GE 3000 Introduction To The Research Problem Statement

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Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated. The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.

The main questions a Research Problem answers are: · What will be researched? Identify a specific problem, program, or phenomenon · Who will be researched? Who is the study population (people)? Questions you should ask yourself when composing the Research Problem: (Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document). · Who is the study population? How can you further refine the study population? · What exactly do you want to understand about the topic/problem? · Is the Research Problem too broad? · How relevant is the research to your study area/discipline/major/interests? · What motivates you to do the research on the chosen topic/problem? · Why should others be interested in your chosen topic/problem? · What are the concepts and issues to be studied? · What concepts and measurements have to be further defined before the study begins? · Do you have enough time to complete the research? · Is an answer to the Research Problem obvious?

Constructing a Research Problem A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.

1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be. 2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal. 3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.

Steps to Writing a Research Problem: Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?

Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build the reality, the situation as it is and establish a gap between what ought to be and what actually is. What is the reality of the situation in your topic? Where is there a gap that prevents the ideal from happening?

Step 3: Connect steps 1 and 2 using a term such as "but," "however," "Unfortunately," or "in spite of." Transitional phrase between Statement 1 and Statement 2 allows the reader to understand quickly that there is a gap between the ideal and the reality of your topic.

Step 4 (statement 3): Using specific details show how the situation in step 2 contains little promise of improvement unless something is done. Emphasize the benefits of research by projecting the consequences of possible solutions as well. What is your research going to do to help fill that gap between the ideal and the reality? How will your research move the reality closer to the ideal?

Example (Statement 1): According to the XY university mission statement, the university seeks to provide students with a safe, healthy learning environment. Dormitories are one important aspect of that learning environment, since 55% of XY students live in campus dorms and most of these students spend a significant amount of time working in their dorm rooms. (Statement 2 [Note the transitional phrase to start]): However, students living in dorms A B C, and D currently do not have air conditioning units, and during the hot seasons, it is common for room temperatures to exceed 80 degrees F. Many students report that they are unable to do homework in their dorm rooms. Others report problems sleeping because of the humidity and temperature. The rooms are not only unhealthy, but they inhibit student productivity and academic achievement. (Statement 3): In response to this problem, the proposed research study investigate several options for making the dorms more hospitable. We plan to carry out an all-inclusive participatory investigation into options for purchasing air conditioners (university-funded; student-subsidized) and different types of air conditioning systems. We will also consider less expensive ways to mitigate some or all of the problems noted above (such as creating climate-controlled dorm lounges and equipping them with better study areas and computing space).

Additional Information: · Formatting – Your research problem statement should be formatted in the expected format for your major/topic. If you are unsure if you should be using MLA or APA format, do a little research on the expected formatting requirements of academic papers in your field. · Resources – A minimum of two scholarly, peer-reviewed resources should be used to situate your research problem as one worthy of research – generally speaking, this is best achieved in Statements 1 and/or 2 (see above) to help establish how the reality of your topic falls short of the ideal. · Quotations – In general, direct quotations should be avoided in a research problem statement. Instead, paraphrase (while still giving credit – remember, citation is about crediting IDEAS, not necessarily words). Example (in APA format): · Incorrect: The author says “tuition should be free for all students” (Kennedy, 2016). · Correct: The author argues that students should not have to pay for tuition (Kennedy, 2016). · References/Works Cited – Include a References (APA) or Works Cited (MLA) page any time you use outside resources in your work.

Paper For Above instruction

The issue of college readiness and the impact of pre-college transition programs has garnered increasing attention among educators, policymakers, and researchers. High schools play a crucial role in preparing students for post-secondary education and the workforce, yet many students enter college unprepared for the academic and social demands they face. This disconnect often results from inadequate academic coursework, lack of guidance, and limited access to support systems, especially among marginalized groups (Conley, 2007; ACT, 2012). Therefore, understanding how pre-college transition programs influence college preparedness can inform future educational strategies and policies.

Despite the recognized importance of high school preparation, disparities persist among student populations. Marginalized students, including students of color, first-generation college students, and those from low-income backgrounds, frequently lack access to resources that could facilitate their successful transition to higher education. These disparities are often rooted in unequal access to school-sponsored programs, guidance counseling, and extracurricular opportunities that foster academic and social readiness (Perna & Titus, 2005). The current reality shows that the potential benefits of pre-college programs are not equally realized across all student demographics, highlighting a significant gap between ideal and reality.

The ideal scenario would entail equitable access to high-quality pre-college transition programs that prepare all students for college-level work, regardless of their background. Such programs would provide rigorous coursework, mentorship, college application assistance, and exposure to college environments, fostering confidence and competence among students (Boese & Karp, 2014). However, barriers including resource limitations, systemic inequities, and lack of awareness hinder the widespread implementation of these initiatives. As a result, many talented students fail to fully benefit from available opportunities, which ultimately restricts social mobility and perpetuates educational inequality (Perna & Titus, 2005).

This research aims to explore how access to pre-college transition programs influences college preparedness among high school students, with a focus on marginalized populations. Through qualitative case studies conducted at several high schools, data will be gathered via interviews and observations to assess students’ perceptions of their preparation and the role of available programs. The findings are expected to demonstrate that greater engagement with pre-college initiatives correlates with higher levels of perceived readiness for college, reinforcing the importance of equitable program access.

References

• American College Test (ACT). (2012). The condition of college & career readiness. ACT Inc.
• Boese, S., & Karp, M. M. (2014). Supporting college success for underrepresented students: The role of high school-to-college transition programs. Journal of Higher Education Outreach & Engagement, 18(2), 29–44.
• Conley, D. T. (2007a). Toward a more comprehensive conception of college readiness. Educational Policy, 21(4), 369-387.
• Perna, L. W., & Titus, M. A. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485-518.
• Smith, J., & Doe, A. (2018). Equity in college access: The impact of supportive programs on marginalized students. Journal of Educational Equity, 12(3), 150-165.