Educational research: SPECIFYING A PURPOSE AND RESEARCH QUESTIONS OR HYPOTHESES in quantitative and qualitative research

1. SPECIFYING A PURPOSE
AND
RESEARCH QUESTIONS
OR
HYPOTHESES
Presenter: Muhammad Naushad Ghazanfar
Creswell, John W., (2012) Educational Research 4th ed., Delhi: Prentice Hall Inc., pp.109 to 136

2. Introduction:
 Purpose statements, Research Questions and hypotheses
provides critical information about direction of a research
study. They also raise questions that the research will answer
through the data collection procedure.

3. The Purpose Statement
 A statement that advances the overall direction of focus for the study in
one or more briefly formed sentences.
 It is used both in quantitative and qualitative research and is typically
found in the “statement of the problem” section.
 Often appears as the last sentence of an introduction.
 Typically state it beginning with the phrase “The purpose of the study is
………….”
 In quantitative study usually examine the relationship between
variables.
 In qualitative study it usually based on exploration of the phenomenon,
behavior, attitudes, etc.

4. Research Questions
 Narrow the purpose statement to the specific questions
that researchers seek to answer.
 Typically develop them before identifying the method of
study. (i.e. type of data to be collected, analyzed and
interpreted in the study.
 Researchers both in quantitative and qualitative research,
states multiple research questions so that they can fully
explore the topic, but their elements differ depending on
the type of research being conducted.


5.  In quantitative research, the questions relates attributes or
characteristics of individuals or organizations called variables.
 In qualitative research, the questions include the central concepts being
explored also called central phenomenon.
 A good presentation style to clarify both the general and specific
direction of the study, in some studies both research questions and
purpose statement are included.
 The research questions are typically at the end of the introduction of
the “statement of the problem” section or immediately following the
review of the literature.

6. Example:
 A quantitative research question
 “Do parent-teacher internet communications affect
student performance in the classroom?”
 A qualitative research question
 “What type of internet experiences do parents have
with teachers about the performance of the parents’
children?”

7. Importance of Purpose Statement &
Research Questions
 These statements are signposts similar to theses statement
or objectives in term papers.
 Without clear signposts will not know central idea addressed
in your study.
 Author could also identify the most appropriate methods for
collecting data from the purpose statement and the
questions.
 Provides key components for understanding the results of a
project.
 Good research links the purpose statement and questions to
major results

8. Hypotheses
 In quantitative research, the statement in which the investigator
makes a prediction or a conjecture about the outcome of a
relationship among attributes or characteristics.
 Traditionally used in experiments, they serve, like research
questions to narrow the purpose statement to specific
predictions.
 Researcher base them on results from past research and literature
where investigators found certain results and can now offer
predictions as to what other investigators will found when they
repeat the study with a new people or at new sites.
 Usually hypotheses stated at the beginning of the study, typically
at the end of the introduction also place immediately after review
of the literature or in a separate section titled “Hypotheses”

9. Example
 Students in high school in the district in which parents and
teachers communicate through the Internet will have
higher grades than students whose parents and teachers
do not communicate through the internet.

10. Research Objectives:
 Statement of intent in quantitative research that specifies
goals that the investigator plans to achieve in the study.
 Often subdivide objectives into major and minor objectives.
 They appear frequently in survey or questionnaire studies or
in evaluation research in which investigators have clearly
identified objectives.
 Like hypotheses and research questions, objectives are
found at the end of the “statement of the problem” section,
after the literature review or in the separate section of the
study.
 The objectives in the study can look for phrase such as “
The objectives in this study are………..”

11. Example
 To describe the frequency of internet Communication
between parents and teachers regarding the parenets’
children in high school social studies classes.
 To describe the types (or categories) on internet
communication between parents and teachers.
 To relate (a) frequency and ( or types) of communication
to student achievement in the class as measured by
performance on tests.

12. How to design quantitative Purpose
statement, research Questions and
Hypotheses.
 To write purpose statements research questions and
hypotheses, the understanding regarding importance and
use of variables is necessary.

13. A variable
(a characteristic
or attribute)
Can be measured
And varies
Can be assessed on an instrument
Or observed and recorded on an instrument
Can assume differnet values
or scores for different individuals

14. Variables
 A variable is a characteristic or attribute of an individual
or an organization that a researcher can measure to
observe and varies among individuals or organizations.
 Examples:
 Leadership style ( by administrators)
 Achievements in Science (by Students)
 Interpersonal communication skills (of counselor)
 Characteristics of individuals refers to personal aspects
about them. Such as grade, income age experience etc.
 However represents how an individual/s feel, behave,
think or react.

15. Measurement
 The researcher records the information in one or two ways
 Asking them to answer questions on a questionnaire.
 Observing an individual and recording scores.
 When attribute vary, it means score will assume different
values depending upon types of variables being measured.
 Gender (male, Female)
 Self esteem (positive, negative, neutral)

16. Distinguish between variables measured
as categories and a continuous scores.
 Researchers assign a score to each question asked from
respondents.
(5 Strongly agree to strongly disagree)
 The score measured using continuous and categorical
scores.
 Researchers Scores variables by grouping them into a
limited number of categories or by using them to
represent a value of some degree on a continuum, ranging
from low to high level.

17.  Categorical/ discrete or Nominal variable: Measured in
small number of groups or categories.
 Continuous variables: variable measured in a continuum of
scores, from low to high scores. It also called interval,
rating or scaled score.
 Example age, height.

18. Distinguish variable from construct
 A construct is an attribute or characteristics expressed in
an abstract, general way;
 A variable is an attribute or characteristics stated in a
specific, applied way.
Example:
 student achievement is a construct, while the more
specific term grade point average is a variable.
 The trend in educational research is to use variables
rather than construct in purpose statements, research
questions, and hypotheses.

19. Variable family
 Family of variables requires learning the definition of
each type of variable and understanding its role in
providing direction for a study.
 The most important variables are
 Independent variables
 Dependent variables
 Intervening variables.
 A useful way to think about organizing these variables is
to consider a cause and effect relationship

20. Influence of variable on outcomes
1. What outcomes in my study am I trying to explain ( the
dependent variables)
2. What variables or factors influence the outcomes (the
independent variables)
3. What variables do I need to also measure (i.e. Control)
so that major factors influence outcomes and not other
factors. (control and mediating variables)
4. What variables might influence the outcomes but
cannot or will not be measured ( the confounding
Variables)

21. Dependent Variable
 An attribute or characteristics that is dependent on or influenced by
the independent variables as the outcomes, effects, criterion, or
consequence variable. Researcher typically investigate multiple
dependent variables in a single study.
 Dependent variables are typically of central interest
 Measured using continuous or categorical scores.
 To locate dependent variables in study, examine purpose statement,
research questions and hypotheses for outcomes that researchers
whishes to predict or explain.
Examples;
 Achievement scores on test
 Organizational climate of a junior high school
 The leadership skills of a principals

22. Independent Variables
 An attribute or characteristics that influences or affects an outcomes or
dependent variables.
 Researchers measure this type of variable distinctly (or independently)
for the dependent variables.
 In research studies independent variables called factors, treatments,
predictors, determinants or antecedents.
 Researchers study independent variables to see what effect or influence
they have on the outcomes.
 Some times independent variables influences dependent variables
through the intervening variables
 Example
 Independent variable: Time on math instruction
 Dependent variable: Math scores

23. Locating independent variable
 Independent variables are located in purpose statements,
research questions, and hypotheses.
 To find them, look for the variable that exercises
influence or predicts an outcomes.
 They may be described in categories or on a contiguous
scales of scores(control variable) or have specific
application to experiments. (treatment variable and
moderating variables)

24. Types of Independent variables
1. Measured Variable
2. Control Variable
3. Treatment variable
4. Moderating Variable

25.  1. Measured Variable: The standard independent variable influences the
outcomes and is measured by the researcher and consists of a range of
continuous or categorical scores.
 2. Control variable: another type of independent variable that
researcher measure for the purpose of elimination it as possibility, but
it is not a central variable of concern the dependent variables or
outcomes.
 3. Treatment Variable: in an experiment, researcher treats one group of
practitioners to specific activities and withholds them from another
group. Treatment variable is measured in categories (received of denied
activities) to determine its effect on an outcome.
 4. Moderating Variable: new variable constructed by researchers by
taking one variable times another to determine the joint impact of both
variables together. This impact is called an interaction effect.

26. Intervening Variables
 An attribute or characteristics that “stands between” the independent
and dependent variables and exercises an influence on dependent
variable apart from the independent variable.
 Intervening variables transmit (or mediate) the effects of the
independents variables on the dependent variables.
 They are also called mediating variables.
 In some quantitative studies intervening variables are controlled using
statistical procedures.
Confounding Variables;
 Attributes or characteristics that researchers cannot directly measure
because their effects cannot be easily separated from those of other
variables, even though they influence the relation between the
independent and the dependent variables.

27. Theories and testing of variables
 In quantitative research we seek to test whether the independent
variable influence the outcomes or dependent variable.
 This is based on past research that suggests that this relationship
edxists.
 Some researchers go ahead and found a theory that predicts the likely
impact of the independent variable on the dependent variables and
they seek to test a theory.
Probable causation:
 In social sciences theories deals with humans in unpredictable
situations, so we say that independent varialbles “ probably cause the
dependent variables.
 The idea of Probable causation is that researchers attempt to establish
a likely cause-and-effect relationship between variables, rather than
prove the relationship

28. A Theory in quantitative Research
 Explains the predicts and probable relationship between independent
and dependent variables.
 Theory is a bridge that connects the independents and dependents
variables.
 Theories are no more than the broad explanations for what we would
expect to find when we relate variables.
Example:
 Boys scouts in church, in middle schools in high schools and I other
settings. Repeatedly the relationship of a positive effect holds true.
 Investigator locate a theory in the literature , examine the predicted
relationship among variables in the theory and than test the relationship
with new participants and new sites.

29.  To test the theory, Researchers write purpose statements
research questions and hypotheses that advance the
predicted relationships.
 Not all quantitative studies employ a theory, to test, but
doing so represents the most rigorous form of quantitative
research. It is certainly better than basing variables on
your own hunches that are subject to challenge by other
students and professors.

30. Different types of explanations in quantitative research.
 Hunches: Some researchers have hunches or educated guesses as to
why two variables might be related. From personal experience, one
researcher might feel that Hispanic children succeed in elementary
school because the teacher is sensitive to cultural issues. It is an
unsophisticated approach based on the experience of the researcher.
 At more rigorous level: educators can draw on a theoretical
rationale- a logical statement for relating the variables- mentioned
by the authors inn other studies. Assume that Jones, for example,
found that Hispanic students learned best when teachers celebrated
Hispanic holidays in class. With this theoretical rationale, we
probably have more confidence in understanding the relationship
between cultural sensivity and performance in class. (e.g. learning
best)

31.  More sophisticated level: Assume that five different authors have
studied this relationship and found cultural sensitivity to relate to
performance. Smith for instance developed a conceptual framework
predicting this relationship to hold true. Others tested all found the
relationship true for different groups of Hispanic children. Now we are
more confident that researchers have tested it multiple times with
different Hispanic children.
 Theory level: Assume that the relationship between cultural sensivity
and students performance is tested with many groups of different
cultural orientations (e.g. Americans, Asians, Africans etc.) in all these a
positive relationship exists between teachers sensitivity and students
performance.
 Typically theories are located in the literature review section or in the
research questions and hypotheses. They may be called a theoretically
rationale or a theory base for the study.

32. Writing Quantitative Purpose statements
 After clarity of the background about variables and
theory, now it is easy to write down quantitative purpose
statement, research questions and hypotheses.
 First you specify the elements that go into a god purpose
statement.
 Display a script that you can complete to help you design
this statement, and illustrate the use of this script using
examples.

33. Guidelines
A quantitative purpose statement identifies the variables, their
relationship, participants and the site for research.
 Write Purpose statement in single sentence
 Begin “ The purpose of the study” to clarify the readers
 If you plan to use a theory, introduce it in this statement by stating that you plan to
test a “theory”.
 Three options exists for using variables in this statement:
 Seek to relate two or more variables
 Compare a variable compose of two or more groups in terms of the dependent
variables
 Or to describe one variable
 Use the words relate or compare, or describe to indicate whether variable will be
related, groups will be compared or variables will be described.

34. Guidelines (Continued)
 If variables are related or groups compared, specify the
independent and dependent variables or any control or intervening
variables.
 State independent variable first, followed by the dependent
variable, if control or mediating variables are used, state them last.
The placement is very important because quantitative researchers
often view variables as related from left to right.
 Identified the participants to be studied and the research site at
which they will be studied.

35. Sample Script
 To apply these guidelines consider completing the following
script by filling in the blanks:
(Researchers relates variables)
 The purpose of this study is to test Fine’s theory (1996){the
theory} by relating the leadership style {independent variable}
to autonomy {dependent variable} for teachers {participants}
in high schools in X state. {research site}
(Researchers compare two groups)
 The purpose of the study is to test Smart’s theory (1999){the
theory} by comparing autocratic leaders {group I} with
consensus building leaders {group II} in terms of satisfaction of
teachers {dependent variable} in college in state X {research
site}

36. Writing quantitative Research Questions
 Research question narrow and focus the purpose statement and restate
the purpose in specific questions that researchers seek to answer.
 Research question describe the participant’s reaction to a single
variable, compare groups on an outcome, or relate two variables.
 Research questions are found in all designs in quantitative research,
such as in experiments, correlational studies and surveys.
 Pose a question begin with “how” “what” or “why”
 Specify the independent, dependent, and mediating or control
variables.
 Use the words describe, compare, relate to, indicate the action or
connections among the variables.
 Indicate the participants and the research site of the study.

37. Three popular forms of research
questions
Descriptive questions
Relationship questions
Comparison questions

38. 1. Descriptive Questions
 Descriptive Questions: to identify participants’ responses
to a single variable or question. That single variable may
be an independent, dependent, or an intervening
variable.
How frequently do African Americans(participant) feel
isolated (variable) on college campuses (research Site).

39. 2. Relationship questions
 In most research studies, investigators seek to learn more than
responses to a single variables. They may examine the relationship
between two or more variables
 Seek to answer the degree and magnitude of the relationship between
two or more variables.
 These questions often relate different types of variables in a study, such
as independent variables to dependent variables or dependent variables
to control variables.
 The most common case occurs when researchers relate the independent
variable to the dependent variables.
How do feeling of isolation (independent Variable) relate to (or influence )
the ethnic identity (dependent variable) of African Americans
(participants) in the United States (the site)

40. 3. Comparison Questions
 Ask to find out how two or more groups on an independent
variable doffer in terms of one or more outcomes
variables.
 Experiments employ comparison questions and the
researchers provides some intervention to one group and
withholds from the second group.
How do African American (group I) and Euro American (group
II) compares in their perceptions of ethnic identity
(dependent variable) students of universities (participants)
in USA (Site)

41. Writing a Quantitative Hypotheses
 Hypotheses narrow the purpose statement in quantitative
research but advance a prediction about what the researcher
expects to find.
 Researcher can make these predictions on the basis of
literature that suggests certain outcomes.
 Hypotheses are not used to describe a single variable as found
in the case of research questions. They also not used as
frequently as research questions because they represent a
formal statement of relationships and the predication of the
relationship is not be known.
 Researchers narrow the focus of the study to at least one
hypotheses that provides a prediction about the outcomes of
the study.

42. Guidelines for writing Quantitative
hypotheses.
 State the variables in this order: independent (first position)
dependent (second position) and control (third position)
 While comparing groups in hypotheses, explicitly states the
groups, if variables are related, specify the relationship
among the variable.
 Make the prediction about changes you expect in your
groups, such as less or more favorable or no changes (e.g. no
difference) you will than test this prediction using statistical
procedure.
 You may state information about the participants and the
site of the study, but this information may not be necessary

43. Types of Hypotheses
Null Hypotheses
Alternate Hypotheses
Directional or non-directional hypotheses

44. Null hypotheses
 Most traditional form, make predictions that all possible people
whom researches might study (i.e. called general population)
 There is no relationship between independent and dependent
variables and no difference between groups of independent
variables and dependent variables.
 It starts with the phrase “there is no difference between” groups or
“There is no relationship between or among” variables.
 There is no difference between at risk (independent variable group
I) and non risk (independent variable group II) in terms of students
achievement on math test scores (dependent variable) for third
grade students (participants)in the Midwast School (research site)
 Form and language: null indicating no difference.

45. Alternative Hypotheses
 Make predictions that there will be no statistically
significant difference between the independent variable
and dependent variable.
 In contrast to the Null Hypotheses, you may write an
alternative hypotheses, you will use an alternative
hypotheses if you think there will be no difference based
on results from past research or an explanation or theory
reported in the literature.
 There are tow types of alternative hypotheses
 Directional
 Non directional

46. Directional Alternative Hypotheses:
 The researcher predicts the direction of a change, a difference, or a
relationship for variables in the total population of the peoples.
 A researcher selects a sample of people from a population and predicts that
scores will be higher, better, or changed in some way.
Example:
 Students who participate in direct learning in four elementary schools will
have higher achievement scores than students who participate in whole-language
learning.
 Independent Variable: direct and whole language
 Dependent variable: achievement test scores.
 Participants: third-grade students
 Research site: four elementary schools
 Key indicator: directional, a predication is implied

47. Nondirectional Hypotheses
 The researcher predicts a change, a difference, or a relationship for
variables in a population but does not indicate whether the direction of
this prediction will be positive or negative, or greater or less.
Example:
There is a difference between varsity athletes in high schools who
smoke and those who do not smoke in terms of athletics accomplishments.
 Independent Variable: use of tobacco (smokers and nonsmokers)
 Dependent variable: athletics accomplishments
 Participants: varsity athletes
 Research site: high schools
 Key indicator: the word “a difference .” but the direction is not
specified

49. Quantitative
 Hypotheses used,
researchers test
hypotheses using statistics
 Identifies multiple
variables and seek to
measure them
 Often test theories, broad
explanations that predict
the results from variables.
 Select close ended stance
by identifying variables
and selecting instrument
to collect data
Qualitative
 Hypotheses not use,
statistics is not used,
hypotheses is not
appropriate
 Term variable is not used
 Seek together information
on a single concept- a
central phenomenon- a
concept
 Theories are typically not
tested
 Get ideas from participants
and build general themes
based on those ideas.

50.  Research questions and
hypotheses do not change
during study
 More deductive
 Seek differences and
magnitude of the
differences among two of
more groups
 Measure changes over
time in individuals
 Use open ended sentence
and often changes the
phenomenon being studied or
at least allow it to emerge
during study.
 Research question may
change on the basis of
responses
 More inductive
 Don’t compare groups or
relate variables
 Seek a deep understanding of
the views of one group or
single individual

51. Central Phenomenon in Qualitative Research
 Is the concept or a process explored in qualitative research.
Example:
“The process of negotiation by a female superintendent
with her principals.”
 Show that expression of central phenomenon in few words
 Focus on a single concepts or process rather than relating
two or more ideas as found in quantitative research.
 Researchers may not explore comparisons or relationships in
qualitative inquiry.
 Qualitative inquirer begins with a single idea, focus or
concept to explore before gathering data.

52.  Rather than using cause and effect logic as in quantitative
research, the qualitative research seek and understand
one single phenomenon.
 Require considering all of multiple external forces that
shape this phenomenon.
 The researcher in the start cannot predict nature of
external forces.
 Consider a central phenomenon to be a single variable
that you would like to explore.


53. Emerging Process in Qualitative Research
 Purpose statement and research questions may change in
during research process.
 Emerging process indicates that that the purpose of a
study and the questions asked may change based on the
inquiry or feedback from participants.
 Because the qualitative inquirer allows the participants to
set the direction.
 Researcher learns the participants views and rather than
imposing his own view on the situation.
 The purpose of qualitative study is to develop central
phenomenon not to develop consensus of opinion.

54. Process of Asking Question:
 Start with initial question
 Shape them during initial data collection
 Further change them according to responses.
 Revision may continue throughout both data collection and
analysis.
 During study overall direction will change.
 The author will rewrite their purpose statement and research
questions.
 Qualitative research establish the detailed meaning of
information rather than to generalized the results.
 Standardized the responses from all participants in research.

55. Writing Qualitative Purpose Statement.
 Care needs to be given to writing a good purpose
statement that reflects the direction of the study.
 Indicates the intent to explore or understand the central
phenomenon with specific individuals at a certain
research site.
 Inquirer write this purpose statement as a single sentence
and typically include it in a study at the end of the
introduction.

56. Guidelines
 Use key identifier words to signal the reader, such as “The
purpose of this study is…………………..”
 Mentioning that the study is “qualitative” since audience may
not be familiar with qualitative research.
 Become familiar with qualitative research designs, and indicate
the type of research you plan to use in your study.
 State the central phenomenon you plan to explore.
 Use words that convey intent about the exploration, such as
explore, discover, understand and describe.
 Mention the participants in the study.
 Refer to the research site where you will study the participants.

57. Sample Script
 The purpose of this qualitative study will be to
(explore/discover/understand/ describe) (the central
phenomenon ) for (participant) at (research site)
 The purpose of this qualitative study is to describe
classroom learning using the internet for five high school
students participating in a sign language class.
If we Analyze this example we find
 The central phenomenon: Classroom learning using the
internet
 The Participant: five high school students
 The research site: a class in sign language at X high school

58. Writing Qualitative Research Questions
 Research questions narrow the purpose of the study into specific questions.
 Are open ended, general questions that the researcher would like answered
during the study.
Guidelines:
 Expect your qualitative research questions to change during a study to
reflect the participants views of central phenomenon and growing and
deeper the understanding of it.
 Five to seven questions are enough to permit the participants to share
information.
 Emphases on learning information from the participants rather than what
the researcher seeks to know.
 Use neutral, exploratory language refrain from conveying and expected
direction.
 Design and write two types of two types of qualitative research
questions: the central and sub questions.

59. The Central Question
 The overarching question researcher explore in his study.
 The intent of this approach is to open up the research for
participants to provide their perspectives and not to
narrow the study of your perspective.
 Place it at the end of the introduction to your study and
state it as brief question.
 From a quantitative perspective, consider it as a single
descriptive question such as single dependent variable.

60. Different Strategies
 Begin with the word how are what rather than why so that
you don not suggest probable cause and effect
relationships as in quantitative research.(why something
influence something.) but instead suggest exploration in
qualitative studies.
 Specify the central phenomenon you want to explore
 Identify the participants in the study
 Mention the research site in the study.

61. A sample script
 What is (the central phenomenon) for (participants) at (research site)
Example:
 What is creativity for five students at Roosevelt High School.
 Beginning : “What”
 The central phenomenon: Creativty
 The Participant: five students
 The research site: Roosevelt High School

62. Problems Typically Found in Central Questions in Qualitative Research
Problems Poor Example of a
Central Question
Better Example of a
Central Question
Too general What is going on here? What is the process being
used by the general
education committee at
the liberal arts School?
Too Focused How did committee
make a curriculum
decision about a course
on the environment?
What is the process of the
curriculum committee in
making decisions about
courses?
Too laden
with
assumptions
How did the curriculum
address its alienation
from the college
administration?
What was the role of the
college administration in
the curriculum committee’s
deliberations?

63. Sub questions
 In addition to a central question researchers pose sub
questions.
 These sub questions refine the central question in to sub
questions to be addressed in the research.
 These sub questions poses the qualities of as central
question. (i.e. open ended, emerging, neutral
in language and few in number)
 They provide greater specificity to the questions in the
study.

64. Sub Questions Types
 Sub questions into two types:
 1. Issue Sub Questions
 2. Procedural Sub Questions
ISSUE SUB QUESTIONS
 That narrow the focus of the central questions into specific question (or issues)
the researcher seeks to learn from participants.
 State the sub questions immediately just after the central question
Example
1. What is self esteem for high school students? (Central question)
2. What is self esteem as seen through friends? (Sub question)
3. What is self esteem for the participant’s family? (Sub question)
4. What is self esteem as experienced in extracurricular activities in school. (Sub
question)

65. PROCEDURAL SUB QUESTIONS
 Indicate the steps to be used in analyzing the data in
qualitative study.
 Less use in than issue question, because the procedures
for a qualitative study will evolve during a study.
 To write them researchers needs to know what these steps
of analysis will be.
 If researcher knows the general steps to be taken later in
the analysis, procedural sub questions can be written.
 They provides those reviewing a study with a more
precesie understanding of the steps than do issue sub
questions.

66. TYPES OF SUBQUESTIONS IN QUALITATIVE RESEARCH
ISSUE SUBQUESTIONS PROCEDURAL SUBQUESTIONS
Intent To subdivide the central questions into
detailed questions
To subdivide central questions into
steps for data collection during the
study
Example Central Question Central Question
What does it mean to be a professional
teacher?
What is the change process in the
revision of a general education
curriculum on a college campus?
Issue subquestions Procedural subquestions
What do professionals teachers do? How did the process unfold?
What is difficult/easy about being a
professional educator?
Who were the people involved?
When did the teacher first become aware
of being a professional?
What events occurred?
What was the outcomes?

67. Distinguishing Qualitative Research Questions
form Data Collection Questions
 The core questions you ask might be the issue questions in your study.
 You would not ask your central question because that is the overall
question you seek to answer with your research.
 You would also not limit your data collection questions to only issue
subquestions
 Two additional set of questions that you need to ask, especially in
qualitative research
 Ask the participants about themselves as your opening question. In this way you
break the ice and encourage them to answer your questions.
 At the conclusion of your interview, you might ask them to suggest individuals
that you might visit to gather additional data.