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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
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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.
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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
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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.
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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.