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• Writing Strong Research Questions | Criteria & Examples

Writing Strong Research Questions | Criteria & Examples

Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.

A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

Table of contents

How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.

You can follow these steps to develop a strong research question:

• Choose your topic
• Do some preliminary reading about the current state of the field
• Narrow your focus to a specific niche
• Identify the research problem that you will address

The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.

Using your research problem to develop your research question

Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.

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Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.

Focused and researchable

Feasible and specific

Complex and arguable

Relevant and original

Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.

Good sub-questions should be:

• Less complex than the main question
• Focused only on 1 type of research
• Presented in a logical order

Here are a few examples of descriptive and framing questions:

• Descriptive: According to current government arguments, how should a European bank tax be implemented?
• Descriptive: Which countries have a bank tax/levy on financial transactions?
• Framing: How should a bank tax/levy on financial transactions look at a European level?

Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.

Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.

This involves:

• Reading abstracts , prefaces, introductions , and conclusions
• Looking at the table of contents to determine the scope of the work
• Consulting the index for key terms or the names of important scholars

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

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Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

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This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

40 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

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Formulation of Research Question – Stepwise Approach

Simmi k. ratan.

Department of Pediatric Surgery, Maulana Azad Medical College, New Delhi, India

1 Department of Community Medicine, North Delhi Municipal Corporation Medical College, New Delhi, India

2 Department of Pediatric Surgery, Batra Hospital and Research Centre, New Delhi, India

Formulation of research question (RQ) is an essentiality before starting any research. It aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to discuss the process of formulation of RQ with stepwise approach. The characteristics of good RQ are expressed by acronym “FINERMAPS” expanded as feasible, interesting, novel, ethical, relevant, manageable, appropriate, potential value, publishability, and systematic. A RQ can address different formats depending on the aspect to be evaluated. Based on this, there can be different types of RQ such as based on the existence of the phenomenon, description and classification, composition, relationship, comparative, and causality. To develop a RQ, one needs to begin by identifying the subject of interest and then do preliminary research on that subject. The researcher then defines what still needs to be known in that particular subject and assesses the implied questions. After narrowing the focus and scope of the research subject, researcher frames a RQ and then evaluates it. Thus, conception to formulation of RQ is very systematic process and has to be performed meticulously as research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.

I NTRODUCTION

A good research question (RQ) forms backbone of a good research, which in turn is vital in unraveling mysteries of nature and giving insight into a problem.[ 1 , 2 , 3 , 4 ] RQ identifies the problem to be studied and guides to the methodology. It leads to building up of an appropriate hypothesis (Hs). Hence, RQ aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. A good RQ helps support a focused arguable thesis and construction of a logical argument. Hence, formulation of a good RQ is undoubtedly one of the first critical steps in the research process, especially in the field of social and health research, where the systematic generation of knowledge that can be used to promote, restore, maintain, and/or protect health of individuals and populations.[ 1 , 3 , 4 ] Basically, the research can be classified as action, applied, basic, clinical, empirical, administrative, theoretical, or qualitative or quantitative research, depending on its purpose.[ 2 ]

Research plays an important role in developing clinical practices and instituting new health policies. Hence, there is a need for a logical scientific approach as research has an important goal of generating new claims.[ 1 ]

C HARACTERISTICS OF G OOD R ESEARCH Q UESTION

“The most successful research topics are narrowly focused and carefully defined but are important parts of a broad-ranging, complex problem.”

A good RQ is an asset as it:

• Details the problem statement
• Further describes and refines the issue under study
• Adds focus to the problem statement
• Guides data collection and analysis
• Sets context of research.

Hence, while writing RQ, it is important to see if it is relevant to the existing time frame and conditions. For example, the impact of “odd-even” vehicle formula in decreasing the level of air particulate pollution in various districts of Delhi.

A good research is represented by acronym FINERMAPS[ 5 ]

Interesting.

• Appropriate
• Potential value and publishability
• Systematic.

Feasibility means that it is within the ability of the investigator to carry out. It should be backed by an appropriate number of subjects and methodology as well as time and funds to reach the conclusions. One needs to be realistic about the scope and scale of the project. One has to have access to the people, gadgets, documents, statistics, etc. One should be able to relate the concepts of the RQ to the observations, phenomena, indicators, or variables that one can access. One should be clear that the collection of data and the proceedings of project can be completed within the limited time and resources available to the investigator. Sometimes, a RQ appears feasible, but when fieldwork or study gets started, it proves otherwise. In this situation, it is important to write up the problems honestly and to reflect on what has been learned. One should try to discuss with more experienced colleagues or the supervisor so as to develop a contingency plan to anticipate possible problems while working on a RQ and find possible solutions in such situations.

This is essential that one has a real grounded interest in one's RQ and one can explore this and back it up with academic and intellectual debate. This interest will motivate one to keep going with RQ.

The question should not simply copy questions investigated by other workers but should have scope to be investigated. It may aim at confirming or refuting the already established findings, establish new facts, or find new aspects of the established facts. It should show imagination of the researcher. Above all, the question has to be simple and clear. The complexity of a question can frequently hide unclear thoughts and lead to a confused research process. A very elaborate RQ, or a question which is not differentiated into different parts, may hide concepts that are contradictory or not relevant. This needs to be clear and thought-through. Having one key question with several subcomponents will guide your research.

This is the foremost requirement of any RQ and is mandatory to get clearance from appropriate authorities before stating research on the question. Further, the RQ should be such that it minimizes the risk of harm to the participants in the research, protect the privacy and maintain their confidentiality, and provide the participants right to withdraw from research. It should also guide in avoiding deceptive practices in research.

The question should of academic and intellectual interest to people in the field you have chosen to study. The question preferably should arise from issues raised in the current situation, literature, or in practice. It should establish a clear purpose for the research in relation to the chosen field. For example, filling a gap in knowledge, analyzing academic assumptions or professional practice, monitoring a development in practice, comparing different approaches, or testing theories within a specific population are some of the relevant RQs.

Manageable (M): It has the similar essence as of feasibility but mainly means that the following research can be managed by the researcher.

Appropriate (A): RQ should be appropriate logically and scientifically for the community and institution.

Potential value and publishability (P): The study can make significant health impact in clinical and community practices. Therefore, research should aim for significant economic impact to reduce unnecessary or excessive costs. Furthermore, the proposed study should exist within a clinical, consumer, or policy-making context that is amenable to evidence-based change. Above all, a good RQ must address a topic that has clear implications for resolving important dilemmas in health and health-care decisions made by one or more stakeholder groups.

Systematic (S): Research is structured with specified steps to be taken in a specified sequence in accordance with the well-defined set of rules though it does not rule out creative thinking.

Example of RQ: Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? This question fulfills the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant.

Types of research question

A RQ can address different formats depending on the aspect to be evaluated.[ 6 ] For example:

• Existence: This is designed to uphold the existence of a particular phenomenon or to rule out rival explanation, for example, can neonates perceive pain?
• Description and classification: This type of question encompasses statement of uniqueness, for example, what are characteristics and types of neuropathic bladders?
• Composition: It calls for breakdown of whole into components, for example, what are stages of reflux nephropathy?
• Relationship: Evaluate relation between variables, for example, association between tumor rupture and recurrence rates in Wilm's tumor
• Descriptive—comparative: Expected that researcher will ensure that all is same between groups except issue in question, for example, Are germ cell tumors occurring in gonads more aggressive than those occurring in extragonadal sites?
• Causality: Does deletion of p53 leads to worse outcome in patients with neuroblastoma?
• Causality—comparative: Such questions frequently aim to see effect of two rival treatments, for example, does adding surgical resection improves survival rate outcome in children with neuroblastoma than with chemotherapy alone?
• Causality–Comparative interactions: Does immunotherapy leads to better survival outcome in neuroblastoma Stage IV S than with chemotherapy in the setting of adverse genetic profile than without it? (Does X cause more changes in Y than those caused by Z under certain condition and not under other conditions).

How to develop a research question

• Begin by identifying a broader subject of interest that lends itself to investigate, for example, hormone levels among hypospadias
• Do preliminary research on the general topic to find out what research has already been done and what literature already exists.[ 7 ] Therefore, one should begin with “information gaps” (What do you already know about the problem? For example, studies with results on testosterone levels among hypospadias
• What do you still need to know? (e.g., levels of other reproductive hormones among hypospadias)
• What are the implied questions: The need to know about a problem will lead to few implied questions. Each general question should lead to more specific questions (e.g., how hormone levels differ among isolated hypospadias with respect to that in normal population)
• Narrow the scope and focus of research (e.g., assessment of reproductive hormone levels among isolated hypospadias and hypospadias those with associated anomalies)
• Is RQ clear? With so much research available on any given topic, RQs must be as clear as possible in order to be effective in helping the writer direct his or her research
• Is the RQ focused? RQs must be specific enough to be well covered in the space available
• Is the RQ complex? RQs should not be answerable with a simple “yes” or “no” or by easily found facts. They should, instead, require both research and analysis on the part of the writer
• Is the RQ one that is of interest to the researcher and potentially useful to others? Is it a new issue or problem that needs to be solved or is it attempting to shed light on previously researched topic
• Is the RQ researchable? Consider the available time frame and the required resources. Is the methodology to conduct the research feasible?
• Is the RQ measurable and will the process produce data that can be supported or contradicted?
• Is the RQ too broad or too narrow?
• Create Hs: After formulating RQ, think where research is likely to be progressing? What kind of argument is likely to be made/supported? What would it mean if the research disputed the planned argument? At this step, one can well be on the way to have a focus for the research and construction of a thesis. Hs consists of more specific predictions about the nature and direction of the relationship between two variables. It is a predictive statement about the outcome of the research, dictate the method, and design of the research[ 1 ]
• Understand implications of your research: This is important for application: whether one achieves to fill gap in knowledge and how the results of the research have practical implications, for example, to develop health policies or improve educational policies.[ 1 , 8 ]

Brainstorm/Concept map for formulating research question

• First, identify what types of studies have been done in the past?
• Is there a unique area that is yet to be investigated or is there a particular question that may be worth replicating?
• Begin to narrow the topic by asking open-ended “how” and “why” questions
• Evaluate the question
• Develop a Hypothesis (Hs)
• Write down the RQ.

Writing down the research question

• State the question in your own words
• Write down the RQ as completely as possible.

For example, Evaluation of reproductive hormonal profile in children presenting with isolated hypospadias)

• Divide your question into concepts. Narrow to two or three concepts (reproductive hormonal profile, isolated hypospadias, compare with normal/not isolated hypospadias–implied)
• Specify the population to be studied (children with isolated hypospadias)
• Refer to the exposure or intervention to be investigated, if any
• Reflect the outcome of interest (hormonal profile).

Another example of a research question

Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? Apart from fulfilling the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant, it also details about the intervention done (topical skin application of oil), rationale of intervention (as a skin barrier), population to be studied (preterm infants), and outcome (reduces hypothermia).

Other important points to be heeded to while framing research question

• Make reference to a population when a relationship is expected among a certain type of subjects
• RQs and Hs should be made as specific as possible
• Avoid words or terms that do not add to the meaning of RQs and Hs
• Stick to what will be studied, not implications
• Name the variables in the order in which they occur/will be measured
• Avoid the words significant/”prove”
• Avoid using two different terms to refer to the same variable.

Some of the other problems and their possible solutions have been discussed in Table 1 .

Potential problems and solutions while making research question

G OING B EYOND F ORMULATION OF R ESEARCH Q UESTION–THE P ATH A HEAD

Once RQ is formulated, a Hs can be developed. Hs means transformation of a RQ into an operational analog.[ 1 ] It means a statement as to what prediction one makes about the phenomenon to be examined.[ 4 ] More often, for case–control trial, null Hs is generated which is later accepted or refuted.

A strong Hs should have following characteristics:

• Give insight into a RQ
• Are testable and measurable by the proposed experiments
• Have logical basis
• Follows the most likely outcome, not the exceptional outcome.

E XAMPLES OF R ESEARCH Q UESTION AND H YPOTHESIS

Research question-1.

• Does reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients?

Hypothesis-1

• Reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients
• In pediatric patients with esophageal atresia, gap of <2 cm between two segments of the esophagus and proper mobilization of proximal pouch reduces the morbidity and mortality among such patients.

Research question-2

• Does application of mitomycin C improves the outcome in patient of corrosive esophageal strictures?

Hypothesis-2

In patients aged 2–9 years with corrosive esophageal strictures, 34 applications of mitomycin C in dosage of 0.4 mg/ml for 5 min over a period of 6 months improve the outcome in terms of symptomatic and radiological relief. Some other examples of good and bad RQs have been shown in Table 2 .

Examples of few bad (left-hand side column) and few good (right-hand side) research questions

R ESEARCH Q UESTION AND S TUDY D ESIGN

RQ determines study design, for example, the question aimed to find the incidence of a disease in population will lead to conducting a survey; to find risk factors for a disease will need case–control study or a cohort study. RQ may also culminate into clinical trial.[ 9 , 10 ] For example, effect of administration of folic acid tablet in the perinatal period in decreasing incidence of neural tube defect. Accordingly, Hs is framed.

Appropriate statistical calculations are instituted to generate sample size. The subject inclusion, exclusion criteria and time frame of research are carefully defined. The detailed subject information sheet and pro forma are carefully defined. Moreover, research is set off few examples of research methodology guided by RQ:

• Incidence of anorectal malformations among adolescent females (hospital-based survey)
• Risk factors for the development of spontaneous pneumoperitoneum in pediatric patients (case–control design and cohort study)
• Effect of technique of extramucosal ureteric reimplantation without the creation of submucosal tunnel for the preservation of upper tract in bladder exstrophy (clinical trial).

The results of the research are then be available for wider applications for health and social life

C ONCLUSION

A good RQ needs thorough literature search and deep insight into the specific area/problem to be investigated. A RQ has to be focused yet simple. Research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

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Educational resources and simple solutions for your research journey

How to Craft a Strong Research Question (With Research Question Examples)

A sound and effective research question is a key element that must be identified and pinned down before researchers can even begin their research study or work. A strong research question lays the foundation for your entire study, guiding your investigation and shaping your findings. Hence, it is critical that researchers spend considerable time assessing and refining the research question based on in-depth reading and comprehensive literature review. In this article, we will discuss how to write a strong research question and provide you with some good examples of research questions across various disciplines.

Table of Contents

The importance of a research question

A research question plays a crucial role in driving scientific inquiry, setting the direction and purpose of your study, and guiding your entire research process. By formulating a clear and focused research question, you lay the foundation for your investigation, ensuring that your research remains on track and aligned with your objectives so you can make meaningful contribution to the existing body of knowledge. A well-crafted research question also helps you define the scope of your study and identify the appropriate methodologies and data collection techniques to employ.

Key components of a strong research question

A good research question possesses several key components that contribute to the quality and impact of your study. Apart from providing a clear framework to generate meaningful results, a well-defined research question allows other researchers to understand the purpose and significance of your work. So, when working on your research question, incorporate the following elements:

• Specificity : A strong research question should be specific about the main focus of your study, enabling you to gather precise data and draw accurate conclusions. It clearly defines the variables, participants, and context involved, leaving no room for ambiguity.
• Clarity : A good research question is clear and easily understood, so articulate the purpose and intent of your study concisely without being generic or vague. Ensuring clarity in your research question helps both you and your readers grasp the research objective.
• Feasibility : While crafting a research question, consider the practicality of conducting the research and availability of necessary data or access to participants. Think whether your study is realistic and achievable within the constraints of time, resources, and ethical considerations.

How to craft a well-defined research question

A first step that will help save time and effort is knowing what your aims are and thinking about a few problem statements on the area or aspect one wants to study or do research on. Contemplating these statements as one undertakes more progressive reading can help the researcher in reassessing and fine-tuning the research question. This can be done over time as they read and learn more about the research topic, along with a broad literature review and parallel discussions with peer researchers and supervisors. In some cases, a researcher can have more than one research question if the research being undertaken is a PhD thesis or dissertation, but try not to cover multiple concerns on a topic.

A strong research question must be researchable, original, complex, and relevant. Here are five simple steps that can make the entire process easier.

• Identify a broad topic from your areas of interest, something that is relevant, and you are passionate about since you’ll be spending a lot of time conducting your research.
• Do a thorough literature review to weed out potential gaps in research and stay updated on what’s currently being done in your chosen topic and subject area.
• Shortlist possible research questions based on the research gaps or see how you can build on or refute previously published ideas and concepts.
• Assess your chosen research question using the FINER criteria that helps you evaluate whether the research is Feasible, Interesting, Novel, Ethical, and Relevant. 1
• Formulate the final research question, while ensuring it is clear, well-written, and addresses all the key elements of a strong research question.

Examples of research questions

Remember to adapt your research question to suit your purpose, whether it’s exploratory, descriptive, comparative, experimental, qualitative, or quantitative. Embrace the iterative nature of the research process, continually evaluating and refining your question as you progress. Here are some good examples of research questions across various disciplines.

Exploratory research question examples

• How does social media impact interpersonal relationships among teenagers?
• What are the potential benefits of incorporating mindfulness practices in the workplace?

Descriptive research question examples

• What factors influence customer loyalty in the e-commerce industry?
• Is there a relationship between socioeconomic status and academic performance among elementary school students?

Comparative research question examples

• How does the effectiveness of traditional teaching methods compare to online learning platforms in mathematics education?
• What is the impact of different healthcare policies on patient outcomes in various countries?

Experimental research question examples

• What are the effects of a new drug on reducing symptoms of a specific medical condition?
• Does a dietary intervention have an impact on weight loss among individuals with obesity?

Qualitative research question examples

• What are the lived experiences of immigrants adapting to a new culture?
• What factors influence job satisfaction among healthcare professionals?

Quantitative research question examples

• Is there a relationship between sleep duration and academic performance among college students?
• How effective is a specific intervention in reducing anxiety levels among individuals with phobias?

With these simple guidelines and inspiring examples of research questions, you are equipped to embark on your research journey with confidence and purpose. Here’s wishing you all the best for your future endeavors!

References:

• How to write a research question: Steps and examples. Indeed Career Guide. Available online at https://www.indeed.com/career-advice/career-development/how-to-write-research-questions

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“The central question that you ask or hypothesis you frame drives your research: it defines your purpose.” Bryan Greetham, How to Write Your Undergraduate Dissertation

This page gives some help and guidance in developing a realistic research question. It also considers the role of sub-questions and how these can influence your methodological choices. 

Choosing your research topic

You may have been provided with a list of potential topics or even specific questions to choose from. It is more common for you to have to come up with your own ideas and then refine them with the help of your tutor. This is a crucial decision as you will be immersing yourself in it for a long time.

Some students struggle to find a topic that is sufficiently significant and yet researchable within the limitations of an undergraduate project. You may feel overwhelmed by the freedom to choose your own topic but you could get ideas by considering the following:

Choose a topic that you find interesting . This may seem obvious but a lot of students go for what they think will be easy over what they think will be interesting - and regret it when they realise nothing is particularly easy and they are bored by the work. Think back over your lectures or talks from visiting speakers - was there anything you really enjoyed? Was there anything that left you with questions?

Choose something distinct . Whilst at undergraduate level you do not have to find something completely unique, if you find something a bit different you have more opportunity to come to some interesting conclusions. Have you some unique experiences that you can bring: personal biography, placements, study abroad etc?

Don't make your topic too wide . If your topic is too wide, it will be harder to develop research questions that you can actually answer in the context of a small research project.

Don't make your work too narrow . If your topic is too narrow, you will not be able to expand on the ideas sufficiently and make useful conclusions. You may also struggle to find enough literature to support it.

Scope out the field before deciding your topic . This is especially important if you have a few different options and are not sure which to pick. Spend a little time researching each one to get a feel for the amount of literature that exists and any particular avenues that could be worth exploring.

Think about your future . Some topics may fit better than others with your future plans, be they for further study or employment. Becoming more expert in something that you may have to be interviewed about is never a bad thing!

Once you have an idea (or even a few), speak to your tutor. They will advise on whether it is the right sort of topic for a dissertation or independent study. They have a lot of experience and will know if it is too much to take on, has enough material to build on etc.

Developing a research question or hypothesis

Research question vs hypothesis.

First, it may be useful to explain the difference between a research question and a hypothesis. A research question is simply a question that your research will address and hopefully answer (or give an explanation of why you couldn't answer it). A hypothesis is a statement that suggests how you expect something to function or behave (and which you would test to see if it actually happens or not).

Research question examples

• How significant is league table position when students choose their university?
• What impact can a diagnosis of depression have on physical health?

Note that these are open questions - i.e. they cannot be answered with a simple 'yes' or 'no'. This is the best form of question.

Hypotheses examples

• Students primarily choose their university based on league table position.
• A diagnosis of depression can impact physical health.

Note that these are things that you can test to see if they are true or false. This makes them more definite then research questions - but you can still answer them more fully than 'no they don't' or 'yes it does'. For example, in the above examples you would look to see how relevant other factors were when choosing universities and in what ways physical health may be impacted.

For more examples of the same topic formulated as hypotheses, research questions and paper titles see those given at the bottom of this document from Oakland University: Formulation of Research Hypothesis

Which do you need?

Generally, research questions are more common in the humanities, social sciences and business, whereas hypotheses are more common in the sciences. This is not a hard rule though, talk things through with your supervisor to see which they are expecting or which they think fits best with your topic.

What makes a good research question or hypothesis?

Unless you are undertaking a systematic review as your research method, you will develop your research question  as a result of reviewing the literature on your broader topic. After all, it is only by seeing what research has already been done (or not) that you can justify the need for your question or your approach to answering it. At the end of that process, you should be able to come up with a question or hypothesis that is:

• Clear (easily understandable)
• Focused (specific not vague or huge)
• Answerable (the data is available and analysable in the time frame)
• Relevant (to your area of study)
• Significant (it is worth answering)

You can try a few out, using a table like this (yours would all be in the same discipline):

A similar, though different table is available from the University of California: What makes a good research topic?   The completed table has some supervisor comments which may also be helpful.

Ultimately, your final research question will be mutually agreed between yourself and your supervisor - but you should always bring your own ideas to the conversation.

The role of sub-questions

Your main research question will probably still be too big to answer easily. This is where sub-questions come in. They are specific, narrower questions that you can answer directly from your data.

So, looking at the question " How much do online users know and care about how their self-images can be used by Apple, Google, Microsoft and Facebook? " from the table above, the sub-questions could be:

• What rights do the terms and conditions of signing up for Apple, Google, Microsoft and Facebook accounts give those companies regarding the use of self-images?
• What proportion of users read the terms and conditions when creating accounts with these companies?
• How aware are users of the rights they are giving away regarding their self-images when creating accounts with these companies?
• How comfortable are users with giving away these rights?

Together, the answers to your sub-questions should enable you to answer the overarching research question.

How do you answer your sub-questions?

Depending on the type of dissertation/project your are undertaking, some (or all) the questions may be answered with information collected from the literature and some (or none) may be answered by analysing data directly collected as part of your primary empirical research .

In the above example, the first question would be answered by documentary analysis of the relevant terms and conditions, the second by a mixture of reviewing the literature and analysing survey responses from participants and the last two also by analysing survey responses. Different projects will require different approaches.

Some sub-questions could be answered by reviewing the literature and others from empirical study.

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Formulating your research question (rq).

In an effort to make our handouts more accessible, we have begun converting our PDF handouts to web pages. Download this page as a PDF: Formulating Your Research Question Return to Writing Studio Handouts

In a research paper, the emphasis is on generating a unique question and then synthesizing diverse sources into a coherent essay that supports your argument about the topic. In other words, you integrate information from publications with your own thoughts in order to formulate an argument. Your topic is your starting place: from here, you will develop an engaging research question. Merely presenting a topic in the form of a question does not transform it into a good research question.

Research Topic Versus Research Question Examples

1. broad topic versus narrow question, 1a. broad topic.

“What forces affect race relations in America?”

1b. NARROWER QUESTION

“How do corporate hiring practices affect race relations in Nashville?”

The question “What is the percentage of racial minorities holding management positions in corporate offices in Nashville?” is much too specific and would yield, at best, a statistic that could become part of a larger argument.

2. Neutral Topic Versus Argumentative Question

2a. neutral topic.

“How does KFC market its low-fat food offerings?”

2b. Argumentative question

“Does KFC put more money into marketing its high-fat food offerings than its lower-fat ones?”

The latter question is somewhat better, since it may lead you to take a stance or formulate an argument about consumer awareness or benefit.

3. Objective Topic Versus Subjective Question

Objective subjects are factual and do not have sides to be argued. Subjective subjects are those about which you can take a side.

3a. Objective topic

“How much time do youth between the ages of 10 and 15 spend playing video games?”

3b. Subjective Question

“What are the effects of video-gaming on the attention spans of youth between the ages of 10 and 15?”

The first question is likely to lead to some data, though not necessarily to an argument or issue. The second question is somewhat better, since it might lead you to formulate an argument for or against time spent playing video games.

4. Open-Ended Topic Versus Direct Question

4a. open-ended topic.

“Does the author of this text use allusion?”

4b. Direct question (gives direction to research)

“Does the ironic use of allusion in this text reveal anything about the author’s unwillingness to divulge his political commitments?”

The second question gives focus by putting the use of allusion into the specific context of a question about the author’s political commitments and perhaps also about the circumstances under which the text was produced.

Research Question (RQ) Checklist

• Is my RQ something that I am curious about and that others might care about? Does it present an issue on which I can take a stand?
• Does my RQ put a new spin on an old issue, or does it try to solve a problem?
• Is my RQ too broad, too narrow, or OK?
• within the time frame of the assignment?
• given the resources available at my location?
• Is my RQ measurable? What type of information do I need? Can I find actual data to support or contradict a position?
• What sources will have the type of information that I need to answer my RQ (journals, books, internet resources, government documents, interviews with people)?

Final Thoughts

The answer to a good research question will often be the THESIS of your research paper! And the results of your research may not always be what you expected them to be. Not only is this ok, it can be an indication that you are doing careful work!

Adapted from an online tutorial at Empire State College: http://www.esc.edu/htmlpages/writerold/menus.htm#develop (broken link)

Last revised: November 2022 | Adapted for web delivery: November 2022

In order to access certain content on this page, you may need to download Adobe Acrobat Reader or an equivalent PDF viewer software.

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Clarifying the review question leads to specifying what type of studies can best address that question and setting out criteria for including such studies in the review. This is often called inclusion criteria or eligibility criteria. The criteria could relate to the review topic, the research methods of the studies, specific populations, settings, date limits, geographical areas, types of interventions, or something else.

Systematic reviews address clear and answerable research questions, rather than a general topic or problem of interest. They also have clear criteria about the studies that are being used to address the research questions. This is often called inclusion criteria or eligibility criteria.

Six examples of types of question are listed below, and the examples show different questions that a review might address based on the topic of influenza vaccination. Structuring questions in this way aids thinking about the different types of research that could address each type of question. Mneumonics can help in thinking about criteria that research must fulfil to address the question. The criteria could relate to the context, research methods of the studies, specific populations, settings, date limits, geographical areas, types of interventions, or something else.

Examples of review questions

• Needs - What do people want? Example: What are the information needs of healthcare workers regarding vaccination for seasonal influenza?
• Impact or effectiveness - What is the balance of benefit and harm of a given intervention? Example: What is the effectiveness of strategies to increase vaccination coverage among healthcare workers. What is the cost effectiveness of interventions that increase immunisation coverage?
• Process or explanation - Why does it work (or not work)? How does it work (or not work)?  Example: What factors are associated with uptake of vaccinations by healthcare workers?  What factors are associated with inequities in vaccination among healthcare workers?
• Correlation - What relationships are seen between phenomena? Example: How does influenza vaccination of healthcare workers vary with morbidity and mortality among patients? (Note: correlation does not in itself indicate causation).
• Views / perspectives - What are people's experiences? Example: What are the views and experiences of healthcare workers regarding vaccination for seasonal influenza?
• Service implementation - What is happening? Example: What is known about the implementation and context of interventions to promote vaccination for seasonal influenza among healthcare workers?

Examples in practice :  Seasonal influenza vaccination of health care workers: evidence synthesis / Loreno et al. 2017

Example of eligibility criteria

Research question: What are the views and experiences of UK healthcare workers regarding vaccination for seasonal influenza?

• Population: healthcare workers, any type, including those without direct contact with patients.
• Context: seasonal influenza vaccination for healthcare workers.
• Study design: qualitative data including interviews, focus groups, ethnographic data.
• Date of publication: all.
• Country: all UK regions.
• Studies focused on influenza vaccination for general population and pandemic influenza vaccination.
• Studies using survey data with only closed questions, studies that only report quantitative data.

Consider the research boundaries

It is important to consider the reasons that the research question is being asked. Any research question has ideological and theoretical assumptions around the meanings and processes it is focused on. A systematic review should either specify definitions and boundaries around these elements at the outset, or be clear about which elements are undefined. 

For example if we are interested in the topic of homework, there are likely to be pre-conceived ideas about what is meant by 'homework'. If we want to know the impact of homework on educational attainment, we need to set boundaries on the age range of children, or how educational attainment is measured. There may also be a particular setting or contexts: type of school, country, gender, the timeframe of the literature, or the study designs of the research.

Research question: What is the impact of homework on children's educational attainment?

• Scope : Homework - Tasks set by school teachers for students to complete out of school time, in any format or setting.
• Population: children aged 5-11 years.
• Outcomes: measures of literacy or numeracy from tests administered by researchers, school or other authorities.
• Study design: Studies with a comparison control group.
• Context: OECD countries, all settings within mainstream education.
• Date Limit: 2007 onwards.
• Any context not in mainstream primary schools.
• Non-English language studies.

Mnemonics for structuring questions

Some mnemonics that sometimes help to formulate research questions, set the boundaries of question and inform a search strategy.

Intervention effects

PICO  Population – Intervention– Outcome– Comparison

Variations: add T on for time, or ‘C’ for context, or S’ for study type,

Policy and management issues

ECLIPSE : Expectation – Client group – Location – Impact ‐ Professionals involved – Service

Expectation encourages  reflection on what the information is needed for i.e. improvement, innovation or information.  Impact looks at what  you would like to achieve e.g. improve team communication .

• How CLIP became ECLIPSE: a mnemonic to assist in searching for health policy/management information / Wildridge & Bell, 2002

Analysis tool for management and organisational strategy

PESTLE:  Political – Economic – Social – Technological – Environmental ‐ Legal

An analysis tool that can be used by organizations for identifying external factors which may influence their strategic development, marketing strategies, new technologies or organisational change.

• PESTLE analysis / CIPD, 2010

Service evaluations with qualitative study designs

SPICE:  Setting (context) – Perspective– Intervention – Comparison – Evaluation

Perspective relates to users or potential users. Evaluation is how you plan to measure the success of the intervention.

• Clear and present questions: formulating questions for evidence based practice / Booth, 2006

Read more about some of the frameworks for constructing review questions:

• Formulating the Evidence Based Practice Question: A Review of the Frameworks / Davis, 2011
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How to structure quantitative research questions

There is no "one best way" to structure a quantitative research question. However, to create a well-structured quantitative research question, we recommend an approach that is based on four steps : (1) Choosing the type of quantitative research question you are trying to create (i.e., descriptive, comparative or relationship-based); (2) Identifying the different types of variables you are trying to measure, manipulate and/or control, as well as any groups you may be interested in; (3) Selecting the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved; and (4) Writing out the problem or issues you are trying to address in the form of a complete research question. In this article, we discuss each of these four steps , as well as providing examples for the three types of quantitative research question you may want to create: descriptive , comparative and relationship-based research questions .

• STEP ONE: Choose the type of quantitative research question (i.e., descriptive, comparative or relationship) you are trying to create
• STEP TWO: Identify the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in
• STEP THREE: Select the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved
• STEP FOUR: Write out the problem or issues you are trying to address in the form of a complete research question

STEP ONE Choose the type of quantitative research question (i.e., descriptive, comparative or relationship) you are trying to create

The type of quantitative research question that you use in your dissertation (i.e., descriptive , comparative and/or relationship-based ) needs to be reflected in the way that you write out the research question; that is, the word choice and phrasing that you use when constructing a research question tells the reader whether it is a descriptive, comparative or relationship-based research question. Therefore, in order to know how to structure your quantitative research question, you need to start by selecting the type of quantitative research question you are trying to create: descriptive, comparative and/or relationship-based.

STEP TWO Identify the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in

Whether you are trying to create a descriptive, comparative or relationship-based research question, you will need to identify the different types of variable that you are trying to measure , manipulate and/or control . If you are unfamiliar with the different types of variable that may be part of your study, the article, Types of variable , should get you up to speed. It explains the two main types of variables: categorical variables (i.e., nominal , dichotomous and ordinal variables) and continuous variables (i.e., interval and ratio variables). It also explains the difference between independent and dependent variables , which you need to understand to create quantitative research questions.

To provide a brief explanation; a variable is not only something that you measure , but also something that you can manipulate and control for. In most undergraduate and master's level dissertations, you are only likely to measure and manipulate variables. You are unlikely to carry out research that requires you to control for variables, although some supervisors will expect this additional level of complexity. If you plan to only create descriptive research questions , you may simply have a number of dependent variables that you need to measure. However, where you plan to create comparative and/or relationship-based research questions , you will deal with both dependent and independent variables . An independent variable (sometimes called an experimental or predictor variable ) is a variable that is being manipulated in an experiment in order to observe the effect this has on a dependent variable (sometimes called an outcome variable ). For example, if we were interested in investigating the relationship between gender and attitudes towards music piracy amongst adolescents , the independent variable would be gender and the dependent variable attitudes towards music piracy . This example also highlights the need to identify the group(s) you are interested in. In this example, the group of interest are adolescents .

Once you identifying the different types of variable you are trying to measure, manipulate and/or control, as well as any groups you may be interested in, it is possible to start thinking about the way that the three types of quantitative research question can be structured . This is discussed next.

STEP THREE Select the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved

The structure of the three types of quantitative research question differs, reflecting the goals of the question, the types of variables, and the number of variables and groups involved. By structure , we mean the components of a research question (i.e., the types of variables, groups of interest), the number of these different components (i.e., how many variables and groups are being investigated), and the order that these should be presented (e.g., independent variables before dependent variables). The appropriate structure for each of these quantitative research questions is set out below:

Structure of descriptive research questions

• Structure of comparative research questions
• Structure of relationship-based research questions

There are six steps required to construct a descriptive research question: (1) choose your starting phrase; (2) identify and name the dependent variable; (3) identify the group(s) you are interested in; (4) decide whether dependent variable or group(s) should be included first, last or in two parts; (5) include any words that provide greater context to your question; and (6) write out the descriptive research question. Each of these steps is discussed in turn:

Choose your starting phrase

Identify and name the dependent variable

Identify the group(s) you are interested in

Decide whether the dependent variable or group(s) should be included first, last or in two parts

Include any words that provide greater context to your question

Write out the descriptive research question

FIRST Choose your starting phrase

You can start descriptive research questions with any of the following phrases:

How many? How often? How frequently? How much? What percentage? What proportion? To what extent? What is? What are?

Some of these starting phrases are highlighted in blue text in the examples below:

How many calories do American men and women consume per day?

How often do British university students use Facebook each week?

What are the most important factors that influence the career choices of Australian university students?

What proportion of British male and female university students use the top 5 social networks?

What percentage of American men and women exceed their daily calorific allowance?

SECOND Identify and name the dependent variable

All descriptive research questions have a dependent variable. You need to identify what this is. However, how the dependent variable is written out in a research question and what you call it are often two different things. In the examples below, we have illustrated the name of the dependent variable and highlighted how it would be written out in the blue text .

The first two examples highlight that while the name of the dependent variable is the same, namely daily calorific intake , the way that this dependent variable is written out differs in each case.

THIRD Identify the group(s) you are interested in

All descriptive research questions have at least one group , but can have multiple groups . You need to identify this group(s). In the examples below, we have identified the group(s) in the green text .

What are the most important factors that influence the career choices of Australian university students ?

The examples illustrate the difference between the use of a single group (e.g., British university students ) and multiple groups (e.g., American men and women ).

FOURTH Decide whether the dependent variable or group(s) should be included first, last or in two parts

Sometimes it makes more sense for the dependent variable to appear before the group(s) you are interested in, but sometimes it is the opposite way around. The following examples illustrate this, with the group(s) in green text and the dependent variable in blue text :

Group 1st; dependent variable 2nd:

How often do British university students use Facebook each week ?

Dependent variable 1st; group 2nd:

Sometimes, the dependent variable needs to be broken into two parts around the group(s) you are interested in so that the research question flows. Again, the group(s) are in green text and the dependent variable is in blue text :

How many calories do American men and women consume per day ?

Of course, you could choose to restructure the question above so that you do not have to split the dependent variable into two parts. For example:

How many calories are consumed per day by American men and women ?

When deciding whether the dependent variable or group(s) should be included first or last, and whether the dependent variable should be broken into two parts, the main thing you need to think about is flow : Does the question flow? Is it easy to read?

FIFTH Include any words that provide greater context to your question

Sometimes the name of the dependent variable provides all the explanation we need to know what we are trying to measure. Take the following examples:

In the first example, the dependent variable is daily calorific intake (i.e., calories consumed per day). Clearly, this descriptive research question is asking us to measure the number of calories American men and women consume per day. In the second example, the dependent variable is Facebook usage per week. Again, the name of this dependent variable makes it easy for us to understand that we are trying to measure the often (i.e., how frequently; e.g., 16 times per week) British university students use Facebook.

However, sometimes a descriptive research question is not simply interested in measuring the dependent variable in its entirety, but a particular component of the dependent variable. Take the following examples in red text :

In the first example, the research question is not simply interested in the daily calorific intake of American men and women, but what percentage of these American men and women exceeded their daily calorific allowance. So the dependent variable is still daily calorific intake, but the research question aims to understand a particular component of that dependent variable (i.e., the percentage of American men and women exceeding the recommend daily calorific allowance). In the second example, the research question is not only interested in what the factors influencing career choices are, but which of these factors are the most important.

Therefore, when you think about constructing your descriptive research question, make sure you have included any words that provide greater context to your question.

SIXTH Write out the descriptive research question

Once you have these details ? (1) the starting phrase, (2) the name of the dependent variable, (3) the name of the group(s) you are interested in, and (4) any potential joining words ? you can write out the descriptive research question in full. The example descriptive research questions discussed above are written out in full below:

In the section that follows, the structure of comparative research questions is discussed.

Formulating Your Research Question

• First Online: 26 May 2018

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• Eva O. L. Lantsoght 2 , 3  

Part of the book series: Springer Texts in Education ((SPTE))

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In this chapter, the research question is studied. We focus on how to find a research question that is specific enough, so that you are not tempted to explore paths that are only tangentially related to your research question. The literature review identifies gaps in the current knowledge, and you will learn how to frame a research question within these gaps. We then explore how to subdivide the research question into subquestions. These subquestions become the chapters of your dissertation. We also look at creative thinking, a skill necessary to think out of the box to formulate your research question. This chapter discusses how to convince your supervisor of your research question. It can happen that your supervisor already has an idea of the direction in which your research should be going, but if you can provide technically sound arguments based on your literature review why this approach is not ideal, and why you propose a different road, you should be able to have the freedom to explore your proposed option. Once you have outlined your research question, it is necessary to turn the question and subquestions into practical actions. These practical actions link back to the planning skills you learned in Chap. 3 .

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Time blocks of 25 minutes during which you concentrate on one single task. You can find more information about the Pomodoro technique in the glossary of Part II.

I often work with noise-cancelling headphones.

The course is sweet and short, and runs frequently. I highly recommend it!

Refer to Chap. 4 for examples on how I use mindmaps to structure documents, such as a literature review report.

Further Reading and References

Kara, H. (2015). Creative research methods in the Social Sciences: A practical guide . Bristol: Policy Press.

Google Scholar  

Kara, H. (2015). How to choose your research question. PhD Talk . http://phdtalk.blogspot.com/2015/07/how-to-choose-your-research-question.html

Lantsoght, E. (2012). The creative process: The importance of questions. PhD Talk . http://phdtalk.blogspot.nl/2012/11/the-creative-process-importance-of.html

Feynman, R. P., Leighton, R., & Hutchings, E. (1997). “Surely you’re joking, Mr. Feynman!”: Adventures of a curious character (1st pbk ed.). New York: W.W. Norton.

Lantsoght, E. (2012). The creative process: The creative habit. PhD Talk . http://phdtalk.blogspot.nl/2012/11/the-creative-process-creative-habit.html

Rose, C. (2016). 15 minute history . http://15minutehistory.org /

Oakley, B. (2014). A mind for numbers: How to excel at Math and Science (even if you flunked algebra) . New York: TarcherPerigree.

Lantsoght E (2011). Book review: Starting research: An introduction to academic research and dissertation writing – Roy Preece. PhD Talk . http://phdtalk.blogspot.nl/2011/07/book-review-starting-research.html .

Preece, R. (2000). Starting research: An introduction to academic research and dissertation writing . London: Continuum.

Lantsoght, E. (2014). An example outline diagram for structuring your dissertation. PhD Talk . http://phdtalk.blogspot.nl/2014/08/an-example-outline-diagram-for.html

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Lantsoght, E.O.L. (2018). Formulating Your Research Question. In: The A-Z of the PhD Trajectory. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-77425-1_5

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• South Portland School Department
• Digital Learning Commons
• Research Process
• The Research Process
• Formulate Research Questions & Thesis
• Getting Started
• Choosing a Topic
• Find Background Information
• Search Strategies
• Evaluating Sources
• Primary Sources
• 3. Organization
• Incorporating Sources

What is a thesis?

Dictionary.com defines a thesis as "a proposition stated or put forward for consideration, especially one to be discussed and proved or to be maintained against objections." Simply put, a thesis is a statement, or question, that you intend to address or form your paper around.

How do I write a thesis?

Easy! A good research question will lead you to a strong thesis statement.

For example, the question...

What are the effects of violent video games on teenaged boys?

...might lead to the following thesis:

"Exposure to violent video games negatively affects teenagers in a variety of ways: It increases aggressive behavior, physiological arousal, aggressive-related thoughts and feelings, and also decreases pro-social behavior."

How do I write a strong thesis?

A strong thesis statement is engaging, answers a question, can be challenged and defended, is supported in your paper, and is neither too broad or too narrow. Below are some resources to help you formulate a strong, focused thesis statement.

• Creating a Thesis Tips and examples for writing thesis statements put out by the Purdue OWL (Online Writing Lab). These guys are the basically the top dog when it comes to this stuff, so check it out.
• Thesis Builder Enter some information (topic, opinion, etc), press the button, and VOILA, instant thesis!
• Thesis Creator A nice little thesis generator created by Dr. John McGarvey, a teacher at San Dimas High School in California. Easy as pie to use; check it out.
• Thesis Statements Hosted by the UNC-Chapel Hill Writing Center, this site provides all sorts of information on writing effective thesis statements.

Research Questions

Once you have selected an initial topic, the next step is to develop research questions. You'll do this by using probing questions, such as what, why, when, how, would/could, should.

Phrasing your topic in the form of questions helps direct the research process.

WHAT questions focus on a particular aspect of the topic: What is the driving force behind the popularity of video games?

WHY questions ask for an explanation of something--why something happened, why it did not happen, or why one thing is better than another. For instance, why are video games so popular among young teenage boys?

WHEN questions focus on timing or history. When did video games start to become popular? When were video games invented?

WHERE questions focus the topic on a location, either geographical or other. Where, or in which countries, are video games most popular?

HOW questions focus aspects of the topic, on a process, or on the origin. How do video games affect users?

WOULD / COULD questions focus on possibilities. Would video games be more popular with teenage girls if marketing targeted girls?

SHOULD questions focus on the appropriateness of a particular action, policy, procedure, or decision. Should the government regulate violent video games?

• << Previous: Choosing a Topic
• Next: Find Background Information >>
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How to formulate a research question

Asking the right questions is the first step

Early on in your academic training, you may have been assigned topics to research. As you progress in your studies, however – and especially as you begin thinking about your bachelor thesis – you will increasingly need to identify topics and formulate your research questions on your own. You will want to choose a topic that you are interested in exploring further, of course – beyond what you learned in your coursework – and that will hold your interest long enough to keep you motivated over a longer period of intense focus. In their exploratory focus group interviews, Kacy Lundstrom and Flora Shrode found that students often consider the following when choosing a research paper topic: how easy it is to research, whether your advisor will like the topic, and whether you can easily find sources. If your aspirations go beyond these simple motivations, you may wish to consult Golden Gate University’s guide for some good advice and resources for selecting a topic.

From topic to research question Once you have settled on a topic, some questions about it will likely spring to mind immediately. The central question that you wish to answer in your paper is your research question. Let’s not get ahead of ourselves, though: formulating your final research question is a process.

An important part of this process is the search for academic literature. We recommend starting at your institution’s library website, which provides access to the library catalog and any databases your institution subscribes to. Most library websites also include tutorials with search tips and techniques to help you find exactly what you’re looking for. To learn more about how libraries can help you with your research, read this entry in our blog .

As you search for sources and begin reading, you will learn more about your topic and discover which questions have already been answered and where there are still gaps in the research that you can fill. You can import the books, articles, and other sources you find in the course of your research into your bibliography in Citavi and rate each source according to its relevance to your project .

What distinguishes a research topic from a research question? The topic of your research is usually formulated more broadly or in more general terms. The research question narrows your topic further and highlights a very specific focus in the form of a question that you would like to answer in your paper. There are usually many different questions that could be asked about a particular topic, only one of which you will choose to focus on in a particular paper.

Answering your chosen research question is the goal of your research paper. As such it determines your next steps and how you will design your research. In larger writing projects such as a thesis or dissertation, you will often want to include secondary questions under the main research question, which will inform the structure of your work. Answering these secondary questions will help you find the answers to your main question.

What to pay attention to when formulating a research question Even (especially) if you are bursting with excitement about your research topic and have tons of questions about it, it is important to clearly identify the scope of your research. For example, you’ll never be able to address all the nuances of a large topic like global warming in a 10-page paper.. Instead, concentrate on one carefully selected aspect of your topic Identifying that aspect is also part of the process.

If one question leads to a dead-end, for example, because too much has already been written about it, try heading in a different direction. It won’t always be the case that you find your research topic by narrowing a broad topic down to a specific subtopic, either. Sometimes your process will lead you in the opposite direction, with a question that arises from a specific situation or need but which can be explored from a broader perspective.

If no suitable research questions occur to you at first, you can look to your institution’s repository of previous theses and dissertations in your field for inspiration. Reading questions that have already been answered in your field will not only familiarize you with the spectrum of possible questions, but also provide new ideas and inspiration – and in the process, you will gain valuable expertise in your field!

Don’t forget to keep any necessary limitations in mind while formulating your research question. For example, if your research question in the field of biology can only be investigated by using a rare and expensive piece of analytical equipment, you will probably not be able to successfully answer it in the timeframe you have to complete your bachelor’s thesis. It is also risky to attempt a new research method that you have no practical experience with in a bachelor thesis.

Don’t bite off more than you can chew in the allotted time, either. Three months to write a bachelor’s thesis may sound like a lot at first. However, the first time you conduct an independent research project, you will have little sense for how long the different phases of your project will last or how much time you will need for revisions and final formatting checks . Be sure to discuss your planned questions and methods in detail with your advisor. Your research questions fundamentally determine your timetable for your paper, and you want it to be a pleasant journey .

Types of research questions What does a final research question look like? Your formulated research question will, of course, end in a question mark, and will usually begin with a question word such as “how” or “why.” The Center for Teaching and Learning at the University of Vienna lays out the following requirements for a good research question. It should be:

• doable, and

Keep your question as concise as possible and use language that is easy to understand. You should also be sure that the thesis of your paper follows directly from your research question. Here are some possible types of research questions (and the corresponding wording you might use in your thesis statement):

• Descriptive questions These questions describe something and analyze it in a larger context. They usually begin with “what”, “which”, or “how.” Example: Which strategic positioning methods are most effective for a new series of tools for DIYers? Thesis statement: “An examination of…“ or “Overview of…“
• Causal questions These questions examine the results, causes, or reasons for something, looking for a direct cause-effect relationship. They usually begin with “why.“ Example: Why do German university departments continue to develop their own citation styles rather than using existing guidelines? Thesis statement: “An analysis of…“ “An examination of…“
• Structural questions These questions make suggestions for measures that could be implemented to achieve a certain goal. Example: What steps should cities take if they want to increase use of public transportation? Thesis statement: “Recommendations for...“ “A practical solution for…“
• Evaluative questions These questions make a value analysis. Example: How well has Canada communicated mask policies during the pandemic? Thesis statement: “A critical perspective on“ “Advantages and disadvantages of“
• Predictive questions These questions attempt to look into the future and predict how something is likely to develop. Example: How will the population of European Robins change in the next 5 years? Thesis statement: “Opportunities and risks of…“ “The development of…“

Whether you are at the very beginning of your process or have already tried and then rejected one or more research questions, narrowing in on a suitable research question is only possible if you identify the relevant literature, read it, and expand your knowledge. It’s not a simple, linear process. Sometimes it will feel like you are going back and starting from scratch. Don’t look at this as a setback, but simply as part of the research process.

If trying to formulate your research question is stressful for you and you simply can’t find the right words, remember that your research question can change during the course of your research. If you’re still unsure what to do, read our search tips and ask your teaching assistant, professor, advisor, or a writing center coach for advice and support – this process may be new to you, but you can learn from others’ experience!

For further reading Alvesson, M., & Sandberg, J. (2013). Constructing research questions: Doing interesting research. SAGE.

Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., FitzGerald, W. T., & Turabian, K. L. (Eds.). (2018). Chicago guides to writing, editing, and publishing. A manual for writers of research papers, theses, and dissertations: Chicago Style for students and researchers (9th edition). The University of Chicago Press.

Evans, D., Gruba, P., & Zobel, J. (2014). How to write a better thesis (Third edition). Springer.

Gruba, P. (2017). How to write your first thesis (1st edition). Springer Berlin Heidelberg.

Lester, J. D. (2015). Writing research papers: A complete guide (Sixteenth Edition). Pearson.

Meurer, P., & Schluchter, M. (2017). Writing a Research Paper with Citavi 6 (J. Schultz, Trans.). Based on the Duden book “Die schriftliche Arbeit – kurz gefasst” [Research Papers In a Nutshell] by Jürg Niederhauser. Swiss Academic Software GmbH. https://www.citavi.com/media/1264/citavi_6_writing_a_research_paper.pdf

White, P. (2009). Developing research questions: A guide for social scientists. Palgrave Macmillan.

White, P. (2017). Developing research questions (Second edition). Macmillan International Higher Education; Red Globe Press.

Writing Center, The. (2018, August 8). How to Write a Research Question. George Mason University. https://writingcenter.gmu.edu/guides/how-to-write-a-research-question

About Jana Behrendt

Jana Behrendt, a librarian by training, is deeply interested in everything related to personal information management. However, she does not read as much as you would expect from a librarian. She loves hiking in the Swiss Alps – as long as she doesn’t have to look down.

Recent Articles

• 1 The research question
• 1.1 How to formulate a good research question
• 1.2 The six properties in detail
• 1.3 Explore good research questions
• 1.4 Create a good research question
• 1.5 Topic 1: Knowledge check
• 2 Preliminary search
• 3 Retrieving and evaluating information
• 4 Comprehensive search
• 5 Search alerts
• 6 Cited reference search
• 7 Organising the literature
• 8 Managing data
• 9 Collaboration
• 10 Getting published
• 11 Publication metrics
• 12 Building further skills

How to formulate a good research question

Now that you are doing your own research, you need to formulate your own research question or questions to be answered. A good research question helps to:

• guide the research process
• construct a logical argument
• write a literature review
• plan thesis chapters
• devise efficient search strategies.

Recommended reading that supports this topic:

Foss, S. K., & Waters, W. J. C. (2007). Developing your itinerary: the preproposal . In S. K. Foss & W. J. C. Waters (Eds.), Destination dissertation: a traveler's guide to a done dissertation (pp. 35-46). Lanham: Rowman & Littlefield Publishers.

Difference between a research question, title, hypothesis and research focus

A research question is not the same as a thesis title, research problem, hypothesis or research focus, although they are interrelated and support one another. To further define these elements:

• A research question summarises the significant issue your research will investigate.
• The title consists of the topic and outcome of a research project.
• The research problem explains the knowledge gap your research will address.
• A hypothesis is a predicted answer to the research question that can be tested and is based on prior research.
• A research focus specifies the scope or domain of inquiry.

A research question is clear, focused, concise, complex, arguable and doable. The research question shines a light, is a guide or compass for your research and help you to construct a logical argument.

• devise efficient search strategies

How to Write a Research Paper

• Formulate Questions/Thesis
• Identify Keywords
• Find Background Info
• Search Strategies
• Dissertations
• Proceedings
• Statistics This link opens in a new window
• Primary | Secondary
• Scholarly | General This link opens in a new window
• Creative Commons
• Cite This link opens in a new window
• Quote, Paraphrase, Summarize

Thesis Generator

• Thesis Generator May be of help--but use with caution.

Image source: Powernowllc. CC0 1.0.  Wikimedia Commons.

Formulate Questions

Once you have selected an initial topic, the next step is to develop research questions.  You'll do this by using probing questions, such as what, why, when, how, would/could, should.

Phrasing your topic in the form of questions helps direct the research process.

WHY questions ask for an explanation of something--why something happened, why it did not happen, or why one thing is better than another. For instance, why are video games so popular among young teenage boys?

WHEN questions focus on timing or history.  When did video games start to become popular?  When were video games invented?

WHERE questions focus the topic on a location, either geographical or other.  Where, or in which countries, are video games most popular?

HOW questions focus aspects of the topic, on a process, or on the origin.  How do video games affect users?

WOULD / COULD questions focus on possibilities.   Would video games be more popular with teenage girls if marketing targeted girls?

SHOULD questions focus on the appropriateness of a particular action, policy, procedure, or decision.  Should the government regulate violent video games?

Source:  Mike Palmquest.   Bedford Researcher .   Colorado State University.

Formulate Your Thesis

A good research question will lead to your thesis statement.

For example, the question...

...might lead to the following thesis:

"Exposure to violent video games negatively affects teenagers in a variety of ways:  It increases aggressive behavior, physiological arousal, aggressive-related thoughts and feelings, and also decreases prosocial behavior."

Strong   thesis statements

• answer a question
• are engaging 
• can be challenged or opposed, thus also defended

or "why should I care?" test

• are supported by your paper
• are neither too broad nor too vague

Source:  Thesis Statements.  George Mason University. 

• << Previous: Develop
• Next: Identify Keywords >>
• Last Updated: Jul 1, 2024 10:27 AM
• URL: https://libguides.lvc.edu/researchpaper

Formulating a Research Topic

by Evan Kramer

Motivation and scope

As master’s and PhD students, we all aspire to conduct quality research. The question many of us are faced with is: how do we formulate a research topic that is well poised for performing quality research? Research topics are meant to encompass the majority or entirety of our work during our graduate career and, when well-defined, can result in opportunities to publish several high-impact academic papers. The effort required to formulate a well-defined research topic is significant, but necessary to avoid running into unforeseen challenges during your PhD. This blog post discusses the concepts that should be considered for anyone looking to define their research topic. While students have varying degrees of autonomy in shaping their research due to funding constraints and advisor expectations, the concepts discussed in this blog post account for these facets and can serve as a framework for any situation.

Overview diagram of a framework for formulating a well-defined research topic.

What is quality research?

Quality research is independent , important , and unique .

This definition identifies a set of requirements that a research topic must meet. These requirements will be discussed in more detail to orient the research topic formulation process.

Independent – Independent research can be conducted entirely by you without assistance from outside sources. While you should actively seek collaborations with others to boost the reach of your work, will you be able to complete your research objectives without relying on resources provided by others? Framing your research topic and objectives in this manner gives you protection to flakey collaborators and will keep you on track to graduate on time. For example, something you may want to avoid is crafting a research topic around the usage of one particular data set maintained by a private company. While initial collaboration talks may go smoothly, you don’t want your ability to pursue your research project in the hands of someone else!

Important – Important research makes a contribution towards answering a specific question, or a gap in knowledge, among a research community that has been posed by several scholars. You may ask yourself: if you carry out your research to completion, will your contributions answer outstanding questions posed by multiple scholars in your research community? Note that the question your work addresses may not be explicitly posed in the literature, but identifying common limitations can help formulate a gap in knowledge that you can work towards filling. Aligning your research objectives with specific and commonly posed questions can increase the chance of your work being cited by other scholars and integrated into practices in industry. 

Unique – Unique research makes a first-of-its-kind contribution. There are several ways in which your research can be unique. For example, uniqueness may be assumed if you contribute the first work to a completely unanswered question in your field. Alternatively, you may make a unique contribution to a question that has already been addressed by approaching it in a new way. Knowledge of your chosen field’s state of the art and previous foundations is useful when checking the uniqueness of your work, which can only be verified by thorough literature review. Regardless of the way your research is unique, it is important to identify the uniqueness of your work within the context of existing work in related areas.

With these three research topic characteristics in mind, the following presents a high level path to formulating your well-defined research topic.

A framework for formulating a well-defined research topic

1. look inwards.

Based on previous experiences in coursework, internships, and extracurricular activities, create a two-column list. The first column lists research fields you found interesting. The second column lists ideas that align with your personal motivations for pursuing a career in STEM research. An example of this list may look like the following:

2. Read Widely

Given the two-column lists you created, start familiarizing yourself with the current state of the art. Starting with articles in popular science media outlets can be effective for initial cursory surveys. Any articles that pique your interest should be followed by deeper dives into related literature in Google Scholar. It is likely that several of the topics in the left column of your list get crossed off quickly when you realize they no longer interest you. Continue this process until a subset of around three areas remains. Your two-column list may then look like this:

Note that the right hand column remains unchanged. You very likely will not be able to address all of your personal motivations for pursuing STEM research in your eventual research topic, but now is when you can start connecting topics you find interesting to research applications that personally motivate you. 

3. Consider funding and lab focus areas

While the research topic definition process should be approached predominantly with your own interests in mind, at this stage, it is important to consider where your funding is coming from. Typically, there will be specific fields your research must overlap with based on your funding source. Schedule a discussion with your advisor to share your topic definition process so far and ask if there are topics you should add to your list based on research group and funding requirements. Based on this discussion, add a third column to the list you’ve created that describes the necessary areas of overlap for your research.

4. Continue reading and form a research statement

At this point you are trying to iterate on combinations identified in your three-column list. You can begin to formulate an overarching research statement from these combinations. Research statements generally have the form “To…by…while…”. This sentence structure explicitly identifies what you are trying to accomplish, how you will accomplish it, and which constraints you will account for. A possible research statement could be defined with one entry from each column, or you may be able to create a topic with multiple entries from each column. In this blog’s example list, a research statement could be the following:

To enable efficient natural disaster response for remote communities by developing an AI-powered rapid response scheduling algorithm for a remote sensing satellite while accounting for limitations to satellite operations imposed by the space environment .

5. Iterate and keep track of your work

You may create a few iterations of overarching research statements like this. As you continue to read focused areas in the literature, formulate a focus area Venn Diagram. By allocating articles in your literature search to portions of the diagram, you can stay organized and keep track of the work you’re doing. For the example statement above, your Venn Diagram could look like this:

Venn diagram of research topic focus areas. The most relevant literature review items can be added to each region of the diagram to track and organize your efforts.

At this point, you are well on your way to formalizing your research topic. The formalization step involves writing research questions, drafting objective statements, and identifying your research contributions. AeroAstro Communications Lab fellows can help you with these next steps through one-on-one appointments !

Research Question Generator: Best Tool for Students

Stuck formulating a research question? Try the tool we’ve made! With our research question generator, you’ll get a list of ideas for an academic assignment of any level. All you need to do is add the keywords you’re interested in, push the button, and enjoy the result!

Now, here comes your inspiration 😃

Please try again with some different keywords.

Why Use Research Question Generator?

The choice of research topic is a vital step in the process of any academic task completion. Whether you’re working on a small essay or a large dissertation, your topic will make it fail or fly. The best way to cope with the naming task and proceed to the writing part is to use our free online tool for title generation. Its benefits are indisputable.

• The tool generates research questions, not just topics
• It makes questions focused on your field of interest
• It’s free and quick in use

Research Question Generator: How to Use

Using our research question generator tool, you won’t need to crack your brains over this part of the writing assignment anymore. All you need to do is:

• Insert your study topic of interest in the relevant tab
• Choose a subject and click “Generate topics”
• Grab one of the offered options on the list

The results will be preliminary; you should use them as an initial reference point and refine them further for a workable, correctly formulated research question.

Research Questions: Types & Examples

Depending on your type of study (quantitative vs. qualitative), you might need to formulate different research question types. For instance, a typical quantitative research project would need a quantitative research question, which can be created with the following formula:

Variable(s) + object that possesses that variable + socio-demographic characteristics

You can choose among three quantitative research question types: descriptive, comparative, and relationship-based. Let's consider each type in more detail to clarify the practical side of question formulation.

Descriptive

As its name suggests, a descriptive research question inquires about the number, frequency, or intensity of something and aims to describe a quantitative issue. Some examples include:

• How often do people download personal finance apps in 2022?
• How regularly do Americans go on holidays abroad?
• How many subscriptions for paid learning resources do UK students make a year?

Comparative

Comparative research questions presuppose comparing and contrasting things within a research study. You should pick two or more objects, select a criterion for comparison, and discuss it in detail. Here are good examples:

• What is the difference in calorie intake between Japanese and American preschoolers?
• Does male and female social media use duration per day differ in the USA?
• What are the attitudes of Baby Boomers versus Millennials to freelance work?

Relationship-based

Relationship-based research is a bit more complex, so you'll need extra work to formulate a good research question. Here, you should single out:

• The independent variable
• The dependent variable
• The socio-demographics of your population of interest

Let’s illustrate how it works:

• How does the socio-economic status affect schoolchildren’s dropout rates in the UK?
• What is the relationship between screen time and obesity among American preschoolers?

Research Question Maker FAQ

In a nutshell, a research question is the one you set to answer by performing a specific academic study. Thus, for instance, if your research question is, “How did global warming affect bird migration in California?," you will study bird migration patterns concerning global warming dynamics.

You should think about the population affected by your topic, the specific aspect of your concern, and the timing/historical period you want to study. It’s also necessary to specify the location – a specific country, company, industry sector, the whole world, etc.

A great, effective research question should answer the "who, what, when, where" questions. In other words, you should define the subject of interest, the issue of your concern related to that subject, the timeframe, and the location of your study.

If you don’t know how to write a compelling research question, use our automated tool to complete the task in seconds. You only need to insert your subject of interest, and smart algorithms will do the rest, presenting a set of workable, interesting question suggestions.