} Research
begins with human’s curiosity about the world
} What
the people want to know In the research is called ‘problem’
} Nunan
(1992), calls the problem as one of three principle components of the study. 2
other components are the data and the analysis.
So,
there are 2 main ideas of the research
} Purpose
of the research (conducted to provide answer to a problem)
} Concern
to the method in the form of the steps/procedure to be taken in order to find
the truth
Research
aims to find an answer to a problem through scientific procedures or maybe to
develop a theory.
Identification of research problem
Problem
arises when there are gaps between expectations and reality. E.g. the students
cannot learn well, don’t want to doing their homework, cheating, etc.
It
takes a few steps to be able to view the problems
} Observe
a phenomenon or phenomena
} Take
references
} Compare
and Determine whether or not there are gaps between the phenomena and your
references
} Formulate
the problem based on the perceived gap
Objectives:
- Select a research problem characterized by both praticality and interest.
- Identify specific and general hypotheses and obeservations, and describe their difference.
- Contruct alternative hypotheses from a problem statement.
- Determine the appropriateness of a hypothesis using deduction and induction.
- Identify concepts, given operational statements that can be used for generating hypotheses .
- Construct a null hypothesis from a hypothesis given in positive form.
Characteristics
of a Problem
- It should ask about a relationship between two or more variables.
- It should be stated clearly and unambiguously, usually in question form.
- It should be testable by empirical methods; that is, it should be possible to collect data to answer the question(s) asked.
- It should not represent a moral or ethical position.
The Problem Is
Stated in
Question Form
Question Form
- What is the relation between I.Q. And achievement?
- Do students learn more from a directive teacher or a nondirective teacher?
- Is there a relationship between racial background and dropout rate?
- Do more students continue in training programs offering stipends or in programs not offering stipends?
- Can students who have had pretraining be taught a learning task more quickly than those who have not had pretraining?
- Does the repetitious use of prompting in a learning program impair the effectiveness of programed materials?
- Do students who are described unfavorably by their teacher tend to describe themselves more unfavorably than those students described favorably?
- What is the relationship between rote learning ability and socioeconomic status?
- Does the ability to discriminate among parts of speech increase with chronological age and education level?
Schemes for Classifying and Selecting a Problem
First scheme
-
Societal needs and opportunities
-
Curriculum Development
-
Educational Program
-
Instructional Materials and Devices
-
Learning Process and Teaching Methods
-
Students Personal Services
-
Facilities and Equipment
-
Teacher Education
- Administration
and Supervision
-
Evaluation and Research Methodology
Second Scheme
-
Available Inputs
Prospective
Students, Prospective Teachers, Attitudes, Job Markets, Institutional Relations
-
Instructional Activities and Organization
Selection,
Program, Curriculum, Teacher-Learner Relationships, Teacher preparation,
Organization, Policy, Services
-
Anticipated Outcomes
Meeting
Social needs, Meeting Individual needs, Attitude changes, Social Change,
Competency Acquisition
Specific considerations in Choosing a Problem
- Workability
- Critical Mass
- Interest
- Theoretical Value
- Practical Value
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