The Research Problem Chapter 3 The main research

The Research Problem Chapter 3 • The main research problem is the “HEART” of the Research Process • Basic Research: Research that “enhances” basic conceptual knowledge on a topic • Applied Research: Intended to address issues that have immediate relevance to current practices, procedures, and policies

Concept Map • Main Research Problem is divided into sub -problems that have can be answered with data collection or research. • Each sub-problem is asked as a question, answered by a hypothesis, which is tested and accepted or rejected via a defined data plan. • Main research problem includes key words and direct relevance to subproblems.

Basic Research Collecting information from peer reviewed articles, journals, encyclopedias, dissertations, studies, mentor’s library collection etc… enhances one’s conceptual knowledge of topic. Each research project needs at least 1 Basic Research Sub-problem to demonstrate depth of knowledge in the field of study.

Applied Research Actively collecting data from an experiment, survey, observation, etc. Each Research Project should contain a subproblem that has relevance to the actual internship experience. Examples: Opinions of medical experts on a topic, surveys of employees, data from sales of concrete, data of most favored aroma, steps involved in a particular surgery Sometimes a sub-problem can incorporate both basic and applied research. A good research project should have BOTH Applied and Basic sub-problems.

Stating the Main Research Problem/ Question State it clearly and completely Example: “ Welfare on Children’s attitudes” should be modified to: “What effect does welfare assistance to parents have on the attitudes of their children toward work?

Stating the Main Research Problem/ Question • Say precisely what you mean and include specific terms from each subproblem. • Often, this is a cycle, starting with the main problem, defining the sub-problems, returning to the main problem, etc. • Is it relevant? • Is it feasible?

Dividing the Research Problem into Subproblems • Most research problems are too large, broad, or complex. • The Solution: Break down into sub-problems • It helps the researcher with HOW to implement a strategy in the research process

4 Characteristics of Subproblems • Must be researchable • Must be tied to the interpretation of data • Subproblems must add up to the total problem • No more than 2 to 6 subproblems (3 is the most common)

Pseudoproblems • Do not confuse subproblems with pseudoproblems • Pseudoproblems describe more the procedure of the study and not the problem itself. • Ex: How large should the representative sample be? What statistical tool should be used?

Exceptions of using procedural processes for a subproblem If the subproblem involves a “procedural” aspect that is an integral part of the main question and is an “applied” skill learned at the internship to do your job. Example: How many steps are needed in collecting sales and inventory data at Blue. Linx?

Hypothesis • A tentative proposition to answer the subproblem question and guide the investigative process • Generally, there is a 1: 1 ratio of hypothesis to subproblem • Not proven or disproven, but supported or not supported • Make a declarative statement

Making a declarative statement • “There will be a significant difference between…… • There will not be a significant difference between…. . This approach to disprove an opposite hypothesis is called the NULL HYPOTHESIS

Research Concept Map • First step in the overall research process • You will need 4 main components for your Concept Map in this project – Main Research Problem – Subproblems – Hypotheses – Data Plans

Research Plan or Map • Sometimes it is best to decide what you want to cover first and use the sub-problems as the starting point • Develop hypothesis(es) for each sub-problem • Determine the criteria needed to support (or not) the hypothesis • Design an “Umbrella” or Main Research Question that encompasses all sub-problems

What is the importance of arts in education and what skills do children learn? What is arts in education? What skills can children learn by being involved in acting at The Art Place? What is the most common way to incorporate arts in education? Arts in education is the incorporation of the arts into educational experiences. Students can learn creativity, originality, determination, and cooperation by being involved in acting at The Art Place. Students between the ages of 11 and 16 will benefit best from the skills learned. Integrating the arts into each core curriculum subject is the most common way to incorporate arts into education. Research previous studies on the topic for definitions and ideas of arts in education. Survey parents, teachers, and students in performing arts groups at The Art Place. Compare survey results of two acting groups at The Art Place. Research previous studies on the topic for suggested set-up of curriculum and arts incorporation.