Qualitative

Research Questions
> Central Question
> Subquestion
Qualitative Research Questions

In a qualitative study, inquirers/ researchers state

research questions, not objectives or hypothesis.
These research questions assume two forms: (a) a
central question, and (b) associated subquestions
(Creswell, 2014).
Research Questions Guidelines
1. Ask one or two central research questions.
The central question is a broad question that asks for an exploration of
the central phenomenon or concept in a study.

➢The inquirer/ researcher poses the central question, consistent with the emerging
methodology of qualitative research, as a general issue so as to not limit the views
of the participants.

➢In qualitative research, the intent is to explore the general, complex factors that
affects the central phenomenon, varied perspectives or meanings that participants
hold.
Research Questions Guidelines
2. Ask no more than 5 to 7 subquestions in addition
to your central question.
The subquestions are questions that narrow down the focus of the
study, and these become specific questions used during interviews ( or
in observing or when looking at documents).

➢Miles and Huberman (1994) recommended that researchers write no more than a
dozen qualitative research questions in all (both central and subquestions).

➢In developing an interview protocol or guide, the researcher might ask an icebreaker
question at the beginning, for example, followed by 5 or so subquestions in the
study.
Research Questions Guidelines
2. Ask no more than 5 to 7 subquestions in addition
to your central question.

➢Issue subquestions are questions that narrow the focus of the central question
into specific questions (or issues) the researcher seeks to learn from participants in
a study.

➢Procedural subquestions indicate the steps to be used in analyzing the data in a

qualitative study. Researchers use this form of writing subquestions less frequently
than issue questions because the procedures for a qualitative study will evolve
during a study.
Research Questions Guidelines
3. Relate the central question to the specific
qualitative strategy of inquiry.

➢In ethnographic research, Spradley (1980) advanced a taxonomy of ethnographic

questions that included a mini-tour of the culture-sharing group, their experiences, use of
native language, contrasts with other cultural groups, and questions to verify the accuracy
of the data.

➢In phenomenology, the questions might be broadly stated without specific reference to the
existing literature or a typology of questions. Moustakas (1994) talks about asking what the
participants experienced and the contexts or situations in which they experienced it. A
phenomenological example is, “What is it like for a mother to live with a teenage child who
is dying of cancer?” (Nieswiadomy, 1993, p. 151).
Research Questions Guidelines
3. Relate the central question to the specific
qualitative strategy of inquiry.

➢In grounded theory, the questions may be directed toward generating a theory of
some process, such as the exploration of a process as to how caregivers and
patients interact in a hospital setting.

➢In a qualitative case study, the questions may address a description of the case and
the themes that emerge from studying it.
Research Questions Guidelines
4. Begin the research questions with the words what
or how to convey an open and emerging design.

➢The word why often implies that the researcher is trying to explain why something
occurs, and this suggests a cause and-effect type of thinking that is associated with
quantitative research instead of the more open and emerging stance of qualitative
research.
Research Questions Guidelines
5. Focus on a single phenomenon or concept.

➢The central phenomenon is the core idea being explored in a qualitative study. It
needs to be stated in a way that is not too broad (e.g., experiences of individuals) or
too narrow (e.g., role identity when at work).
➢ State your central phenomenon in two to three words or fewer, such as
“professional development,” “integration of technology,” “mothering”, “marketing
strategies”, “defense mechanisms” or “traumatic school experience.” Make your
central phenomenon as concise as possible.
Research Questions Guidelines
6. Use exploratory verbs that convey the language
of emerging design.

➢Discover (e.g., grounded theory)

➢Seek to understand (e.g., ethnography)

➢Explore a process (e.g., case study)

➢Describe the experiences (e.g., phenomenology)

➢Report the stories (e.g., narrative research)

Note: Use these verbs in the introductory part of the SOP.
Research Questions Guidelines
7. Expect the research questions to evolve and
change during the study

➢Often in qualitative studies, the questions are under continual review and
reformulation (as in a grounded theory study).

8. Use open-ended questions

9. Specify the participants and the research site

The Central Questions
➢Here is a script for a qualitative central question:

_________ (How or what) is the _________ (“story for” for narrative research;
“meaning of ” the phenomenon for phenomenology; “theory that explains the process
of” for grounded theory; “culture-sharing pattern” for ethnography; “issue” in the “case”
for case study) of _________ (central phenomenon) for _________ (participants) at
_________ (research site).
The Central Questions
The Central Questions
 The Central Questions
Original question: (too broad)
How first-year Chinese graduate students
adjust at Midwest University?
(X. Ma, personal communication, November 18, 2014)
Improved question:
What are the coping strategies that first-year
Chinese graduate students use to adjust in
their first year at Midwest University?

Original question: (unclear central Improved question:

phenomenon) How do ranchers in the Central Great
How do ranchers make decisions in the Plains use information about the landscape
central Great Plains? to manage their own land?
 The Central Questions
Original question: (Avoid why) Improved question:
Why are students unmotivated in going to What are the various motivations of high
school? school students in going to school?

Original question: (no central phenomenon) Improved question:

How do employee resource groups operate? How do employee resource groups
(S. Schlachter, personal communication,November 18, 2014) establish and maintain their social identity?
The Central Questions
 The Central Questions
✓How will CAI impact the reading achievement of at-risk third grade students at six
elementary schools in Las Vegas, Nevada?
✓How will establishing a community advisory committee impact giving by senior citizens in
Orlando, Florida?

✓What is the role of store managers in employee satisfaction of hourly workers at Staples?
✓How does a President’s leadership style impact employee engagement at Saint Leo’s
University?

✓How will establishing a community advisory committee impact giving by senior citizens in
Orlando, Florida?
The Subquestions
➢Here is a script for a qualitative subquestion:

_________ (What or How) is __________ (the sub-question issue) of/for

___________ (participants -optional) at/in __________ (research site - optional)?

➢If you state the participants and research site in the central question or purpose
statement, you do not need to repeat them in the subquestions.
The Subquestions
The Subquestions
➢ Central question: “What is the campus climate toward diversity?” (diversity is the
central phenomenon)

➢“What are student attitudes on campus toward forming diverse social groups?”
➢“How is diversity encouraged by the central administration?”
➢“How is diversity encouraged in the undergraduate classes on campus?”
➢“How is diversity encouraged by the campus police force?”
The Subquestions
➢ Central question: “What is self-esteem for high school students?”

ISSUE SUBQUESTIONS:

➢ What is self-esteem as seen through friends?

➢ What is self-esteem for the participant’s family?
➢ What is self-esteem as experienced in extracurricular activities in school?
The Subquestions
➢ Central question: “What are students’ experiences with weapons in high schools?”

PROCEDURAL SUBQUESTIONS:

➢ What are the categories of experiences of students?

➢What process occurs that reflects these experiences?
➢What propositions or hypotheses reflect the relationship among the categories?