Types of Research Questions

 

TYPES OF RESEARCH QUESTIONS:

 

NON-RESEARCHABLE questions are questions of value and are answerable by “YES” or “NO”

 

Examples:

Is there an a need for the teachers to take Master’s Degree?

Do the Philippines need an additional 2 more years as Basic Education requirement?

                     Are the factors like difficulty in the course subject and teachers’ competency helpful to address the need for educational planning?

 

RESEARCHABLE QUESTIONS are questions of value, opinions, or policy. The 5Wh and “how” question words are significantly contributing to this. (Cristobal, 2017)

 

THESE QUESTIONS ARE DIVIDED INTO FOUR (4) RESEARCH QUESTIONS TYPES.

a.    Factor – Isolating

b.    Factor – Relating

c.     Situation – Relating

d.    Situation - Producing

 

a.    FACTOR – ISOLATING questions are also called factor naming questions. They isolate, categorize, describe, or name factors and situations. (What is this?)

Example:

1. What is the level of description of the study habits of senior high school students in terms of:

                        1.1 review time;

                        1.2 place of review; and

                        1.3 techniques in studying?

 

2. What is the level of school effectiveness in terms of:

                        2.1 teacher’s performance;

                        2.2 school performance;

                                    a. drop-out rate,

                                    b. completion rate,

                                    c. survival rate,

                                    d. achievement rate, and

                                    e. awards received by students?

 

b.    In FACTOR – RELATING QUESTIONS, these determine the relationships among factors identified in the problem. These are usually the questions raise for non-experimental study. (What is happening here?)

Example:

 

1. What is the relationship of the level of performance of the college instructors to the OJT performance of the HRM students of the Tacloban School of Business?

2. What relationships are observed between and among the following variables?

                        a. intrapersonal competency;

                        b. interpersonal competency; and

                        c. school effectiveness?

 

3. How does the study habits influence the achievement level of the Grade 11 students in their major subjects?

c.     In SITUATION – RELATING QUESTIONS, the hypothesis testing or experimental designs are usually applied. The researchers manipulate the variables to find out what will happen. (What will happen if….?)

 

Example:

                     1.What are the effects of the traditional methods of teaching on the level of performance of the ABM students?

                     2.            How significantly different is the performance of the morning call center agents to that of the evening call center agents?

                     3.            What is the most effective food supplements to be given to increase the productivity of tilapia farming?

                     4.            How does the management procedures applied by the store managers affect the level of customer satisfaction as experienced by selected regular clients of Jollibee stores in the Province of Leyte?

 

d.    SITUATION PRODUCING QUESTIONS. These questions require a proposed output. It suggests developmental and action plans where the researchers have to establish areas for proposals of plans to achieve the goals – to solve problems. (How can I make it happen?)

Example:

                     1. What policy is to be formulated to manage the effective involvement of high school students in social media?

                     2. How can counselling services be organized to promote family bonding among parents and elementary school pupils?

                     3. Based on the findings, what human relation intervention program can be adopted to enhance or improve school effectiveness?

                     4. What developmental plan is to be implemented to improve the teacher – parent relationship in the senior high school of the University of Cebu – Banilad Campus.

PURPOSE/OBJECTIVE OF THE STUDY

       This part of the introduction is confined with a broader explanation behind the reasons for doing the study. In this section, you also discuss your intention for conducting it. More so, you state the results that you expect to discover from your study. Usually, your purpose or objective of the study is related to your statement of the problem and your hypotheses.

     Example: The objective of this study is to determine which of the coaching styles, specifically autocratic and participative, will best influence dancers in increasing dance performance.

Significance of the study is written as part of the introduction section of a thesis.

                      It provides details to the reader on how the study will contribute such as what the study will contribute and who will benefit from it. It also includes an explanation of the work’s importance as well as its potential benefits.  It is sometimes called rationale.

TIPS IN WRITING THE SIGNIFICANCE OF THE STUDY

                     Statement of the problem will guide you to write a significance of the study.  Based on your statement of the problem you will see the potential benefits of your study. Just answer this question, “What are the benefits or advantages of the study based on statement of the problem?”

                     Determine the specific contribution of your thesis study to the society as well as to the individual

           Below is an example of significance of the study of thesis entitled, “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools” by Mary Rose Florence S. Cobar.