PROBLEM FORMULATION

1 INTRODUCTION The journey of a thousand miles begins with one step. - Lao-Tse The number of professionals, academics, students and others involved in social science research activities has increased generally in the developing world. Because of the appeal of research as a means of satisfying the curiosity of individuals and the desire to increase our understanding of man and his environment, an increasing number of professionals, academics, and students are entering the field and are beginning to learn more of its philosophy and practices. Research is way of gathering dependable and useful information. Its goal is to provide answers to meaningful societal problems through the application of scientific procedures. Social science research has a goal of further understanding a certain observable fact through a systematic, objective and comprehensive exploration of social phenomenon. The process of research in social sciences consists of seven major types of closely related and interdependent activities, each of which can be regarded as a stage. These include: problems, hypothesis, research designs, measurement, data collection, data interpretation and the reporting of results. However, since one research stage is rarely, if ever entirely completed before the next is begun; many researchers are confused as to the sequence of procedures to follow. Yet it has become generally accepted that systematic research begins with a problem. First stage of a research (that is, problem identification and definition) largely determines the nature of the last. Therefore, if the research problem is insignificant, no matter how precise the logical argument and how elegant the design and analytical techniques, the results will be insignificant [Selltiz et al (1976)]. Generally, any research must have a clearly stated problem that can be affirmed in terms of a hypothesis.

2 THE RESEARCH PROBLEM

The most difficult aspect of research is formulating a clear, concise, and manageable research problem. In a conventional sense, a problem is a set of conditions needing discussion, solution, and information. However, in a technical meaning, it implies the possibility of empirical investigation, that is, of data collection and analysis. A problem is not how to do something or a vague or too broad a proposition or a value question. In other words, a research problem is a condition that can be investigated through the collection and analysis of data with theoretical or practical significance [Benevieve and Joanna (2011)].

2.1 DEFINING A RESEARCH PROBLEM Research always originates from a need felt by individuals in a social setting. The problem is basically a gap between what is and what ought to be. When a research is conducted to solve the problem as Tejero (2004) puts it, a gap is filled in and new knowledge evolved. However, a clear distinction between the problem and the purpose should be made. The problem is the aspect the researcher worries about, thinks about and wants to find solution for. The purpose is to solve the problem, i.e. find answers to the question(s). If there is no clear problem formulation, the purpose and methods are meaningless. Research problems are questions that indicate gaps in the scope or the certainty of our knowledge. They point either to problematic phenomena, observed events that are puzzling in terms of our currently accepted ideas, or to problematic theories, current ideas that are challenged by new hypotheses . 2.2 IMPORTANCE OF THE RESEARCH PROBLEM OR QUESTION Leedy and Ormrod (2001) note that the research problem is the heart of every research study and it is paramount to the success of the research effort . They further state that the problem or question is the axis around which the whole research effort revolves.

Sarantakos (1998) emphasizes that choosing a research question is one of the first steps a researcher takes and believes it deserves serious considerations as no research can be undertaken unless the research question is chosen and accurately defined . He also notes that the research question makes the theoretical assumptions in the framework of the study more explicit, and most of all indicates what the researcher wants to know most and first. Research problems represent opportunities as well as trouble spots. Because scientific knowledge is provisional, all empirical findings and theories are in principle problematic and are, therefore, subject to further investigation. But in addition to seeking more exact confirmations of existing claims to knowledge, research has the equally important goal of generating new claims. Problem formulation is the logical first step toward this goal. Inquiry starts only when something is unsatisfactory, when traditional beliefs are inadequate or in question, when the facts necessary to resolve ones uncertainties are not known, when the likely relevant hypotheses are not even imagined. What one has at the beginning of inquiry is merely the problem. 2.3 NATURE OF RESEARCH PROBLEM An adequate notion of the problem is one of the most important aspects of research. Problems in social science research are questions about the state of affairs in the field. Whereas different types of research problems exist, all ask questions to which research respond in form of a scientific answer. Kerlinger (1973) has succinctly defined a problem as 'an interrogative sentence or statement that asks about the relationships existing between two or more variables'. The answer is what is being sought in the research. A distinction is commonly made in the characteristics of problems between the different kinds of research. A problem in both experimental and ex- post- facto research involves a question about the relation that exists between two or more variables. By contrast, descriptive research asks questions about the nature, incidence, or distribution of variables. A scientific problem should not only have its actual relation stated but should have the variables of the relation empirically tested or measured. Such problems include: What does the distance future hold for us? Is blue better than red? W hile the former question does not relate to empirical experience, the latter is concerned with personal

preferences and as such, they can hardly be answered directly through scientific research. However, the opponents of the logical positivist and empirical tradition of social science have rejected the purely scientific conception of research. They argue that there are ethical and value-loaded problems which are viable but cannot be empirically verified or explained. 2.4 SELECTING A RESEARCH PROBLEM Problem-selection is a major part of social inquiry. The research problem undertaken for study must be carefully selected. The following points may be observed by a researcher in selecting a research problem: i. ii. iii. iv. v. Subject which is overdone should not be normally chosen, for it will be a difficult task to throw any new light in such a case. Controversial subject should not become the choice of an average researcher. Too narrow or too vague problems should be avoided. The subject selected for research should be familiar and feasible so that the related research material or sources of research are within ones reach. Before the final selection of a problem is done, a researcher must ask himself the following questions: a) Whether he is well equipped in terms of his background to carry out the research? b) Whether the study falls within the budget he can afford? c) Whether the necessary cooperation can be obtained from those who must participate in research as subjects? If the answers to all these questions are in the affirmative, one may become sure so far as the practicability of the study is concerned. The selection of a problem must be preceded by a preliminary study. This may not be necessary when the problem requires the conduct of a research closely similar to one that has already been done. But when the field of inquiry is relatively new and does not have available a set of well developed techniques, a brief feasibility study must always be undertaken. 2.5 CHARACTERISTICS OF A GOOD RESEARCH PROBLEM

Kumar (1996) recommends the following seven-step approach to formulating a research problem. He also notes that the model is operational in nature and follows a logical sequence through the complexities of formulating a research problem. i. ii. iii. It should be of great interest to the researcher. A lively interest in the subject will be an invaluable incentive to persevere. The problem should be significant. It is not worth time and effort investigating a trivial problem or repeating work that has already been done elsewhere. The problem should be delineated. Consider the time to complete the work, and the depth to which the problem will be addressed. One can cover a wide field only superficially, and the more the researcher restricts the field, the more detailed the study can be. Cost of necessary travel and other expenses should also be considered. iv. Should be able to obtain the information required. One cannot carry out research if he fail to collect the relevant information needed to tackle the problem, either because he lack access to documents or other sources, and/or because he have not obtained the cooperation of individuals or organizations essential to the research. v. Should be able to draw conclusions related to the problem. The point of asking a question is to find an answer. The problem should be one to which the research can offer some solution, or at least the elimination of some false solutions. vi. Should be able to state the problem clearly and concisely. A precise, well thought out and fully articulated sentence, understandable by anyone, should normally clearly be able to explain just what the problem is. vii. It should not carry ethical or moral impediments.

2.6 SOURCES OF PROBLEMS Greer (1977) suggested three broad categories of problematic situations each of which remains important in contemporary social science research. He classified them under three labels namely: policy problems; problems of social philosophy; and the problems which are original to the development of social sciences disciplines. In other words, three important

sources for problematic situations are experience, deductions from theory and relevant literature. In addition to the fore-mentioned three sources movements originating outside our own discipline or country, often expose us to new path of research [Ary et al. (1979)]. Tejero (2004) enumerated the following as some of the many sources of a problem: Experiences and observations Courses that have been taken Journals, books, magazines or abstracts Theses and dissertation (focused on recommendations) Professors and colleagues Internet Vast amount of literature in the researchers field It is of course noted worthy that there is no sharp difference between research problems arising from these various sources. Selection of a suitable research topic can actually be approached on the basis of concern for the solution of a social problem or from a bias for contributing to theoretical knowledge or more appropriately from a combination of both. 3 FORMULATING RESEARCH PROBLEM After the problem has been selected and its significance determined, the researcher proceeds to the task of formulating or stating the problem in such a specific manner that it can be subjected to empirical investigation. It must be formulated to establish how it may be approached methodologically. A well formulated problem however, should (a) clarify exactly what is to be determined or solved and (b) narrow the scope of the study to a specific question stated in clear and concise form. Formulation in quantitative research is normally a much more complex process than in qualitative research, where definitions are often established during the research and not before it starts [Sarantakos (1998)]. Kumar (1996) consider that the formulation of a research problem is the first and most important step of the research process. He sees the research problem as the foundation on which the whole study is built and warns that the defects in the formulation of the problem will

result in the validity and reliability of the study being adversely affected. Indeed, a clear and economical plan for the study is impossible in the absence of a clear research problem. Kumar (1996) notes that to formulate a problem well requires considerable knowledge of the subject area and research methodology. In fact it is a complex process to formulate an idea into a research problem that is researchable. However, a review of the relevant literature helps enormously in widening the knowledge base you must built before formulating a problem. Kumar (1996) stresses that the way a problem is formulated determines the steps that follow, i.e. i. ii. iii. iv. The type of study design that can be used The type of sampling strategy that can be employed The research instrument that can be used or developed The type of analysis that can be undertaken

It involves developing and refining the initial research idea into an articulate, specific, measurable, achievable, discipline relevant researchable problem through a careful search and understanding of the literature and utilizing information from other sources. 3.1 COMPONENTS OF A RESEARCH PROBLEM The various components of a research problem are: i. ii. iii. iv. v. Originating questions Objectives Concepts Variables Hypothesis

3.1.1 Originating questions can be the gaps in the existing body of knowledge; apparent inconsistencies perceived or can be flashes of insight. Methods conducive for originating questions are survey of literature, experience survey and first hand observation of phenomenon.

Survey/Review of Literature It is one of the preliminary, essential and purposeful tasks to be done by the researcher in order to acquaint oneself with the available body of knowledge in chosen area of interest. The valuable contributions of literature review in research can be summarized as: Broadens researchers awareness and knowledge base in research area Brings in clarity and provides focus to research problem Helps decide and improve the methodology of the study Provide the theoretical background and conceptual framework for the study Helps to contextualize the findings of research

3.1.2 Research Objectives Sets the direction of the study and relate the study to the specific aspects or bits of knowledge that need to be gathered to fulfill the information requirements highlighted in the research problem. It is stated in action terms Serve as standard to evaluate the quality and value of research Specific, measurable, achievable, relevant, time bound Appropriately worded and unambiguous E.g. To describe the segments of the market place 3.1.3 Concepts A science deduces, observes and infers on phenomena or aspects of phenomena. What has been deduced, observed and inferred have to be retained and stated. For stating such aspects that constitute a discipline, the scientist has to make use of certain terms. The terms that have reference to things or aspects of the things about which a science tries to make sense are its concepts. Concepts are needed for:

 Stating significant problems for investigation Conducting empirical observations Organizing collected data and finding out solutions to problems posed and Communicating the findings of research

3.1.4 Variables A variable is a concept capable of presenting itself variously as among objects, incidents, phenomena, situations or individuals. A variable is usually a bundle of perceivable qualities or characteristics that allow us to distinguish between one element, object, incident, phenomenon, situation or individual and another. It has the characteristics or conditions that can be observed, manipulated or controlled by the researcher. Examples of variables include age, education, housing, income, social participation, risk orientation, innovation proneness, value orientation, information on seeking behavior, level of adoption, intelligence, aptitude etc. They are derived from the concepts and are part of operational definition for measurement. Variables are important in research as the relationship between or among the variables form the core of description and explanation in science. 3.1.5 Hypothesis It is a proposition or condition tentatively accepted without belief, in order to draw out its logical consequences and test its accord in the light of facts known or that may be ascertained in the course of a research study. A proposition about the status of events or about relations between variables It is a tentative explanation for the research problem It is a possible outcome of the research, or an educated guess about the research outcome Hypothesis in a research study Guides the direction of the study Specifies what data are relevant and irrelevant for the purpose of research

 Provides the framework for data analysis and organizing the conclusions that results

Hypothesis constitutes part of the researchers attempt at explaining casual relationships. It is thus an indispensable tool of the research process which enables one to restrict and streamline ones search for the ultimate solution to the research problem under investigation. Without a working hypothesis, the researcher would find it difficult, laborious and time consuming to make adequate discriminations in the complex interplay of factors before him/her. The hypothesis guides him/her in the selection of pertinent facts needed to explain the problem at hand. It also saves him/her from becoming lost in a welter of irrelevance. The functions of hypothesis include the following: It ensures the optimal use of researchers valuable time and other scarce resources by limiting the scope of the inquiry. It transforms research questions into testable propositions. It leads to discovery of additions to knowledge by helping to confirm or disconfirm particular theories or propositions. It determines the types of data needed for an inquiry and suggests the most appropriate instrument for data collection. It suggests the most appropriate methods and tools for the analysis of data. It provides the framework for drawing the conclusion of a research endeavor. In fact, conclusions are direct response to the hypothesis formulated for the study as confirmed or discontinued by data analysis. Usable hypothesis should be empirically testable, conceptually clear, adequately specific and should be as far as possible related to a body of knowledge or a theoretical framework 3.2 STEPS IN FORMULATION OF A RESEARCH PROBLEM Kumar (1996) recommends the following seven-step approach to formulating a research problem. Working through these steps presupposes a reasonable level of knowledge in the broad subject area within which the study is to be undertaken. Without such knowledge it is difficult to clearly and adequately dissect a subject area.

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Step 1 Identify a broad field or subject area of interest to the researcher. Step 2 Dissect the broad area into sub areas. (Brain storm) Step 3 Select what is of most interest to you. (Process of elimination) Step 4 Raise research questions. Step 5 Formulate objectives for the study (One main aim/objective and three or four sub objectives) Step 6 Assess objectives to make sure they can be attained in time available, and with financial/human resources and technical expertise available. Step 7 Double check if you are sufficiently interested in the study and have adequate resources for doing it. 3.3 GUIDELINES IN FORMULATING THE RESEARCH PROBLEM Bautista (1998), provide the guideline in formulating the research problem. i. Be as specific as possible.

Example: Too broad/vague: What is the effect of the family planning program of the government? Precise: What is the effect of family planning program on the knowledge, attitude, and practice of family planning among married couples of reproductive age? ii. iii. Raise a question that is ethically neutral. State the problem in a declarative or interrogative form.

3.4 BENEFITS OF A WELL FORMULATED RESEARCH PROBLEM A well formulated research problem has following benefits i. ii. iii. Establishes the significance of the study Enhances clarity of study Ensures feasibility of study

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Establishes the significance of the study Causes others to agree that The problem is worth investigating The answers to research question could advance knowledge in the field The results of the research would improve some practice The findings of the research would improve the human conditions in general Adds clarity to the problem dealt with in the study Helps others become aware of researchers views and perspectives, appreciate the researchers position and agree with the idea of research. The problem has been appropriately conceptualized and operationalised so that it can be effectively investigated. Builds in feasibility into the study The study becomes manageable and practicable in terms of ones research competence, financial resources and time available. 4 EVALUATION OF RESEARCH PROBLEM
Evaluation of research problem after it has been identified and analyzed is essential so as to access the characteristics of the problem. The evaluation exercise must reveal that the research problem fulfils the following criteria. i) Satisfy the personal goal of the researcher and the expectation of the agency or organization. The problem must be of interest to the researcher so as to attract genuine commitment to the research endeavor. The problem must also be significant in the sense that its investigation should be capable of adding new information into the present state of knowledge. Research into the problem should as well be feasible. With regards to the organization or agency, the problem should be researchable and research into the problem should generate solution to existing problems or open up new opportunities, approaches or methods.

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ii) The researcher must be genuinely interested in it without a biased mind. It is important to choose a research problem or topic on which one has an open mind. This allows for creativity, originality, objectivity initiative, ingenuity foresight and all other situations conducive to original thinking. iii) Researcher must possess the necessary skill background and knowledge needed to study the problem effectively. It is better for the researcher to focus on problem within his/her field of interest, specialization, competence or expertise. iv) Necessary tools, equipment, laboratories and subjects needed to conduct the research must be accessible. This emphasizes the fact that research into the problem must be feasible. It is essential that the data and other necessary factors essential for in-depth study of the problem are available in the situation in which the researcher operates. v) Researcher must have time and fund to complete the study. The budget in terms of fund and time to adequately pursue research into the problem must be arranged in advance. Availability of these factors must be ensured before embarking on the research work. This will facilitate good and reliable process and outcome. vi) The study must meet the scope, the significance and topical demand by the institution interested in the study. The research work must be well focused in term of addressing the problem of the sponsors or the end users of the research findings. It is also necessary to ensure adequate coverage in terms of both the breadth of the problem and the depth of the analysis. vii) There must be access to adequate data for the study. The researcher needs to ensure that there is fair access to relevant data source [Olowu (2004)].

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5 CONCLUSIONS

Thus a research problem is one which requires a researcher to find out the best solution for the given problem, i.e., to find out by which course of action the objective can be attained optimally in the context of a given environment. A well defined problem is not only meaningful from an operational point of view, but is equally capable of paving the way for the development of working hypotheses and for means of solving the problem itself. Researcher must not be alien to
the problem at hand. He/she must be familiar with the environment where the research problem has been identified and be able to do a proper formulation followed with evaluation.

Total Words: 3874

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