1 Foundations of Research and Research Questions
Learn how research moves from a broad topic to a focused, feasible question and an evidence-based investigation.
The purpose of
is a systematic way to investigate a question using evidence. Depending on its purpose, it may describe a situation, explain a pattern, compare cases, evaluate an approach, or address a practical problem. A clear helps identify relevant evidence and set limits on what the project can reasonably accomplish.
The
The often has recognizable stages, but it is iterative: learning from sources or evidence may lead to changes in the question or plan. Early exploration can test whether a question is focused and manageable, and later findings may prompt further refinement.
Choose an area of interest. Identify a broad subject or issue worth exploring.
Define the problem. Use initial reading and observation to identify what is uncertain, disputed, or in need of investigation.
Develop a . Narrow the problem into a clear, answerable inquiry.
Plan the investigation. Decide what evidence is needed, how it can be obtained, and how much work is manageable.
Gather and analyze evidence. Follow the plan while remaining open to revision if the evidence or practical constraints require changes.
Interpret and communicate findings. Explain what the evidence supports, note limitations, and share the results.
From to
A is a broad subject area, such as student sleep, urban transportation, or online learning. A identifies a specific uncertainty or need within that . A expresses what the project will investigate about the problem.
For example:
: Online learning
Problem: In one course, students report different levels of participation, but the instructor does not know how participation relates to students’ access to recorded lectures.
: Among students in that course, how is access to recorded lectures associated with self-reported participation during the term?
The names the territory, the problem explains why inquiry is needed, and the question sets the direction and limits of the investigation. A useful question can be answered with evidence the researcher can access, rather than only with personal opinion or speculation.
Developing a focused, question
Start with a of interest and narrow it by setting boundaries relevant to the subject:
People or cases: Which group, organization, text, or event?
Place: Where will the investigation take place?
Time: What period will it cover?
Focus: Which outcome, experience, relationship, or aspect of the matters?
Turn the narrowed focus into an open-ended question, often beginning with how, what, or to what extent. Then assess whether it meets these criteria:
Clear: A reader can tell exactly what is being asked.
Focused: The project can investigate it within the required length and scope.
Researchable: Relevant evidence is available and can support an answer.
: The researcher has sufficient time, access, resources, and appropriate skills.
Neutral: The wording lets evidence determine the answer instead of assuming a result.
Testing and revising a question
“Does online learning harm students?” is broad and assumes a single outcome. A more bounded question is: “How do first-year students at a particular college describe the ways recorded lectures affect their review of course material during one term?” Its feasibility depends on whether the researcher can access those students and has enough time to gather and examine their responses.
If a question is too broad, narrow its population, setting, period, or focus. If it is too narrow to find useful evidence for, broaden one of those boundaries. Revising a question is a normal part of , not a mistake.