Strong research questions

Part 2: Chapter 4

Questions to consider

A. What role does questioning play in advancing knowledge?

B. How can well-formulated questions support the development of a thesis?

C. What are the qualities of a strong research question?

People look for information to answer implied or explicit questions every day. A research question prompts the questioner to do more than find an answer. Consider the differences between the standard  and research questions below.

Standard Question: When and where is that movie showing on Friday?
Research Question: How do “sleeper” films end up having outstanding attendance figures?
Standard Question: How many children in the U.S. have allergies?
Research Question: How does his or her country of birth affect a child’s chances of developing asthma?
Standard Question: What year was metformin approved by the U.S. Food and Drug administration?
Research Question: Why are nanomedicines, such as doxorubicin, worth developing?
Standard Question: Can citizens register to vote at the public library?
Research Question: How do public libraries in the United States support democracy?
Standard Question: What is the Whorfian Hypothesis?
Research Question: Why are linguists interested in the Whorfian hypothesis?

Language in Action

A. Explore “motivation” in a series of standard questions.

B. Extend the questions about “motivation” to those of a research nature.

C. What factors can be added to develop compelling and meaningful research on “motivation”?

The influences of research questions
Producing a research question prompts writers to

• define the scope of their interest;
• evaluate the feasibility of the inquiry;
• determine what sources will be of value; and
• establish potential conclusions.

For academic purposes, research questions can be developed for both large and small assignments. A smaller assignment may be research for a class discussion or a blog post; larger assignments may involve conducting research and then delivering it in a lab report, poster, term paper, or article. For large projects, the research question (or questions) will define or at least heavily influence

• the topic, in that research questions effectively narrow the subject;
• any hypotheses under consideration;
• which information sources are relevant; and
• resulting claims or conclusions.

Influence on thesis
Within an essay, poster, or term paper, the thesis is the researcher’s response to the research question(s). Developing research questions is effectively specifying that thesis. While perhaps many research questions emerge from the original topic, the primary question addresses those the thesis will answer. For example, a topic that starts out as “desert symbiosis” could eventually lead to “How does the diversity of bacteria in the gut of the Sonoran Desert termite contribute to the termite’s survival?” In turn, the researcher’s thesis will answer that particular research question instead of the numerous other questions that could have come from the desert symbiosis topic. Developing research questions is part of the process establishing clear parameters.

Influence on hypothesis
A study that predicts how variables are related will have at least one hypothesis. The research questions will contain the variables that later appear in the hypothesis(es). Despite the strength of their influence on the overall project, research questions do not always appear in the final products (papers or articles) of the research.

Influence on resources
The research questions help divide all information sources into two groups: those that are relevant and those that are not.

Influence on research methods
Research questions are vital in determining appropriate field research. For instance, when the research question relates to describing the preferences of a group, survey methods may work well. In contrast, research questions that examine a laboratory practice will guide the development of a research method.

Influence on claims or conclusions
The research questions reflect whether the investigation is intended to describe a group or situation, to explain or predict outcomes, or to demonstrate cause-and-effect relationship(s) among variables. Those intentions and how comprehensive the inquiry is will determine what claims or conclusions can be made.[1]

Exercise #1

The question frames below provide a context through which to explore possible topics.  Some are more appropriate for initial rather than in-depth exploration. Choose a few that work in your field; modify and complete them to suit your topic.[2]

  1. What does ___ mean? (definition)
  2. What are the various features of ___? (description)
  3. What are the component parts of ___? (simple analysis)
  4. How is ___ made or done? (process analysis)
  5. How should ___ be made or done? (directional analysis)
  6. What is the essential function of ___? (functional analysis)
  7. What are the causes of ___? (causal analysis)
  8. What are the consequences of ___? (causal analysis)
  9. What are the types of ___? (classification)
  10. How is ___ like or unlike ___? (comparison)
  11. What is the present status of ___? (comparison)
  12. What is the significance of ___? (interpretation)
  13. What are the facts about ___? (reportage)
  14. How did ___ happen? (narration)
  15. What kind of person is ___? (characterization/profile)
  16. What is the value of ___? (evaluation)
  17. What are the essential major points or features of ___? (summary)
  18. What case can be made for or against ___? (persuasion)
  19. What is the relationship between_____ and the outcome of ____? (explorative)

Review and Reinforce

Research questions typically appear in standard question format and express a relationship between two or more variables; for example, how is A related to B? Research questions also imply possibilities for empirical testing; metaphysical questions are not measurable, and a variable that cannot be clearly defined cannot be tested.

Exercise #2

Identify the variables in these questions.

  1. How does motivation affect participation in graduate level classes?

  2. How does social isolation affect the academic performance of international graduate students?

  3. What common demotivating factors influence the academic performance of international graduate students and how can they be mitigated?

Media Attributions


  1. Adapted from Teaching & Learning, (2018). Choosing & using sources: a guide to academic research. The Ohio State University. https://ohiostate.pressbooks.pub/choosingsources/
  2. Adapted from Frederiksen, L., & Phelps, S. F. (2017). Literature Reviews for Education and Nursing Graduate Students. Open Textbook Library
definition