This is a very good question, and I think that it can mean different things to different people depending on where you land on the research continuum (Johnson & Christensen, 2014, p.32). If you are conducting qualitative research a good question may be more focused on exploratory components while a quantitative research question may focus on more of a confirmatory approach to your research question (Johnson & Christensen, 2014, p.17).
If I had to pick a few key points that encompass all types of educational research, I would say that a good research question should:
- be concise in how it is written (doesn’t ramble on)
- have a specific end goal (something that you intend to measure)
- relevant to the topic (i.e. if you are studying education, your question should be related to that field)
- achievable (the questions should be within your abilities)
- Interesting (there is a need for this in the field of study)
Resources
Johnson, R.B., Christensen, L. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Sage Publishing.
I agree, Steve. The differentiation between the use of qualitative and qualitative is interesting and something to pay attention to.
I feel there is a little of which-came-first-the-chicken-or-the-egg”? Question or method? Primary or Secondary research … a lot to think about in the approaches of a question.
Hi Bobbi,
Good point regarding the chicken or the egg, hopefully this course will help us flush some of that out…
I don’t know how I can add to this and make it better, Steve! Great summary and well written.
That suggestion “Interesting (there is a need for this in the field of study)” made me laugh out loud!!
Excellent summary!! Will keep coming back so you can clear up other confusion for me. 😀