Creating a Research Question
Why does the research question matter so much?
Without the right research question, there is a limit to how successful the whole reflective project can be. Yes, students will still have the opportunity to employ ethical, critical and reflective thinking but it is parallel to trying to run a marathon in flip flops. A question that is too narrow or too broad will make the process far more difficult. It can be frustrating to focus on something so seemingly small. Below are exercises that explore the ramifications of getting the question wrong.
3. ....therefore the dilemma should be clear in the question.
4. Do not be put off by a question that seems too specific; if there are high quality resources available then the student will have just the right breadth of study to explore. With a project that is at the most 3000 words, irrespective of which option the student chooses, a question that is too broad will be impossible to do justice to,
5. 'Will this be a 50 hour project?' Overall the question and resources available must answer affirmative to this and it must relate to the student's career-related study.
How to avoid a descriptive question
1. Once an appropriate issue has been found related to the career-related study, a student can form a question that lets them describe what they already know.
How can social media have negative effects on people?
So the student has identified an issue of sorts but it will lead to a description. Furthermore the internet is referred to generally and this is far too broad so needs narrowing down.
2. Then redraft the question so it sounds like it is asking for a solution.
What can social media platforms do to protect its users from trolls?
The question is a little narrower and asks for a solution of sorts. However the phrasing of the question presupposes that there is no dilemma and that social media hosts are guilty of not doing more to protect its users. Furthermore the word 'trolls' is both vague and loaded with bias.
3. Once the question is at this stage, consider whether the ethical issue is clear and redraft.
Do social media platforms have an obligation to protect its vulnerable users?
The ethical issue is here. Now we have to tackle how broad it is suggested by the vagueness of 'social media users' and 'vulnerable users'.
4. Now the issue is in place, consider whether there is a sense of debate in the question; does it contain the element that presents different perspectives and people are divided on?
Should social media platforms, such as Instagram, ban users for 'trolling'?
This is quite successful; the ethical issue and dilemma is there with the opportunity for different perspectives. However, the word 'trolling', even written in this way, might indicate only one real solution.
5. The student should now consider the step 2 again. Try and redraft the question so rather that just one, there could be multiple solutions.
Should social media platforms such as Instagram do more to protect its teenage users' mental health in regards to 'body-shaming'?
The question is narrowed down to a specific example of a specific social media platform. Also the ethical issue and dilemma is clear. The example of 'body-shaming' is quite a good addition as it narrows down the parameters of how users' mental health could be effected. (Another way of approaching this would be referring to a specific controversial case to centre the debate about; take care though that the local/global dynamic is not restricted by this). What would be interesting here is to explore whether social media users could do more before debating should they do more. This would lead to a complex exploration and offer the possibility of multiple solutions.
The research question is officially assessed in Criterion A: Focus and Method. However it is good to consider elements of the other criteria that a successful or unsuccessful research question can effect - what is the knock on effect? Consider the summary of criteria here and click on the evaluation below.
Criterion A: Focus and Method
Decide on an ethical dilemma and research question arising from the career-related context
Use appropriate research methods and collect information from a variety of sources judiciously
Show an understanding of bias and validity
Criterion B: Knowledge and understanding in context
Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma
Criterion C: Critical thinking
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence
Criterion D: Communication
Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts
Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made throughout the research process and working practices
Answering this question calls for visible thinking. Place the research question at the centre and go through the criteria summary and consider how many elements are dependent on the scope of the question.
In terms of Criterion A, the question must include an issue, dilemma and offer the opportunity for an appropriate amount of research that is neither too broad or too narrow. Students will need to evaluate sources for bias and validity but this also means that their question cannot be slanted with bias itself; this can be as small as the choice of one word that is emotive.
With Criteria B and C, if the student did not appreciate the downside of a problem research question, they will certainly feel the knock on effects here. In terms of criterion B, too broad a question, even if a solid ethical issue, will see the student not being able to do it justice in the word limit and show off the extent of their knowledge and understanding. This is not, however, about just looking for pitfalls as criterion B brings with it the opportunity to choose a really effective local/global dynamic as well as cultural influences that impact people's behaviour. So if a student has a research question that does not strike you as very interesting, guiding them towards original local, global and cultural examples for multiple perspectives can add real depth.
Criterion C depends on successful research for the analysis, synthesis and evaluation of information to take place in relation to the question. The question should be the backbone of the essay that structures the whole piece and this links heavily with Criterion D. However, more marks are available for Criterion C with more at risk; when the question is not quite right, this can manifest itself in students analysing material and simply not answering the question. This is an issue that often comes out in their only draft with advice often being a revisit to the question and research stage. When the question is balanced with a clear issue, dilemma and the potential for different perspectives and solutions, the student has the scope to make connections across their research with far more ease.
Of course, Criterion E awards marks for reflection and the ability to criticise the decisions they have made; theoretically no matter how difficult the student has found this stage and potentially limited their marks elsewhere, an articulate awareness of the journey they have been on will be rewarded.
The following video from Monash university is very clear at the early steps of creating a research question. However the essential follow up is to ask students how they would turn the final question into an interrogative one.