{"id":2477,"date":"2026-09-10T00:51:51","date_gmt":"2026-09-09T19:21:51","guid":{"rendered":"https:\/\/www.editage.com\/blog\/?p=2477"},"modified":"2026-09-09T08:05:18","modified_gmt":"2026-09-09T02:35:18","slug":"what-is-a-research-problem-types-and-examples","status":"publish","type":"post","link":"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/","title":{"rendered":"What is a Research Problem? Types and Examples"},"content":{"rendered":"<ul>\n<li>A research problem is a specific gap, difficulty, or contradiction that a study sets out to investigate; it is the foundation on which every other part of a research project is built.<\/li>\n<li>Research problems come from 5 main sources: personal and professional experience, gaps in published literature, theory, practical or policy needs, and the recommendations of earlier studies.<\/li>\n<li>Most research problems fall into 4 broad types: theoretical, applied, descriptive, and relational or causal.<\/li>\n<li>A strong problem is specific, researchable, feasible, significant, and evidence-based; the clearest way to write one is in 3 parts: context, gap, and consequence.<\/li>\n<\/ul>\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_85 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_Is_a_Research_Problem\" >What Is a Research Problem?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_Is_the_Difference_Between_a_Research_Problem_a_Research_Question_and_a_Hypothesis\" >What Is the Difference Between a Research Problem, a Research Question, and a Hypothesis?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Why_Does_a_Research_Problem_Matter\" >Why Does a Research Problem Matter?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Sources_of_Research_Problems\" >Sources of Research Problems<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Sources_Inside_the_Literature\" >Sources Inside the Literature<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Sources_Outside_the_Literature\" >Sources Outside the Literature<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Types_of_Research_Problems\" >Types of Research Problems<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Which_Type_Should_You_Choose\" >Which Type Should You Choose?<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Characteristics_of_a_Research_Problem\" >Characteristics of a Research Problem<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Warning_signs_that_a_problem_fails_these_standards\" >Warning signs that a problem fails these standards:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#How_to_Write_a_Research_Problem\" >How to Write a Research Problem<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#A_Template_You_Can_Fill_In\" >A Template You Can Fill In<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Practical_drafting_tips\" >Practical drafting tips:<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Examples_of_Research_Problems\" >Examples of Research Problems<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Example_1_from_Psychology\" >Example 1: from Psychology<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Example_2_A_Research_Problem_in_Education\" >Example 2: A Research Problem in Education<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-17\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Common_Mistakes_in_Research_Problems\" >Common Mistakes in Research Problems<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-18\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#How_Do_You_Know_Your_Research_Problem_Is_Ready\" >How Do You Know Your Research Problem Is Ready?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-19\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Frequently_Asked_Questions\" >Frequently Asked Questions<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-20\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_is_an_example_of_a_research_problem_statement\" >What is an example of a research problem statement?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-21\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Can_you_give_me_an_example_of_a_research_problem\" >Can you give me an example of a research problem?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-22\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_are_the_5_elements_of_a_research_problem\" >What are the 5 elements of a research problem?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-23\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_makes_a_good_research_problem\" >What makes a good research problem?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-24\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#What_is_the_difference_between_a_research_problem_and_a_problem_statement\" >What is the difference between a research problem and a problem statement?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-25\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#How_do_you_identify_a_research_problem_in_qualitative_research\" >How do you identify a research problem in qualitative research?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-26\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#How_long_should_a_research_problem_statement_be\" >How long should a research problem statement be?<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-27\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/#Can_a_research_problem_change_during_a_study\" >Can a research problem change during a study?<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2><span class=\"ez-toc-section\" id=\"What_Is_a_Research_Problem\"><\/span>What Is a Research Problem?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A research problem is a clear statement of a specific issue, gap, contradiction, or difficulty that a study sets out to investigate. It tells the reader what is wrong, missing, or not yet understood, and why that matters.<\/p>\n<p>A research problem is not the same as a topic. A topic is broad and general, such as &#8220;student motivation.&#8221; A research problem is narrow and precise, such as &#8220;we do not know whether weekly goal-setting exercises improve motivation among first-year engineering students who study remotely.&#8221;<\/p>\n<p>A research problem does 3 jobs:<\/p>\n<ul>\n<li>It defines the boundaries of the study, so you know what to include and what to leave out.<\/li>\n<li>It justifies the study by showing that the answer is not already known.<\/li>\n<li>It points to a method, because the way a problem is phrased suggests the kind of data needed to solve it.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"What_Is_the_Difference_Between_a_Research_Problem_a_Research_Question_and_a_Hypothesis\"><\/span>What Is the Difference Between a Research Problem, a Research Question, and a Hypothesis?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A research problem describes what is unknown or wrong; a <a href=\"https:\/\/www.editage.com\/blog\/how-to-write-a-research-question-definition-examples-checklist\/\">research question<\/a> turns that issue into something you can ask; a <a href=\"https:\/\/www.editage.com\/blog\/how-to-write-a-research-hypothesis-examples-formulation-thesis-research-papers\/\">hypothesis<\/a> predicts the answer. The 3 build on each other in that order.<\/p>\n<p>&nbsp;<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>Element<\/strong><\/td>\n<td width=\"242\"><strong>Function<\/strong><\/td>\n<td width=\"242\"><strong>Example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">Research problem<\/td>\n<td width=\"242\">States the gap and why it matters.<\/td>\n<td width=\"242\">Studies of social media and anxiety treat all screen time as identical, so the role of specific habits is unknown.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Research question<\/td>\n<td width=\"242\">Asks something the data can answer.<\/td>\n<td width=\"242\">Is passive scrolling associated with higher social anxiety than active posting?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Hypothesis<\/td>\n<td width=\"242\">Predicts a specific, testable outcome.<\/td>\n<td width=\"242\">Students who report more passive scrolling will score higher on social anxiety measures.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\"><a href=\"https:\/\/www.editage.com\/blog\/how-to-write-research-objectives-examples-and-tips-for-students-and-dissertations\/\">Objective<\/a><\/td>\n<td width=\"242\">States what the study will do.<\/td>\n<td width=\"242\">To compare social anxiety scores across 2 patterns of social media use.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Why_Does_a_Research_Problem_Matter\"><\/span>Why Does a Research Problem Matter?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The research problem controls every later decision in a study. Your questions, design, sample, instruments, and analysis all follow from it, so a weak problem produces a weak study no matter how good the statistics are.<\/p>\n<p>A well-defined problem helps you in 4 concrete ways:<\/p>\n<ul>\n<li>It prevents wasted effort, because you stop collecting data that does not answer anything.<\/li>\n<li>It makes proposals easier to approve; reviewers and ethics committees look at the problem first.<\/li>\n<li>In a <a href=\"https:\/\/www.editage.com\/blog\/dissertation-defense-slides-templates-tips-what-to-expect-and-how-to-prepare\/\">dissertation defense<\/a>, you can explain exactly why the study was needed.<\/li>\n<li>It makes the literature review manageable, since you only review work connected to the <a href=\"https:\/\/www.editage.com\/blog\/how-to-find-research-gaps-gap-statement-examples-and-tips\/\">gap in the literature<\/a>.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Sources_of_Research_Problems\"><\/span>Sources of Research Problems<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Research problems rarely appear out of nowhere. They are usually noticed in 1 of 5 places, listed in the table below. Most experienced researchers draw on 2 or 3 of these sources at the same time.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>Source<\/strong><\/td>\n<td width=\"242\"><strong>What it looks like<\/strong><\/td>\n<td width=\"242\"><strong>Example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">Personal or professional experience<\/td>\n<td width=\"242\">Something you have observed at work, in class, in a clinic, or in your community that does not work well.<\/td>\n<td width=\"242\">A teacher notices that group projects lower participation for shy students.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Gaps in the literature<\/td>\n<td width=\"242\">A question that published studies raise but do not answer, or a population no one has studied.<\/td>\n<td width=\"242\">Burnout research covers doctors but not community health workers.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Theory<\/td>\n<td width=\"242\">A theory predicts something that has not been tested, or 2 theories predict opposite results.<\/td>\n<td width=\"242\">Self-determination theory and behaviorist theory disagree on rewards.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Practical, policy, or industry needs<\/td>\n<td width=\"242\">A decision-maker needs evidence that does not exist yet.<\/td>\n<td width=\"242\">A district must decide whether to renew a tablet program.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Recommendations of earlier studies<\/td>\n<td width=\"242\">The &#8220;future research&#8221; or &#8220;limitations&#8221; section of a recent paper.<\/td>\n<td width=\"242\">Authors call for a longitudinal replication with a larger sample.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Conflicting findings<\/td>\n<td width=\"242\">Two credible studies report opposite results on the same question.<\/td>\n<td width=\"242\">One meta-analysis finds an effect of homework; another finds none.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Sources_Inside_the_Literature\"><\/span>Sources Inside the Literature<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Published research is the most reliable source of problems because it shows what is already known. When you read, look for these signals:<\/p>\n<ul>\n<li>Sentences that begin with phrases such as &#8220;little is known about,&#8221; &#8220;few studies have examined,&#8221; or &#8220;results remain inconsistent.&#8221;<\/li>\n<li><a href=\"https:\/\/www.editage.com\/blog\/how-to-write-limitations-of-the-study-examples-and-tips\/\">Limitations sections<\/a>, which often name the exact study the authors wish they had run.<\/li>\n<li><a href=\"https:\/\/www.editage.com\/blog\/what-is-literature-review-definition-types-and-examples\/\">Literature reviews<\/a> and <a href=\"https:\/\/www.editage.com\/blog\/meta-analysis\/\">meta-analyses<\/a>, which summarize dozens of studies and usually end with a list of open questions.<\/li>\n<li>Old evidence: findings from 15 or 20 years ago may no longer hold in current conditions.<\/li>\n<li>Narrow samples: a result tested only on Western university students may not transfer to other groups.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Sources_Outside_the_Literature\"><\/span>Sources Outside the Literature<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Problems also come from the world beyond journals. These sources tend to produce applied problems with immediate value:<\/p>\n<ul>\n<li>Internships, fieldwork, clinical placements, and part-time jobs.<\/li>\n<li>Government reports, census data, annual school or hospital records, and audit findings.<\/li>\n<li>Conversations with practitioners: teachers, nurses, managers, counselors, and social workers.<\/li>\n<li>News coverage and public debates, which often reveal claims that have never been tested.<\/li>\n<li>Conference discussions, where unpublished and in-progress work is presented.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Types_of_Research_Problems\"><\/span>Types of Research Problems<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Research problems are usually grouped by what they try to achieve. The 4 main types are shown below, followed by 2 further distinctions that often appear in coursework.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"127\"><strong>Type<\/strong><\/td>\n<td width=\"147\"><strong>Focus<\/strong><\/td>\n<td width=\"175\"><strong>Typical phrasing<\/strong><\/td>\n<td width=\"175\"><strong>Example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"127\">Theoretical<\/td>\n<td width=\"147\">Building or testing knowledge and concepts; not aimed at immediate use.<\/td>\n<td width=\"175\">Why does X happen, and does theory Y explain it?<\/td>\n<td width=\"175\">It is unclear whether cognitive load theory explains errors made by expert coders.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Applied (practical)<\/td>\n<td width=\"147\">Solving a real problem faced by an organization or community.<\/td>\n<td width=\"175\">What can be done to reduce or improve X?<\/td>\n<td width=\"175\">A hospital does not know why 30 percent of discharge instructions are misunderstood.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Descriptive<\/td>\n<td width=\"147\">Measuring and mapping what exists, without claiming causes.<\/td>\n<td width=\"175\">What is the level, pattern, or frequency of X?<\/td>\n<td width=\"175\">The prevalence of exam-related stress among first-generation students is unrecorded.<\/td>\n<\/tr>\n<tr>\n<td width=\"127\">Relational or causal<\/td>\n<td width=\"147\">Testing whether variables move together, or whether 1 causes another.<\/td>\n<td width=\"175\">Is X related to Y? Does X cause Y?<\/td>\n<td width=\"175\">It is unknown whether sleep duration predicts working memory scores in adolescents.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>Two further distinctions worth knowing:<\/p>\n<ul>\n<li>Quantitative problems involve numbers, measurement, and comparison; they suit questions about how much, how many, or how strongly variables are linked.<\/li>\n<li>Qualitative problems involve meaning, experience, and process; they suit questions about how or why something happens from the participants\u2019 point of view.<\/li>\n<li>Mixed-method problems combine both, usually when a number alone does not explain the situation.<\/li>\n<\/ul>\n<h3><span class=\"ez-toc-section\" id=\"Which_Type_Should_You_Choose\"><\/span>Which Type Should You Choose?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Choose the type that matches your goal: descriptive to map a situation, relational to link variables, causal to test effects, and applied to solve a practical problem. Your resources also matter.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>If your goal is to<\/strong><\/td>\n<td width=\"242\"><strong>Choose this type<\/strong><\/td>\n<td width=\"242\"><strong>Because<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">Find out how common something is<\/td>\n<td width=\"242\">Descriptive<\/td>\n<td width=\"242\">You need frequencies and patterns, not explanations.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">See whether 2 things go together<\/td>\n<td width=\"242\">Relational<\/td>\n<td width=\"242\">You need correlation between measured variables.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Prove that 1 thing changes another<\/td>\n<td width=\"242\">Causal<\/td>\n<td width=\"242\">You need a design with control or comparison.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Fix something in a real setting<\/td>\n<td width=\"242\">Applied<\/td>\n<td width=\"242\">You need evidence a decision-maker can act on.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Explain or extend a concept<\/td>\n<td width=\"242\">Theoretical<\/td>\n<td width=\"242\">You need to test or refine existing ideas.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Characteristics_of_a_Research_Problem\"><\/span>Characteristics of a Research Problem<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>A good research problem meets 6 standards.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>Characteristic<\/strong><\/td>\n<td width=\"242\"><strong>What it means<\/strong><\/td>\n<td width=\"242\"><strong>Test question to ask yourself<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">Specific<\/td>\n<td width=\"242\">The problem names a population, a setting, and clear variables or concepts.<\/td>\n<td width=\"242\">Could 2 readers picture the same study from my statement?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Researchable<\/td>\n<td width=\"242\">It can be answered with observable evidence rather than opinion or belief.<\/td>\n<td width=\"242\">What data would settle this question?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Feasible<\/td>\n<td width=\"242\">It fits your time, budget, skills, and access to participants.<\/td>\n<td width=\"242\">Can I finish this in 1 semester with the access I have?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Novel<\/td>\n<td width=\"242\">It has not already been answered clearly by existing work.<\/td>\n<td width=\"242\">Have I searched at least 3 databases for prior answers?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Significant<\/td>\n<td width=\"242\">Someone benefits from the answer: a field, a profession, or a community.<\/td>\n<td width=\"242\">Who will act differently once this is known?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Ethical<\/td>\n<td width=\"242\">It can be studied without harming or deceiving participants.<\/td>\n<td width=\"242\">Would an ethics committee approve this design?<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Grounded in evidence<\/td>\n<td width=\"242\">It is supported by citations, data, or documented observation.<\/td>\n<td width=\"242\">Can I cite 3 or more sources showing the problem exists?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>Many textbooks summarize the first 5 with the acronym FINER: Feasible, Interesting, Novel, Ethical, and Relevant.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Warning_signs_that_a_problem_fails_these_standards\"><\/span>Warning signs that a problem fails these standards:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>It can be answered with a simple yes or no from an existing source, such as an encyclopedia.<\/li>\n<li>It uses value words such as &#8220;best,&#8221; &#8220;should,&#8221; or &#8220;immoral&#8221; without a way to measure them.<\/li>\n<li>It covers an entire field, for example &#8220;the effect of technology on education.&#8221;<\/li>\n<li>It requires data you cannot legally or practically obtain, such as confidential medical records.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"How_to_Write_a_Research_Problem\"><\/span>How to Write a Research Problem<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Writing a research problem is a process of narrowing. You start with a broad interest and end with 3 to 5 sentences that a reviewer can evaluate.<\/p>\n<ol>\n<li>Start with a broad area of interest, such as adolescent mental health or classroom assessment.<\/li>\n<li>Read widely and take notes on what is already established, then list the questions that recur without clear answers.<\/li>\n<li>Narrow the area by adding limits: a specific population, a specific setting, a specific time frame, and 2 or 3 specific variables.<\/li>\n<li>Confirm the gap by searching at least 3 databases; if 5 recent studies already answer your question, adjust it.<\/li>\n<li>Draft the problem in 3 parts, then test it against the characteristics table above and revise.<\/li>\n<\/ol>\n<h3><span class=\"ez-toc-section\" id=\"A_Template_You_Can_Fill_In\"><\/span>A Template You Can Fill In<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Most strong problem statements follow the same 3-part structure. Copy the template below and replace the bracketed text.<\/p>\n<p>&nbsp;<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"173\"><strong>Part<\/strong><\/td>\n<td width=\"451\"><strong>Purpose and template<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"173\">1. Context<\/td>\n<td width=\"451\">Establish what is known and why the area matters. &#8220;Research consistently shows that [established finding] among [population], and [statistic or documented condition] indicates the scale of the issue.&#8221;<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">2. Gap<\/td>\n<td width=\"451\">State precisely what is missing, unclear, or contradictory. &#8220;However, existing studies have focused on [narrow focus] and have not examined [the missing element] among [population or setting].&#8221;<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">3. Consequence<\/td>\n<td width=\"451\">Explain who is affected by the gap and what cannot be done without an answer. &#8220;As a result, [decision-makers or practitioners] lack the evidence needed to [specific action].&#8221;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Practical_drafting_tips\"><\/span>Practical drafting tips:<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<ul>\n<li>Keep the statement to roughly 100-200 words for a course assignment; longer proposals may allow 1 full page.<\/li>\n<li>Use plain declarative sentences; avoid rhetorical questions in the statement itself.<\/li>\n<li>Cite 3 to 6 recent sources, ideally from the last 5 to 10 years, to prove the gap is real.<\/li>\n<li>Name your variables using the words you will actually measure, not vague synonyms.<\/li>\n<li>Read the statement aloud; if you cannot say it in 1 breath per sentence, shorten it.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Examples_of_Research_Problems\"><\/span>Examples of Research Problems<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"Example_1_from_Psychology\"><\/span>Example 1: from Psychology<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>This example shows how a broad interest in social media becomes a precise, researchable problem.<\/p>\n<h4>The problem statement:<\/h4>\n<p>Research consistently links heavy social media use to elevated social anxiety among undergraduates, and recent surveys report an average of 3 to 5 hours of daily use in this group. However, most published studies measure social media use as a single quantity of screen time and rely on cross-sectional samples of adults, so it remains unclear whether passive consumption, such as scrolling without interacting, relates to social anxiety differently from active engagement, such as posting and messaging. As a result, campus counseling services lack the evidence needed to advise students on which specific habits to change rather than simply recommending less screen time overall.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"173\"><strong>Component<\/strong><\/td>\n<td width=\"451\"><strong>How it appears in this example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"173\">Broad topic<\/td>\n<td width=\"451\">Social media and mental health.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Narrowed focus<\/td>\n<td width=\"451\">Type of social media use and social anxiety in undergraduates.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Population<\/td>\n<td width=\"451\">Undergraduate students aged 18 to 23 at 1 public university.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Gap<\/td>\n<td width=\"451\">Prior work measures total screen time and does not separate passive from active use.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Type of problem<\/td>\n<td width=\"451\">Relational and quantitative.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Independent variable<\/td>\n<td width=\"451\">Pattern of social media use: passive versus active.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Dependent variable<\/td>\n<td width=\"451\">Social anxiety score on a validated self-report scale.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Research question<\/td>\n<td width=\"451\">Is passive social media use associated with higher social anxiety scores than active use, after controlling for total daily hours?<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Hypothesis<\/td>\n<td width=\"451\">Students reporting more passive use will score higher on social anxiety than students reporting more active use.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Significance<\/td>\n<td width=\"451\">Counselors could design targeted advice instead of blanket screen-time limits.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Feasibility<\/td>\n<td width=\"451\">Data can be collected from 250 students in 8 weeks using 2 existing questionnaires.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Example_2_A_Research_Problem_in_Education\"><\/span>Example 2: A Research Problem in Education<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>This example shows how a practical decision facing a school district becomes an applied research problem.<\/p>\n<h4>The problem statement:<\/h4>\n<p>Reading comprehension scores for grade 8 students in 4 rural public school districts have remained flat for 5 consecutive years, despite the introduction of a 1-to-1 tablet program in 2022 that gave every student a personal device. Existing evaluations of similar programs have been conducted mainly in urban districts and report device usage statistics, such as login frequency, rather than the instructional practices teachers use with the devices. Consequently, district administrators cannot determine which classroom uses of tablets, if any, are associated with gains in reading comprehension, and they must decide on renewing the program without evidence.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"173\"><strong>Component<\/strong><\/td>\n<td width=\"451\"><strong>How it appears in this example<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"173\">Broad topic<\/td>\n<td width=\"451\">Technology in classrooms.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Narrowed focus<\/td>\n<td width=\"451\">Instructional uses of tablets and grade 8 reading comprehension.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Population<\/td>\n<td width=\"451\">Grade 8 students and their teachers in 4 rural districts.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Gap<\/td>\n<td width=\"451\">Prior evaluations are urban and measure device usage rather than teaching practice.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Type of problem<\/td>\n<td width=\"451\">Applied; mixed-method.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Quantitative element<\/td>\n<td width=\"451\">Comparison of comprehension scores across classrooms using different practices.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Qualitative element<\/td>\n<td width=\"451\">Classroom observations and 12 teacher interviews describing how tablets are used.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Research question<\/td>\n<td width=\"451\">Which instructional uses of tablets are associated with higher reading comprehension gains among grade 8 students in rural districts?<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Significance<\/td>\n<td width=\"451\">Administrators gain evidence for a renewal decision worth a large share of the technology budget.<\/td>\n<\/tr>\n<tr>\n<td width=\"173\">Feasibility<\/td>\n<td width=\"451\">Test scores already exist in district records; observations require 1 school term.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"Common_Mistakes_in_Research_Problems\"><\/span>Common Mistakes in Research Problems<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>The most common mistakes are problems that are too broad, too vague, already answered, impossible to measure, or unsupported by evidence. Each has a simple fix, shown below.<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>Mistake<\/strong><\/td>\n<td width=\"242\"><strong>Why it causes trouble<\/strong><\/td>\n<td width=\"242\"><strong>How to fix it<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">Too broad<\/td>\n<td width=\"242\">You cannot design a single study to cover an entire field.<\/td>\n<td width=\"242\">Add limits: 1 population, 1 setting, 2 or 3 variables.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Too vague<\/td>\n<td width=\"242\">Words such as &#8220;impact&#8221; or &#8220;effectiveness&#8221; hide what you will measure.<\/td>\n<td width=\"242\">Replace them with the exact measure you will use.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Already answered<\/td>\n<td width=\"242\">The study adds nothing and reviewers will reject it.<\/td>\n<td width=\"242\">Search 3 databases and shift to an untested angle.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Not measurable<\/td>\n<td width=\"242\">Value judgments cannot be settled by data.<\/td>\n<td width=\"242\">Rewrite as an observable comparison or relationship.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">No evidence of a problem<\/td>\n<td width=\"242\">The reader has no reason to believe the gap exists.<\/td>\n<td width=\"242\">Cite 3 or more sources, statistics, or documented records.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Confusing topic with problem<\/td>\n<td width=\"242\">A topic gives no direction for methods.<\/td>\n<td width=\"242\">Ask what specifically is unknown about that topic.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">Confusing problem with method<\/td>\n<td width=\"242\">Starting from a survey or an experiment reverses the logic.<\/td>\n<td width=\"242\">Define the problem first; let it choose the method.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<h2><span class=\"ez-toc-section\" id=\"How_Do_You_Know_Your_Research_Problem_Is_Ready\"><\/span>How Do You Know Your Research Problem Is Ready?<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<p>Use the checklist below before you submit.<\/p>\n<ul>\n<li>I can state the problem in 3 to 5 sentences without using the word &#8220;and&#8221; more than twice per sentence.<\/li>\n<li>I have named the population, the setting, and the time frame.<\/li>\n<li>I have named every <a href=\"https:\/\/www.editage.com\/blog\/what-is-a-variable-in-research-definition-types-and-examples\/\">variable<\/a> or concept using the terms I will measure.<\/li>\n<li>I have cited at least 3 sources showing the gap has not been filled.<\/li>\n<li>I can name at least 1 group that will act differently once the question is answered.<\/li>\n<li>I can complete the study with the time, money, and access I actually have.<\/li>\n<li>I can convert the problem into 1 to 3 research questions without adding new information.<\/li>\n<\/ul>\n<h2><span class=\"ez-toc-section\" id=\"Frequently_Asked_Questions\"><\/span>Frequently Asked Questions<span class=\"ez-toc-section-end\"><\/span><\/h2>\n<h3><span class=\"ez-toc-section\" id=\"What_is_an_example_of_a_research_problem_statement\"><\/span>What is an example of a research problem statement?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>A research problem statement is a short paragraph with 3 parts: context, gap, and consequence. For example: &#8220;Although workplace mentoring is widely used, published studies focus on employees in their first 2 years, and little is known about whether mentoring supports mid-career employees returning from extended leave. As a result, human resources teams cannot judge whether to extend mentoring programs to this group.&#8221; The 2 full statements in the psychology and education examples above follow the same structure.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Can_you_give_me_an_example_of_a_research_problem\"><\/span>Can you give me an example of a research problem?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Yes. A simple example is: &#8220;It is not known whether 20 minutes of daily reading aloud at home improves vocabulary scores among grade 3 students in low-income households.&#8221; This is a research problem rather than a topic because it names a population, an intervention, an outcome, and something that is genuinely unknown.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"What_are_the_5_elements_of_a_research_problem\"><\/span>What are the 5 elements of a research problem?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Most guides list the same 5 elements, summarized in the table below.<\/p>\n<p>&nbsp;<\/p>\n<table width=\"624\">\n<thead>\n<tr>\n<td width=\"140\"><strong>Element<\/strong><\/td>\n<td width=\"242\"><strong>What it does<\/strong><\/td>\n<td width=\"242\"><strong>Example phrase<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td width=\"140\">1. Context or background<\/td>\n<td width=\"242\">Sets the scene and shows the area matters.<\/td>\n<td width=\"242\">Reading scores have been flat for 5 years.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">2. The gap or issue<\/td>\n<td width=\"242\">Names what is unknown, missing, or contradictory.<\/td>\n<td width=\"242\">No study has examined rural districts.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">3. Population and scope<\/td>\n<td width=\"242\">Identifies who and where the study covers.<\/td>\n<td width=\"242\">Grade 8 students in 4 districts.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">4. Significance<\/td>\n<td width=\"242\">Explains who benefits from an answer.<\/td>\n<td width=\"242\">Administrators must make a renewal decision.<\/td>\n<\/tr>\n<tr>\n<td width=\"140\">5. Objective or question<\/td>\n<td width=\"242\">Points to what the study will find out.<\/td>\n<td width=\"242\">Which uses of tablets predict gains?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span class=\"ez-toc-section\" id=\"What_makes_a_good_research_problem\"><\/span>What makes a good research problem?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>A good research problem is specific, researchable, feasible, novel, significant, and ethical. In practice, this means it can be answered with evidence you can realistically collect, it has not already been answered, and someone will act differently once the answer is known. If you can state the problem in a few sentences and a classmate can describe the study you plan to run, the problem is probably strong enough.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"What_is_the_difference_between_a_research_problem_and_a_problem_statement\"><\/span>What is the difference between a research problem and a problem statement?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>The research problem is the issue itself; the problem statement is the written text that presents it. Think of the problem as the idea in your head and the statement as the 100-200 word paragraph in your thesis or <a href=\"https:\/\/www.editage.com\/blog\/dissertation-proposal-templates-examples-tips\/\">dissertation proposal<\/a>. Many instructors use the terms interchangeably, but in a written proposal the statement is the deliverable and it must include context, gap, and consequence.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_do_you_identify_a_research_problem_in_qualitative_research\"><\/span>How do you identify a research problem in qualitative research?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>In qualitative research you look for gaps in understanding rather than gaps in measurement. Useful signals include:<\/p>\n<ul>\n<li>Experiences that have been counted but never described from the participants\u2019 point of view.<\/li>\n<li>Groups whose voices are absent from published accounts, such as caregivers or part-time students.<\/li>\n<li>Processes that are known to happen but not explained, for example, how students decide to drop a course.<\/li>\n<li>Surprising quantitative findings that no one has yet explained.<\/li>\n<\/ul>\n<p>Qualitative problems are usually phrased with &#8220;how&#8221; or &#8220;what is it like,&#8221; rather than &#8220;how much&#8221; or &#8220;does X cause Y.&#8221;<\/p>\n<h3><span class=\"ez-toc-section\" id=\"How_long_should_a_research_problem_statement_be\"><\/span>How long should a research problem statement be?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>For most undergraduate assignments, 100-200 words, or 3 to 5 sentences, is enough. Master\u2019s thesis proposals often allow 1 to 2 paragraphs, and doctoral proposals may allow a full page with citations. Length matters less than structure: whatever the word count, the statement should still move clearly from context, to gap, to consequence, and it should cite evidence that the gap is real.<\/p>\n<h3><span class=\"ez-toc-section\" id=\"Can_a_research_problem_change_during_a_study\"><\/span>Can a research problem change during a study?<span class=\"ez-toc-section-end\"><\/span><\/h3>\n<p>Yes, and minor refinements are normal, especially in qualitative work. Problems commonly narrow after the literature review, after a pilot study reveals measurement difficulties, or after access to participants turns out to be limited. Document the reason for any change and tell your supervisor early. What you should avoid is changing the problem after <a href=\"https:\/\/www.editage.com\/blog\/data-collection-methods-for-medical-and-life-sciences-researchers\/\">data collection<\/a> to fit results you happened to find, because that undermines the credibility of the study.<\/p>\n","protected":false},"excerpt":{"rendered":"A research problem is a specific gap, difficulty, or contradiction that a study sets out to investigate; it is the foundation on which every other part of a research project is built. Research problems come from 5 main sources: personal and professional experience, gaps in published literature, theory, practical or policy needs, and the recommendations [&hellip;]","protected":false},"author":3,"featured_media":2479,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_ayudawp_aiss_exclude":false,"_ayudawp_aiss_summary":"A research problem is a specific gap, difficulty, or contradiction that a study sets out to investigate; it is the foundation on which every other part of a research project is built. A topic is broad and general, such as \"student motivation.\" A research problem is narrow and precise, such as \"we do not know whether weekly goal-setting exercises improve motivation among first-year engineering students who study remotely.\" A research problem does 3 jobs:. The research problem is the issue itself; the problem statement is the written text that presents it.","_ayudawp_aiss_summary_provider":"extractive","_ayudawp_aiss_summary_hash":"cb814a790b94a805df0d4425fa8a7961c1ffa365"},"categories":[14],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>What is a Research Problem? Types and Examples - Educational Articles For Researchers, Students And Authors - Editage Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.editage.com\/blog\/what-is-a-research-problem-types-and-examples\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"What is a Research Problem? 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