What is a
Research Question?
A research question is a
question that a study or research project, through its thesis
statement, 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,
a research
question is 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.
Importance of the research question
The primary importance of
developing a 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).
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
writing effective research questions.
Doody and Bailey (2016)
suggest a number of common types of research questions, as outlined below.
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". Students aim for a what is
research question to uncover particular processes.
- 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. This research question design often includes both
dependent and independent variables and use words such as
“association" or “trends."
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.
The following table
illustrates the differences between quantitative and qualitative research
questions.
Example: Factors that
increase the likelihood of childhood anxiety include peer pressure, genetics,
and higher intelligence levels.
Topic
childhood anxiety
Key aspects of the topic
to be discussed
peer pressure, parental
education, and higher intelligence levels
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.
Steps to
Developing a Good Research Question
Before learning how to write a research paper, you must first learn how to create a research question. Based on the research question definition provided, formulate your query. If you are looking for criteria for a good research question, Stone (2002) says that a good research question should be relevant, decided, and meaningful. Creating a research question can be a tricky process, but there is a specific method you can follow to ease the process. But we will deal with it in our Hands on Practice.
The following steps will guide you on how to formulate a research question:
If you are free you can Continue reading from here, But I will talk about this during our hands on Practice.
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.
Moreover, according to Farrugia et al. (2010),
certain institutions that provide grants encourage applicants to conduct a
systematic review of available studies and evidence to see if a similar, recent
study doesn’t already exist, before applying for a grant.
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 and narrowing down a research question. 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
research question methodology, 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 research question examples.
4. Evaluate the
soundness of your research question.
At this point, you should have a list of
potential research questions to choose from. To narrow them down, you have to
evaluate each potential option based on their soundness, which can mean a
number of things. Aside from being clear or specific, a good research question
will also need to be relevant. There are other factors to consider when
choosing which research question to investigate. To create a better
play-by-play, here are the most crucial characteristics of the research
question that you are looking for according to Hulley et al. (2007) 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.
Considering research question importance,
research questions should be structured properly to ensure clarity. Look for
good research questions examples. 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 research question 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
The sample research question below illustrates
how to write research questions based on the PICOT framework and its elements:
Between the ages of five
and 18, are children of parents with diagnosed mental health issues at
increased risk of depression or anxiety compared with children of parents with
no diagnosed mental health issues?
P (population being
studied)
children
I (indicator or
intervention)
parents with diagnosed
mental health issues
C (comparison group)
children of parents with
no diagnosed mental health issues
O (outcome of interest)
increased risk of
depression or anxiety
T (timeframe of interest)
between the ages of five
and 18.
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
Below is an example of research question in
the PEO framework:
Paper section and topic
Description
1. Title and title page
Identify variables and
theoretical issues under investigation and the relationship between them;
Author note contains acknowledgment of special circumstances.
2. Abstract
Problem under
investigation;
Participants or subjects; specifying pertinent characteristics; in animal
research, include genus and species
Study method;
Findings, including effect sizes and confidence intervals and/or statistical
significance levels;
Conclusions and the implications or applications
3. Introduction
The importance of the
problem;
Review of relevant scholarship;
Specific hypotheses and objectives;
How hypotheses and research design relate to one another
4. Method
Participant
characteristics
Eligibility and exclusion
criteria;
Major demographic characteristics as well as important topic-specific
characteristics.
Sampling procedures
Procedures for selecting
participants;
Settings and locations where data were collected;
Agreements and payments made to participants;
Institutional review board agreements, ethical standards met, safety monitoring
Sample size, power, and
precision
Intended sample size;
Actual sample size;
How sample size was determined
Measures and covariates
Definitions of all primary
and secondary measures and covariates;
Methods used to collect data;
Methods used to enhance the quality of measurements;
Information on validated or ad hoc instruments created for individual studies
Research design
Whether conditions were
manipulated or naturally observed;
Type of research design.
5. Results
Participant flow
Total number of
participants;
Flow of participants through each stage of the study
Recruitment
Dates defining the periods
of recruitment and repeated measurements or follow-up
Statistics and data
analysis
Information concerning
problems with statistical assumptions and/or data distributions that could
affect the validity of findings;
Missing data, etc.
Statistical software program, if specialized procedures were used
Report any other analyses performed,
Ancillary analyses
Discussion of implications
of ancillary analyses for statistical error rates.
6. Discussion
Statement of support or
nonsupport for all original hypotheses;
Similarities and differences between the results and work of others
Interpretation of the results;
Generalizability (external validity) of the findings;
Discussion of implications for future research, program, or policy.
Other commonly used frameworks for research
questions include the SPIDER (Sample, Phenomenon of Interest, Design,
Evaluation, Research type) and CLIP (Client group, Location of provided
service, Improvement/Information/Innovation, Professionals) frameworks. Aside
from helping researchers properly structure research questions, these
frameworks also help refine research results and improve the focus of data
analysis.
Examples
of Good and Bad Research Questions
The following research question examples 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.
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 examples of research questions
provided in this guide have illustrated what good research questions look like.
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).
References:
- Berger, R.
(2015). Now I see it, now I don’t: Researcher’s position and reflexivity
in qualitative research. Qualitative
Research, 15 (2), 219-234. https://doi.org/10.1177/1468794112468475
- Creswell,
J.W. (2013). Qualitative Inquiry
and Research Design: Choosing Among Five Approaches, 3rd ed.
Thousand Oaks, CA: Sage.
- Creswell,
J.W. (2014). Educational Research:
Planning, Conducting, and Evaluating Quantitative and Qualitative
Research, 5th ed. Upper
Saddle River, NJ: Pearson Education.
- Doody, O.,
& Bailey, M. E. (2016). Setting a research question, aim, and
objective. Nurse Researcher, 23 (4). https://journals.rcni.com/doi/pdfplus/10.7748/nr.23.4.19.s5
- Farrugia,
P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research
questions, hypotheses, and objectives. Canadian
Journal of Surgery, 53 (4), 278. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/
- Lipowski,
E. E. (2008). Developing great research questions. American Journal of Health-System Pharmacy, 65 (17), 1667-1670. https://academic.oup.com/ajhp/article-abstract/65/17/1667/5128061
- Marshall,
C., & Rossman, G. B. (2014). Designing
qualitative research. Sage publications. Google
Books
- Mayo, N.,
Asano, M., & Barbic, S.P. (2013). When is a research question not a
research question? Journal of
Rehabilitation Medicine, 45 (6), 513-518. https://doi.org/10.2340/16501977-1150
- Patnaik,
S., & Swaroop, S. (2019). Hypothesizing the research question. Indian Journal of Public Health Research
& Development, 10 (11). http://www.indianjournals.com/ijor.aspx?target=ijor:ijphrd&volume=10&issue=11&article=097
- Richardson,
W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The
well-built clinical question: a key to evidence-based decisions. Acp j club, 123 (3),
A12-3. https://doi.org/10.7326/ACPJC-1995-123-3-A12
- Ritchie,
J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative Research Practice: A Guide for
Social Science Students and Researchers. Thousand Oaks, CA: Sage.
http://jbposgrado.org/icuali/Qualitative%20Research%20practice.pdf
- Sandberg,
J., & Alvesson, M. (2011). Ways of constructing research questions:
gap-spotting or problematization? Organization, 18 (1), 23-44. https://journals.sagepub.com/doi/abs/10.1177/1350508410372151
- Stone, P.
(2002). Deciding upon and refining a research question. Palliative Medicine, 16, 265267. https://doi.org/10.1191/0269216302pm562xx
- Tashakkori,
A., & Teddlie, C. (Eds.). (2010). Sage
Handbook of Mixed Methods in Social & Behavioral Research.
Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781506335193
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