Common Research Questions

As with any form of research, Action Research begins with a curiosity and a question that seeks an answer. Action Research questions originate in teachers’ reflections of their experiences and practice. As we take time to consider what has occurred in the past, we may ask:

• Why did it happen?
• What was different?
• How can it be changed?
• What should I do next?                                                             (ATA, 2000, p.9)

Prior to developing the question that will drive the research, there are many points to consider:

• What is the purpose of the research project? 
• Am I trying to solve a problem, implement a change or make an improvement?
• To what degree are different stakeholders aware of the issue?
• How much time is available to engage in the various aspects of the project?
• What financial resources are available to support the project?
• What is the desired impact of your project? 
• Will the project be replicated in other classrooms or schools?
• How manageable is the project? 
• What is the scope? 
• How many people are involved?
• Who else has a legitimate right to be involved or should be involved in the project?
  

          (ATA, 2000, p. 16)

As we then take the time to develop our question, we may ask:

• Will studying this question enhance my professional practice?
• Will this question be of value to my classroom, school and/or colleagues?
• Will the climate of my classroom and school be supportive of this question?
• Does the question focus on an important issue?
• Can the question be studied in the time available?
• Am I able to access literature or other resources that will provide background information?
• Is the data needed to answer this question accessible?
• Is the question is of personal interest to me?                      
  

                                                                                          (ATA, 2000, p.11)

As we move forward, our research involves asking a range of questions, such as the following:

• What is my concern and why am I concerned about this issue?
• How do I show the situation as it is and as it develops?
• What can I do about it or what will I do about it?
• How do I test the validity of my claims to knowledge?
• How do I check that any conditions I come to are reasonably fair and accurate?
• How do I modify my practice in light of my evaluation?
• How do I explain the significance of my work?

               (McNiff and Whitehead, 2011, p. 3)