What makes a good research question?
What shoes would you run a marathon in?
This might seem a random place to start when we are talking about research questions but there is a connection. Getting the research question right means putting the work and training in and getting to the start line with the right pair of shoes fit for purpose. Get the research question wrong and not spending the time crafting it, is like running a marathon in a pair of sandals; sure you can finish in theory but you will be making life very difficult for yourself. Analogies aside, let's put the work in now.
Lesson 1: What makes a good question?
The most important matter to address here, is that creating and using research questions is not something unique to the reflective project or even IB. In fact, to emphasise this transferable skills, take a look at the introduction to 'developing research questions' on the Monash University (Melbourne, Australia) library' s resource pages. Writing good research questions may vary depending on the discipline but there are certainly key factors to consider and this is certainly a skill that will be used in the future with further study.
From Monash University (Melbourne, Australia) library' s resource pages.[1]
There is no universal set of criteria for a good research question. Different disciplines have different priorities and requirements. A good research question for a history paper will differ from a good research question for a biology paper. In general, however, a good research question should be:
- Clear and focused. In other words, the question should clearly state what the writer needs to do.
- Not too broad and not too narrow. The question should have an appropriate scope. If the question is too broad it will not be possible to answer it thoroughly within the word limit. If it is too narrow you will not have enough to write about and you will struggle to develop a strong argument (see the activity below for examples).
- Not too easy to answer. For example, the question should require more than a simple yes or no answer.
- Not too difficult to answer. You must be able to answer the question thoroughly within the given timeframe and word limit.
- Researchable. You must have access to a suitable amount of quality research materials, such as academic books and refereed journal articles.
- Analytical rather than descriptive. In other words, your research question should allow you to produce an analysis of an issue or problem rather than a simple description of it (more on this below).
Now let's explore the Reflective Project and the role of the research question.
Aim: Consider the outcomes of a range of research questions to understand the importance of this key element.
Key skills explored from Criterion A:
- the research question
- identifying opportunities to use appropriate research and sources
- identify potential bias
Full Summary of Criterion A: Focus and Method
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
Step 1: Spot the problem questions - Be an expert
Teacher Notesa) Think of three consequences for the following problems that can occur with a research question.
Use the criteria to back up your ideas.
See below for suggestions of ideas that might emerge. Accept all valid answers that indicate an appreciation with a specific example for the whole reflective project process being hindered by an inadequate research question.
· The question seems too specific
Consequences could include:
Criterion A: Not enough quality sources available to conduct research as the research field is
too narrow.
Criterion B: Unable to demonstrate a depth of knowledge and understanding from multiple
perspectives
Criterion C: Limitations on field will limit opportunity to synthesise information and make
connections.
Criterion E: Not on the criteria specifically but interest will not be sustained as there will be
limits on reflection.
The good news: The hope is that student would identify this early on and review the
question and then reflect upon in the first reflection and criteria A, B and C are saved.
· The questions seems too broad
Consequences could include:
Criterion A: Overwhelming amount of sources available to conduct research as the research
field is too broad. Being able to choose would be difficult.
Criterion B: Unable to demonstrate a depth of knowledge and understanding from multiple
perspectives – interestingly the same as above for a question that is too narrow
Criterion C: Limitations on field will limit opportunity to synthesise information and make
connections. The essay will give the impression of doing insufficient justice to the topic.
Criterion E: Interest will not be sustained as the student will quickly become overwhelmed.
The good news: The student could identify this early on and review the question and then
reflect upon in the first reflection and criteria A, B and C are saved.
· The question seems bias
Consequences could include:
Criterion A: Starting off with a research question that is bias can make the process of
evaluating bias in the sources chosen difficult as the starting off point is not impartial.
Criterion B: A question starting off bias might pre-empt the dilemma not being presented in
a balanced way across multiple perspectives
Criterion C: Ideas that are synthesised from sources might be influenced by the bias of the
question.
The good news: The student could identify this early on and review the question and then
reflect upon in the first reflection and criteria A, B and C are saved.
· There is no dilemma
Consequences could include:
Criterion A: This criterion is called ‘Focus and Method’ and without a dilemma then the focus is missing. The absence might indicate a lack of direction which will make research difficult.
More worrying, it could indicate that there is no dilemma to be had which is even more
serious for the following criteria.
Criterion B: Without a dilemma, multiple different perspectives cannot be shown of an
ethical dilemma; the absence might indicate that there is no debate to be had.
Criterion C: Without a puzzle to offer solutions to, the process of critical thinking cannot take
place.
Criterion E: The basis of the RPPF is to reflect upon growing understanding of a dilemma that there is not a clear solution to over a long period of time. Without a clear dilemma, the
chance of dynamic reflection on the subtleties of the ethical and critical thinking taking place
is not possible.
The good news: The student could identify this early on and review the question and then
reflect upon in the first reflection and criteria A, B and C are saved.
· The ethical issue is not clear
Consequences could include:
Criterion A: An absence of an ethical issue might be a point of clarification of the question.
However it could be indicative of something more serious which is that there is no real
ethical issue to debate. Research will be patchy and limited at best.
Criterion B: Without clarity it is hard to research different perspectives on the same issue.
Criterion C: This lack of issue might be indicative of a descriptive essay which means critical
thinking will be difficult to manage.
The good news: The student could identify this early on and review the question and then
reflect upon in the first reflection and criteria A, B and C are saved.
· The topic area has nothing to do with the student’s career-related subject
Consequences could include:
Criterion A: Theoretically, as this is directly referred to in Criterion A, this will limit the marks the essay can achieve.
Criterion B: The question may well be a decent research question but the student’s growing
expertise in their Career-related Study will be misdirected in an irrelevant area.
The good news: The student could identify this early on and review the question and then
reflect upon in the first reflection and criteria A, B and C are saved.
b) Taking the potential ethical issue and dilemma of gender inequality in terms of pay in sport for a student studying Sport and Exercise Science experiment with creating a research question that meets one of the problems above.
A nice way of exploring this exercise is have students explore what sources are available with specific angles. This certainly can be expanded into an interesting discussion on bias sources in the media. This exercise gets students familiar with the criteria and with the process they may have to jugglepart way through the process if their research comes into difficulty. The following are general examples of responses and not indicative of a particular way questions should be styled.
Eg. Should men and women at the BBC be paid differently?
The topic area has nothing to do with the student’s career-related subject. This mistake may have occurred as the student was exploring the pay in sports media.
· The question seems too specific
eg. Can the pay difference between men and women in minor league baseball be justified?
· The questions seems too broad
Can the pay difference between men and women in athletics be justified?
· The question seems bias
Can pay difference based on men being much stronger than women in sport be acceptable?
· There is no dilemma
Should men and women be paid differently for doing exactly the same job?
(there are also many other things wrong with this question such as bias, vague and
irrelevance to career-related study)
· The ethical issue is not clear
How is pay decided for sports men and women in professional
Footnotes
- ^ https://www.monash.edu/library/help/assignments-research/developing-research-questions