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• How to Write a Problem Statement | Guide & Examples

How to Write a Problem Statement | Guide & Examples

Published on November 6, 2022 by Shona McCombes and Tegan George. Revised on November 20, 2023.

A problem statement is a concise and concrete summary of the research problem you seek to address. It should:

• Contextualize the problem. What do we already know?
• Describe the exact issue your research will address. What do we still need to know?
• Show the relevance of the problem. Why do we need to know more about this?
• Set the objectives of the research. What will you do to find out more?

Table of contents

When should you write a problem statement, step 1: contextualize the problem, step 2: show why it matters, step 3: set your aims and objectives.

Problem statement example

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Frequently asked questions about problem statements.

There are various situations in which you might have to write a problem statement.

In the business world, writing a problem statement is often the first step in kicking off an improvement project. In this case, the problem statement is usually a stand-alone document.

In academic research, writing a problem statement can help you contextualize and understand the significance of your research problem. It is often several paragraphs long, and serves as the basis for your research proposal . Alternatively, it can be condensed into just a few sentences in your introduction .

A problem statement looks different depending on whether you’re dealing with a practical, real-world problem or a theoretical issue. Regardless, all problem statements follow a similar process.

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The problem statement should frame your research problem, giving some background on what is already known.

Practical research problems

For practical research, focus on the concrete details of the situation:

• Where and when does the problem arise?
• Who does the problem affect?
• What attempts have been made to solve the problem?

Theoretical research problems

For theoretical research, think about the scientific, social, geographical and/or historical background:

• What is already known about the problem?
• Is the problem limited to a certain time period or geographical area?
• How has the problem been defined and debated in the scholarly literature?

The problem statement should also address the relevance of the research. Why is it important that the problem is addressed?

Don’t worry, this doesn’t mean you have to do something groundbreaking or world-changing. It’s more important that the problem is researchable, feasible, and clearly addresses a relevant issue in your field.

Practical research is directly relevant to a specific problem that affects an organization, institution, social group, or society more broadly. To make it clear why your research problem matters, you can ask yourself:

• What will happen if the problem is not solved?
• Who will feel the consequences?
• Does the problem have wider relevance? Are similar issues found in other contexts?

Sometimes theoretical issues have clear practical consequences, but sometimes their relevance is less immediately obvious. To identify why the problem matters, ask:

• How will resolving the problem advance understanding of the topic?
• What benefits will it have for future research?
• Does the problem have direct or indirect consequences for society?

Finally, the problem statement should frame how you intend to address the problem. Your goal here should not be to find a conclusive solution, but rather to propose more effective approaches to tackling or understanding it.

The research aim is the overall purpose of your research. It is generally written in the infinitive form:

• The aim of this study is to determine …
• This project aims to explore …
• This research aims to investigate …

The research objectives are the concrete steps you will take to achieve the aim:

• Qualitative methods will be used to identify …
• This work will use surveys to collect …
• Using statistical analysis, the research will measure …

The aims and objectives should lead directly to your research questions.

Learn how to formulate research questions

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You can use these steps to write your own problem statement, like the example below.

Step 1: Contextualize the problem A family-owned shoe manufacturer has been in business in New England for several generations, employing thousands of local workers in a variety of roles, from assembly to supply-chain to customer service and retail. Employee tenure in the past always had an upward trend, with the average employee staying at the company for 10+ years. However, in the past decade, the trend has reversed, with some employees lasting only a few months, and others leaving abruptly after many years.

Step 2: Show why it matters As the perceived loyalty of their employees has long been a source of pride for the company, they employed an outside consultant firm to see why there was so much turnover. The firm focused on the new hires, concluding that a rival shoe company located in the next town offered higher hourly wages and better “perks”, such as pizza parties. They claimed this was what was leading employees to switch. However, to gain a fuller understanding of why the turnover persists even after the consultant study, in-depth qualitative research focused on long-term employees is also needed. Focusing on why established workers leave can help develop a more telling reason why turnover is so high, rather than just due to salaries. It can also potentially identify points of change or conflict in the company’s culture that may cause workers to leave.

Step 3: Set your aims and objectives This project aims to better understand why established workers choose to leave the company. Qualitative methods such as surveys and interviews will be conducted comparing the views of those who have worked 10+ years at the company and chose to stay, compared with those who chose to leave.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Your research objectives indicate how you’ll try to address your research problem and should be specific:

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A research problem is a definite or clear expression [statement] about an area of concern, a condition to be improved upon, a difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or within existing practice that points to a need for meaningful understanding and deliberate investigation. A research problem does not state how to do something, offer a vague or broad proposition, or present a value question. In the social and behavioral sciences, studies are most often framed around examining a problem that needs to be understood and resolved in order to improve society and the human condition.

Bryman, Alan. “The Research Question in Social Research: What is its Role?” International Journal of Social Research Methodology 10 (2007): 5-20; Guba, Egon G., and Yvonna S. Lincoln. “Competing Paradigms in Qualitative Research.” In Handbook of Qualitative Research . Norman K. Denzin and Yvonna S. Lincoln, editors. (Thousand Oaks, CA: Sage, 1994), pp. 105-117; Pardede, Parlindungan. “Identifying and Formulating the Research Problem." Research in ELT: Module 4 (October 2018): 1-13; Li, Yanmei, and Sumei Zhang. "Identifying the Research Problem." In Applied Research Methods in Urban and Regional Planning . (Cham, Switzerland: Springer International Publishing, 2022), pp. 13-21.

Importance of...

The purpose of a problem statement is to:

• Introduce the reader to the importance of the topic being studied . The reader is oriented to the significance of the study.
• Anchors the research questions, hypotheses, or assumptions to follow . It offers a concise statement about the purpose of your paper.
• Place the topic into a particular context that defines the parameters of what is to be investigated.
• Provide the framework for reporting the results and indicates what is probably necessary to conduct the study and explain how the findings will present this information.

In the social sciences, the research problem establishes the means by which you must answer the "So What?" question. This declarative question refers to a research problem surviving the relevancy test [the quality of a measurement procedure that provides repeatability and accuracy]. Note that answering the "So What?" question requires a commitment on your part to not only show that you have reviewed the literature, but that you have thoroughly considered the significance of the research problem and its implications applied to creating new knowledge and understanding or informing practice.

To survive the "So What" question, problem statements should possess the following attributes:

• Clarity and precision [a well-written statement does not make sweeping generalizations and irresponsible pronouncements; it also does include unspecific determinates like "very" or "giant"],
• Demonstrate a researchable topic or issue [i.e., feasibility of conducting the study is based upon access to information that can be effectively acquired, gathered, interpreted, synthesized, and understood],
• Identification of what would be studied, while avoiding the use of value-laden words and terms,
• Identification of an overarching question or small set of questions accompanied by key factors or variables,
• Identification of key concepts and terms,
• Articulation of the study's conceptual boundaries or parameters or limitations,
• Some generalizability in regards to applicability and bringing results into general use,
• Conveyance of the study's importance, benefits, and justification [i.e., regardless of the type of research, it is important to demonstrate that the research is not trivial],
• Does not have unnecessary jargon or overly complex sentence constructions; and,
• Conveyance of more than the mere gathering of descriptive data providing only a snapshot of the issue or phenomenon under investigation.

Bryman, Alan. “The Research Question in Social Research: What is its Role?” International Journal of Social Research Methodology 10 (2007): 5-20; Brown, Perry J., Allen Dyer, and Ross S. Whaley. "Recreation Research—So What?" Journal of Leisure Research 5 (1973): 16-24; Castellanos, Susie. Critical Writing and Thinking. The Writing Center. Dean of the College. Brown 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); 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; Selwyn, Neil. "‘So What?’…A Question that Every Journal Article Needs to Answer." Learning, Media, and Technology 39 (2014): 1-5; Shoket, Mohd. "Research Problem: Identification and Formulation." International Journal of Research 1 (May 2014): 512-518.

Structure and Writing Style

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 of prior research],
• 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.

NOTE:   A statement describing the research problem of your paper should not be viewed as a thesis statement that you may be familiar with from high school. Given the content listed above, a description of the research problem is usually a short paragraph in length.

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.

Interdisciplinary Perspectives 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.

Interviewing Practitioners 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.

Personal Experience 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 or related to 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.

Relevant Literature 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 The problem chosen should be one that motivates you to address it but simple curiosity is not a good enough reason to pursue a research study because this does not indicate significance. The problem that you choose to explore must be important to you, but it must also be viewed as important by your readers and to a the larger academic and/or social community that could be impacted by the results of your study. 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. 3.  Researchability 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--seek help 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. In short, a research topic is something to be understood; a research problem is something that needs to be investigated.

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 concerning 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 and helps define the scope of the study in relation to the problem.

V.  Mistakes to Avoid

Beware of circular reasoning! Do not state 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 the relevance of why you are investigating the fact there is no hospital in the community [e.g., perhaps there's a hospital in the community ten miles away]; it does not elucidate the significance 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, but it was conducted ten years ago]; 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; D'Souza, Victor S. "Use of Induction and Deduction in Research in Social Sciences: An Illustration." Journal of the Indian Law Institute 24 (1982): 655-661; 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; Shoket, Mohd. "Research Problem: Identification and Formulation." International Journal of Research 1 (May 2014): 512-518; 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; Pardede, Parlindungan. “Identifying and Formulating the Research Problem." Research in ELT: Module 4 (October 2018): 1-13; 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; Li, Yanmei, and Sumei Zhang. "Identifying the Research Problem." In Applied Research Methods in Urban and Regional Planning . (Cham, Switzerland: Springer International Publishing, 2022), pp. 13-21.

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How to Write a Statement of the Problem in Research

Table of Contents

The problem statement is a foundation of academic research writing , providing a precise representation of an existing gap or issue in a particular field of study.

Crafting a sharp and focused problem statement lays the groundwork for your research project.

• It highlights the research's significance .
• Emphasizes its potential to influence the broader academic community.
• Represents the initial step for you to make a meaningful contribution to your discipline.

Therefore, in this article, we will discuss what is a statement of the problem in research and how to craft a compelling research problem statement.

What is a research problem statement?

A research problem statement is a concise, clear, and specific articulation of a gap in current knowledge that your research aims to bridge. It not only sets forth the scope and direction of your research but also establishes its relevance and significance.

Your problem statement in your research paper aims to:

• Define the gap : Clearly identify and articulate a specific gap or issue in the existing knowledge.
• Provide direction : Serve as a roadmap, guiding the course of your research and ensuring you remain focused.
• Establish relevance : Highlight the importance and significance of the problem in the context of your field or the broader world.
• Guide inquiry :  Formulate the research questions or hypotheses you'll explore.
• Communicate intent : Succinctly convey the core purpose of your research to stakeholders, peers, and any audience.
• Set boundaries : Clearly define the scope of your research to ensure it's focused and achievable.

When should you write a problem statement in research?

Initiate your research by crafting a clear problem statement. This should be done before any data collection or analysis, serving as a foundational anchor that clearly identifies the specific issue you aim to address.

By establishing this early on, you shape the direction of your research, ensuring it targets a genuine knowledge gap.

Furthermore, an effective and a concise statement of the problem in research attracts collaborators, funders, and supporters, resonating with its clarity and purpose. Remember, as your research unfolds, the statement might evolve, reflecting new insights and staying pertinent.

But how do you distinguish between a well-crafted problem statement and one that falls short?

Effective vs. ineffective research problem statements

Imagine a scenario where medical researchers aim to tackle a new strain of virus. Their effective problem statement wouldn't merely state the existence of the virus. Instead, it would delve into the specifics — the regions most affected, the demographics most vulnerable, and the current limitations in medical interventions.

Whereas an ineffective research problem statement is vague, overly broad, or ambiguous, failing to provide a clear direction for the research. It may not be rooted in existing literature, might lack clarity on its significance, or could be framed in a way that makes the research objectives unachievable or irrelevant.

To understand it better, let's consider the topic of “Remote work and employee productivity.”

Effective problem statement

“Over the past decade, there has been a 70% increase in organizations adopting remote work policies. While some studies suggest remote work enhances employee productivity, others indicate potential declines due to distractions at home.

However, there’s a lack of comprehensive research examining the specific factors in a remote environment that influence productivity. This study aims to identify and analyze these factors, providing organizations with actionable insights to optimize remote work policies.”

Why is this statement of a problem in research effective?

• Specificity : The statement provides a clear percentage to highlight the rise in remote work.
• Context : It acknowledges existing research and the conflicting findings.
• Clear gap identification : It points out the lack of comprehensive research on specific factors affecting productivity in remote work.
• Purpose : The statement concludes with a clear aim for the research.

Ineffective problem statement

"People are working from home a lot now, especially since there are so many internet tools. Some say it's good; others say it's not that great. This research will just look into the whole work-from-home thing and see what's up."

Why is this statement of a problem in research ineffective?

• Informal language : Phrases like "what's up" and "the whole work-from-home thing" are not suitable for academic writing.
• Vagueness : The statement doesn't provide any specific data or context about the rise of remote work.
• Lack of clear focus : It's unclear what aspect of remote work the research will address.
• Ambiguous purpose : The statement doesn't specify the research's objectives or expected outcomes.

After gaining an understanding of what an effective research problem statement looks like, let's dive deeper into how to write one.

How to write a problem statement in research?

Drafting your research problem statement at the onset of your research journey ensures that your research remains anchored. That means by defining and articulating the main issue or challenge you intend to address at the very beginning of your research process; you provide a clear focus and direction for the entire study.

Here's a detailed guide to how you can write an effective statement of the problem in research.

Identify the research area : Before addressing a specific problem, you need to know the broader domain or field of your study. This helps in contextualizing your research and ensuring it aligns with existing academic disciplines.

Example: If you're curious about the effects of digital technology on human behavior, your broader research area might be Digital Sociology or Media Studies.

Conduct preliminary literature review : Familiarize yourself with existing research related to your topic. This will help you understand what's already known and, more importantly, identify gaps or unresolved questions in the existing knowledge. This step also ensures you're advancing upon existing work rather than replicating it.

Example: Upon reviewing literature on digital technology and behavior, you find many studies on social media's impact on youth but fewer on its effects on the elderly.

Read how to conduct an effective literature review .

Define the specific problem : After thoroughly reviewing the literature, pinpoint a particular issue that your research will address. Ensure that this chosen issue is not only of substantial importance in its field but also realistically approachable given your resources and expertise. To define it precisely, you might consider:

• Highlighting discrepancies or contradictions in existing literature.
• Emphasizing the real-world implications of this gap.
• Assessing the feasibility of exploring this issue within your means and timeframe.

Example: You decide to investigate how digital technology, especially social media, affects the mental well-being of the elderly, given the limited research in this area.

Articulate clearly and concisely : Your problem statement should be straightforward and devoid of jargon. It needs to convey the essence of your research issue in a manner that's understandable to both experts and non-experts.

Example: " The impact of social media on the mental well-being of elderly individuals remains underexplored, despite the growing adoption of digital technology in this age group. "

Highlight the significance : Explain why your chosen research problem matters. This could be due to its real-world implications, its potential to fill a knowledge gap or its relevance to current events or trends.

Example: As the elderly population grows and becomes more digitally connected, understanding the psychological effects of social media on this demographic could inform digital literacy programs and mental health interventions.

Ensure feasibility : Your research problem should be something you can realistically study, given your resources, timeframe, and expertise. It's essential to ensure that you can gather data, conduct experiments, or access necessary materials or participants.

Example: You plan to survey elderly individuals in local community centers about their social media usage and perceived mental well-being, ensuring you have the means to reach this demographic.

Seek feedback : Discuss your preliminary problem statement with peers, mentors, or experts in the field. They can provide insights, point out potential pitfalls, or suggest refinements.

Example: After discussing with a gerontologist, you decide to also consider the role of digital training in moderating the effects of social media on the elderly.

Refine and Revise : Based on feedback and further reflection, revise and improve your problem statement. This iterative process ensures clarity, relevance, and precision.

Example: Your refined statement reads: Despite the increasing digital connectivity of the elderly, the effects of social media on their mental well-being, especially in the context of digital training, remain underexplored.

By following these detailed steps, you can craft a research problem statement that is both compelling and academically rigorous.

Having explored the details of crafting a research problem statement, it's crucial to distinguish it from another fundamental element in academic research: the thesis statement.

Difference between a thesis statement and a problem statement

While both terms are central to research, a thesis statement presents your primary claim or argument, whereas a problem statement describes the specific issue your research aims to address.

Think of the thesis statement as the conclusion you're driving towards, while the problem statement identifies a specific gap in current knowledge.

For instance, a problem statement might highlight the rising mental health issues among teenagers, while the thesis statement could propose that increased screen time is a significant contributor.

Refer to the comparison table between what is a thesis and a problem statement in the research below:

Common mistakes to avoid in writing statement of the problem in research

Mistakes in the research problem statement can lead to a domino effect, causing misalignment in research objectives, wasted resources, and even inconclusive or irrelevant results.

Recognizing and avoiding these pitfalls not only strengthens the foundation of your research but also ensures that your efforts concede impactful insights.

Here's a detailed exploration of frequent subjective, qualitative, quantitative and measurable mistakes and how you can sidestep them.

Being too broad or too narrow

A problem statement that's too broad can lack focus, making it challenging to derive specific research questions or objectives. Conversely, a statement that's too narrow might limit the scope of your research or make it too trivial.

Example of mistake: "Studying the effects of diet on health" is too broad, while "Studying the effects of eating green apples at 3 pm on heart health" is overly narrow.

You can refine the scope based on preliminary research. The correct way to write this problem statement will be "Studying the effects of a high-fiber diet on heart health in adults over 50." This statement is neither too broad nor too narrow, and it provides a clear direction for the research.

Using unnecessary jargon or technical language

While academic writing often involves academic terms, overloading your problem statement with jargon can alienate readers and obscure the actual problem.

Example of Mistake: "Examining the diurnal variations in macronutrient ingestion vis-à-vis metabolic homeostasis."

To ensure it’s not complicated, you can simplify and clarify. "Examining how daily changes in nutrient intake affect metabolic balance" conveys the same idea more accessible.

Not emphasizing the "Why" of the problem

It's not enough to state a problem; you must also convey its significance. Why does this problem matter? What are the implications of not addressing it?

Example of Mistake: "Many students are not engaging with online learning platforms."

You can proceed with the approach of highlighting the significance here. "Many students are not engaging with online learning platforms, leading to decreased academic performance and widening educational disparities."

Circular reasoning and lack of relevance

Your problem statement should be grounded in existing research or observed phenomena. Avoid statements that assume what they set out to prove or lack a clear basis in current knowledge.

Example of Mistake: "We need to study X because not enough research has been done on X."

Instead, try grounding your statement based on already-known facts. "While several studies have explored Y, the specific impact of X remains unclear, necessitating further research."

Being overly ambitious

While it's commendable to aim high, your problem statement should reflect a challenge that's achievable within your means, timeframe, and resources.

Example of Mistake: "This research will solve world hunger."

Here, you need to be realistic and focused. "This research aims to develop sustainable agricultural techniques to increase crop yields in arid regions."

By being mindful of these common mistakes, you can craft a problem statement that is clear, relevant and sets a solid foundation for your research.

Over-reliance on outdated data

Using data that is no longer relevant can mislead the direction of your research. It's essential to ensure that the statistics or findings you reference are current and pertinent to the present scenario.

Example of Mistake: "According to a 1995 study, only 5% of the population uses the internet for daily tasks."

You always cross-check the dates and relevance of the data you're using. For a contemporary study on internet usage, you'd want to reference more recent statistics.

Not specifying the sample size or demographic

A problem statement should be clear about the population or sample size being studied, especially when making generalizations or claims.

Example of Mistake: "People prefer online shopping to in-store shopping."

Here, you would benefit from specifying the demographic or sample size when presenting data to avoid overgeneralization. " In a survey of 1,000 urban residents aged 18-35, 70% expressed a preference for online shopping over in-store shopping. "

Ignoring conflicting data

Cherry-picking data that supports your hypothesis while ignoring conflicting data can lead to a biased problem statement.

Example of Mistake: "Research shows that all students benefit from online learning."

You’ve to ensure a balanced view by considering all relevant data, even if it contradicts your hypothesis. " While many studies highlight the advantages of online learning for students, some research points to challenges such as decreased motivation and lack of face-to-face interaction. "

Making unsubstantiated predictions

Projecting future trends without solid data can weaken the credibility of your problem statement.

Example of Mistake: "The demand for electric cars will increase by 500% in the next year."

Base your predictions on current trends and reliable data sources, avoiding hyperbolic or unsupported claims. " With the current growth rate and recent advancements in battery technology, there's potential for a significant rise in the demand for electric cars. "

Wrapping Up

A well-crafted problem statement ensures that your research is focused, relevant, and contributes meaningfully to the broader academic community.

However, the consequences of an incorrect or poorly constructed problem statement can be severe. It can lead to misdirected research efforts, wasted resources, compromised credibility, and even ethical concerns. Such pitfalls underscore the importance of dedicating time and effort to craft a precise and impactful problem statement.

So, as you start your research journey , remember that a well-defined problem statement is not just a starting point; it guides your entire research journey, ensuring clarity, relevance, and meaningful contributions to your field.

Frequently Asked Questions

A problem statement is a clear, concise and specific articulation of a gap in current knowledge that your research aims to bridge.

The Problem Statement should highlight existing gaps in current knowledge and also the significance of the research. It should also include the research question and purpose of the research.

Clear articulation of the problem and establishing relevance; Working thesis (methods to solve the problem); Purpose and scope of study — are the 3 parts of the problem statement.

While the statement of the problem articulates and delineates a particular research problem, Objectives designates the aims, purpose and strategies to address the particular problem.

Here’s an example — “The study aims to identify and analyze the specific factors that impact employee productivity, providing organizations with actionable insights to optimize remote work policies.”

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Problem Statement

Published November 22, 2021. Updated December 13, 2021.

How to write an effective problem statement

A problem statement is a succinct explanation of a problem or concern that a research study seeks to address. It identifies both the current and the desired state of a process or a product and the gap between them, i.e. it highlights the gaps in the current knowledge base and why they need to be addressed.

A problem statement acts as a communication tool among the people working on a study. It helps them identify a problem and its import to the field of study, and gives a direction for how to solve it. A problem statement aims to offer an elaborate method for problem solving and provides recommendations on how the problem can be prevented in the future.

When to write a problem statement

Problem statements are commonly associated with academic research. A researcher can contextualize and understand the consequences of a research problem by writing a problem statement. It can serve as a basis for a research proposal, an introduction to a research paper, or a thesis.

Problem statements have also become a tool in business proposals. They help professionals break down a complex problem into small achievable goals that can be communicated throughout an organization.  A problem statement can be useful in finding and employing effective solutions to a problem.

How to write a problem statement

Once a research problem has been identified, the next step is to write a problem statement. A problem statement should be clear and accurate. This can be achieved by providing a brief description of the extent of the problem and the resources required for solving the problem. An outline for writing problem statements is given below:

Step 1: Provide context to the problem

This step helps in presenting a clear picture of the problem. While giving a background of the problem, it helps to understand the reach and urgency of the issue. This step should address:

• What is known about the issue
• Where and when does the problem take place
• Who is affected by the problem
• What has been done to solve the problem

Step 2: Elucidate the relevance of the problem

This section explains the problem and identifies why it is important to solve it. It helps to communicate the seriousness of the problem and the potential issues that may arise if the problem remains unresolved. This step should address:

• Who will be affected by the problem
• How will problem solving benefit the future
• Does the problem have relevance in other fields of study
• Why is it important to solve the problem

Step 3: Propose the aims and objectives of the study

After investigating the problem thoroughly, the next step is to propose how the problem can be addressed. While it is not necessary to identify a specific solution to the problem, it is important to determine the reasons for the problem and the effective approaches that can be adopted to understand and tackle the problem effectively.

The aim of a research study is the rationale behind the study. It can be written as one of the following:

• The study aims to determine/establish/verify…
• The aim of this study is to examine/test/evaluate…
• The study seeks to explore/investigate/inspect…

The objectives of a research study are the actions that will be taken to achieve the goal(s) of the study:

• Surveys/interviews/questionnaires will be used to collect data on…
• Qualitative methods will be used to identify/classify data on…
• Using various statistical tools, the study will measure…

Examples of problem statements

Though a problem statement can differ depending on the issue being addressed, they are formulated using a similar process. The following is an example of addressing a practical research problem:

Problem : The poverty levels of the people of one region have been increasing while in the rest of the country they are decreasing.

Background : Surveys show that the poverty levels are highest among families with more than four children and families who rely on female breadwinners. While other parts of the country have provided incentives to similar groups and succeeded in reducing poverty, similar solutions have shown no results in the region of concern.

Relevance : Lower poverty levels are associated with lower disposable income levels, higher crime rates, and higher infant mortality rates. When people remain under poverty levels for a continuous period, they lose trust in government policies. Addressing this problem will help improve the condition of the people in the region and help to prevent a similar situation from arising in different regions of the country.

Objectives : This research aims to examine proactive poverty alleviation strategies to decrease poverty levels among the people of the region. It will identify the most significant factors contributing to increasing poverty levels through surveys and interviews, and conduct experiments to evaluate the efficiency of different strategies to solve the issue.

While the above example considers a practical research problem, let’s look at how a problem statement appears for a theoretical research problem:

Problem : Domestic violence seems to coincide with one or more alcoholoic partners within a household. This needs to be investigated.

Background : In the past few years, cases of partner violence under the influence of alcohol have been on the rise. Females below the age of 30 and those with poor education backgrounds are the prime victims. Research on consequences of drinking such as increased cases of road accidents, theft, and associated substance abuse has been conducted. However, there has been little work done to investigate the relationship between alcohol consumption and partner violence.

Relevance : In published literature, partner violence is understood to be a means of displaying power and dominance. To gain a fuller understanding of the behavioral tendencies and thought processes under the influence of alcohol, in-depth qualitative research is needed. Focusing on the experiences of alcoholics and their domestic violence victims can help develop theories on and solutions to this behavior.

Objectives: This research aims to understand the relationship between the consumption of alcohol and partner violence. Qualitative methods will be used to gain detailed knowledge about the behavior of alcoholics and the experiences of their domestic violence victims. This data will be examined along with a review of the recent published literature on partner violence.

Key takeaways

• A problem statement is a succinct explanation of a problem or concern that a research study seeks to address.
• A problem statement aims to offer a detailed method for problem solving and provides recommendations on how the problem can be avoided in the future.
• The aim of a research study is the rationale behind the study. The objectives of a research study are the actions that will be taken to achieve the aim of the study.
• Problem statements are used as communication tools by businesses and organizations to improve functionality.
• A problem statement helps contextualize a problem, elucidate its relevance, and set up the aims and objectives of a research study to address it.

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• Statement of the problem
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Evaluating Federal Research Programs: Research and the Government Performance and Results Act (1999)

Chapter: c h a p t e r 1 statement of the problem.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

C H A P T E R 1 Statement of the Problem GPRA and Research n 1993, Congress passed the Government Performance and Results I Act (GPRA) with broad bipartisan support. The law is part of a set of budget-reform measures intended to increase the effectiveness and efficiency of government. Both the General Accounting Office (GAO) and the Office of Management and Budget (OMB) testified in favor of the bill, and the President’s National Performance Review advocated its implementation. Unlike several predecessor systems (program planning and budgeting, management by objec- tives, and zero-based budgeting), GPRA is not an executive branch initiative but rather a congressional mandate. It has received a high level of attention in both the Senate and the House of Representa- tives. The specific goal of GPRA is to focus agency and oversight attention on the outcomes of government activities—the results produced for the American public. The approach is to develop measures of outcomes that can be tied to annual budget allocations. To that end, the law requires each agency to produce three docu- ments: a strategic plan, which sets general goals and objectives over a minimal 5-year period; a performance plan, which translates the goals of the strategic plan into annual targets; and a performance report, which demonstrates whether the targets were met. Agencies delivered the first required strategic plans to Congress in Septem- ber 1997 and the first performance plans in the spring of 1998. Performance reports are due in March 2000. The law calls for strategic plans to be updated every 3 years and the other documents annually. 13 

EVALUATING FEDERAL RESEARCH PROGRAMS The general principles of GPRA have been implemented by many state governments and in other countries (for example, Canada, New Zealand, and the U.K.), but implementation by the U.S. federal government is the largest scale application of the concept to date and somewhat different. Over the last 5 years, various states have tried to develop performance measures of their investments. With respect to performance measures of science and technology activities, states tend to rely on an economic-develop- ment perspective with measures reflecting job creation and com- mercialization. Managers struggle to define appropriate measures, and level-of-activity measures dominate their assessments.3 With respect to other countries, our limited review of their experiences showed that most are struggling with the same issues that the United States is concerned with, notably how to measure the results of basic research. Not every aspect of the system worked perfectly the first time around in the United States. Some agencies started the learning process earlier and scaled up faster than others. OMB allowed considerable agency experimentation with different approaches to similar activities, waiting to see what ideas emerged. The expectations of and thus the guidance from the various congressional and executive audiences for strategic and perfor- mance plans have not always been the same and that has made it difficult for agencies to develop plans agreeable to all parties. Groups outside government that are likely to be interested in agency implementation of GPRA have not been consulted as extensively as envisioned. There is general agreement that all relevant parties should be engaged in a continuing learning process, and there are high expectations for improvement in future itera- tions. The development of plans to implement GPRA has been particularly difficult for agencies responsible for research activities supported by the federal government. A report by GAO (GAO, 1997) indicates that measuring performance and results is particu- 14 

Statement of the Problem larly challenging for regulatory programs, scientific research pro- grams, and programs that deliver services to taxpayers through third parties, such as state and local governments. Findings from Workshops From January through June 1998, COSEPUP held a series of workshops to gather information about the implementation of GPRA. The first workshop, cosponsored with the Academy Industry Program, focused on the approaches that industry uses to develop strategic plans and performance assessments. Industry participants emphasized the importance of having a strategic plan that clearly articulates the goals and objectives of the organization. One of the industry participants said that the objective of their industrial research is “knowledge generation with a purpose.” The industry representative indicated that the company must first support world-class research programs that create new ideas; second, relate the new ideas to an important need within the organization or project; and third, build new competence in tech- nologies and people. With respect to performance assessment, many industry participants noted that results of applied research and development programs are more easily quantified than results of basic research. However, even though they might not be able to quantify results of basic research, they nonetheless support it because they believe it important to their business; investments in basic research do pay off over time.4 With respect to assessing basic research, industry represen- tatives indicated that they must rely on the judgment of individuals knowledgeable about the content of the research and the objectives of the organization to evaluate the results of such efforts. Some industry participants stressed the importance of giving careful consideration to any metrics one adopts—whether in industrial or government research. It is important to choose measures well and use them efficiently to minimize non-productive efforts. The metrics used also will change the behavior of the people being 15 

EVALUATING FEDERAL RESEARCH PROGRAMS measured. For example, in basic research, if you measure relatively unimportant indicators, such as the number of publications per researcher instead of the quality of those publications, you will foster activities that may not be very productive or useful to the organization. A successful performance assessment program will both encourage positive behavior and discourage negative behavior. Metrics must be simple, not easily manipulated, and drive the right behavior. Most industry R&D metrics are more applicable to assessing applied research and technology development activities in the mission agencies. The second COSEPUP workshop focused on the strategic and performance plans of 10 federal agencies: the Department of Defense, the Department of Energy, the Department of Transpor- tation, the Department of Agriculture, the National Aeronautics and Space Administration, the National Institutes of Health, the National Science Foundation, the Environmental Protection Agency, the National Institute of Standards and Technology, and the National Oceanic and Atmospheric Administration. As might be expected, most of these organizations use different approaches to translate the goals in their strategic plans into performance goals for scientific and engineering research. Some agencies use qualita- tive, others quantitative, and still others, a combination of qualita- tive and quantitative measures. There was a strong consensus among the agencies that the practical outcomes of basic research cannot be captured by quantitative measures alone. Agency representatives generally agreed that progress in program manage- ment and facility operation can be assigned quantitative values. Agencies with long-term targeted research goals have generally translated them into short-term milestones that can be achieved within a 2-year time horizon for performance planning and reporting. Agencies that seek advances in knowledge in broad fields rather than targeted ones, have not used the milestone approach to performance planning and reporting. 16 

Statement of the Problem Some agencies have had difficulty in implementing GPRA. When preparing GPRA strategic and performance plans, some agencies are more likely than others to highlight research activities. The major variable is the magnitude of research relative to the agency’s other activities. Submersion of research within large agencies makes it impossible for an integrated view of the federal science and technology investment to emerge through the GPRA process and is therefore a matter of concern for COSEPUP. The performance plans of the agencies tend to emphasize short-term applied research with practical outcomes. Some partici- pants expressed concern that this emphasis would skew funding away from long-term research that is difficult to measure against annual milestones. Some participants indicated that a desirable result of GPRA would be to increase teamwork among the agencies, as well as to improve communication between research agencies and oversight entities, including Congress, OMB, and GAO. Another theme that recurred throughout the workshop was that the research community has a low level of awareness and is not strongly involved in the GPRA process. The education and training of graduate and undergraduate students are among the most important duties and durable legacies of the research agencies. Yet human resources was not thoroughly identified or addressed in most agencies’ performance plans. Peer review was identified as the primary method for assessing the quality of research. However, the process by which peer review is applied varies widely among the agencies. Peer review of projects, grants, and contracts differs from peer review of programs and of intramural and extramural research. Those differences led COSEPUP to hold a third workshop focused on peer review and other methods for evaluating research. In its third workshop, COSEPUP discussed the various methods available for evaluating research. As a result of that 17 

EVALUATING FEDERAL RESEARCH PROGRAMS workshop and other discussions, COSEPUP found that the follow- ing methods are currently available for analyzing research: 1. Bibliometric analysis. 2. Economic rate of return. 3. Peer review. 4. Case study. 5. Retrospective analysis. 6. Benchmarking. Each of these methods is briefly described below.5 The pros and cons associated with each technique are summarized in Table 1, later in this chapter. Bibliometric Analysis6 A technique known as bibliometric analysis, which in- cludes publications, citations, and patent counts, is based on the premise that a researcher’s work has value when it is judged by peers to have merit. A manuscript is published in a refereed journal only when expert reviewers and the editor approve its quality; a published work is cited by other researchers as recognition of its authority; and a published work is cited as evidence by a company applying for a patent. By extension, the more times a work is cited, the greater its merit. The primary benefit of bibliometric analysis is its quantitative nature. Furthermore, it correlates well (approxi- mately 60% in one study) with peer review when both methods are used. The primary argument against bibliometric anaylsis is that bibliometric measurements treat all citations as equally important. However, many citations refer to routine methods or statistical designs, modifications of techniques, or standard data or even refute the validity of a paper. Other problems are caused by citing the first-named author of a publication when the customs that deter- mine the order in which authors are listed vary by fields. In 18 

Statement of the Problem TABLE 1: CURRENT METHODS USED FOR EVALUATING RESEARCH Methods Pro Con Bibliometric Quantitative; useful on aggregate At best, measures only quantity; not analysis basis to evaluate quality for useful across all programs & fields; some programs and fields comparisons across fields or countries difficult; can be artificially influenced Economic rate Quantitative; shows economic Measures only financial benefits, not of return benefits of research social benefits (such as health- quality improvements); time sepa- rating research from economic benefit is often long; not useful across all programs and fields Peer review Well-understood method and Focuses primarily on research quality; practices; provides evaluation other elements are secondary; of quality of research and evaluation usually of research sometimes other factors; projects, not programs; great already an existing part of most variance across agencies; concerns federal-agency programs in regarding use of “old boy net- evaluating the quality of work”; results depend on involve- research projects ment of high-quality people in process Case studies Provides understanding of effects Happenstance cases not comparable of institutional, organizational, across programs; focus on cases and technical factors influenc- that might involve many programs ing research process, so or fields making it difficult to assess process can be improved; federal-program benefit illustrates all types of benefits of research process Retrospective Useful for identifying linkages Not useful as a short-term evaluation analysis between federal programs and tool because of long interval innovations over long intervals between research and practical of research investment outcomes Benchmarking Provides a tool for comparison Focused on fields, not federal research across programs and countries programs 19 

EVALUATING FEDERAL RESEARCH PROGRAMS addition, different mores among research communities—whether particular disciplines or countries—can skew results when they are used comparatively (for example, far fewer outlets are available for Russian publications than for U.S. publications). Furthermore, in emphasizing counts, researchers are apt to take actions that artifi- cially increase the number of citations they receive or reduce their research in fields that offer less opportunity of immediate or frequent publication or in critical related fields (such as education) that do not offer publication opportunities. Economic Rate of Return In recent years, economists have developed a number of techniques to estimate the economic benefits (such as rate of return) of research. The primary benefit of this method is that it provides a metric of research outcomes. However, there are a number of difficulties. In particular, the American Enterprise Institute (AEI, 1994) found that existing economic methods and data are sufficient to measure only a subset of important dimensions of the outcomes and impacts of fundamental science. Economic methods are best suited to assessing mission-agency programs and less-well suited to assessing the work of fundamental research agencies, particularly on an annual basis. Furthermore, economists are not able to estimate the benefit-to-cost ratio “at the margin” for fundamental science (that is, the marginal rate of return—or how much economic benefit is received for an additional dollar invest- ment in research), and it is this information that is needed to make policy decisions. Finally, the time that separates the research from its ultimate beneficial outcome is often very long—50-some years is not unusual. Peer Review7 Peer review is the method by which science exercises continuous self-evaluation and correction. It is the centerpiece of 20 

Statement of the Problem many federal agencies’ approach to evaluating proposed, current, and past research in science and engineering. Peer review, like all human judgments, can be affected by self-interest, especially the favoritism of friendship and the preju- dice of antagonism. However, those distortions can be minimized by the rigor of peer selection, the integrity and independence of individual reviewers, and the use of bibliometric analysis and other quantitative techniques to complement the subjective nature of peer review. Peer review is not equally appropriate across the wide span of research performed by federal agencies. We might visualize at one end of the spectrum the fundamental, long-term projects whose ultimate outcomes are unpredictable and at the other end programs of incremental or developmental work whose results are easier to predict within fairly narrow time limits. Projects of the latter type can often be evaluated in a rigorously quantifiable fashion by appropriate metrics. It is for the former kind of research, whose results are not easily quantified, especially while the work is in progress, that peer review of quality and leadership is required and generally effective. Agency managers have the responsibility of designing review techniques that suit the nature of each individual research program being evaluated. Case Studies Historical accounts of the social and intellectual develop- ments that led to key events in science or applications of science illuminate the discovery process in greater depth than other methods. The chief advantage of case studies is that they can be used to understand the effects of institutional, organizational, and technical factors on the research process and can identify important outcomes of the research process that are not purely intellectual, such as the collaboration of other researchers, the training of young researchers, and the development of productive research centers. 21 

EVALUATING FEDERAL RESEARCH PROGRAMS Difficulties of case studies are that they can be expensive, and that the validity of the results and conclusions depends on the objectiv- ity, investigative skills, and scientific knowledge of the persons doing them. Retrospective Analysis Retrospective analyses are related to case studies in that they also try to reconstruct history; however, they focus on multiple scientific or technological innovations rather than just one. The goal is to identify linkages between innovations and particular types of antecedent events (usually either funding or research). Such analysis is usually done by a panel of experts or investigators. This method is most appropriate for assessing a particular type of accountability question (for example, impact of National Science Foundation funding on mathematics research). The primary disadvantage of this type of analysis is that it takes a long time to conduct and thus is not useful as a tool to provide short-term evaluations for improving research policy and management. Benchmarking8 As noted earlier, maintaining leadership across the frontiers of science is a critical element of the nation’s investment strategy for research (COSEPUP, 1993). The question addressed here is, whether an agency’s or the nation’s research and educational programs are at the cutting edge? This assessment is made by a panel of international and national academic and industrial experts in a given field and in related fields on the basis of available quantitative and qualitative data. COSEPUP has conducted a number of experimental efforts on benchmarking the United States’ position in selected fields. Programs can be benchmarked in a similar fashion. 22 

Statement of the Problem NOTES 3. For more information regarding individual states see http://www.gsu.edu/ ~padjem/projects.html.[G-14] 4. For additional information on corporate experience in assessing research and its applicablity to federal research, see Commission on Physical Sciences, Mathemat- ics, and Applications, (1995) Research Restructuring and Assessment, National Academy Press, Washington, D.C. 5. These descriptions were adapted from the National Science and Technol- ogy Council’s (NSTC) Assessing Fundamental Science, 1996. 6. Small, Henry G. “A Co-Citation Model of a Scientific Specialty: A Longitudinal Study of Collagen Research” Social Studies of Science Vol. 7 (1977), 139-66. Anderson, Richard C., F. Narin, Paul McAllister “Publication Ratings versus Peer Ratings of Universities” Journal of the American Society for Information Science March (1978) 91-103. 7. For additional information on peer review, see Atkinson, Richard C. and William A. Blanpied, Peer Review and the Public Interest, Issues in Science and Technology, vol 1. no. 4, 1985; Bozeman, B. and J. Melkers, “Peer Review and Evaluation of R&D Impacts,” Evaluating R&D Impacts, Kluwer Academic Publishers, Norwell, Mass., (1993) 79-98; Cole, J. and S. Cole, Peer Review in the National Science Foundation, Washington, D.C.: National Academy Press, 1981; GAO, Peer Review; Reforms Needed to Ensure Fairness in Federal Agency Grant Selection, June 1984. 8. See COSEPUP, 1997 and COSEPUP, 1998. 23 

The Government Performance and Results Act (GPRA), passed by Congress in 1993, requires that federal agencies write five-year strategic plans with annual performance goals and produce an annual report that demonstrates whether the goals have been met. The first performance reports are due in March 2000.

Measuring the performance of basic research is particularly challenging because major breakthroughs can be unpredictable and difficult to assess in the short term. This book recommends that federal agencies use an "expert review" method to examine the quality of research they support, the relevance of that research to their mission, and whether the research is at the international forefront of scientific and technological knowledge. It also addresses the issues of matching evaluation measurements to the character of the research performed, improving coordination among agencies when research is in the same field, and including a human resource development component in GPRA strategic and performance plans.

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CHAPTER ONE INTRODUCTION AND STATEMENT OF THE PROBLEM

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Domestic violence is a social problem that has been going on for decades. In Zambia, domestic violence cuts across all cultures and the most affected usually are women and children. This descriptive study was conducted in two communities of Katete district of Zambia with the purpose of understanding men’s and women’s perceptions on domestic violence. To meet the overall purpose of this study, the following objectives were set: 1. To establish what men and women perceive to be domestic violence. 2. To outline the services known to be available to victims of domestic violence. 3. To investigate the barriers to seeking assistance among victims of domestic violence 4. To gather views from respondents on the kinds of strategies that would reduce the prevalence of domestic violence. 5. To provide recommendations to stakeholders and the government on a policy direction for domestic violence. A number of literatures which were in text forms were gathered through the library and various websites. Despite insufficient statistics to justify the occurrence of domestic violence in Zambia, it was indicated through literature that it was a problem. Through some of the literature, the student had adopted an ecological perspective which was instrumental in the provision of various ways of understanding the occurrence of domestic violence. Prior to the data collection, the student obtained permission from the participants. The student interviewed a total of 34 men and women through the use of focus groups as a method of data collection. Through this study, six major themes were identified and broken down into sub-themes or categories which had emerged from the study. The themes had included: (A) men’s and women’s perceptions of domestic violence; (B) dominant types of domestic violence; (C) causes of domestic violence; (D) availability of services for the victims of domestic violence; (E) barriers to seeking help by victims of domestic violence; and (F) strategies to reduce domestic violence. From the findings of this study, various issues emerged, the most critical of which is that women equally contribute to precipitating domestic violence in relationships. Additionally, various barriers that hinder survivors of domestic violence from accessing relevant services were underlined. Nevertheless, participants were able to bring out the positive contributions of some of the services of domestic violence despite the noted challenges in terms of availability and accessibility. In the final chapter, general recommendations were presented which among them included sensitisation on the services of domestic violence by stakeholders, need for facilities for domestic violence victims and psychological support for the victims of domestic violence.

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Gender based violence (GBV) has negative effects on women and it also goes against human rights, seeing that different forms of violence are inflicted on women. This study used ZDHS data of 2013-14 to conduct a study on the occurrence of GBV among women in the reproductive age (15-49) in Zambia. The types of violence that have been identified are; physical violence, emotional violence and sexual violence. Perpetrators of violence are mainly victims’ husband or partner as well as close family members. A small number of women also perpetrate violence against their partners. With regards to the help seeking behavior of victims, more of them do not seek help and when they do, they usually seek help from their partner’s family or their own family. Factors that contribute to gender based violence include alcohol consumption of perpetrators and also victims’ pre-exposure to violence. This pre-exposure is in terms of violence between parents and also victims coming from a relationship that was abusive. Socio-economic and demographic characteristics of GBV victims that have an influence on occurrence of GBV include age, education and wealth of victims. Therefore, GBV occurs in different types and is perpetrated by people close to the victims.

Yvone Nenga

nopele matafeo

Esther Namisi

Ndabuli T . Mugisho

Domestic violence is a branch of Gender Based Violence (GBV). Domestic violence is directed towards family members, particularly the wife and so it is rampant in the world. This research delves in the beliefs and attitudes towards male domestic violence in South Kivu province of the Democratic Republic of Congo (DRC). It also provides a comprehensive understanding of some different factors, forms, reasons and consequences of such violence in the province. This research used qualitative approach with focus group and in-depth interviews with adult men in the mentioned province. There were organised two focus groups and two in-depth interviews. Fourteen men participated to these interviews. The researcher selected them with the help of the provincial authorities. The dynamism of men’s beliefs and attitudes towards domestic violence in this province is of paramount importance to understand. The research found that South Kivu men believe that asserting power and masculinity in the family in general, particularly to the wife is their right. This connectivity promotes the widespread of GBV in the province. The participants also revealed that society fosters men’s power and masculinity over family members. This actually makes domestic violence become a culture in the area. In combating domestic violence through means of education, awareness raising and law reinforcement and its fair implementation, families can be harmonious. This is possible if society motivates men to use their power and masculinity in a constructive way, and if the victims are helped to restore their self esteem, regain hope and break the silence.

Texila International Journal of Nursing

Texila International Journal

Social and cultural beliefs in different communities of Zambia have continued to perpetrate Gender Based Violence and this has affected victims in many ways. The impact of GBV has led to an increase in morbidity and mortality rates globally after its physical, mental, emotional and social inflictions on the victims. This has placed a cost on the quality of life as lifestyle changes occur. Therefore, the aim of this study was to establish the socio-cultural factors that are associated with Gender Based Violence in Chipata City. This study adopted an explorative mixed method design. The study sequentially collected quantitative and qualitative data. Responses were gotten from 381 respondents. The sample was deduced from 1,922 female victims were registered from 2014 to 2016 at the GBV One Stop Centre. The discussions about the study revealed that and weak community support, poor relationships, alcohol and poverty, are among the major contributing factors to GBV. The major health effects could be either physical implications like a loss of an organ after assault, unwanted pregnancies and STI infections. Most of these findings were attributed to the spouses/partners. Sensitization, in this case, could be the answer to curb the incidences of GBV. In conclusion, the study explored the experiences female survivors in Chipata city have had following Gender Based Violence. Socio-cultural and economic factors have had a major impact in enhancing GBV and victims mentioned that poverty, substance abuse and inactive law enforcement directly fueled the acts of violence. The key recommendation is massive sensitization about GBV and reinforcing laws to strengthen the curbing of violence.

Teri Lambert , John Hamel

This is the table for the research highlighted in the associated manuscript.

Jenny K Morrison

Violence against women has a serious impact not only on those who experience it, but on the country’s social and economic situation as well. To address the serious toll that domestic violence takes on Cambodia, the Royal Government of Cambodia (RGC) has made reducing domestic violence a priority. In particular, the RGC is focused on addressing the Cambodian Millennium Development Goal (CMDG) 3, which aims to “promote gender equality and empower women”; and the overall Target 8 within this goal, which is to “reduce significantly all forms of violence against women and children.” The final report contributes evidence in support of the RGC’s strategy to reduce domestic violence.

Texila International Journal of Public Health

Texila International Journal , Beatrice Banda

Social and cultural beliefs in different communities of Zambia have continued to perpetrate Gender Based Violence and this has affected victims in many ways. The impact of GBV has led to an increase in morbidity and mortality rates globally after its physical, mental, emotional and social inflictions on the victims. This has placed a cost on the quality of life as lifestyle changes occur. Therefore, the aim of this study was to establish the socio-cultural factors that are associated with Gender Based Violence in Chipata City. This study adopted an explorative mixed method design. The study sequentially collected quantitative and qualitative data. Responses were gotten from 381 whose sample was deduced from 1,922 female victims, registered from 2014 to 2016 at the GBV One Stop Centre and Chipata City. The study discussions revealed weak community support, poor relationships, alcohol and poverty as being among the major contributing factors to GBV. Major health effects could either be physical implications like a loss of an organ after assault, unwanted pregnancies and STI infections, whose findings were attributed to spouses/partners. Sensitization, in this case, could help curb the incidences of GBV. On conclusion, the study explored the experiences female survivors in Chipata city have had following Gender Based Violence. Socio-cultural and economic factors fueled GBV and victims mention poverty, substance abuse and inactive law enforcement directly enhancing these acts of violence. The key recommendation is massive sensitization about GBV and reinforcing laws to strengthen the curbing of violence.

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• How to Write a Problem Statement | Guide & Examples

How to Write a Problem Statement | Guide & Examples

Published on 8 November 2022 by Shona McCombes and Tegan George.

A problem statement is a concise and concrete summary of the research problem you seek to address. It should:

• Contextualise the problem. What do we already know?
• Describe the exact issue your research will address. What do we still need to know?
• Show the relevance of the problem. Why do we need to know more about this?
• Set the objectives of the research. What will you do to find out more?

Table of contents

When should you write a problem statement, step 1: contextualise the problem, step 2: show why it matters, step 3: set your aims and objectives.

Problem statement example

Frequently asked questions about problem statements

There are various situations in which you might have to write a problem statement.

In the business world, writing a problem statement is often the first step in kicking off an improvement project. In this case, the problem statement is usually a stand-alone document.

In academic research, writing a problem statement can help you contextualise and understand the significance of your research problem. It is often several paragraphs long, and serves as the basis for your research proposal . Alternatively, it can be condensed into just a few sentences in your introduction .

A problem statement looks different depending on whether you’re dealing with a practical, real-world problem or a theoretical issue. Regardless, all problem statements follow a similar process.

Prevent plagiarism, run a free check.

The problem statement should frame your research problem, giving some background on what is already known.

Practical research problems

For practical research, focus on the concrete details of the situation:

• Where and when does the problem arise?
• Who does the problem affect?
• What attempts have been made to solve the problem?

Theoretical research problems

For theoretical research, think about the scientific, social, geographical and/or historical background:

• What is already known about the problem?
• Is the problem limited to a certain time period or geographical area?
• How has the problem been defined and debated in the scholarly literature?

The problem statement should also address the relevance of the research. Why is it important that the problem is addressed?

Don’t worry, this doesn’t mean you have to do something groundbreaking or world-changing. It’s more important that the problem is researchable, feasible, and clearly addresses a relevant issue in your field.

Practical research is directly relevant to a specific problem that affects an organisation, institution, social group, or society more broadly. To make it clear why your research problem matters, you can ask yourself:

• What will happen if the problem is not solved?
• Who will feel the consequences?
• Does the problem have wider relevance? Are similar issues found in other contexts?

Sometimes theoretical issues have clear practical consequences, but sometimes their relevance is less immediately obvious. To identify why the problem matters, ask:

• How will resolving the problem advance understanding of the topic?
• What benefits will it have for future research?
• Does the problem have direct or indirect consequences for society?

Finally, the problem statement should frame how you intend to address the problem. Your goal here should not be to find a conclusive solution, but rather to propose more effective approaches to tackling or understanding it.

The research aim is the overall purpose of your research. It is generally written in the infinitive form:

• The aim of this study is to determine …
• This project aims to explore …
• This research aims to investigate …

The research objectives are the concrete steps you will take to achieve the aim:

• Qualitative methods will be used to identify …
• This work will use surveys to collect …
• Using statistical analysis, the research will measure …

The aims and objectives should lead directly to your research questions.

Learn how to formulate research questions

You can use these steps to write your own problem statement, like the example below.

Step 1: Contextualise the problem A family-owned shoe manufacturer has been in business in New England for several generations, employing thousands of local workers in a variety of roles, from assembly to supply-chain to customer service and retail. Employee tenure in the past always had an upward trend, with the average employee staying at the company for 10+ years. However, in the past decade, the trend has reversed, with some employees lasting only a few months, and others leaving abruptly after many years.

Step 2: Show why it matters As the perceived loyalty of their employees has long been a source of pride for the company, they employed an outside consultant firm to see why there was so much turnover. The firm focused on the new hires, concluding that a rival shoe company located in the next town offered higher hourly wages and better “perks”, such as pizza parties. They claimed this was what was leading employees to switch. However, to gain a fuller understanding of why the turnover persists even after the consultant study, in-depth qualitative research focused on long-term employees is also needed. Focusing on why established workers leave can help develop a more telling reason why turnover is so high, rather than just due to salaries. It can also potentially identify points of change or conflict in the company’s culture that may cause workers to leave.

Step 3: Set your aims and objectives This project aims to better understand why established workers choose to leave the company. Qualitative methods such as surveys and interviews will be conducted comparing the views of those who have worked 10+ years at the company and chose to stay, compared with those who chose to leave.

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement.

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

Research objectives describe what you intend your research project to accomplish.

They summarise the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis – a prediction that will be confirmed or disproved by your research.

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McCombes, S. & George, T. (2022, November 08). How to Write a Problem Statement | Guide & Examples. Scribbr. Retrieved 9 September 2024, from https://www.scribbr.co.uk/the-research-process/write-a-problem-statement/

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At the Jerusalem synagogue where Hersh Goldberg-Polin danced in life, grief and anger reign after his death

JERUSALEM — Three hundred and thirty-two days after Hersh Goldberg-Polin danced in the courtyard next to his Jerusalem synagogue on the holiday of Simchat Torah, more than a thousand people gathered there in grief and prayer to mourn his murder by Hamas terrorists in Gaza.

During the Sunday night vigil, the courtyard railings were lined with oversized yellow ribbons to symbolize advocacy for the hostages, Hapoel Jerusalem soccer flags — the 23-year-old’s favorite team — and posters that read, “We love you, stay strong, survive,” a mantra coined by his mother, Rachel Goldberg-Polin.

Just hours earlier, one of the posters had been hanging over the balcony of the home of Shira Ben-Sasson, a leader of Hakhel, the Goldberg-Polins’ egalitarian congregation in the Baka neighborhood of Jerusalem.

“We were sure we would take it down when he came home,” Ben-Sasson said.

The community wanted to unite while respecting the Goldberg-Polins’ desire for privacy, she said, prompting them to organize the prayer gathering.

“But it’s like a Band-Aid or giving first aid, it’s what you do in an emergency. I don’t know how we go on after this,” she said.

A covered courtyard at the Hakhel congregation was filled with mourners the day after Hersh Goldberg-Polin, whose family are prominent members, was found to have been killed in Gaza. Hundreds of other people crowded outside the gates, Sept. 1, 2024. (Deborah Danan)

She added that the community, which has a large contingent of English-speaking immigrants, was not prepared for the High Holidays, which begin in about a month. She said, “Seeing his empty seat is hard.”

For Ben-Sasson, who wore a T-shirt bearing the Talmudic dictum “There is no greater mitzvah than the redeeming of captives,” the tragedy is especially painful because, she said, it could have been avoided with a ceasefire agreement that freed hostages.

“Hersh was alive 48 hours ago. We think a deal could have saved him. There is no military solution to this,” she said.

That feeling of bereavement, often mixed with betrayal, pervaded gatherings across Israel on Sunday, as the country struggled with the news that six hostages who may have been freed in an agreement were now dead as negotiations continue to stall. Speakers at protests in Tel Aviv blamed Israeli Prime Minister Benjamin Netanyahu, who himself apologized for not getting the hostages out alive but blamed Hamas for obstructing a deal. The country’s labor union, the Histadrut, has called a national strike on Monday to demand a deal.

A rare early September rain lashed parts of Israel on Sunday, leading to a widespread interpretation: God, too, was weeping.

Some at the Jerusalem gathering, including the relative of another former hostage, said Netanyahu had chosen defeating Hamas over freeing the captives.

Josef Avi Yair Engel’s grandson Ofir was released from Hamas captivity in November. He paid tribute to Hersh Goldberg-Polin, murdered in captivity, in Jerusalem, Sept. 1, 2024. (Deborah Danan)

Josef Avi Yair Engel, whose grandson Ofir, 18, was released from Hamas captivity in November during that month’s ceasefire deal, expressed shock over Hersh’s murder but said he was not surprised, given the wartime policies of Netanyahu’s government.

“We knew months ago this was going to happen. Bibi’s formula, to dismantle Hamas and return the hostages, wasn’t logical. It’s an either/or situation,” Engel said, referring to Netanyahu by his nickname. “He’s tearing the country apart. I’m afraid that in the coming months there won’t be a state at all.”

Engel said he felt a close bond with Hersh’s father Jon Polin, not only because of their joint activism in the hostage families’ tent outside the Prime Minister’s Residence, but also because of their shared identity as Jerusalemites.

“There aren’t many of us in the hostage circle,” he said. “We’re like family.”

Sarah Mann, who did not know the family personally, said the weekend’s tragedy reminded her of Oct. 7.

“This day has sparks of the seventh, which created numbness and an inability to talk. Just complete shock,” she said.

Mourners left notes at a gathering at Hersh Goldberg-Polin’s family synagogue in Jerusalem. Many of the messages used the Hebrew word for “sorry.” (Deborah Danan)

Part of the reason for that, Mann said, was Rachel, who she described as a “force of faith.” Goldberg-Polin’s mother emerged as the most prominent advocate for the hostages globally and became a symbol in her own right as she crisscrossed the world calling for her son’s freedom.

“Millions of people around the world held onto her. Once that was cut, people’s ability to hold onto faith was knocked out today. But even though this has shattered us, we need to keep holding onto God,” Mann said.

For Susi Döring Preston, the day called to mind was not Oct. 7 but Yom Kippur, and its communal solemnity.

She said she usually steers clear of similar war-related events because they are too overwhelming for her.

“Before I avoided stuff like this because I guess I still had hope. But now is the time to just give in to needing to be around people because you can’t hold your own self up any more,” she said, tears rolling down her face. “You need to feel the humanity and hang onto that.”

Like so many others, Döring Preston paid tribute to the Goldberg-Polins’ tireless activism. “They needed everyone else’s strength but we drew so much strength from them and their efforts, “she said. “You felt it could change the outcome. But war is more evil than good. I think that’s the crushing thing. You can do everything right, but the outcome is still devastating.”

Guy Gordon, with his daughter Maya, added a broken heart to the piece of tape he has worn daily to mark the number of days since the hostage crisis began, Sept. 1, 2024. (Deborah Danan)

Guy Gordon, a member of Hakhel who moved to Israel from Dublin, Ireland, in the mid-1990s, said the efforts towards ensuring Hersh’s safe return have been an anchor for the community during the war. The community knew him as the family described him in its announcement of his funeral on Tuesday, as “a child of light, love and peace” who enjoyed exploring the world and coming home to his family, including his parents and younger sisters, Leebie and Orly.

“It gave us something to hope for, and pray for and to demonstrate for,” he said. “We had no choice but to be unreasonably optimistic. Tragically it transpired that he survived until the very end.”

Gordon, like many others in the crowd, wore a piece of duct tape marked with the number of days since Oct. 7 — a gesture initiated by Goldberg-Polin’s mother. Unlike on previous days, though, his tape also featured a broken red heart beside the number.

Nadia Levene, a family friend, also reflected on the improbability of Hersh’s survival.

“He did exactly what his parents begged him to do. He was strong. He did survive. And look what happened,” Levene said.

She hailed Rachel Goldberg-Polin’s “unwavering strength and belief in God,” adding, “There were times I lost faith. I suppose I was angry with God. But she just kept inspiring us all to pray, pray, pray.”

Leah Silver of Jerusalem examined stickers showing Rachel Goldberg-Polin’s mantra for her son Hersh, who was murdered in captivity in Gaza, at a gathering after Hersh’s death, Sept. 1, 2024. (Deborah Danan)

Jerusalem resident Leah Silver rejected politicizing the hostages’ deaths.

“Everything turns political so quickly. I came here because I felt that before all the protests, we need to just mourn for a moment and to pray. And show respect for each other,” she said. “We’ve become confused about who the enemy is. It’s very sad.”

But not everyone at the gathering joined in to sing Israel’s national anthem at the closing of the prayer gathering.

“I’m sorry, I can’t sing ‘Hatikvah,'” Reza Green, a Baka resident who did not know the Goldberg-Polins personally, said. “I’m too angry. We shouldn’t be here.”

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• Chapter 1: Home
• Narrowing Your Topic
• Problem Statement
• Purpose Statement

Alignment of Problem, Purpose, and Questions

Alignment of the quantitative research components, the quantitative general and specific problem, alignment of the qualitative research components, the qualitative phenomenon and specific problem.

• Conceptual Framework
• Theoretical Framework
• Quantitative Research Questions This link opens in a new window
• Qualitative Research Questions This link opens in a new window
• Qualitative & Quantitative Research Support with the ASC This link opens in a new window
• Library Research Consultations This link opens in a new window

In a dissertation, alignment of problem, purpose, and questions is key.  To help check alignment, some students find the following activity to be helpful.

• Activity - Aligning Problem, Purpose, and Questions Download this activity to check the alignment of your problem, purpose, and questions.

Instructions for completing the activity:

• Copy each segment of your specific problem statement into a cell in the first column.
• Then copy the corresponding segment of your purpose statement into the second column.
• Finally, copy the related questions into the third column.
• Read across to note any discrepancies.

Activity example:

For information: Please visit the NU ASC website and view the resources on constructing a problem statement. 

The problem of your study can be determined by gaps in the literature; HOWEVER, a gap in the literature is not the problem. A problem is a clear and distinct problem that can be empirically verified and has a consequence. NOTE: A problem statement does not suggest any action to be taken nor does it ask a question. 

Example: “My car has a flat tire, so I cannot go to work and my livelihood is affected.” (This is a statement of fact and can be verified.)

As soon as  an action is noted, it becomes a purpose statement – “I need to investigate why I have a flat tire.”

If you ask a question, it is no longer a problem statement either – “How does my flat tire affect my livelihood?”   

Your general and specific problem statements should have at least two to three current (within three years) citations.

An example problem statement format is provided below. Please use the information and templates below to construct each component based on the quantitative research design selected earlier.

Constructing the General problem and Specific Problem Statements using the Funnel Approach

The premise is that the “funnel” approach to constructing the problem statement funnels from a general problem to a specific one. 

The general problem statement. Using the funnel approach to write a problem statement, the first component developed is the general problem. The general problem represents a situation that exists that can be directly attributed to a specific problem that is the focus of the dissertation. 

Exercise #1.

Based on the type of problem addressed by the dissertation, write the general problem statement below.

"The general problem is (describe the situation linked to the negative outcome) (two-three citations)."

The Specific Problem Statement

Once again, using the funnel approach to write a problem statement (see Problem Statement webinar on the NU ASC website at http://www.viddler.com/v/a70ecc81), the second  component developed is the “specific problem.” The specific problem represents an undesirable or negative outcome that can be researched, and is directly attributable to the general problem.

Exercise #2

With the type of problem in mind, write the specific problem addressed by the proposed project below.

"The specific problem to be studied is when the (study population/site/program) experience/results in/causes (the general problem), (state the negative outcome) (two to three citations."

Following the Problem Statement is the Purpose Statement. The purpose should directly align with the problem.

The Purpose Statement.

The purpose statement describes the aim of the dissertation and includes the project design, method, and variables. 

Based on the design the purpose statement can be constructed slightly differently.

Correlational Design Purpose Statement

The purpose of this quantitative correlational Dissertation is to examine if there is a relationship between (variable 1) and (variable 2). 

Causal Comparative Design Purpose Statement

The purpose of this quantitative causal-comparative dissertation is to examine the difference in (dependent variable) between (group 1) and (group2). 

NOTE:  The groups represent the independent variable. For example, you could be investigating the difference between high school and college students, so the independent variable is education level.

Exercise #3

Based on the design write the purpose statement for the proposed dissertation below.

"The purpose of this quantitative (design) dissertation is to examine (connection) of (variables)."

Dissertation Research Questions

The type and number of research questions are dependent upon the design and purpose of the dissertation.

Visit the following site to identify the appropriate structure for the proposed project: http://dissertation.laerd.com/how-to-structure-quantitative-research-questions.php

• Causal Comparative Research Questions

RQ1.  What is the difference in (dependent variable) between (group 1)? (group 2), (group…n)? OR RQ1. How are/is (group 1) different from (group 2) in terms of (dependent variable) for (participants) at (research location)?

• Correlational Research Questions

Q1. What is the relationship of (variable 1)to ( variable 2) for (participants) at (research location)?

Exercise #4

Write the appropriate number research question(s) based on the project design and purpose of the proposed Dissertation.

Research Question: RQ1. (see examples above to complete)

Hypotheses For each research question there should be a null and alternative hypothesis.

Causal Comparative Hypotheses H10. There is no difference in (dependent variable between (group 1) and (group 2). H1A. There is a statistically significant difference in (dependent variable between (group 1) and (group 2). Correlational Hypotheses H10. There is no relationship between (variable 1) and (variable 2). H1A. There is a relationship between (variable 1) and (variable 2).

Visit Please review the following site to properly construct hypotheses: https://statistics.laerd.com/statistical-guides/hypothesis-testing-3.php

Exercise #6.

Write the appropriate hypotheses for the proposed dissertation below.

H10. (see examples above to complete)     H1A. (see examples above to complete)

For information: Please visit the NU ASC website and view the webinar about constructing a problem statement. 

As soon as an action is noted, it becomes a purpose statement – “I need to investigate why I have a flat tire.”

If you ask a question, it is no longer a problem statement either – “How does my flat tire affect my livelihood?”  

In qualitative studies, the problem is the phenomenon under study.

The General Problem Statement

Using the funnel approach, i.e., moving from a general to a specific problem, to write a problem statement (see Problem Statement webinar, on the NU ASC website at http://www.viddler.com/v/a70ecc81, the first component developed is the “phenomenon,” also known as the general problem. The phenomenon represents a situation that exists that can be directly attributed to a specific problem that is the focus of the proposed Dissertation.

Exercise #1

Use the script below by replacing the italicized text with the appropriate information to write a one-sentence statement representing the phenomenon, and include at least two to three current (within three years) citations to support the statement.

"The general problem is that (describe the phenomenon) (two to three current citations)."

Once again, using the funnel approach to write a problem statement (see Problem Statement webinar on the NU ASC website at http://www.viddler.com/v/a70ecc81), the second component developed is the “specific problem.” The specific problem represents an undesirable or negative outcome that can be researched, and is directly attributable to the phenomenon of the proposed dissertation.

Use the script below by replacing the italicized text with the appropriate information to write a one-sentence statement representing the specific problem, and include at least two to three current (within three years) citations to support the statement.

"The specific problem is when the (dissertation participants) (experience the phenomenon), (negative/undesirable outcome) (two to three current citations)."

Often, it may be more effective to write one overarching problem statement that includes both the general and specific problems.

The Purpose Statement

The purpose statement describes the aim of the proposed dissertation and includes the research methodology and design, phenomenon, and project participants.

Use the script below by replacing the italicized text with the appropriate information to write a one-sentence statement representing the purpose statement.

"The purpose of this qualitative (design) study is to explore (the phenomenon), (as perceived by dissertation participants)."

Research Questions

Often, one question is designed to explore the barriers or challenges related to the phenomenon, and the second question asks about how to improve the phenomenon. However, there can be more than two research questions. The questions can be constructed in several different ways; a few examples are shown in RQ1. And RQ2. The questions should always include the phenomenon and dissertation participants and ask the “How,” “What,” or “Why,” as related to the phenomenon.

Use the script below by replacing the italicized text with the appropriate information to write two one-sentence research questions that together explore the phenomenon as it is perceived by the  (dissertation participants). 

"RQ1.  What are the challenges of the (phenomenon) from the perspectives of the dissertation participants)?" "RQ2.  How can the (phenomenon) be improved, as perceived by the (dissertation participants)?"

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• Last Updated: Apr 24, 2024 2:48 PM
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