RESEARCH PROBLEM
• A research problem is the focus of a research investigation.
RESEARCH QUESTIONS
• Many research problems are stated as questions.
• The essential characteristic of a researchable question is that there be some sort of
information that can be collected in an attempt to answer the question.
CHARACTERISTICS OF GOOD RESEARCH QUESTIONS
• Research questions should be feasible—that is, capable of being investigated with
available resources.
• Research questions should be clear—that is, unambiguous.
• Research questions should be significant—that is, worthy of investigation.
• Research questions should be ethical—that is, their investigation should not involve
physical or psychological harm or damage to human beings or to the natural or social
environment of which they are a part.
• Research questions often (although not always) suggest a relationship to be investigated.
The term relationship, as used in research, refers to a connection or association
between two or more characteristics or qualities.
DEFINING TERMS IN RESEARCH
• Three common ways to clarify ambiguous or unclear terms in a research question
involve the use of constitutive (dictionary-type) definitions, definition by example,
and operational definitions.
• A constitutive definition uses additional terms to clarify meaning.
• An operational definition describes how examples of a term are to be measured or
identified.
Here are three examples of research questions. How would you rank them on a scale
of 1 to 5 (5 5 highest, 1 5 lowest) for clarity? for significance? Why?
a. How many students in the sophomore class signed up for a course in driver training
this semester?
b. Why do so many students in the district say they dislike English?
c. Is inquiry or lecture more effective in teaching social studies?
2. How would you define humanistically oriented classroom?
3. Some terms used frequently in education, such as motivation, achievement, and even
learning, are very hard to define clearly. Why do you suppose this is so?
4. How might the term excellence be defined operationally? Give an example.
5. “Even the clearest of definitions does not always guarantee meaningful communication.”
Is this really true? Why or why not?
6. We would argue that operational definitions should always be accompanied by constitutive
definitions. Would you agree? Can you think of an instance when this might
not be necessary?
• A research problem is the focus of a research investigation.
RESEARCH QUESTIONS
• Many research problems are stated as questions.
• The essential characteristic of a researchable question is that there be some sort of
information that can be collected in an attempt to answer the question.
CHARACTERISTICS OF GOOD RESEARCH QUESTIONS
• Research questions should be feasible—that is, capable of being investigated with
available resources.
• Research questions should be clear—that is, unambiguous.
• Research questions should be significant—that is, worthy of investigation.
• Research questions should be ethical—that is, their investigation should not involve
physical or psychological harm or damage to human beings or to the natural or social
environment of which they are a part.
• Research questions often (although not always) suggest a relationship to be investigated.
The term relationship, as used in research, refers to a connection or association
between two or more characteristics or qualities.
DEFINING TERMS IN RESEARCH
• Three common ways to clarify ambiguous or unclear terms in a research question
involve the use of constitutive (dictionary-type) definitions, definition by example,
and operational definitions.
• A constitutive definition uses additional terms to clarify meaning.
• An operational definition describes how examples of a term are to be measured or
identified.
Here are three examples of research questions. How would you rank them on a scale
of 1 to 5 (5 5 highest, 1 5 lowest) for clarity? for significance? Why?
a. How many students in the sophomore class signed up for a course in driver training
this semester?
b. Why do so many students in the district say they dislike English?
c. Is inquiry or lecture more effective in teaching social studies?
2. How would you define humanistically oriented classroom?
3. Some terms used frequently in education, such as motivation, achievement, and even
learning, are very hard to define clearly. Why do you suppose this is so?
4. How might the term excellence be defined operationally? Give an example.
5. “Even the clearest of definitions does not always guarantee meaningful communication.”
Is this really true? Why or why not?
6. We would argue that operational definitions should always be accompanied by constitutive
definitions. Would you agree? Can you think of an instance when this might
not be necessary?
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