University: Batna 2

1
Department: English Course: Research Techniques Instructor: Dr. DEROUAG Mounira Level: Third Year (L3.)

2. Selecting a Problem and Identifying Variables

Lecture outline
♦ Identifying a problem area and selecting ♦ Writing a statement of the problem and
a topic (Sources of the problem) generating research questions
♦ Criteria for selecting a problem ♦ Identifying variables and their types
♦ Classroom Research Problems

[Link] problem: the heart of the research process

Introduction

When planning a trip, you need to decide on a destination or at least a route. The same is

true for our research journey. The first step in the research process (journey), then, is to identify a

problem or question with clarity and precision. We need to start with a problem statement. What

questions, problems, issues or concerns exist that you would like to answer or explore in depth?

In this lecture you will be asked to consider your research question. You will be guided towards

the identification of a research area and the formulation of related questions. You will also learn

how to delineate your variables.

Definition of the research problem

“A research problem, or phenomenon as it might be called in many forms of research, is

the topic you would like to address, investigate, or study, whether descriptively or

experimentally. It is the focus or reason for engaging in your research. It is typically a

topic, phenomenon, or challenge that you are interested in and with which you are at least

somewhat familiar.”

DnielJ. Boudah (2011, p.21) Conducting Educational Research

Selecting a Problem and Identifying Variables 2
In Brief: A problem can be:

∙ Something that is unsatisfactory or unsettling,

∙ A difficulty of some sort,

∙ A state of affairs that needs to be changed,

∙ Anything that is not working as well as it might.

∙ Areas of concern and conditions need to be improved,

∙ Questions for which we seek answers

Identifying the research problem

How can a beginning researcher formulate an important and useful research problem?

Initially the problem may be stated in a broad general way and then the ambiguities, if any,

relating to the problem be resolved. Here are some sources and guidelines for choosing an

appropriate problem.

Sources of research problems

a. The research literature (abstracts, ERIC, Sage, etc) ( replication of previous research

b. Problems in practice or work related contexts

c. Technological changes: they are constantly bringing forth new problems and

opportunities for research.

d. Academic discussions: Classroom discussions, seminars and exchange of ideas with

fellow students will suggest many stimulating problems to be solved.

Guidelines

-Seek the advice of experts.

-Attend professional conferences.

-Choose a topic that intrigues and motivates (interests) you.

 Selecting a Problem and Identifying Variables 3

-Be realistic about what you can accomplish.

Locating problems

Booth et al. (1995, p. 36) suggest that the process for focusing on the formulation of your

research problem looks like this:

1 Find an interest in a broad subject area (problem area).

2 Narrow the interest to a plausible topic.

3 Question the topic from several points of view.

4 Define a rationale for your project.

Criteria of a good research problem (Checklist)

A good problem statement displays the following criteria:

a. The problem is significant

b. The problem should be feasible for the particular researcher (competencies,

interest, budget, time, administrative concerns)

c. It should be testable by empirical methods; that is, it should be possible to collect

data to answer the question(s) asked. (researchable) (be able to be answered)

d. It should ask about a relationship between two or more variables.

e. It should be clearly and unambiguously stated.

f. It should be stated in question form (or, alternatively, in the form of an implicit

question such as: The purpose of this study was to determine whether . . .).

g. It should not represent a moral or ethical position.

Components of the problem statement

A well written problem statement for especially a quantitative study, whether written as a
declarative statement or a question, has at a minimum, two components:

Selecting a Problem and Identifying Variables 4

1. The population of concern (about whom the problem is raised)

2. The variables to be studied (stress, oral performance, achievement, motivation, etc.)

Narrowing the range of educational problems

The next figure is a model that identifies different sets or classes of variables that may be linked

in their effects on outcomes in a school setting.

Teacher related variables: amount of education, knowledge of subject, or teaching style.

Student variables: socioeconomic status, intelligence, or prior achievement.

Context variables: class size, amount of funding, or school climate.

Content variables: the nature and scope of the curriculum.

Instruction variables: time-on-task, the model of instruction employed by the teacher, or the

use or nonuse of computers.

Outcomes might cover a wide variety of learner areas, perhaps also dealing with changes in any

of the other categories (for example, teacher variables). On the basis of this model, you could

identify a large number of prospective studies. This model helps you to narrow the range of

problems you want to consider.

Research problem, questions, statement, or topic

A topic or statement of the problem is not synonyms but they are inclusive.
Selecting a Problem and Identifying Variables 5

♦ The problem concerns with the functioning of the broader area of field studied, whereas

♦ A topic or title or statement of the problem is the verbal statement of the problem.

Selecting a Problem and Identifying Variables 6

1. Qualitative Vs Quantitative Research Questions

Once you have your research topic in mind, it is time to write your problem statement. The

format of a problem statement or research question varies depending on whether the study

involves qualitative, quantitative or mixed methodologies.

 ♦ The wording and structure of quantitative and qualitative research questions differ

significantly.

Selecting a Problem and Identifying Variables 7

♦ By looking at your research question(s), you should be able to determine whether you are

looking at causal relationships (quantitative study) or exploring a phenomenon

(qualitative study).

a. Quantitative Research Questions:

Quantitative research is based on the collection and analysis of numerical data.

♦ Usually start with „ how,‟ „what‟ or „why‟.

♦ Contain an independent and a dependent variable.

♦ Look at connections, relations or comparisons between variables.

♦ The problem statement can be a declarative one such as “This study investigates the

effect of portfolio assessment on the achievement of first year EFL students in

written expression module.”

♦ The statement can ask a question about a relationship between the two (or more) variables

such as: “What is the relationship between use of portfolio assessment and

achievement in EFL Written Expression program?”

b. Qualitative Research Questions:

Qualitative research is useful for describing or answering questions about particular, localized

occurrences or contexts and the perspectives of a particular group toward events, beliefs or

practices. The general form of a qualitative problem statement is: what are the patterns and
perspectives of a group about something in a particular setting.

♦ Usually start with „what‟ or „how‟ (avoid beginning qualitative questions with „why‟ as

this implies cause and effect).

Selecting a Problem and Identifying Variables 8

♦ Identify the central phenomenon you plan to explore (tell in your question what you are

going to describe, explore, generate, discover, understand).

♦ Avoid the use of quantitative words such as relate, influence, effect, and cause.
N.B. Academic requirements

You must ensure that the research subject is capable of meeting academic requirements if you

are undertaking a program of study. As Raimond (1993) suggests, be sure that your topic is

capable of being linked to the appropriate academic theory.

Examples:

1. The purpose of this research project is to find out from the perspective of EFL students

how a literature class can provide them with a broad range of engaging reading materials

through its program.

2. How do Oral expression teachers feel about being required to use audiovisual materials

in their classes?

3. What is it like studying linguistics by a purely lecture based approach?

4. What are the experiences of grammar teachers working with large size classes? 5. How

would third year EFL students describe their first times experience while conducting their

research projects?

Other suggested topics: ♦Rote learning and vocabulary learning ability ♦Classroom activities
and students engagement♦Instructional materials and students attitudes♦Multimedia resources

and oral communication ♦ Technological resources and student-teacher relationship

Selecting a Problem and Identifying Variables 9

♦ Multiculturalism in the classroom♦ Distance instruction♦ Flexible scheduling♦ Team

teaching♦ Evaluation of learning♦ reporting to parents♦ Extracurricular programs♦ Student

out-of-school activities ♦High-stakes testing♦ Class size

II. Learning about research variables and their types

What Is a Variable?

Definitions

A variable is a concept which can take on different quantitative values. For example;

height, weight, income, age etc. A variable is a quantity which can vary from one individual to

another. In other words, a variable varies in quantity over a number of circumstances.

So, a variable is any quality or characteristic in a research investigation that has two or

more possible values.

Examples:

Variables in studies of how effectively children learn in classrooms might include

instructional methods used; teachers‟ educational backgrounds, emotional warmth, and beliefs

about classroom discipline; and children‟s existing abilities and personality characteristics, prior

learning experiences, reading skills, study strategies, and achievement test scores.
 N.B. Explicit identification of variables at the beginning of a study is most common in

quantitative research, especially in experimental studies and certain kinds of descriptive studies.

In contrast, many qualitative researchers prefer to let important variables “emerge” as data are

collected.

Whenever a research project involves an investigation of a possible cause-and-effect

Selecting a Problem and Identifying Variables 10

relationship, at least two variables must be specified up front.

A research question and its Variables

Consider this research question: Among students of the same age and intelligence, is skill

performance directly related to the number of practice trials, the relationship being particularly

strong among boys, but also holding, though less directly, among girls? This research question,

which indicates that practice increases learning, involves several variables:

Independent variable: Number of practice trials

Dependent variable: Skill performance

Moderator variable: Gender

Control variables: Age, intelligence

Intervening variable: Learning

Types of variables

1. Dependent Variable or Criterion variable (measured): If one variable depends or is a

consequence of other, it is termed as dependent variable. Criterion variable is the basis

on which the effectiveness of the experimental variable is studied.

 2. Independent Variable or Experimental Variable (manipulated): The variable that is

antecedent to the dependent variable is termed as an independent variable. The variable

whose effect is going to be known is known as experimental variable.

Selecting a Problem and Identifying Variables 11

Let’s check your understanding

What are the independent and dependent variables in this question?

Suppose a researcher plans to investigate the following question: “Will students who are

taught by a team of three teachers learn more research methodology than students taught

by one individual teacher?”

The independent (categorical) variable is the number of teachers, and the dependent

(quantitative) variable is the amount of methodology learning.

What are the independent and dependent variables in this statement of the problem? I will

study the extent to which access to a well-stocked library improves students‟ academic

performance.

*Library access is the independent variable and student academic performance is the dependent

variable here. The researcher might want to note the academic performance of a group of

students from before they gained access to library facilities and then record their performance
after they have had access for a few months. Interest and inclination can be moderating variables.

This means that only students who are interested in learning and are inclined to use the library to

complement classroom learning will show improved performance.

Selecting a Problem and Identifying Variables 12

In applied educational research, the dependent variables of interest are concerned with

student behavior. In this context, the study of student behavior refers to any measure of student

behavior or performance. Examples of student behavior can be any of the following: the number

of student disruptive incidents in a cafeteria period, the number of positive comments made by

one student to another, etc. Student performance can be measured in any of the following ways:

test scores, the number of items correct on assignments, or the length and sophistication of

expository writing samples.

The independent variable is the phenomenon that the researcher manipulates, and it has

effects on student behavior or performance. In education, four main types of independent

variables often studied in experimental research are the following: (1) Type of learning materials,

(2) instructional method, (3) reinforcement contingencies, and (4) length of instruction.

N.B. A research study will often delineate in its title the two variables studied.

Some examples of independent and dependent variables

The following list reports a number of questions drawn from studies undertaken in a research

methods course; the independent and dependent variables have been identified for each one. •

Research Question 1. Under intangible reinforcement conditions, will middle-class children

learn significantly faster or more easily than lower class children?

Independent variable: socioeconomic status (middle class versus lower class)

 Dependent variable: ease or speed of learning

• Research Question 2. Do girls who plan to pursue careers in science display more

aggressive, less conforming, more independent attitudes, and express stronger needs for

achievement than girls who do not plan such careers?

Independent variable: career choice (science versus nonscience)

Selecting a Problem and Identifying Variables 13

Dependent variables: aggressiveness, conformity, independence, need for Achievement •

Research Question 3. In a group of children at elementary school age, will those above

average height be more often chosen as leaders by their classmates than are those below

average height?

Independent variable: height (above average versus below average)

Dependent variable: selection as leader by classmates

• Research Question 4. In a middle-class, suburban, public school district in which a child is

expected to meet the standards of a set curriculum, will a child who is under 5 years of age

upon entrance to kindergarten be less likely to be ready for first grade in 1 year than a child

who is 5 years of age or more at the time of entrance to kindergarten?

Independent variable: age upon entrance to kindergarten (under 5 versus 5 and over)

Dependent variable: readiness for first grade

• Research Question 5. Will students who are taught to read using a phonics approach attain

a higher level of reading achievement than students taught by a whole language approach?

Independent variable: method of teaching reading (phonics versus whole language)

Dependent variable: level of reading achievement attained

• Research Question 6. Will students who receive peer counseling prior to a test experience

less test anxiety than students who receive no peer counseling?

 Independent variable: pretest peer counseling versus no peer counseling

Dependent variable: level of test anxiety

• Research Question 7. Are perceptions of the characteristics of a “good” or effective

teacher in part determined by the perceiver‟s attitudes toward education?

Independent variable: perceiver’s attitudes toward education

Selecting a Problem and Identifying Variables 14

Dependent variable: perceptions of the characteristics of a “good” or effective teacher •

Research Question 8. Will students who are required to take a quiz on each chapter score

higher on course examinations than students who are required to complete an outline of each

chapter?

Independent variable: chapter assignment: taking quizzes versus completing outlines

Dependent variable: score on course examinations

The moderator variable

The term moderator variable describes a special type of independent variable, a

secondary independent variable selected to determine if it affects the relationship between the

study‟s primary independent variable and its dependent variables. Formally, a moderator

variable is a factor that is measured, manipulated, or selected by the experimenter to discover

whether it modifies the relationship of the independent variable to an observed phenomenon.

Control variables

Control variables are factors controlled by the experimenter to cancel out or neutralize

any effect they might otherwise have on observed phenomena.

Intervening Variables

An intervening variable is a factor that theoretically affects observed phenomena but

cannot be seen, measured, or manipulated; its effect must be inferred from the effects of the
independent and moderator variables on the observed phenomena.
Research Question: Do teachers given many positive feedback experiences have more positive
attitudes toward children than teachers given fewer positive feedback experiences? Independent
variable: number of positive feedback experiences for teachers
Intervening variable: teachers’ self-esteem
Dependent variable: positive character of teachers’ attitudes toward students