RM

1. SETTING THE LIMITS ON YOUR RESEARCH
Having decided upon a suitable research problem it is crucial that
the researcher define the research question unambiguously.
This involves two closely related tasks:
1. The researcher must provide explicit definitions for all
concepts used in the research question. This is because
language is often not precise as we think it is. It is important
that the researcher, everyone involved in the research, and
the eventual consumer of the research, understands the
question in precisely the same way.
2. The researcher must specify the limits of the study in a way
that makes it clear what is, and is not, to be studied. A
common mistake is to define the question too broadly (or to
set no limits at all) and then find that the resources required
for such a large study are not available.
The following example, which moves from the idea for a research
question to a research question itself, makes this clearer.
Remember that this is just one example of how a
research question could be refined - not a model for your own
research.
We start with the idea for a research question...
"How have teacher use of instructional technology changed over
the years, and what has been the impact of these changes?"
But this is a huge area! We need to determine some appropriate
boundaries in order to make the project manageable.
The broad question needs to be restated more precisely so as to
indicate both the purpose of the project and the direction that the
research will take. Here it is helpful to define the key terms and
concepts that must be investigated, and possibly determine a
specific period that
the study will cover.

2. Definition of instructional technology
Instructional Technologyis the theory and practice of design,
development, utilization, management, and evaluation of
processesand resources forlearning. ...
We might decide the following:
 To define instructional technology for purposes of this study
as “computer based technologies that make learning more
efficient” so that the project can exclude all soft technologies

3. such as problem based learning and aspects of management
and evaluation.
 To restrict the study to primary school teachers teaching
science. After all, there is such a range of different subjects
at different levels that the study can't cover them all.
 To restrict the period of time covered by the study. A good
starting point would be when the MSC was first launched.
Why?
Now we know what type of instructional technology we are
investigating, within which subject and level and over what time
period.
However, and we still need to narrow down the areas of impact
which the study will consider. Impact on students? What kind of
impact? Motivation? Interest in science? Impact on teacher’s ICT
knowledge and skills? Teacher’s morale?
For purposes of this study we might decide the following:
 To look at the impact on the students.
Again, choose one aspect only
?
?
The research question can now be reformulated as follows:
"How did increase in teacher use of computers in the classroom
since the establishment of MSC impact primary school children’s
motivation to learn science?
Question: What else to limit??