Selecting a Problem

Nicerio L. Leanza, Ph.D.IRCA

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 Think of possible sources by considering
the following:
◦ problem encountered in learning )when you
were
◦ problem encountered in teaching)in the
grades or
in high school
◦ unanswered question in your mind about
your observations and experiences as a
pupil/student, or
◦ an idea you wanted to explore and investigate

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 Problem encountered  Problem encountered Unanswered question
in learning in teaching about
observation/ experiences
When I was in high When I was the grade I love to drink any
school my teacher made four I had a teacher orange juice. But I like
us perform an who conducted a Tang more than other
experiment on spelling contest every juice brands. After
“buoyancy”. He told us Friday. She asked us to sometime, I found out
to bring two cans of memorize the spelling of that at 1 0 or 1 0 :3 0 in
softdrink—Coca Cola: 1 a word. As a pupil, I the morning, I feel a
diet coke and the other cannot remember our little pain in my
regular coke. teacher teaching us stomach. I told my
We observed that the techniques of spelling. mother about it and she
Diet Coca Cola floated Until now, I have a stopped me from
on water and the problem writing the drinking orange juice. I
Regular Coca Cola sank correct spelling of some want to know if there is
into a deep pale of words. Is there a way to a brand of orange juice
water. make pupils learn how to that does not make my
I did not understand spell words without intestines painful.
then the principle of having so much problem
buoyancy. with it? 3
 CHARACTERISTICS OF A GOOD RESEARCH PROBLEM
 Is the problem researchable? (It can be
investigated through the collection and analysis of
data.)

 Does it have a theoretical or practical significance?

(Your assumption leads to further testing of
assumption through “hypothesis”. Hypothesis is
further tested to support a “theory” you are
developing. Or you are expanding “theory” through
your expected findings/conclusions.)

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 Is the problem good for you? (You can
tackle the problem; it is within your
understanding and capability to do the
research)

 Can it answer the problem you have

discovered related to teaching/learning? (It
can be solved by your recommendations

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 Is the : It can be investigated through
problem the collection and analysis of
researchable data.
? How?
 I can collect different types of
Problem:
“ACID ON orange juice sold in
ORANGE JUICE supermarkets, like: TANG,
EIGHT O’CLOCK, ZEST-O, etc.
 I will test the acid content in

each of these juice drinks

using a “pH” scale.

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 Does it have a  I can test my assumption why
theoretical or I am having stomach pain. My
practical assumption is: “TANG has a
significance? high acid content that causes
pain in my stomach.”
 Is it possible that TANG has
the highest acid content? If
so, I can find an orange juice
brand with the lowest acid
content. Then I can
recommend it to those who
have ulcer, like me.

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 Is the  I believe I am capable of doing
problem research on the problem. Why?
good for ◦ I know the meaning of pH
you? ◦ I know how to use a pH paper and
understand the color that appears on it
when placed in a small cup of orange juice.
◦ I can ask a friend of mine to explain to me
the meaning of the color when compared
to a pH scale.
◦ I can look for more information about “acid
content” in student researches done
through the Internet.
◦ I can read articles in journals or books
about acid content and how it might cause
ulcer.

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 Can it  The learning problem that is
answer the solved here is illustrated below:
problem ◦ As a person who loves to drink orange
juice, I will be able to choose the right
related to orange juice brand with the least acid
learning? content.
◦ I will be able to solve my problem and
perhaps limit the number of glasses I
drink every day, to avoid ulcer.
◦ I can also warn other persons who
have ulcer and who drink orange juice
to choose the one with the least acid
content.

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A well-stated research problem should include each
of the following characteristics:

 The variables of interest to the student researcher.

 The specific relationship between the variables.

 The type of subjects involved.

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Let’s go back to : “THE ABSOLUTE ACCURACY OF THE
identifying a FORMULA FOR FINDING THE
research AREA OF A TRIANGLE”
problem. Variables:
Problem:  Formula for finding the area of a
I have doubts triangle is a constant.
whether the
A = 1/2 bh
formula for
 Manipulated variables are the:
finding the area
of a triangle is ◦ size of the triangles
always ◦ angles of the triangles
accurate.

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Major Problem: Sub-problems:
(What comprise the major
The study
problem? What aspects are
examines the absolute involved in investigating
accuracy of the specifically the major problem?)
formula for finding  What is the area of each of the
the area of a triangle. different triangles drawn on a
[This is taken from the graphing paper?
title; it is done by  Is there a difference in area
converting the title into among five kinds of
a declarative sentence triangles,namely: acute, obtuse,
beginning with, “The scalene, equilateral, and isosceles?
study examines…..” [The aspects pertain to different types of
triangles--their areas expressed in
sq.cm.]

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Gay (1996, p.2) describes a hypothesis as a tentative
explanation for certain behaviors, phenomena, or events
that have occurred or will occur.

Leanza(2001:41)defines the hypothesis as a converted

research assumption reflecting the relationship between
variables in a research problem. It is a prediction of the
outcome of the research to be conducted.

NATURE OF A RESEARCH HYPOTHESIS

 States the researcher’s expectation concerning the
relationship between the variables in the research
problem.
 A refinement of the research problem. It is the most
specific statement of the problem.

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 It is a prediction of the outcome of the
study.

 “States clearly and concisely the expected

relationship (or difference) between two
variables,and defines those variables in
operational, measurable terms “(Gay,
1996,p.62).

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To formulate a research hypothesis, we start with a research
question and:

 generate operational definitions for all variables, and

 formulate a research hypothesis keeping in mind:

◦ expected relationships or differences
◦ operational definitions.

 Hypothesis can also be classified in terms of how they are

derived:

◦ inductive hypothesis is a generalization based on observation;

◦ deductive hypothesis is derived from theory.

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 A hypothesis can be directional or non-
directional.
 Hypothesis can be stated as research

hypothesis or statistical hypothesis.

 A statistical hypothesis consists of the null

hypothesis (H0), the hypothesis of no

difference and the alternative hypothesis (H1
or Ha) which is similar in form to the
research hypothesis.

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Let us consider a model for
stating a research
hypothesis for each of the
types of Quantitative
Research Types we have
taken in earlier lessons.
(1) Stating hypothesis for an
experimental or causal-
comparative study.
If X is the independent
variable, Y is the
dependent variable, and S
is the Subject.
H1: Ss who got X do better on Y
than subjects do not get X (or
get some other X)
Example:
Grade five girls have better
reading comprehension
than grade five boys.
Lets state it as a research
hypothesis in a causal-
comparative study:
H1: Girls will achieve higher
reading comprehension
test scores than boys at
the end of the fifth grade.
Operational Variables: reading
comprehension will be
measured by IOWA TESTS of
educational development and
reading comprehension.
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Let us state a “Statistical Hypothesis”. This consists of
a null hypothesis (H0) and the alternative hypothesis
(Ha).
In other words , the null hypothesis states thus:

H0 : There is no difference between the two means on

the reading comprehension test scores.
Ha : The girls’ mean score significantly exceed that of
the boys.

[Note: The statistical test here will use the ‘t test’.]

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(2) Stating a hypothesis for correlational research.

If A and B are variables (we do not refer to them as

independent and dependent variables in correlational
research) , and C is the subject we can state our research
problem as the relationship between A and B for C. [What
is the relationship between A and B for C ?)

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We state our Research Hypothesis, like this:
H1: There will be a significant positive
correlation between A and B
for C (or significant negative relationship
or significant relationship without
signifying direction).
We need to provide an operational definitions
for A, B, and describe C.

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Example: A grade six teacher examines the relationship
between
the number of minutes needed to complete a
reading
selection and comprehension test scores. She
wants to
use the data to determine whether there is a
significant
negative relationship between these two variables.

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H1: The length of time needed to complete reading a
selection will
be negatively correlated with the score on the
comprehension
test of grade six pupils.
H0 : There is no significant relationship between speed
in reading a
selection and comprehension scores.

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