Statements Running head: PROBLEM STATEMENTS, PURPOSE STATEMENTS, AND RESEARCH QUESTIONS Methodology Essay: Problem Statements, Purpose Statements, and Research Questions J. Michael Dillon Walden University Research Seminar IV: Qualitative Research in Education EDUC-8448-003 Dr. Gary Lacy, Facilitator 6-22-08 Week 3 1 Statements 2 Methodology Essay: Problem Statements, Purpose Statements, and Research Questions The basic nature of qualitative research is rooted in the process of exploration. The process takes researchers into the context of the participants in an effort to accurately describe experiences, interactions, and perspectives (Cheek, Onslow, & Cream, 2004). In order to develop an in-depth understanding of the setting, a researcher must be willing to adapt to potential changes in the direction of a study. However, going with the flow of the study does not imply that a researcher can operate without a plan. Hatch (2002) refers to this as “flexible structure” (p. 38). The structure of a study involves the identification of a problem, a statement of purpose, and the development of research questions. These components of two articles and a dissertation will be compared to assess how they effectively vary from one study to the next. Overviews of Studies Being Assessed The first article is an example of basic qualitative research. The study was conducted by Tisdell (2000) and addressed the spiritual factors that motivated female educators from minority backgrounds who were seeking to bring about social change. The second article is an ethnographic study developed by Correll (1995) that described the nature of community in an online setting. The final document is a dissertation written by Whidden (2008). The dissertation dealt with the role of technology in academic achievement. Problem Statement The problem statement begins the process of framing the issue that needs to be addressed. Creswell (1998) describes the problem statement as the rationale behind a study and as the description of how the research fits into the context of existing literature. Hatch (2002) asserts that the process of conducting a literature review and developing a problem statement is essential for both the researcher and the audience in establishing a point of reference for the research. Statements 3 In all three documents, the problem statement evolved in different ways. In Whidden’s dissertation, a specific section of the introduction was reserved for the statement of the problem. However, a major portion of the first chapter was dedicated to providing the necessary context for positioning the study within what was known about the connection between technology access and achievement in the classroom. Tisdell’s article clearly and concisely stated the problem of a lack of information about the role of spirituality in the pursuit of social change. The basic problem being addressed in Correll’s study was illuminated near the end of the introduction when she addressed the limitations of the accepted definition of community with respect to the emergence of online communities. Purpose Statement Whereas the problem statement establishes a context for conducting a study, the purpose statement asserts the direction that the study will take. Focusing the intent of the research involves identifying the qualitative approach, highlighting the key concept, and indicating who will participate (Creswell, 1998). The ultimate goal of the purpose statement is to relate the research objective and demonstrate how meeting that objective will contribute to the existing knowledge base (Creswell, 1998; Merriam, 2002). In the articles by Tisdell and Correll, the purpose statements clearly indicated the basic action of the researcher, the central idea of the study, and the target group. Tisdell (2000) examined how spirituality influenced adult women educators while Correll (1995) described the Lesbian Café and examined the development of the online community. Both authors indicated their methodology traditions in later sections of the study. In contrast, the components of the purpose statement of the dissertation were divided into different sections of the introduction. By the conclusion of chapter one, the audience could ascertain that Whidden (2008) sought to Statements 4 measure the connection between access to laptop computers and academic achievement for eighth-grade students. However, the type of study was never delineated in the introduction. Research Questions The final piece involves developing research questions that flow from the problem and purpose statements. Research questions are necessary for providing direction, setting boundaries for the study, and serving as a reference point for judging progress (Hatch, 2002). These questions act as guidelines for both the researcher and the audience. The only article that clearly stated specific research questions in question form was the one written by Tisdell. Whidden’s dissertation outlined research questions in the form of hypotheses that would be tested against the data collected during the study. Correll did not state specific questions. However, through a discussion about the definition of the word community, Correll indicated her intention to understand how the specific online setting aligned with and/or could potentially influence that definition. In all three cases, different approaches and styles were used to achieve the same objectives. Summary In each of the studies, evidence of a problem statement, a purpose statement, and research questions could be found. Creswell (1998) concedes that these components are often intertwined by researchers. The styles of the documents examined here demonstrate how they can be combined together in different ways. Ultimately, though, the researcher is responsible for helping the audience to understand why the study was conducted, why the design was chosen and appropriate, and how the results impact understanding of the issue. The problem statement, the purpose statement, and the research questions provide the structure for communicating this information to the audience. Statements 5 References Cheek, J., Onslow, M, & Cream, A. (2004). Beyond the divide: Comparing and contrasting aspects of qualitative and quantitative research approaches. Advances in SpeechLanguage Pathology, 6(3), 147-152. Correll, S. J. (1995). The ethnography of an electronic bar: The lesbian café. In S. Merriam, Qualitative research in practice: Examples from discussion and analysis (pp. 239-258). San Francisco: Jossey-Bass. (Reprinted from Journal of Contemporary Ethnography, 24(3), 270-298) Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among the five approaches (2nd Ed.).Thousand Oaks, Sage. Hatch, J. A. (2002). Doing qualitative research in educational settings. Albany: State University of New York Press. Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass. Tisdell, E. J. (2000). Spirituality and emancipatory adult education in women adult educators for social change. In S. Merriam, Qualitative research in practice: Examples from discussion and analysis (pp. 62-88). San Francisco: Jossey-Bass. (Reprinted from Adult Education Quarterly, 50(4), 308-335) Whidden, F. J. (2008). The impact of technology access on educational achievement. Unpublished doctoral dissertation, Walden University.