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Formulating Research Questions Part 1

Here are three research questions that meet the guidelines for good research questions: 1. How does socioeconomic status impact childhood obesity rates among elementary school students in Phoenix, Arizona? 2. What factors of school nutrition programs are most effective at reducing childhood obesity? 3. What is the relationship between physical activity levels, screen time, and childhood obesity among 3rd-6th grade students? A research question should be unbiased to remain open-minded without suggesting a solution. An unbiased question allows the researcher to objectively investigate all aspects of the issue without a predetermined outcome in mind. The goal is exploration and understanding, not proving a hypothesis. An unbiased question helps ensure the research process and findings are impartial.

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Nicole Arirao
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149 views22 pages

Formulating Research Questions Part 1

Here are three research questions that meet the guidelines for good research questions: 1. How does socioeconomic status impact childhood obesity rates among elementary school students in Phoenix, Arizona? 2. What factors of school nutrition programs are most effective at reducing childhood obesity? 3. What is the relationship between physical activity levels, screen time, and childhood obesity among 3rd-6th grade students? A research question should be unbiased to remain open-minded without suggesting a solution. An unbiased question allows the researcher to objectively investigate all aspects of the issue without a predetermined outcome in mind. The goal is exploration and understanding, not proving a hypothesis. An unbiased question helps ensure the research process and findings are impartial.

Uploaded by

Nicole Arirao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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FORMULATING RESEARCH

QUESTIONS – PART 1
WHEN RESEARCH QUESTIONS IS SAID TO BE GOOD?
WHAT ARE THE GUIDELINES IN EVALUATING RESEARCH QUESTIONS?
WHAT HAS TO BE UNDERSTOOD IN THE UNDERLYING COMPLEXITY IN
RESEARCH QUESTIONS?
HOW AN ACTIONABLE REASEARCH QUESTIONS BE ATTAINED?
WHEN RESEARCH QUESTIONS IS SAID TO BE
GOOD?
Good research questions are:
• 1. FOCUSED – one issue only; usually one central question and
associated sub-questions.
• 2. SPECIFIC – no vague words or avoiding of naming.
• 3. COMPLEX – not a simple question asking yes/no answers.
• 4. ANALYTICAL – geared towards exploration of a problem, not the
achievement of a solution.
• 5. UN – BIASED – open minded without suggesting a solution. It is like a
roadmap for the reader that illuminates your story or contribution.
WHAT ARE THE GUIDELINES IN EVALUATING
RESEARCH QUESTIONS?
• Guidelines to evaluate the question:
• 1. Is the research question one that is of interest to the
researcher and potentially to others?
• 2. Is it a new issue or problem that needs to be solved or is
it attempting to shed light on previously researched topic?
• 3. Is the research question researchable? Consider the
variable, time frame and the required resources.
• 4. Is the methodology to conduct the research
feasible?
• 5. Is the research question measurable and will
the process produce data that can be supported or
contradicted?
• 6. Is the research question too broad or too
narrow?
WHAT HAS TO BE UNDERSTOOD IN THE UNDERLYING
COMPLEXITY IN RESEARCH QUESTIONS?
• There is a clear relationship between Problem (Statement), Research
Questions, and Outcome (Expectation).
• CHALLENGE 1: Research Questions need to be derived from the
research problem, which is only fully understood at the end of the
research.
• CHALLENGE 2: There is a tendency for asking questions with a bias
towards the Outcome (Expectation). The reason for this is that at the
beginning of the research students frequently have an Outcome
(Expectation), but no real understanding about what the actual problem
is.
• So, how then shall one derive a research question? This needs to be
resolved “gradually” as the research project progresses.
EXAMPLES:
• 1. What is the relationship between customer satisfaction and changes in
market share?
• 2. To what extend are our poor sales figures related to performance
measures for our sales force?
• 3. Are there geographic differences in brand awareness and can these
differences be linked to regional advertising spend?
• 4. How will current and prospective customers react to potential user-
interface changes on our website?
• 5. Why are members of the customer service team leaving the company
and what factors can be improved to increase employee retention?
ACTIVITY 1: Finding the right fit

• 1. WHAT IS THE CHILDHOOD OBESITY RATE IN


PHOENIX, AZ?
• 2. HOW DOES EDUCATION LEVEL OF THE
PARENTS IMPACT CHILDHOOD OBESITY RATES
IN PHOENIX, AZ?
WHAT IS THE CHILDHOOD OBESITY RATE IN PHOENIX, AZ?

• This is TOO NARROW because it can


be answered with a simple statistic.
Questions that can answered with a
“yes” or “no” should also typically be
avoided.
HOW DOES EDUCATION LEVEL OF THE
PARENTS IMPACT CHILDHOOD OBESITY
RATES IN PHOENIX, AZ?

• This question is LESS NARROW and


demonstrates the correct amount of
specificity and the results would provide
the opportunity for an argument to be
formed.
ACTIVITY 1: Finding the right fit

• 1. WHAT ARE THE EFFECTS OF CHILDHOOD


OBESITY IN THE UNITED STATES?
• 2. HOW DOES CHILDHOOD OBESITY
CORRELATE WITH ACADEMIC PERFORMANCE
IN ELEMENTARY SCHOOL CHILDREN?
WHAT ARE THE EFFECTS OF CHILDHOOD
OBESITY IN THE UNITED STATES?

• This question is UNFOCUSED that


research methodology would be very
difficult and the question is TOO
BROAD to be discussed in a typical
research paper.
HOW DOES CHILDHOOD OBESITY CORRELATE WITH
ACADEMIC PERFORMANCE IN ELEMENTARY
SCHOOL CHILDREN?

•This question has a VERY


CLEAR FOCUS for which data
can be collected, analysed, and
discussed.
ACTIVITY 1: Finding the right fit
• 1. HOW MUCH TIME DO YOUNG
CHILDREN SPEND DOING PHYSICAL
ACTIVITY PER DAY?
• 2. WHAT IS THE RELATIONSHIP BETWEEN
PHYSICAL ACTIVITY LEVELS AND
CHILDHOOD OBESITY?
HOW MUCH TIME DO YOUNG CHILDREN
SPEND DOING PHYSICAL ACTIVITY PER DAY?

• This question is TOO OBJECTIVE it may


allow the researcher to collect data but does
not lend itself to collecting data that can be
used to create a valid argument because the
data is just factual information
WHAT IS THE RELATIONSHIP BETWEEN PHYSICAL ACTIVITY
LEVELS AND CHILDHOOD OBESITY?

• This is a MORE SUBJECTIVE


question that may lead to the
formation of an argument based on
the results and analysis of the data.
ACTIVITY 1: Finding the right fit

• 1. HOW ARE THE SCHOOL SYSTEMS


ADDRESSING CHILDHOOD OBESITY?
• 2. WHAT ARE THE EFFECTS OF INTERVENTION
PROGRAMS IN THE ELEMENTARY SCHOOLS ON
THE RATE OF CHILDHOOD OBESITY AMONG 3rd
– 6th GRADE STUDENTS?
HOW ARE THE SCHOOL SYSTEMS
ADDRESSING CHILDHOOD OBESITY?

• This is a TOO SIMPLE question. This


information can be obtained without the need to
collect unique data. The question could be
answered with a simple online search and does
not provide an opportunity for analysis.
WHAT ARE THE EFFECTS OF INTERVENTION PROGRAMS IN
THE ELEMENTARY SCHOOLS ON THE RATE OF CHILDHOOD
OBESITY AMONG 3rd – 6th GRADE STUDENTS?

• This question is MORE COMPLEX and


requires both investigation and evaluation
which will lead the research to form an
argument that may be discussed.
NOTE:
• “Researchers should begin by identifying a broader subject
of interest that lends itself to investigation.”
• This does NOT mean to start broad. One still is expected to
start from a specific issue.
• What is meant with this is that subsequently the specific
issue has to be placed in the broader subject of interest.
• And “interest” in this regards should direct you in asking
what are we interested in “resolving”
NOTE:
• Begin to narrow the topic by asking open-ended “how” and
“why” questions.”
EXAMPLE:

A RESEARCHER MAY WANT TO CONSIDER THE


FACTORS THAT ARE CONTRIBUTING TO CHILDHOOD
OBESITY ON THE SUCCESS RATE OF
INTERVENTATION PROGRAMS.
• Understand, the guidance is NOT suggesting that you
focus on “the success rate of intervention programs”.
• What the guidance suggest instead that you focus on
the “factors that are contributing to…”.
• Thus your research investigates ”factors that are
contributing to…[whatever]”, but not “the success rate
of intervention programs”.
ACTIVITY # 2

• 1. Write three (3) good research questions in


which the guidelines in evaluating research
question are all present.
• 2. Why do you think a research question
unbiased?

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