What makes a good research question?

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Research is a process we undertake to answer a question, solve a problem, or even identify patterns in existing literature that might reveal new insights. Research does not seek to “prove” but to reveal insight and knowledge through gathering, evaluating, and presenting evidence to support one’s ideas (Johnson & Christensen, 2014). Before embarking on the process of researching a subject, we must formulate a research question which helps to focus and guide our process of inquiry. We will examine the process of how to develop a research question in a later post, but we can start by examining what makes a good research question.  There are several models and mnemonic devices which can be used as guides in developing and testing a research question in order to help determine its strength. 

Why do we need a strong research question? Fandino (2019) writes that one fundamental reason for starting with a strong research question is to optimize time and resources spent on any path of inquiry. An unfocused or overly broad study with multiple potential paths of inquiry may be unfeasible in its size, scope, or complexity. Further focus can be achieved by ensuring the research question is pertinent to the area of study, and that there is no existing literature that already answers the question at hand. 

One framework that can be used to assess the strength of a research question is the FINER model described by Hulley et al. (2013) as Feasible, Interesting, Novel, Ethical, and Relevant.

Table 1

FINER criteria for evaluating a research question

Feasible	Adequate number of subjects Adequate technical expertise Affordable in time and money Manageable in scope Fundable
Interesting	Getting the answer intrigues the investigator and [their] colleagues
Novel	Provides new findings Confirms, refutes, or extends previous findings May lead to innovations in concepts of learning, or methodologies for research
Ethical	A study that the institutional review board will approve
Relevant	Likely to have significant impacts on academic knowledge, learning practice, or education policy May influence directions of future research

Note: Adapted from (Hulley et al., 2013)

For a research question to be feasible, the study to find evidence to answer the question must be able to have enough subjects in order to produce a statistically relevant result, that the researchers have sufficient technical expertise in order to execute the study plan, it is cost-efficient in terms of both time and resources (money) spent, has manageable scope, and can be adequately supported through funding. While these may seem like common sense criteria, it may be possible for a researcher to overlook the feasibility of their path of inquiry if they are particularly interested or excited about the question being asked.

This is not to say that interest is to be excluded from the criteria. Interest is a key factor that may drive motivation for a researcher or research team to pursue the path of inquiry. How many discoveries or innovations have been motivated by a researcher’s personal interest in a subject? Rahrovani and Pinsonneault (2020) identify “deep attention to a specific area of personal interest” (p.17) as one of the key factors behind an intrinsic motivation to innovate. The importance of interest can therefore not be discounted.

The FINER model also examines the novelty of a research question. When considering novelty, we are not working from the definition often used in popular culture – something whose value is superficial or transient in nature (Dictionary.com, n.d.) – but that the research will reveal insights that are new or unique, that the research may confirm, refute, or build upon earlier research outcomes, or which may lead to further inquiry. Novel research builds on the interest and curiosity of the researcher(s) and may also be seen as a motivating factor behind the research question.

The fourth criterion of ethics is essential to any good research question, as any research project will have to pass a review conducted by the institution(s) funding or supporting the research to identify potential personal safety or privacy risks (Hulley et al., 2013). 

Lastly, the relevance of the research question should be examined. Will the inquiry be a significant contribution to the body of knowledge in the subject area being examined? Will this question (and the study that follows it) influence future research? Failure to answer either (or both) of these questions in the affirmative may result in a resounding, “So what?” from those providing funding or resources to conduct the research. 

Although the FINER model is only one possible option for assessing the quality of a research question, it is useful in that it is not so brief that it fails to cover all possible risks and potential outcomes, but also not so complex that it becomes a deterrent in undertaking the evaluation exercise. The use of an acronym as a mnemonic device also helps to create a more memorable device, making it more likely that researchers will deploy it in the early stages of their inquiries. While a strong research question does not guarantee a successful study, if our research question is Feasible, Interesting, Novel, Ethical, and Relevant, we at least start off on strong footing and have a greater chance of meeting our research objectives.