Nicole Clemente

Practical Research 2
Session 4
Date / /

THEORY APPLICATION TO A QUANTITATIVE

RESEARCH STUDY AND

DEVELOPING A RESEARCH QUESTION

Dr. Zeidler (2007) - provided a good example of how theoretical framework helped her doctoral students in
conducting quantitative research.

EXAMPLE:
The topic of Interest - The Importance of Questioning in the Secondary Classroom.
Literature Review - a student finds that research on the effectiveness of questioning strategies is
rather ambiguous (equivocal or arguable).

According to researchers:
Questioning at higher cognitive levels > Questioning at lower cognitive levels
(higher achievement)

According to other researchers:

There is no difference between the type of achievement and the level of
questioning.
 Nicole Clemente
Practical Research 2
Jean Piaget discusses the level of cognitive development. According to him, the level of instruction needs to
match the level of development of a student in order for the instruction to be effective.

His question:
Could it be that a student's cognitive level influences their learning via the type of questions they're asked?

The student headed back to the library to look for a study that used Piaget as a theoretical framework.
Two themes that emerged based on her research:
1. The research on effective questioning establishes the fact that more research is needed to investigate
the problem considering the ambiguity of the result. Researchers have suggested that cognitive
development may influence questioning and the level of learning. This research provides the student a
potential understanding of the phenomenon of questioning.

The student of different cognitive levels are affected differently by different levels of questions.

HYPOTHESES

1. Both high and low cognitive level students will

benefit from both high and low cognitive level
questions as opposed to no questions at all.
2. Only students categorized at the high cognitive
level will benefit more from the high cognitive
level questions than from the low level questions.
 Nicole Clemente
Practical Research 2 Date / /

Here you can see how the theory was applied and
focused the research inquiry;
guided the inquiry and identification of the variables
predicted the expected relationship between the variables
proposed a potential explanation for the previous ambiguous research results.
 Nicole Clemente
Practical Research 2 Date / /

DEVELOPING A RESEARCH QUESTION

The research question is considered the most important component of the research because everything is
focused on answering the research question.

Consider the following when thinking about the research project:

What do I want to know?
Are there any interesting and concrete points arising out of the
data?
Do I understand the data?
Can the data provide the answers to what I want to know?
How will I be able to interrogate the data?
Can I answer the question?

The Research Question summarizes the significant issue your research will investigate.

Features of a good research question:

Relevant - it is an issue covered by the research.

Manageable - it is within scope; not too large or too small.
Specific - it is measurable or investigable; you can investigate it.
Clear and simple - readers understand what you are hoping to find out.
Interesting - readers are interested in the research; it is a substantial question.
Legitimate - it is a question and not just a statement; and
Answerable - you can actually provide an answer to the research question.
 Nicole Clemente
Practical Research 2 Date / /

How to formulate one?

Identify a broader subject of interest out of the data.

Example: cyberbullying
Research the general topic to find out what literature and data exist.
Narrow the topic by asking open-ended 'how' and 'why' questions.
Example: Why is cyberbullying becoming more prevalent?
Aim to get to a specific, measurable question:
Example: What are the social factors leading to the increasing prevalence of cyberbullying in young
Australians?

TIP:
Make it open-ended enough so it can't just be answered by a simple yes or no or
a number

Elements to consider:

CONSTRUCT---What's the idea you're investigating?

GET BEYOND THE DATA---Do not just rely on the data; it needs to extend it.

APPLICATION---Broad enough to show relevance to the field.

SPEAKS TO THE 'SO WHAT' FACTOR---Why important? (try to answer)

 Nicole Clemente
Practical Research 2 Date / /

Sample RQ language - Question forms

What is the relationship between...?

What factors affect...?
How do the effects of...influence...?
How does...relate to...?
Why is...an issue in relation to...?
Does...mean that...?

The 'so what?' factor-why important

this shows* that...(*suggests/implies/points to...)

This is important or significant because...
This is worth noting as / because it...
This calls attention to...
This can be illustrated by...
What this means* is...(*shows / tells us / reveals / highlights / points to / implies)
...tells us that
...importantly* suggests that...(*crucially, significantly)
...which points to / suggests the need for...
...which is vital / crucial as it...
 Nicole Clemente
Practical Research 2 Date / /

...which shows / illustrates that...

...which is significant as it...
...meaning that...
...illustrating / pointing to the need for...

In doing so, it points to.../ In so doing, tells us that...

This languages helps you get behind the 'so what' factor or why is it important!

Interpretative 'so what?' language should always appear somewhere in

academic discourse.

It's the point where you're questioning yourself why it's important or when you're
doing the writing, explaining the rationale for why you're doing that research or
what it means.
 Nicole Clemente
Practical Research 2 Date / /

Process in developing a
Research Question
1. Determine the broad topic under investigation.
2. Draft a research question.
3. Form a purpose statement (why investigating).
"The purpose of this study is to investigate / determine / establish a relationship
between..."
4. Revise your research question based on the purpose statement.
SAMPLE
Broad Topic: Chickens crossing roads...why?
Devise a purpose statement: The purpose of this study is to determine the causes of
why chickens cross roads.
RQ V1: Why did the chicken cross the road?
Too broad, not specific enough. It relies on qualitative data which is not
attainable as chickens cannot be interviewed.
RQ V2: How many chickens crossed Grattan St. in the period January to July?
Too specific, closed information, and answerable through statistics or numbers.
RQ V3: What are some of the environmental factors that occurred in Parkville
between January and July that would cause chickens to cross Grattan St.?
Specific, measurable, investigable, and gets to the 'why.' Investigates the
purpose statement.