2. American women
Question: | How often do British university students use Facebook each week? |
Variable: | Weekly Facebook usage |
Group: | British university students |
Question: | How often do male and female British university students upload photos and comment on other users' photos on Facebook each week? |
Variable: | 1. Weekly photo uploads on Facebook 2. Weekly comments on other users? photos on Facebook |
Group: | 1. Male, British university students 2. Female, British university students |
Question: | What are the most important factors that influence the career choices of Australian university students? |
Variable: | Factors influencing career choices |
Group: | Australian university students |
In each of these example descriptive research questions, we are quantifying the variables we are interested in. However, the units that we used to quantify these variables will differ depending on what is being measured. For example, in the questions above, we are interested in frequencies (also known as counts ), such as the number of calories, photos uploaded, or comments on other users? photos. In the case of the final question, What are the most important factors that influence the career choices of Australian university students? , we are interested in the number of times each factor (e.g., salary and benefits, career prospects, physical working conditions, etc.) was ranked on a scale of 1 to 10 (with 1 = least important and 10 = most important). We may then choose to examine this data by presenting the frequencies , as well as using a measure of central tendency and a measure of spread [see the section on Data Analysis to learn more about these and other statistical tests].
However, it is also common when using descriptive research questions to measure percentages and proportions , so we have included some example descriptive research questions below that illustrate this.
Question: | What percentage of American men and women exceed their daily calorific allowance? |
Variable: | Daily calorific intake |
Group: | 1. American men 2. American women |
Question: | What proportion of British male and female university students use the top 5 social networks? |
Variable: | Use of top 5 social networks (i.e. Facebook, MySpace, Twitter, LinkedIn, and Classmates) |
Group: | 1. Male, British university students 2. Female, British university students |
In terms of the first descriptive research question about daily calorific intake , we are not necessarily interested in frequencies , or using a measure of central tendency or measure of spread , but instead want understand what percentage of American men and women exceed their daily calorific allowance . In this respect, this descriptive research question differs from the earlier question that asked: How many calories do American men and women consume per day? Whilst this question simply wants to measure the total number of calories (i.e., the How many calories part that starts the question); in this case, the question aims to measure excess ; that is, what percentage of these two groups (i.e., American men and American women) exceed their daily calorific allowance, which is different for males (around 2500 calories per day) and females (around 2000 calories per day).
If you are performing a piece of descriptive , quantitative research for your dissertation, you are likely to need to set quite a number of descriptive research questions . However, if you are using an experimental or quasi-experimental research design , or a more involved relationship-based research design , you are more likely to use just one or two descriptive research questions as a means to providing background to the topic you are studying, helping to give additional context for comparative research questions and/or relationship-based research questions that follow.
Comparative research questions aim to examine the differences between two or more groups on one or more dependent variables (although often just a single dependent variable). Such questions typically start by asking "What is the difference in?" a particular dependent variable (e.g., daily calorific intake) between two or more groups (e.g., American men and American women). Examples of comparative research questions include:
Question: | What is the difference in the daily calorific intake of American men and women? |
Dependent variable: | Daily calorific intake |
Groups: | 1. American men 2. American women |
Question: | What is the difference in the weekly photo uploads on Facebook between British male and female university students? |
Dependent variable: | Weekly photo uploads on Facebook |
Groups: | 1. Male, British university students 2. Female, British university students |
Question: | What are the differences in usage behaviour on Facebook between British male and female university students? |
Dependent variable: | Usage behaviour on Facebook (e.g. logins, weekly photo uploads, status changes, commenting on other users' photos, app usage, etc.) |
Group: | 1. Male, British university students 2. Female, British university students |
Question: | What are the differences in perceptions towards Internet banking security between adolescents and pensioners? |
Dependent variable: | Perceptions towards Internet banking security |
Groups: | 1. Adolescents 2. Pensioners |
Question: | What are the differences in attitudes towards music piracy when pirated music is freely distributed or purchased? |
Dependent variable: | Attitudes towards music piracy |
Groups: | 1. Freely distributed pirated music 2. Purchased pirated music |
Groups reflect different categories of the independent variable you are measuring (e.g., American men and women = "gender"; Australian undergraduate and graduate students = "educational level"; pirated music that is freely distributed and pirated music that is purchased = "method of illegal music acquisition").
Comparative research questions also differ in terms of their relative complexity , by which we are referring to how many items/measures make up the dependent variable or how many dependent variables are investigated. Indeed, the examples highlight the difference between very simple comparative research questions where the dependent variable involves just a single measure/item (e.g., daily calorific intake) and potentially more complex questions where the dependent variable is made up of multiple items (e.g., Facebook usage behaviour including a wide range of items, such as logins, weekly photo uploads, status changes, etc.); or where each of these items should be written out as dependent variables.
Overall, whilst the dependent variable(s) highlight what you are interested in studying (e.g., attitudes towards music piracy, perceptions towards Internet banking security), comparative research questions are particularly appropriate if your dissertation aims to examine the differences between two or more groups (e.g., men and women, adolescents and pensioners, managers and non-managers, etc.).
Whilst we refer to this type of quantitative research question as a relationship-based research question, the word relationship should be treated simply as a useful way of describing the fact that these types of quantitative research question are interested in the causal relationships , associations , trends and/or interactions amongst two or more variables on one or more groups. We have to be careful when using the word relationship because in statistics, it refers to a particular type of research design, namely experimental research designs where it is possible to measure the cause and effect between two or more variables; that is, it is possible to say that variable A (e.g., study time) was responsible for an increase in variable B (e.g., exam scores). However, at the undergraduate and even master's level, dissertations rarely involve experimental research designs , but rather quasi-experimental and relationship-based research designs [see the section on Quantitative research designs ]. This means that you cannot often find causal relationships between variables, but only associations or trends .
However, when we write a relationship-based research question , we do not have to make this distinction between causal relationships, associations, trends and interactions (i.e., it is just something that you should keep in the back of your mind). Instead, we typically start a relationship-based quantitative research question, "What is the relationship?" , usually followed by the words, "between or amongst" , then list the independent variables (e.g., gender) and dependent variables (e.g., attitudes towards music piracy), "amongst or between" the group(s) you are focusing on. Examples of relationship-based research questions are:
Question: | What is the relationship between gender and attitudes towards music piracy amongst adolescents? |
Dependent variable: | Attitudes towards music piracy |
Independent variable: | Gender |
Group: | Adolescents |
Question: | What is the relationship between study time and exam scores amongst university students? |
Dependent variable: | Exam scores |
Independent variable: | Study time |
Group: | University students |
Question: | What is the relationship amongst career prospects, salary and benefits, and physical working conditions on job satisfaction between managers and non-managers? |
Dependent variable: | Job satisfaction |
Independent variable: | 1. Career prospects 2. Salary and benefits 3. Physical working conditions |
Group: | 1. Managers 2. Non-managers |
As the examples above highlight, relationship-based research questions are appropriate to set when we are interested in the relationship, association, trend, or interaction between one or more dependent (e.g., exam scores) and independent (e.g., study time) variables, whether on one or more groups (e.g., university students).
The quantitative research design that we select subsequently determines whether we look for relationships , associations , trends or interactions . To learn how to structure (i.e., write out) each of these three types of quantitative research question (i.e., descriptive, comparative, relationship-based research questions), see the article: How to structure quantitative research questions .
4. Research Questions
Learning Objectives
As you move from a research topic to a research question, some considerations should guide how you pose your question. First, social scientists are best equipped to answer empirical questions —questions about the facts of the world around us—as opposed to normative or ethical questions—questions about what we as a society should value. Empirical questions can be answered through research, but the answers to normative questions depend on people’s moral opinions. (To say something is “normative” means that it relates to our norms or standards—what we should do.) While research projects can inform how we make decisions about ethical issues, they cannot directly answer normative questions, which are fundamentally a matter of debate within communities and societies about what sorts of principles they want to uphold.
For example, a student in one of our methods classes wanted to research student athletes. Their original research question was: “Should college athletes be paid?” Outside of a research context, this is a great question—the matter of paying or not paying athletes affects the lives of millions of students, and it speaks to critical issues about what we as a society think a college education should entail, and what is a fair reward for the work people do. Unfortunately, this specific question is a normative one that we need to debate, not an empirical question that we can resolve with research. The tip-off is that it begins with the word “should,” a normative phrasing that you generally want to avoid in research questions. The answer to such a question would be a series of moral arguments, based on the particular values the author and their audience hold in common.
It’s true that research can help us to make moral arguments. For example, if we learn how much money universities make from college sports, or how all the work that athletes put into training and playing shapes their experience of college, that empirical knowledge could help us decide whether we believe student athletes are being exploited by their universities, and whether we believe they have a moral right to be paid for their labor. But then those questions would be our research questions, rather than the normative question of whether athletes “should” be paid.
Let’s consider another ethical question that research can inform but not answer: is SpongeBob SquarePants immoral? In 2012, a Ukrainian government commission began reviewing that cartoon show in response to complaints by a right-wing religious group that its depiction of depraved behaviors—such as SpongeBob’s regular practice of holding his male sidekick Patrick’s hand—amounted to the “promotion of homosexuality” (Marson 2012). (Before the government body was disbanded in 2015, the National Expert Commission of Ukraine on the Protection of Public Morality evaluated media to ensure that television shows and other content adhered to the country’s morality laws regarding pornography and other controversial issues.) The agency called a special session to discuss SpongeBob and other suspect kids’ shows, though ultimately the eponymous sponge and his starfish companion stayed on Ukrainian TV. A decade earlier, SpongeBob had also drawn the ire of U.S. conservative groups for appearing with other popular cartoon characters in a music video intended to teach children about multiculturalism—which the advocacy group Focus on the Family said was “pro-homosexual” and served as an “insidious means” of “manipulating and potentially brainwashing kids” (Kirkpatrick 2005).
Can research answer the question of whether SpongeBob SquarePants is immoral? No, because questions of morality are ethical, not empirical. Your family members and pundits on TV can rant about sponge creatures all they want, and they can make better or worse moral arguments for their positions, but this is not a question a social scientist should build a study around. That said, we sociologists could certainly choose to study the public opinions and cultural meanings that surround a popular show like SpongeBob SquarePants . We could conduct experiments measuring the detrimental effects that watching the show has on children’s behavior. We could even use surveys to find out precisely how many people in the United States find SpongeBob and/or Patrick repugnant. But sadly, we could not settle the question of whether SpongeBob is indeed morally reprehensible, given that it is not an empirical question.
As you start designing your study, your choice of a particular empirical question will also be influenced by your study’s general purpose. There are three approaches that a research study will typically take: exploration , description , or explanation . These categories are not mutually exclusive, and a study may fall into multiple categories.
Exploratory research is often conducted in new areas of inquiry, where the goals of the research are: (1) to scope out the magnitude or extent of a particular phenomenon; (2) to generate some initial ideas or hunches about that phenomenon; or (3) to test the feasibility of undertaking a more extensive study. For instance, if the citizens of a country are generally dissatisfied with their government’s policies during an economic recession, sociologists could create and implement new surveys to measure the extent of that dissatisfaction and probe for possible causes of it, such as anxieties about unemployment, inflation, or higher taxes. This research may not lead to a very accurate understanding of the target problem, but it may be worthwhile nonetheless to get a preliminary sense of its nature and extent, serving as a stepping stone to more in-depth research.
Descriptive research is directed at making careful observations and detailed documentation of a phenomenon of interest. Because these observations follow the scientific method, they hopefully are more accurate than casual observations by untrained people. Much exploratory research overlaps with descriptive research: we often want to describe the magnitude of an emerging problem as a starting point in understanding it. Yet descriptive research is also helpful to conduct on an ongoing basis, and it can involve well-studied topics.
A common type of descriptive research is the work of government agencies to tabulate statistics about the population. In the United States, for example, the Bureau of Labor Statistics uses survey questions to estimate employment by sector every month. The U.S. Census Bureau regularly conducts demographic surveys that allow policymakers and social scientists to track the growth of a wide range of racial and ethnic groups over many years. In general, government agencies, corporations, nonprofits, and other organizations are in great need of such descriptive research so that they understand the circumstances that their citizens, clients, and members are experiencing. They can use these assessments to create new programs or policies to meet people’s needs or preferences. For that reason, if you decide to use your sociological research skills in a nonacademic setting (as described in Chapter 2: Using Sociology in Everyday Life ), you will likely be doing a lot of descriptive research.
That said, descriptive research is also a large component of many studies that academic sociologists do. For example, a sociologist’s ethnographic study of gang activities among adolescent youth in urban areas might entail detailed observations of the children’s activities. A study of religious practices in immigrant communities might chronicle the evolution of those practices over time. In conducting this descriptive research, sociologists are gathering essential information about what is actually going on in the social spaces they observe.
Explanatory research seeks explanations of observed behaviors, problems, or other phenomena. You might think of the difference between descriptive and explanatory research in this way: the former seeks answers to basic “what,” “where,” “who,” and “when” types of questions, whereas the latter examines questions that are more complex—such as whether or not one concept affects another, and “why” and “how” those concepts are related. Put another way, explanatory research attempts to “connect the dots” in research, by identifying certain important factors and showing how they lead to specific outcomes. Let’s consider the hypothetical studies we discussed at the end of the last paragraph in this light. For an explanatory study about urban gangs, sociologists might seek to understand the reasons that adolescent youth in urban areas get involved with gangs. For an explanatory study of immigrant religious practices, researchers might examine why these practices evolve in the ways they do within particular local or national contexts.
Most studies you read in the academic literature will be explanatory. Why is that? Explanatory research tries to identify causal relationships that are generalizable across space and time. That means the findings of such research should matter to many people: because we’re learning something fundamental about the relationships between the concepts we’re interested in, our conclusions aren’t limited to a one-off situation or scenario. It also means our findings are actionable: because we know what causes what, we can act individually or collectively to promote, discourage, or alter the phenomenon we’re studying. In other words, explanatory research gives us a better sense of how and why society operates the way it does, rather than just describing what particular aspects of society look like.
Arriving at compelling explanations for social phenomena requires especially strong theoretical and empirical skills. You need to have a sophisticated understanding of how a social process operates and rule out any alternative stories, and you need to collect empirically sound data and rigorously analyze it. For these reasons, sociologists often see explanatory research as a “higher” form of research, one that is exceedingly challenging to do well. At the same time, they will frequently engage in some amount of exploratory and descriptive research for any given study, particularly during its initial phases. Indeed, these other approaches can be especially important in helping us understand a relatively new or hard-to-study phenomenon: without good descriptive research to draw from, any theorizing we do will be built on shaky empirical foundations.
Deciding on the primary purpose of your research will shape the study you ultimately propose and conduct. If you are doing academic work, your instructor or advisor may push you to be less “descriptive” in your approach and to focus more on seeking explanations for what you observe. If you are studying a topic that so far has generated only a small amount of literature, however, you may very well want to conduct exploratory research to generate plausible theories, or descriptive research to understand the scale or characteristics of a particular phenomenon.
The overall purpose of your research will also inform the research questions that you pose. Probably the easiest questions to think of are descriptive research questions. For example, “What is the average student debt load of college graduates?” is a descriptive question—and an important one. In this case, you aren’t trying to identify a causal relationship. You’re simply trying to describe how much debt students carry. When you seek to answer a descriptive research question like this one, you might find yourself generating descriptive statistics —counting the number of instances of a phenomenon, or determining an average, median, or percentage. You can also pursue descriptive research questions using qualitative methods. For instance, you might conduct in-depth interviews or focus groups to gauge the public’s view of student debt, describing the range of opinions on that subject.
In the next section, we’ll focus on explanatory research questions. We will detail one strategy for developing questions based on whether your study is using quantitative methods or qualitative methods. We’ll also connect those two types of research questions to two kinds of empirical analysis—deduction and induction.
Key Takeaways
Questions that have to do with our factual reality and that can be answered through research.
Questions that concern what norms or standards society should have, and whose answers therefore depend on people’s moral opinions. Research can inform, but not answer, normative questions.
A type of research that examines new areas of inquiry, with the goals of (1) scoping out the magnitude or extent of a particular phenomenon, problem, or behavior; (2) generating initial ideas or hunches about that phenomenon; or (3) testing the feasibility of undertaking a more extensive study regarding that phenomenon.
A type of research directed at making careful observations and generating detailed documentation about a phenomenon of interest.
A type of research that seeks explanations of observed behaviors, problems, or other phenomena. Explanatory research seeks answers to “why” and “how” questions.
Calculating statistics (e.g., counts, percentages, means) to summarize the main features of a sample or subsample. (Compare to inferential statistics .)
The Craft of Sociological Research by Victor Tan Chen; Gabriela León-Pérez; Julie Honnold; and Volkan Aytar is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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.
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.
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 .
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.
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”.
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.
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.
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.
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 .
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.
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 ...
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
This is a well researched and superbly written article for learners of research methods at all levels in the research topic from conceptualization to research findings and conclusions. I highly recommend this material to university graduate students. As an instructor of advanced research methods for PhD students, I have confirmed that I was giving the right guidelines for the degree they are undertaking.
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Descriptive research questions are a systematic methodology that helps in understanding the what, where, when and how. Important variables can be rigidly defined using descriptive research, unlike qualitative research where the subjectivity in responses makes it relatively difficult to get a grasp on the overall picture. The multiple methods ...
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
These questions can function in several ways, such as to 1) identify and describe existing conditions (contextual research questions); 2) describe a phenomenon (descriptive research questions); 3) assess the effectiveness of existing methods, protocols, theories, or procedures (evaluation research questions); 4) examine a phenomenon or analyze ...
Descriptive research aims to accurately and systematically describe a population, situation or phenomenon. It can answer what, where, when and how questions, but not why questions. A descriptive research design can use a wide variety of research methods to investigate one or more variables. Unlike in experimental research, the researcher does ...
Descriptive questions, which are the most basic type of quantitative research question and seeks to explain the when, where, why or how something occurred. ... Research question frameworks have been designed to help structure research questions and clarify the main concepts. Not every question can fit perfectly into a framework, but using even ...
A previous Evidence in Practice article explained why a specific and answerable research question is important for clinicians and researchers. Determining whether a study aims to answer a descriptive, predictive, or causal question should be one of the first things a reader does when reading an article. Any type of question can be relevant and useful to support evidence-based practice, but ...
Descriptive research is a research method describing the characteristics of the population or phenomenon studied. This descriptive methodology focuses more on the "what" of the research subject than the "why" of the research subject. The method primarily focuses on describing the nature of a demographic segment without focusing on ...
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.
Descriptive research questions are typically closed-ended because they aim at gathering definite and specific responses from research participants. Also, they can be used in customer experience surveys and market research to collect information about target markets and consumer behaviors. Descriptive Research Question Examples
Definition: As its name says, descriptive research describes the characteristics of the problem, phenomenon, situation, or group under study. So the goal of all descriptive studies is to explore the background, details, and existing patterns in the problem to fully understand it. In other words, preliminary research.
Types of research questions. Now that we've defined what a research question is, let's look at the different types of research questions that you might come across. Broadly speaking, there are (at least) four different types of research questions - descriptive, comparative, relational, and explanatory. Descriptive questions ask what is happening. In other words, they seek to describe a ...
This chapter discusses (1) the important role of research questions for descriptive, predictive, and causal studies across the three research paradigms (i.e., quantitative, qualitative, and mixed methods); (2) characteristics of quality research questions, and (3) three frameworks to support the development of research questions and their dissemination within scholarly work.
Additionally, descriptive research can contribute to the development of hypotheses and guide the formulation of research questions for subsequent studies. Editage All Access is a subscription-based platform that unifies the best AI tools and services designed to speed up, simplify, and streamline every step of a researcher's journey.
Research Questions Clarify the research's aim (Farrugia et al., 2010) Research often begins with an interest in a topic, but a deep understanding of the subject is crucial to formulate an appropriate research question. They identify the problem or issue the research seeks to address. The nature of the research question (descriptive ...
These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective. Types of Research Questions. Types of Research Questions are as follows: Descriptive Research ...
Benefits of Descriptive Research: Limitations of Descriptive Research: Rich Data: Provides a comprehensive and detailed profile of the subject or issue through rich data, offering a thorough understanding (Gresham, 2016). Lack of Control: Cannot control variables or external factors, potentially influencing the accuracy and reliability of the data. Basis for Further Research: Helps to identify ...
Descriptive research questions describe or define a particular phenomenon or experience and are often answered with qualitative data. Emancipatory questions aim to produce knowledge to benefit people who are sociologically disadvantaged in some manner (gender, age, race, economic, immigration status, disability, etc). Although they are more ...
Read More - 90+ Market Research Questions to Ask Your Customers. 1. Select the Type of Quantitative Question. The first step is to determine which type of quantitative question you want to add to your study. There are three types of quantitative questions: Descriptive. Comparative. Relationship-based.
Structure of descriptive 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 ...
Descriptive research is a common investigatory model used by researchers in various fields, including social sciences, linguistics, and academia. ... Research questions often begin with "What is …" These studies help find solutions to practical issues in social science, physical science, and education. Here are some examples and ...
Descriptive research questions attempt to describe a phenomenon. Emancipatory research questions aim to produce knowledge that allows for engagement in social action, especially for the benefit of disadvantaged people. Evaluative research questions assess the effectiveness of existing methods or paradigms.
Choose a broad topic, such as "learner support" or "social media influence" for your study. Select topics of interest to make research more enjoyable and stay motivated. Preliminary research. The goal is to refine and focus your research question. The following strategies can help: Skim various scholarly articles.
The quantitative research design that we select subsequently determines whether we look for relationships, associations, trends or interactions. To learn how to structure (i.e., write out) each of these three types of quantitative research question (i.e., descriptive, comparative, relationship-based research questions), see the article: How to ...
Yet descriptive research is also helpful to conduct on an ongoing basis, and it can involve well-studied topics. A common type of descriptive research is the work of government agencies to tabulate statistics about the population. In the United States, for example, the Bureau of Labor Statistics uses survey questions to estimate employment by ...
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 ...