What are the things to be considered in making your statement of the problem?

Next, review and verify your work. Think back to grade school and you will recall how your English teacher probably taught you about the five Ws (who, what, where, when, and why). These are questions that need to be answered when writing a problem statement. Before finalizing your problem statement, be sure you have incorporated the five Ws in your work. Then, make sure you've also included an important "h" as well (how). The problem statement should appropriately address each of the following items.

• Who does the problem affect?
• What would the outcome be if the problem was not solved?
• Where is the problem taking place?
• When does the problem need to be fixed?
• Why is it important for the problem to be fixed?
• How many people are affected by this problem?

Once you verify that the problem statement addresses these questions, you should have a pretty well-rounded problem statement. Make a few drafts until the problem statement is as polished as possible, being sure to proofread your work very carefully.

Good research questions come from good problem statements. Similarly, good problem statements depend on an understanding of what makes a research question good. [The reference for this article] is intended to help researchers identify and write better problems by breaking them into their constituent parts. But before we dig into how to identify and write problem statements, it’s helpful to understand what they are.

Problem statements aren’t just questions or assertions of fact; rather these elements combine to form something else entirely: A conceptual framework for generating testable hypotheses from which research can proceed. Each element represents a different component of the statement and, when taken together, they form a unified whole. That said, it’s important to note that while problem statements must contain each of the elements mentioned below, any given element may be more or less pronounced depending on the specifics of your particular research question. Your challenge is to identify what components are most central in order to help you develop an effective problem statement.

1. The problem: What is the research question asking about? This element identifies the phenomenon, situation or behavior you’re looking to explain or understand. DO ask yourself: Is it clear what’s being described in this problem statement?

DO ask yourself: Do I have a good grasp of what the main issue is here?

DO ask yourself: Do I understand the main problem being described here?

2. The solution: What are you proposing, and why? This element identifies what you believe to be a possible answer to your question. DO ask yourself: If my research question is about X, then what Y can I do in order to solve that?

DO ask yourself: What are my possible solutions to this problem?

DO ask yourself: If I do X, what happens next? Is that enough of a solution?

3. The purpose: Why does the study need to be conducted and why is your idea likely to work? This element describes the point of doing research in the first place. It’s about providing context for your problem statement by telling readers why it’s important to study this topic, and which aspects of it you believe merit further investigation. DO ask yourself: What would happen if I didn’t try to solve this problem?

DO ask yourself: Why is doing a study about X necessary? Why is it important?

DO ask yourself: Why is my proposed solution likely to work and why does it matter that it works?

4. The procedure: What will be done in what order? This element describes how the study will take shape and, like a problem statement’s purpose, gives readers a sense of what you think needs to be done to find an answer. DO ask yourself: What will I need in the way of resources and manpower in order to conduct this study?

DO ask yourself: At what point should I involve other researchers or external parties in the process?

5. The results: What are you expecting to happen, and why? This element reveals what you expect to see as a result of your proposed solution. DO ask yourself: What do I think the outcome of the study will be, what will change?

DO ask yourself: How many units of X do I want to end up with after Y amount of time has passed?

DO ask yourself: What would constitute definitive success in this study?

Do you see how the elements of a problem statement can be combined to form one cohesive whole? Taken together, they present a way for readers to understand not just what your study involves but also why it’s important and how it will take shape. These kinds of answers are important because they provide the kind of information upon which research can proceed. Consider the following examples:

Problem statement #1: The problem is that many stoplights are still out after a recent storm. Solution: The police department will send officers to manually operate these lights until they are back in working order. Purpose: It’s important for people driving during rush hour not to be held up unnecessarily while waiting for a light to change. Procedure: Officers will be directed to stoplights that remain out after the storm. They will then use their own cars to manually operate these lights until they are back in working order. Results :The manual operation of the stoplights should get rush hour traffic moving again so that people can get where they need to go on time. Problem statement #2: The problem is that many children don’t have regular access to books, and we fear that this may be harming their development. Solution: We could give away more free books at the elementary school library during the summer months when there are no school classes in session. Purpose: It’s important for children to have access to books throughout the year and not just when school is in session. This will help them develop strong reading skills that can be used for their entire lives. Procedure: During the summer months, we could set up an additional morning time slot at the elementary school library where children could come in to check out books. Results :The free summer book program should encourage children to visit the school library frequently over the summer.

Notice how both of these problem statements share similar elements: they each contain a problem, a proposed solution, and an outline of the steps needed to make it happen. Yet each statement also presents different ideas about who will be involved (the police department in #1 vs. children in #2) and what outcomes are expected (safer driving in #1 vs. stronger reading skills in #2). These differences can be explained by the different purposes, intended audiences, and procedures that each statement relates.

Do you see how a problem statement can be more than just an obligatory part of your research? It gives readers insight into why the study is being done and what kinds of results will be expected. With a problem statement, you have some idea about where the study will begin and end, who will be involved in the process, and how your results are likely to look when all is said and done.

All of this knowledge will help your readers understand how far afield you intend to stray, and it will provide them with a sense of what you hope to accomplish.

If done well, the problem statement can be a useful tool in guiding your research as well as communicating its purpose and results. It may not be required for every kind of inquiry, but it’s still an important step to take before you begin your research project. In the end, a well-crafted problem statement can point you in the right direction and help you stay on track once you’ve begun. Good luck!

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