
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energy to complete the project?

15 Do you have the necessary funds for the research?

16 Will you be able to complete the project within the time available?

Do you have access to the administrative, statistic and computer

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facilities the research necessitates?

TOTAL:

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2.4. Writing research questions, objectives and research hypothesis

2.4.1. Research Questions

 A question which the research sets out to answer

 When articulating a research question, it is critically important to make

sure that the question is specific enough to avoid confusion and to indicate

clearly what is being studied.

 A vague research question often results in methodological confusion,

because the research question does not clearly indicate what or who is

being studied.

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 The investigator must make sure that

• He has a research question

• The question is clear and specific

• It reflects the objectives of the study

• It has no answer by common sense

• It has no answer in the LITERATURE

• Finding an answer to the question will solve or at least help in solving

the problem to be studied.

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2.4.2. Research Objectives

 Objectives are the goals you set out to attain in your study.

 Since these objectives inform a reader of what you want to achieve through

the study, it is extremely important to word them clearly and specifically.

 Objectives should be listed under two headings:

o Main objectives;

o Specific Objective;

 The main objective is an over all statement of thrust of your study

 . The sub objectives are the specific aspects of the topic that you want to

investigate with in the main framework of your study.

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o Sub objectives should be numerically stated.

o They should be worded clearly and unambiguously.

o Make sure that each sub objective contains only one aspect of the study.

 Use action oriented words or verbs to when writing your objectives.

 The objectives should start with words such as „to determine”, „to find

out”, „to ascertain”, „to measure‟ and explore‟.

 The wording of your objectives determines the type of research design

you need to adopt to achieve them.

 Hence, be careful about the way you word your objectives.

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 The research objectives should be:

– Closely related to the research question

– Covering all aspects of the problem

– Very specific

– Ordered in a logical sequence

– Stated in action verbs that could be evaluated e.g. to describe, to

identify, to measure, to compare, etc.

– Achievable, taking into consideration the available resources and time

– Mutually exclusive, with no repetitions or overlaps

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2.4.Hypothesis

2.4. 1. definition

 A hypothesis is statement of the logical relationship between two or more

variables (Kerlinger 1986)

 Research hypothesis is a statement of the research question in a measurable form

• Hypothesis is a set of suggested tentative solution of a research problem.

• Hypothesis is a tentative statement about something, the validity of which is

usually unknown.

 The word hypothesis is a compound of two words, “hypo” and “thesis”. Hypo
means, under or below and thesis means a reasoned theory or rational viewpoint.

 Thus, hypothesis would mean a theory, which is not fully reasoned.

 Hypotheses are subsequently tested empirically by gathering and analyzing data, and the
hypotheses can then be either supported or refuted.
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 Hypotheses should be consistent with the known facts. In other words

hypotheses should be grounded in a well-established facts, theories or laws.

 Hypotheses should be stated as much as possible in simple terms.

 The simple statement helps to gain the following advantages

• It becomes easily understandable to others (readers)

• It become easily testable

 Example-Hypothesis: Political participation(dependent variable) increases

with level of education(independent variable).

• Example Hypothesis: There is no relationship between marks obtained in

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the examination and the success of the same student in the corporate world.
2.4.2. Importance of Hypothesis

A well-grounded hypothesis provides the following advantages

a. It places clear and specific goals

 These clear and specific goals provide the investigator with a basis for selecting
samples and research procedures to meet these goals.

c. It provides direction to research-e. It prevents blind research.

• It defines what is relevant and what is irrelevant.

• Thus it prevents the review of irrelevant literature and the collection of useless
or excess data.

• It not only prevents wastage in the collection of data, but also ensures the
collection of the data necessary to answer the question posed in the statement
of the problem.
d. It serves as a framework for drawing conclusions.

• It makes possible the interpretation of data in the light of the tentative

proposition.

• It provides the outline for setting conclusions in a meaningful way.

f. It prevents indiscriminate gathering of data which may later turnout to be

irrelevant.

h. Offer basis for selecting the sample, the research procedure, and the

statistical analysis needed.

i. Keeps the study restricted in scope thereby preventing it from becoming too

broad

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 2.4.3. Characteristics of Good Hypotheses

• There are a number of considerations to keep in mind, as they are important,

for valid verification, when constructing hypotheses.

a. A hypothesis should be simple, specific, and conceptually clear.

b. A hypothesis should be capable of verification.

c. A hypothesis should be related to the body of knowledge.

d. A hypothesis should be operationalizable.

• That is, it can be expressed in terms that can be measured.

• If it can not be measured, it can not be tested and hence no conclusions can
be drawn.

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 2.4.4. Sources of hypothesis
 Hypothesis can be derived from many sources

1. Theory
 Theory on the subject can act as a source of hypothesis. We start of from a general premise and then formulate
hypothesis.
 Example: Providing employment opportunity is an indicator of social responsibility of a government enterprise.

2. Observation-Peoples' behavior is observed.

• In this method we use observed behavior to infer the attitudes.
• Example: A shopper in a supermarket may be disguised, to watch the customer in the stores.

• The following may be observed.

a. How the customer approaches the – Product category,

b. How long he/she spends in front of display,

c. Whether the customer had difficulty in locating the product.

• Collect all these data and formulate a hypothesis regarding the behavior of the customer towards the product.

3. Past experience: Here researcher goes by past experience to formulate the hypothesis.

4. Case studies: Case studies published can be used as a source for hypothesis.

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2.4.5. Null and Alternate Hypothesis

Null Hypothesis – is a proposition that states a definitive, exact relationship between two
variables.

o It states that the population correlation between two variables is equal to zero.

o In general, the null statement is expressed as no ( significant difference between two variable
groups.

Examples-Women are more motivated than men

Ho: 𝜇𝑚 = 𝜇𝑤 𝑜𝑟 𝜇𝑚 − 𝜇𝑤 = 0

Where
𝜇𝑚 𝑖𝑠 𝑚𝑒𝑎𝑛 𝑚𝑜𝑡𝑖𝑣𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑙𝑒𝑣𝑒𝑙 𝑜𝑓 𝑚𝑒𝑛 𝑎𝑛𝑑 𝜇𝑤 𝑖𝑠 𝑚𝑒𝑎𝑛 𝑚𝑜𝑡𝑖𝑣𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑙𝑒𝑣𝑒𝑙 𝑜𝑓 𝑤𝑜𝑚𝑒𝑛.

Alternate Hypothesis- is the opposite of the null hypothesis, is a statement expressing the
relationship between two variables or indicating differences between groups.

Examples -HA: 𝜇𝑚 > 𝜇𝑤 𝑜𝑟 𝜇𝑚 < 𝜇𝑤

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Examples:

 HO-There is insignificant effect of FS policy on country's economy

 H1-There is significant effect of FS policy on country‟s economy.

 H0-There is insignificant difference between the work ethics values of American

and Asian employees.

 H1-There is significant difference between the work ethics values of American and

Asian Employees.

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2.4.6. Research question vs. Hypothesis

 A research question is similar to a hypothesis, except that a hypothesis

presents an expectation about the way two or more variables are related, but a

research question does not.

 Research projects that have explanatory or evaluation purposes typically

begin with one or more hypotheses, most exploratory and some descriptive

projects start with a research question.

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Exercise

 A production is concerned about low out put level of his employees. The articles that he read of job

performance mentioned four variables as important to job performance: skill required for the job,

rewards, motivation and satisfaction. In several articles it was also indicated that only if the rewards

were attractive did motivation, satisfaction, and job performance increase, not otherwise.

 Given the above situation, do the following.

1. Define the problem

2. Evolve a theoretical framework

3. Develop at least six hypothesis

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