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CHAPTER SIX: What Is a Research Question?
1. Introduction
A research question is the cornerstone of any academic investigation. It transforms a
general problem statement into a focused inquiry that guides the entire study. Developing effective
research questions is crucial because they determine the direction, scope, and depth of the research.
Without clear questions, the study risks becoming unfocused, overly broad, or lacking in
significance.
Characteristics of Good Research Questions
➢ Are specific.
➢ Are clear.
➢ Refer to the problem or phenomenon.
➢ Reflect the intervention in experimental research.
➢ Note the target group of participants.
Drafting Research Questions Based on Problem Identification
1. Understanding Problem Identification
Problem identification is the foundation of any research study. It refers to the process of clearly
defining the issue, gap, or challenge that requires investigation. A well-identified problem:
➢ Highlights what is not working, missing, or unknown.
➢ Shows who is affected (individuals, communities, organizations, or systems).
➢ Explains why it matters (significance, impact, or consequences if ignored).
➢ Sets the stage for developing research objectives and questions.
Without a clearly identified problem, research can become vague, unfocused, and less impactful.
2. From Problem to Research Question
Once the problem is identified, the next step is narrowing it into a researchable form. This
involves:
➢ Defining the scope → focusing on a specific group, location, or situation.
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➢ Determining variables or factors → identifying what influences or is influenced by the
problem.
➢ Setting the purpose → whether the study aims to explore, describe, compare, or explain.
A research question is essentially the refined version of the problem that guides investigation.
It should be clear, focused, feasible, and significant.
3. Characteristics of a Good Research Question
A strong research question should be:
➢ Specific → avoids being too broad or vague.
➢ Researchable → can be answered with data (qualitative or quantitative).
➢ Relevant → addresses an actual gap or need.
➢ Feasible → can be studied within time, resources, and ethical limits.
➢ Focused on relationships or causes (when appropriate) → goes beyond just describing.
4. Types of Research Questions
Based on the nature of the problem, questions can take different forms:
➢ Descriptive: focuses on “what exists.” Example: “What are the main challenges faced by
rural entrepreneurs in accessing credit?”
➢ Comparative: explores differences between groups or conditions. Example: “How do
online and in-person teaching methods affect student performance differently?”
➢ Causal/Relational: investigates cause-and-effect or associations. Example: “What is the
impact of social media use on students’ academic productivity?”
➢ Exploratory: seeks understanding of perceptions or experiences. Example: “How do
nurses perceive the role of technology in patient care?”
5. Steps in Drafting a Research Question
1. Identify the broad problem area – e.g., low adoption of renewable energy.
2. Narrow it down to a specific aspect – e.g., rural households’ adoption behavior.
3. Highlight variables or key factors – e.g., cost, awareness, government support.
4. Frame it as a question – “What factors influence the adoption of renewable energy in
rural households?”
6. Examples Linking Problem to Research Question
• Problem: Students are spending more time on smartphones, leading to declining reading
habits.
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• Research Question: What is the relationship between smartphone usage and reading habits
among high school students?
• Problem: Rural farmers face financial challenges despite microfinance programs.
• Research Question: How effective are microfinance initiatives in improving the income
levels of rural farmers?
• Problem: Employees are experiencing burnout in remote work setups.
• Research Question: What factors contribute to employee burnout in remote work
environments?
6.1. Examples of Developing Research Questions
Case 1: Education
• Problem: Excessive smartphone use affects students’ study habits.
• Main Question: What is the relationship between smartphone usage and academic
performance among high school students?
• Sub-Questions:
1. How much time do students spend daily on smartphones?
2. Which activities (gaming, social media, learning apps) affect study habits most?
3. What coping strategies help balance study and smartphone use?
Case 2: Environment
• Problem: Rural households are not adopting renewable energy despite availability.
• Main Question: What factors influence the adoption of renewable energy in rural
households?
• Sub-Questions:
1. What socio-economic barriers hinder adoption?
2. How do government subsidies and policies affect decisions?
3. What role does community awareness play in adoption?
Case 3: Business/Management
• Problem: Employees are experiencing burnout in remote work setups.
• Main Question: What factors contribute to employee burnout in remote work
environments?
• Sub-Questions:
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1. How does workload management affect stress in remote setups?
2. What is the role of digital communication in burnout?
3. How do employees perceive organizational support during remote work?
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CHAPTER SEVEN:
DRAFTING SURVEY AND INTERVIEW QUESTIONS FOR
COMMUNITY RESEARCH
1. Introduction
In community-based research, the primary goal is to understand the needs, perceptions, challenges,
and opportunities within a community. To achieve this, researchers often rely on two major data
collection tools: surveys and interviews. Both tools serve different but complementary purposes.
• Surveys are structured questionnaires designed to collect standardized information from a
large number of people. They provide quantitative data that can be analyzed statistically to
identify trends, patterns, and relationships.
• Interviews are more flexible, often semi-structured or unstructured, allowing participants
to express their views in detail. They provide qualitative data that helps uncover
motivations, personal experiences, and cultural insights.
The effectiveness of either tool depends heavily on how well the questions are developed. Poorly
designed questions can lead to biased responses, misinterpretation, or incomplete data.
2. Survey Questions for Community Research
Surveys are particularly useful when researchers want to reach a broad population and gather
information that can be compared across individuals or groups.
Key Features of Good Survey Questions:
1. Clarity – Questions should be simple and direct.
2. Neutrality – Avoid leading or emotionally charged wording.
3. Relevance – Questions must relate directly to the research problem.
4. Closed-ended responses – Multiple-choice, rating scales, or yes/no formats are preferred
for easy analysis.
Example (Community Energy Use):
• Have you heard about renewable energy sources such as solar power or biogas?
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o Yes
o No
• What is your household’s primary source of energy?
o Electricity
o Firewood
o Kerosene
o Solar energy
o Other: _______
• What are the main challenges preventing you from adopting renewable energy?
o High installation cost
o Lack of technical knowledge
o Limited government support
o Maintenance difficulties
o Other: _______
• On a scale of 1 to 5, how willing are you to adopt renewable energy if costs are reduced?
o 1 (Not willing) → 5 (Very willing)
3. Interview Questions for Community Research
Unlike surveys, interviews provide deeper insights into community members’ attitudes, beliefs,
and lived experiences. They are especially valuable when the research problem requires
understanding why people act in certain ways, rather than just what they do.
Key Features of Good Interview Questions:
1. Open-ended – Encourage participants to elaborate.
2. Non-leading – Avoid suggesting an answer.
3. Flexible – Allow probing and follow-up questions.
4. Culturally sensitive – Respect local norms and values.
Example (Community Energy Use):
• Can you describe your current sources of energy and whether they meet your family’s
needs?
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• What do you know about renewable energy options in your area?
• What benefits do you think renewable energy could bring to your household or
community?
• What barriers do you or others face in adopting renewable energy?
• How could the government or NGOs better support the community in accessing renewable
energy?
• If renewable energy were made more affordable, how likely would you be to adopt it, and
why?
• Do you think awareness campaigns or training programs would change people’s attitudes
toward renewable energy?
4. Comparison: Surveys vs. Interviews
Aspect Surveys Interviews
Nature Structured, standardized Open-ended, flexible
Data Type Quantitative (numbers, statistics) Qualitative (stories, experiences)
Sample Size Large (broad coverage) Small (in-depth focus)
Time Short per respondent Longer, more resource-intensive
Required
Usefulness Identifies patterns and general Explains reasons, motivations, and
trends context
5. Using Surveys and Interviews Together (Mixed-Methods Approach)
In many cases, researchers combine both tools to gain a comprehensive understanding of the
community.
• Surveys provide measurable data (e.g., percentage of households aware of renewable
energy).
• Interviews explain the reasons behind the data (e.g., why households hesitate to adopt
despite awareness).
This combination ensures that the research findings are both broad (covering many people) and
deep (rich in detail).
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6. Conclusion
Drafting effective survey and interview questions is a critical step in community-based research.
Surveys are best for gathering large-scale, measurable data, while interviews are ideal for
exploring personal perspectives and deeper insights. When designed carefully—with clarity,
neutrality, and cultural sensitivity—these tools provide accurate and meaningful data that can
guide policy decisions, community interventions, and further research.
Ultimately, the choice between surveys and interviews should depend on the research objectives,
available resources, and the nature of the problem being studied. A combination of both methods
often yields the most comprehensive and reliable results.