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Writing Research Questions in a Quantitative Research: a Simplified Version

Article in SSRN Electronic Journal · January 2023

DOI: 10.2139/ssrn.4323420

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Jayson S. Digamon
Liceo de Cagayan University
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A SIMPLIFIED VERSION

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PREFACE

This resource material is an outcome of the author's experience as a research

instructor and a practicing researcher in educational and social science research. As a teacher,
the author observes that one of the skills that students lack is crafting the research questions.
For example, in one instance, the students were asked about the number of research questions
to be made in their research papers and how they should be done. The answers became the
inspiration of this material.

Specifically, this material is divided into four parts: definition of research questions,
types of research questions, introductory phrases to write the research questions, and
generating research questions. Exercises on composing research questions are also provided
in this module.

Though this material's intended audience is senior high school students taking the
Practical Research 2 course, teachers and professionals may also find this paper a
supplementary reference in any research undertaking that they desire to start and pursue. The
content of the material is in-depth and student-friendly. It provides any reader procedures in
making research questions that are cursorily discussed in graduate school, especially during
thesis writing.

The author hopes that this module will facilitate students' fluid making of research
questions which form part of the essentials in writing the entire research output.

JAYSON S. DIGAMON, MAEd-ELT

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TABLE OF CONTENTS

Preface………………………………………………………................................................2
Introduction…………………………………………………………………………………4
Part I. Definition of Research Questions………………………………………………........5
Part II. Types of Research Questions……………..…...........................................................6
A. Descriptive Question.…………….………….........................................................6
B. Inferential Question.…………….…………...........................................................7
1. Relationship Question.…...……..……..............................................................7
2. Predictive Question.………………..….............................................................7
3. Comparative Question.......................................................................................8
Part III. Introductory Phases to Write the
Research Questions..................................................................................................8
A. Descriptive Question..............................................................................................8
1. For Categorical Variables..................................................................................8
2. For Continuous Variables..................................................................................9
B. Inferential Question................................................................................................9
1. For Relationship Question................................................................................9
2. For Predictive Question....................................................................................9
3. For Comparative Question................................................................................9
Part IV. Generating Research Questions...............................................................................10
Exercises................................................................................................................................13
References..............................................................................................................................16
About the Author……………………………………………………………………………17

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INTRODUCTION

Writing research to some connotes difficulty because conventional thinking settles on

the idea that research writing is intended only for those who have graduate and post-graduate
degrees and possess extraordinary thinking. To some, research is akin to an isolated and
detached field of esoteric and abstruse principles and procedures that can only be touched
upon by scientists and geniuses wearing laboratory gowns and thick-lensed eyeglasses.

As a teacher of Senior High School handling Practical Research 2, the author is fully
aware of the negative attitude that students allude to research. Students in high school,
college, or even graduate school are not insulated against the thought of anxiety towards
writing research. Most of the time, they see it as only for the scientifically inclined.

Students never realized that the initial conceptualization of a research paper starts
with a question in mind, a curious and investigating question. Questions, such as, “Why are
students inattentive in the classroom?”, “Will students in a broken family show proof of their
worth in academics?” and “What makes some students outwit and outrank others in the
classroom?” These are all simple questions that can be a springboard for a legitimate and
formal research paper. It is the author's way of making his students begin to think of their
topic, which is then developed into a problem.

Nonetheless, in writing research questions in a research paper, there are simple rules
that the students need to consider. Specific questions need to be carefully made and thought
of because they guide the researcher in gathering the data and specify the bounds of the
research paper, in other words, the scope and delimitation of the study.

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PART 1
DEFINITION OF RESEARCH QUESTIONS

Specific Objectives:
1. To define research questions
2. To identify the importance of research questions in a research paper
___________________________________________________________________________

What is a research question?

To understand how the research questions are generated, the starting point is the
definition.

Imagine a person building a house without a blueprint, conducting a lecture without a

lecture plan, doing a business plan without a format. Where does he start, proceed, and end?
Everyone who does an activity needs a parameter as a guide to accomplish the task. The
same holds in writing research; any researcher would need statements of purpose to direct
him throughout the write-up. These statements of intent are called research questions.

Research questions, or sometimes called specific research problems, come from the
general statement of the problem. They are statements for which the study is conducted
(Ardales, 2002 as cited by Calmorin and Calmorin, 2010). Accordingly, research questions
provide the researcher an idea of what to achieve by the research. Thus, questions that do not
contribute to the achievement of the general aim of the study need to be deleted and shall not
be included.

Cinches (2017) stressed that all research questions need to have theoretical bases. It
means that each question must be thoroughly supported by the theories and structured in light
of the arguments advanced in the theoretical and conceptual framework. Hence, all unrelated
questions that are not supported by any theoretical discussion must also be deleted. For
instance, the researcher should not be writing a question, “Is self-esteem related to child-
rearing practices?” if the question is not addressed using theories, concepts, generalizations,
and related studies.

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PART 2
TYPES OF RESEARCH QUESTIONS

Specific Objectives:
1. To describe the features of the types of quantitative research questions
2. To give examples of the types of research questions
___________________________________________________________________________

There are a lot of brands given to the types of quantitative research questions. The
author analytically derived the kinds of research questions from the various materials read in
this learning material.
Commonly, there are two types of questions:

A. Descriptive Questions or Factor Isolating Questions

The questions below are descriptive because they are intended to describe the
characteristics of a population and measure a phenomenon or situation. In other words, the
characteristics are being isolated. Statistically, these questions are answered using descriptive
statistics, such as percentage, frequency counts, and mean.

Examples of these questions are:

1. How are the Grade 12 Senior High School students in Gingoog City Comprehensive
National High School characterized in terms of:

1.1. gender,

1.2. parents’ educational attainment; and,

1.3. types of reading materials read?

2. To what extent do the Humanities and Social Science (HUMSS) strand students perform
academically in their Introduction to World Religion subject?

3. What is the students’ perception of the Martial Law Declaration in the entire Mindanao?

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B. Inferential Questions

These questions link and connect two or more variables in research questions. They
are intended to establish associations among variables, determine whether a variable predicts
or explains another variable, and infer whether differences exist among identified groups
against a measured variable. They are inferential questions since the researcher needs to use
inferential statistics in treating the data, which mere frequency counts and percentage
distribution cannot carry out. There are three sub-types of inferential questions.

1. Relationship Questions

Relationship questions relate to two or more variables in a research question.

Examples of these questions are:

1. Is there a relationship between happiness and the cost of the gift given?

2. Does educational attainment relate to income earned?

3. Is there an association between self-confidence, self-efficacy, and self-esteem?

2. Predictive Questions

These questions are intended to determine whether variable A predicts variable B. For
example, the researcher studies variables, such as engagement to social media and
interpersonal skills. Using a predictive question, he can establish how the extent to which
students are engaged in social media influences their interpersonal skills.

Examples of these questions are:

1. Is there an influence of teachers’ personality on students’ academic success?

2. Do study habits affect the achievement level of Grade 11 students?

3. Does students’ learning style impact their level of engagement in Math class?

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3. Difference or Comparative Questions

These questions are made to determine the differences among groups or classes.

Examples are:

1. Is there a difference in the self-confidence of students considering parents’ socio-economic

status?

2. Do males and females differ in their attitude in writing research papers?

3. Is there a difference between students from complete families and those from broken
families in their academic success?

PART 3
INTRODUCTORY PHRASES TO WRITE THE RESEARCH QUESTIONS

Specific Objective:
1. To determine viable introductory phrases to be used in formulating research questions
___________________________________________________________________________

In writing research questions, the researchers may use the following introductory
phrases. For the sake of clarity, this material gives explicitly guide words per type of
question. It is imperative to note that the researchers have the advantage of writing the
research questions effectively if they possess knowledge, or at the very least, have the
familiarity over the types of variables and the levels of measurement.
A. Descriptive Questions

1. For Categorical Variables

If the researchers are writing descriptive questions on variables with categories such
as gender, civil status, types of school, religion, etc., they can use the following introductory
phrases:

a. How are the respondents characterized in terms of…?

b. What is the demographic profile of the respondents in terms of…?

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2. For Continuous Variables

When the researchers are dealing with continuous variables, such as teachers’
performance, students’ grades, academic stress, and anxiety, measured using Likert-scale
with data treated as interval or ratio, the following introductory phrases may be used.

a. How do the students assess…?

b. How do the respondents perceive…?
c. What is the respondents’ assessment of…?
d. To what extent do the respondents…?
e. What is the respondents’ level of…?

B. Inferential Questions

1. For Relationship Questions

The common introductory phrases for relationship questions are the following:

a. Is … associated with …?
b. Is there a relationship between/among…?
c. Does … relate with/to…?

2. For Predictive Questions

a. Does …impact on /affect/influence/ predict…?

b. Is there an impact/effect/influence of … on…?

3. For Difference or Comparative Questions

a. Is there a difference in the respondents’ … when they are grouped according to…?
b. Do group A vary with group B in their …?
c. Is there a difference between group A and group B in their…?

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PART 4
GENERATING RESEARCH QUESTIONS

Specific Objective:
1. To write research questions based on research paradigms
___________________________________________________________________________

So, from where do researchers generate their research questions? Before research
questions are made, the theoretical and conceptual framework needs to be strengthened. The
formulation of the research questions is warranted by clear and robust arguments and
discussions of overarching theories and concepts that underpin the variables under
investigation. The theoretical and conceptual framework is summarized through a research
paradigm of the interplay of research variables. Now, this paradigm would dictate the
questions that the researchers make, and of course, the number of questions in the research
paper. In other words, the number of questions is dictated by the number of variables present
in the research paradigm.
Typically, in research papers, descriptive questions are constructed first before
inferential questions.
How do researchers generate research questions? The following are simple ways to
follow.

1. Make descriptive questions specific for each of the variables starting from the independent
variables.
Here is an example of a research paradigm from Digamon's (2017) study
entitled, "Use of Work Teams: Its Impact on Students' Level of Engagement."

Independent Variable Dependent Variable

TEACHERS’ USE LEVEL OF

OF WORK TEAMS ENGAGEMENT

Schematic Diagram Showing the Interplay of Variables

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The researcher writes the first question for the independent variable, teachers’ use of
work teams, in the diagram above. Since the variable is continuous, then question number 1
will be stated as:

Question 1: How do the students assess the teachers’ use of work teams?

Since there is only one independent variable, the researcher proceeds with making a
descriptive question for the dependent variable, level of engagement. Since the variable is
also continuous, then question 2 is:

Question 2: What is the students’ level of engagement?

2. Make inferential questions guided by the connection established by arrows and links.

Question 3: Does the teachers’ use of work teams impact the students’ level of engagement?
(Or) Is there a relationship between teachers’ use of work teams and level of engagement?

With the third question, the researcher connects the two variables. Since the two
variables are continuous, inferential questions: relationship and predictive formats apply.

All in all, the research paradigm above generated three (3) questions, two descriptive
questions, and one inferential question.

What if the independent variable is categorical and the dependent variable is

continuous? How will the questions be written? Of course, the continuous variable is still
addressed following the step on page 10. However, for clarity, a schematic diagram with a
categorical variable is presented below.

Independent Variable Dependent Variable

Sex
Pain Tolerance
• Male
• Female

Schematic Diagram Showing the Interplay of Variables

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Since the independent variable is categorical (sex), the first question may be stated as:

Question 1: How are the respondents characterized in terms of sex?

On the other hand, the dependent variable is continuous. So, the second question is
constructed as:

Question 2: How do the respondents assess their pain tolerance?

Provided with an IV that is categorical and continuous DV, the researcher makes a
difference or comparative question since the respondents are divided into groups. The
researcher intends to find out whether there is a difference in the respondents' pain tolerance.

So, the third question is worded as:

Question 3: Is there a difference between males and females in their pain tolerance?

Sometimes, arrows and connectors that link the variables also tell the researchers
about the number of research questions to be made. The figure below illustrates.

In the research paradigm below of Cagaanan’s (2018) "Teachers' Standard

Competencies: Impact on the Students' Study Skills and Habits, Attitude Towards English
and Learning Outcome, seven (7) research questions may be generated of which four (4)
questions are descriptive, and three (3) questions are inferential.

Q5
Q2

Q1 Q6
Q3

Q7
Q4

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The number of questions may also vary because two or more variables are compacted
as one predictor. It is important to note that the formulation of questions should always be
done in the light of discussions of concepts in the theoretical and conceptual framework.

EXERCISES

Instruction: Make research questions based on the research paradigms given below.

1. Clinical Supervision and the Level of Performance of Elementary Teachers (Lisud, 2014).

Level of Performance
Clinical of Elementary
Supervision Teachers

Question 1:
___________________________________________________________________________
___________________________________________________________________________
Question 2:
___________________________________________________________________________
___________________________________________________________________________
Question 3:
___________________________________________________________________________
___________________________________________________________________________
2. Student Engagement: Defining Teacher Effectiveness and Teacher Engagement (Cinches,
Russel, Chaves and Ortiz, 2017)

Teacher
Engagement

Student
Engagement
Teacher
Effectiveness

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Question 1:
___________________________________________________________________________
___________________________________________________________________________

Question 2:

___________________________________________________________________________
___________________________________________________________________________
Question 3:
___________________________________________________________________________
___________________________________________________________________________

Question 4:

___________________________________________________________________________
___________________________________________________________________________
Question 5:
___________________________________________________________________________
___________________________________________________________________________

3. Attitudes of Senior High School Students towards Career Decision-Making (Digamon,

2017).

Demographics Career Decision-

• Sex Making
• Grade Level •Career Choice
• Socioeconomic •Career Factors
Status (SES)

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Question 1:
___________________________________________________________________________
___________________________________________________________________________

Question 2:

___________________________________________________________________________
___________________________________________________________________________
Question 3:
___________________________________________________________________________
___________________________________________________________________________

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REFERENCES

Cagaanan, R. (2018). Teachers’ standard competencies: impact on students’ study skills and
habits, attitude towards English, and learning outcomes. Unpublished Master’s
Thesis. Liceo de CagayanUniversity.

Calmorin, L. and Calmorin, M. Methods of Research and Thesis Writing. Rex Book Store.
Manila. ISBN 978-971-23-4927-0

Canios, J. (2011). The quality of human resource development program for teachers in Christ
the King College. Unpublished Master’s Thesis. Xavier University, Cagayan de Oro
City

Cinches, M.F. Research, Thesis and Dissertation Guide. Liceo de Cagayan University

Cinches, M.F., Russel, R.L.,Chavez, J., Ortiz, R. (2017). Student engagement: defining
teacher effectiveness and teacher engagement. Journal for Institutional Research
South East Asia. ISSN 1675-6061

Cristobal, A. and Cristobal, M.C. Practical Research for Senior High School. C & E
Publishing, Inc. ISBN 978-971-98-0769-8

Digamon, J. (2017). Teachers’ use of work teams: its impact on students’ level of
engagement. Lens Journal of the Division of Gingoog City

Digamon, J. (2021). Attitudes of Senior High School Students Towards Career Decision
Making. JPAIR Institutional Research, 16(1).

Lisud, R.M. (2014). Relationship of clinical supervision and competency-based performance

of elementary teachers in Limay, Division of Bataan. Unpublished Thesis. Columban
College, Zambales.

Ortiz, C. Fundamentals of Methods of Research. Bukidnon State University. ISBN 978-971-

0312-16-0

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ABOUT THE AUTHOR

JAYSON S. DIGAMON, M.A.Ed-ELT is currently working at the

Department of Education (DepEd), Division of Gingoog City as a
Master Teacher. Formerly, he served as Education Program Specialist II
in the Monitoring and Evaluation Unit. He worked in the Senior High
School Department of Gingoog City Comprehensive National High School, the largest public
secondary school in Gingoog City, Northern Philippines, handling quantitative and
qualitative research courses.
Mr. Digamon is pursuing a Doctor of Education (Ed.D.) degree in Leadership and
Management at Liceo de Cagayan, Cagayan de Oro City, Philippines, obtained his Master of
Arts in Education major in English Language Teaching (MAEd-ELT) degree (2017) at Liceo
de Cagayan University, Cagayan de Oro City, and graduated Bachelor of Secondary
Education major in English (2012, Cum Laude) from Christ the King College, a higher
education institution run by the congregation of the Religious of the Virgin Mary (RVM).

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