RESEARCH QUESTION

Bibhav Adhikari Research Coordinator, LACM

Research paper writing always raises the question, what to research or what will be the paper's topic? There is no doubt; any study or research begins with a research question. Nevertheless, researchers need help 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 needs to be more support for creating innovative research questions (Sandberg & Alvesson, 2011). So, constructing practical research questions is a skill that only some people possess. However, researchers can cultivate it (Lipowski, 2008). This article aims to discuss the pursuit of appropriate research questions.

A research question commonly is a dilemma discussed in the study's conclusion through interpretation and data analysis (Bryman, 2007). Most studies use the research question to outline the study's various aspects, such as the population and variables to be studied. As the name implies, a research question is recurrently derived from research. Although many research projects focus on a single research question, there is also a tendency of using multiple research questions. As a result, they become dynamic, and researchers can change or refine them as they review related literature and develop a framework for the study.

The primary importance of framing the research question is to narrow down the broad topic of interest into a specific study area (Creswell, 2014). It also acts as a research framework, clarifies the limitations of a study and ensures continuity. Hence, it influences the methodology, sample size, data collection, and research analysis (Lipowski, 2008). Moreover, the research question has a domino effect on the rest of the study.

There could be different styles of phrasing research questions based on the research type. So, knowing what type of research to do (quantitative, qualitative, or mixed methods) helps determine the appropriate research question. Let's now discuss the common types research questions as suggested by Doody and Bailey (2016):

Quantitative research questions are precise. These questions typically include the study population, dependent and independent variables, and the research design used. They are usually framed and finalized at the start of the study (Berger, 2015). A quantitative research question is often linked to a research design. Moreover, it is not answerable with "yes" or "no" responses. As a result, quantitative research questions do not use words such as "is," "are," "do," or "does." Quantitative research questions usually seek to understand particular social, familial, or educational experiences or processes in a particular context or location (Marshall & Rossman, 2011). Quantative research question is used to describe the phenomena, compare and contrast the situations, or determine the relationship among the study variables.

● 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 also illustrate causality. For instance, the researcher may compare a group where a specific variable is involved and another group where that variable is not.

● Relationship research questions seek to explore and define trends and interactions between two or more variables. These questions often include dependent and independent variables and use "association" or

Qualitative research questions may concern broad or more specific areas of study. Like quantitative research questions, qualitative research questions are also linked to research design. However, qualitative research questions are usually adaptable, non-directional, and more flexible (Creswell, 2013). So, studies using these questions generally aim to “discover,” “explain,” or “explore.” To classify qualitative research questions, Ritchie et al. (2014) and Marshall and Rossman (2011) have categorized qualitative research questions into:

● 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 creative ideas for developing theories and actions.

● An ideological research question aims to advance a particular ideology.

Mixed methods research usually requires a set of both quantitative and qualitative research questions. This type of research focuses on the importance and differences between quantitative and qualitative methods rather than the integrative elements of research. However, researchers can also create a single mixedmethod research question. For this reason, an integrated component of quantitative and qualitative research methods is required (Tashakkori & Teddlie, 2010).

Steps to Developing a Good Research Question

A sound 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.

1. Start with a broad topic.

Broad topics provide researchers with many avenues to explore in their quest for a feasible research question. Techniques to help develop a topic into subtopics and potential research questions include brainstorming and concept mapping. For example, one can raise thought-provoking questions with friends and flesh out ideas from the discussions. These techniques can organize thoughts to identify connections and relevant themes within a broad topic. In this process, choosing a truly interesting study area is prudent when searching for a topic, as it will affect motivation levels throughout the research.

2. Do preliminary research to learn about topical issues.

Once the topic is selected, it is necessary to do a brief analysis of the research issue. This initial stage of research accomplishes two goals. First, a preliminary review of related literature allows us to discover issues currently being discussed by scholars and fellow researchers. This way, one gets up-to-date, relevant knowledge on the topic. Second, a preliminary review of related literature allows one to spot gaps or limitations in existing knowledge on the topic. With a small amount of fine-tuning, these gaps can be used as the focus of the research question.

3. Narrow down the topic and determine potential research questions. When knowledge of the topic is gathered, the researcher can start focusing on a more specific study area. One option is to focus on gaps in existing knowledge or recent literature. Sandberg and Alvesson (2011) term this “gap-spotting.” This method involves formulating research questions out of identified literature limitations and overlooked study areas. Similarly, researchers can choose research questions that extend or complement the findings of the existing literature. Another way of identifying and constructing research questions is 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. Lipowski (2008), on the other hand, emphasizes the importance of considering the researcher’s personal experiences in developing a research question. For instance, researchers who are also practitioners can reflect on problematic areas of their practice. Patterns and trends in practice may also provide helpful insights and potential ideas for research questions.

4. Evaluate the soundness of the research question.

The initial research and review of related literature will produced some interesting questions that seem worthy. In order to evaluate research question, Hulley et al. (2007) suggest using a set of criteria- known as the “FINER”. These criteria assess feasibility, interesting, novelty, ethics, and relevance.

A valid research question is feasible, which means that the question lies within the researcher’s ability to investigate. In reality, researchers should be realistic about the scope of their research and their ability to collect data and complete it with the skills and resources at their disposal. It is also wise to have a contingency plan in case problems arise.

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, one can research student housing trends if it is right up their alley, as they change often.

Ideally, the research question should be developed to provide new insights into the chosen area of study. For instance, the question may confirm or extend previous findings on the topic.

Ethics is one of the most critical considerations in making a research question. The research question and the subsequent study must be something that review boards and the appropriate authorities will approve.

Aside from being interesting and novel, the research question should be relevant to the scientific community and people involved in the study area. If possible, the research question should also be relevant to the public’s interest.

5. Construct your research question properly

Research questions should be written clearly to ensure clarity. There are a number of frameworks that ensures the proper construction of a research question. Some of them are highlighted as under:

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 essential elements of the study. These include the population to be studied, the expected outcomes, and the time it takes to achieve the outcome. These elements make the framework more commonly used in evidence-based (applied/action) studies.

● P – population, problem (issue)

● I - the intervention or indicator being studied

● C – comparison group

● O – the outcome of interest

● T – timeframe of the study

PEO framework

This framework is more beneficial for qualitative research questions. This framework includes these elements:

● P – population being studied

● E – exposure to preexisting conditions

● O – the outcome of interest

Other frameworks commonly used for research questions are especially in applied research are SPIDER (sample, phenomenon of interest, design, evaluation, Research type) and CLIP (client group, location of service provided, improvement/information/ innovation, Professionals). These frameworks help researchers properly structure research questions and improve research outcomes and the focus of data analysis.

Example no. 1

"How do social media affect people's behaviour?"

The research question above is vague and lacks specificity as it aims to study social media's impact on people's behaviour. Research questions should be specific and targeted. So, the restructured research question could be like this:

"What effect does the day-to-day use of Instagram have on the social engagement of adolescents between 18 to 20?"

Example no. 2

Has there been an increase in rebelliousness among undergraduate students in the past ten years?

This research question is not ideal because it's too simple and easily answerable with a "yes" or "no." It can be reformulated as:

What has been the impact of past schooling and home environment on BBA students' rebelliousness rate?

The research question is more complex and difficult to answer directly. So, the researcher must collect data, perform in-depth data analysis, and form an argument that leads to further discussion.

In order to conduct research, it is crucial to determine what the research question should be. Researchers may find the following points helpful in their pursuit:

● Developing a research question is an iterative process that involves continuously updating one’s knowledge of 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.

● Make the research question as specific and concise as possible to ensure clarity. Avoid using words or terms that do not 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 for the research question and 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/articleabstract/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.