FORMULATING RESEARCH

QUESTIONS

Dr Alexandra Allan

Overview

Why are research questions important?

What makes a good research question?

What types of research questions exist?

How do I begin to formulate my own questions?

Introduction

Research as a journey...

- That takes you to unexpected places

- That you have to carefully prepare for

- Where you move through different stages

‘ Students have been heard to exclaim before deciding on a topic and research questions that

they are interested in the use of ‘qualitative methods’ of data collection or analysis, or that

they are committed to the idea of a questionnaire...Don’t fit your proposed study to

your favourite approach (a case of the cart pulling the horse), and then try to disguise this as

a philosophical rather than a methodological decision. This is why all researchers need some

knowledge of all methods.’

(Gorard and Taylor 2004: 16)

The bad news... This is one of the hardest parts of the research project

requiring real intellectual work and constant refinement

Education is also messy because it is:

Not a distinct discipline, Multi-disciplinary, Focused on pedagogy, practice and policy, A contested and value-oriented terrain, A multi-faceted discipline, A differentiated domain, Socially, historically and culturally located

Discuss

‘The research question is central to the design of a research project as a whole,

and a crucial step in the process of carrying out a research project’

(Punch 2005)

Why do you think this is?

Some answers...

1. Direction and coherence

2. Delimits the project and creates boundaries

3. Helps maintain the researcher’s

focus

4. Provides a framework for writing

up

What is a good research question?

Some answers...

A good research question will be:

- In line with the researcher’s interests- Feasible (political, academic and

manageable)- Ethical- Answerable- Concise

A hierachy of questions

Research Area

Research Topic

Main Research Question

Research Sub-Questions

Data Collection Questions

Examples...

Main research question:

  How do female secondary school English

language teachers perceive of curriculum change in the United Arab Emirates?

(Troudi and Alwan 2010)

 

Examples...Sub-questions:

What do English language teachers understand by ‘curriculum’ in the UAE context?

How do English language teachers feel about ‘curriculum change’ in the UAE context?

(Troudi and Alwan 2010)

Formulating research questions

The Funnel Process

Research Area

Research Questions

Research Data

Formulating questions in four easy stages

1. Go large!

Begin by locating your own research area and topic and write down all of the

related research questions that you can think of.

(Adapted from Green 2005)

Formulating questions in four easy stages

2. Exclude and Refine

Try to narrow the list by excluding some questions and refining others. Return to the ‘good research question’ check list in

order to ensure that they match the criteria

(Adapted from Green 2005)

Formulating questions in four easy stages

3. Refine the terminology used

Work through each question in order to carefully examine the terminology that you

have used. Try to examine the assumptions that have been made

through the terminology that has been used.

(Adapted from Green 2005)

This step also includes ensuring that your research questions follow on from your

paradigmatic assumptions:

E.g.

Positivist= ‘Variables’, ‘Factors that affect’, ‘What’, ‘Relationship’, ‘Determinants’

Interpretivist = ‘Discover’, ‘Perceive’, ‘Seek to understand’, ‘How’, ‘Explore’

Blakie (2000) suggests first considering if you are using a how, a why or a what question:

What = requires description

Why = concerned with reasons

How = concerned with processes

An example...

How do female secondary school English language teachers perceive of curriculum change in the United Arab Emirates?

Some questions that you may ask yourself during this process are:

What do I mean by the terms I have used?

What references to the sample have I used?

Which groups/organisations/individuals/departments etc have you included as part of the question?

What methods do these questions entail?

An example...

How do female secondary school English language teachers perceive of curriculum change in the United Arab Emirates?

Formulating questions in four easy stages

4. Reviewing the final list of questions

Do they meet the criteria for good research questions?

To check you might want to:- Share your ideas with a peer/supervisor, - Draft your first introductory paragraph - Examine how your question fits with others in the

research literature

(Adapted from Green 2005)

Conclusions...

Research questions can’t be rushed – they require work, time and patience

But researchers rarely get them right first time

And researchers may refine them throughout the entire research process

References Silverman, D. (2001) Interpreting Qualitative Data. London: Sage.

Gorard, S. and Taylor, C. (2004) Combining Methods in Educational and Social Research. Maidenhead: Open University Press.

Mills, C.W. (1959) The Sociological Imagination. Harmandsworth: Pelican.

Punch, K. (2009) Introduction to Research Methods in Education. London: Sage.

Gilbert, N. (2005) Researching Social Life. London: Sage.

Green, N. (2005) ‘Formulating and refining a research question’, in N. Gilbert (Ed) Researching Social Life. London: Sage.

Blaikie (2000) Designing Social Research: The Logic of Anticipation. Cambridge: Polity Press.

Bryman, A. (2004) Social Research Methods. Oxford: Oxford University Press.

Delamont, S. (2002) Fieldwork in Educational Settings: Methods, Pitfalls and Perspectives. London: Routledge Falmer.

Hartas, D. (2011) Educational Research and Inquiry: Qualitative and Quantitative Approaches. London: Continuum.

Fielding, N. (1981) The National Front. London: Routledge Kegan Paul.

Troudi, S. and Alwan, F. (2010) ‘Teachers’ feelings during curriculum change in the United Arab Emirates: opening Pandora’s box’, Teacher Development , 14 (1), pp107-121.