Qualitative Research Methods
Unit 4.3
Formulating Suitable Research Questions
Key Points
01 Formulating a Central Qualitative Research Question
02 Formulating Qualitative Research Sub-questions
Formulating a Central Research Question
Qualitative researchers pose research questions, not objectives
or hypotheses.
Two types of qualitative research questions are generally set:
• A Central Question (A broad question that asks for
exploration of the central phenomenon)
• Sub-questions (Questions that narrow the focus of the study)
Ask 1-2 central questions which should be broad and ask for an
explanation of the central phenomenon or concept in the study.
Ask no more than 5-7 sub-questions which will narrow the
study but leave open the questioning.
Relate the central question to the strategy of inquiry:
Phenomenology questions are broadly stated without specific
reference to existing literature
Grounded theory questions generate a theory
• Begin with "what" or "how” to convey an open or emerging
design
• Focus on a single phenomenon or concept.
• Use non-directional exploratory verbs rather than directional
words, like affect, influence, impact, determine, cause and
relate
• Use open-ended questions without reference to the literature
or theory
• Specify the participants and research site (unless stated
previously)
• Qualitative Research Articles include purpose statements
more frequently than research questions, however,
dissertations and theses generally include both purpose
statements and research questions.
Script for Writing Central Qualitative Questions
(How or What) is the (“story for” for narrative research;
“meaning of” the phenomenon for phenomenology; “theory that
explains the process of ” for grounded theory; “culture-sharing
pattern” for ethnography; “issue” in the “case” for case study)
of (central phenomenon) for (participants) at (research site).
Examples of Qualitative Research Questions
Main Question: What meaning do men and women with a
diagnosis of AIDS ascribe to their illness? (Phenomenology)
Sub-questions:
• What does receiving an AIDS diagnosis represent?
• What is difficult or easy about being diagnosed with AIDS?
• How did the patient first become aware of their diagnosis or
illness?
Main Question: What are the conflicting stories of ethnic
identity that Ai Mei experienced in her school, with her peers,
and with her family? (Narrative Research)
Sub-questions:
• What and how did school experiences contribute to Ai Mei’s
ethnic identity?
• How might peer experiences have contributed to Ai Mei’s
ethnic identity?
• What family experiences does Ai Mei describe as influential to
her ethnic identity?
Main Question: What behavioral process theory explains the
integration of physical activity into the lifestyle of 15 African
American women? (Grounded Theory)
Sub-questions:
• How do the women go about integrating physical activity into
their lifestyle?
• What are the greatest challenges for women to integrate
physical activity into their lifestyle?
• What has motivated the women to integrate physical activity
into their lifestyle?
Main Question: What are the relational and professional
practices that can help teachers and other school staff to assist
students to overcome obstacles and be more successful at
school? (Case Study)
Sub-questions:
• What relational practices does the teacher describe as helpful
for students to overcome school obstacles?
• What relational practices does the teacher perceive as helping
student success?
• What professional teacher practices are attributable to school
success?
Main Question: What are the core beliefs related to ethnicity,
religion, and cultural belonging of the group of British born,
working-class Pakistani and Bangladeshi young men, and how
do the young men construct and understand their
geographically specific experiences of family, schooling, social
life as well as both growing up and interacting within their local
community in a rapidly changing Britain? (Ethnography)
Sub-questions:
• What core beliefs do group members describe related to ethnic
identity?
• What experiences do group members attribute as influencing
their cultural identity?
• What social experiences do group members describe as
contributing to core beliefs?
References
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative,
quantitative, and mixed methods approaches (5 th ed.). Sage Publications.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design:
Choosing among five approaches (4th ed.). Sage Publications.