Enhancing Research SkillsWhat do we mean by A Research Question?

Kevin Jacques

Principal Teaching Fellow

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.”

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

• 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

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

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

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

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

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

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.

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.

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.

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

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