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Research Questions – Types, Examples and Writing Guide

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Research Questions

Definition:

Research questions are the specific questions that guide a research study or inquiry. 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 Questions

These aim to describe a particular phenomenon, group, or situation. For example:

• What are the characteristics of the target population?
• What is the prevalence of a particular disease in a specific region?

Exploratory Research Questions

These aim to explore a new area of research or generate new ideas or hypotheses. For example:

• What are the potential causes of a particular phenomenon?
• What are the possible outcomes of a specific intervention?

Explanatory Research Questions

These aim to understand the relationship between two or more variables or to explain why a particular phenomenon occurs. For example:

• What is the effect of a specific drug on the symptoms of a particular disease?
• What are the factors that contribute to employee turnover in a particular industry?

Predictive Research Questions

These aim to predict a future outcome or trend based on existing data or trends. For example :

• What will be the future demand for a particular product or service?
• What will be the future prevalence of a particular disease?

Evaluative Research Questions

These aim to evaluate the effectiveness of a particular intervention or program. For example:

• What is the impact of a specific educational program on student learning outcomes?
• What is the effectiveness of a particular policy or program in achieving its intended goals?

How to Choose Research Questions

Choosing research questions is an essential part of the research process and involves careful consideration of the research problem, objectives, and design. Here are some steps to consider when choosing research questions:

• Identify the research problem: Start by identifying the problem or issue that you want to study. This could be a gap in the literature, a social or economic issue, or a practical problem that needs to be addressed.
• Conduct a literature review: Conducting a literature review can help you identify existing research in your area of interest and can help you formulate research questions that address gaps or limitations in the existing literature.
• Define the research objectives : Clearly define the objectives of your research. What do you want to achieve with your study? What specific questions do you want to answer?
• Consider the research design : Consider the research design that you plan to use. This will help you determine the appropriate types of research questions to ask. For example, if you plan to use a qualitative approach, you may want to focus on exploratory or descriptive research questions.
• Ensure that the research questions are clear and answerable: Your research questions should be clear and specific, and should be answerable with the data that you plan to collect. Avoid asking questions that are too broad or vague.
• Get feedback : Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, feasible, and meaningful.

How to Write Research Questions

Guide for Writing Research Questions:

• Start with a clear statement of the research problem: Begin by stating the problem or issue that your research aims to address. This will help you to formulate focused research questions.
• Use clear language : Write your research questions in clear and concise language that is easy to understand. Avoid using jargon or technical terms that may be unfamiliar to your readers.
• Be specific: Your research questions should be specific and focused. Avoid broad questions that are difficult to answer. For example, instead of asking “What is the impact of climate change on the environment?” ask “What are the effects of rising sea levels on coastal ecosystems?”
• Use appropriate question types: Choose the appropriate question types based on the research design and objectives. For example, if you are conducting a qualitative study, you may want to use open-ended questions that allow participants to provide detailed responses.
• Consider the feasibility of your questions : Ensure that your research questions are feasible and can be answered with the resources available. Consider the data sources and methods of data collection when writing your questions.
• Seek feedback: Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, appropriate, and meaningful.

Examples of Research Questions

Some Examples of Research Questions with Research Titles:

Research Title: The Impact of Social Media on Mental Health

• Research Question : What is the relationship between social media use and mental health, and how does this impact individuals’ well-being?

Research Title: Factors Influencing Academic Success in High School

• Research Question: What are the primary factors that influence academic success in high school, and how do they contribute to student achievement?

Research Title: The Effects of Exercise on Physical and Mental Health

• Research Question: What is the relationship between exercise and physical and mental health, and how can exercise be used as a tool to improve overall well-being?

Research Title: Understanding the Factors that Influence Consumer Purchasing Decisions

• Research Question : What are the key factors that influence consumer purchasing decisions, and how do these factors vary across different demographics and products?

Research Title: The Impact of Technology on Communication

• Research Question : How has technology impacted communication patterns, and what are the effects of these changes on interpersonal relationships and society as a whole?

Research Title: Investigating the Relationship between Parenting Styles and Child Development

• Research Question: What is the relationship between different parenting styles and child development outcomes, and how do these outcomes vary across different ages and developmental stages?

Research Title: The Effectiveness of Cognitive-Behavioral Therapy in Treating Anxiety Disorders

• Research Question: How effective is cognitive-behavioral therapy in treating anxiety disorders, and what factors contribute to its success or failure in different patients?

Research Title: The Impact of Climate Change on Biodiversity

• Research Question : How is climate change affecting global biodiversity, and what can be done to mitigate the negative effects on natural ecosystems?

Research Title: Exploring the Relationship between Cultural Diversity and Workplace Productivity

• Research Question : How does cultural diversity impact workplace productivity, and what strategies can be employed to maximize the benefits of a diverse workforce?

Research Title: The Role of Artificial Intelligence in Healthcare

• Research Question: How can artificial intelligence be leveraged to improve healthcare outcomes, and what are the potential risks and ethical concerns associated with its use?

Applications of Research Questions

Here are some of the key applications of research questions:

• Defining the scope of the study : Research questions help researchers to narrow down the scope of their study and identify the specific issues they want to investigate.
• Developing hypotheses: Research questions often lead to the development of hypotheses, which are testable predictions about the relationship between variables. Hypotheses provide a clear and focused direction for the study.
• Designing the study : Research questions guide the design of the study, including the selection of participants, the collection of data, and the analysis of results.
• Collecting data : Research questions inform the selection of appropriate methods for collecting data, such as surveys, interviews, or experiments.
• Analyzing data : Research questions guide the analysis of data, including the selection of appropriate statistical tests and the interpretation of results.
• Communicating results : Research questions help researchers to communicate the results of their study in a clear and concise manner. The research questions provide a framework for discussing the findings and drawing conclusions.

Characteristics of Research Questions

Characteristics of Research Questions are as follows:

• Clear and Specific : A good research question should be clear and specific. It should clearly state what the research is trying to investigate and what kind of data is required.
• Relevant : The research question should be relevant to the study and should address a current issue or problem in the field of research.
• Testable : The research question should be testable through empirical evidence. It should be possible to collect data to answer the research question.
• Concise : The research question should be concise and focused. It should not be too broad or too narrow.
• Feasible : The research question should be feasible to answer within the constraints of the research design, time frame, and available resources.
• Original : The research question should be original and should contribute to the existing knowledge in the field of research.
• Significant : The research question should have significance and importance to the field of research. It should have the potential to provide new insights and knowledge to the field.
• Ethical : The research question should be ethical and should not cause harm to any individuals or groups involved in the study.

Purpose of Research Questions

Research questions are the foundation of any research study as they guide the research process and provide a clear direction to the researcher. The purpose of research questions is to identify the scope and boundaries of the study, and to establish the goals and objectives of the research.

The main purpose of research questions is to help the researcher to focus on the specific area or problem that needs to be investigated. They enable the researcher to develop a research design, select the appropriate methods and tools for data collection and analysis, and to organize the results in a meaningful way.

Research questions also help to establish the relevance and significance of the study. They define the research problem, and determine the research methodology that will be used to address the problem. Research questions also help to determine the type of data that will be collected, and how it will be analyzed and interpreted.

Finally, research questions provide a framework for evaluating the results of the research. They help to establish the validity and reliability of the data, and provide a basis for drawing conclusions and making recommendations based on the findings of the study.

Advantages of Research Questions

There are several advantages of research questions in the research process, including:

• Focus : Research questions help to focus the research by providing a clear direction for the study. They define the specific area of investigation and provide a framework for the research design.
• Clarity : Research questions help to clarify the purpose and objectives of the study, which can make it easier for the researcher to communicate the research aims to others.
• Relevance : Research questions help to ensure that the study is relevant and meaningful. By asking relevant and important questions, the researcher can ensure that the study will contribute to the existing body of knowledge and address important issues.
• Consistency : Research questions help to ensure consistency in the research process by providing a framework for the development of the research design, data collection, and analysis.
• Measurability : Research questions help to ensure that the study is measurable by defining the specific variables and outcomes that will be measured.
• Replication : Research questions help to ensure that the study can be replicated by providing a clear and detailed description of the research aims, methods, and outcomes. This makes it easier for other researchers to replicate the study and verify the results.

Limitations of Research Questions

Limitations of Research Questions are as follows:

• Subjectivity : Research questions are often subjective and can be influenced by personal biases and perspectives of the researcher. This can lead to a limited understanding of the research problem and may affect the validity and reliability of the study.
• Inadequate scope : Research questions that are too narrow in scope may limit the breadth of the study, while questions that are too broad may make it difficult to focus on specific research objectives.
• Unanswerable questions : Some research questions may not be answerable due to the lack of available data or limitations in research methods. In such cases, the research question may need to be rephrased or modified to make it more answerable.
• Lack of clarity : Research questions that are poorly worded or ambiguous can lead to confusion and misinterpretation. This can result in incomplete or inaccurate data, which may compromise the validity of the study.
• Difficulty in measuring variables : Some research questions may involve variables that are difficult to measure or quantify, making it challenging to draw meaningful conclusions from the data.
• Lack of generalizability: Research questions that are too specific or limited in scope may not be generalizable to other contexts or populations. This can limit the applicability of the study’s findings and restrict its broader implications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Research Questions: Definitions, Types + [Examples]

Research questions lie at the core of systematic investigation and this is because recording accurate research outcomes is tied to asking the right questions. Asking the right questions when conducting research can help you collect relevant and insightful information that ultimately influences your work, positively. 

The right research questions are typically easy to understand, straight to the point, and engaging. In this article, we will share tips on how to create the right research questions and also show you how to create and administer an online questionnaire with Formplus . 

What is a Research Question? 

A research question is a specific inquiry which the research seeks to provide a response to. It resides at the core of systematic investigation and it helps you to clearly define a path for the research process. 

A research question is usually the first step in any research project. Basically, it is the primary interrogation point of your research and it sets the pace for your work.  

Typically, a research question focuses on the research, determines the methodology and hypothesis, and guides all stages of inquiry, analysis, and reporting. With the right research questions, you will be able to gather useful information for your investigation. 

Types of Research Questions 

Research questions are broadly categorized into 2; that is, qualitative research questions and quantitative research questions. Qualitative and quantitative research questions can be used independently and co-dependently in line with the overall focus and objectives of your research. 

If your research aims at collecting quantifiable data , you will need to make use of quantitative research questions. On the other hand, qualitative questions help you to gather qualitative data bothering on the perceptions and observations of your research subjects. 

Qualitative Research Questions  

A qualitative research question is a type of systematic inquiry that aims at collecting qualitative data from research subjects. The aim of qualitative research questions is to gather non-statistical information pertaining to the experiences, observations, and perceptions of the research subjects in line with the objectives of the investigation. 

Types of Qualitative Research Questions  

• Ethnographic Research Questions

As the name clearly suggests, ethnographic research questions are inquiries presented in ethnographic research. Ethnographic research is a qualitative research approach that involves observing variables in their natural environments or habitats in order to arrive at objective research outcomes. 

These research questions help the researcher to gather insights into the habits, dispositions, perceptions, and behaviors of research subjects as they interact in specific environments. 

Ethnographic research questions can be used in education, business, medicine, and other fields of study, and they are very useful in contexts aimed at collecting in-depth and specific information that are peculiar to research variables. For instance, asking educational ethnographic research questions can help you understand how pedagogy affects classroom relations and behaviors. 

This type of research question can be administered physically through one-on-one interviews, naturalism (live and work), and participant observation methods. Alternatively, the researcher can ask ethnographic research questions via online surveys and questionnaires created with Formplus.  

Examples of Ethnographic Research Questions

• Why do you use this product?
• Have you noticed any side effects since you started using this drug?
• Does this product meet your needs?

• Case Studies

A case study is a qualitative research approach that involves carrying out a detailed investigation into a research subject(s) or variable(s). In the course of a case study, the researcher gathers a range of data from multiple sources of information via different data collection methods, and over a period of time. 

The aim of a case study is to analyze specific issues within definite contexts and arrive at detailed research subject analyses by asking the right questions. This research method can be explanatory, descriptive , or exploratory depending on the focus of your systematic investigation or research. 

An explanatory case study is one that seeks to gather information on the causes of real-life occurrences. This type of case study uses “how” and “why” questions in order to gather valid information about the causative factors of an event. 

Descriptive case studies are typically used in business researches, and they aim at analyzing the impact of changing market dynamics on businesses. On the other hand, exploratory case studies aim at providing answers to “who” and “what” questions using data collection tools like interviews and questionnaires. 

Some questions you can include in your case studies are: 

• Why did you choose our services?
• How has this policy affected your business output?
• What benefits have you recorded since you started using our product?

An interview is a qualitative research method that involves asking respondents a series of questions in order to gather information about a research subject. Interview questions can be close-ended or open-ended , and they prompt participants to provide valid information that is useful to the research. 

An interview may also be structured, semi-structured , or unstructured , and this further influences the types of questions they include. Structured interviews are made up of more close-ended questions because they aim at gathering quantitative data while unstructured interviews consist, primarily, of open-ended questions that allow the researcher to collect qualitative information from respondents. 

You can conduct interview research by scheduling a physical meeting with respondents, through a telephone conversation, and via digital media and video conferencing platforms like Skype and Zoom. Alternatively, you can use Formplus surveys and questionnaires for your interview. 

Examples of interview questions include: 

• What challenges did you face while using our product?
• What specific needs did our product meet?
• What would you like us to improve our service delivery?

Quantitative Research Questions

Quantitative research questions are questions that are used to gather quantifiable data from research subjects. These types of research questions are usually more specific and direct because they aim at collecting information that can be measured; that is, statistical information. 

Types of Quantitative Research Questions

• Descriptive Research Questions

Descriptive research questions are inquiries that researchers use to gather quantifiable data about the attributes and characteristics of research subjects. These types of questions primarily seek responses that reveal existing patterns in the nature of the research subjects. 

It is important to note that descriptive research questions are not concerned with the causative factors of the discovered attributes and characteristics. Rather, they focus on the “what”; that is, describing the subject of the research without paying attention to the reasons for its occurrence. 

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

• How often do you make use of our fitness application?
• How much would you be willing to pay for this product?

• Comparative Research Questions

A comparative research question is a type of quantitative research question that is used to gather information about the differences between two or more research subjects across different variables. These types of questions help the researcher to identify distinct features that mark one research subject from the other while highlighting existing similarities. 

Asking comparative research questions in market research surveys can provide insights on how your product or service matches its competitors. In addition, it can help you to identify the strengths and weaknesses of your product for a better competitive advantage.  

The 5 steps involved in the framing of comparative research questions are: 

• Choose your starting phrase
• Identify and name the dependent variable
• Identify the groups you are interested in
• Identify the appropriate adjoining text
• Write out the comparative research question

Comparative Research Question Samples 

• What are the differences between a landline telephone and a smartphone?
• What are the differences between work-from-home and on-site operations?

• Relationship-based Research Questions  

Just like the name suggests, a relationship-based research question is one that inquires into the nature of the association between two research subjects within the same demographic. These types of research questions help you to gather information pertaining to the nature of the association between two research variables. 

Relationship-based research questions are also known as correlational research questions because they seek to clearly identify the link between 2 variables. 

Read: Correlational Research Designs: Types, Examples & Methods

Examples of relationship-based research questions include: 

• What is the relationship between purchasing power and the business site?
• What is the relationship between the work environment and workforce turnover?

Examples of a Good Research Question

Since research questions lie at the core of any systematic investigations, it is important to know how to frame a good research question. The right research questions will help you to gather the most objective responses that are useful to your systematic investigation. 

A good research question is one that requires impartial responses and can be answered via existing sources of information. Also, a good research question seeks answers that actively contribute to a body of knowledge; hence, it is a question that is yet to be answered in your specific research context.

• Open-Ended Questions

 An open-ended question is a type of research question that does not restrict respondents to a set of premeditated answer options. In other words, it is a question that allows the respondent to freely express his or her perceptions and feelings towards the research subject. 

Examples of Open-ended Questions

• How do you deal with stress in the workplace?
• What is a typical day at work like for you?
• Close-ended Questions

A close-ended question is a type of survey question that restricts respondents to a set of predetermined answers such as multiple-choice questions . Close-ended questions typically require yes or no answers and are commonly used in quantitative research to gather numerical data from research participants. 

Examples of Close-ended Questions

• Did you enjoy this event?
• How likely are you to recommend our services?
• Very Likely
• Somewhat Likely
• Likert Scale Questions

A Likert scale question is a type of close-ended question that is structured as a 3-point, 5-point, or 7-point psychometric scale . This type of question is used to measure the survey respondent’s disposition towards multiple variables and it can be unipolar or bipolar in nature. 

Example of Likert Scale Questions

• How satisfied are you with our service delivery?
• Very dissatisfied
• Not satisfied
• Very satisfied
• Rating Scale Questions

A rating scale question is a type of close-ended question that seeks to associate a specific qualitative measure (rating) with the different variables in research. It is commonly used in customer experience surveys, market research surveys, employee reviews, and product evaluations. 

Example of Rating Questions

• How would you rate our service delivery?

  Examples of a Bad Research Question

Knowing what bad research questions are would help you avoid them in the course of your systematic investigation. These types of questions are usually unfocused and often result in research biases that can negatively impact the outcomes of your systematic investigation. 

• Loaded Questions

A loaded question is a question that subtly presupposes one or more unverified assumptions about the research subject or participant. This type of question typically boxes the respondent in a corner because it suggests implicit and explicit biases that prevent objective responses. 

Example of Loaded Questions

• Have you stopped smoking?
• Where did you hide the money?
• Negative Questions

A negative question is a type of question that is structured with an implicit or explicit negator. Negative questions can be misleading because they upturn the typical yes/no response order by requiring a negative answer for affirmation and an affirmative answer for negation. 

Examples of Negative Questions

• Would you mind dropping by my office later today?
• Didn’t you visit last week?
• Leading Questions  

A l eading question is a type of survey question that nudges the respondent towards an already-determined answer. It is highly suggestive in nature and typically consists of biases and unverified assumptions that point toward its premeditated responses. 

Examples of Leading Questions

• If you enjoyed this service, would you be willing to try out our other packages?
• Our product met your needs, didn’t it?

Read More: Leading Questions: Definition, Types, and Examples

How to Use Formplus as Online Research Questionnaire Tool  

With Formplus, you can create and administer your online research questionnaire easily. In the form builder, you can add different form fields to your questionnaire and edit these fields to reflect specific research questions for your systematic investigation. 

Here is a step-by-step guide on how to create an online research questionnaire with Formplus: 

• Sign in to your Formplus accoun t, then click on the “create new form” button in your dashboard to access the Form builder.

• In the form builder, add preferred form fields to your online research questionnaire by dragging and dropping them into the form. Add a title to your form in the title block. You can edit form fields by clicking on the “pencil” icon on the right corner of each form field.

• Save the form to access the customization section of the builder. Here, you can tweak the appearance of your online research questionnaire by adding background images, changing the form font, and adding your organization’s logo.

• Finally, copy your form link and share it with respondents. You can also use any of the multiple sharing options available.

Conclusion  

The success of your research starts with framing the right questions to help you collect the most valid and objective responses. Be sure to avoid bad research questions like loaded and negative questions that can be misleading and adversely affect your research data and outcomes. 

Your research questions should clearly reflect the aims and objectives of your systematic investigation while laying emphasis on specific contexts. To help you seamlessly gather responses for your research questions, you can create an online research questionnaire on Formplus.  

Connect to Formplus, Get Started Now - It's Free!

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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.

Need a helping hand?

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.

Psst... there’s more!

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 ...

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39 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.

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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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How to Write the Research Questions – Tips & Examples

Published by Owen Ingram at August 13th, 2021 , Revised On October 3, 2023

Conducting research and writing an academic paper requires a clear direction and focus.

A good research question provides purpose to your research and clarifies the direction. It further helps your readers to understand what issue your research aims to explore and address.

If you are unsure about how to write research questions, here is a list of the attributes of a good research question;

• The research question should contain only a single problem
• You should be able to find the answer to it using  primary and secondary data sources
• You should be able to address it within the time limit and other constraints
• Can attain in-depth and detailed results
• Relevant and applicable
• Should relate to your chosen field of research

Whenever you want to discover something new about a  topic , you will ask a question about it. Therefore, the research question is important in the overall research process  and provides the author with the reading and writing guidelines.

In a research paper or an essay, you will need to create a single research question that highlights just one problem or issue. The thesis statement should include the specific problem you aim to investigate to establish your argument’s central position or claim.

A larger project such as a  dissertation or thesis , on the other hand, can have multiple research questions, but every question should focus on your main  research problem .  Different types of research will help you answer different research questions, but they should all be relevant to the research scope.

How to Write a Research Question

Steps to develop your research question.

• Choose a topic  with a wide range of published literature
• Read and skim relevant articles to find out different problems and issues
• Specify a theoretical or practical  research problem  that your research question will address
• Narrow down the focus of your selected core niche

Example Research Question (s)

Here are examples of research problems and research questions to help you understand how to create a research question for a given research problem.

Types of Research Questions

There are two main types of research;  quantitative and qualitative research . Both types of research require research questions. What research question you will answer is dependent on the type of research you wish to employ.

The first part of  designing research  is to find a gap and create a fully focused research question.

The following table shows common research questions for a dissertation project. However, it is important to note that these examples of dissertation research questions are straightforward, and the actual research questions may be more complicated than these examples.

What data collection method best suits your research?

• Find out by hiring an expert from ResearchProspect today!
• Despite how challenging the subject may be, we are here to help you.

Steps to Write Research Questions

The research question provides you with a path and focuses on the real problem and the research gap you aim to fill. These are steps you need to take if you are unsure about how to write a research question:

Choose an Interesting Topic

Choose a topic  of research according to your interest. The selected topic should be neither too broad nor too narrow.

Do Preliminary Research on the Topic

Find articles, books, journals, and theses relevant to your chosen topic. Understand what research problem each scholar addressed as part of their research project.

Consider your Audience

It is necessary to know your audience to develop focused research questions for your essay or dissertation. You can find aspects of your topic that could be interesting to your audience when narrowing your topic.

Start Asking Questions

What, why, when, how, and other open-ended questions will provide in-depth knowledge about the topic.

Evaluate your Question

After formulating a research question, evaluate to check its effectiveness and how it can serve the purpose. Revise and refine the dissertation research question.

• Do you have a clear research question? 

It would help if you formed the research question after finding a research gap. This approach will enable the research to solve part of the problem.

• Do you have a focused research question?

It is necessary that the research question is specific and relating to the central aim of your research.

• Do you have a complex research question? 

The research question cannot be answered by yes or no but requires in-depth analysis. It often begins with “How” or “Why.”

Begin your Research

After you have prepared dissertation research questions, you should research the existing literature on similar topics to find various perspectives.

Also See: Formulation of Research Question

If you have been struggling to devise research questions for your dissertation or are unsure about which topic would be suitable for your needs, then you might be interested in taking advantage of our dissertation topic and outline service, which includes several topic ideas in your preferred area of study and a 500/1000 words plan on your chosen topic. Our topic and outline service will help you jump-start your dissertation project.

Find out How Our Topics & Outline Service Can Help You!

Tips on How to Write a Strong Research Question

A research question is the foundation of the entire research. Therefore, you should spend as much time as required to refine the research question.

If you have good research questions for the dissertation, research paper , or essay, you can perform the research and analyse your results more effectively. You can evaluate the strength of the research question with the help of the following criteria. Your research question should be;

Intensive and Researchable

• It should cover a single issue
• The question shouldn’t include a subjective judgment
• It can be answerable with the data analysis or research=

Practical and Specific

• It should not include a course of action, policy, or solution
• It should be well-defined
• Answerable within research limits

Complicated and Arguable

• It should not be simple to answer
• Need in-depth knowledge to find facts
• Provides scope for debate and deliberation

Unique and Relevant

• It should lie in your field of study
• Its results should be contributable
• It should be unique

Conclusion – How to Write Research Questions

A research question provides a clear direction for research work. A bigger project, such as a dissertation, may have more than one research question, but every question should focus on one issue only.

Your research questions should be researchable, feasible to answer, specific to find results, complex (for Masters and PhD projects), and relevant to your field of study. Dissertation research questions depend upon the research type you are basing your paper on.

Start creating a research question by choosing an interesting topic, do some preliminary research, consider your audience, start asking questions, evaluating your question, and begin your research.

At ResearchProspect, we have dissertation experts for all academic subjects. Whether you need help with the individual chapters or the whole dissertation paper, you can be confident that your paper competed to the highest academic standard. There is a reason why our clients keep returning to us over and over. You can also look at our essay services if you are struggling to draft a first-class academic paper.

At ResearchProspect, we have dissertation experts for all academic subjects. Whether you need help with the  individual chapters  or the  whole dissertation paper,  you can be confident that your paper competed to the highest academic standard. There is a reason why our clients keep returning to us over and over.

You can also look at our  essay services  if you are struggling to draft a first-class academic paper.

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Frequently Asked Questions

How are research questions written.

Research questions are written by:

• Identifying your topic.
• Considering what you want to explore.
• Making questions clear and concise.
• Ensuring they’re researchable.
• Avoiding bias or leading language.
• Focusing on one main idea per question.

What are examples of research questions?

• Does regular exercise improve mental well-being in adults over 50?
• How do online courses impact student engagement compared to traditional classes?
• What are the economic effects of prolonged pandemic lockdowns?
• How does early childhood nutrition influence academic performance in later life?
• Does urban green space reduce stress levels?

How to write a research question?

• Identify a specific topic or issue of interest.
• Conduct preliminary research to understand existing knowledge.
• Narrow the focus to address gaps or unresolved issues.
• Phrase the question to be clear, concise, and researchable.
• Ensure it is specific enough for systematic investigation.

How to formulate my research questions for my geography dissertation?

• Identify a geographical topic or phenomenon of interest.
• Review existing literature to find gaps.
• Consider spatial, temporal, environmental, or societal aspects.
• Ensure questions are specific, feasible, and significant.
• Frame questions to guide methodology: quantitative, qualitative, or mixed.
• Seek feedback from peers/advisors.

You May Also Like

Make sure that your selected topic is intriguing, manageable, and relevant. Here are some guidelines to help understand how to find a good dissertation topic.

To help students organise their dissertation proposal paper correctly, we have put together detailed guidelines on how to structure a dissertation proposal.

Struggling to find relevant and up-to-date topics for your dissertation? Here is all you need to know if unsure about how to choose dissertation topic.

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How To Write a Good Research Question: Guide with Definition, Tips & Examples

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Sameer Bhatia is the Founder and Chief Executive Officer of ProProfs.com. He believes that software should make you happy and is driven to create a 100-year company that delivers delightfully ... Read more

Sameer Bhatia is the Founder and Chief Executive Officer of ProProfs.com. He believes that software should make you happy and is driven to create a 100-year company that delivers delightfully smart software with awesome support. His favorite word is 'delight,' and he dislikes the term 'customer satisfaction,' as he believes that 'satisfaction' is a low bar and users must get nothing less than a delightful experience at ProProfs. Sameer holds a Masters in Computer Science from the University of Southern California (USC). He lives in Santa Monica with his wife & two daughters. Read less

Market Research Specialist

Emma David, a seasoned market research professional, specializes in employee engagement, survey administration, and data management. Her expertise in leveraging data for informed decisions has positively impacted several brands, enhancing their market position.

Research questions form the backbone of any study, guiding researchers in their search for knowledge and understanding. Framing relevant research questions is the first essential step for ensuring the research is effective and produces valuable insights.

In this blog, we’ll explore what research questions are, tips for crafting them, and a variety of research question examples across different fields to help you formulate a well-balanced research questionnaire.

Let’s begin.

What Is a Research Question?

A research question is a specific inquiry or problem statement guiding a research study, outlining the researcher’s intention to investigate. Think of it as a roadmap for your paper or thesis – it tells you exactly what you want to explore, giving your work a clear purpose.

A good research question not only helps you focus your writing but also guides your readers. It gives them a clear idea of what your research is about and what you aim to achieve. Before you start drafting your paper and even before you conduct your study, it’s important to write a concise statement of what you want to accomplish or discover.

This sets the stage for your research and ensures your work is focused and purposeful.

Why Are Research Questions Important?

Research questions are the cornerstone of any academic or scientific inquiry. They serve as a guide for the research process, helping to focus the study, define its goals, and structure its methodology. 

Below are some of its most significant impacts, along with hypothetical examples to help you understand them better:

1. Guidance and Focus

Research questions provide a clear direction for the study, enabling researchers to narrow down the scope of their investigation to a manageable size. Research efforts can become scattered and unfocused without a well-defined question without a well-defined question, leading to wasted time and resources.

For example, consider a researcher interested in studying the effects of technology on education. A broad interest in technology and education could lead to an overwhelming range of topics to cover. However, by formulating a specific research question such as, “ How does the use of interactive digital textbooks in high school science classes affect students’ learning outcomes?” the researcher can focus their study on a specific aspect of technology in education, making the research more manageable and directed.

2. Defining the Research Objectives

A well-crafted research question helps to clearly define what the researcher aims to discover, examine, or analyze. This clarity is crucial for determining the study’s objectives and ensures that every step of the research process contributes toward achieving these goals.

For example, in a study aimed at understanding the impact of remote work on employee productivity, a research question such as “ Does remote work increase productivity among information technology professionals? ” directly sets the objective of the study to measure productivity levels among a specific group when working remotely.

3. Determining the Research Methodology

The research question influences the choice of methodology, including the design, data collection methods, and analysis techniques. It dictates whether the study should be qualitative, quantitative, or mixed methods and guides the selection of tools and procedures for conducting the research.

For example, in a research question like “ What are the lived experiences of first-generation college students? ” a qualitative approach using interviews or focus groups might be chosen to gather deep, nuanced insights into students’ experiences. In contrast, a question such as “ What percentage of first-generation college students graduate within four years?” would require a quantitative approach, possibly utilizing existing educational data sets for analysis.

4. Enhancing Relevance and Contribution

A well-thought-out research question ensures that the study addresses a gap in the existing literature or solves a real-world problem. This relevance is crucial for the contribution of the research to the field, as it helps to advance knowledge, inform policy, or offer practical solutions.

For example, in a scenario where existing research has largely overlooked the environmental impacts of single-use plastics in urban waterways, a question like “ What are the effects of single-use plastic pollution on the biodiversity of urban waterways?” can fill this gap, contributing valuable new insights to environmental science and potentially influencing urban environmental policies.

5. Facilitating Data Interpretation and Analysis

Clear research questions help in structuring the analysis, guiding the interpretation of data, and framing the discussion of results. They ensure that the data collected is directly relevant to the questions posed, making it easier to draw meaningful conclusions.

For example, in a study asking, “ How do social media algorithms influence political polarization among users? ” the data analysis would specifically focus on the mechanisms of algorithmic content delivery and its effects on user behavior and political views. This focus makes it straightforward to interpret how algorithm-induced echo chambers might contribute to polarization.

Types of Research Questions

Understanding the different types of research questions is essential for researchers to effectively design and conduct studies that align with their research objectives and methodologies

These questions can be broadly categorized into three main types: quantitative, qualitative, and mixed-method research questions.

Let’s explore each type in-depth, along with some examples.

Type A: Quantitative Research Questions

Quantitative research involves the collection and analysis of numerical data to answer specific research questions or hypotheses. It focuses on quantifying relationships, patterns, and phenomena, often using statistical methods for analysis. Quantitative research questions are typically structured and aim to explore relationships between variables or assess the impact of interventions.

Quantitative research questions can again be subcategorized into three distinct types:

1. Descriptive Questions :

Descriptive questions aim to describe characteristics, behaviors, or phenomena within a population. These questions often start with words like “ how much ,” “ how many ,” or “ what is the frequency of .” They provide a snapshot of a particular situation or phenomenon.

Example: “ What is the average age of first-time homebuyers in the United States?”

2. Comparative Questions :

Comparative questions seek to compare two or more groups, conditions, or variables to identify differences or similarities. They often involve the use of statistical tests to determine the significance of observed differences or associations.

Example: “Is there a significant difference in academic performance between students who receive tutoring and those who do not?”

3. Relationship Questions:

Relationship questions explore the associations or correlations between variables. They aim to determine the strength and direction of relationships, allowing researchers to assess the predictive power of one variable on another.

Example: “What is the relationship between exercise frequency and levels of anxiety among adults?”

Type B: Qualitative Research Questions

Qualitative research involves the exploring and understanding of complex phenomena through an in-depth examination of individuals’ experiences, behaviors, and perspectives. It aims to uncover meaning, patterns, and underlying processes within a specific context, often through techniques such as interviews, observations, and content analysis.

Types of qualitative research questions:

1. Exploratory Questions:

Exploratory questions seek to understand a particular phenomenon or issue in depth. They aim to uncover new insights, perspectives, or dimensions that may not have been previously considered.

Example: “What are the experiences of LGBTQ+ individuals in accessing healthcare services in rural communities?”

2. Descriptive Questions:

Descriptive questions aim to provide a detailed description or portrayal of a phenomenon or social context. They focus on capturing the intricacies and nuances of a particular situation or setting.

Example: “What are the communication patterns within multicultural teams in a corporate setting?”

3. Explanatory Questions:

Explanatory questions delve into the underlying reasons, mechanisms, or processes that influence a phenomenon or behavior. They aim to uncover the ‘why’ behind observed patterns or relationships.

Example: “What factors contribute to employee turnover in the hospitality industry?”

Type C: Mixed-Methods Research Questions

Mixed-methods research integrates both quantitative and qualitative approaches within a single study, allowing researchers to gain a comprehensive understanding of a research problem. Mixed-method research questions are designed to address complex phenomena from multiple perspectives, combining the strengths of both quantitative and qualitative methodologies.

Types of Mixed-Methods Research Questions:

1. Sequential Questions:

Sequential questions involve the collection and analysis of quantitative and qualitative data in separate phases or stages. The findings from one phase inform the design and implementation of the subsequent phase.

Example: “Quantitatively, what are the prevalence rates of mental health disorders among adolescents? Qualitatively, what are the factors influencing help-seeking behaviors among adolescents with mental health concerns?”

2. Concurrent Questions:

Concurrent questions involve the simultaneous collection and analysis of quantitative and qualitative data. Researchers triangulate findings from both methods to provide a more comprehensive understanding of the research problem.

Example: “How do students’ academic performance (quantitative) correlate with their perceptions of school climate (qualitative)?”

3. Transformative Questions:

Transformative questions aim to use mixed-methods research to bring about social change or inform policy decisions. They seek to address complex societal issues by combining quantitative data on prevalence rates or trends with qualitative insights into lived experiences and perspectives.

Example: “What are the barriers to accessing healthcare services for underserved communities, and how can healthcare policies be redesigned to address these barriers effectively?”

Steps to Developing a Good Research Question

Developing a good research question is a crucial first step in any research endeavor. A well-crafted research question serves as the foundation for the entire study, guiding the researcher in formulating hypotheses, selecting appropriate methodologies, and conducting meaningful analyses.

Here are the steps to developing a good research question:

Identify a Broad Topic

Begin by identifying a broad area of interest or a topic that you would like to explore. This could stem from your academic discipline, professional interests, or personal curiosity. However, make sure to choose a topic that is both relevant and feasible for research within the constraints of your resources and expertise.

Conduct Preliminary Research

Before refining your research question, conduct preliminary research to familiarize yourself with existing literature and identify gaps, controversies, or unanswered questions within your chosen topic. This step will help you narrow down your focus and ensure that your research question contributes to the existing body of knowledge.

Narrow Down Your Focus

Based on your preliminary research, narrow down your focus to a specific aspect, problem, or issue within your chosen topic. Consider the scope of your study, the availability of resources, and the feasibility of addressing your research question within a reasonable timeframe. Narrowing down your focus will help you formulate a more precise and manageable research question.

Define Key Concepts and Variables

Clearly define the key concepts, variables, or constructs that are central to your research question. This includes identifying the main variables you will be investigating, as well as any relevant theoretical or conceptual frameworks that will guide your study. Clarifying these aspects will ensure that your research question is clear, specific, and focused.

Formulate Your Research Question

Based on your narrowed focus and defined key concepts, formulate your research question. A good research question is concise, specific, and clearly articulated. It should be phrased in a way that is open-ended and leads to further inquiry. Avoid vague or overly broad questions that are difficult to answer or lack clarity.

Consider the Type of Research

Consider whether your research question is best suited for quantitative, qualitative, or mixed-methods research. The type of research question will influence your choice of methodologies, data collection techniques, and analytical approaches. Tailor your research question to align with the goals and requirements of your chosen research paradigm.

Evaluate the Significance and Relevance

Evaluate the significance and relevance of your research question within the context of your academic discipline, field of study, or practical implications. Consider how your research question fills gaps in knowledge, addresses practical problems, or advances theoretical understanding. A good research question should be meaningful and contribute to the broader scholarly conversation.

Refine and Revise

Finally, refine and revise your research question based on feedback from colleagues, advisors, or peers. Consider whether the question is clear, feasible, and likely to yield meaningful results. Be open to making revisions as needed to ensure that your research question is well-constructed and aligned with the goals of your study.

Examples of Research Questions

Below are some example research questions from various fields to provide a glimpse into the diverse array of inquiries within each field.

1. Psychology Research Questions:

• How does childhood trauma influence the development of personality disorders in adulthood?
• What are the effects of mindfulness meditation on reducing symptoms of anxiety and depression?
• How does social media usage impact self-esteem among adolescents?
• What factors contribute to the formation and maintenance of romantic relationships in young adults?
• What are the cognitive mechanisms underlying decision-making processes in individuals with addiction?
• How does parenting style affect the development of resilience in children?
• What are the long-term effects of early childhood attachment patterns on adult romantic relationships?
• What role does genetics play in the predisposition to mental health disorders such as schizophrenia?
• How does exposure to violent media influence aggressive behavior in children?
• What are the psychological effects of social isolation on mental health during the COVID-19 pandemic?

2. Business Research Questions:

• What are the key factors influencing consumer purchasing behavior in the e-commerce industry?
• How does organizational culture impact employee job satisfaction and retention?
• What are the strategies for successful international market entry for small businesses?
• What are the effects of corporate social responsibility initiatives on brand reputation and consumer loyalty?
• How do leadership styles influence organizational innovation and performance?
• What are the challenges and opportunities for implementing sustainable business practices in emerging markets?
• What factors contribute to the success of startups in the technology sector?
• How do economic fluctuations affect consumer confidence and spending behavior?
• What are the impacts of globalization on supply chain management practices?
• What are the determinants of successful mergers and acquisitions in the corporate sector?

3. Education Research Questions:

• What teaching strategies are most effective for promoting student engagement in online learning environments?
• How does socioeconomic status impact academic achievement and educational attainment?
• What are the barriers to inclusive education for students with disabilities?
• What factors influence teacher job satisfaction and retention in urban schools?
• How does parental involvement affect student academic performance and school outcomes?
• What are the effects of early childhood education programs on later academic success?
• How do culturally responsive teaching practices impact student learning outcomes in diverse classrooms?
• What are the best practices for implementing technology integration in K-12 education?
• How do school leadership practices influence school climate and student outcomes?
• What interventions are most effective for addressing the achievement gap in STEM education?

4. Healthcare Research Questions:

• What are the factors influencing healthcare-seeking behavior among underserved populations?
• How does patient-provider communication affect patient satisfaction and treatment adherence?
• What are the barriers to implementing telemedicine services in rural communities?
• What interventions are effective for reducing hospital readmissions among elderly patients?
• How does access to healthcare services impact health disparities among marginalized communities?
• What are the effects of nurse staffing levels on patient outcomes in acute care settings?
• How do socioeconomic factors influence access to mental healthcare services?
• What are the best practices for managing chronic disease patients in primary care settings?
• What are the impacts of healthcare reform policies on healthcare delivery and patient outcomes?
• How does cultural competence training for healthcare providers affect patient trust and satisfaction?

5. Computer Science Research Questions:

• What are the security vulnerabilities of blockchain technology, and how can they be mitigated?
• How can machine learning algorithms be used to detect and prevent cyber-attacks?
• What are the privacy implications of data mining techniques in social media platforms?
• How can artificial intelligence be used to improve medical diagnosis and treatment?
• What are the challenges and opportunities for implementing edge computing in IoT systems?
• How can natural language processing techniques be applied to improve human-computer interaction?
• What are the impacts of algorithmic bias on fairness and equity in decision-making systems?
• How can quantum computing algorithms be optimized for solving complex computational problems?
• What are the ethical considerations surrounding the use of autonomous vehicles in transportation systems?
• How does the design of user interfaces influence user experience and usability in mobile applications?

Create a Compelling Research Question With the Given Examples

Understanding research questions is essential for any successful research endeavor. We’ve explored the various research questions – quantitative, qualitative, and mixed-methods – each with unique characteristics and purposes.

Through various examples, tips, and strategies, we’ve seen how research questions can be tailored to specific fields of study.

By following these guidelines, we are confident that your research questions will be well-designed, focused, and capable of yielding valuable insights.

Frequently Asked Questions

What are some good research question examples.

Good research questions are clear, specific, relevant, and feasible. For example, “How does childhood trauma influence the development of personality disorders in adulthood?”

What are some examples of good and bad research questions?

Good research questions are focused and relevant, such as “What factors influence employee job satisfaction in the hospitality industry?” Bad research questions are vague or trivial, like “What is the favorite color of employees in the hospitality industry?”

Watch: How to Create a Survey Using ProProfs Survey Maker

About the author

Emma David is a seasoned market research professional with 8+ years of experience. Having kick-started her journey in research, she has developed rich expertise in employee engagement, survey creation and administration, and data management. Emma believes in the power of data to shape business performance positively. She continues to help brands and businesses make strategic decisions and improve their market standing through her understanding of research methodologies.

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How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning  how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal . 

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

• Be clear and provide specific information so readers can easily understand the purpose.
• Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
• Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
• Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable. 
• Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused 

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature 

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section . 

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions. 

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study. 

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative research questions.

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and qualitative research question examples.

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications. 

2. Do preliminary research  

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option. 

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study. 

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.  

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

What are Examples of Research Questions?

What are examples of research questions? This article lists 8 illustrative examples of research questions.

Table of Contents

Introduction.

Well-written research questions determine how the entire research process will proceed. 

To effectively write the statement of your thesis’s problem, you will need to remember certain principles that will guide you in framing those critical questions.

This article features some examples of research questions.

There are already many literature pieces written on how to write the research questions required to investigate a phenomenon. But how are the research questions framed in actual situations? How do you write the research questions?

The intention of the research activity should guide all research activities. Once this is clearly defined, the research has three primary outcomes.

The next sections discuss these three principles of framing research questions in more detail.

Intention of Writing Research Questions

You will need to remember specific rules and principles on how to go about writing the research questions. Before you write the research questions, discern what you intend to arrive at in your research.

What are your aims, and what are your expected research outcomes? Do you intend to describe something, determine differences, or explain the causes of a phenomenon?

Research has at least three essential research outcomes. These are described below, along with examples of research questions for each outcome.

Three Primary Research Outcomes

In quantitative research , there are at least three basic research outcomes that will arise in writing the research questions. These are

• come up with a description,
• determine differences between variables, and
• find out correlations between variables.

Research Outcome Number 1. Come up with a description.

The outcome of your research question may be as a description. The description contextualizes the situation, explains something about the subjects or respondents of the study. It also provides the reader with an overview of your research.

For instance, the school administrator might want to study a group of teachers in a school to help improve the school’s performance in the licensure examinations. The school has been lagging in their ranking and there is a need to identify training needs to make the teachers more effective.

Specifically, the administrator would like to find out the composition of teachers in that school, find out how much time they spend in preparing their lessons, and what teaching styles they use in managing the teaching-learning process.

Below are examples of research questions for Research Outcome Number 1 on research about this hypothetical study.

3 Examples of Research Questions That Entail Description

• What is the demographic profile of the teachers in terms of age, gender, educational attainment, civil status, and number of training attended?
• How much time do teachers devote to preparing their lessons?
• What teaching styles are used by teachers in managing their students?

The expected outcomes of the example research questions above will be a description of the teachers’ demographic profile, a range of time devoted to preparing their lessons, and a description of the  teachers’ teaching styles .

These research outcomes show tables and graphs with accompanying highlights of the findings. Highlights are those interesting trends or dramatic results that need attention, such as very few training provided to teachers. 

Armed with information derived from such research, the administrator can then undertake measures to enhance the teachers’ performance. A hit-and-miss approach is avoided. Thus, the intervention becomes more effective than issuing memos to correct the situation without systematic study.

Research Outcome Number 2. Determine differences between variables.

To write research questions that integrate the variables of the study, you should be able to define what is a variable. If this term is already quite familiar to you, and you are confident in your understanding, you may read the rest of this post.

Check this out : What are examples of variables in research ?

For example, you might want to find out the differences between groups in a selected variable in your study. Say you would like to know if there is a significant difference in long quiz scores (the variable you are interested in) between students who study at night and students who study early in the morning.

You may frame your research questions thus:

2 Examples of Research Questions to Determine Difference

Non-directional.

• Is there a significant difference in long quiz score between students who study early in the morning and students who study at night?

Directional

• Are the quiz scores of students who study early in the morning higher than those who study at night?

The first example research question intends to determine if a difference exists in long quiz scores between students who study at night and those who study early in the morning, hence are non-directional. The aim is just to find out if there is a significant difference. A two-tailed t-test will show if a difference exists.

The second research question aims to determine if students who study in the morning have better quiz scores than what the literature review suggests. Thus, the latter is directional.

Research Outcome Number 3 . Find out correlations or relationships between variables.

The outcome of research questions in this category will be to explain correlations or causality. Below are examples of research questions that aim to determine correlations or relationships between variables using a combination of the variables mentioned in research outcome numbers 1 and 2.

3 Examples of Research Questions That Imply Correlation Analysis

• Is there a significant relationship between teaching style and the long quiz score of students?
• Is there a significant association between the student’s long quiz score and the teacher’s age, gender, and training attended?
• Is there a relationship between the long quiz score and the number of hours devoted by students in studying their lessons?

Note that in all the preceding examples of research questions, the conceptual framework integrates the study variables. Therefore, research questions must always incorporate the variables in them so that the researcher can describe, find differences, or correlate them with each other.

Be more familiar with the conceptual framework : Conceptual Framework: A Step-by-Step Guide on How to Make One

If you find this helpful, take the time to share this with your peers to discover new and exciting things along with their fields of interest.

© 2012 October 22 P. A. Regoniel; Updated 01/11/24

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About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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415 Research Question Examples Across 15 Disciplines

A research question is a clearly formulated query that delineates the scope and direction of an investigation. It serves as the guiding light for scholars, helping them to dissect, analyze, and comprehend complex phenomena. Beyond merely seeking answers, a well-crafted research question ensures that the exploration remains focused and goal-oriented.

The significance of framing a clear, concise, and researchable question cannot be overstated. A well-defined question not only clarifies the objective of the research but also determines the methodologies and tools a researcher will employ. A concise question ensures precision, eliminating the potential for ambiguity or misinterpretation. Furthermore, the question must be researchable—posing a question that is too broad, too subjective, or unanswerable can lead to inconclusive results or an endless loop of investigation. In essence, the foundation of any meaningful academic endeavor rests on the articulation of a compelling and achievable research question.

Research questions can be categorized based on their intent and the nature of the information they seek. Recognizing the different types is essential for crafting an effective inquiry and guiding the research process. Let's delve into the various categories:

• Descriptive Research Questions: These types of questions aim to outline and characterize specific phenomena or attributes. They seek to provide a clear picture of a situation or context without necessarily diving into causal relationships. For instance, a question like "What are the main symptoms of the flu?" is descriptive as it seeks to list the symptoms.
• Explanatory (or Causal) Research Questions: Explanatory questions delve deeper, trying to uncover the reasons or causes behind certain phenomena. They are particularly common in experimental research where researchers are attempting to establish cause-and-effect relationships. An example might be, "Does smoking increase the risk of lung cancer?"
• Exploratory Research Questions: As the name suggests, these questions are used when researchers are entering uncharted territories. They are designed to gather preliminary information on topics that haven't been studied extensively. A question like "How do emerging technologies impact remote tribal communities?" can be seen as exploratory if there's limited existing research on the topic.
• Comparative Research Questions: These questions are formulated when the objective is to compare two or more groups, conditions, or variables. Comparative questions might look like "How do test scores differ between students who study regularly and those who cram?"
• Predictive Research Questions: The goal here is to forecast or predict potential outcomes based on certain variables or conditions. Predictive research might pose questions such as "Based on current climate trends, how will average global temperatures change by 2050?"

Here are examples of research questions across various disciplines, shedding light on queries that stimulate intellectual curiosity and advancement. In this post, we will delve into disciplines ranging from the Natural Sciences, such as Physics and Biology, to the Social Sciences, including Sociology and Anthropology, as well as the Humanities, like Literature and Philosophy. We'll also explore questions from fields as varied as Health Sciences, Engineering, Business, Environmental Sciences, Mathematics, Education, Law, Agriculture, Arts, Computer Science, Architecture, and Languages. This comprehensive overview aims to illustrate the breadth and depth of inquiries that shape our world of knowledge.

Agriculture and forestry examples

Architecture and planning examples, arts and design examples, business and finance examples, computer science and informatics examples, education examples, engineering and technology examples, environmental sciences examples, health sciences examples, humanities examples, languages and linguistics examples, law examples, mathematics and statistics examples, natural sciences examples, social sciences examples.

• Descriptive: What are the primary factors that influence crop yield in temperate climates?
• Explanatory: Why do certain soil types yield higher grain production than others?
• Exploratory: How might new organic farming techniques influence soil health over a decade?
• Comparative: How do the growth rates differ between genetically modified and traditional corn crops?
• Predictive: Based on current climate models, how will changing rain patterns impact wheat production in the next 20 years?

Animal science

• Descriptive: What are the common behavioral traits of domesticated cattle in grass-fed conditions?
• Explanatory: Why do certain breeds of chickens have a higher egg production rate?
• Exploratory: What potential benefits could arise from integrating tech wearables in livestock management?
• Comparative: How does the milk yield differ between Holstein and Jersey cows when given the same diet?
• Predictive: How might increasing global temperatures influence the reproductive cycles of swine?

Aquaculture

• Descriptive: What are the most commonly farmed fish species in Southeast Asia?
• Explanatory: Why do shrimp farms have a higher disease outbreak rate compared to fish farms?
• Exploratory: How might innovative recirculating aquaculture systems revolutionize the industry's environmental impact?
• Comparative: How do growth rates of salmon differ between open-net pens and land-based tanks?
• Predictive: What will be the impact of ocean acidification on mollusk farming over the next three decades?
• Descriptive: What tree species dominate the temperate rainforests of North America?
• Explanatory: Why are certain tree species more resistant to pest infestations?
• Exploratory: What are the potential benefits of integrating drone technology in forest health monitoring?
• Comparative: How do deforestation rates compare between legally protected and unprotected areas in the Amazon?
• Predictive: Given increasing global demand for timber, how might tree populations in Siberia change in the next half-century?

Horticulture

• Descriptive: What are the common characteristics of plants suitable for urban vertical farming?
• Explanatory: Why do roses require specific pH levels in the soil for optimal growth?
• Exploratory: What potential methods might promote year-round vegetable farming in colder regions?
• Comparative: How does fruit yield differ between traditionally planted orchards and high-density planting systems?
• Predictive: How might changing global temperatures affect wine grape production in traditional regions?

Soil science

• Descriptive: What are the main components of loamy soil?
• Explanatory: Why does clay-rich soil retain more water compared to sandy soil?
• Exploratory: How might biochar applications transform nutrient availability in degraded soils?
• Comparative: How do nutrient levels vary between soils managed with organic versus inorganic fertilizers?
• Predictive: Based on current farming practices, how will soil quality in the Midwest U.S. evolve over the next 30 years?

Architectural design

• Descriptive: What are the dominant architectural styles of public buildings constructed in the 21st century?
• Explanatory: Why do certain architectural elements from classical periods continue to influence modern designs?
• Exploratory: How might sustainable materials revolutionize the future of architectural design?
• Comparative: How do energy consumption levels differ between buildings with passive design elements and those without?
• Predictive: Based on urbanization trends, how will the design of residential buildings evolve in the next two decades?

Landscape architecture

• Descriptive: What are the primary components of a successful urban park design?
• Explanatory: Why do certain types of vegetation promote greater biodiversity in urban settings?
• Exploratory: What innovative techniques can be employed to restore and integrate wetlands into urban landscapes?
• Comparative: How does visitor satisfaction vary between nature-inspired landscapes and more structured, geometric designs?
• Predictive: With the effects of climate change, how might coastal landscape architecture adapt to rising sea levels over the coming century?

Urban planning

• Descriptive: What are the main components of a pedestrian-friendly city center?
• Explanatory: Why do certain urban layouts promote more efficient traffic flow than others?
• Exploratory: How might the integration of vertical farming impact urban food security and cityscape aesthetics?
• Comparative: How do the air quality levels differ between cities with green belts and those without?
• Predictive: Based on increasing telecommuting trends, how will urban planning strategies adjust to potentially reduced daily commutes in the future?

Graphic design

• Descriptive: What are the prevailing typography trends in modern branding?
• Explanatory: Why do certain color schemes evoke specific emotions or perceptions in consumers?
• Exploratory: How is augmented reality reshaping the landscape of interactive graphic design?
• Comparative: How do print and digital designs differ in terms of elements and principles when targeting a young adult audience?
• Predictive: Based on evolving digital platforms, what are potential future trends in web design aesthetics?

Industrial design

• Descriptive: What characterizes the ergonomic features of leading office chairs in the market?
• Explanatory: Why have minimalist designs become more prevalent in consumer electronics over the past decade?
• Exploratory: How might bio-inspired design influence the future of transportation vehicles?
• Comparative: How does user satisfaction differ between traditional versus modular product designs?
• Predictive: Given the push towards sustainability, how will material selection evolve in the next decade of product design?

Multimedia arts

• Descriptive: What techniques define the most popular virtual reality (VR) experiences currently available?
• Explanatory: Why do certain sound designs enhance immersion in video games more effectively than others?
• Exploratory: How might holographic technologies revolutionize stage performances or public installations in the future?
• Comparative: How do user engagement levels differ between 2D animations and 3D animations in educational platforms?
• Predictive: With the rise of augmented reality (AR) wearables, what might be the next frontier in multimedia art installations?

Performing arts

• Descriptive: What styles of dance are currently predominant in global theater productions?
• Explanatory: Why do certain rhythms or beats universally resonate with audiences across cultures?
• Exploratory: How might digital avatars or AI entities play roles in future theatrical performances?
• Comparative: How does audience reception differ between traditional plays and experimental, interactive performances?
• Predictive: Considering global digitalization, how might virtual theaters redefine the experience of live performances in the future?

Visual arts

• Descriptive: What themes are prevalent in contemporary art exhibitions worldwide?
• Explanatory: Why have mixed media installations gained prominence in the 21st-century art scene?
• Exploratory: How is the intersection of technology and art opening new mediums or platforms for artists?
• Comparative: How do traditional painting techniques, such as oil and watercolor, contrast in terms of texture and luminosity?
• Predictive: With the evolution of digital art platforms, how might the definition and appreciation of "original" artworks change in the coming years?

Entrepreneurship

• Descriptive: What are the main challenges faced by startups in the tech industry?
• Explanatory: Why do some entrepreneurial ventures succeed while others fail within their first five years?
• Exploratory: How are emerging digital platforms reshaping the entrepreneurial landscape?
• Comparative: How do funding opportunities for entrepreneurs differ between North America and Europe?
• Predictive: What sectors are predicted to see the most startup growth in the next decade?
• Descriptive: What are the primary sources of external funding for large corporations?
• Explanatory: Why did the stock market experience a significant drop in Q4 2022?
• Exploratory: How might blockchain technology revolutionize the future of banking?
• Comparative: How do the financial markets in developing countries compare to those in developed countries?
• Predictive: Based on current economic indicators, what is the forecasted health of the global economy for the next five years?

Human resources

• Descriptive: What are the most sought-after employee benefits in the tech industry?
• Explanatory: Why is there a high turnover rate in the retail sector?
• Exploratory: How might the rise of remote work affect HR practices in the next decade?
• Comparative: How do HR practices in multinational corporations differ from those in local companies?
• Predictive: What skills will be in highest demand in the workforce by 2030?
• Descriptive: What are the core responsibilities of middle management in large manufacturing firms?
• Explanatory: Why do some management strategies fail in diverse cultural environments?
• Exploratory: How are companies adapting their management structures in response to the gig economy?
• Comparative: How does management style in Eastern companies compare with Western businesses?
• Predictive: How might artificial intelligence reshape management practices in the next decade?
• Descriptive: What are the most effective digital marketing channels for e-commerce businesses?
• Explanatory: Why did a particular viral marketing campaign succeed in reaching a global audience?
• Exploratory: How might virtual reality change the landscape of product advertising?
• Comparative: How do marketing strategies differ between B2B and B2C sectors?
• Predictive: What consumer behaviors are forecasted to dominate online shopping trends in the next five years?

Operations research

• Descriptive: What are the primary optimization techniques used in supply chain management?
• Explanatory: Why do certain optimization algorithms perform better in specific industries?
• Exploratory: How can quantum computing impact the future of operations research?
• Comparative: How does operations strategy differ between service and manufacturing industries?
• Predictive: Based on current technological advancements, how might automation reshape supply chain strategies by 2035?

Artificial intelligence

• Descriptive: What are the primary algorithms used in deep learning?
• Explanatory: Why do certain neural network architectures outperform others in image recognition tasks?
• Exploratory: How might quantum computing influence the development of AI models?
• Comparative: How do reinforcement learning methods compare to supervised learning in game playing scenarios?
• Predictive: Based on current trends, how will AI impact the job market over the next decade?

Cybersecurity

• Descriptive: What are the most common types of cyberattacks reported in 2022?
• Explanatory: Why are certain industries more vulnerable to ransomware attacks?
• Exploratory: How might advances in quantum computing challenge existing encryption methods?
• Comparative: How do open-source software vulnerabilities compare to those in proprietary systems?
• Predictive: Given emerging technologies, what types of cyber threats will likely dominate in the next five years?

Data science

• Descriptive: What are the main tools used by data scientists in large-scale data analysis?
• Explanatory: Why does algorithm X yield more accurate predictions than algorithm Y for certain datasets?
• Exploratory: How can machine learning models improve real-time data processing in IoT devices?
• Comparative: How does the performance of traditional statistical models compare to machine learning models in predicting stock prices?
• Predictive: Based on current data trends, what industries will likely benefit the most from data analytics advancements in the coming decade?

Information systems

• Descriptive: What are the core components of a modern enterprise resource planning (ERP) system?
• Explanatory: Why have cloud-based information systems seen a rapid adoption rate in recent years?
• Exploratory: How might the integration of blockchain technology revolutionize supply chain information systems?
• Comparative: How do information system strategies differ between e-commerce and brick-and-mortar retailers?
• Predictive: Given the rise of remote work, how will information systems evolve to support decentralized teams in the future?

Software engineering

• Descriptive: What are the standard practices in agile software development?
• Explanatory: Why do some software projects face significant delays despite rigorous planning?
• Exploratory: How are emerging programming languages shaping the future of software development?
• Comparative: How does the software development lifecycle in startup environments compare to that in large corporations?
• Predictive: Based on current development trends, which software platforms are forecasted to dominate market share by 2030?

Adult education

• Descriptive: What are the primary motivations behind adults seeking further education later in life?
• Explanatory: Why do some adult education programs have a higher success rate compared to others?
• Exploratory: How might online learning platforms revolutionize adult education in the next decade?
• Comparative: How do adult education methodologies differ from traditional collegiate teaching techniques?
• Predictive: Given current trends, how will the demand for adult education courses change in the upcoming years?

Curriculum studies

• Descriptive: What are the core components of a modern high school curriculum in the United States?
• Explanatory: Why have certain subjects, like financial literacy, become more emphasized in recent curriculum updates?
• Exploratory: How can interdisciplinary studies be better incorporated into traditional curricula?
• Comparative: How does the math curriculum in the US compare to that in other developed countries?
• Predictive: Based on pedagogical research, what subjects are forecasted to gain prominence in curricula over the next decade?

Educational administration

• Descriptive: What are the main responsibilities of a school principal in large urban schools?
• Explanatory: Why do some schools consistently perform better in standardized testing than others, despite similar resources?
• Exploratory: How might emerging technologies shape the administrative tasks of educational institutions in the future?
• Comparative: How does school administration differ between private and public educational institutions?
• Predictive: Given the rise of online education, how will the role of educational administrators evolve in the coming years?

Educational psychology

• Descriptive: What cognitive strategies are commonly used by students to enhance memory retention during studies?
• Explanatory: Why do certain teaching methodologies resonate better with students having specific learning styles?
• Exploratory: How can insights from behavioral psychology improve student engagement in virtual classrooms?
• Comparative: How does the motivation level of students differ between self-paced versus instructor-led courses?
• Predictive: With the increasing integration of technology in education, how will student learning behaviors change in the next decade?

Special education

• Descriptive: What interventions are commonly used to support students with autism spectrum disorders in inclusive classrooms?
• Explanatory: Why do some special education programs yield better academic outcomes for students with specific learning disabilities?
• Exploratory: How can augmented reality technologies be utilized to enhance learning for students with visual impairments?
• Comparative: How does special education support differ between urban and rural school districts?
• Predictive: Based on advancements in assistive technologies, how will the landscape of special education transform in the near future?

Aerospace engineering

• Descriptive: What are the key materials and technologies utilized in modern spacecraft design?
• Explanatory: Why are certain alloys preferred in high-temperature aerospace applications?
• Exploratory: How might advances in propulsion technologies revolutionize space travel in the next decade?
• Comparative: How do commercial aircraft designs differ from military aircraft designs in terms of aerodynamics?
• Predictive: Given current research trends, how will the efficiency of jet engines change in the upcoming years?

Biomedical engineering

• Descriptive: What are the foundational principles behind the design of modern prosthetic limbs?
• Explanatory: Why have bio-compatible materials like titanium become crucial in implantable medical devices?
• Exploratory: How can nanotechnology be leveraged to improve drug delivery systems in the future?
• Comparative: How do MRI machines differ from CT scanners in terms of their underlying technology and application?
• Predictive: Based on emerging trends, how will wearable health monitors evolve in the next decade?

Chemical engineering

• Descriptive: What processes are involved in the large-scale production of ethylene?
• Explanatory: Why is distillation the most common separation method in the petroleum industry?
• Exploratory: How might green chemistry principles transform traditional chemical manufacturing processes?
• Comparative: How does the production of biofuels compare to traditional fossil fuels in terms of yield and environmental impact?
• Predictive: Given global sustainability goals, how will the chemical industry's reliance on fossil resources shift in the future?

Civil engineering

• Descriptive: What are the primary considerations in the structural design of skyscrapers in earthquake-prone regions?
• Explanatory: Why are steel-reinforced concrete beams commonly used in bridge construction?
• Exploratory: How can smart city concepts influence the infrastructure planning of urban centers in the future?
• Comparative: How do tunneling methods differ between soft soil and hard rock terrains?
• Predictive: With the increasing threat of climate change, how will coastal infrastructure design criteria change to account for rising sea levels?

Computer engineering

• Descriptive: What are the main components of a modern central processing unit (CPU) and their functions?
• Explanatory: Why is silicon predominantly used in semiconductor manufacturing?
• Exploratory: How might quantum computing redefine the landscape of traditional computing architectures?
• Comparative: How do solid-state drives (SSDs) compare to traditional hard disk drives (HDDs) in terms of performance and longevity?
• Predictive: Given advancements in chip miniaturization, how will the form factor of consumer electronics evolve in the coming years?

Electrical engineering

• Descriptive: What are the standard stages involved in the transmission and distribution of electrical power?
• Explanatory: Why are transformers essential in the power distribution network?
• Exploratory: How can emerging smart grid technologies improve the efficiency and reliability of electrical distribution systems?
• Comparative: How do AC and DC transmission methods differ in terms of efficiency and infrastructure requirements?
• Predictive: With the rise of renewable energy sources, how will power grid management complexities change in the next decade?

Mechanical engineering

• Descriptive: What are the fundamental principles behind the operation of a four-stroke internal combustion engine?
• Explanatory: Why are certain polymers used as vibration dampeners in machinery?
• Exploratory: How might advancements in materials science impact the design of future automotive systems?
• Comparative: How do hydraulic systems compare to pneumatic systems in terms of energy efficiency and application?
• Predictive: With the push towards sustainability, how will traditional manufacturing methods evolve to reduce their carbon footprint?

Climatology

• Descriptive: What are the primary factors that influence the El Niño and La Niña phenomena?
• Explanatory: Why have certain regions experienced more intense and frequent heatwaves in the past decade?
• Exploratory: How might changing atmospheric CO2 concentrations impact global wind patterns in the future?
• Comparative: How do urban areas differ from rural areas in terms of microclimate conditions?
• Predictive: Given current greenhouse gas emission trends, what will be the average global temperature increase by the end of the century?

Conservation science

• Descriptive: What are the primary threats faced by tropical rainforests around the world?
• Explanatory: Why are certain species more vulnerable to habitat fragmentation than others?
• Exploratory: How can community involvement enhance conservation efforts in protected areas?
• Comparative: How does the effectiveness of in-situ conservation compare to ex-situ conservation for endangered species?
• Predictive: If current deforestation rates continue, how many species are predicted to go extinct in the next 50 years?
• Descriptive: What are the dominant flora and fauna in a temperate deciduous forest biome?
• Explanatory: Why do certain ecosystems, like wetlands, have higher biodiversity than others?
• Exploratory: How might the spread of invasive species alter nutrient cycling in freshwater lakes?
• Comparative: How do the trophic dynamics of grassland ecosystems differ from those of desert ecosystems?
• Predictive: How will global ecosystems change if bee populations continue to decline at current rates?

Environmental health

• Descriptive: What are the major pollutants found in urban air?
• Explanatory: Why do certain pollutants cause respiratory diseases in humans?
• Exploratory: How might green building designs reduce the health risks associated with indoor air pollutants?
• Comparative: How do the health impacts of living near coal-fired power plants compare to living near nuclear power plants?
• Predictive: Given increasing urbanization trends, how will air quality in major cities change over the next two decades?

Marine biology

• Descriptive: What are the primary species that comprise a coral reef ecosystem?
• Explanatory: Why are coral reefs particularly sensitive to changes in sea temperature?
• Exploratory: How might deep-sea exploration reveal unknown marine species and their adaptations?
• Comparative: How do the feeding strategies of pelagic fish differ from benthic fish in oceanic ecosystems?
• Predictive: If ocean acidification trends continue, what will be the impact on shell-forming marine organisms in the next 30 years?
• Descriptive: What are the most common oral health issues faced by elderly individuals?
• Explanatory: Why do sugary foods lead to a higher prevalence of cavities?
• Exploratory: How might emerging technologies revolutionize dental procedures in the coming decade?
• Comparative: How do the effects of electric toothbrushes compare to manual ones in reducing plaque?
• Predictive: Given current trends, how might the prevalence of gum diseases change in populations with increased sugar consumption over the next decade?

Kinesiology

• Descriptive: What are the primary physiological changes that occur during aerobic exercise?
• Explanatory: Why do some athletes experience muscle cramps during extensive physical activity?
• Exploratory: How might different stretching routines impact athletic performance?
• Comparative: How do the biomechanics of running on a treadmill differ from running outdoors?
• Predictive: If sedentary lifestyles continue to rise, what could be the potential impact on musculoskeletal health in the next 20 years?
• Descriptive: What are the main symptoms associated with the early stages of Parkinson's disease?
• Explanatory: Why are some viruses, like the flu, more prevalent in colder months?
• Exploratory: How might genetic editing technologies, like CRISPR, be utilized to treat hereditary diseases in the future?
• Comparative: How does the efficacy of traditional chemotherapy compare to targeted therapy in treating certain cancers?
• Predictive: Given advances in telemedicine, how might patient-doctor interactions evolve over the next decade?
• Descriptive: What are the primary responsibilities of nurses in intensive care units?
• Explanatory: Why is there a higher burnout rate among nurses compared to other healthcare professionals?
• Exploratory: How can training programs be improved to better equip nurses for challenges in emergency situations?
• Comparative: How does the patient recovery rate differ when cared for by specialized nurses versus general ward nurses?
• Predictive: How will the role of nurses change with the integration of more AI-based diagnostic tools in hospitals?
• Descriptive: What are the main nutritional components of a Mediterranean diet?
• Explanatory: Why does a diet high in processed sugars lead to increased risks of type 2 diabetes?
• Exploratory: How might gut microbiota be influenced by various diets and what are the potential health implications?
• Comparative: How does the nutritional profile of plant-based proteins compare to animal-based proteins?
• Predictive: If global meat consumption trends continue, what could be the implications for population-wide nutritional health in 30 years?
• Descriptive: What are the primary active ingredients in over-the-counter pain relievers?
• Explanatory: Why do certain medications cause drowsiness as a side effect?
• Exploratory: How might nanoparticle-based drug delivery systems enhance the efficacy of certain treatments?
• Comparative: How do the effects of generic drugs compare to their brand-name counterparts?
• Predictive: Given the rise of antibiotic-resistant bacteria, how might pharmaceutical approaches to bacterial infections change in the future?

Public health

• Descriptive: What are the main factors contributing to public health disparities in urban vs rural areas?
• Explanatory: Why did certain regions have higher transmission rates during the COVID-19 pandemic?
• Exploratory: How can community engagement strategies be optimized for more effective health campaigns?
• Comparative: How do vaccination rates and outcomes differ between countries with public vs private healthcare systems?
• Predictive: Based on current trends, how will global public health challenges evolve over the next 50 years?

Art history

• Descriptive: What are the primary artistic styles observed in the Renaissance era?
• Explanatory: Why did the Baroque art movement emerge after the Renaissance?
• Exploratory: How might newly discovered ancient art pieces reshape our understanding of prehistoric artistic practices?
• Comparative: How does European Romantic art differ from Asian Romantic art of the same period?
• Predictive: Given current trends, how might digital art impact traditional art gallery setups in the next decade?
• Descriptive: What are the primary themes in Homer's "Odyssey"?
• Explanatory: Why did Greek tragedies place a strong emphasis on the concept of fate?
• Exploratory: Are there undiscovered works that might provide more insight into daily life in ancient Rome?
• Comparative: How do Roman epics compare to their Greek counterparts in terms of character development?
• Predictive: How will emerging technologies like virtual reality affect the study of ancient ruins?

Cultural studies

• Descriptive: How is the concept of family portrayed in contemporary American media?
• Explanatory: Why has the influence of Western culture grown in certain Eastern countries over the last century?
• Exploratory: What are the emerging subcultures in the digital age and how do they communicate?
• Comparative: How does the representation of masculinity vary between Eastern and Western films?
• Predictive: In what ways might globalization affect cultural identities in the next two decades?
• Descriptive: What events led to the fall of the Berlin Wall?
• Explanatory: Why did the Industrial Revolution begin in Britain?
• Exploratory: Are there undocumented civilizational interactions in ancient times that new archaeological findings might reveal?
• Comparative: How did the responses to the Black Plague differ between European and Asian nations?
• Predictive: Given historical patterns, how might major global powers react to dwindling natural resources in the future?
• Descriptive: What are the main narrative techniques used in James Joyce's "Ulysses"?
• Explanatory: Why did the Gothic novel become popular in 19th-century England?
• Exploratory: How might translations of ancient texts reveal different interpretations based on the translator's cultural background?
• Comparative: How does the portrayal of war differ between post-WWII American and French literature?
• Predictive: How might the rise of AI-authored literature change the publishing industry?
• Descriptive: What are the core principles of existentialism as described by Jean-Paul Sartre?
• Explanatory: Why did the philosophy of existentialism gain prominence post-WWII?
• Exploratory: How might ancient Eastern philosophies provide insights into modern ethical dilemmas surrounding technology?
• Comparative: How does Nietzsche's concept of the "Ubermensch" compare to Aristotle's "virtuous person"?
• Predictive: As AI becomes more prevalent, how might philosophical discussions around consciousness evolve?

Religious studies

• Descriptive: What are the Five Pillars of Islam?
• Explanatory: Why did Protestantism emerge within Christianity during the 16th century?
• Exploratory: Are there common motifs in creation myths across various religions?
• Comparative: How do concepts of the afterlife compare between Christianity, Buddhism, and Ancient Egyptian beliefs?
• Predictive: How might interfaith dialogue shape religious practices in multi-faith societies over the next decade?

Classic languages

• Descriptive: What are the primary grammatical structures in Ancient Greek?
• Explanatory: Why did Latin play a foundational role in the development of many modern European languages?
• Exploratory: Are there yet-to-be-deciphered scripts from ancient civilizations that might provide insight into lost languages?
• Comparative: How do the verb conjugation patterns in Latin compare to those in Sanskrit?
• Predictive: Given the ongoing research in classical studies, how might our understanding of certain ancient texts change in the next decade?

Comparative literature

• Descriptive: What are the main themes in Japanese Haiku and English Sonnets?
• Explanatory: Why do certain folklore tales appear with variations across different cultures?
• Exploratory: How might newly translated works from lesser-known languages reshape the world literature canon?
• Comparative: How does the role of the tragic hero in French literature differ from its portrayal in Russian literature?
• Predictive: As global communication becomes more interconnected, how might the study of world literature evolve in universities?

Modern languages

• Descriptive: What are the primary tonal patterns observed in Mandarin Chinese?
• Explanatory: Why has English become a dominant lingua franca in international business and diplomacy?
• Exploratory: Which lesser-studied languages might become more prominent due to socio-political changes in their regions?
• Comparative: How do the grammatical complexities of Russian compare to those of German?
• Predictive: Given current global trends, which languages are predicted to become more widely spoken in the next two decades?
• Descriptive: What are the primary articulatory features of plosive sounds?
• Explanatory: Why do certain accents develop specific pitch fluctuations and intonations?
• Exploratory: How do various environmental factors affect vocal cord vibrations and sound production?
• Comparative: How does the pronunciation of fricatives differ between Spanish and Portuguese speakers?
• Predictive: How might advancements in voice recognition technology influence phonetics research in the next decade?
• Descriptive: What are the primary signs and symbols used in American road signage?
• Explanatory: Why do red roses universally symbolize love or passion in many cultures?
• Exploratory: Are there emerging symbols in digital communication that could become universally recognized signs in the future?
• Comparative: How do the semiotic structures in print advertisements differ between Western and Eastern cultures?
• Predictive: As emoji usage becomes more widespread, how might they impact written language semantics in the coming years?
• Descriptive: What are the key statutes governing tenant rights in residential leases?
• Explanatory: Why do personal injury claims vary significantly in settlement amounts even under similar circumstances?
• Exploratory: How might alternative dispute resolution mechanisms evolve in civil law contexts over the next decade?
• Comparative: How do defamation laws differ between jurisdictions that adopt the British common law system versus the Napoleonic code?
• Predictive: How might the rise of online transactions affect the volume and nature of civil law cases related to contract disputes?

Constitutional law

• Descriptive: What are the main principles enshrined in the First Amendment of the U.S. Constitution?
• Explanatory: Why have some constitutional rights been subject to varying interpretations over time?
• Exploratory: Are there emerging debates around digital rights and freedoms that might reshape constitutional interpretations in the future?
• Comparative: How does the protection of freedom of speech differ between the U.S. Constitution and the German Basic Law?
• Predictive: Given global socio-political trends, how might constitutional democracies adjust their foundational texts in the next two decades?

Corporate law

• Descriptive: What are the primary duties and liabilities of a board of directors in a publicly traded company?
• Explanatory: Why do mergers and acquisitions often involve extensive due diligence processes?
• Exploratory: How might the rise of digital currencies impact the regulatory landscape for corporations in the finance sector?
• Comparative: How does the legal framework for shareholder rights in the U.S. compare to that of Japan?
• Predictive: How might changing global trade dynamics influence corporate structuring and international partnerships?

Criminal law

• Descriptive: What constitutes first-degree murder in the majority of jurisdictions?
• Explanatory: Why are certain offenses classified as misdemeanors while others are felonies?
• Exploratory: Are there emerging patterns in cybercrime that suggest new areas of legal vulnerability?
• Comparative: How does the treatment of juvenile offenders differ between Scandinavian countries and the U.S.?
• Predictive: Given advancements in technology, how might criminal law evolve to address potential misuses of artificial intelligence?

International law

• Descriptive: What are the foundational principles of the Geneva Conventions?
• Explanatory: Why have some nations refused to recognize or be bound by certain international treaties?
• Exploratory: How might global climate change reshape international agreements and treaties in the coming years?
• Comparative: How do regional trade agreements in Africa compare to those in Southeast Asia in terms of provisions and enforcement mechanisms?
• Predictive: How might geopolitical shifts influence the role and effectiveness of international courts in resolving state disputes?

Applied mathematics

• Descriptive: What are the primary mathematical models used to predict the spread of infectious diseases?
• Explanatory: Why does the Navier–Stokes equation play a pivotal role in fluid dynamics?
• Exploratory: How might new computational methods enhance the efficiency of existing algorithms in applied mathematics?
• Comparative: How do optimization techniques in operations research differ from those in machine learning applications?
• Predictive: Given the rapid growth of quantum computing, how might it reshape the landscape of applied mathematical problems in the next decade?

Applied statistics

• Descriptive: What are the standard procedures for handling missing data in a large-scale survey?
• Explanatory: Why do statisticians use bootstrapping techniques in hypothesis testing?
• Exploratory: How might emerging data sources, like wearables and IoT devices, introduce new challenges and opportunities in applied statistics?
• Comparative: How does the performance of Bayesian methods compare to frequentist methods in complex hierarchical models?
• Predictive: With the increasing availability of big data, how might the role of applied statisticians evolve in the next five years?

Pure mathematics

• Descriptive: What are the axioms underpinning Euclidean geometry?
• Explanatory: Why is Gödel's incompleteness theorem considered a foundational result in the philosophy of mathematics?
• Exploratory: Are there newly emerging areas of study within number theory due to advancements in computational mathematics?
• Comparative: How do algebraic structures differ between rings and fields?
• Predictive: Considering current research trends, what areas of pure mathematics are poised for significant breakthroughs in the next decade?

Theoretical statistics

• Descriptive: What foundational principles underlie the Central Limit Theorem?
• Explanatory: Why is the concept of sufficiency crucial in the design of statistical tests?
• Exploratory: How might advances in artificial intelligence influence theoretical developments in statistical inference?
• Comparative: How do likelihood-based inference methods compare to Bayesian methods in terms of theoretical underpinnings?
• Predictive: As data generation mechanisms evolve, how might the theoretical foundations of statistics need to adapt in the future?
• Descriptive: What are the key features and behaviors of black holes?
• Explanatory: Why does the expansion of the universe appear to be accelerating?
• Exploratory: What potential insights might the study of exoplanets provide about the conditions necessary for life?
• Comparative: How do the properties of spiral galaxies differ from those of elliptical galaxies?
• Predictive: Based on current data, what are the projected future behaviors of our sun as it ages?
• Descriptive: What are the primary functions and structures of ribosomes in a cell?
• Explanatory: Why does DNA replication occur semi-conservatively?
• Exploratory: How might emerging technologies like CRISPR redefine our understanding of genetic engineering?
• Comparative: How do the metabolic processes of prokaryotic cells differ from those of eukaryotic cells?
• Predictive: Given the current trajectory of climate change, how might the biodiversity in tropical rainforests be affected over the next century?
• Descriptive: What are the key properties and uses of the noble gases?
• Explanatory: Why do exothermic reactions release heat?
• Exploratory: How might advances in nanochemistry influence drug delivery systems?
• Comparative: How do ionic bonds differ in strength and characteristics from covalent bonds?
• Predictive: Considering the rise in antibiotic-resistant bacteria, how might the field of medicinal chemistry adapt to produce effective treatments in the future?

Earth science

• Descriptive: What are the primary layers of Earth's atmosphere and their respective characteristics?
• Explanatory: Why do certain regions experience more seismic activity than others?
• Exploratory: How might the study of ancient ice cores provide insights into past climate conditions?
• Comparative: How do the processes of weathering differ between arid and humid climates?
• Predictive: Given current data on deforestation, what could be its impact on global soil quality and erosion patterns over the next 50 years?
• Descriptive: What are the fundamental principles underlying quantum mechanics?
• Explanatory: Why does the speed of light in a vacuum remain constant regardless of the observer's frame of reference?
• Exploratory: How might studies in string theory reshape our understanding of the universe at the smallest scales?
• Comparative: How do the effects of general relativity contrast with predictions from Newtonian physics under extreme gravitational conditions?
• Predictive: With advancements in particle physics, what potential new particles or phenomena might be discovered in the next decade?

Anthropology

• Descriptive: What are the primary rituals and customs of the indigenous tribes of the Amazon?
• Explanatory: Why did the ancient Mayan civilization collapse?
• Exploratory: How might modern urbanization impact the preservation of ancient burial sites?
• Comparative: How do hunter-gatherer societies differ from agricultural societies in terms of social structures?
• Predictive: Given global trends, how might indigenous cultures evolve over the next century?

Communication

• Descriptive: What are the main modes of communication used by millennials compared to baby boomers?
• Explanatory: Why has the usage of social media platforms surged in the last two decades?
• Exploratory: How might advancements in virtual reality reshape interpersonal communication in the future?
• Comparative: How do written communication skills differ between those educated in traditional schools versus online schools?
• Predictive: How might the nature of journalism change with the rise of automated content generation?
• Descriptive: What are the primary components of a nation's gross domestic product (GDP)?
• Explanatory: Why did the economic recession of 2008 occur?
• Exploratory: How might the concept of universal basic income impact labor market dynamics?
• Comparative: How do free market economies differ from command economies in terms of resource allocation?
• Predictive: Based on current global economic trends, which industries are predicted to boom in the next decade?
• Descriptive: What are the geographical features of the Himalayan mountain range?
• Explanatory: Why do desert regions exist on the western coasts of continents, such as the Atacama in South America?
• Exploratory: How might rising sea levels reshape the world's coastlines over the next century?
• Comparative: How does urban planning in European cities differ from that in American cities?
• Predictive: Given current urbanization rates, which cities are poised to become megacities by 2050?

Political science

• Descriptive: What are the foundational principles of a parliamentary democracy?
• Explanatory: Why do certain nations adopt federal systems while others prefer unitary systems?
• Exploratory: How might the rise of populism influence global diplomatic relations in the 21st century?
• Comparative: How do the rights of citizens in liberal democracies differ from those in authoritarian regimes?
• Predictive: Based on current political trends, which nations might see significant shifts in governance models over the next two decades?
• Descriptive: What are the primary stages of cognitive development in children according to Piaget?
• Explanatory: Why do certain individuals develop phobias?
• Exploratory: How might emerging neuroscientific tools, like fMRI, alter our understanding of human emotions?
• Comparative: How do coping mechanisms differ between individuals with high resilience versus those with low resilience?
• Predictive: Given the rise in digital communication, how might human attention spans evolve in future generations?

Social work

• Descriptive: What are the core principles and practices in child protective services?
• Explanatory: Why do certain communities have higher rates of child neglect and abuse?
• Exploratory: How might the integration of artificial intelligence in social work affect decision-making in child welfare cases?
• Comparative: How do intervention strategies for substance abuse differ between urban and rural settings?
• Predictive: Based on current societal trends, what challenges might social workers face in the next decade?
• Descriptive: What are the defining characteristics of Generation Z as a social cohort?
• Explanatory: Why have nuclear families become less prevalent in Western societies?
• Exploratory: How might the widespread adoption of virtual realities impact social interactions and community structures in the future?
• Comparative: How do the roles and perceptions of elderly individuals differ between Eastern and Western societies?
• Predictive: Given the rise in remote work, how might urban and suburban living patterns change over the next three decades?

In synthesizing the vast range of research questions posed across diverse disciplines, it becomes clear that every academic field, from the humanities to the social sciences, offers unique perspectives and methodologies to uncover and understand various facets of our world. These questions, whether descriptive, explanatory, exploratory, comparative, or predictive, serve as guiding lights, driving scholarship and innovation. As academia continues to evolve and adapt, these inquiries not only define the boundaries of current knowledge but also pave the way for future discoveries and insights, emphasizing the invaluable role of continuous inquiry in the ever-evolving tapestry of human understanding.

Header image by Zetong Li .

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Formulating a research question

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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 Write a Research Question: Types & Examples

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A research question is the main query that researchers seek to answer in their study. It serves as the basis for a scholarly project such as research paper, thesis or dissertation. A good research question should be clear, relevant and specific enough to guide the research process. It should also be open-ended, meaning that it allows for multiple possible answers or interpretations.

If you have located your general subject and main sources but still aren’t quite sure about the exact research questions for your paper, this guide will help you out. First, we will explore the concept of it together, so you could answer it in your work. Then some simple steps on composing your inquiry will be suggested. In the end, we will draw your attention to some specific details which can make your work good or bad. Sometimes it’s just easier to delegate all challenging tasks to a reliable research paper service . StudyCrumb is a trustable network of qualified writers ready to efficiently solve students’ challenges.

What Is a Good Research Question: Full Definition

Good research questions provide a concise definition of a problem. As a scholar, your main goal at the beginning is to select the main focus. It should be narrow enough so you could examine it within your deadline. Your work should be focused on something specific. Otherwise, it will require too much work and might not produce clear answers. At the same time your answer should be arguable and supported by data you’ve collected. Take a look at this example:

How to Write a Research Question: Step-By-Step Guide

In this section we will examine the process of developing a research question. We will guide you through it, step by step. Keep in mind that your subject should be important for your audience. So it requires some preliminary study and brainstorming. Let’s take a closer look at the main steps.

Step 1. Choose a Broad Topic for Your Research Paper Question

First, you need to decide on your general direction. When trying to identify your research paper questions, it is better to choose an area you are really interested in. You should be able to obtain enough data to write something about this topic. Therefore, do not choose something out of your reach. At the same time, your broad topic should not be too simple. Research paper questions that can be answered without any study would hardly make any sense for your project.

Step 2. Do Preliminary Reading Before Starting Your Research Question

Next, it is time we explore the context of the selected topic. You wouldn’t want to choose research questions that have already been examined and answered in detail. On the other hand, choosing a topic that is a complete ‘terra incognita’ might be a bridge too far for your project. Browse through available sources that are related to this topic. You should try and find out what has been discovered about it before. Do you see a gap that you can fill with your study? You can proceed with developing your exact inquiry! Have no time for in-depth topic exploration? Leave this task to professionals. Entrust your “ write my research paper ” order to StudyCrumb and get a top-notch work.

Step 3. Consider an Audience for Your Research Question

It is good to know your reader well to be able to convey your ideas and results to them in the best possible way. Before writing research questions for your projects, you might need to perform a brief analysis of your audience. That's how you'll be able to understand what is interesting for them and what is not. This will allow you to make better decisions when narrowing your broad topic down. Select a topic that is interesting for your reader! This would contribute much to the success for writing a research paper .

Step 4. Start Asking a Good Research Question

After you have considered your options, go ahead and compose the primary subject of your paper. What makes a good research question? It should highlight some problematic and relevant aspects of the general topic. So, after it is answered, you should have obtained some new valuable knowledge about the subject.  Typically scholars start narrowing down their general topic by asking ‘how’, ‘why’ or ‘what’s next’ questions. This approach might help you come up with a great idea quickly.

Step 5. Evaluate Your Research Question

Finally, after you have composed a research paper question, you should take a second look at it and see if it is good enough for your paper. It would be useful to analyze it from the following sides:

You might use the help of your peers or your friends at this step. You can also show it to your tutor and ask for their opinion.

Types of Research Questions: Which to Choose

A number of research questions types are available for use in a paper. They are divided into two main groups:

Qualitative questions:

Quantitative questions:

Selecting a certain type would impact the course of your study. We suggest you think about it carefully. Below you can find a few words about each type. Also, you can seek proficient help from academic experts. Buy a research paper from real pros and forget about stress once and for all.

Qualitative Research Questions: Definition With Example

When doing qualitative research, you are expected to aim to understand the different aspects and qualities of your target problem. Therefore, your thesis should focus on analyzing people’s experience, ideas and reflections rather than on obtaining some statistical data and calculating trends. Thus, this inquiry typically requires observing people’s behavior, interacting with them and learning how they interpret your target problem.  Let’s illustrate this with an example:

What Is Contextual Research Questions

Contextual research revolves around examining your subject in its natural, everyday environment. It may be watching animals living in their usual habitats or people doing their normal activities in their familiar surroundings (at home, at school or at office). This academic approach helps to understand the role of the context. You'll be able to better explain connections between your problem, its environment and outcomes. This type of inquiry ought to be narrow enough. You shouldn’t have to examine each and every aspect of the selected problem in your paper. Consider this example:

Definition and Sample of Evaluative Research Questions

Evaluative research is performed in order to carefully assess the qualities of a selected object, individual, group, system or concept. It typically serves the purpose of collecting evidence that supports or contradicts solutions for a problem. This type of inquiry should focus on how useful a certain quality is for solving the problem.  To conduct such study, you need to examine selected qualities in detail. Then, you should assume whether they match necessary criteria. It might include some quantitative methods such as collecting statistics. Although, the most important part is analyzing the qualities. If you need some examples, here’s one for you:

Explanatory Research Questions: Definition With Example

Your paper can be dedicated to explaining a certain phenomenon, finding its reasons and important relationships between it and other important things. Your explanatory research question should aim to highlight issues, uncertainties and problematic aspects of your subject. So, your study should bring clarity about these qualities. It should show how and why they have developed this way. An explanation may include showing causes and effects of issues in question, comparing the selected phenomenon to other similar types and showing whether the selected qualities match some predefined criteria. If you need some examples, check this one:

Generative Research Questions

This type of research is conducted in order to better understand the subject. With its help, you can find some new solutions or opportunities for improvement. Therefore, its main purpose is to develop a theoretical basis for further actions. You need to compose your generative research questions in a way that facilitates obtaining new ideas. It would help to begin with asking ‘why’, ‘what is the relationship between the subject and the problems X, Y, and Z’, ‘what can be improved here’, ‘how we can prevent it’ and so on. Need relevant examples? We’ve got one for you:

Ethnographic Research Question

Ethnography research is focused on a particular group of people. The aim is to study their behavior, typical reactions to certain events or information, needs, preferences or habits. Important parameters of this group which are most relevant to your general subject are taken into consideration. These are age, sex, language, religion, ethnicity, social status and so on. Main method in this case is first-hand observation of people from the selected group during an extended period of time. If you need strong examples, here’s one:

Quantitative Research Questions: Full Definition With Examples

Quantitative research deals with data – first of all, it is numeric data. It involves mathematical calculations and statistical analysis. It helps to obtain knowledge which is mostly expressed in numbers, graphs and tables. Unlike the qualitative type, the purpose of quantitative research is finding patterns, calculating probabilities, testing causal relationships and making predictions. It is focused on testing theories and hypotheses. (We have the whole blog on what is a hypothesis .) It is mostly used in natural and social sciences. These are: chemistry, biology, psychology, economics, sociology, marketing, etc. Here are a couple of examples:

Descriptive Research Questions: Definition With Example

This is probably the most widespread type of quantitative research question. Such inquiries seek to explain when, where, why, or how something occurred. They describe it accurately and systematically. These inquiries typically start with ‘what’. You are expected to use various methods to investigate one or more variables and determine their dependencies. Note, however, that you cannot control or manipulate any of these variables. You can only observe and measure them. Looking for some interesting examples? Here is one:

Definition of Comparative Research Questions

Comparative research question is used to highlight different variables and provide numerical evidence. This type is based on comparing one object, parameter or issue with another one of a similar kind. It can help to discover the differences between two or more groups by examining their outcome variables.  Take a look at these two examples:

Relationship Research Questions

We conduct this type of research when we need to make it clear whether one parameter of a selected object causes another one. A relationship based quantitative research question should help us to explore and define trends and interactions between two or more variables. Are these two things mutually dependent? What kind of dependence is it? How has it developed? And what are possible outcomes of this connection? Here is an example of relationship-based quantitative research questions:

Research Questions Examples: Free

This section contains a number of helpful examples of research questions. Feel free to use them as inspiration to create your own questions and conduct productive study. Let’s start with two simple ones:

Are you interested in well written and inspiring questions? Do you want to learn what to avoid in your study? Just stay with us – there will be more of them below.

Examples of Good and Bad Research Questions

Everyone is interested in getting the best possible appraisal for their study. Choosing a topic which doesn't suit your specific situation may be discouraging. Thus, the quality of your paper might get affected by a poor choice. We have put together some good and bad examples so that you could avoid such mistakes.

Good Research Questions Examples

It is important to include clear terms into your questions. Otherwise, it would be difficult for you to plan your investigation properly. Also, they must be focused on a certain subject, not multiple ones. And finally, it should be possible to answer them. Let’s review several good examples:

Examples of Bad Research Questions

It is difficult to evaluate qualities of objects, individuals or groups if your purpose is not clear. This is why you shouldn’t create unclear research questions or try to focus on many problems at once. Some preliminary study might help to understand what you should focus on. Here are several bad examples:

In case you may need some information about the discussion section of a research paper example , find it in our blog.

Final Thoughts on Research Questions

In this article we have made a detailed review of the most popular types of research questions. We described peculiarities. We also provided some tips on conducting various kinds of study. Besides, a number of useful examples have been given for each category of questions.

Feel free to check out essay writing services. We have experienced writers who can help you compose your paper in time. They will absolutely ensure the high quality of your text.

Joe Eckel is an expert on Dissertations writing. He makes sure that each student gets precious insights on composing A-grade academic writing.

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• Is it clear for your audience?
• Is it complex enough to require significant study?
• Is it focused on a certain aspect of your general topic?
• Explanatory
• Ethnographic
• Descriptive
• Comparative
• Relationship based.

Frequently Asked Questions About Research Questions

1. what is an example of a weak research question.

Here is an example of the weakest research question: 

An answer would be simply making a list of species that inhabit the country. This subject does not require any actual study to be conducted. There is nothing to calculate or analyze here.

2. What is the most effective type of research question?

Most effective type of research question is the one that doesn't have a single correct answer. However, you should also pay close attention to your audience. If you need to create a strong effect, better choose a topic which is relevant for them.

3. What is a good nursing research question?

If you need an idea for a nursing research question, here are a few helpful examples you could use as a reference:

4. What are some sociological research questions?

Sociological questions are the ones that examine the social patterns or a meaning of a social phenomenon. They could be qualitative or quantitative. They should target groups of people with certain parameters, such as age or income level. Keep in mind that type of study usually requires collecting numerous data about your target groups.

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1. INTRODUCTION

2. background, 5. discussion, 6. conclusions, author contributions, competing interests, funding information, data availability, how common are explicit research questions in journal articles.

Handling Editor: Ludo Waltman

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Mike Thelwall , Amalia Mas-Bleda; How common are explicit research questions in journal articles?. Quantitative Science Studies 2020; 1 (2): 730–748. doi: https://doi.org/10.1162/qss_a_00041

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Although explicitly labeled research questions seem to be central to some fields, others do not need them. This may confuse authors, editors, readers, and reviewers of multidisciplinary research. This article assesses the extent to which research questions are explicitly mentioned in 17 out of 22 areas of scholarship from 2000 to 2018 by searching over a million full-text open access journal articles. Research questions were almost never explicitly mentioned (under 2%) by articles in engineering and physical, life, and medical sciences, and were the exception (always under 20%) for the broad fields in which they were least rare: computing, philosophy, theology, and social sciences. Nevertheless, research questions were increasingly mentioned explicitly in all fields investigated, despite a rate of 1.8% overall (1.1% after correcting for irrelevant matches). Other terminology for an article’s purpose may be more widely used instead, including aims, objectives, goals, hypotheses, and purposes, although no terminology occurs in a majority of articles in any broad field tested. Authors, editors, readers, and reviewers should therefore be aware that the use of explicitly labeled research questions or other explicit research purpose terminology is nonstandard in most or all broad fields, although it is becoming less rare.

Academic research is increasingly multidisciplinary, partly due to team research addressing practical problems. There are also now large multidisciplinary journals, such as PLOS ONE and Nature Scientific Reports , with editorial teams that manage papers written by people from diverse disciplinary backgrounds. There is therefore an increasing need for researchers to understand disciplinary norms in writing styles and paradigms. The authors of a research paper need to know how to frame its central contribution so that it is understood by multidisciplinary audiences. One strategy for this is to base an article around a set of explicitly named research questions that address gaps in prior research. Employing the standard phrase “research question” gives an unambiguous signpost for the purpose of an article and may therefore aid clarity. Other strategies include stating hypotheses, goals, or aims, or describing an objective without calling it an objective (e.g., “this paper investigates X”). Similarly, structured abstracts are believed to help readers understand a paper ( Hartley, 2004 ), perhaps partly by having an explicit aim, objective, or goal section. A paper that does not recognize or value the way in which the central contribution is conveyed may be rejected by a reviewer or editor if they are unfamiliar with the norms of the submitting field. It would therefore be helpful for authors, reviewers, and editors to know which research fields employ explicitly labeled research questions or alternative standard terminology.

Purpose statements and research questions or hypotheses are interrelated elements of the research process. Research questions are interrogative statements that reflect the problem to be addressed, usually shaped by the goal or objectives of the study ( Onwuegbuzie & Leech, 2006 ). For example, a healthcare article argued that “a good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper” and “the key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community” ( Perneger & Hudelson, 2004 ).

The choice of terminology to describe an article’s purpose seems to be conceptually arbitrary, with the final decision based on community norms, journal guidelines, and author style. For example, a research paper investigating issue X could phrase its purpose in the following ways: “research question 1: is X true?,” “this paper aims to investigate X,” “the aim/objective/purpose/goal is to investigate X,” or “X?” (as in the current paper). Implicit purpose statements might include “this paper investigates X” or just “X,” where the context makes clear that this is the purpose. Alternatively, the reader might deduce the purpose of a paper after reading it, with all these options achieving the same result with different linguistic strategies. Some research purposes might not be easily expressible as a research question, however. For example, a humanities paper might primarily discuss an issue (e.g., “Aspects of the monastery and monastic life in Adomnán’s Life of Columba ”) but even these could perhaps be expressed as research questions, if necessary (e.g., “Which are the most noteworthy aspects of the monastery and monastic life in Adomnán’s Life of Columba ?”).

In which fields are explicitly named research questions commonly used?

Has the use of explicitly named research questions increased over time?

Are research purposes addressed using alternative language in different fields?

Do large journals guide authors to use explicitly named research questions or other terminology for purpose statements in different fields?

2.1. Advice for Authors

There are some influential guidelines for reporting academic research. In the social sciences, Swales’ (1990 , 2004) Create A Research Space (CARS) model structures research article introductions in three moves (establishing a territory, establishing a niche, and occupying a niche), which are subdivided into steps. Within the 1990 model, move 3 includes the steps “outlining purposes” and “announcing present research,” but research questions are not explicitly included, being similar the “question raising” step in move 2. In the updated 2004 model, move 3 includes an obligatory step named “announcing present research descriptively and/or purposively” (that joins the steps “outlining purposes” and “announcing present research” from the 1990 model), whereas “listing research questions or hypotheses” is a new optional step.

In medicine, the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) initiative is a checklist of items that should be included to improve reporting quality. One of these is a statement of objectives that “may be formulated as specific hypotheses or as questions that the study was designed to address” or may be less precise in early studies ( Vandenbroucke, von Elm, et al., 2014 ). This description therefore includes stating research questions as one of a range of ways of specifying objectives. An informal advice article in medicine instead starts by arguing that the paper’s aim should be clearly defined ( McIntyrei, Nisbet, et al., 2007 ).

Researchers may also be guided about the language to use in papers by any ethical or other procedures that they need to follow before conducting their work. For example, clinical trials often need to be registered and declared in a standard format, which may include explicit descriptions of objectives (e.g., see “E.2.1: Main objective of the trial” at: https://www.clinicaltrialsregister.eu/ctr-search/trial/2015-002555-10/GB ).

2.2. Empirical Evidence

Journal article research questions and other purpose statements, such as aims, objectives, goals, and hypotheses ( Shehzad, 2011 ), are usually included within Introduction sections or introductory phases, sometimes appearing as separate sections ( Kwan, 2017 ; Yang & Allison, 2004 ). Some studies have analyzed research article introductions in different disciplines and languages based on the Swales’ (1990 , 2004) CARS model. Although these studies analyze small sets of articles, they seem to agree that the research article introduction structure varies across disciplines (e.g., Joseph, Lim & Nor, 2014 ) and subdisciplines within a discipline, including for engineering ( Kanoksilapatham, 2012 ; Maswana, Kanamaru, & Tajino, 2015 ), applied linguistics ( Jalilifar, 2010 ; Ozturk, 2007 ) and environmental sciences ( Samraj, 2002 ). Introductions in English seem to follow this pattern more closely than introductions in other languages ( Ahamad & Yusof, 2012 ; Hirano, 2009 ; Loi & Evans, 2010 ; Rahimi & Farnia, 2017 ; Sheldon, 2011 ), reflecting cultural differences. Research questions and other purpose terminology, such as aims, objectives, goals, or hypotheses, might also reappear within the Results or Discussion sections ( Amunai & Wannaruk, 2013 ; Brett, 1994 ; Hopkins & Dudley-Evans, 1988 ; Kanoksilapatham, 2005 ).

Previous research has shown that research questions and hypotheses are more common among English-language papers than non-English papers ( Loi & Evans, 2010 ; Mur Dueñas, 2010 ; Omidi & Farnia, 2016 ; Rahimi & Farnia, 2017 ; Sheldon, 2011 ), especially those written by English native speakers ( Sheldon, 2011 ). However, a study analyzing 119 English research article introductions from Iranian and international journals in three subdisciplines within applied linguistics found that “announcing present research” was more used in international journals whereas research questions were proclaimed explicitly more often in local journals ( Jalilifar, 2010 ).

In some fields the verbs examine , determine , evaluate , assess , and investigate are associated with the research purpose ( Cortés, 2013 ; Jalali & Moini, 2014 ; Kanoksilapatham, 2005 ) and the verbs expect , anticipate , and estimate are associated with hypotheses ( Williams, 1999 ). Some computer scientists seem to prefer to write the details of the method(s) used rather than stating the purpose or describing the nature of their research and use assumptions or research questions rather than hypotheses ( Shehzad, 2011 ). Moreover, scholars might state the hypotheses in other ways, such as “it was hypothesized that” ( Jalali & Moini, 2014 ).

A study analyzing lexical bundles (usually phrases) in medical research article introductions showed that the most frequent four-word phrases are related to the research objective, such as “the aim of the,” “aim of the present,” and “study was to evaluate” ( Jalali & Moini, 2014 ). Another study examined lexical bundles in a million-word corpus of research article introductions from several disciplines, showing that the main bundle used to announce the research descriptively and/or purposefully included the terms aim , objective , and purpose (e.g., “the aim of this paper,” “the objective of this study,” “the purpose of this paper”), but no bundles related to research questions or hypotheses were identified ( Cortés, 2013 ).

These findings are in line with other previous studies investigating the structure of research articles, especially the introduction section, which report a much higher percentage of journal papers specifying the research purpose than the research questions or hypotheses across disciplines, regardless of the language in which they are published, with the exception of law articles (see Table 1 ). These studies also show that research questions and hypotheses are much more frequent among social sciences articles (see Table 1 ), which has also been found in other genres, such as PhD theses and Master’s theses (see Table 2 ).

Reference to a wide research purposes, without specifying if they are objectives or RQs/hypotheses.

Restating RQs in the result section.

Note: Studies that have based their analysis on the Swales’s (1990) CARS model ( Anthony, 1999 ; Posteguillo, 1999 ; Mahzari & Maftoon, 2007 ) report the percentage related to “outlining purposes” and “announcing present research.” For these studies, the column “Present the research purpose” reports the higher value. Moreover, for these studies, the value reported in the RQs/hypotheses column refers to the “Question raising” information.

A few studies have focused exclusively on research purposes, research questions, and hypotheses. Some have discussed the development of research questions in qualitative ( Agee, 2009 ) or mixed method ( Onwuegbuzie & Leech, 2006 ) studies, whereas others have examined the ways of constructing research questions or hypotheses within some fields, such as organization studies ( Sandberg & Alvesson, 2011 ) or applied linguistics doctoral dissertations ( Lim, 2014 ; Lim, Loi, & Hashim, 2014 ). Shehzad (2011) examined the strategies and styles employed by computer scientists outlining purposes and listing research questions. She found an increase in the use of research nature or purpose statements and suggested that the “listing research questions or hypotheses” step of Swales’s model was obligatory in computing. No study seems to have examined how often journal guidelines give authors explicit advice about research questions or other purpose statements, however.

The PMC (Pub Med Central) Open Access subset ( www.ncbi.nlm.nih.gov/pmc/tools/openftlist/ ) was downloaded in XML format in November 2018. This is a collection of documents from open access journals or open access articles within hybrid journals. The collection has a biomedical focus, but includes at least a few articles from all broad disciplinary areas. Although a biased subset is not ideal, this is apparently the largest open access collection. Only documents declared in their XML to be of type “research article” were retained for analysis. This excludes many short contributions, such as editorials, that would not need research goals.

The XML of the body section of each article was searched for the test strings “research question,” “RESEARCH QUESTION,” “Research Question,” or “Research question,” recording whether each article contained at least one. This would miss papers exclusively using abbreviations, such as RQ1.

Full body text searches are problematic because terms could be mentioned in other contexts, depending on the part of an article. For example, the phrase “research question” in a literature review section may refer to an article reviewed. For a science-wide analysis it is not possible to be prescriptive about the sections in which a term must occur, however, because there is little uniformity in section names or orders ( Thelwall, 2019 ). Making simplifying assumptions about the position in a text in which a term should appear, such as that a research question should be stated in the first part of an article, would also not be defensible. This is because the structure of articles varies widely between journals and fields. For example, methods can appear at the end rather than the middle, and some papers start with results, with little introduction. There are also international cultural differences in the order in which sections are presented in some fields ( Teufel, 1999 ). The current paper therefore uses full-text searches without any heuristics to restrict the results for transparency and to give an almost certain upper bound to the prevalence of terms, given the lack of a high-quality alternative.

Articles were separated into broad fields using the Science-Metrics public journal classification scheme ( Archambault, Beauchesne, & Caruso, 2011 ), which allocates each journal into exactly one category. This seems to be more precise than the Scopus or Web of Science schemes ( Klavans & Boyack, 2017 ). The Science-Metrics classification was extended by adding the largest 100 journals in the PMC collection that had not been included in the original Science-Metrics classification scheme. These were classified into a Science-Metrics category by first author based on their similarity to other journals in the Science-Metrics scheme.

Five of the broad fields had too little data to be useful (Economics & Business; Visual & Performing Arts; Communication & Text Studies; General Arts, Humanities & Social Sciences; Built Environment & Design) and were removed. Years before 2000 were not included because of their age and small amount of data. Individual field/year combinations were also removed when there were fewer than 30 articles, since they might give a misleading percentage. Each of the 17 remaining categories contained at least 630 articles ( Table 3 ), with exact numbers for each field and year available in the online supplementary material (columns AE to AW: https://doi.org/10.6084/m9.figshare.10274012 ). For all broad fields, most articles have been published in the last 5 years (2014–2018), with the exception of Historical Studies, Chemistry, and Enabling & Strategic Technology.

For the third research question, alternative terms for research goals were searched for in the full text of articles. These terms might all be used in different contexts, so a match is not necessarily related to the main goal of the paper (e.g., the term “question” could be part of a discussion of a questionnaire), but the rank order between disciplines may be informative and the results serve as an upper bound for valid uses. The terms searched for were “research questions,” “questions,” “hypotheses,” “aims,” “objectives,” “goals,” and “purposes” in both singular and plural forms. These have been identified above as performing similar functions in research. For this exploration, the term “question” is used in addition to “research question” to capture more general uses.

Any of the queried terms could be included in an article out of context. For example, “research question” could be mentioned in a literature review rather than to describe the purpose of the new article. To check the context in which each term was used, a random sample of 100 articles (using a random number generator) matching each term (200 for each concept, counting both singular and plural, totaling 1,400 checks) was manually examined to ascertain whether any use of the term in the article stated the purpose of the paper directly (e.g., “Our research questions were…”) or indirectly (e.g., “This answered our research questions”), unless mentioned peripherally as information to others (e.g., “The study research questions were explained to interviewees”). There did not seem to be stock phrases that could be used to eliminate a substantial proportion of the irrelevant matches (e.g., “objective function” or “microscope objective”). There also was not a set of standard phrases that collectively could unambiguously identify the vast majority of research questions (e.g., “Our research questions were” or “This article’s research question is”).

Journal guidelines given to authors were manually analyzed to check whether they give advice about research questions and other purpose statements. Three journals with the most articles in each of the 17 academic fields were selected for this (see online supplement doi.org/10.6084/m9.figshare.10274012 ). This information is useful background context to help interpret the results.

4.1. RQ1 and RQ2: Articles Mentioning Research Questions

Altogether, 23,282 out of 1,314,412 articles explicitly mentioned the phrases “research question” or “research questions” (1.8%), although no field included them in more than a fifth of articles in recent years and there are substantial differences between broad fields ( Figure 1 ). When the terms are used in an article they usually (63%, from the 1,400 manual checks) refer to the article’s main research question(s). Other uses of these terms include referring to questions raised by the findings, and a discussion of other articles’ research questions in literature review sections or as part of the selection criteria of meta-analyses. Thus, overall, only 1.1% of PMC full-text research articles mention their research questions explicitly using the singular or plural form. There has been a general trend for the increasing use of these terms, however ( Figure 2 ).

The percentage of full-text research articles containing the phrases “research question” or “research questions” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 63% of occurrences of these terms described the hosting article’s research question(s) ( n = 801,895 research articles).

As for Figure 1 but covering 2000–2018 ( n = 1,314,412 research articles). (All fields can be identified in the Excel versions of the graph within the online supplement 10.6084/m9.figshare.10274012).

If the terms “question” or “questions” are searched for instead, there are many more matches, although for a minority of articles in most fields ( Figures 3 and 4 ). When these terms are mentioned, they rarely (17%) refer to the hosting article’s research questions (excluding matches with the exact phrases “research question” or “research questions” to avoid overlaps with the previous figure). Common other contexts for these terms include questions in questionnaires and questions raised by the findings. Sometimes the term “question” occurred within an idiomatic phrase or issue rather than a query (e.g., “considerable temperature gradients occur within the materials in question” and “these effects may vary for different medications. Future studies are needed to address this important question”). In Philosophy & Theology, the matches could be for discussions of various questions within an article, rather than a research question that is an article’s focus. Similarly for Social Sciences and Public Health & Health Services, the question mentioned might be in questionnaires rather than being a research question. After correcting for the global irrelevant matches, which is a rough approximation, in all broad fields fewer than 14% of research articles use these terms to refer to research questions. Nevertheless, this implies that the terms “question” or “questions” are used much more often than the phrases “research question” or “research questions” (1.8%) to refer to an article’s research purposes.

The percentage of full-text research articles containing the terms “question” or “questions” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 17% of occurrences of these terms described the hosting article’s main research question(s) without using the exact phrases “research question” or “research questions,” not overlapping with Figure 1(a) ( n = 801,895 research articles).

As for Figure 3 , but covering 2000–2018 ( n = 1,314,412 research articles).

4.2. RQ3: Other Article Purpose Terms

The terms “hypothesis” and “hypotheses” are common in Psychology and Cognitive Science as well as in Biology ( Figure 5 ). They are used in a minority of articles in all other fields, but, by 2018 were used in at least 15% of all (or 4% after correcting for irrelevant matches). The terms can be used to discuss statistical results from other papers and in philosophy and mathematics they can be used to frame arguments, so not all matches relate to an article’s main purpose, and only 28% of the random sample checked used the terms to refer to the articles’ main hypothesis or hypotheses.

The percentage of full-text research articles containing the terms “hypothesis” or “hypotheses” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 28% of occurrences of these terms described the hosting article’s main hypothesis or hypotheses. A corresponding time series graph showing little change is in the online supplement ( n = 801,895 research articles).

The use of the terms “aim” and “aims” is increasing overall, possibly in all academic fields ( Figures 6 and 7 ). Fields frequently using the term include Philosophy & Theology, Information & Communication Technologies (ICTs) and Public Health & Health Services, whereas it is used in only about 20% of Chemistry and Biomedical Research papers. Articles using the terms mostly use them (especially the singular “aim”) to describe their main aim (70%), so these are the terms most commonly used to describe the purpose of a PMC full-text article. The terms are also sometimes used to refer to wider project aims or relevant aims outside of the project (e.g., “The EU’s biodiversity protection strategy aims to preserve…”).

The percentage of full-text research articles containing the terms “aim” or “aims” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 70% of occurrences of these terms described the hosting article’s main aim(s) ( n = 801,895 research articles).

As for Figure 6 , but covering 2000–2018 ( n = 1,314,412 research articles).

The terms “objective” and “objectives” are reasonably common in most academic fields ( Figure 8 ) and are used half of the time (52%) for the hosting article’s objectives. Other common uses include lenses and as an antonym of subjective (e.g., “high-frequency ultrasound allows an objective assessment…”). It is again popular within ICTs, Philosophy & Theology, and Public Health & Health Services, whereas it is used in only about 12% of Physics & Astronomy articles.

The percentage of full-text research articles containing the terms “objective” or “objectives” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 52% of occurrences of these terms described the hosting article’s objective(s). A corresponding time series graph showing little change is in the online supplement ( n = 801,895 research articles).

The terms “goal” and “goals” follow a similar pattern to “aim” and “objective” ( Figure 9 ), but refer to the hosting paper’s goals in only 28% of cases. Common other uses include methods goals (“the overall goal of this protocol is…”) and field-wide goals (e.g., “over the last decades, attempts to integrate ecological and evolutionary dynamics have been the goal of many studies”).

The percentage of full-text research articles containing the terms “goal” or “goals” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 28% of occurrences of these terms described the hosting article’s research question(s). A corresponding time series graph showing little change is in the online supplement ( n = 801,895 research articles).

Some articles may also use the terms “purpose” or “purposes” rather than the arguably more specific terms investigated above, and there are disciplinary differences in the extent to which they are used ( Figure 10 ). These terms may also be employed to explain or justify aspects of an article’s methods. When used, they referred to main purposes in fewer than a third of articles (29%), and were often instead used to discuss methods details (e.g., “it was decided a priori that physical examination measures would not be collected for the purpose of this audit”), background information (e.g., “species are harvested through fishing or hunting, mainly for alimentary purposes”) or ethics (e.g., “Animal care was carried out in compliance with Korean regulations regarding the protection of animals used for experimental and other scientific purposes.”).

The percentage of full-text research articles containing the terms “purpose” or “purposes” in the body of the text, 2014–2018, for articles in the PMC Open Access collection from 17 out of 22 Science-Metrics broad fields; 29% of occurrences of these terms described the hosting article’s purpose(s). A corresponding time series graph showing little change is in the online supplement ( n = 801,895 research articles).

4.3. RQ4: Journal Guidelines

“The motivation or purpose of your research should appear in the Introduction, where you state the questions you sought to answer” ( zookeys.pensoft.net/about )

“Define the purpose of the work and its significance, including specific hypotheses being tested” ( www.mdpi.com/journal/nutrients/instructions )

“The introduction briefly justifies the research and specifies the hypotheses to be tested” ( www.ajas.info/authors/authors.php )

“A brief outline of the question the study attempts to address” ( onlinelibrary.wiley.com/page/journal/20457758/homepage/registeredreports.html )

“Acquaint the reader with the findings of others in the field and with the problem or question that the investigation addresses.” ( www.oncotarget.com )

“State the research objective of the study, or hypothesis tested” ( www.springer.com/biomed/human+physiology/journal/11517 )

In the first quote above, for example, “state the questions” could be addressed literally by listing (research) questions or less literally by stating the research objectives. Thus, journal guidelines seem to leave authors the flexibility to choose how to state their research purpose, even if suggesting that research questions or hypotheses are used. This also applies to the influential American Psychological Society guidelines, such as, “In empirical studies, [explaining your approach to solving the problem] usually involves stating your hypotheses or specific question” ( APA, 2009 , p. 28).

An important limitation of the methods is that the sample contains a small and biased subset of all open access research articles. For example, the open access publishers BMC, Hindawi, and MDPI have large journals in the data set. The small fields ( Table 3 ) can have unstable lines in the graphs because of a lack of data. Sharp changes between years for the same field are likely due to either small amounts of data or changes in the journals submitted to PubMed in those years, rather than changes in field norms. It is possible that the proportions discovered would be different for other collections. Another limitation is that although articles were searched with the text string “research question,” this may not always have signified research questions in the articles processed (e.g., if mentioned in a literature review or in a phrase such as “this research questions whether”). Although the corrections reported address this, they provide global correction figures rather than field-specific corrections. Conversely, a research question may just be described as a question (e.g., “the query of this research”) or phrased as a question without describing it as such (e.g., “To discover whether PGA implants are immunologically inert…”). Thus, the field-level results are only indicative.

RQ1: Only 23,282 (1.8%, 1.1% after correcting for irrelevant matches) out of 1,314,412 articles assessed in the current paper explicitly mentioned “research question(s),” with significant differences between fields. Although there has been a general trend for the increasing use of explicitly named research questions, they were employed in fewer than a quarter of articles in all fields. Research questions were mostly used by articles in Social Sciences, Philosophy & Theology, and ICTs, whereas they have been mentioned by under 2% of articles in engineering, physical, life, and medical sciences. Previous studies have shown that 73.3% of English articles in Physical Education ( Omidi & Farnia, 2016 ), 33% of Applied Linguistics articles ( Sheldon, 2011 ) and 32% of Computer Science articles ( Shehzad, 2011 ) included research questions or hypotheses. Studies focused on doctoral dissertations show that 97% of U.S. Applied Linguistics ( Lim, 2014 ), 90% of English Language Teaching ( Geçíklí, 2013 ), 70% of Education Management ( Cheung, 2012 ), and 50% of computing doctoral dissertations ( Soler-Monreal, Carbonell-Olivares, & Gil-Salom, 2011 ) listed research questions, a large difference.

The results also show that about 13% of Public Health and Health Services articles and 12% of Psychology and Cognitive Science articles use the term “research questions.” However, a study focused on Educational Psychology found that 35% of English-language papers listed research questions and 75% listed hypotheses ( Loi & Evans, 2010 ). Thus, the current results reveal a substantially lower overall prevalence than suggested by previous research.

RQ2: There has been a substantial increase in the use of the term “research questions” in some subjects, including ICTs, Social Sciences, and Public Health and Health Services ( Figure 2 ), as well as a general trend for increasing use of this term, but with most fields still rarely using it. This suggests that some disciplines are standardizing their terminology, either through author guidelines in journals (RQ4), formal training aided by frameworks such as Swales’ CARS model, or informal training or imitation. For example, the analysis of the “instructions for authors” given by 51 journals (online supplement doi.org/10.6084/m9.figshare.10274012 ) showed that the three biology journals, the three psychology journals, and two biomedical journals included in the analysis referred to both research questions and hypotheses in their author guidelines.

RQ3: Terminology for the purpose of an article seems to be quite widely used, including aims, objectives, and goals ( Figures 5 – 9 ). This is in line with a study examining the lexical bundles identified in research article introductions from several disciplines, which reported the terms “aim,” “objective,” and “purpose” as the main terms used to announce the research descriptively and/or purposefully, although no phrase related to research questions or hypotheses was identified ( Cortés, 2013 ), and with another study reporting similar terminology in medical articles ( Jalali & Moini, 2014 ). Related to this (RQ4), the analysis of the “instructions for authors” given by 51 journals (online supplement 10.6084/m9.figshare.10274012) showed that “purpose” is the term mostly mentioned in the Abstract guidelines and “aims” is the term mainly used in the body of the text (Introduction or Background) guidelines. The term “objective” also appears in some article body guidelines, whereas the term “goal” is not mentioned in them. After correcting for irrelevant matches (e.g., articles using the term “hypothesis” but not for their main research hypotheses) using the percentages reported with the figures above, no terminology was found in a majority of articles in any field. Thus, at least from the perspective of PMC Open Access publications, there is no standardization of research terminology in any broad field.

There are substantial disciplinary differences in the terminology used. Whereas the term “research question” is relevant in Social Sciences, Philosophy & Theology, and ICTs, the term “hypothesis” is important in Psychology and Cognitive Science, used in over 60% of articles. This is in line with a study focused on Educational Psychology, which found that the 75% out of 20 English papers introduced the hypotheses, whereas 35% of them introduced the research questions ( Loi & Evans, 2010 ). The three psychology journals with the highest frequency in the data set used for this study referred to hypotheses in their author guidelines (see online supplement 10.6084/m9.figshare.10274012).

The terms “aim,” “objective,” and “goal” are mainly used in Philosophy, Theology, ICTs, and Health. The term “aim” is also quite often used in health, mathematics, and psychological articles, whereas the term “objective” is also used in engineering and mathematics articles. The term “goal” is also used in psychology and biomedical articles. Although most articles in all fields include a term that could be used to specify the purpose of an article (question or questions, hypothesis, aim, objective, goal), they are relatively scarce in Chemistry and Physics & Astronomy. The use of purpose-related terms has also increased over time in most academic fields. This agrees with a study about Computer Science research articles that found an increasing use of outlining purpose or stating the nature of the research ( Shehzad, 2011 ).

An example article from Chemistry illustrates how a research purpose can be implicit. The paper, “Fluid catalytic cracking in a rotating fluidized bed in a static geometry: a CFD analysis accounting for the distribution of the catalyst coke content” has a purpose that is clear from its title but that is not described explicitly in the text. Its abstract starts by describing what the paper offers, but not why, “Computational Fluid Dynamics is used to evaluate the use of a rotating fluidized bed in a static geometry for the catalytic cracking of gas oil.” The first sentence of the last paragraph of the introduction performs a similar role, “The current paper presents CFD simulations of FCC in a RFB-SG using a model that accounts for a possible nonuniform temperature and catalyst coke content distribution in the reactor.” Both sentences could easily be rephrased to start with, “The purpose of this paper is to,” but it is apparently a stylistic feature of chemical research not to do this. Presumably purposes are clear enough in typical chemistry research that they do not need to be flagged linguistically, but this is untrue for much social science and health research, for example, partly due to nonstandard goals (i.e., task uncertainty: Whitley, 2000 ).

5.1. Possible Origins of the Differences Found

Broad epistemological: Fields work with knowledge in different ways and naturally use different terminology as a result. Arts and humanities research may have the goal to critique or analyze, or may be practice-based research rather than having a more specific knowledge purpose. For this, research questions would be inappropriate. Thus, terminology variation may partly reflect the extent to which a broad field typically attempts to create knowledge.

Narrow epistemological: Narrow fields that address similar problems may feel that they do not need to use research problem terminology to describe their work because the purpose of a paper is usually transparent from the description of the methods or outcome. For example, it would be unnecessary to formulate, “This paper investigates whether treatment x reduces death rates from disease y” as a named research question or even explain that it is the goal of a paper. This may also be relevant for fields that write short papers. It may be most relevant for papers that use statistical methods and have high standards of evidence requirement (e.g., medicine) and clearly defined problems. In contrast, many social sciences research projects are not intrinsically clearly demarcated and need an explanation to define the problem (as for the current article). Thus, describing what the problem is can be an important and nontrivial part of the research. This relates to “task uncertainty,” which varies substantially between fields ( Whitley, 2000 ) and affects scholarly communication ( Fry, 2006 ).

Field or audience homogeneity: Fields with homogeneous levels and types of expertise may avoid terminology that field members would be able to deduce from the context. For example, a mixed audience paper might need to specify statistical hypotheses, whereas a narrow audience paper might only need to specify the result, because the audience would understand the implicit null and alternative hypotheses.

Field cultures for term choice: Academic publishing relies to some extent on imitation and reaching a consensus about the ways in which research is presented (e.g., Becher & Trowler, 2001 ). It might therefore become a field norm to use one term in preference to a range of synonyms, such as “aims” instead of “objectives.”

Field cultures for term meaning: Following from the above, a field culture may evolve an informal convention that two synonyms have different specific uses. For example, “aims” could be used for wider goals and “objectives” for the narrower goals of a paper.

Guidelines: Fields or their core journals may adopt guidelines that specify terminology, presumably because they believe that this standardization will improve overall communication clarity.

The results suggest that the explicit use of research questions, in the sense that they are named as such, is almost completely absent in some research fields, and they are at best a substantial minority (under 20%) in most others (ignoring the fields that did not meet the inclusion threshold). Although the word search approach does not give conclusive findings, the results suggest that alternative terminologies for describing the purpose of a paper are more widespread in some fields, but no single terminology is used to describe research purposes in a majority of articles in any of the broad fields examined.

The lack of standardization for purpose terminology in most or all fields may cause problems for reviewers and readers expecting to see explicit statements. It is not clear whether guidelines to standardize terminology for journals or fields would be practical or helpful, however, but this should be explored in the future. Presumably any guidelines should allow exceptions for articles that make nonstandard contributions, although there are already successful journals with prescriptive guidelines, and the advantage of standardization through structured abstracts seems to be accepted ( Hartley, 2004 ).

The disciplinary differences found may cause problems for referees, authors, editors, and readers of interdisciplinary research or research from outside of their natural field if they fail to find an article’s purpose expressed in the terminology that they expect. This issue could not reasonably be resolved by standardizing across science because of the differing nature of research. Instead, evidence in the current article of the existence of valid disciplinary differences in style may help reviewers and editors of large interdisciplinary journals to accept stylistic differences in research problem formulations.

Mike Thelwall: Conceptualization, Investigation, Software, Writing—original draft. Amalia Mas-Bleda: Investigation, Writing—original draft.

The authors have no competing interests to declare.

This research received no funding.

The data behind the results are available at FigShare ( https://doi.org/10.6084/m9.figshare.10274012 ).

Author notes

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Another way of thinking about (framing) research questions is to consider the purpose of the research in relation to an argument or theory.  Is it to generate, test or explore this argument or theory?  Table 2 details some of the characteristics of these three ‘types’ of research, along with some example research questions. 

Table 2: Framing research questions ‘by purpose’

Research questions help to focus your attention on a specific problem. When thinking about the purpose of the research, it is important to consider which stakeholders will be using the research findings, and how will they be using them. Research question should be capable of being developed into a plausible research design. Choosing the most appropriate design and methods can enhance prospects for obtaining meaningful results. You will also need to consider the practicality of the overall research design: whether, for example, you have access to the proposed research setting and data. Research questions should also take into account any limitations on the amount of time, money and access that you have to the proposed research setting.

• Gough D et al. (2009) Transparency in planning, warranting and interpreting research . Teaching and Learning Research Briefing. Number 78.
• Friedrich GW (2000) Generating and Developing Research Questions, Models of Inquiry Syllabus: 514 . School of Communication, Information and Library Studies, Rutgers State University of New Jersey. 

Further resources can be found in the Resources section .

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Defining the primary research question in veterinary clinical studies

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A thoughtful, clearly defined research question should be the foundation of any clinical trial or research study. The research question helps determine key study methods, and defining a specific research question helps avoid problems with inadequate sample size, inappropriate design, or multiple statistical comparisons. Rationales and strategies for formulating research questions and using them to define study protocols are discussed, with a focus on application in clinical trials.

Veterinary clinical trials are experiments that test medical treatments in client-owned animals with naturally occurring health conditions. As veterinarians become increasingly familiar with the principles of evidence-based medicine, they are looking to the results of clinical trials to guide their practice. However, the methodological quality of published veterinary clinical trials is often poor, 1–4 which means that readers could draw incorrect conclusions from trial results and in turn make unfounded changes in patient care. Results of a recent review of study power in reports of small animal trials indicated that not only did most trials contain methodological flaws, but only a handful of studies even stated the primary research question. 4 Whereas this may seem impossible (after all, how can an experiment have no question?), it is actually a well-recognized problem in clinical research: the general idea is clear, but the specific study question is inadequately defined. 5 In trying to address large knowledge gaps with minimal resources, veterinary investigators often pose a broad research objective, design a study that will maximize the number and types of comparisons that can be made, comb the data to find interesting associations, and then devise explanations as to what these findings mean. Although well intentioned, trials that utilize this exploratory data-driven approach can result in biased or misleading results and are typically improperly designed to answer the questions of greatest clinical relevance. Of particular concern is the potential to arrive at false conclusions because of inappropriate study design, inadequate sample size, multiple statistical comparisons, or a combination of these issues. These are serious problems that affect the validity of clinical trials and other common research designs in veterinary medicine, such as retrospective case series and cohort studies as well as preclinical studies (eg, those involving purpose-bred animals or cadavers).

Development of a primary research question is essential to producing clinically relevant study results that can be applied to evidence-based practice. 5–8 A well-defined and specific research question helps determine the appropriate study design, sample population, and methods of data collection and analysis necessary to meaningfully address the knowledge gaps of greatest importance. 8 In this article, I will review how to define a research question, explain how the research question determines key methodological elements of a study, and discuss common pitfalls of clinical studies that fail to clearly define a primary research question. Although the discussion will focus on clinical trials, the principles can and should also be applied to other types of study designs commonly encountered in veterinary medicine, including retrospective and preclinical studies. It is hoped that this review and discussion will encourage veterinary investigators in all disciplines to successfully apply these principles and to incorporate a clearly defined primary research question when designing and conducting their studies.

Defining the Research Question

The first step in formulating a clinical research question is to gather information about the perceived knowledge deficit of interest. Typically, this involves a systematic search of the published veterinary and human medical literature. Currently, true systematic reviews and meta-analyses 9 are rare in the veterinary literature; therefore, researchers should review primary sources (such as original peer-reviewed articles) to understand what has been studied and reported on the topic to date. Enlisting the aid of a research librarian can help ensure that important citations are not missed during the information-gathering phase. Valuable information can also be gained via meetings with subject matter experts and focus groups with animal owners. The perspective of these individuals may be instrumental in determining the clinical relevance of proposed study questions and outcomes.

Many questions about a subject area will likely be generated during the aforementioned process. A single trial usually cannot address multiple research questions without introducing undue complexity of design and analysis. 6 Therefore, although investigators would typically like to answer many questions, it is advisable to establish a single primary research question on which the trial will focus. 5 One of the challenges in developing an appropriate research question is determining not only which clinical uncertainties should be studied, but which can be studied given the available resources. Initial ideas must be narrowed into questions that can be adequately answered or tested. The primary study question should be the answerable question that is of greatest interest to investigators and other relevant stakeholders, such as veterinarians and animal owners. 5,6,10 It is the question around which the study is primarily designed and which is emphasized in reporting of study results. The primary question is formulated into a specific hypothesis stating what the investigators expect to find; in a clinical trial, the hypothesis is typically how the primary outcome in an experimental group is expected to compare with the outcome in a control group. The hypothesis is tested in the trial by analyzing the aggregated primary outcomes of subjects in each group. 11

Secondary questions relating to the primary study question can also be formulated. There are 2 main types of secondary study questions in a clinical trial: outcome questions and subgroup questions. 5 Secondary outcome questions ask whether trial groups differ with respect to response variables other than the outcome assessed for the primary study question. For example, if the primary study question relates to whether a special renal diet, compared with a standard diet, improves overall survival time in cats with chronic kidney disease, secondary outcomes might include changes in creatinine concentration, body weight, or incidence of hypertension. Secondary subgroup questions examine whether subsets of subjects with certain characteristics differ with respect to the effect of the intervention on primary and secondary outcomes. Continuing with the above example, a subgroup question might evaluate the effect of the 2 different diets on overall survival time among cohorts of cats with early stage disease. Subgroup questions should be designed to evaluate clinically plausible effects of the intervention on subjects with different baseline characteristics. 12

Primary and secondary research questions and their associated hypotheses should be written as specifically as possible. It is not sufficient to ask: “is X better than Y?” or to hypothesize that “outcome with A will be superior to B” because such vague language can be interpreted in a multitude of ways. Methodologists recommend the use of a structured approach to develop a well-defined research question. 11 An optimal research question for a clinical trial will define the population being studied, the experimental and control interventions, the specific details of administration, and the specific primary outcome, including its time frame. 13 These elements are commonly referred to as the PICOT (population, intervention, comparator, outcome, and time-frame) format ( Appendix 1 ). Published studies that define the primary research question with the PICOT format generally have higher methodological quality and clarity of reporting, compared with studies that lack a structured research question. 14

It is essential that all primary and secondary research questions be completely formulated prior to planning or implementing a study. The questions should drive the data collection—not the other way around. The purpose of a clinical study is to answer well-formulated and clinically relevant questions, not to seek out statistical relationships between variables and retroactively rationalize their meanings. Carefully selecting and defining the research question at the beginning of a trial reminds us why we undertook the research in the first place. It also provides a safeguard against formulating questions simply to fit the results or changing course midstudy in response to interesting or unexpected results. 15 An unambiguous research question provides a blueprint for an efficient trial that achieves a specific goal.

Determining Key Elements of Protocol Design

With the research question clearly defined, designing the study protocol becomes a relatively streamlined process. The parameters delineated in the research question dictate the design elements required to obtain a meaningful answer. 5,6,11,16 To illustrate this principle, I will focus on 3 important elements of trial design: the comparator group, outcomes, and sample size. However, the ideas presented are also applicable to other elements of study design.

Most clinical trials are comparative in nature and require a control group against which the effects of the experimental treatment will be assessed. The optimal comparison will differ depending on the research objectives. Many choices must be made, including whether the control treatment is an active treatment, an inactive (placebo) treatment, or both; whether the purpose of the comparison is to test the superiority or non-inferiority of the experimental treatment relative to the control treatment; and how subjects will be allocated to experimental groups. The chosen comparison will in turn influence the inclusion criteria, blinding, analytic plan, and so on. A structured research question will help direct the appropriate choices for each of these study design elements, whereas confusion ensues when the research question is not clearly specified. For example, consider the following research question:

In adult dogs weighing > 15 kg (33 lb), does treatment with carprofen before laparoscopic ovariectomy improve postoperative outcome?

In this instance, the best control group and other methodological choices are necessarily guesstimates because the comparison and outcomes of interest are unspecified. (What is the outcome? What is being compared? How much improvement is relevant?). Protocol decisions must be made to proceed with the study, but without a clear study question, it is easy to end up in a situation where arbitrary decisions about trial design dictate what questions can be answered, rather than the other way around. This occurs because the same clinical objective can often be met through various comparisons, quantified in multiple ways, or described by multiple outcomes. 11 Each potential control comparison and definition of improved outcome might require different types or numbers of measurements, blinding of different study personnel, and use of different sample sizes and analytic plans. Thus, vague research questions can easily result in excessive, clinically irrelevant, or noninformative comparisons and outcome assessments. 8 Investigators who set out to explore differences between treatments may easily become distracted by statistical differences in peripheral outcomes while failing to realize that the study is not properly designed to answer questions of real clinical and scientific importance. As such, it is essential that there be a clinical or scientific rationale for each trial methodological element as guided by the prespecified primary and secondary research questions. When the study question is poorly formulated, the overall trial structure, comparator arm, outcome assessments, and analysis plan may all be suboptimal in the ability to provide clinically relevant data. An even more problematic issue is that statistical differences identified by evaluating many different associations may be entirely spurious.

When the research question is clearly specified, these issues are more easily avoided. Consider this revised research question:

In adult dogs weighing > 15 kg that undergo laparoscopic ovariectomy, does SC injection of carprofen (2.2 mg/kg [1 mg/lb]) versus an equivalent volume of saline (0.9% NaCl) solution at induction of general anesthesia result in greater activity monitor counts over the 24 hours immediately following surgery, controlling for age and baseline activity?

Now, the control group is specified, the purpose of the comparison is to determine superiority, and the enrolled dogs should be randomized, as there is no rationale for a historical or nonrandom comparison. Other study design elements are also easy to determine, such as the inclusion criteria, method, and timing of outcome measures. Furthermore, the statistical analysis plan can be determined at the outset because the associations of interest are already defined, thereby reducing the likelihood of false-positive associations as a result of excessive statistical comparisons.

Estimating the Appropriate Sample Size

The primary research question should also dictate the sample size of a clinical trial. Although not often reported in veterinary studies, power and sample size calculations are valuable in studies other than randomized trials, such as to determine the required number of experimental units in a preclinical study or the size of a cohort necessary to make a retrospective comparison. By use of the expected value of the primary outcome in the control group, one can estimate the number of animals needed to have a reasonably high power (a common target is at least 80%) of detecting the smallest relevant outcome difference between groups, if it exists. The difference between groups that you would like to detect should not only be clinically relevant but should also represent a plausible effect of the intervention. 10 For example, whereas there is no doubt that 100% improvement in survival time among dogs getting one chemotherapy agent versus another would be clinically relevant, in most instances it would unreasonable to expect such an effect (and probably unnecessary to perform a comparative trial to identify it). In a retrospective cohort study, a sample size calculation determines the number of animals that must be studied to make relevant comparisons, which can in turn dictate the databases and time frames from which data are collected. Similarly, the number of cadaver limb constructs needed for a particular preclinical study will depend on the outcome of interest and the magnitude of difference considered relevant. In the laparoscopic ovariectomy study example discussed, we might have prior evidence that the minimum clinically relevant difference in postoperative activity monitor counts between treatment groups is 25% (that is, differences of < 25% between groups do not correspond to any measurable benefit to the dogs). Therefore, to have a high probability of statistically documenting this effect size if it exists, we would calculate the number of dogs needed in each group to have a high power (≥ 80%) to detect a difference of ≥ 25%. If the subsequent study indicated no statistically significant difference in activity counts between groups, we could be reasonably confident that a meaningful improvement in activity counts was not missed.

A trial of a specific sample size cannot necessarily answer multiple related questions with the same precision. For example, the number of animals required to demonstrate non-inferiority is usually substantially larger than that required to establish superiority. 17 Similarly, a study with high power to detect a certain difference in the primary outcome of interest will not necessarily be able to identify important differences in secondary outcomes or across subgroups. However, planning the study sample size around the primary research question helps ensure that at least 1 key clinical question can be answered by the trial. On the other hand, it is virtually impossible to estimate the sample size required to answer a question that has not been posed.

The necessary sample size should be considered during the early stages of study design. Underpowered studies are a major problem in veterinary medicine. 4 They result in inefficient use of time, money, and patients; misinterpretation of results; and inappropriate changes in patient care. Many well-formulated and clinically relevant research questions cannot feasibly be tested in a clinical trial because the sample size required to answer them is unrealistically large. Constraints on sample size in veterinary medicine are particularly severe because of lack of funding and the coordinated multicenter infrastructure required to complete large trials. The median sample size of veterinary clinical trials published between 2000 and 2012 was only 32 to 40 animals. 2,4 If a sample size calculation indicates that an unworkable (ie, very large) number of animals is needed, the primary study question should be revised. This involves repeating the steps involved in generating the original study question and identifying a different clinically relevant question that can be answered with the available resources. The original question can often still be included as a secondary hypothesis-generating outcome. This approach will help prevent the situation in which a trial has virtually no chance from the outset to meaningfully inform clinical practice.

Using an Appropriate Analytic Plan

In addition to promoting the development of efficient study design and appropriate sample size, a well-defined research question provides the framework for an applicable data analysis plan. As for other elements of study design, the primary analytic methods should be stated in advance and based on the primary research question. In the absence of a clear statistical plan, misleading results are likely. 12,15 To illustrate this issue, consider how a poorly designed research question can contribute to multiplicities that threaten the validity of statistical conclusions and their clinical application.

Multiplicities refer to multiple comparisons and inferences that investigators make from the same data, and commonly arise in clinical trials and other veterinary research designs. Multiplicities substantially inflate the probability of making a type I error, or false-positive conclusion. Multiple comparisons arise as a result of comparing multiple outcomes and treatment arms, testing repeated measurements over time, taking multiple looks at the data as it is collected, and analyzing the data according to various subgroups of interest ( Appendix 2 ). 18 Although there is inherent multiplicity in many study designs, studies with inadequately defined research questions are particularly likely to include several types of multiple comparisons. If there is no primary research question to guide the analysis, investigators are likely to use a data-driven approach whereby a large amount of data is collected and subsequently mined for statistically significant outcomes, with many permutations of treatment arms, time points, and subgroups. Common problematic (hypothetical) examples in veterinary medicine include the following: 10 horses randomized to 2 anesthetic protocols where 20 different physiologic and blood parameters are collected and compared at 10 different time points; and a retrospective study of 40 cats with intestinal cancer where each CBC and serum biochemical test result is tested for its association with survival time across all animals and then tested again across several smaller subgroups of cats categorized according to intestinal location, lymph node status, and cancer type. Even if the 2 equine anesthetic protocols were in fact identical or if none of the cats' blood parameters were associated with survival time, we would still expect a number of statistically significant findings in these studies on the basis of chance alone. Thus, with enough testing, false-positive results will inevitably occur, but it is not possible to determine which are real and which are not. 19 Researchers naturally concentrate on associations for which results appear most favorable, which in turn requires the generation of explanatory theories to justify the observed findings. When false-positive results occur, incorrect information is propagated and this can then derail appropriate patient care and research direction.

Problems of multiplicity are compounded when the study power is low and the associations being tested lack a scientific or clinical basis. 20 When a test has low power and there is truly no difference between groups for most of the comparisons being made, more than half of all results that are significant at the P = 0.05 level can be false-positive findings. 21 This problem may be further exacerbated when tests are correlated rather than independent. 22 The potential for false-positive results is often obscured because published manuscripts generally only report tests that achieved statistical significance, rather than indicate every test that was performed or explored. 3,12

A clearly defined primary research question can help mitigate the risk of excessively high rates of false-positive results. An efficient study design formulated on the basis of specific, relevant hypotheses is one of the central protections against multiplicity 21 because it tends to limit the number of subgroups and other sources of multiple comparisons. 12,15,20 Nevertheless, it is nearly impossible to design a clinical trial or other veterinary study without introducing 1 or more sources of multiplicity. Because of this, experts generally agree that statistical adjustments are necessary in confirmatory trials to reduce the odds of finding false-positive results. 12,15,20–23 Many adjustment procedures exist that can be applied to different data situations. 23 When the trial objectives are clearly defined at the outset, a valid analytic strategy can be planned ahead of time on the basis of the pathophysiology of the disease being studied and the interventions of interest. 20 If data-driven hypotheses are tested, whether as secondary outcomes in a clinical trial or as part of an exploratory retrospective design, these should be clearly indicated and considered hypothesis-generating; the P values for such tests typically do not predict what could occur if the hypotheses were tested separately in another trial.

There are several compelling reasons to define a primary research question prior to planning or implementing a veterinary clinical research study. In this article, I have provided an overview of the main reasons to develop a specific research question and highlighted some of the negative consequences that can befall trials that fail to do so. The goals of designing a trial or other study are 2-fold: first, we want a trial that is capable of answering at least 1 important clinical question, and second, we wish to limit the influence of factors that might cause us to arrive at an incorrect or incomplete answer. Developing a clearly defined research question is an important first step toward achieving both of these goals.

Acknowledgments

The author thanks Dr. Susan Ellenberg for expert review and commentary.

1. Lund EM , James KM , Neaton JD . Veterinary randomized clinical trial reporting: a review of the small animal literature . J Vet Intern Med 1998 ; 12 : 57 – 60 .

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2. Brown DC . Control of selection bias in parallel-group controlled clinical trials in dogs and cats: 97 trials (2000–2005) . J Am Vet Med Assoc 2006 ; 229 : 990 – 993 .

3. Sargeant JM , Thompson A , Valcour J , et al. Quality of reporting of clinical trials of dogs and cats and associations with treatment effects . J Vet Intern Med 2010 ; 24 : 44 – 50 .

4. Giuffrida MA . Type II error and statistical power in reports of small animal clinical trials . J Am Vet Med Assoc 2014 ; 244 : 1075 – 1080 .

5. Friedman LM , Furberg CD , DeMets DL . Fundamentals of clinical trials . 4th ed. New York : Springer , 2010 .

6. Haynes RB . Forming research questions . J Clin Epidemiol 2006 ; 59 : 881 – 886 .

7. Farrugia R , Petrisor BA , Bhandari M . Research questions, hypotheses, and objectives . Can J Surg 2010 ; 53 : 278 – 281 .

8. Thabane L , Thomas T , Ye C , et al. Posing the research question: not so simple . Can J Anaesth 2009 ; 56 : 71 – 79 .

9. Haase SC . Systematic reviews and meta-analysis . Plast Reconstr Surg 2011 ; 127 : 955 – 966 .

10. Schulz KF , Altman DG , Moher D . CONSORT 2010 statement: updated guidelines for reporting parallel group randomised trials . BMJ 2010 ; 340 : c332 .

11. Piantadosi S . Clinical trials: a methodologic perspective . 2nd ed. Hoboken, NJ : Wiley , 2005 .

12. Yusuf S , Wittes J , Probstfield J , et al. Analysis and interpretation of treatment effects of subgroups of patients in randomized clinical trials . JAMA 1991 ; 266 : 93 – 98 .

13. Rios LP , Ye C , Thabane L . Association between framing of the research question using the PICOT format and reporting quality of randomized controlled trials . BMC Med Res Methodol 2010 ; 10 : 11 .

14. Mayo NE , Asano N , Barbic SP . When is a research question not a research question? J Rehabil Med 2013 ; 45 : 513 – 518 .

15. Tukey JW . Some thoughts on clinical trials, especially problems of multiplicity . Science 1977 ; 198 : 679 – 684 .

16. Sackett DL , Wennberg JE . Choosing the best research design for each question . BMJ 1997 ; 315 : 1636 .

17. Jones B , Jarvis P , Lewis JA , et al. Trials to assess equivalence: the importance of rigorous methods . BMJ 1996 ; 313 : 36 – 39 .

18. Proschan MA , Waclawiw MA . Practical guidelines for multiplicity adjustment in clinical trials . J Clin Epidemiol 2000 ; 21 : 527 – 539 .

19. Westfall PH , Young SS . Resampling-based multiple testing: examples and methods for p value adjustment . New York : Wiley , 1993 .

20. Bender R , Lange S . Adjusting for multiple testing—when and how? J Clin Epidemiol 2001 ; 54 : 343 – 349 .

21. Sterne JAC , Smith GD . Sifting the evidence—what's wrong with significance tests? BMJ 2001 ; 322 : 226 – 231 .

22. Bauer P , Chi G , Geller N , et al. Industry, government, and academic panel discussion on multiple comparisons in a “real” phase three clinical trial . J Biopharm Stat 2003 ; 13 : 691 – 701 .

23. Sankoh AJ , Huque MF , Dubey SD . Some comments on frequently used multiple endpoint adjustment methods in clinical trials . Stat Med 1997 ; 16 : 2529 – 2542 .

A structured approach to defining the research question in a clinical study: the PICOT criteria.

In ______ P ______, how does ______ I ______ compared with ______ C ______affect ______ O ______ over ______ T ______?

Population : the target group to which the study is most relevant and to which results are intended to generalize.

Intervention : the specific condition, behavior, test, medication, procedure, etc being studied. For experimental studies, this will be a direct treatment or action to which study subjects are assigned by investigators; for observational studies, this will be a characteristic or intervention that exists in or is applied to study subjects independent of the research study.

Comparator : the alternative to the intervention being studied. This might be the absence of the intervention or a placebo or active control. Experimental studies always have a comparison, whereas some observational studies do not.

Outcome : the parameter that will be measured to determine the effect of the intervention on the population.

Time : the time frame over which the outcome will be measured.

Common sources of multiple comparisons that can be encountered when formulating data analysis plans for clinical studies.

• Testing an excessive number of explanatory variables

• Testing an excessive number of outcome variables

• Testing different definitions of the same outcome

• Repeating tests across multiple subgroups of subjects

• Testing the same variable in multiple formats

• Repeating the same comparisons with different statistical tests

• Defining groups or levels of variables on the basis of the data

• Changing criteria used to include or exclude subjects from analysis

• Repeating tests both within and between treatment groups

• Adding subjects or experiments and repeating analyses until statistical significance occurs

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How to Develop a Quality Genealogy Research Question

How can you go to a specific place if you have not determined the destination you’re headed toward? In genealogy, your research should be headed somewhere if wish to conduct quality research. The destinations you head toward always begin with a research question.

The fundamental step in quality genealogical research is to develop a research question. What are you hoping to find out?

Now many of you want to prove your lineage to someone on the Mayflower or the First Settler in an area. Some of you want to just find new names. Others, like me, gather ancestors methodically like we open a can of Pringles -- once you pop, you can’t stop. In other words, we can never stop making new discoveries and new relative connections.

No matter our objective, and I’m including myself in this, we should develop a research question so we know what we’re hoping to discover, which will lead us to the records we need to resolve our investigations.

Watch this video on YouTube .

There are Three Basic Types of Genealogy Research Questions:

When and where did an event happen in an individual’s life, to whom was an individual related to by marriage or genetically, what biographical details can be found about an ancestor.

There are few questions in genealogy that don’t fit into these categories. Let’s dive into them just a little bit deeper.

When and in what location was Christian Christopher Hoppe, husband of Anna Margaretha Kalsberger, born?

When did Delbert Hanks, of Altus, Oklahoma, die and where was he buried?

Who was the first wife of Edward T. Rang of Akron, Summit County, Ohio, and when did they marry?

Who were the children of John Marr and Laney Shafley who lived in Wainfleet, Monck, Ontario, Canada?

Did William Townsend serve in the Civil War?

Did Matthew Lepley sell a property to the federal government to become part of the national forest?

Write a Narrow Genealogy Research Question

The above sample questions are a good start, but they are still too broad. We want to narrow them down by adding details about our questions. But first, do you wonder how I came up with these questions? I know I did when I was starting out as a beginning family historian.

Every question you have is based on previous knowledge or research. This is why experienced educators always tell you to begin by recording information about yourself and working backward from that point.

Regardless of whether you follow that advice or not, your questions will come to mind as you examine a family tree, look at documents, and attempt to piece together aspects of an ancestor’s life.

What was the trigger for your question?

Let’s walk through a few questions that I shared earlier and how they were generated:

This question was triggered by the marriage record of Christian Hoppe and Anna Karlsberger. I knew the couple married, but the marriage certificate for Anna and her groom triggered the thought, “how old was Christian and where was he born?” I didn’t want to add Christian to my family tree just as the groom of Anna but as a complete person.

Edward married Nancy Cole. On his marriage license, a note indicated that he was previously married, but did not include the name of the previous wife. Thus, I know have the question, who was that first wife?

↪️ Are you new to genealogy? Grab your copy of this FREE Beginner Guide:

Writing a Quality Research Question

Now that you understand where questions come from, let’s work on making our questions better so that we can recognize the answer when we find it.

Let’s add to the question:

When and in what location was Christian Christopher Hoppe, who married Anna Margaretha Kalsberger, born?

We want to add all the specifics we know about Christian or Anna.

Christian and Anna married on 12 April 1859 in Franklin County, Ohio

Had the following children:

Christian Christoph Hoppe b. 1859 in Ohio

Marguerite Hoppe b. 1861 in Ohio

Anna Hoppe b. 1869 in Ohio

We’ll revise our question to look something like this:

What is the birth date and place of Christian Christopher Hoppe, who married Anna Margaretha Kalsberger on 12 April 1859 in Franklin County, Ohio, and father of Christian, Marguerite, and Anna Hoppe?

With this question, we have narrowed down all of the potential Christian Hoppe’s to the one we most want to discover -- the Christian who lived in Franklin County, Ohio, and had this family structure.

As such, any document we may uncover will have to be compared to these facts to determine if the source is applicable to our ancestors.

• Beginning Genealogy

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