A Problem Statement

A Problem Statement

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A Problem Statement

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1. Evaluate 4 Samples as - Good or Bad - Acceptable or Not A Problem Statement

2. PROBLEM STATEMENT Evaluate 4 Samples as - Good or Bad - Acceptable or Not SAMPLE #1 I will look at what effect after school programs have on improving math TAKS scores of my low socio-economic students. NO - Poor YES - Good Acceptable?

3. PROBLEM STATEMENT SAMPLE #1 I will look at what effect after school programs have on improving math TAKS scores of my low socio-economic students. This is a Statement of Purpose… … it is what YOU intend to do. I will look at… NO - Poor And, written in FIRST PERSON voice… <<< always wrong. I will look … …of my… YES - Good

4. PROBLEM STATEMENT SAMPLE #2 Why are minorities and low socio-economic students dropping out of school before graduation? NO - Poor YES - Good Acceptable?

5. PROBLEM STATEMENT SAMPLE #2 Why are minorities and low socio-economic students dropping out of school before graduation? NO - Poor This is a QUESTION… >> it’s not a statement of anything. Why are… … besides, when else are students supposed to drop out if not before graduation?

6. PROBLEM STATEMENT SAMPLE #3 Students fall behind in math and have to repeat their grade level because their parents are not involved in their school work. NO - Poor YES - Good Acceptable?

7. PROBLEM STATEMENT SAMPLE #3 Students fall behind in math and have to repeat their grade level because their parents are not involved in their school work. NO - Poor Students fall behind in math have to repeat their grade level Because… parents are not involved in their school work. Compound Problem >> just pick one problem. Pure Speculation >> no need to explain why even if you can support it. Research is about finding answers not suggesting them in advance.

8. PROBLEM STATEMENT SAMPLE #4 Students are not passing TAKS tests in math and need remedial instruction. This puts too much stress on teachers. NO - Poor YES - Good Acceptable?

9. PROBLEM STATEMENT SAMPLE #4 Students are not passing TAKS tests in math and need remedial instruction. This puts too much stress on teachers. Convoluted… What EXACTLY is the problem? NO - Poor Not Passing - or - needing remediation? Stress? … Too much stress? … or - the fact that the stress is experienced BY TEACHERS?

10. PROBLEM STATEMENT … from Preceding Samples … Each one is Acceptable • Students are not passing TAKS tests in math. • Students fall behind in math achievement. • Students are not learning math well-enough for adulthood. • Students need excessive remedial instruction. • Students have to repeat their grade level. • Minority students tend to drop out of school. • Many low socio-economic students do not finish school. • Teachers experience unreasonable stress. • Parents are not sufficiently involved in their child’s school work. YES - Good … simple, direct, short, - states what is wrong.

12. PROBLEM STATEMENT … What does it NOT say ? … • Students are not passing TAKS tests in math. • Students fall behind in math achievement. • Students are not learning math well-enough for adulthood. • Students need excessive remedial instruction. • Students have to repeat their grade level. • Minority students tend to drop out of school. • Many low socio-economic students do not finish school. • Teachers experience unreasonable stress. • Parents are not sufficiently involved in their child’s school work. Not about passing TAKS tests. Not about understanding math. Not about math problem solving. Indirectly about life’s needs. Indirectly about advancement. > About learning - more/better/too little.

14. PROBLEM STATEMENT … What does it NOT say ? … • Students are not passing TAKS tests in math. • Students fall behind in math achievement. • Students are not learning math well-enough for adulthood. • Students need excessive remedial instruction. • Students have to repeat their grade level. • Minority students tend to drop out of school. • Many low socio-economic students do not finish school. • Teachers experience unreasonable stress. • Parents are not sufficiently involved in their child’s school work. Not about school policy. Not about demands on teachers. Not about methods of remediation. Not about test scores.Not about teaching methods. Not about students needing special attention. > About students’ deficiencies. – pervasive & extreme