Enhancing Research Skills for the JAPCC

1. Enhancing Research Skills
What do we mean by A Research Question?
John Lewak
Senior Lecturer

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, 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 educational practice
– Improve the human condition

4. Characteristics of good research?
• Originates 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)
• 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.

5. 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.
•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.

6. Characteristics of a good research question:
• It addresses directly or indirectly some real problem in the world.
• It takes ethical, moral and legal issues into consideration.
• 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 has multiple possible answers.
– There must be more than one!

7. Characteristics of a good research question:
• 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
• 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.

8. Drafting the question
Draft research Question/hypothesis:
•Example: What effects did 9/11/01 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 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.

9. Drafting the question
Revise and rewrite the research question/hypothesis:
•Example: What is the association between 9/11/01 and future plans of US
high school seniors?
Revise and rewrite the purpose statement:
•Example: Purpose Statement (Declarative): The purpose of this study is to
explore the association between 9/11/01 and future plans of US high school
seniors.
– Note: statements are neutral; they do not presume an association,
either negative or positive.

10. Operationalise
• Notice that the final research question suggested an association or
a relationship.
• 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.
• 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.
Using the example above, “students” is not very specific, so you
might revise to public high school seniors in Midwest USA. This
narrows (focuses) your research and potentially makes it more
manageable.

11. 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 9/11/01 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’s /parent’s political affiliation

12. Common Errors
• Overly broad (big) questions:
Example: The Effects of 9/11/01 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.