Research Questions

Research Methodology
MA I LC
Tutor: Dr. GUERZA Radia
 ―It is a good thing for a research
scientist to discard a pet hypothesis
every day before breakfast.‖
- Konrad Lorenz- (1903-1989)
1)Introduction
2)What is a Research Question
3)Types of Research Questions
4)Steps to developing a good research
question
5)Examples of good and bad research
questions
6)Important points to keep in mind in
creating a research question
7)Conclusion
 INTRODUCTION

Any study or research begins with a research

question. Nevertheless, researchers face a degree of
difficulty in turning valid and relevant issues into
logical research questions. (Doody & Bailey, 2016).
On top of that, despite the importance of the sound
structure of these questions, there is little support on
how to create an innovative research question
(Sandberg & Alvesson, 2011). Constructing good
research questions is not a skill that anyone is born
with. However, researchers can cultivate it
(Lipowski, 2008).
 1. WHAT IS A RESEARCH QUESTION?

A research question is a question that a study or research project aims to

answer. This question often addresses an issue or a problem, which, through
analysis and interpretation of data, is answered in the study’s conclusion. In
most studies, the research question is written so that it outlines various
aspects of the study, including the population and variables to be studied and
the problem the study addresses.

As their name implies, research questions are often grounded on research. As

a result, these questions are dynamic; this means researchers can change or
refine the research question as they review related literature and develop a
framework for the study. While many research projects will focus on a single
research question, larger studies often use more than one research question.
 2. Importance of the research question

The primary importance of framing the research question is

that it narrows down a broad topic of interest into a specific
area of study (Creswell, 2014). Research questions, along with
hypotheses, also serve as a guiding framework for research.
These questions also specifically reveal the boundaries of the
study, setting its limits, and ensuring cohesion.
Moreover, the research question has a domino effect on the rest
of the study. These questions influence factors, such as
the research methodology, sample size, data collection, and
data analysis (Lipowski, 2008).
 3. Types of Research Questions:

Research questions can be classified into different

categories, depending on the type of research to be
done. Knowing what type of research one wants to
do—quantitative, qualitative, or mixed-methods
studies—can help in determining the best type of
research question to use.
Doody and Bailey (2016) suggest a number of common
types of research questions, as outlined below.
 4. Quantitative research questions:

Quantitative research questions are precise. These questions typically

include the population to be studied, dependent and independent variables,
and the research design to be used. They are usually framed and finalized at
the start of the study (Berger, 2015).
Quantitative research questions also establish a link between the research
question and the research design. Moreover, these questions are not
answerable with ―yes‖ or ―no‖ responses. As a result, quantitative research
questions don’t use words such as ―is,‖ ―are,‖ ―do,‖ or ―does.‖
Quantitative research questions usually seek to understand particular
social, familial, or educational experiences or processes that occur in a
particular context and/or location (Marshall & Rossman, 2011). They can be
further categorized into three types: descriptive, comparative, and
relationship.
 Descriptive research questions aim to measure the responses
of a study’s population to one or more variables or describe
variables that the research will measure. These questions
typically begin with ―what.‖
 Comparative research questions aim to discover the
differences between two or more groups for an outcome
variable. These questions can be causal, as well. For
instance, the researcher may compare a group where a
certain variable is involved and another group where that
variable is not present.
 Relationship research questions seek to explore and define
trends and interactions between two or more variables.
These questions often include both dependent and
independent variables and use words such as ―association‖
or ―trends.‖
 5. Qualitative research questions:

Qualitative research questions may concern broad areas of

research or more specific areas of study. Similar to quantitative
research questions, qualitative research questions are linked to
research design. Unlike their quantitative counterparts,
though, qualitative research questions are usually adaptable,
non-directional, and more flexible (Creswell, 2013). As a result,
studies using these questions generally aim to ―discover,‖
―explain,‖ or ―explore.‖
Ritchie et al. (2014) and Marshall and Rossman (2011) have also
further categorized qualitative research questions into a number
of types, as listed below:

 Contextual research questions seek to describe the nature of

what already exists.
 Descriptive research questions attempt to describe a
phenomenon.
 Emancipatory research questions aim to produce knowledge
that allows for engagement in social action, especially for the
benefit of disadvantaged people.
 Evaluative research questions assess the effectiveness of
existing methods or paradigms.
 Explanatory research questions seek to expound on
a phenomenon or examine reasons for and
associations between what exists.
 Exploratory research questions investigate little-
known areas of a particular topic.
 Generative research questions aim to provide new
ideas for the development of theories and actions.
 Ideological research questions are used in research
that aims to advance specific ideologies of a
position.
 6. Mixed-methods studies

Mixed-methods studies typically require a set of both

quantitative and qualitative research questions. Separate
questions are appropriate when the mixed-methods study
focuses on the significance and differences in quantitative and
qualitative methods and not on the study’s integrative
component (Tashakkori & Teddlie, 2010).
Researchers also have the option to develop a single mixed-
methods research question. According to Tashakkori and
Teddlie (2010), this suggests an integrative process or
component between the study’s quantitative and qualitative
research methods.
7. Steps to Developing a Good Research
Question:

Broadly, a good research question should be

relevant, decided, and meaningful (Stone,
2002). Creating a research question can be a
tricky process, but there is a specific method
you can follow to ease the process. The steps to
this method are outlined below:
1. Start with a broad topic.
A broad topic provides writers with plenty of avenues to explore
in their search for a viable research question. Techniques to help
you develop a topic into subtopics and potential research
questions include brainstorming and concept mapping. For
example, you can raise thought-provoking questions with your
friends and flesh out ideas from your discussions. These
techniques can organize your thoughts so you can identify
connections and relevant themes within a broad topic.
When searching for a topic, it’s wise to choose an area of study
that you are genuinely interested in, since your interest in a topic
will affect your motivation levels throughout your research. It’s
also wise to consider the interests being addressed recently by the
research community, as this may affect your paper’s chances of
getting published.
2. Do preliminary research to learn about topical issues:

Once you have picked a topic, you can start doing preliminary
research. This initial stage of research accomplishes two goals.
First, a preliminary review of related literature allows you to
discover issues that are currently being discussed by scholars
and fellow researchers. This way, you get up-to-date, relevant
knowledge on your topic.
Second, a preliminary review of related literature allows you to
spot existing gaps or limitations in existing knowledge of your
topic. With a certain amount of fine-tuning, you can later use
these gaps as the focus of your research question.
3. Narrow down your topic and determine potential
research questions:

Once you have gathered enough knowledge on the

topic you want to pursue, you can start focusing on a
more specific area of study. One option is to focus on
gaps in existing knowledge or recent literature.
Referred to by Sandberg and Alvesson (2011) as ―gap-
spotting,‖ this method involves constructing research
questions out of identified limitations in literature and
overlooked areas of study. Similarly, researchers can
choose research questions that extend or complement
the findings of existing literature.
Another way of identifying and constructing research questions:
problematization (Sandberg & Alvesson, 2011). As a methodology
for constructing research questions, problematization aims to
challenge and scrutinize assumptions that support others’ and
the researcher’s theoretical position. This means constructing
research questions that challenge your views or knowledge of the
area of study.
Lipowski (2008), on the other hand, emphasizes the importance
of taking into consideration the researcher’s personal experiences
in the process of developing a research question. Researchers who
are also practitioners, for instance, can reflect on problematic
areas of their practice. Patterns and trends in practice may also
provide new insights and potential ideas for research questions.
4. Evaluate the soundness of your research question:

Your initial research and review of related literature

will have produced some interesting questions that
seem like they’re worth pursuing. However, not all
interesting questions make for sound research
questions. Keep in mind that a research question
draws its answer or conclusion through an analysis
of evidence.
Hulley et al. (2007) suggest using a set of criteria-
known as the ―FINER‖ criteria-to find out if you have
a good research question. The FINER criteria are
outlined below:
F – Feasible

A good research question is feasible, which means that

the question is well within the researcher’s ability to
investigate. Researchers should be realistic about the
scale of their research as well as their ability to collect
data and complete the research with their skills and the
resources available to them. It’s also wise to have a
contingency plan in place in case problems arise.
I – Interesting

The ideal research question is interesting not only to

the researcher but also to their peers and community.
This interest boosts the researcher’s motivation to see
the question answered. For instance, you can do
research on student housing trends if it is right up
your alley, as they do change often.
N – Novel

Your research question should be

developed to bring new insights to the field
of study you are investigating. The
question may confirm or extend previous
findings on the topic you are researching,
for instance.
E – Ethical

This is one of the more important

considerations of making a research
question. Your research question and your
subsequent study must be something that
review boards and the appropriate
authorities will approve.
R – Relevant

Aside from being interesting and novel,

the research question should be relevant
to the scientific community and people
involved in your area of study. If possible,
your research question should also be
relevant to the public’s interest.
5.Construct your research question properly:

Research questions should be structured properly to ensure clarity. There are a

number of frameworks that you can use for properly constructing a research
question. The two most commonly used frameworks are explained below.
PICOT framework
The PICOT framework was first introduced in 1995 by Richardson et al. Using
the PICOT framework; research questions can be constructed to address
important elements of the study, including the population to be studied, the
expected outcomes, and the time it takes to achieve the outcome. With these
elements, the framework is more commonly used in clinical research and
evidence-based studies.
 P – population, patients, or problem
 I – intervention or indicator being studied
 C – comparison group
 O – outcome of interest
 T – timeframe of the study
PEO framework
Like the PICOT framework, the PEO
framework is commonly used in clinical
studies as well. However, this framework
is more useful for qualitative research
questions. This framework includes these
elements:
 P – population being studied
 E – exposure to preexisting conditions
 O – outcome of interest
 8. Examples of Good and Bad Research Questions:

The following examples of good and bad research questions can further
guide researchers on properly constructing a research question.

Example no. 1

Bad: How does social media affect people’s behavior?

Good: What effect does the daily use of YouTube have on the attention
span of children aged under 16?

The first research question is considered bad because of the vagueness of

―social media‖ as a concept and the question’s lack of specificity. A good
research question should be specific and focused, and its answer should
be discovered through data collection and analysis. You can also hone
your ability to construct well-worded and specific research questions by
improving reading skills.
Example no. 2

Bad: Has there been an increase in childhood obesity in the

US in the past 10 years?
Good: How have school intervention programs and parental
education levels affected the rate of childhood obesity among
1st to 6th-grade students?

In the second example, the first research question is not ideal

because it’s too simple, and it’s easily answerable by a ―yes‖
or ―no.‖ The second research question is more complicated; to
answer it, the researcher must collect data, perform in-depth
data analysis, and form an argument that leads to further
discussion.
 9. Important Points to Keep in Mind in Creating a Research Question:

Developing the right research question is a critical first step in the research process. The
key points outlined below should help researchers in the pursuit:

The development of a research question is an iterative process that involves continuously

updating one’s knowledge on the topic and refining ideas at all stages (Maxwell, 2013).
Remain updated on current trends, state-of-the-art research studies, and technological
advances in the field of study you are pursuing.
Make the research question as specific and concise as possible to ensure clarity. Avoid
using words or terms that don’t add to the meaning of the research question.
Aside from doing a literature review, seek the input of experts in the field, mentors, and
colleagues. Such inputs can prove beneficial not only for the research question but also
for creating the rest of the study.
Finally, refrain from committing the two most common mistakes in framing research
questions: posing a question as an anticipated contribution and framing a question as a
method (Mayo et al., 2013).
 10. Conclusion:
In conclusion, a research question helps writers focus their
research by providing a path through the research and writing
process. The specificity of a well-developed research question
helps writers avoid the ―all-about‖ paper and work toward
supporting a specific, arguable thesis. The question you ask
should be developed for the discipline you are studying. A
question appropriate for Biology, for instance, is different from an
appropriate one in Political Science or Sociology. If you are
developing your question for a course other than first-year
composition, you may want to discuss your ideas for a research
question with your professor.
Task :

 Why is a research question essential to the

research process?
 What do you think of these sample questions?
―How should social networking sites address the
harm they cause”, “What is the effect on the
environment from global warming?”, “How are
doctors addressing diabetes in the U.S.?”
 Identify the problems in the former research
questions.
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