Chapter 5

Research Questions and

Hypotheses
 Chapter Outline
Qualitative Research Questions
Quantitative Research Questions and
Hypotheses
A Model for Descriptive and Inferential
Questions and Hypotheses
Mixed Methods Research Questions and
Hypotheses
 Introduction
From the broad general purpose
statement, the researcher narrows the
focus to specific questions to be
answered or predictions (i.e.
hypotheses) to be tested
 Qualitative Research Questions
In a qualitative study, inquirers state research questions
not objectives or hypotheses
These research questions assume two forms: a central
question and an associated subquestions
Central question
broad question that asks for exploration of the
central phenomenon
Subquestions
Questions that narrow the focus of the study
 Writing Qualitative Research
Questions
Ask 1-2 central questions and no more than 5-7
subquestions
These questions should:
Begin the research question with the words “what” or
“how” to convey an emerging design. “why” suggest cause
and effect an approach consistent with quantitative research
Focus on a single concept or phenomenon
Use exploratory verbs that convey the language of an
emerging design. Example: discover (grounded theory),
seek to understand (ethnography), explore a process (case
study), describe the experiences (phenomenology) and
report the stories (narrative research)
 Writing Qualitative Research
Questions
Use non-directional language. Delete words that
infer a quantitative approach such as “affect”,
“influence”, “impact”, “determine”, “cause”
“relate”
Expect the research question to evolve through
out the study. This approach may be problematic
for individuals accustomed to quantitative design
in which the research question remain fixed
through out the study.
Use open ended questions without reference to
the literature
If the information is not redundant with the
purpose statement, specify the participants and
the research sites of the study
 A Script for Writing 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).
 Quantitative RQ and HT
 In quantitative studies, investigators use research question
and hypotheses to shape the purpose of the study
 Quantitative research questions:
Questions about the relationships among variables that the
investigator seeks to know
 Quantitative hypotheses:
Predictions that the researcher makes about the expected
relationships among variables
Predictions about the population values that the researcher
will estimate based on data from a sample
 Some guidelines
The use of variables in RQ & HT here is typically limited to
three approaches
The researcher may compare groups on an IV to set its
impact on a DV
The investigator may relate one or more IV to a DV
The researcher may describe response to the IV,
mediating or DV.
 Quantitative RQ and HT
To eliminate redundancy, write only RQ or HT,
not both unless the HT builds on the RQ. Choose
the form based on tradition, recommendation from
advisors or whether past research indicate a
prediction about outcome
If a HT is used, there are two forms: null and
alternative. The null HT makes a prediction that in
the general population no relationship or difference
exist between variables or groups. In alternative
HT the researcher makes a prediction from an
outcome. This prediction comes from prior
literature.
 Quantitative RQ and HT
There can be two forms of alternative hypotheses.
Directional e.g. “scores will be higher for group A than
for group B. Another example. Public owned
organizations have higher employee turnover than
private firms
Non-directional. There is difference or relationship
between the two groups or variables but the exact form of
the difference or relationship is unknown.
Unless the study intentionally employ demographic
variables as predictors, don’t use them as IV. Most of the
time demographic variables enter in the model as
intervening or control variables
Use the same pattern of word order in RQ & HT to enable
the reader to easily identify the major variables. This calls
for repeating key phrases and positioning the variables
beginning with the IV and concluding with the DV
 Scripts for Writing Quantitative
Research Questions and Hypotheses
Does (name the theory) explain the relationship
between (independent variable) and (dependent
variable), controlling for the effects of (control
variable)?

There is no significant difference between (the

control and experimental groups on the
independent variable) on (dependent variable).