Develop a research question: from a topic to a workable plan

1. Identify what you actually want to understand

Describe your topic in one sentence. Add: “What interests me is …”, “I am unsure about …” and “I want to understand how …”. Collect questions rather than conclusions. If you already favour an answer, record it separately as an assumption you still need to examine.

Choose one relationship to explore. “Learning with social media” could involve selecting content, everyday use or perceived preparation for assessment. These perspectives require different materials and analyses; trying to address all of them would leave your direction unclear.

2. Make each narrowing decision visible

Write several versions. Change one dimension at a time: the object of study, the group, the context or the kind of insight you want. This shows which decision makes your question clearer. A narrow scope sets a boundary; it does not predetermine the answer.

3. Check feasibility before committing

The example would require students’ own accounts. Without suitable access, it is not yet a workable plan. Discuss requirements for collecting data and handling personal information with your supervisor before approaching participants or gathering material.

• Materials: which texts, documents or original data would you need?
• Access: can you obtain and use those materials appropriately?
• Method: what clear procedure would you use to analyse them?
• Scope: does the question fit the required length and available time?
• Requirements: does your approach fit the brief and your supervisor’s guidance?
• Fallback: how could you adapt the question if material is unavailable?

4. Match the question to your materials

A literature-based paper needs a question you can address through a justified set of publications. An alternative direction is: “What uses of short learning videos are described in the selected publications on student exam preparation?” You would then define selection criteria, search terms and the boundaries of the literature set.

Keep the two approaches distinct: statements in selected publications are not your own interview data. Under your question, complete two sentences: “I will use …” and “I will analyse this material by …”. If you cannot complete both, a methodological decision is still missing.

5. Look for promises hidden in the wording

Avoid asking whether videos “cause better grades” if you plan only to analyse descriptions. A causal claim requires a different design from a question about experiences. Likewise, avoid building a judgement into the question with words such as “harmful” or “optimal”.

Read your question aloud and explain each key term. What counts as a short learning video in your paper? Which exam and group do you mean? Write down working definitions. You do not need to fit every detail into one unwieldy sentence; put the study boundaries directly underneath.

6. Compare the question, material and limits

These planning examples were developed for this guide. They illustrate possible scopes, rather than complete research designs. Whether a question fits depends on your assignment and the material you can actually access.

Try a small sample of the material before committing. An interview question requires access to participants and a justified analysis procedure. A document question needs transparent selection criteria. A literature question requires a documented search.

7. Turn the question into next steps

Draft an outline covering the starting point, concepts, approach, analysis and discussion. Each chapter should make a clear contribution to answering the question. This Skriptovia editorial guide is study material; the research decisions and the written work remain your own.

• Write one main question and only the necessary supporting questions.
• Record the materials, selection criteria and planned analysis procedure.
• State explicitly what your investigation will be unable to establish.
• Discuss unresolved choices with your supervisor and record revisions.