Report problems are meant to explain the objectives of the research. They should be well written, as they indicate the significance of the research. Report problems indicate that the author understands the report clearly. They are usually specific, focused and concise. Readers interested in the research determine whether they will read the report after reading the report problems. Report problems should therefore be persuasive since they will hold the readers interest. If the problems are not stated clearly, or if they are inaccurate, then, the research will not fulfill its objectives. Report problems prepare the reader for what they will expect from the research. Report problems identify the variables to be used in the research. The research hypothesis identifies the relationship between the variables. Report problems enable the reader to know the scope and the context of the report. They also provide the framework for reporting and analyzing the results. In short, report problems answer the basic questions of who, what, where, when, why and how (Ary et al., 2009).
Researchers can use one or more methods of collecting data for the report. They can use either primary or secondary sources of data, or they can combine both methods. This will usually depend on the content of the report, the period, the budget and the importance of the report. The literature review enables one to know what other people have studied concerning the topic. It enables the researcher to identify the theories that have been used, and the existing research done on the topic. It identifies the gaps in the knowledge field. It also identifies any inconsistencies in the information obtained. The literature review helps the researcher to know whether his research is relevant, or whether the topic he is intending to research has already been covered by other researchers. Having a historical background is essential, as it informs the reader why the research is crucial. Reports should always contain the limitations of the research that was carried out. This is important since it enables others who have an interest in continuing the research to know where they will start (Babbie, 2010).
Ary, D., Jacobs, C. L, Razavieh, A., & Sorensen, C. (2009). Introduction to research in education. New York, NY: Cengage Learning
Babbie, R. E. (2010). The practices of social research. New York, NY: Cengage Learning