Formulating Research Questions and Problems
A key aspect of research design is developing the research problem and corresponding questions. A research problem identifies a specific concern, a condition that needs improvement, or a gap in existing knowledge that research can address. Researchers might focus on practical issues aimed at driving change or theoretical questions aimed at expanding understanding.
Key Considerations in Research Design
Research questions are pivotal in guiding a study’s direction, influencing its methodology, data collection, and analysis. It’s essential for researchers to frame and formulate their research problems based on the current state of knowledge, including both theoretical and empirical foundations (American Psychological Association, 2021; U.S. Institute for Education Sciences and the National Science Foundation, 2013; Vetenskapsrådet, 2017). Crafting clear, concise, specific, neutral, and focused questions is crucial, ensuring they are complex enough to prompt nuanced exploration.
When formulating research problems, researchers must assess their feasibility (Parson, 2019). When defining research problems, consider the scope, context, and limitations of the study, and specify the methods that will be used to investigate the research question (German Research Foundation, 2019; U.S. Institute for Education Sciences and the National Science Foundation, 2013; Vetenskapsrådet, 2017). This also involves clearly defining the populations and interventions involved (U.S. Department of Education, 2022). In computing education, they should also consider how technology tools may impact accessibility, costs, and data privacy.
Addressing disparities among participants and interventions is essential for high-quality research. For instance, socioeconomic disparities can significantly influence outcomes if not properly addressed.
Choosing a research design involves meticulous planning. Practices like pre-registration on platforms for education research aim to enhance research quality (American Journal Experts, 2022). These processes involve outlining study plans before data collection, ensuring transparency and adherence to initial methodologies.
Fernandez (2019) highlights the importance of asking non-traditional questions with an equity focus, promoting inclusive research practices. Access challenges, especially for marginalized groups, require ethical sensitivity and early consideration in study design (Amundsen et al., 2017).
Research should honor participants’ experiences, framing questions from an asset-based perspective. Collaborative approaches, such as research-practice partnerships and action research, empower communities and enhance research validity (Coburn & Penuel, 2016; Cohen et al., 2017; Barber et al., 2021).
Including students as participant-researchers fosters mutual understanding and reduces biases, enriching educational research in STEM fields (Burke Reifman et al., 2022).
Strategies for Framing the Research Problem and Question(s)
Clearly formulate and frame the research problems and questions, considering scope and context as follows: Current state of research (i.e., theoretical and empirical underpinnings) (German Research Foundation, 2019)
Define the problem, the phenomena being studied, unit of analysis, social context, and how the researchers either designed the context or gained access to it (Ko, 2023). This may include defining the selection process and access to participants (U.S. Institute for Education Sciences and the National Science Foundation, 2013).
How equity, inclusion, diversity, belonging, and disparities will be defined and explored
Ability to answer the question in time frame, alloted resources and available tools
Frame problems and questions as asset-based rather than deficit-based.
Where possible for some research methods and timing, register or pre-register the study design.
Honor and respect the lived experiences of the included populations.
Choose hardware and software tools for an intervention that are accessible to and protective of the included populations (e.g., students with disabilities, other vulnerable populations).
Acknowledge limitations, positionality, impacts on and harms to communities, and threats to validity.
Invite included populations to co-design the research and research questions.
Additional Resources
- How to . . . write a good research question by Mattick et al.
- Framing Research Questions that Reflect Who is Expected to Change by Krause
- What’s your problem? A practical approach to scientific document design by Hurley
- Problem statement development by Miles
- A guide to incorporating a racial and ethnic equity perspective throughout the research process from Andrews et al.
- Framing critical race theory and methodologies by Sung and Coleman
References
American Journal Experts. (2022). Pre-registration vs. Registered Reports: What’s the difference? Retrieved September 4, 2023 from https://www.aje.com/arc/pre-registration-vs-registered-reports/
American Psychological Association. (2021). Journal Article Reporting Standards (JARS). Retrieved from https://apastyle.apa.org/jars
Amundsen, D. L., Msoroka, M., & Findsen, B. (2017). ’It’s a case of access.’ The problematics of accessing research participants. Waikato Journal of Education, 22(4).
Barber, C. R., Palasota, J. A., Steiger, M. A., Bagnall, R. A., Reina, J. C., Wagle, J., & Bai, Y. (2021). Enhancing STEM equity programs with action research. Action Research, 19(4), 614-631.
Burke Reifman, J., White, M., & Kalish, L. (2022). Students as Researchers and Participants: A Model of Iterative Member-Checking for Inclusive, Equity-Centered Assessment Research. Intersection: A Journal at the Intersection of Assessment and Learning, 3(1), n1.
Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational researcher, 45(1), 48-54.
Cohen *not on reference list*
Fernandez, A. (2019). Further incorporating diversity, equity, and inclusion into medical education research. Academic Medicine, 94(11S), S5–S6.
German Research Foundation. 2019. Guidelines for Safeguarding Good Research Practice. https://www.htwg-konstanz.de/fileadmin/pub/forschung/Forschungsreferat/Guidelines_for_Safeguarding_Good_Researche_Practice_DFG__2019.pdf
Ko *not on reference list*
Parson, L. (2019). Considering Positionality: The Ethics of Conducting Research with Marginalized Groups. Research Methods for Social Justice and Equity in Education. Springer
U.S. Department of Education. 2022. What Works Clearinghouse: Procedures and Standards Handbook, Version 5.0. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/Final_WWC-HandbookVer5_0-0-508.pdf
U.S. Institute for Education Sciences and the National Science Foundation. 2013. Common Guidelines for Education Research and Development. https://ies.ed.gov/seer/index.asp
Vetenskapsrådet, S. (2017). Good research practice. Stockholm: Swedish Research Council.