When formulating a research question it is important to remember that this is the question that you will keep coming back to as your research unfolds. Will the questions require an answer that can be evidenced by qualitative or quantitative means? Can the answer be validated?

Examples:

1. Why do learners with learning difficulties find it difficult to concentrate?

For instance, the following question is too broad and does not define the segments of analysis: The question does not address which learners, the specific learning difficulties or the subject they find difficulty in concentrating.

2. How many learners find it difficult to concentrate when undertaking written tasks?

Ostensibly, this question could be answered in one sentence and does not leave room for analysis or to define the impact or meaning.

3. What are some of the physical and social factors that can affect concentration in learners with Asperger’s syndrome working on a set writing task? 

This is a more precise question. This question can lead to the author taking a stand on which factors are significant, and allows the writer to argue to what degree the results are beneficial or detrimental and assess any impact these may have on current teaching delivery. Therefore a change in practice can be based on the findings.