Selecting a Research

Topic
Dr. A. A. Adejimi

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Learning Objectives
• At the end of this session, the students should have understanding of
• Selection of research topics to examine new areas or confirm/refute previous
hypothesis
• The research objectives – a general statement of aim of the research
• “So what”? Who cares.

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Introduction
• Research is described as a process that moves through a number of key
stages, starting with identification of the research idea and problem and
finishing with the generalization or write-up.
• Research is systematic investigation to find answers to a problem.

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From research idea to researchable problem
Where do research ideas come from?
• Personal or professional experience - May lead us to identify a problem for which we
would like to find a solution. We may encounter a question or questions that we would
like to try and answer.
• Theory - Theories are ideas about how things relate to each other, but should not restrict
us from exploring alternative explanations. The end result of the research process is
knowledge.
• Literature and the media - Such as books, journal articles, newspapers and TV. There
can be gaps in information and knowledge, and problems for which there is currently no
solution.
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From research idea to researchable problem (2)

Formulating the research problem

• Once the general topic or problem has been identified, this should then be
stated as a clear research problem, that is, taken from just a statement about
a problematic situation to a clearly defined researchable problem that
identifies the issues you are trying to address.
• Statement of research problem - Many research issues that can arise out
of a general problem situation. Your research will be able to pursue only one
in depth. It clearly states what the purpose of your research is.

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From research idea to researchable problem (3)

How do we get from the research problem to researchable questions?

• Arriving at specific research questions or hypotheses from an idea or problem can be done
by 'brainstorming‘ (reading, discussion with supervisor or research group).
• Write down the all the concepts involved to identify themes and potential information
sources, split wide general questions into smaller ones, order questions and develop focus,
trim by selecting those questions that you wish to deal with, consider the resources that will
be available to you and then collate these thoughts within a loose conceptual framework -
this shows how questions and themes are related.
• These should result in a handful of focused research questions that you wish to investigate.
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Select a problem that is of interest to you and
see if you can arrive at some research questions
• Idea: Health Problems and Adolescents
• Research question: What are health problems of adolescents?
• Focused research question: What are the prevalent health problems of out-of-school
adolescents in Mushin Local Government Area of Lagos State, Nigeria

• Idea: Drug abuse and Youths

• Research question: What are the causes of drug abuse among youths?
• Focused research question: What are the risk factors for drug abuse among youths in
Surulere Local Government Area of Lagos State, Nigeria

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Formulating research questions,
hypotheses, and objectives

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Research questions
• After the 'brainstorming' process, you will probably have a number of questions
which you are interested in and are likely to be answerable within your time and
resource constraints.
• Phrase your questions so that they are simple and clear.
• It is usually best to pose only one or two questions. Do not pose more than three
questions as this generally leads to a much larger research project.
• Start questions with terms like, what, who, how, where, when and why.
• Questions should be specific, not vague.
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Research questions (2)
Example research questions
• What maternal factors are associated with obesity in childhood?
• How many medical doctors will Nigeria need in the year 2030?
• Why did women in community X refused modern family planning methods?
There are differences in scope and complexity of these research questions and hence will make
very different demands on research resources.
Some of these questions might later need to be modified to fit the available resources (abilities,
time, finance, equipment) while still addressing research problem.
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Research hypotheses
• A hypothesis is a tentative answer to a research problem that is advanced/formulated so that it can be
tested.
• Hypothesis can be used when you are testing a theory 'an idea about how things relate to each other'.
• If you have an expectation of how your research question will be answered (the outcome) then you
have a theory in mind.
• If you ask of your research question 'What is the expected outcome?' and you have an answer, you
can ask why? What is my thinking behind this prediction? This is essentially the theory that you will
be testing.
• If you are not able to predict the answer to your question then your approach is not of theory testing
should not proceed with developing hypotheses for testing e.g exploratory research.
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Developing a hypothesis from a research question

• For the hypothesis to be tested, it must be measurable.

• Developing hypotheses requires that you identify one character, variable or descriptor of a
sampling unit that causes, affects, or has an influence on, another character, variable or
descriptor of the same or other sampling units.
• The character, variable or descriptor that affects other variables or sampling units is called
the independent variable.
• The character, variable or descriptor which is affected by the independent variable is called
the dependent variable or response variable.
• Note that this does not imply the existence of a causal (as compared with associative)
relationship unless strict rules of research design are followed.
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• Diagramming hypotheses is a useful
technique to help clarify your
Good hypotheses thinking.
There are two criteria for good hypotheses. • Usually a hypothesis takes these
forms:
• 'X causes Y‘
• One, hypotheses are statements about relationships
between variables. • X Y

• Two, hypotheses carry clear implications for testing

the stated relationships. • Or 'X is related to Y'.
• These criteria mean that hypothesis statements
contain two or more variables that are measurable • X Y
or potentially measurable and that they specify how
the variables are related.
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Examples
The first example could be represented by The second example could be represented by
a diagram as follows a diagram as follows
Level of + ve Utilization of Level of + ve
health care education Utilization
education
services of health
Distance to the - ve
services
• The two variables, or concepts are in boxes that are linked health facility
by an arrow going from one concept to the other. The
arrow indicates that one variable does something to the
other variable. • In this case two concepts, level of education and distance to
the health facility, are related as independent concepts to the
• The plus sign indicates that the relationship is seen as dependent concept, utilization of health services.
positive, that is, more of the one will lead to more of the
other. • One of the independent concepts is positively related and the
other negatively related to the dependent concept.
• Not all concepts have a positive relationship.
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Research without hypotheses

• In exploratory research our base knowledge of a subject may be so low that

we cannot formulate meaningful hypotheses.
• However, exploratory research should be guided by a clear sense of purpose.
• Instead of hypotheses, the design for the exploratory study should state its
purpose, or research objectives as well as criteria by which the exploration
will be judged successful.

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Research objective(s)

What are the research objectives?

• In general, research objectives describe what we aim or expect to achieve by a project.
• Research objectives are usually expressed in lay terms or statements.
• Research objectives may be linked with a hypothesis or used as a statement of purpose in a
study that does not have a hypothesis.
• Even if the nature of the research has not been clear to the layperson from the
hypotheses, s/he should be able to understand the research from the objectives.
• A statement of research objectives can serve to guide the activities of research.
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Examples
• Objective: To describe the socio-demographic characteristics of medical students
in University of Lagos, Nigeria.
• Objective: To describe the factors women take into account in making such
decisions as whether to utilize a health facility.
• Objective: To develop a budget for reducing environment pollution in a particular
community.

In the above examples the intent of the research is largely descriptive. 17

Examples
• In the first example, the research will be able to generate information and create a picture
of the of the characteristics of medical student in University of Lagos, Nigeria.
• In the second, the research will be able to specify factors that affect women’s decisions
when considering utilization of health facility.
• In the third, the result will be the specification of the environmental pollution reduction
budget.
These observations might prompt researchers to formulate hypotheses which could be
tested in another piece of research.
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General and Specific Objectives
SMART objectives
• Specific
• Measurable
• Achievable
• Realistic
• Time-bound

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Problem
Most women in a rural community are not utilizing the health
facility/program. Why?
From research problem
to hypothesis, a social Question
medicine example Is non-utilization of health facility/program among the rural
community women due to their low level of education?

In this example, it is assumed or

already known that the level of Research hypothesis
education of a women can affect Women in a rural community are not utilizing a health
the utilization of health facility/program because of their low level of education.
facility/program (Idea)
Objective
To describe how rural women’s level of education influence
their utilization of health facility/program.
(To determine the relationship between rural women’s level of
education and their utilization of health/program).
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“So what”? Who cares.
What makes research useful?

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Research for policy and decision-making

• This aspect will describe the impact of information from research on

decision-making by considering
• why is the information needed
• the users of information (clients)
• and the quality of information

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Why research? The role of information

• Research begins when we want to know more about something and to increase our
understanding about that issue or idea.
• Research provides us with the information and knowledge needed for problem solving
and making decisions.
• Research can be divided into pure (or basic) and applied research in order to make a
distinction between research that is carried out to further our knowledge and that which
seeks to apply pre-existing knowledge to real world problems.
• Our focus here is applied research for decision-making for public policy.
• In this context the purpose of research is 'problem solving'.
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Research for problem solving

Research can solve problems in different way:

• Identification of problems
• Diagnosis of causes
• Identification of potential solutions
• Decision for action
• Monitoring and evaluation of action and outcomes

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Information for policy-making

Information for policy-making can serve one or more of the following functions.
• Description - to provide baseline data or simply a picture of how things are.
• Explanation (analytical) - to understand why things are the way they are, what factors
explain the way things are.
• Prediction - to predict how systems will change under alternative scenarios (modelling).
• Prescription and planning (decision-making) - prescription and planning relating to
changes in existing systems.
• Monitoring and evaluation - monitoring and evaluation of the effects of changes during
and after they have been made. Investigations may be made to compare results in practice
with predictions, or to monitor the effects of a policy, management technique or treatment.
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Examples of research serving the functions listed
above
Function Examples
Description Baseline survey of health problems of the elderly in an urban community
Explanation Study comparing two communities with different teenage pregnancy rates

Prediction Study investigating the effects of female education on child survival

Monitoring and evaluation Survey of utilization of health services following introduction of free
health program
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Types of research utilization
• Instrumental use - research feeds directly into decision-making
• Conceptual use - research changes practitioners' understanding providing
new ways of thinking
• Mobilization of support - research as an instrument of persuasion and
advocacy
• Wider influence - research findings may come into use through networks of
practitioners and researchers and alter policy paradigms

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Who are the users of information generated by
research?
• Academics are major users of information
• Planners require clear information as they seek to identify and solve problems
• Implementers of projects need to monitor what they are achieving and the impacts of their activities,
in order to adjust their activities if necessary
• Policy-makers, like planners, must be informed about problems, their causes, and means of
overcoming them
• Donors seek to take actions to support other stakeholders/pursue their own objectives (?contradictory)
• Service agencies need to make decisions about how to invest and what activities to engage in
• Advocacy groups, civil society organizations, media, interest groups etc. 28
The quality of information
• Comprehensive (in its coverage of issues important for a particular decision)
• Consistent with previous studies (as regards methods or coverage) and internally
consistent as regards facts and conclusions
• Clearly presented and easy to comprehend without excessive detail
• Relevant to the problem under consideration
• Reliable and accurate

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The quality of information (2)
• Representative of the situation as a whole, not biased or one-sided in its
coverage
• Timely, with regard to the timing of decisions
• Generalized and applied only to situations similar to those from which it was
obtained
• Directed and delivered to the relevant decision-makers
• Cost-effective, providing information as cheaply as possible at costs in
proportion to the potential benefits gained from improved decision-making
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Conclusion
• Selecting a research topic starts with ideas from personal experience, theory or
literature which will lead to asking research questions.
• Research ask questions such as what, how, who, why, and when; while a hypothesis
is a tentative answer to a research problem that is advanced so that it can be tested.
• Research objectives describe what we aim to achieve by a project and may be linked
to hypotheses or used for exploratory study without hypotheses.
• Public health research is useful for problem solving, decision-making as well as
formulation and implementation for public health policies.
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