ENGL315-TESOL Inquiry
Lecture 2
Identifying a Research Problem
Adapted from: Creswell, J. W. (2012). Educational Research: Planning Conducting and Evaluating
Quantitative and Qualitative Research. Pearson.
By the end of this presentation,
you should be able to:
Define and identify a research problem and explain its importance in a study
Distinguish between a research problem and other parts of the research
process
Identify criteria for deciding whether you can or should study a research
problem
Describe how quantitative and qualitative research problems differ
Learn the five elements in writing a “statement of the problem” section
Identify strategies useful in writing a “statement of the problem” section
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-2
What Is a Research Problem?
A research problem is an educational issue or
concern that an investigator presents and justifies
in a research study.
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-3
Locating the Research Problem
Look in the opening paragraphs of the study for one or more of the
following:
What is the issue or problem?
What controversy leads to the need for a study?
What concern is being addressed behind the study?
Is there a sentence such as, “The problem being addressed in
this study is…”?
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-4
Locating the Research Problem
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-5
Why the Research Problem Is Important
It establishes the importance of the topic.
It creates the reader’s interest.
It focuses the reader’s attention on how the study
will add to the literature.
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-6
How the Problem Differs From
Other Parts of Research
A research problem is an educational issue or problem in the
study.
A research topic is the broad subject matter being addressed
in a study.
A purpose is the major intent or objective of the study.
Research questions are those that the researcher would like
answered or addressed in the study.
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-7
Differences among the
Topic, Problem, Purpose, and Questions
Determining Whether a Problem
Should Be Researched
Can you study the problem?
o Do you have access to the research site?
o Do you have the time, resources, and skills to carry out the
research?
Should you study the problem?
o Does it advance knowledge?
o Does it contribute to practice?
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-9
Determining Whether a Problem
Should Be Researched (cont.)
Will your study fill a gap or void in the existing literature?
Will your study replicate a past study but examine different
participants and different research sites?
Will your study extend past research or examine the topic more
thoroughly?
Will your study give voice to people not heard, silenced, or rejected
in society?
Will your study inform practice?
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-10
How Research Problems Differ for
Quantitative and Qualitative Research
Use quantitative research if your Use qualitative research if your
research problem requires you to: research problem requires you to:
Explain Why. Explore and understand.
Measure variables Learn about the views of the people
Assess the impact of these you plan to study
variables on an outcome Assess a process over time
Test theories or broad Generate theories based on
explanations participant perspectives
Apply results to a large number of Obtain detailed information about a
people few people or research sites
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-11
Five Elements of the“Problem Statement”
FLOW OF IDEAS
Justification Deficiencies Relate
Research for the in the Discussion
Topic Problem Problem Evidence to Audiences
Subject •A concern •Evidence from •In this body of How will addressing
area •A problem the literature evidence, what what we need to
•Something •Evidence from is missing? know to help:
that needs – researchers
practical •What do we
a solution – educators
experiences need to know – policy makers
more about? – individuals such as
those in the study
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-12
Advancing the Topic
It is introduced in the first paragraphs.
It includes the general subject matter.
It must be introduced with general ideas
so that the reader can relate to it.
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-13
The Narrative Hook
The narrative hook should be in the first sentence of the topic.
Functions of the narrative hook
Causes the reader to pay attention
Elicits emotional response from the reader
Incites interest, compelling the reader to continue reading
Information that can be included in the narrative hook
Statistical data
A provocative question
A clear need for research and
Intent of the study
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-14
EXAMPLE: TESOL at the crossroads: Representation of source
cultures in TESOL textbooks
Muhammad Athar Shah and Tariq Elyas (2019)
Stating the Research Problem
State the problem in the opening paragraph
Identify an issue
Research-based research problems
Practical problems
Reference the problem using the literature
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-17
Justifying the Importance of the
Research Problem
Justification based on what other researchers have found
Justification based on experiences in the workplace
Justification based on personal experiences
Identifying Deficiencies in the Evidence
What do we still need to know?
What else do we need to know to improve practice?
In the following example, a researcher indicates weaknesses
in past research and reflects on personal experiences:
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-19
Identify the Audience
Ask the following question:
“Who will profit from reading my study?”
Other researchers
Practitioners
Policy makers
Special populations (e.g., parents)
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-20
Writing the
“Statement of the Problem” Section
Include one paragraph for each of the five elements
Heavily reference this section to the literature
Provide statistics to support trends (Quantitative)
Use quotes from participants (in moderation)
(Qualitative)
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-21
Example of the Flow of Ideas in the
Problem Statement
Flow of Ideas
Justification Relating the
Topic Research Deficiencies in
for Research Discussion
Problem the Evidence
Problem to Audiences
Subject •Concern or issue •Evidence from the •In this body of •How will addressing
area •A problem literature evidence what is what we need to know
•Something that •Evidence from missing or what help researchers,
needs a solution practical experience do we need to educators, policy
know more about? makers, and other
individuals?
An Example
•Parents can better
Parents’ Need for • Past literature has Need to assess their role
role in Better access documented poor evaluate how • Counselors can better
promoting for students attendance parents can involve parents
access to of color promote access • Colleges can better work
college with parents
Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, 5th Ed.
© (2015, 2012, 2008) by Pearson Education, Inc. All Rights Reserved 2-23
Questions, questions, questions…
