ABSTRACT
The old cliché that a problem well stated is half solved, applies perfectly to educational research. It may be easy to decide on a general area of research interest and to have some idea of the general thrust of a research study, but it is not nearly so simple to state the problem in terms which limit the problem without robbing it of its significance. Many graduate students spend months refining a problem, only then to abandon it as once it has been adequately articulated it loses its appeal. The task of defining a research problem requires a combination of experience and intuition, and efforts spent in developing the required skills are useful even though a specific problem may be abandoned. Developing research problems and conducting the study is analogous to attempting to build your own house. While we all have at least a general idea of the kind of house we would like to live in, we are differentially equipped to build it. Some people will have a very clear idea of the specific requirements for the house-of how it will be sited, of its proportions, space allocation and style. Others will have only vague ideas and will require considerable assistance from professionals in order to come up with an appropriate design. Needless to say, basic building skills, experience in the use of tools and the ability to develop and follow a plan are essential if the task of construction is to be accomplished. The first effort, of course, should be more modest than later efforts because it is a learning experience and training ground in the necessary skills. The most successful beginning house builder will follow the established models and will break new ground in only minor ways.
