The document provides guidance on formulating a research question. It discusses identifying a research problem or opportunity and determining the unit of analysis. It also covers translating the research problem into a research question and formulating a hypothesis to be tested. Well-formulated research questions are answerable, specific, measurable, and linked to a theoretical framework. The goal is to develop a question that will focus the research and facilitate subsequent steps in the research process.

1. Formulation of
Research Question

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O Exploration
O Description
O Explanation

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School
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O To develop an initial, rough understanding
of a phenomenon
Methods:
O literature reviews
O Interviews
O case studies
O key informants

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O Precise measurement and reporting of the
characteristics of the population or
phenomenon
O What is the case?
O What is the nature of the relationship?
O Methods: census, surveys, qualitative studies

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OWhy is there a relation ?
OJustifiable relation

7. O Research idea provides the very basic foundation
of research work
O Without research idea there cannot be a research
O A ‘problem’ situation is not a ‘wrong’ situation
but we are simply problematizing the situation
O Our intention is to enhance our knowledge about
the situation
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8. Problem or Opportunity Formulation
The crucial first stage in the research
process—determining the problem to be
solved or the opportunity to be studied and the
objectives of the research
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9. O Research problem is understanding and explaining
the problem – what I am going to study, why and
how?
O Research problem sets the frame of reference for
the study
O Defining a research problem is clarifying oneself
what is the problem and what the research is
intended to do or what are the expected output
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10. O Looking for rational
O Arriving to this problem (interest, gap, need, educational/medical
and policy change)
O Collecting preliminary information
O Reviewing the literature
O Discussing with the stakeholders, other researchers
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11. O We often need to write a section in our research proposal /
thesis
O This section can be limited just in one sentence or can be few
paragraphs long extending to more than a page
O Whatever its length be, it should define and delimit the
problem
O It should also justify the problem
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12. O What situations or problems tend to fascinate, challenge, or interest
you?
O List as many ideas as you can as quickly as possible
O Identify which are:
O Most interesting (I)
O Feasible (F)
O Fundable ($)
O Best overall (*)
O Write/Rewrite your best idea or research question?
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13. Capability: Is it feasible?
O Are you fascinated by the topic?
O Do you have the necessary research skills?
O Can you complete the project in the time available?
O Will the research still be current when you finish?
O Do you have sufficient financial and other resources?
O Will you be able to gain access to data?
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14. Appropriateness: is it worthwhile?
O Will the examining institute's standards be met?
O Does the topic contain issues with clear links to theory?
O Are the research questions and objectives clearly stated?
O Will the proposed research provide fresh insights into the
topic?
O Are the findings likely to be symmetrical?
O Does the research topic match your career goals?Research Summer School 14

15. And - (if relevant)
Does the topic relate clearly to an idea
you were given -
possibly by your organisation ?
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16. Formulation means translating and transforming the selected
research problem into a scientifically answerable research
question.
This is the aim of the study.
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17. O Gives specific focus to our study while staying within
the research context as set by our research problem
O Begins with a general concern that should be
narrowed down to a concrete researchable issue
O Defines exactly what we are going to do, how, and
why
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18. O Helps to clarify what to expect as the findings of
the research
O Is the process of operationalizing our research
O One critical concern: are we asking the question
we want to study?
O Or, is our research question compatible with our
research purpose
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19. Useful Techniques
Rational thinking Creative thinking
Searching the literature Scanning the media
Brainstorming Relevance Trees
Exploring past projects Discussion
Keeping an ideas notebook
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20. O Based on literature/idea
O Includes sample description (e.g., Adult Saudi
Hypertensive)
O Includes study design
(e.g., relationship, difference between
groups, etc.)
O Includes the independent & dependent variables
O Is measurableResearch Summer School 20

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23. "Ask a poor question and you will get a
poor research. A clear question also
helps the investigator rapidly assess
whether the study is relevant to his or
her own…practice". (Counsell, 1997)
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24. O Improves clarity of the problem
O Facilitates subsequent steps of the research process
O Helps select appropriate literature for review
O Anticipates issues, resource needs
O Improves efficiency, minimizes wasted efforts
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25. No hole in
the literature
Define Research Question
Conduct Literature Review
Refine Question
Hole in
literature
Design Study
Obtain IRB Approval
(medical research)
Collect & Analyze Data
Operationalize variables
Write and Report Results
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26. O Investigates important questions
O Is ethical ?
O Connected to theory
O Connects the study to prior research
O Uses appropriate research design and analysis
procedures
O Disseminates results
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27. Problem or Issue
Define population
Define intervention
Write Question
Search terms
Comparator
Outcome measure
P
I
C
O
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28. O A useful model to help structure an answerable
question.
O Used to formulate research question.
O Breaks down the question into four key elements.
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29. O Population, Patient, Problem P
O Intervention or Indicator I
O Comparator or Control C
O Outcome O
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30. O Population, Patient, Problem P
O Exposure E
O Outcome O
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31. Do first-year medical students who complete a student-run
anatomy review course score higher on the anatomy final
exam than students who do not complete the review course?
What is the population? first-year medical students P
What is the intervention? Completing the review I
What is the control? students who don’t complete C
What is the outcome? Final exam score O
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32. O Who are you interested in?
O How would you describe the patients or
population of interest?
O Be specific
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33. Example
O Asthmatics
O Adults with mild to moderate asthma
(treated with β2-agonists alone or with
inhaled corticosteroids <1mg daily)
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34. O Cause
O Risk factor
O Prognostic factor
O Treatment or intervention
O Be precise
O Be brief
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35. Example
O High saturated fat diet
O Smoking
O Regular use of salbutamol
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36. O What is the alternative to the intervention?
O May not always be necessary
O Be precise
O Be brief
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37. Example
O Low saturated fat diet
O Not Smoking
O As Needed use of salbutamol
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38. O What do I hope to accomplish?
O What could this exposure really affect?
O Be precise
O Be brief
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39. Example
O Death
O Glycemic control
O Asthma control
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40. In mild to moderate adult asthmatics
(P), does the regular use of
salbutamol (I) compared to as
needed use (C) result in worse
asthma control (O)?Research Summer School 40

41. No hole in
the literature
Define Research Question
Conduct Literature Review
Refine Question
Hole in
literature
Design Study
Obtain IRB Approval
(medical research)
Collect & Analyze Data
Operationalize variables
Write and Report Results
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42. O Details in later workshop (search/appraise lit)
O Identify possible sources of information
O Colleagues and librarians
O Databases, PUBMED, PSYCLIT, Science Citation Index
O Journals, chapters, books, publications
O Read critically and summarize
O Citations referenced
O Sample size
O Study design and limitations
O Overall conclusions
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43. No hole in
the literature
Define Research Question
Conduct Literature Review
Refine Question
Hole in
literature
Design Study
Obtain IRB Approval
(medical research)
Collect & Analyze Data
Operationalize variables
Write and Report Results
Research Summer School

44. O Clearly stated?
O Stated as a question?
O Testable?
O Defines variables to be studied?
O Defines sample to be studied?
O Describes the setting for the study?Research Summer School 44

45. O Feasible: adequate subject #, expertise, affordable,
manageable in scope
O Interesting: to the investigator
O Novel: -confirm, extend or refute previous findings
O provide new findings
O Ethical: fulfill guidelines for the protection of
students
O Relevant:
O to scientific knowledge
O to education policy
O to future researchResearch Summer School 45

46. O Clough and Nutbrown use what they call the Goldilocks test to
decide if research questions are either too big two small too hot or
just right/
O Too big need significant funding
O Too small are likely to be insufficient substance
O Too hot maybe so because sensitivities that may be aroused as a result
of doing the research . This may be because of the timing of the
research or the many other reasons that may be upset key people who
have a role to play.
O Just right are those just right for investigation at this time by this
research in this settingResearch Summer School 46

47. O Is a formal statement of the relationship between
variables to be investigated
O Must contain two or more measurable variables
and must specify how the variables are related
O Sets the framework for developing interpretations
and drawing conclusions
O Is a prediction regarding the possible outcomes of
the study.
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48. O The hypothesis is the narrowest expression of the
research question.
O Summarizes the elements of the study through the
design, sample, predictor and outcome variables.
O The purpose of the hypothesis is to establish a basis
for statistical tests ( What test will be used).
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49. O Simple vs. Complex
O Simple: contains one predictor and one outcome
O Complex: -More than one predictor or outcome.
(Not easily tested .. Can break it into simple hypothesis).
O Specific vs. Vague
O Specific:
O Leaves no confusion about what the question is.
O Clear about what is being collected.
O Stated in Advance vs. After-the-Fact
O In Advance: provides a primary objective and a basis for
interpreting study results.
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50. O Alternative
O Non-directional: The difference is unknown
O Directional: Existing studies/data suggest direction of
relationship, expressed as HA
O Null
O Actually, hypotheses are statistically tested in their null
form
O Expressed as no relationship/association exists between
variables, expressed as H0
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51. O We believe that female educators have more
positive leadership characteristics
O Our hypothesis (research or alternate, HA):
women educators have positive leadership
characteristics
O Null hypothesis (H0): there is no association
between gender of the medical educator and
leadership characteristics
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52. O A good hypothesis should be in a declarative
sentence form specifying the relationship
between variables; conditional statement cannot
be a hypothesis
O It must be measurable and empirically
testable, concise and with specific meaning
(clarity is obtained by means of definitions)
O It should be linked with some theoretical /
conceptual / analytical framework / tools
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53. Isolate and Identify the Problem, Not the Symptoms
O Certain occurrences that appear to be the problem
may only be symptoms of a deeper problem
O Good researchers must be creative in developing
problem or opportunity formulations by
investigating situations in new ways
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54. Determine the Unit of Analysis
O The researcher must specify whether the
investigation will collect data about
individuals, households, organizations, depart
ments, geographical areas, or objects
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55. O A written statement of the research design that
includes a statement explaining the purpose of the
study and a detailed, systematic outline of
procedures associated with a particular research
methodology
O The research proposal must communicate exactly
what information will be obtained, where it will
be obtained, and how it will be obtained
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56. Include SMART Personal objectives
Specific: What precisely do you hope to achieve from undertaking the
research?
Measurable: What measures will you use to determine whether you
have achieved your objectives?(Secured a career-level first job in
software design)
Achievable: Are the targets you have set for yourself achievable given
all the possible constraints?
Realistic: Given all other demands upon your time, will you have the
time and energy to complete the research on time?
Timely: Will you have time to accomplish all your objectives?
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57. O Formulate PICO question
O Write a FINER
(feasible, interesting, novel, ethical, relevant)
educational research question
O Translate your question into a working hypothesis
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59. Workshop
Please think of your research question in
relation to the morning class

60. O Does client-centered therapy produce more satisfaction in
clients than traditional therapy?
O Does behavior modification reduce aggression in autistic
children?
O Are the descriptions of people in social studies discussions
biased?
O What goes on in an elementary school classroom during an
average week?
O Do teachers behave differently toward students of different
genders? (causal-comparative design)
O How do parents feel about the school counseling program?
O How can a principal improve faculty morale?
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61. O What is your area of interest?
O Where could you look for help in deciding
upon a specific research problem?
O What criteria will you apply when deciding
upon a specific research problem?
O How could you narrow down your research
problem?
O How might your value-judgments
(preconceived ideas) affect your research
endeavors?
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62. 1. Be clearly linked to overall project goal
2. Allow the target population to be identified
3. Guide the appropriate level of aggregation (e.g. class,
course, curriculum, institution)
4. Identify the outcome variables and key predictors of
those variables
5. Determine what type of study is needed (e.g.
descriptive, relational, experimental)
6. Identify background characteristics that might
influence outcomes
7. Raise questions about how to best collect data
8. Influence the number of participants in the study
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