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Selecting a Research Problem and Literature Review

WANG Huaping

Contents

1. Selecting and Defining a Research Problem

2. Literature Review

3. Utilizing the Internet for Research

Selecting and Defining a Research Problem

The central element in any research is the problem. Research begins with problems.

•Once the problem has been identified and adequately defined, the systematic and scientific process of making observations and collecting data can be more easily carried out.

•From an analysis of the data collected, some significant results would be expected in anticipation of finding a solution to the problem.

•How can you solve a problem if you don’t know what the problem is?

•Not only does a problem have to be identified, but before the research can begin to take shape, the problem has to be analyzed.

Selecting and Defining a Research Problem

The first question you ask is:

HOW DO YOU SELECT A PROBLEM?

•Ideas for research topics do not usually come spontaneously!

•They can, however, spring from puzzling experiences.

•Often these problems are associated with his own particular area of expertise since that is the area he knows so well.

Can you think of a situation arising from your own personal experience that warrants further

investigation?

Interaction with Others

Conferences, meetings, workshops and in-service courses are usually designed for specific purpose, but often, during the course of the discussions, references are made to broader issues.

As well, informal discussions with colleagues and other interested members of the public can lead the keen researcher to problem areas that could provide the basis for research.

By being always eager to learn more about the educational process, by adopting a critical outlook and by taking every opportunity to be part of a research environment, it is more likely that you will be able to select a problem for research.

The Criteria for Selecting a Research Problem

• Interest

• Size/Scope

• Economy/Cost

• Researcher’s Capabilities and Limitations

• Uniqueness

(1) InterestIf you are going to commit yourself to a piece of educational research, then it is important that you are interested in the topic you are researching.By being interested, you are more likely to read widely on the topic and have a more thorough knowledge of the situation.Background reading is an essential equipment for any person wanting to undertake a piece of research.Although this is a necessary requirement, it is not a sufficient criterion for selecting research problem.In fact, over-specialization can lead the researcher into investigating trivial problems that are of interest only to himself.The issue does not have to be of concern to everyone, but the results should be communicable and of interest to someone.


(2) Size

Here is where you need to exercise some professional wisdom.

At the outset, problems are usually macro in size.

This means that they are often too large for satisfactory results to be obtained.

For example, a researcher wanting to investigate the quality of water in a certain area would be faced of determining the sample of water which is representative.

However, further analysis, reduces the problem into a smaller and manageable research.


(3) EconomyResearch are often confronted with practical constraints, not the least of which are time and money.What could have possibly been a worthwhile piece of research has often not been successfully completed because of the enormous personal sacrifice required on the part of the researcher in terms of the amount of time that can be devoted to the project and the amount of money required to carry it out.Even at the initial planning stages, it is wise to think about the possibility of receiving some support, both financial and non-financial, either from within your institution or from outside sources.Again, this may not be realized by direct monetary grants but could simply be in access to equipment-printing, stationery supplies, typing, etc.


(4) Researcher’s Capabilities and Limitations

A researcher must recognize his own capabilities and limitations.If inexperienced in educational research, then it is highly likely that you will need some guidance.By organizing for an advisor or for others interested in research or on your area of study to monitor your progress, especially in the planning stages, then it is quite likely that some of the ensuing difficulties will be overcome.It will be an advantage if you have people willing to support you throughout the research-to suggest alternative approaches, assist in clarification of issues, etc.


(5) Uniqueness

A researcher would not want to spend a lot of time and energy researching a problem if the answer to the problem already existed.That is, you would not want to duplicate a study.However, you may want to pursue a study similar to one already in existence but change the methods used, or modify the design, or use a different sample, or choose to perform different statistical analyses.You would then be replicating an existing study, and the research would then be considered unique in that it is not exactly like any other piece of research.


A researcher has to think about a number of issues when planning a research project.

If your problem is too large (or global) you may have to eliminate some of the variables, or limit the size of the geographical area, or even the number of people involved.

At the same time it may be necessary to keep the purpose of the research in mind in case some basic necessary elements are eliminated.

Identifying the Variables

What is meant by a variable?

A variable is a word used to describe a particular characteristic which all members of a set have, e.g. hair color, age, intelligence, etc.

• These are human characteristics possessed by all.

• Of course, members of a set are expected to vary (hence the name variable) on the possession of the particular characteristic:

hair color - blonde, dark, brown

age - old, young, infant

intelligence - high, low


THERE ARE DIFFERENT TYPES OF VARIABLES

Look at these examples.

• HEIGHT - a continuous variable

It allows continuous measures or graduated measures from short to tall.

• SEX - a two-category variables

It permits only two characteristics: male or female.

• RELIGION - a multiple-category variable

Thus allows for classification into several different categories- Hindu, Christian, Muslim, Buddhist, etc.


The last two types of variables (dichotomous variables and multiple category variables) are called discrete variables.

• Discrete variables enable you to distinguish between categories but it is not possible to distinguish between degrees of difference, nor can they be placed in any order.

• In most research, it is often necessary to limit the size of the problem in terms of the number of variables involved.

• When selecting a problem for study you need to look specifically at the relationship between variables.


Having developed a well-constructed research question, it is important to consider :

a. whether you think the research problem is FEASIBLE. b. whether you feel the research problem is WORTHWHILE.

Is the Problem Feasible?You are seeking an answer to the question: Is the Problem

Researchable ?1. Has the problem been specified ?2. Is the problem amenable to research ?3. Is the problem too large ?4. How available are the data ?5. Am 1 capable of solving the problem ?.

Evaluating the Problem

Having considered these questions and others like them yourself, it is wise to consult others (who are either experienced researchers, interested colleagues or experts in the field) for their honest opinions.

Their evaluations, which would be based on the same foundations as yours, might focus on points that you have overlooked.

They might also make some valuable suggestions which, at this state in the research process, would be most beneficial. They might suggest alternative approaches or present a different viewpoint or simply help you clarify your thinking.


Is the Problem Worthwhile ?

In answering this question you are concerned with what are called social factors (or social considerations).

When looking at the problem feasibility issue, you were mostly focusing on personal factors (whether you could cope with the research, whether the problem was too large for you to handle, etc.)

To evaluate the worthwhileness of your research problem, you would need to ask questions such as:

1. Will the results advance knowledge?2. Will the research have some value?3. Will the results be of interest to others?


What is Literature Review

It is actually the reading of the works of others

before commencing on our own research work.

• Literature review can pave the way for better

research.

• It can help in identifying the relevance of the

research.


A review tells the reader that the researcher knows

the research in the area. A good review increases a

reader’s confidence in the researcher’s professional

competence, ability and background.

A good review places a research project in a

context and demonstrates its relevance by making

connections to a body of knowledge.


A good review points out areas where prior studies

agree, where they disagree and where major questions

remain. It collects what is known up to a point in time

and indicates the direction for future research.

A good review identifies blind alleys and suggests

hypotheses for replication. It divulges procedures,

techniques and research designs worth copying so that

a researcher can better focus hypotheses and gain new

insights.

Types of Reviews

Self-study reviews.Increases reader’s confidence in an area that is rarely published.

Context reviews.Places project in the big picture.

Historical reviews.Traces the development of an issue over time.

Theoretical reviews.Compares how different theories address an issue.

Methodological reviews.Points out how methodologies vary by study.

Integrative reviews. Summarizes what is known at a particular point in time.

The Purpose of Literature Review

To limit the problem area. To define the problem. To avoid unnecessary repetition. To search for new approaches. To recommend suitable methods. To sample current opinions.

To limit the problem area.The problem should be small enough and sufficiently specific

for adequate treatment and competent analysis. Research articles often suggest recommendations for the course that further research should take.


AVOID UNNECESSARY REPETITIONDo not assume that because most of the existing research

adopts one method that it is the only method or the correct method available in the circumstance. Do not use the approach if you have reservations about its application to the problem.

SEARCH FOR NEW APPROACHESBe alert to research approaches which may have been

overlooked. Be prepared to adopt a different viewpoint, particularly in areas where research is sparse.


RECOMMEND SUITABLE METHODS

Methodology should be appropriate to the research problem. Compile a checklist in which you reference ideas on research design, instrumentation, sampling and data collecting and analysis from various studies.

SAMPLE CURRENT OPINIONS

Newspapers, magazines and non-technical articles may contain unique ideas that have not yet been researched.

Notes on Literature Review

A literature review must do these things

1. be organized around and related directly to the thesis or research question you are developing

2. synthesize results into a summary of what is and is not known

3. identify areas of controversy in the literature

4. formulate questions that need further research

Notes on Write Literature Review

Ask yourself questions like these about each book or article you include:

1. Has the author formulated a problem/issue?2. Is it clearly defined? Is its significance (scope, severity,

relevance) clearly established?3. Could the problem have been approached more

effectively from another perspective?4. What is the author's research orientation (e.g.,

interpretive, critical science, combination)?5. What is the author's theoretical framework (e.g.,

psychological, developmental, feminist)?


6. What is the relationship between the theoretical and research perspectives?

7. Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with?

8. In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis?


9. In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely “proving” what he or she already believes?

10. How does the author structure the argument? Can you "deconstruct" the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)?


11. In what ways does this book or article

contribute to our understanding of the problem

under study, and in what ways is it useful for

practice? What are the strengths and

limitations?

12. How does this book or article relate to the

specific thesis or question I am developing?

How to carry out literature review

The following plan, arranged in a logical order is intended to provide a systematic means of obtaining relevant literature, once the general area of the research question has been established.

1. KEY WORDS

– compile a list of key word and terms that relate specifically to the research problem.

– ensure that the list is exhaustive by checking terms in a dictionary.

– cross reference terms/descriptors by using another dictionary/encyclopedia (if possible).


2. CONSULTATIONS– consult the librarian for information about the collection and cataloguing procedures.– discuss the research problem with specialists and/or colleagues for help in finding sources of literature.

3. PRELIMINARY SOURCES– using the key words check the preliminary sources for references:catalogueindexesabstractsbibliographiesannotated bibliographies


4. SECONDARY SOURCES– locate textbooks, articles and other secondary sources (also the Internet).– check secondary sources for relevance and background information.

5. PRIMARY SOURCES– locate research reports written specifically about the researchproblem.– check other primary sources for information on research design and methodology.

6. CONTACTS– write to organisations and/or institutions.– contact any person who may have conducted research in the area.

Creswell’s 5 Steps to Conduct a LR

• Step 1: Identify Key Terms or “Descriptors”• Extract key words from your title (remember,

you may decide to change the title later).• Use some of the words other authors reported

in the literature.• Scan both electronic and library journals

from the past 10 years and look for key terms in the articles.

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative ResearchQualitative Research


• Step 2: Locate Literature

• Use academic libraries, do not limit your search to an electronic search of articles.

• Use primary and secondary sources. A “primary source” is research reported by the researcher that conducted the study. A “secondary source” is research that summarizes or reports findings that come from primary sources.

• It is “best to report mostly primary sources” (p. 82)

• Search different types of literature: summaries, encyclopedias, dictionaries and glossaries of terms, handbooks, statistical indexes, reviews and syntheses, books, journals, indexed publications, electronic sources, abstract series, and databases.


• Step 3: Critically Evaluate and Select Literature• Rely on journal articles published in national

journals.• Prioritize your search: first look for refereed

journal articles, then, non-refereed articles, then books, then conference papers, dissertations and theses and then papers posted to websites.

• Look for research articles and avoid as much as possible “opinion” pieces.

• Blend qualitative and quantitative research in your review.


• Step 4: Organize the Literature

• Create a “file” or “abstract” system to keep track of what you read. Each article you read should be summarized in one page containing

Title (use APA to type the title so that you can later copy-paste this into the References section of your paper)

Source: journal article, book, glossary, etc.


Research problem: one or two lines will suffice

Research Questions or Hypotheses

Data collection procedure (a description of sample characteristics can be very handy as well)

Results or findings of the study

• Sort these abstracts into groups of related topics or areas which can then become the different sections of your review


• Step 5: Write a Literature Review• Types of Reviews:

Thematic Review: a theme is identified and studies found under this theme are described. Major ideas and findings are reported rather than details.

Study-by-study Review: a detailed summary of each study under a broad theme is provided. Link summaries (or abstracts) using transitional sentences. Must be organized and flow coherently under various subheadings. Avoid string quotations (i.e., lengthy chunks of text directly quoted from a source)


After you have identified a problem for research, then you can utilize Internet to search useful information for solutions.

Google scholar is a very use tool, providing a search of scholarly literature across many disciplines and sources, including theses, books, abstracts and articles.

Utilizing the Internet for Research

Tips: you can use preferences setting to provide personalized functionality.


1. ELSEVIER: www.sciencedirect.comPhysical Sciences and Engineering, Life Sciences, Health Sciences, Social Sciences and Humanities

2. EBSCO: www.sciencedirect.comAgriculture, Biology, Education, Engineering, Environmental Studies, Film, Government, History, Kinesiology and Sports, Literature, Medicine and Health, Music and Performing Arts, Political Science, Psychology, Sociology

3. Springer: www.sciencedirect.comAgriculture, Biology, Education, Engineering, Environmental Studies, Film, Government, History, Kinesiology and Sports,


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piece of educational

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