Adapted from: O'Leary, Z. (Author). (2003). Developing your research question. London: Sage Publications. Retrieved September 1, 2009, from http://www.uk.sagepub.com/resources/oleary/olearychapter03.ppt 1

Developing Your Research Question

Do you know what general area you’re interested in, but not sure

of your research question?

(O’Leary, 2004) 2

The Importance of Good Questions

A good research question:

Defines the investigation Sets boundaries Provides direction

(O’Leary, 2004) 3

Defining Your Topic

If you are finding it a challenge to generate a research topic you can:

Hone in on your passions Use your curiosity Use a concept map to organise your

ideas

(O’Leary, 2004) 4

Concept Map of Potential Research Topics

(O’Leary, 2004) 5

The Concept Map Revisited

Attraction to opposite sex

School ridicule

Peers

Media

Parents

Diet ads

You’reso pretty!!

Desire to be popular

Do parents teach their daughters that worth is dependent

on external beauty?

Compliments

Thin TV Stars Magazine

Models

Poor Self Image in Young Girls

Size of ‘stars’is newsworthy

Weight obsessed mother

You look so nice in that!

Do young girls have an unrealistic perception of normal?

(O’Leary, 2004) 6

The Reality

Research questions are not always the decision of the researcher.

Problems include: Appropriateness of the topic Your ability to get teacher support Rules of the assignment (like EE or IAs)

(O’Leary, 2004) 7

From Interesting Topics to Researchable QuestionsAn ‘angle’ for your research can

come from:

personal experience theory observations contemporary issues search of the literature

For Example… You want to do an EE about WWII

but you don’t study history… Film Studies – “How did movies represent

WWII to audiences in the United States and what impact did this have Americans' attitudes about the war?”

English – “How did British poets portray soldiers in WWII and what impact did this have on British attitudes about the war?”

(Lindemann, 2004) 8

Too Broad… Any attempt to discuss World War

II for example, in its entirety is doomed from the start. If it took more than 5 years to fight WWII, you cannot expect to cover it in any detail in 4000 words or a 10 minute presentation.

(Lindemann, 2004) 9

Rule of Thumb… If entire books have been written

about the subject, you need to narrow your research question

(Lindemann, 2004) 10

Too Narrow… Sometimes a student will refine a

topic to the point where he or she cannot find enough sources to develop it properly.

(Lindemann, 2004) 11

Rule of Thumb… Look closely at what kinds of

sources are readily available for your research BEFORE you commit yourself to a topic.

(Lindemann, 2004) 12

Test Yourself Select what you think is the best

research question …

13

Choose A, B, or C A: What marketing strategies does

the Coca-Cola company currently apply?

B: What is the Coca-Cola company's future marketing plan?

C: What marketing strategies has the Coca-Cola company used in the past?

(Copley, Greenberg, Handley & Oaks, 1996) 14

And The Answer Is… Question A is the best research

question.

(Copley, Greenberg, Handley & Oaks, 1996) 15

Choose A, B, or C A: What are the 14 different disease-

causing genes that were discovered in 1994?

B: What is the importance of genetic research in our lives?

C: How might the discovery of a genetic basis for obesity change the way in which we treat obese persons, both medically and socially?

(Copley, Greenberg, Handley & Oaks, 1996) 16

And The Answer Is… Question C is the best choice. You

can logically posit what "might happen" in the future based on what "has happened" in the past.

(Copley, Greenberg, Handley & Oaks, 1996) 17

(O’Leary, 2004) 18

Tweak the Question Forming the right ‘question’ may

take time and it will develop as you do your research, you don’t have to rush.

(O’Leary, 2004) 19

Good Question Checklist

Is the question right for me?

Will the question hold my interest? Can I manage any potential

biases/subjectivities I may have?

(O’Leary, 2004) 20

Good Question Checklist

Is the question well articulated?

Are the terms well-defined? Are there any unchecked assumptions?

 

(O’Leary, 2004) 21

Good Question Checklist

Can the question be answered?

Can information be collected in an attempt to answer the question?

Do I have the skills and expertise necessary to access this information? If not, can the skills be developed?

Will I be able to get it all done within my time constraints? Are there any potential ethical problems?

 

(O’Leary, 2004) 22

Good Question Checklist

Does the question get the tick of approval from those in the know?

Does my teacher/supervisor think I am on the right track?

(O’Leary, 2004) 23

Evaluate the Class’s Questions

Use the Good Question Checklist to evaluate the questions on the screen.

Remember that a critical evaluation points out what’s good, what’s bad and how to improve the thing being evaluated.

Works Cited

Copley, C., Greenberg, L., Handley, E., & Oaks, S. (1996). Developing a research question. Retrieved September 1, 2009, from Empire State College: State University of New York Web site: http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/f87fd7182f0ff21c852569c2005a47b7

Lindemann, R. B. (2004, August 10). Developing a research question. Retrieved September 1, 2009, from Dannville Area Community College Library Web site: http://www.dacc.cc.il.us/library/OnlineModules/RschQuest.htm

O'Leary, Z. (2004) The Essential Guide to Doing Research. London: Sage. Chapter Three

24