research question and proposed title brainly

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Starting the research process
• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved September 2, 2024, from https://www.scribbr.com/research-process/research-question-examples/

Is this article helpful?

Shona McCombes

Other students also liked, writing strong research questions | criteria & examples, how to choose a dissertation topic | 8 steps to follow, evaluating sources | methods & examples, what is your plagiarism score.

Literature Searching

Characteristics of a good research question

The first step in a literature search is to construct a well-defined question.  This helps in ensuring a comprehensive and efficient search of the available literature for relevant publications on your topic.  The well-constructed research question provides guidance for determining search terms and search strategy parameters.

A good or well-constructed research question is:

• Original and of interest to the researcher and the outside world
• It is clear and focused: it provides enough specifics that it is easy to understand its purpose and it is narrow enough that it can be answered. If the question is too broad it may not be possible to answer it thoroughly. If it is too narrow you may not find enough resources or information to develop a strong argument or research hypothesis.  
• The question concept is researchable in terms of time and access to a suitable amount of quality research resources.
• It is analytical rather than descriptive.  The research question should allow you to produce an analysis of an issue or problem rather than a simple description of it.  In other words, it is not answerable with a simple “yes” or “no” but requires a synthesis and analysis of ideas and sources.
• The results are potentially important and may change current ideas and/or practice
• And there is the potential to develop further projects with similar themes

The question you ask should be developed for the discipline you are studying. A question appropriate for Physical Therapy, for instance, is different from an appropriate one in Sociology, Political Science or Microbiology .

The well-constructed question provides guidance for determining search terms and search strategy parameters. The process of developing a good question to research involves taking your topic and breaking each aspect of it down into its component parts. 

One well-established way that can be used both for creating research questions and developing strategies is known as PICO(T). The PICO framework was designed primarily for questions that include clinical interventions and comparisons, however other types of questions may also be able to follow its principles.  If the PICO framework does not precisely fit your question, using its principles can help you to think about what you want to explore even if you do not end up with a true PICO question.

References/Additional Resources

Fandino W. (2019). Formulating a good research question: Pearls and pitfalls.   Indian journal of anaesthesia ,  63 (8), 611–616. 

Vandenbroucke, J. P., & Pearce, N. (2018). From ideas to studies: how to get ideas and sharpen them into research questions .  Clinical epidemiology ,  10 , 253–264.

Ratan, S. K., Anand, T., & Ratan, J. (2019). Formulation of Research Question - Stepwise Approach .  Journal of Indian Association of Pediatric Surgeons ,  24 (1), 15–20.

Lipowski, E.E. (2008). Developing great research questions. American Journal of Health-System Pharmacy, 65(17) , 1667–1670.

FINER Criteria

Another set of criteria for developing a research question was proposed by Hulley (2013) and is known as the FINER criteria. 

FINER stands for:

Feasible – Writing a feasible research question means that it CAN be answered under objective aspects like time, scope, resources, expertise, or funding. Good questions must be amenable to the formulation of clear hypotheses.

Interesting – The question or topic should be of interest to the researcher and the outside world. It should have a clinical and/or educational significance – the “so what?” factor. 

Novel – In scientific literature, novelty defines itself by being an answer to an existing gap in knowledge. Filling one of these gaps is highly rewarding for any researcher as it may represent a real difference in peoples’ lives.

Good research leads to new information. An investigation which simply reiterates what is previously proven is not worth the effort and cost. A question doesn’t have to be completely original. It may ask whether an earlier observation could be replicated, whether the results in one population also apply to others, or whether enhanced measurement methods can make clear the relationship between two variables.  

Ethical – In empirical research, ethics is an absolute MUST. Make sure that safety and confidentiality measures are addressed, and according to the necessary IRB protocols.

Relevant – An idea that is considered relevant in the healthcare community has better chances to be discussed upon by a larger number of researchers and recognized experts, leading to innovation and rapid information dissemination.

The results could potentially be important and may change current ideas and/or practice.

Cummings, S.R., Browner, W.S., & Hulley, S.B. (2013). Conceiving the research question and developing the study plan. In: Designing clinical research (Hulley, S. R. Cummings, W. S. Browner, D. Grady, & T. B. Newman, Eds.; Fourth edition.). Wolters Kluwer/Lippincott Williams & Wilkins. Pp. 14-22.    

• << Previous: Major Steps in a Literature Search
• Next: Types of Research Questions >>

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Choosing a Title
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The title summarizes the main idea or ideas of your study. A good title contains the fewest possible words needed to adequately describe the content and/or purpose of your research paper.

Importance of Choosing a Good Title

The title is the part of a paper that is read the most, and it is usually read first . It is, therefore, the most important element that defines the research study. With this in mind, avoid the following when creating a title:

• If the title is too long, this usually indicates there are too many unnecessary words. Avoid language, such as, "A Study to Investigate the...," or "An Examination of the...." These phrases are obvious and generally superfluous unless they are necessary to covey the scope, intent, or type of a study.
• On the other hand, a title which is too short often uses words which are too broad and, thus, does not tell the reader what is being studied. For example, a paper with the title, "African Politics" is so non-specific the title could be the title of a book and so ambiguous that it could refer to anything associated with politics in Africa. A good title should provide information about the focus and/or scope of your research study.
• In academic writing, catchy phrases or non-specific language may be used, but only if it's within the context of the study [e.g., "Fair and Impartial Jury--Catch as Catch Can"]. However, in most cases, you should avoid including words or phrases that do not help the reader understand the purpose of your paper.
• Academic writing is a serious and deliberate endeavor. Avoid using humorous or clever journalistic styles of phrasing when creating the title to your paper. Journalistic headlines often use emotional adjectives [e.g., incredible, amazing, effortless] to highlight a problem experienced by the reader or use "trigger words" or interrogative words like how, what, when, or why to persuade people to read the article or click on a link. These approaches are viewed as counter-productive in academic writing. A reader does not need clever or humorous titles to catch their attention because the act of reading research is assumed to be deliberate based on a desire to learn and improve understanding of the problem. In addition, a humorous title can merely detract from the seriousness and authority of your research. 
• Unlike everywhere else in a college-level social sciences research paper [except when using direct quotes in the text], titles do not have to adhere to rigid grammatical or stylistic standards. For example, it could be appropriate to begin a title with a coordinating conjunction [i.e., and, but, or, nor, for, so, yet] if it makes sense to do so and does not detract from the purpose of the study [e.g., "Yet Another Look at Mutual Fund Tournaments"] or beginning the title with an inflected form of a verb such as those ending in -ing [e.g., "Assessing the Political Landscape: Structure, Cognition, and Power in Organizations"].

Appiah, Kingsley Richard et al. “Structural Organisation of Research Article Titles: A Comparative Study of Titles of Business, Gynaecology and Law.” Advances in Language and Literary Studies 10 (2019); Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; Jaakkola, Maarit. “Journalistic Writing and Style.” In Oxford Research Encyclopedia of Communication . Jon F. Nussbaum, editor. (New York: Oxford University Press, 2018): https://oxfordre.com/communication.

Structure and Writing Style

The following parameters can be used to help you formulate a suitable research paper title:

• The purpose of the research
• The scope of the research
• The narrative tone of the paper [typically defined by the type of the research]
• The methods used to study the problem

The initial aim of a title is to capture the reader’s attention and to highlight the research problem under investigation.

Create a Working Title Typically, the final title you submit to your professor is created after the research is complete so that the title accurately captures what has been done . The working title should be developed early in the research process because it can help anchor the focus of the study in much the same way the research problem does. Referring back to the working title can help you reorient yourself back to the main purpose of the study if you find yourself drifting off on a tangent while writing. The Final Title Effective titles in research papers have several characteristics that reflect general principles of academic writing.

• Indicate accurately the subject and scope of the study,
• Rarely use abbreviations or acronyms unless they are commonly known,
• Use words that create a positive impression and stimulate reader interest,
• Use current nomenclature from the field of study,
• Identify key variables, both dependent and independent,
• Reveal how the paper will be organized,
• Suggest a relationship between variables which supports the major hypothesis,
• Is limited to 5 to 15 substantive words,
• Does not include redundant phrasing, such as, "A Study of," "An Analysis of" or similar constructions,
• Takes the form of a question or declarative statement,
• If you use a quote as part of the title, the source of the quote is cited [usually using an asterisk and footnote],
• Use correct grammar and capitalization with all first words and last words capitalized, including the first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the first and last words of the title are also capitalized, and
• Rarely uses an exclamation mark at the end of the title.

The Subtitle Subtitles are frequently used in social sciences research papers because it helps the reader understand the scope of the study in relation to how it was designed to address the research problem. Think about what type of subtitle listed below reflects the overall approach to your study and whether you believe a subtitle is needed to emphasize the investigative parameters of your research.

1.  Explains or provides additional context , e.g., "Linguistic Ethnography and the Study of Welfare Institutions as a Flow of Social Practices: The Case of Residential Child Care Institutions as Paradoxical Institutions." [Palomares, Manuel and David Poveda.  Text & Talk: An Interdisciplinary Journal of Language, Discourse and Communication Studies 30 (January 2010): 193-212]

2.  Adds substance to a literary, provocative, or imaginative title or quote , e.g., "Listen to What I Say, Not How I Vote": Congressional Support for the President in Washington and at Home." [Grose, Christian R. and Keesha M. Middlemass. Social Science Quarterly 91 (March 2010): 143-167]

3.  Qualifies the geographic scope of the research , e.g., "The Geopolitics of the Eastern Border of the European Union: The Case of Romania-Moldova-Ukraine." [Marcu, Silvia. Geopolitics 14 (August 2009): 409-432]

4.  Qualifies the temporal scope of the research , e.g., "A Comparison of the Progressive Era and the Depression Years: Societal Influences on Predictions of the Future of the Library, 1895-1940." [Grossman, Hal B. Libraries & the Cultural Record 46 (2011): 102-128]

5.  Focuses on investigating the ideas, theories, or work of a particular individual , e.g., "A Deliberative Conception of Politics: How Francesco Saverio Merlino Related Anarchy and Democracy." [La Torre, Massimo. Sociologia del Diritto 28 (January 2001): 75 - 98]

6.  Identifies the methodology used , e.g. "Student Activism of the 1960s Revisited: A Multivariate Analysis Research Note." [Aron, William S. Social Forces 52 (March 1974): 408-414]

7.  Defines the overarching technique for analyzing the research problem , e.g., "Explaining Territorial Change in Federal Democracies: A Comparative Historical Institutionalist Approach." [ Tillin, Louise. Political Studies 63 (August 2015): 626-641.

With these examples in mind, think about what type of subtitle reflects the overall approach to your study. This will help the reader understand the scope of the study in relation to how it was designed to address the research problem.

Anstey, A. “Writing Style: What's in a Title?” British Journal of Dermatology 170 (May 2014): 1003-1004; Balch, Tucker. How to Compose a Title for Your Research Paper. Augmented Trader blog. School of Interactive Computing, Georgia Tech University; Bavdekar, Sandeep B. “Formulating the Right Title for a Research Article.” Journal of Association of Physicians of India 64 (February 2016); Choosing the Proper Research Paper Titles. AplusReports.com, 2007-2012; Eva, Kevin W. “Titles, Abstracts, and Authors.” In How to Write a Paper . George M. Hall, editor. 5th edition. (Oxford: John Wiley and Sons, 2013), pp. 33-41; Hartley James. “To Attract or to Inform: What are Titles for?” Journal of Technical Writing and Communication 35 (2005): 203-213; General Format. The Writing Lab and The OWL. Purdue University; Kerkut G.A. “Choosing a Title for a Paper.” Comparative Biochemistry and Physiology Part A: Physiology 74 (1983): 1; “Tempting Titles.” In Stylish Academic Writing . Helen Sword, editor. (Cambridge, MA: Harvard University Press, 2012), pp. 63-75; Nundy, Samiran, et al. “How to Choose a Title?” In How to Practice Academic Medicine and Publish from Developing Countries? A Practical Guide . Edited by Samiran Nundy, Atul Kakar, and Zulfiqar A. Bhutta. (Springer Singapore, 2022), pp. 185-192.

• << Previous: Applying Critical Thinking
• Next: Making an Outline >>
• Last Updated: Aug 30, 2024 10:02 AM
• URL: https://libguides.usc.edu/writingguide

Home » Feature » Thesis » 11 Possible Questions in Research Title Defense

11 Possible Questions in Research Title Defense

The research title defense is a part where you will face a panel of evaluators to defend or explain to them what you want to learn about your thesis or proposed research titles. Some schools and institutions organize committees to screen and criticize research titles before they are allowed to proceed with the actual research. Here, you will have a question-and-answer session with a panel of evaluators. This session aims to demonstrate the importance of carrying out the research you have chosen and to determine if you, as a researcher, are truly capable of accomplishing it.

In this post, we will look at the types of questions that may be asked during a research title defense. Understanding these potential questions can help you fully prepare for the first defense of your research journey. Without further ado, here are the possible questions in your research title defense.

Possible Questions and Answers in Research Title Defense

Here are the possible questions that you may encounter during your research title defense and their possible answers.

1. Among the three proposed titles, which one do you highly prefer?

Suppose your research professor asks you to submit three possible titles for your project. During your presentation to the panel, they will ask you: Which of the three titles do you prefer the most?

Some researchers rank their titles according to their preferences. The first one is their top choice, the second one is their backup option, and the third one is their least favorite. So when the panel asks you which title you prefer, you should be honest. Tell them what you really want and why you are passionate about it.

What if you can only submit one title for your project? Well, then you have no choice. You have to defend it and explain why you chose that title for your research.

Sample Answer:

Among the three proposed titles, I highly prefer the title “Exploring the Impact of Renewable Energy Policies on Economic Growth: A Comparative Study.” This title stands out because it focuses on an important and timely topic, the relationship between renewable energy policies and economic growth, which has significant implications for sustainable development. Additionally, the title suggests a research approach that involves a comparative study, indicating a comprehensive analysis of multiple cases or regions. By examining the impact of renewable energy policies on economic growth, this study has the potential to provide valuable insights for policymakers and contribute to the ongoing discourse on the transition to a greener economy.

2. What problem prompted you to propose such study?

The panel will ask you about the source and significance of the problem that you want to address with your research title. You should be able to explain that clearly. If you don’t have a strong justification for your research title and you just say, “I just feel like it,” you may risk getting rejected. Be careful with this question, and make sure you know why you are interested in this topic. You cannot say, “Sir, I don’t have any ideas or inspiration.” That is not an acceptable answer, and it may lead to disapproval.

The problem that prompted me to propose this study is the increasing prevalence of mental health disorders among adolescents. According to the World Health Organization, approximately 10–20% of children and adolescents worldwide experience mental health disorders. This has significant implications for their overall well-being, academic performance, and long-term functioning. The lack of early intervention and effective strategies to address these disorders has contributed to their persistence and negative impact. Therefore, it is crucial to investigate the factors contributing to mental health disorders in adolescents and develop appropriate interventions to mitigate their effects. By understanding the underlying causes and implementing targeted interventions, we can promote the mental well-being of adolescents and enhance their overall quality of life.

3. What possible contributions can this study yield?

The panel wants to know how your study can contribute to the field of knowledge and society. What are the expected outcomes and implications of your research? Who are the stakeholders or beneficiaries of your findings? You should be able to articulate these points clearly. A good proposal should demonstrate the value and significance of your study.

The possible contributions of this study are multi-fold and can significantly advance the existing knowledge in the field. Firstly, this research addresses a critical gap in the literature by investigating [insert specific research focus], thereby expanding the understanding of [insert relevant subject]. This study’s findings will contribute to theoretical frameworks by offering novel insights and perspectives, paving the way for future research, and refining existing theories.

Secondly, the practical implications of this study are noteworthy. The outcomes can inform policymakers, practitioners, and stakeholders involved in [insert relevant field] to make informed decisions and develop effective strategies. By identifying and addressing key issues, this research can potentially improve [insert specific area or practice] and enhance outcomes in [insert relevant domain].

4. What legal bases can you cite to support the proposed study?

You need to cite relevant laws, Republic Acts, or executive orders that back up your research. How can you find those legal bases? You have to search the internet, read, and remember them.

In conducting this research, there are several legal bases that can be cited to support the proposed study. The study aligns with the principle of academic freedom, which is protected under international and national laws, emphasizing the right to pursue research and express ideas freely. It adheres to ethical guidelines and institutional review board regulations, ensuring the protection of human subjects and ethical research practices. Additionally, the study may be supported by specific legal frameworks or regulations that govern the subject matter being investigated, such as Republic Act 10173, the Data Privacy Act of 2012, Republic Act No. 8293, the Intellectual Property Code, or industry-specific regulations. Lastly, the research may be conducted in accordance with the provisions of any relevant local, national, or international laws that govern research activities in the respective field.

5. What do you mean by _______?

The panel asks for meaning or details about the words you used in your title. Be prepared for this question. Whatever words you have used in your title, it is a must that you be able to explain the meaning of these words or phrases.

Cloud computing is a model that enables convenient, on-demand access to a shared pool of computing resources, including networks, servers, storage, applications, and services, that can be rapidly provisioned and released with minimal management effort. It allows users to access and utilize computing resources from anywhere, at any time, using internet connectivity.

6. On what theoretical foundation can you base this study?

Mention a theory or theories to support your title proposal. For example, the Social Identity Theory, the Second Language Acquisition Theory, or perhaps the laws of learning? Prepare one, two, or maybe three theories that you can use to support your proposed study.

The theoretical foundation for this study is grounded in social cognitive theory. Bandura’s social cognitive theory emphasizes the reciprocal interaction between individuals, their environment, and their behavior, highlighting the role of cognitive processes in shaping human actions. This theory provides a framework to understand how individuals acquire knowledge, develop skills, and engage in behaviors through observational learning, self-regulation, and self-efficacy beliefs. By adopting this theoretical perspective, the study aims to explore the cognitive and behavioral mechanisms underlying the phenomenon under investigation, contributing to a comprehensive understanding of the topic.

7. What are your variables?

In our research, we have variables. These variables refer to the factors or attributes that can vary or change throughout the study. They are the measurable or manipulable elements that have an impact on the research outcomes. The variables can be classified into independent variables (manipulated or controlled factors) and dependent variables (measured or observed outcomes).

Check your study which one is the dependent variable and which one is the independent variable. Remember, the independent variable is the cause, and the dependent variable is the effect. As a result, whatever changes take place in your independent variable also affect your dependent variable.

The variables in my study on the effects of exercise on cardiovascular health are exercise and cardiovascular health. The independent variable in this study is exercise, specifically the type, duration, intensity, and frequency of exercise. The dependent variable is cardiovascular health, measured through indicators such as blood pressure, heart rate, cholesterol levels, and aerobic capacity.

8. What findings/results do you intend to gather?

In your defense, if you are asked the question, “What findings/results do you intend to gather?” you can provide a strong answer by emphasizing the specific goals and objectives of your research. Here’s an example response:

“In my research, I aim to gather significant findings and results that contribute to our understanding of [insert your research topic]. By conducting a comprehensive analysis of [describe the data, variables, or sources you will be studying], I anticipate uncovering valuable insights regarding [highlight the key aspects or phenomena you will be investigating]. Through rigorous data collection and analysis methods, I intend to identify patterns, correlations, or trends that shed light on [specific research questions or hypotheses]. Ultimately, my goal is to generate new knowledge and contribute to the existing body of literature in the field of [your research area]. I anticipate that my findings will provide valuable implications for [mention potential applications or implications of your research], offering practical benefits to [identify the stakeholders or beneficiaries].”

Remember to tailor your response to your specific research topic and objectives. This answer showcases your intention to make meaningful contributions to the field and highlights the potential impact of your findings.

9. What is the essence of your proposed study?

When asked about the essence of your proposed study, you can provide a comprehensive and concise answer that highlights the significance and purpose of your research. Here’s an example of a good answer:

“The essence of my proposed study lies in addressing a critical gap in our understanding of [insert your research topic]. By examining [briefly describe the main focus or objectives of your study], my research aims to contribute to the existing body of knowledge in this field and provide valuable insights into [mention the potential impact or implications of your study]. Through rigorous data collection, analysis, and interpretation, I intend to shed light on [specific research questions or issues] and offer evidence-based recommendations for [relevant stakeholders or areas of application]. Ultimately, this study seeks to advance our understanding of [research topic] and has the potential to make a meaningful contribution to academia, industry, or society as a whole.”

10. Who will be your respondents? Do you think they will cooperate?

If you are not prepared for this question, you might be caught off guard. When it comes to the question of “Who will be your respondents?” in your research, it refers to the individuals or groups of people who will participate in your study and provide data or information based on your research objectives. The selection of appropriate respondents is crucial as they should be representative of the target population or have the knowledge and experiences relevant to your research topic.

In order to provide a good answer to this question during your defense, consider the following points:

• Clearly define your target population: Specify the characteristics and criteria that define the group of people who are most relevant to your research. This may include demographics, professional backgrounds, or specific expertise.
• Justify the selection of your respondents: Explain the rationale behind choosing these particular individuals or groups. Discuss how their perspectives, experiences, or expertise align with your research objectives and can contribute valuable insights to your study.
• Describe your recruitment strategy: Outline the methods you will use to identify and approach potential respondents. This could involve using random sampling techniques, seeking participants through professional networks, or utilizing existing databases.
• Address potential challenges: Acknowledge any potential obstacles or difficulties that may arise when recruiting respondents. These could include time constraints, reluctance to participate, or other factors that may affect cooperation.
• Outline measures to ensure cooperation: Discuss the steps you will take to encourage cooperation and participation from your chosen respondents. This could involve clear communication, informed consent procedures, confidentiality assurances, or incentives for their involvement.

By addressing these points, you can demonstrate your thoughtful consideration in selecting appropriate respondents for your research and provide assurance that you have considered potential challenges and strategies to ensure cooperation.

“My respondents will be teachers and students from three public high schools in Quezon City. I chose these respondents because they are directly involved in the implementation and evaluation of the K-12 curriculum, which is the focus of my research. I want to explore their perceptions, challenges, and recommendations regarding the curriculum.

To recruit my respondents, I will use stratified random sampling to select 10 teachers and 20 students from each school. This will ensure that I have a representative sample of different grade levels, subject areas, and academic performances. I will contact the school administrators to obtain their consent and assistance in identifying and inviting potential respondents.

One of the challenges that I may face is the limited availability and willingness of the respondents to participate in my study. Since they are busy with their teaching and learning activities, they may not have enough time or interest to join my study. To address this challenge, I will schedule the data collection at their convenience and offer incentives such as snacks, certificates, or tokens of appreciation. I will also explain the purpose and benefits of my study and assure them of confidentiality and anonymity.”

11. If approved, how many months would it take you to finish this study?

You should always be ready for this question. It is not acceptable to start thinking about the timeframe for your research only during the defense. You should also know why you will spend that much time on the study. The panel wants to see how prepared you are and if your planning for this study is good. You have to let them know that you are systematic and strategic and that you have well-thought-out plans for this study.

Based on the proposed methodology and scope of the study, I anticipate that it will take approximately six months to complete the research. This estimation takes into account factors such as data collection, analysis, interpretation, write-up of findings, and potential revisions. Similar studies in the field have typically been required around this timeframe to ensure thoroughness and rigor in the research process. However, the actual timeline may be adjusted depending on unforeseen challenges and resource availability.

The research title defense is the first level of your research journey. The success of the other two levels is dependent on the success of your title defense. Being prepared for the questions that may arise during this defense can greatly enhance one’s chances of success. By anticipating and addressing potential queries related to the research objective, research questions, methodology, data collection and analysis, expected outcomes, and feasibility, researchers can demonstrate their competence and passion for their chosen topic. Embracing the defense as an opportunity to showcase knowledge and capabilities will enable you to confidently navigate this critical stage and move closer to realizing your research aspirations.

• Civil Service Exam Reviewer
• L TO Portal Registration Guide
• How to Renew a Driver's License
• National ID Tracker
• Civil Service Exam Application
• Privacy Policy
• Terms of Service

All content provided on this website is for informational purposes only. The owner of this website makes no representations as to the accuracy or completeness of any information on this site or found by following any link on this site. The owner will not be liable for any errors or omissions in this information or for the availability of this information. The owner will not be liable for any losses, injuries, or damages from the display or use of this information.

You may not use the content of this blog for commercial purposes without prior formal written consent from us. These terms and conditions of use are subject to change at any time and without notice.

TOPNOTCHER PH is a participant in the Shopee Affiliate Program, an affiliate advertising program designed to provide a means for us to earn advertising fees by linking to SHOPEE.PH. As a Shopee Affiliate, we earn from your qualifying purchases through our links without extra cost to you.

© 2024 TOPNOTCHER.PH

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• v.53(4); 2010 Aug

Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Develop clear and well-defined primary and secondary (if needed) objectives.
• Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

41 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

This is a well researched and superbly written article for learners of research methods at all levels in the research topic from conceptualization to research findings and conclusions. I highly recommend this material to university graduate students. As an instructor of advanced research methods for PhD students, I have confirmed that I was giving the right guidelines for the degree they are undertaking.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly