2. Definition(s)?
• A research question provides a focus for investigation
• A research question clearly defines a significant area of
interest (for the individual or a group) which requires
investigation.
• A research question is the fundamental core of a
research project, study, or review of a body of literature.
It focuses the study, determines the methodology, and
guides all stages of inquiry, analysis, and reporting.
And research is:
“…the systematic process of collecting and analysing
information (data) in order to increase our understanding of
the phenomenon about which we are concerned or
interested.”
3. Research Questions
• The research question begins with a research problem, an issue
someone would like to know more about or a situation that needs to
be changed or addressed, such as:
– Areas of concern
– Conditions that could be improved
– Difficulties that need to be addressed
– Questions seeking answers (or at least a response, which may
not be an answer; it could be a clarification of the question)
• A research problem can lead to a hypothesis and/or research
question
• Questions should in some way. . .
– Be worth investigating (contribute knowledge & value to the field)
– Improve practice
– Improve the human condition
4. • Originate with a question or problem
– often the hardest part (aim)
• Requires clear articulation of a goal or goals
– The scope and limitations of the work clearly defined
• Follows a plan or procedure
– The process to be clearly explained so that it can be
reproduced and verified by other researchers.
• Often divides main problem into sub problems
– Hierarchy of problems (objectives)
Characteristics of good
research
5. Characteristics of good
research
• Guided by specific problem, question, or hypothesis
– Address an important question
– Advance knowledge
• Can accept certain critical assumptions
– Verified, supported and reasonable
• Requires collection and interpretation of data
• Cyclical (helical) in nature (continuous refinement)
– Because of the cyclic nature of research, it can be difficult to
determine where to start and when to stop
6. Characteristics of a good
research question
(Not necessarily in order of importance)
• It has some relevance to a theoretical framework
– there is some body of knowledge that relates to the area of
study; try not to pioneer!
• It is builds on, but also offers something new to, previous
research
– confirming/reinforcing, disconfirming/challenging,
discovering/exposing
7. Characteristics of a good
research question
• It has the potential to suggest directions for future
research
– at the end of the research it provides a new starting point for
further development of the work
• It has a purpose or question that the researcher is
sincerely (passionately) interested and/or invested in and
is current
– you must be exploring this because you are interested/involved
and the topic is up-to-date
• It addresses directly or indirectly some real problem in
the world
8. Characteristics of a good
research question
• The question is clear
– It clearly states the variables or constructs to be examined
– so that others can easily understand the nature of your research
– single interpretation so that people cannot get misled
– be very clear in your mind so that you can properly engage with
it
• It is not biased in terminology or position
– Don’t infer or predict answers but test possibilities
• It is manageable/feasible
– not too big, not too small, not too complex, not too simple. You
must be able to complete it in the time you have available or the
word count that is placed as a limiter by the publication / lecturer
9. Characteristics of a good
research question
• It has multiple possible answers
– There must be more than one
• The purpose and question(s) of a study should
drive the study design. As such there should be
a close match of the language of the purpose
and question(s) with the design itself
– The nature of the question will determine methodology,
approach, tasks, timing and sequencing
• It takes ethical, moral and legal issues into
consideration
10. Drafting the question
Draft research Question/hypothesis:
• Example: What effects did 9/11 have on the future plans
of students who were high school leavers in the USA at
the time of the terrorist attacks?
• Example (measureable): Did US school leavers consider
enlisting in the military as a result of the 9/11 attacks?
Did seniors consider colleges closer to home as a
result?
Draft a purpose statement:
• Example: The purpose of this study is to determine the
effects of the 9/11/01 tragedy on the future plans of US
high school leavers.
11. Drafting the question
Revise and rewrite the research question/hypothesis:
• Example: To what extent did the events of 9/11 influence
the future plans of US high school seniors?
Revise and rewrite the purpose statement:
• Purpose Statement: The purpose of this study is to
explore the association between the events
of 9/11 and the future plans of US high school seniors.
• Note: statements are neutral; they do not presume an
association, either negative or positive.
12. Operationalise the question
• It is helpful to determine which variables you would like
to understand, and then word your question in such a
way as to suggest how you will test your question.
– Example: The extent to which the events of 9/11 influenced
the education plans of US high school seniors – an evaluation of
university applications data 1999 - 2003
• This is called operationalising, referring to the actions,
processes, or operations used to measure or identify
variables.
• Finally, you will want to be specific about whom you are
studying. So you might revise to high school seniors in
Midwest USA. This narrows (focuses) your research and
potentially makes it more manageable.
13. Expanding Simple Research
Questions
• You can expand your question by introducing additional
variables or characteristics. We call these connecting,
mediating, or moderating variables
– Example: What is the relationship between 9/11 and the
numbers enlisting in the US military?
• Variables you might introduce to expand the question
include:
– Demographics (gender/age/ethnicity/religious preference)
– Geographic distribution
– Parent’s educational level
– Role of parent
– Student/parent political affiliation
14. Common Errors
• Overly broad (big) questions:
Example: The effects of 9/11 on students
Which students? Worldwide? Age?
• Overly narrow (small) questions:
Example: How many US high school seniors enlisted in the military
prior to 2002 graduation?
The link is unclear and the only possible “response” is a number!
• Research questions do not always have to seek
answers, they can be about understanding the problem
(or problem domain) better
