RESEARCH MODULE 1: STATEMENT OF THE PROBLEM

LEARNING OBJECTIVES

In this module you will learn about:

1. Specifying a research problem and its importance in a study.

2. The different criteria for a researchable problem.
3. The elements of the statement of the problem.
4. The strategies in writing the statement of the problem.

INTRODUCTION

Research is a systematic investigative process employed to contribute in the existing body

of knowledge. It is generally categorized into: (1) basic research, which is an inquiry aimed at
increasing scientific knowledge, and (2) applied research, which is an effort aimed at using basic
research for solving problems or developing new processes, products, or techniques.

The first and most important step in any research is to identify and delineate the research
problem: that is, what the researcher wants to solve and what questions he/she wishes to answer. A
research problem may be defined as an area of concern, a gap in the existing knowledge, or a
deviation in the norm or standard that guides the need for further understanding and investigation.
Although many problems turn out to have several solutions (the means to close the gap or correct
the deviation), difficulties arise where such means are either not obvious or are not immediately
available. This then necessitates some research to reach a viable solution.

A statement of the problem is used in research work as a claim that outlines the problem
addressed by a study. The statement of the problem briefly addresses the question: What is the
problem that the research will address?

The role of the problem in the structure of the research

The research problem serves as the heart of any research endeavor and provides direction
to every aspect of the process. It is the starting point for the research, which serves as the unifying
thread that runs throughout all the elements of the research endeavor. Figure 1.1 illustrates the
structure of a research cycle displaying distinct but interrelated elements. Here shows the research
problem as the center that drives the research project, its goals, all of the research questions, review
of literature, methodology, results, and conclusions.
 Figure 1.1 Conceptual map of the problem-based research cycle.
Adapted from Ellis and Levy 2008

As shown in Figure 1.1, the research topic is the general domain in which the study is
situated. Problems are drawn from the general domain as described by the topic. The nature of the
research problem being addressed delimits the possible goals of the study. These goals are
operationalized by one or more research questions. A research study goal is the major intent or
purpose of the study, which is used to address the problem. Hence, there is a two-way relationship
between the research problem and the goals together with the research questions and/or
hypotheses. The research questions narrow the goal into specific questions that the researcher
would like to be answered or addressed. By attaining answers to those research questions, the goals
are met and a contribution towards solving the problem is made. However, the meaning of the
research can only be realized once the connection between the answers to the research questions
and the research problem inspiring the study has been established. Figure 1.2 illustrates the
relationship among the general topic, research problem, goal, and research questions with an
example in the context of knowledge management.

Certain characteristics of the problem such as the domain from which it is drawn determine
the appropriate type of the methodology. This methodology produces the results of the study,
which in turn produces the evidences necessary to permit the suggested conclusions. Although the
research problem serves as the starting point of the study, the literature review as illustrated by
Figure 1.1 serves as the foundation upon which the research is built. The presence of the research
problem is almost always established through the literature review just like the same manner all
others are also anchored in the literature review.
Definition of problem in research

Figure 1.2 Distinguishing among the Topic, Research Problem, Purpose, and Research
Questions.
Adapted from Creswell 2005

In order to better understand formulating a statement of the problem, it would be helpful

distinguishing the research problem from other parts of the research process. Statement of the
problem needs to stand on its own and be recognized as a distinct step. The differences among the
fundamental parts of the research process are implied by the following brief definitions:

 A research topic is the broad subject matter in which the study is situated.
 A research problem is a general issue, concern, or controversy being addressed in research,
which narrows down the topic.
 A purpose is the major intent or objective of the study used to address the problem.
 Research questions narrow the purpose into specific questions that the researcher would
like to be answered or addressed in the study.

Internalizing on these definitions with illustration of Figure 1.2, it can be observed that the
statement of the problem uses the technique of deduction from a broader generalized topic
narrowing down to more specific questions. Oftentimes, research problem is mistakenly stated as
the objectives of the study or as research questions. In order to avoid this common error, the
problem must be defined clearly as the phenomenon in the chosen field that the research project
aims to address. The following examples show how a research problem can be constructed more
appropriately. Here, the researchers present the purpose of the study (Example 1) and the research
question (Example 2) as the research problem.
 Example 1:
(Poor model) The purpose of this study is to examine the education of women in Third
World countries.
(Improved model) Women in the Third World countries are restricted from attending
universities and colleges because of the culturally oriented, patriarchal norms of their
societies.

Example 2:
(Poor model) What factors influence homesickness in college students?
(Improved model) Homesickness is a major issue in college campuses today. When
students get homesick, they leave school or start missing classes, leading to student
attrition or poor achievement in classes during their first semester of college.

A research problem exists if the two basic elements are present, namely: the current state
differs from the ideal state (Sekaran, 2003); and that there is no acceptable solution available
(Creswell, 2005). By using the examples above, research problem implies the following definitions
(Ellis and Levy, 2008):
(1) Problems are active. A missed opportunity does not necessarily constitute a problem.
(2) Problems have an identifiable impact.
(3) Problems do not have adequate solutions available.

Finding Research-Worthy Problems

A viable research-worthy problem can emerge everywhere from various areas. Researchers
may look around and identify which field interests them. Hence, discussing with colleagues,
attending scholarly conferences, or simply by observing a phenomenon may help unveil numerous
problems worthy of research (Kerlinger & Lee, 2000). Some researchers prefer to work on the
same chosen area throughout their whole scholarly tenure in order to develop their own expertise
(Kerlinger & Lee, 2000; Leedy & Ormrod, 2005). In general, research problems usually evolve
from simple thoughts and intuition as they go through series of refinement steps. Nevertheless, it
is important that these new ideas must be based on the existing body of knowledge. As shown in
Figure 1.3, a systematic approach of identifying a research-worthy problem can be devised using
the four-step process discussed below:

Look. Hunches and gut feelings are the most reasonable starting point for locating research-
worthy problems. Phenomenon presents itself in various forms emerging from different
areas. Keen observation is necessary to identify them. Throughout the course of daily
activities whether in the industry or on the grounds of academic purposes, individuals
encounter situations where the current state deviates far from the ideal one. Existence of
these unfortunate events constitutes a potential candidate as a research problem.
Additionally, significant ideas on problem statement may also arise from scholarly
symposia discussing latest developments and findings on a particular subject.
Recommendations from previous works could lead to another interesting research project
aiming to address new set of problems. As a heads-up, it is known to be more viable to
work on problems refined on the basis of personal fascination.

Read. Reviewing related literature equips the researcher to strengthen the foundation on
which research problem is established. It lays down the existing body of knowledge on the
chosen field and reveals what is already known. Start searching on the works of seminal
authors and on the latest literature and studies in the domain of interest. Extensive review
may help determine those kept unknown that may potentially have value-added benefits
once answers are revealed to address the problem. The goal in this step is to specify an
important gap which the project will intend to fill in.

Synthesize. It takes multiple insights integrated from a number of previous works to create
a meaningful internalization from which the intention of the research and its viability are
established. Simultaneously, initial assessment of the significance of the study is also done
in this step to evaluate if the expected outcome of the project is worth all the resources
allocated.

Consult. Personal experience and exposure may also provide fruitful insights on the
intended research. Thus, it is recommended to consult with the senior researchers and
principal investigator in order to incorporate their assessment of the proposed research
problem. Experienced researchers can provide notable inputs to evaluate and refine the
problem.

Figure 1.3 Process of finding a research-worthy problem.

Test of research worthiness of problems (Should the problem be researched?)
The answer to this question lies in whether the project will contribute to knowledge and
practice. There are five ways listed below to assess if the problem is worthy of research:
(1) Study the problem if the research will fill a gap in the existing literature. A study fills
a void by covering topics not addressed in the published literature. For example, assume
that a researcher examines the literature on the ethical climate on college campuses and
finds that past research has examined the perceptions of students, but not of faculty.
This is a void or gap in the body of research about this issue. Conducting a study about
faculty perceptions of the ethical climate would address a topic not studied in the
current literature.

(2) Study the problem if the research replicates previous work but examines different
participants and different research sites. The value of research increases when results
can apply broadly to people and places rather than to only the setting where the initial
research occurred. This type of study is especially important in quantitative
experiments. In a quantitative study of ethical climate, for example, past research
conducted in a liberal arts college can be tested (or replicated) at other sites, such as a
community college or major research university. Information from such a study will
provide new knowledge.

(3) Study the problem if the research serves as an extension of previous work or examines
the topic more thoroughly. A good research problem to study is one in which the
research is extended into a new topic or area, or simply more research is conducted at
a deeper, more thorough level to understand the topic. For example, in the illustration
on ethical climate, although research exists on ethical climates, it now needs to be
extended to the situation in which students take exams, because taking exams poses
many ethical dilemmas for students. In this way, the research is extended to new topics.
This extension is different from replication because the research is extended to these
topics rather than participants and research sites.

(4) Study the problem if the study gives voice to people silenced, not heard, or rejected in
society. The research adds to knowledge by presenting the ideas and the words of
marginalized (e.g., the homeless, women, racial groups) individuals. For example,
although past studies on ethical climate have addressed students on predominantly
white campuses, we have not heard the voices of Native Americans on this topic. A
study of this type would report and give voice to Native Americans.

(5) Study the problem if the study informs the current practice. By examining the problem,
your research may lead to the identification of new techniques or technologies, the
recognition of the value of historical or current practice, or the necessity of changing
current teaching practice. Individuals who benefit from practical knowledge may be
policy makers, teachers, or learners. For example, a study of ethical issues in a college
setting may lead to a new honor code, new policies about cheating on exams, or new
approaches to administering tests.
Test of researchability of problems (Can the problem be researched?)
A comprehensive research on the problem is normally pursued if it will lead to significant
contribution to existing body of knowledge by filling in the gap between what is already known
and what is still unknown. However, prior to engaging into any research projects, one must
understand if the intended project is practically researchable by making sure that the following
resources are sufficiently available:
Access to data. Researchers must gain permission in order to enter a site and to involve
people at the location of the study. This access normally requires multiple levels of
approval, which must be secured at the beginning of the project and maintained until the
research work is completed.

Time. When planning a research, one must anticipate the time required to finish the work
from data gathering until data analysis, drawing of conclusions, and completing the write
up of the full report. An undergraduate thesis typically takes around eight months but it
may vary depending on the requirements of the program. Devising a Gantt chart may be
useful to gage the timeline of the project. Expertise of the seniors may be necessary to yield
to a more precise estimation of time.

Funding. Some projects require minimal cost that may cover only for the posting of the
questionnaires, transportation expenses for interviews, and for organizing focus groups. On
the other hand, some may need huge amount to cover for expenses in conducting an
experiment. This may include materials, expensive chemicals, and access to different
equipment needed in the experiment.

Skills. The skills of the researcher also affect the overall assessment of whether the study
of the problem is realistic. These may have gained through university/college degrees,
vocational courses, trainings, and prior research experiences. Scientific researches may
need prior acquaintance to various experimentation setups, familiarization on basic
preparation of materials and their potential reactions, capability to replicate previous
experiments, and ability to use specific equipment/instruments and to interpret the results
provided by the equipment. For those engaged in quantitative studies, these skills require
using computers, employing statistical programs, or creating tables for presenting
information. The skills needed for qualitative researchers consist of the ability to write
detailed passages, to synthesize information into broad themes, and to use computer
programs for entering and analyzing words from participants in the study.

Writing a “Statement of the Problem” section

Upon identifying a viable research-worthy problem, it is time to write it in a section
popularly known as statement of the problem. A statement of the problem is presented at the
beginning of the research manuscript introducing to its readers why the study is important and why
they should read the rest of the article. With this section lacking, the researcher can rarely pursue
the work further and expect it to be fruitful. Basically, this section includes:
(1) The topic;
(2) The research problem;
(3) A justification of the importance of the problem as found in the past research and in
practice;
(4) The deficiencies in our existing knowledge about the problem; and
(5) The audiences that will benefit from a study of the problem.

The topic. The opening sentences of a “statement of the problem” section need to
encourage readers to continue reading, to generate interest in the study, and to provide an
initial frame of reference for understanding the entire research topic. Given these factors,
it makes sense to start with a broad topic that readers can easily understand. In this way,
you bring readers into a study slowly and encourage them to read beyond the first page.
An educational topic is the broad subject matter that a researcher wishes to address in a
study and that creates initial interest for the reader. As shown in Figure 1.4, researchers
state the topic in the title and introduce it in the first sentences. Note that the authors ease
into the study with general ideas that most readers can understand (standardized tests, the
education of Native Americans, and the problem-solving mode of teaching elementary
science). For example, assume that an author begins the topic discussion with comments
about plagiarism on college campuses. This approach may unnecessarily narrow the topic
too soon and lose readers who have not studied or read about plagiarism. Instead, writers
might begin with the broader topic of dishonesty on campus and the need to explore the
values students learn during their college years. Let’s examine the first sentence. We call
it a narrative hook. It serves the important function of drawing the reader into a study. Good
narrative hooks have these characteristics: cause the reader to pay attention, elicit
emotional or attitudinal responses, spark interest, and encourage the reader to continue
reading.

A convincing narrative hook might include one or more of the following types of
information:

1. Statistical data (e.g., “More than 50% of the adult population experiences
depression today.”)
2. A provocative question (e.g., “Why are school policies that ban smoking in high
schools not being enforced?”)
3. A clear need for research (e.g., “School suspension is drawing increased attention
among scholars in teacher education.”)
4. The intent or purpose of the study (e.g., “The intent of this study is to examine how
clients construe the therapist–client relationship.”)

Although all of these represent possibilities for you to use, the key idea is that a study
begins with an introduction to a topic that the reader can easily understand and with a first
sentence that creates reader interest. Examine once again Figure 1.4 and assess whether the
first sentence in these three studies captures your interest and encourages you to continue
reading. Evaluate each based on the four types of information for a good narrative hook
listed above.

Figure 1.4 Select topics and first sentences of research studies reported in educational
journals.

The research problem. After stating the topic in the opening discussion, you then narrow
the topic to a specific research problem or issue. Recall that a research problem is an
educational issue, concern, or controversy that the researcher investigates. Authors may
present it as a single sentence or as a couple of short sentences. Also, authors may frame
the problem as a deficiency in the literature, such as we know little about the factors that
lead parents to be involved in their adolescents’ schooling (Deslandes & Bertrand, 2005).

What types of research problems do you study? Sometimes research problems come from
issues or concerns found in schools or other educational settings. We will call these
practical research problems. For example, can you see the practical issue in the following
research problem posed about the Chinese policy toward single-child families?

Since the late 1970s a single-child policy has been implemented by the
Chinese government to control the largest population in the world. Selective
abortion to choose a boy could inevitably skew the Chinese gender
distribution, and is clearly prohibited by the government. As a result,
although boys were valued higher than girls in traditional Chinese culture,
many parents eventually have a girl as their single child. (Wang & Staver,
1997, p. 252)
The practical problem in this study was that boys were valued more than girls and the
policy controls people in the population. In other research studies the “problem” will be
based on a need for further research because a gap exists or we need to extend the research
into other areas. It might also be based on conflicting evidence in the literature. This type
of problem is a research-based research problem. For example, see how the author in the
next example calls for additional research that connects developmentally appropriate
reading practices and teachers’ approaches:

Although both teacher beliefs about developmentally appropriate practices

with young children and teacher theoretical orientation to early reading
instruction have been previously studied, there is a lack of research that
connects the two areas. (Ketner, Smith, & Parnell, 1997, p. 212)

The “problem” in this case is based on a research need for more information.

In some research, you can take both a practical and a research-based approach to the
problem and state both types of problems. For example, consider how both play into this
statement: “There is a need to better explain reading progress (the practical approach) as
well as make up for a lack of research about developmentally appropriate practices and
teacher orientation (the research-based approach).”

Whether you find the research problem in a practical setting, find it as a need in the research
literature, or both, the point is to state it clearly in a sentence or two in the statement of the
problem section. The reader simply needs to know the issue or concern that leads to a need
for your study.

Justification of the Importance of the Problem. It is not enough to state the problem or
issue. You also need to provide several reasons that explain why this issue is important.
Justifying a research problem means presenting reasons for the importance of studying the
issue or concern. This justification occurs in several paragraphs in an introduction in which
you provide evidence to document the need to study the problem. As shown in Figure 1.5,
you can justify the importance of your problem by citing evidence from:

 Other researchers and experts as reported in the literature

 Experiences others have had in the workplace
 Personal experiences
 Figure 1.5 The process of justifying a research problem.

Justification in the Literature Based on Other Researchers and Experts

We will begin with the most scholarly justification—suggestions from other

researchers that the problem needs to be studied. Authors often cite research
problems that require further study in the conclusions of the literature such as
journal articles. For example, note the suggestions for future research in the
concluding paragraph in the mothers’ trust in school principals study (Shelden et
al., 2010):

These findings also suggest a need to examine the extent to which

school principal personnel preparation programs are adequately
preparing school principals to build trust and effective partnerships
with parents of students with disabilities. (pp. 168–169)

Using this example, you might cite Shelden et al. (2010) and use this information
as justification for the changes in personnel preparation programs. Another
justification from the literature consists of advancing a need for the study based on
an incomplete model or theory that explains the relation among elements of the
model or theory.

A theory, for example, may be incomplete because it does not address important
factors that need to be considered. Thus, a leadership theory may identify the traits
of the leader, the characteristics of the follower, and the elements operating in the
leadership situation (e.g., congenial environment), but be lacking the element of the
daily interactions that occur between the leader and the follower. A research study
is needed to account for these interactions and more fully complete the model.
Researchers could cite other researchers and experts who have also stated this
conclusion but have not followed up on it with a research study.

Cite experts as justification for your research problem. Where do you find
references to other researchers or experts who have indicated a need for a study?
Often, authors of conference papers, research syntheses, or encyclopedias that
report the latest research, such as the Encyclopedia of Educational Research (Alkin,
1992), mention the need for additional research on topics. Research experts have
often studied topics for years, and they understand future research needs that will
contribute to knowledge. You can identify and locate these experts through a search
of library references, contact them at professional conferences, or find them through
the Internet or through Web site addresses. Individuals who have spent entire
careers becoming authorities on research topics or problems generally welcome
student questions or requests.

When approaching these individuals, consider the questions you might ask them.
Here is a short list of possibilities:

○ What are you working on at present?

○ Is my proposed topic and research problem worthy of study?
○ Who else should I contact who has recently studied this topic and problem?

Although you may be hesitant to contact experts, such conversation yields leads for
finding references, names of others interested in your topic, and names of
conferences at which your research may be discussed.

Another authority on a particular research problem may be your graduate faculty

advisor or your graduate committee members. Your advisor may have a long-term
research agenda of examining an educational issue through a series of studies. By
participating in the faculty member’s research, you can learn about other studies
and locate useful research to use as justification for your own research problems.

Justification Based on Workplace or Personal Experiences

You can justify your research problem based on evidence from your workplace or
your personal experiences. This is the case for Maria, who based her justification
for the study of students possessing weapons on the increased use of weapons in
high schools in her school (or workplace) in the district.

Issues arise in educational workplaces that you can address in your research. For
example, policy makers need to decide whether to mandate state standards of
assessment, or principals and teachers must develop approaches to classroom
discipline. Closely related are the personal experiences of our lives that provide
sources for researchable problems. These personal experiences may arise from
intense personal school experiences or experiences drawn from our childhood or
 family situations. Personal experiences provide justification especially in those
studies with a practical orientation, such as solving a particular classroom dilemma
in an action research study. They are also apparent in studies in which the researcher
is the object of study, such as in narrative research. Researchers citing their own
personal experiences as justification for a research problem need to be forewarned
that some individuals (such as those trained in quantitative research) may feel that
such experiences should not be the sole justification for a study. This is a fair
warning, and you might consider including not only your own personal experiences,
but some of the other reasons mentioned for justifying a research problem.

Consider the following two examples of researchers introducing their own

experiences as justification for studying a research problem. One researcher
justifies the need to study students in a multi-age middle school by referring to her
own experiences in school. The study begins:

In the spring of 1992, the opportunity to conduct classroom action

research was offered to Madison, Wisconsin teachers. Though my
daily schedule was already full, I was drawn to this opportunity
because of its emphasis on practical, classroom based research. . .
For me, multicultural curricula, cooperative learning, computer
technology, and thematic education were exciting developments in
classroom teaching. (Kester, 1994, p. 63)

Another researcher justifies the need for studying the ostracism of African
American students in schools by tracing personal family experiences. The study
starts:

When I was growing up, there was never a thought in my mind about
whether or not I would go to school. It was given that I was going
to go to school every day as long as my parents were alive and the
Lord woke me up in good health. (Jeffries, 1993, p. 427)

Now consider Maria’s justification based on her school experiences. Provide three
reasons why a need exists for research on students possessing weapons in school.
As a hint, consider how the school, the teachers, and the students themselves might
benefit from a better understanding of this problem.

Deficiencies in what we know. In the “statement of the problem” section, you next need to
summarize how our present state of knowledge—both from research and from practice—
is deficient. Although a deficiency in the literature may be part of the justification for a
research problem, it is useful to enumerate on several deficiencies in the existing literature
or practice. A deficiency in the evidence means that the past literature or practical
experiences of the researchers does not adequately address the research problem. For
example, deficiencies in the research may require a need to extend the research, replicate
a study, explore a topic, lift the voices of marginalized people, or add to practice. A
 deficiency in practice means that educators have not yet identified good and workable
solutions for schools or other educational settings. As you summarize these deficiencies,
identify two or three reasons why existing research and practice are deficient in addressing
the research problem, and state these reasons toward the end of the introduction to the
study. In the following example, a researcher indicates weaknesses in past research and
reflects on personal experiences:

The past research does not address the cultural differences of children in
preschools. It also does not consider the multiple factors that explain
teacher interactions with these students. From observing preschools, the
need further exists to better understand how teachers interact with
preschool children from different cultures.

In Maria’s situation, in what areas would her school committee lack information to help
them address the problem of weapons in the schools? They might not know how frequently
students actually carry weapons, what types they are, and the places where they hide the
weapons. State at least two other deficiencies in knowledge the school committee might
have.

The Audience. The audience in a “statement of the problem” section needs to be identified.
It consists of individuals and groups who will read and potentially benefit from the
information provided in your research study. These audiences will vary depending on the
nature of your study, but several often considered by educators include researchers,
practitioners, policy makers, and individuals participating in the studies. One author, for
example, in ending an introduction section, commented about the importance of the study
for school administrators:

By exploring the need for athletic trainers in high schools, school

administrators can identify potential issues that arise when trainers are not
present, and coaches can better understand the circumstances in which
trainers are most needed at athletic events.

As this example illustrates, authors often enumerate multiple audiences. Passages such as
these are typically found in the concluding passage in the introduction or the “statement of
the problem” section and explain the importance of addressing the problem for each
audience. Like the narrative hook, this information continues to draw the reader into the
study and it personalizes the research so that readers can see that the study will potentially
provide meaningful information. When researchers include comments about the
importance of the study for audiences, they also remind themselves about the need to report
useful results.

Strategies for writing the “statement of the problem” section

 Writing the introduction or “statement of the problem” section as an opening passage in
your research report sets the stage for readers to understand your project and appreciate the strong
research orientation of your report. Several writing strategies can help you craft this section.

A Template

One strategy you can use as you write your “Statement of the Problem” section is to
visualize this section as five paragraphs, with each paragraph addressing one of the five aspects of
the section. Take sections in order beginning with the topic, the research problem, the justification,
the deficiencies, and the audience. Examine the flow of ideas as shown in Figure 1.6. This figure
shows that a “Statement of the Problem” section has five elements, and it provides a brief definition
for each element and an example to illustrate the element. The researcher begins with the topic of
parents’ role in promoting access to college for their students of color. This is a sensitive topic and
it could be difficult to study. However, the topic merits a research study. Also, from practical
experiences on campuses, past literature has documented low attendance by students of color and
that there has been a norm of underachievement by these students in college. Thus, parents might
play a key role in encouraging college attendance, and we need evidence from parents about how
they might construct this role. By studying this problem and gaining insight from parents, the role
of parents can be better understood, school counselors can reach out to involve parents in
encouraging their children, and colleges can better recruit underrepresented students to their
campuses. The flow of ideas runs from the topic to the problem and its justification and
deficiencies, if studied, will aid specific audiences.

Figure 1.6 Flow of ideas in a “Statement of the Problem” section.

An example of a “statement of the problem” section is shown in Figure 1.7. This is from
my study about teenage smoking in high schools. I introduce the topic and research problem in the
first paragraph. This shows how the topic and the research problem can sometimes blend. I then
cite evidence for this problem in the second paragraph. Note that I am not discussing any study in
detail here in the introduction; in many of my studies, specific reference to individual studies will
appear later in the literature review section. Following the evidence for the problem, I mention in
the fourth paragraph the “deficiencies” in past studies and the need for extending past research. In
the final paragraph, I appeal to various audiences (i.e., researchers, administrators, and teachers)
to read and use this study.

You can learn how to write “statement of the problem” sections from reading introductions
to studies, looking for the five elements, and noting sentences that capture the research problem.
Examine the following two additional examples to see how an author of a qualitative study and an
author of a quantitative study wrote introductory sections for their studies. Both followed the
template, but the type of problem is more exploratory in the qualitative and more explanatory in
the quantitative. Following each example, we will relate the passages to each of the five elements
of a “statement of the problem” section. The first example is a qualitative study by Brown (1998)
on distance learning in higher education, and this passage presents the entire introduction to her
study.

Distance learning is an increasingly important aspect of higher education because

it meets the needs of an expanding pool of nontraditional students who find education
necessary for jobs in today’s information age. Distance learning provides a flexible
manageable alternative for this developing segment of society. However, students in
distance classes work at computers miles apart at varying times of the day and night. This
feeling of being alone is overcome when students join in a community of learners who
support one another (Eastmond, 1995). The process of forming a community of learners is
an important issue in distance learning because it can affect student satisfaction, retention,
and learning (Gabelnick, Mac-Gregor, Matthews, & Smith, 1990c; Kember, 1989; Kowch
& Schwier, 1997; Powers & Mitchell, 1997). It may even affect faculty evaluations, which
tend to be lower in distance education courses (Cordover, 1996).

In reviewing the literature on distance learning for adults and nontraditional

students in higher education, I found a decided lack of research about community building
within the class and within the institution. However, other research has paved the way for
the exploration of this topic. Studies discussed the need for institutional support (Dillon,
Gunawardena, & Parker, 1989) and for student/student and student/faculty interaction
(Hiltz, 1986, 1996; Powers & Mitchell, 1997) which appear to be steps in building a
community of distance learners. (Brown, 1998, p. 2)

In this example, Brown opens with a comment about distance learning and its importance today
(the topic). She then argues that there are several problems facing distance education: Students
feel alone (evidence from practice) and faculty evaluations are low (evidence from past research).
Next she assesses a shortcoming in past research: the need to explore community building (a
deficiency in past research).
Figure 1.7 Sample “Statement of the Problem” section.
Brown does not end the passage with implications for a specific audience, although she might have
discussed the importance of addressing community-building in distance learning for the student,
teacher, or college personnel. Overall, Brown’s “statement of the problem” section contains four
of the five elements.

Next you will read the complete “statement of the problem” introducing a quantitative
study by Davis et al. (1997) that was reported in a journal article. The study deals with the topic
of tobacco use among high school students.

Adolescent use of all tobacco products is increasing (3–6). By age 18 years,

approximately two thirds of United States teenagers have tried smoking and
approximately one fourth have smoked in the last 30 days (3). In addition, more than
20 percent of white adolescent males use smokeless tobacco products (4).
Adolescent tobacco use has been reported by race/ethnicity, gender, and grade level
(5); however, the relationship between sports intensity, race, and tobacco use has
not been studied to the best of our knowledge. (Davis et al., 1997, pp. 97–98)

This example models the elements of the “statement of the problem” section. Contained
within two opening paragraphs in a journal article, it begins with a discussion about the prevalence
of smoking in high school (the topic). The authors then advance the issue of the high rate of
smokeless tobacco use among athletes (the research problem) and provide evidence for this issue
drawing on past studies and statistical trends (evidence from past research documenting this as a
problem). Following this, the authors indicate that sports intensity (defined later in the study), race,
and tobacco use have not been studied (a deficiency). They seek an explanation for the influence
of sports intensity and race on tobacco use. Although the authors do not comment about the
audience that will profit from this study, the intended audience is likely students, teachers, schools,
coaches, and researchers who study high school students and adolescent tobacco use.

REVIEW QUESTIONS
1. Describe the research problem and explain its importance in a study.
2. Explain the process of finding a research-worthy problem.
3. What are the criteria for a researchable problem? Explain.
4. Explain each of the elements of the statement of the problem.
5. Develop your own statement of the problem.

REFERENCES
Alkin, M. C. (1992). Encyclopedia of educational research (6th ed.). New York: Macmillan.

Brown, R. (1998). Theory about the process of community-building in distance learning courses.
Unpublished dissertation proposal, University of Nebraska–Lincoln.

Bwisa, H. M. (2017, January 5). Manuscript Structure. Retrieved from editage.com:

https://www.editage.com/insights/the-basics-of-writing-a-statement-of-the-problem-for-your-
research-proposal

Creswell, J. W. (2012). Educational Research - Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Boston, MA 02116: Pearson Education, Inc.

Davis, T. C., Arnold, C., Nandy, I., Bocchini, J. A., Gottlief, A., & George, R. (1997). Tobacco use among
male high school athletes. Journal of Adolescent Health, 97-101.

Deslandes, R., & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling.
Journal of Educational Research, 164-175.

Ellis, T. J., & Levy, Y. (2008). 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, 17-33.

Jeffries, R. B. (1993). To go or not to go: Rural African-American students’ perspective about their
education. Journal of Negro Education, 427-432.

Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research (4th ed.). Holt, NY: Harcourt
College Publishers.

Kester, V. M. (1994). Factors that affect African-American students’ bonding to middle school. The
Elementary School Journal, 63-73.

Ketner, C. S., Smith, K. E., & Parnell, M. K. (1997). Relationship between teacher theoretical orientation
to reading and endorsement of developmentally appropriate practice. Journal of Educational
Research, 212-220.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle
River, NJ: Prentice Hall.

Sekaran, U. (2003). Research methods for business (4th ed.). Hoboken, NJ: John Wiley & Sons.

Shelden, D. L., Angell, M. E., Stoner, J. B., & Roseland, B. D. (2010). School principals’ influence on trust:
Perspectives of mothers of children with disabilities. Journal of Educational Research, 159-170.

Wang, J., & Staver, J. R. (1997). An empirical study of gender differences in Chinese students’ science
achievement. Journal of Educational Research, 252-255.