SURF Workshop Resources: Problem Statements
These resources discuss the importance of problem crafting strong problem statements when presenting and writing up your research.
Contributors:Patti Poblete, Tristan Abbott
Last Edited: 2017-07-25 04:51:43
Problem Statements: A Brief Introduction
A problem statement is a move that a document makes to help the reader realize why the document is important. Problem statements can be either formal--like a thesis statement--or they can be informal--usually a sentence that explains how what you are saying will impact the reader. A carefully crafted problem statement will help you to connect with your audience and will help your audience to see why your document is important.
In order to write a strong problem statement, you should consider the following questions:
- What does my reader already know about my topic?
- What will I need to explicitly explain to my reader for them to understand the significance of my topic?
In order to answer these questions, you will need to consider: the kind of terminology that your audience will be comfortable with; what beliefs, or mindsets, are shared between you and your intended audience; and, what canonical works your audience will be familiar with.
In regards to terminology, you should carefully choose what discipline specific terms to use and how to define them. This decision should be based on who your audience is. For example, if you are writing to a lay audience about first and second language users, you would not want to use the terms "L1" and "L2" without first defining them.
When considering the beliefs and mindsets of your audience, you should keep in mind that the audiences' beliefs/mindset may change the way that they interpret or understand the statements that you make in your document.
Finally, canonical research refers to texts and/or theories that the majority of experts in a given field find foundational to their work. When you're writing your problem statement, you want to be careful not to assume that everyone knows of all of the major works that you're referencing.
This serves as a very brief introduction to writing effective problem statements. Protracted examples of each of these can be found in the SURF Workshop: Problem Statements PowerPoint Presentation.
The materials for the workshop include a PowerPoint slide presentation that details how audience considerations affect the construction of problem statements, as well as handouts that provide students with opportunities to share, summarize, and recontextualize their research for different audiences.
I. Types and Content
There are four general conceptualizations of a research problem in the social sciences:
- Casuist Research Problem -- this type of problem relates to the determination of right and wrong in questions of conduct or conscience by analyzing moral dilemmas through the application of general rules and the careful distinction of special cases.
- Difference Research Problem -- typically asks the question, “Is there a difference between two or more groups or treatments?” This type of problem statement is used when the researcher compares or contrasts two or more phenomena. This a common approach to defining a problem in the clinical social sciences or behavioral sciences.
- Descriptive Research Problem -- typically asks the question, "what is...?" with the underlying purpose to describe the significance of a situation, state, or existence of a specific phenomenon. This problem is often associated with revealing hidden or understudied issues.
- Relational Research Problem -- suggests a relationship of some sort between two or more variables to be investigated. The underlying purpose is to investigate specific qualities or characteristics that may be connected in some way.
A problem statement in the social sciences should contain:
- A lead-in that helps ensure the reader will maintain interest over the study,
- A declaration of originality [e.g., mentioning a knowledge void or a lack of clarity about a topic that will be revealed in the literature review],
- An indication of the central focus of the study [establishing the boundaries of analysis], and
- An explanation of the study's significance or the benefits to be derived from investigating the research problem.
II. Sources of Problems for Investigation
The identification of a problem to study can be challenging, not because there's a lack of issues that could be investigated, but due to the challenge of formulating an academically relevant and researchable problem which is unique and does not simply duplicate the work of others. To facilitate how you might select a problem from which to build a research study, consider these sources of inspiration:
Deductions from Theory
This relates to deductions made from social philosophy or generalizations embodied in life and in society that the researcher is familiar with. These deductions from human behavior are then placed within an empirical frame of reference through research. From a theory, the researcher can formulate a research problem or hypothesis stating the expected findings in certain empirical situations. The research asks the question: “What relationship between variables will be observed if theory aptly summarizes the state of affairs?” One can then design and carry out a systematic investigation to assess whether empirical data confirm or reject the hypothesis, and hence, the theory.
Identifying a problem that forms the basis for a research study can come from academic movements and scholarship originating in disciplines outside of your primary area of study. This can be an intellectually stimulating exercise. A review of pertinent literature should include examining research from related disciplines that can reveal new avenues of exploration and analysis. An interdisciplinary approach to selecting a research problem offers an opportunity to construct a more comprehensive understanding of a very complex issue that any single discipline may be able to provide.
The identification of research problems about particular topics can arise from formal interviews or informal discussions with practitioners who provide insight into new directions for future research and how to make research findings more relevant to practice. Discussions with experts in the field, such as, teachers, social workers, health care providers, lawyers, business leaders, etc., offers the chance to identify practical, “real world” problems that may be understudied or ignored within academic circles. This approach also provides some practical knowledge which may help in the process of designing and conducting your study.
Don't undervalue your everyday experiences or encounters as worthwhile problems for investigation. Think critically about your own experiences and/or frustrations with an issue facing society, your community, your neighborhood, your family, or your personal life. This can be derived, for example, from deliberate observations of certain relationships for which there is no clear explanation or witnessing an event that appears harmful to a person or group or that is out of the ordinary.
The selection of a research problem can be derived from a thorough review of pertinent research associated with your overall area of interest. This may reveal where gaps exist in understanding a topic or where an issue has been understudied. Research may be conducted to: 1) fill such gaps in knowledge; 2) evaluate if the methodologies employed in prior studies can be adapted to solve other problems; or, 3) determine if a similar study could be conducted in a different subject area or applied in a different context or to different study sample [i.e., different setting or different group of people].Also, authors frequently conclude their studies by noting implications for further research; read the conclusion of pertinent studies because statements about further research can be a valuable source for identifying new problems to investigate. The fact that a researcher has identified a topic worthy of further exploration validates the fact it is worth pursuing.
III. What Makes a Good Research Statement?
A good problem statement begins by introducing the broad area in which your research is centered, gradually leading the reader to the more specific issues you are investigating. The statement need not be lengthy, but a good research problem should incorporate the following features:
1. Compelling Topic
Simple curiosity is not a good enough reason to pursue a research study because it does not indicate significance. The problem that you choose to explore must be important to you, your readers, and to a the larger academic and/or social community that could be impacted by the results of your study. The problem chosen must be one that motivates you to address it.
2. Supports Multiple Perspectives
The problem must be phrased in a way that avoids dichotomies and instead supports the generation and exploration of multiple perspectives. A general rule of thumb in the social sciences is that a good research problem is one that would generate a variety of viewpoints from a composite audience made up of reasonable people.
This isn't a real word but it represents an important aspect of creating a good research statement. It seems a bit obvious, but you don't want to find yourself in the midst of investigating a complex research project and realize that you don't have enough prior research to draw from for your analysis. There's nothing inherently wrong with original research, but you must choose research problems that can be supported, in some way, by the resources available to you. If you are not sure if something is researchable, don't assume that it isn't if you don't find information right away--seekhelp from a librarian!
NOTE: Do not confuse a research problem with a research topic. A topic is something to read and obtain information about, whereas a problem is something to be solved or framed as a question raised for inquiry, consideration, or solution, or explained as a source of perplexity, distress, or vexation.
IV. Asking Analytical Questions about the Research Problem
Research problems in the social and behavioral sciences are often analyzed around critical questions that must be investigated. These questions can be explicitly listed in the introduction [i.e., "This study addresses three research questions about women's psychological recovery from domestic abuse in multi-generational home settings..."], or, the questions are implied in the text as specific areas of study related to the research problem. Explicitly listing your research questions at the end of your introduction can help in designing a clear roadmap of what you plan to address in your study, whereas, implicitly integrating them into the text of the introduction allows you to create a more compelling narrative around the key issues under investigation. Either approach is appropriate.
The number of questions you attempt to address should be based on the complexity of the problem you are investigating and what areas of inquiry you find most critical to study. Practical considerations, such as, the length of the paper you are writing or the availability of resources to analyze the issue can also factor in how many questions to ask. In general, however, there should be no more than four research questions underpinning a single research problem.
Given this, well-developed analytical questions can focus on any of the following:
- Highlights a genuine dilemma, area of ambiguity, or point of confusion about a topic open to interpretation by your readers;
- Yields an answer that is unexpected and not obvious rather than inevitable and self-evident;
- Provokes meaningful thought or discussion;
- Raises the visibility of the key ideas or concepts that may be understudied or hidden;
- Suggests the need for complex analysis or argument rather than a basic description or summary; and,
- Offers a specific path of inquiry that avoids eliciting generalizations about the problem.
NOTE: Questions of how and why about a research problem often require more analysis than questions about who, what, where, and when. You should still ask yourself these latter questions, however. Thinking introspectively about the who, what, where, and when of a research problem can help ensure that you have thoroughly considered all aspects of the problem under investigation.
V. Mistakes to Avoid
Beware of circular reasoning! Do not state that the research problem as simply the absence of the thing you are suggesting. For example, if you propose the following, "The problem in this community is that there is no hospital," this only leads to a research problem where:
- The need is for a hospital
- The objective is to create a hospital
- The method is to plan for building a hospital, and
- The evaluation is to measure if there is a hospital or not.
This is an example of a research problem that fails the "So What?" test. In this example, the problem does not reveal therelevance of why you are investigating the fact there is no hospital in the community [e.g., there's a hospital in the community ten miles away]; it does not elucidate thesignificance of why one should study the fact there is no hospital in the community [e.g., that hospital in the community ten miles away has no emergency room]; the research problem does not offer an intellectual pathway towards adding new knowledge or clarifying prior knowledge [e.g., the county in which there is no hospital already conducted a study about the need for a hospital]; and, the problem does not offer meaningful outcomes that lead to recommendations that can be generalized for other situations or that could suggest areas for further research [e.g., the challenges of building a new hospital serves as a case study for other communities].
Alvesson, Mats and Jörgen Sandberg. “Generating Research Questions Through Problematization.” Academy of Management Review 36 (April 2011): 247-271; Choosing and Refining Topics. Writing@CSU. Colorado State University; Ellis, Timothy J. and Yair Levy Nova. "Framework of Problem-Based Research: A Guide for Novice Researchers on the Development of a Research-Worthy Problem." Informing Science: the International Journal of an Emerging Transdiscipline 11 (2008); How to Write a Research Question. The Writing Center. George Mason University; Invention: Developing a Thesis Statement. The Reading/Writing Center. Hunter College; Problem Statements PowerPoint Presentation. The Writing Lab and The OWL. Purdue University; Procter, Margaret. Using Thesis Statements. University College Writing Centre. University of Toronto; Trochim, William M.K. Problem Formulation. Research Methods Knowledge Base. 2006; Thesis and Purpose Statements. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Thesis Statements. The Writing Center. University of North Carolina; Tips and Examples for Writing Thesis Statements. The Writing Lab and The OWL. Purdue University; Walk, Kerry. Asking an Analytical Question. [Class handout or worksheet]. Princeton University; White, Patrick. Developing Research Questions: A Guide for Social Scientists. New York: Palgrave McMillan, 2009.