Clarifying research problems and questions in education: A systematic review of definitions, quality criteria, formulation strategies and frameworks
In educational research, there is often confusion about the distinction between a research problem and a research question. This uncertainty hampers conceptual clarity, alignment, and the overall methodological coherence of a research project. The Objective of the Review: Is to investigate and synthesise definitions, quality criteria, formulation strategies, and frameworks related to research problems and questions. A systematic review of the literature was conducted spanning 2000–2026. The review focused on English-language studies, and data were obtained from Google Scholar, ERIC, EBSCOhost, and the Directory of Open Access Journals. Texts were reviewed after being screened independently by both reviewers against predefined criteria. Using Cohen’s κ, inter-rater reliability was assessed, and disagreements were resolved by consensus. The study was appraised using CASP checklists. The data were synthesised and analysed thematically and tested for stability through a sensitivity analysis. From the selected studies, 55 met the inclusion criteria. The following themes emerged from the data: the distinct significance and purpose of problems versus questions; the multiple origins of problems and how they are transformed into researchable questions; the criteria for strong formulation of research problems and questions; and frameworks for developing research problems and questions. The review suggested practical templates and checklists for writing research problems and questions. The evidence in the review included diverse sources, methods, contexts, and data types, as education literature remains limited. Also, formal frameworks for problem statements are limited; therefore, literature is, in some cases, adapted from other fields. Research problems and research questions are conceptually distinct yet interdependent. Applying explicit criteria, alignment checks, and appropriate frameworks can strengthen design decisions, analytic focus, and reporting quality in education research. The research used a correlational survey design.
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Article Information
- Article Type Research Articles
- Submitted August 28, 2025
- Accepted March 18, 2026
- Published March 30, 2026
- Issue Vol. 5 No. 1 (2026): Pedagogical Perspective (March)
- Section Research Articles
