Posted: May 1st, 2025

Health & Medical Question

Prior to beginning work on this assignment, read the instructor guidance, the mixed methods section of Chapter 7 and all of Chapter 10 in the Creswell and Creswell text and Chapter 2: Formulating Questions, Conducting a Literature Review, Sampling Design, and the Centrality of Ethics in Mixed Methods Research of the Hesse-Biber ebook.

Begin your assignment by briefly describing the topic you selected in Week 1. Narrow your topic down to a precise focus. Apply the scientific method by developing a specific research question. Determine which approach (qualitative, quantitative, or mixed methods) is called for by the wording of the question. If a quantitative or mixed methods approach will be used, also formulate a testable hypothesis that addresses the research question. Identify the philosophical paradigm or worldview that underlies your research approach.

The second part of the assignment is the annotated bibliography. Refer to the Writing Center’s

Annotated Bibliography

resource for formatting details, a sample, and an optional template. Your bibliography must contain peer-reviewed journal articles, including

one literature review article on your topic

,

at least one quantitative research study on your topic

, at least one qualitative study on your topic,

one mixed methods study relevant to your topic (if available)

, and

at least two articles about the research design and methods you would use

. These sources should be obtained from the UAGCLibrary. Refer to the

Scholarly, Peer-Reviewed, and Other Credible Sources

.

and the

Library OneSearch

tip sheets for help in finding appropriate sources.

Google Scholar

may be used, but only if the articles are available in full text at no cost. For assistance researching on this platform, refer to the Library’s Google Scholartip sheet. A minimum of six peer-reviewed journal articles are required for the assignment.

Write two paragraphs about each source in the bibliography. In the first paragraph, summarize the main points of the article in your own words. In the second paragraph, explain how this article can be used in your final research proposal. For instance, research studies will be included in the Literature Review section of the proposal; articles about methods will be used to support your research plans in the Methods section of the proposal. You may cite the course text, but it does not count as one of the six required bibliography sources.

In your paper,

Describe your narrowly defined research topic.

Develop a specific research question. If the research will have a quantitative component, also develop a testable hypothesis.

Determine which approach (qualitative, quantitative, or mixed methods) best aligns with the research question.

Identify the philosophical paradigm underlying the research approach.

Create an annotated bibliography of at least six peer-reviewed journal articles including both research studies on your topic and articles about how to use selected research methods.

Sources for the bibliography must include the following:

one literature review article on your topic
at least one quantitative research study on your topic

at least one qualitative research study on your topic

one mixed methods study relevant to your topic (if available)
at least two articles about the research design and methods you would use

Summarize the main points of the sources in one paragraph for each article

• Explain how the articles will be used to inform and support your final research proposal with one paragraph per article.
• The Research Question, Approach, and Annotated Bibliography paper
• Must be six to seven double-spaced pages in length (not including title and references pages) and formatted according to APA Style. as outlined in the Writing Center’s Annotated BibliographyLinks to an external site. resource.
• Must include a separate title page with the following:
• Title of paper in bold font

Space should appear between the title and the rest of the information on the title page.

• Student’s name
• Name of institution (The University of Arizona Global Campus)
• Course name and number
• Instructor’s name
• Due date
• Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
• For assistance on writing Introductions & Conclusion and Writing a Thesis Statement refer to the Writing Center resources.

Must use at least six scholarly, peer-reviewed sources in addition to the course text.

The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.

• To assist you in completing the research required for this assignment, view Quick and Easy Library Research. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.

1
Journal for Psychology: Prenatal Development
Shawnessy Thompson
The university of Arizona Global Campus
PSY5130
Dr. E
10/16/2023
2
Journal for Psychology: Prenatal Development
In recent years, the exploration of prenatal development has advanced significantly,
owing to progress in technology, the accessibility of information through platforms like Google,
the continuous expansion of genetics, prenatal examinations, and the influence of social media.
These elements have the potential to both empower and overwhelm expectant parents. In this
contemplative essay, I will elucidate how my comprehension of prenatal development has
progressed and provide three pieces of guidance for anticipating parents rooted in pertinent
theory.
This week’s educational materials have broadened my awareness of prenatal
development. I have grown to value the intricate interplay among genetic factors, maternal stress,
and the potential consequences for the future psychopathology of the child (Monk et al., 2019;
Van den Bergh et al., 2020). These insights have underscored the vital significance of early
prenatal care and maternal well-being. Additionally, I have been exposed to diverse theories of
development, such as Erikson’s psychosocial stages and Piaget’s cognitive development stages
(Mossler & Ziegler, 2016). While these theories predominantly concentrate on postnatal
development, they offer valuable perspectives on how initial experiences can mold a child’s
development.
My stances and attitudes regarding prenatal development have transformed as I have
delved deeper into this subject. I now grasp that prenatal development is a convoluted and
multifaceted process that can significantly influence a child’s physical and psychological health.
The abundance of available information can be overwhelming for expecting parents, and I
believe they must approach this journey with both knowledge and a sense of responsibility.
3
Three pieces of counsel for anticipating parents to guarantee healthy development are as
follows:
1. Prioritize Maternal Well-Being: Stress the significance of maternal health and wellbeing during pregnancy. A stress-free environment, a balanced diet, regular exercise, and
adequate prenatal care can positively impact fetal development (Van den Bergh et al., 2020).
This recommendation is anchored in the developmental theory of attachment, which posits that a
secure maternal-infant bond is crucial for a child’s emotional and social development (Mossler &
Ziegler, 2016).
2. Educate Yourself: In the age of Google and easily accessible information, encourage
parents to seek reliable sources of information on prenatal development. Being well-informed
can empower parents to make informed decisions about prenatal care, nutrition, and parenting
practices (Mossler & Ziegler, 2016).
3. Engage in Early Parent-Child Bonding: Initiate building the parent-child bond during
pregnancy. Reading, talking, and singing to the unborn baby can positively impact early
cognitive development (Mossler & Ziegler, 2016). This recommendation is rooted in the theory
of cognitive development, which underscores the significance of early interactions in shaping a
child’s cognitive abilities.
Selecting a different theoretical framework for these recommendations could have
notable implications. For instance, adopting a behaviorist perspective might emphasize
conditioning and reinforcement as the primary catalysts of prenatal and postnatal development.
This would lead to recommendations focused on reward systems and positive reinforcement for
the mother’s behavior during pregnancy. However, this approach would disregard the intricate
interplay of genetics, maternal stress, and the emotional bond that current theories emphasize.
4
The apt way to contemplate the relationship between theory and practice in this context is
to amalgamate various developmental theories while acknowledging the unique circumstances of
each pregnancy. By doing so, parents can develop a comprehensive understanding of child
development to inform their practices, ensuring a well-rounded approach that caters to their
child’s needs.
These recommendations aid in ensuring healthy development by addressing prenatal
development’s physical and psychological aspects. Maternal well-being and informed decisionmaking can establish the groundwork for a healthy start in life. Early parent-child bonding
fosters a nurturing and stimulating environment, promoting cognitive and emotional
development (Mossler & Ziegler, 2016).
Ethical concerns can indeed arise in the context of prenatal tests and predictions. While
these tests can provide valuable information about the fetus’s health, they also raise ethical
dilemmas related to selective abortions, privacy, and the potential for undue stress on expecting
parents. Ethical considerations should always be at the forefront when navigating the complex
landscape of prenatal development.
Generally, prenatal development is a dynamic process influenced by genetics, maternal
well-being, and early interactions. My understanding has evolved to appreciate maternal health’s
significance and early bonding’s role. By grounding recommendations in relevant developmental
theories and considering ethical concerns, expecting parents can be better equipped to promote
their child’s healthy development. This approach underscores the importance of a balanced and
informed perspective on prenatal development, ensuring the next generation’s best possible start
in life.
5
References
Monk, C., Lugo-Candelas, C., & Trumpff, C. (2019). Prenatal developmental origins of future
psychopathology: mechanisms and pathways. Annual review of clinical psychology, 15,
317-344.
Mossler, R., & Ziegler, M. (2016). ISBN 9781621783947 – Understanding Development: A
lifespan perspective … Understanding Development: A Lifespan Perspective 1st Edition.
https://www.directtextbook.com/isbn/9781621783947
Van den Bergh, B. R., van den Heuvel, M. I., Lahti, M., Braeken, M., de Rooij, S. R., Entringer,
S., … & Schwab, M. (2020). Prenatal developmental origins of behavior and mental
health: The influence of maternal stress in pregnancy. Neuroscience & Biobehavioral
Reviews, 117, 26-64.
CHAPTER 7 RESEARCH QUESTIONS AND HYPOTHESES
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INTRODUCTION
Investigators place signposts to carry the reader through a plan for a study. The first signpost is the purpose statement,
which establishes the central intent for the study. The next are the research questions or hypotheses narrowing the
purpose statement to predictions about what will be learned or questions to be answered in the study. This chapter begins
by advancing several principles in designing quantitative research questions and hypotheses. We provide helpful scripts
for writing these questions and hypotheses. We also discuss a model for writing descriptive and inferential questions or
hypotheses. Then we turn to qualitative research and focus on writing research questions. Qualitative research uses
research questions and not hypotheses because the researcher does not want to predict a direction for study outcomes.
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the latest thinking about forming quantitative questions or hypotheses, a qualitative question, and a mixed methods
question. This mixed methods question, a recent addition in research methodology, addresses what the researcher will
learn from combining (or integrating) the quantitative and qualitative data.
QUANTITATIVE RESEARCH QUESTIONS AND HYPOTHESES
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In quantitative studies, investigators use quantitative research questions and hypotheses to shape and focus the purpose
of the study. Quantitative research questions pose questions about the relationships among variables in a study.
Quantitative hypotheses, in contrast, are predictions the researcher makes about the expected relationships among
variables. Testing hypotheses employs statistical procedures in which the investigator draws inferences about a population
from a study sample (see also Chapter 8). Experiments or intervention studies, using a comparison among groups, are
guided by formal hypotheses.
State variables in research questions or hypotheses. Quantitative studies typically use three types. The researcher
may compare groups on an independent variable to see its impact on a dependent variable as in an experiment or
group comparison. Alternatively, the investigator may relate one or more predictor variables to one or more outcome
variables in a survey project. In each case, the researcher may describe responses to the independent/predictor,
mediating, or dependent/outcome variables reporting scores with means, standard deviations, and ranges.
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the specification of research questions or hypotheses that logically follow or challenge the theory. The researcher
adapts a theory (often from the literature) to fit a specific study.
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Create a directional alternative hypothesis. In formal hypothesis testing language there are two basic forms of
hypotheses: (a) null and (b) alternative. A null hypothesis makes a prediction that in the general population, no
relationship or no significant difference exists between groups on a variable. The intent is to disprove a theory by
stating a negative expectation. The wording is, “There is no difference (or relationship)” between the groups. Most
hypotheses focus on offering an alternative hypothesis. An alternative hypothesis makes a prediction about a
significant relationship between variables. Moreover, it is important to make this alternative hypothesis directional,
such that it is a prediction in a certain direction. For example, “it is predicted that there is a positive relationship
between height and weight, such that taller people are more likely to weigh more” or “the higher the relationship
skills, the higher the leadership potential.”
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Example 7.1
Script for a Descriptive Quantitative Research Question
What is the frequency and variation of scores on _______ (name the variable) for _______ (participants) in the
study? (a descriptive question)
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about a population based on the sample. Here is a script for a quantitative research question focused on examining the
This example describes the frequency and variation of variable scores. The data analysis comprises means,
standard deviations, variance, and range of scores on a single variable. This type of question relates to descriptive
research.
relationship among variables:
Example 7.2 Script for a Relationship-Oriented Quantitative Research Question and
Directional Hypothesis
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_______ (name the theory) posits that _______ (explain relationships between variables). It is thus predicted that
there will be a relationship between _______ (predictor variable) and _______ (outcome variable), such that
_______ (explain the direction of the effect between the predictor and outcome variable).
It is common to offer multiple directional hypotheses in a single quantitative study. For example, Moore (2000)
studied the meaning of gender identity for religious and secular Jewish and Arab women in Israeli society. Below
are two hypotheses that were tested in a national probability sample of Jewish and Arab women:
H1: Religious women with salient gender identity are less socio-politically active than secular women with
salient gender identities.
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quantitative research can provide a useful template for a study.
QUALITATIVE RESEARCH QUESTIONS
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In a qualitative study, inquirers state research questions, not objectives (i.e., specific goals for the research) or hypotheses
(i.e., predictions that involve variables). These research questions assume two forms: (a) a central question and (b) subquestions. A central question in qualitative research is the major open-ended question being asked about the central
phenomenon by interviewing participants, observing settings, or reviewing documents. Qualitative sub-questions narrow
the central question by dividing the central phenomenon into sub-topics focused on learning more about the central
phenomenon. Our recommendations for writing qualitative questions follow.
Ask one or two central research questions. The central question is a broad question that asks for an exploration of
the central phenomenon or concept in a study. The inquirer poses this question, consistent with the emerging
methodology of qualitative research, as a general issue to encourage the views of participants. To arrive at this
question, ask, “What is the broadest question that I can ask in my study?” Beginning researchers trained in
quantitative research might struggle with this approach. They are accustomed to reverse thinking. Quantitative
research comprises narrowing the research questions to a few, specific variables. In qualitative research, the intent is
to explore the general, complex set of factors surrounding the central phenomenon and present the broad, varied
perspectives or meanings that participants hold.
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developing an interview protocol or guide, the researcher might ask an icebreaker question at the beginning, for
example, followed by five or so sub-questions in the study (see Chapter 9). The interview would then end with an
additional wrap-up or summary question or by asking, “Who should I turn to, to learn more about this topic?”
(Asmussen & Creswell, 1995).
Relate the central question to the specific qualitative approach. For example, the specificity of the questions in
ethnography at this stage of the design differs from that in other qualitative approaches. In ethnographic research,
Spradley (1980) advanced a taxonomy of ethnographic questions that included a mini-tour of the culture-sharing
group, their experiences, use of native language, contrasts with other cultural groups, and questions to verify the
accuracy of the data. In critical ethnography, the research questions may build on a body of existing literature. These
questions become working guidelines rather than proven truths (Thomas, 1993). Alternatively, in phenomenology, the
questions might be broadly stated without specific reference to the existing literature or a typology of questions.
Moustakas (1994) talked about asking what the participants experienced and what contexts or situations in which
they experienced it. A phenomenological example is: “What is it like for a mother to live with a teenage child who is
dying of cancer?” (Nieswiadomy, 1993, p. 151). In grounded theory, the questions may be directed toward generating
a theory of some process, such as the exploration of “how caregivers and patients interact in a hospital setting.” In a
qualitative case study, the questions may address a description of the case and the themes that emerge from
studying it.
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Begin the research questions with the words what or how to convey an open and emerging design. The word why
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Report (or reflect) the stories (e.g., narrative research)
Describe the essence of the experience (e.g., phenomenology)
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Discover or generate a theory (e.g., grounded theory)
under continual review and reformulation (as in a grounded theory study). This approach may be problematic for
individuals accustomed to quantitative designs in which the research questions remain fixed and never change
throughout the study.
Use open-ended questions without reference to the literature or theory unless otherwise indicated by a qualitative
approach.
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Specify the participants and the research site for the study if the information has not yet been given.
Examples 7.4 and 7.5 illustrate qualitative research questions drawn from several types of approaches. The central
questions all begin with the words how or what and create broad, open-ended questions to gather participant views.
Example 7.4 A Qualitative Central Question in an Ethnography
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This question would have begun with “what,” and it would single out the central phenomenon—core beliefs—for the
young men. The young men are the participants in the study, and as an ethnography, the study clearly attempts to
examine the cultural beliefs of these young Pakistani and Bangladeshi men. Further, from the question, we can see
that the study is situated in Britain.
Example 7.5
Qualitative Central Questions in a Case Study
Hernandez et al. (2020) evaluated an intergenerational playgroup at a residential aged care setting. This playgroup
created opportunities for children to develop their skills, parents to have a local peer support network, and older
adults to experience less isolation and more community interaction. The authors asked one central question:
How do participants engage in an intergenerational playgroup (IGP) within the context of a residential
aged care facility (RACF)?
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Example 7.6
Qualitative Sub-Questions
Sub-questions serve to sub-divide the central question’s phenomenon in narrower questions. Often these subquestions become the key questions in interviews or observations (Creswell & Bàez, 2020). An example from
Creswell and Bàez takes the central phenomenon of diversity and looks at it from the perspective of the entire
campus and classes and with personnel (administration, campus police).
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3. How is diversity encouraged in the undergraduate classes on campus?
4. How is diversity encouraged by the campus police force?
MIXED METHODS RESEARCH QUESTIONS AND HYPOTHESES
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The key to understanding mixed methods questions lies in stating quantitative questions or hypotheses, qualitative
questions, and a mixed methods question. The questioning in a mixed methods study would ideally advance three
questions around each of the three strands or components. This configuration is necessary because mixed methods does
not rely exclusively on either qualitative or quantitative research but on both forms of inquiry.
shaw
A mixed methods question is a new type of question not found in current research methods books. However, discussion of
it exist in the mixed methods literature, and these conversations emerged largely through an editorial published in 2007
(Tashakkori & Creswell, 2007). The mixed methods question addresses what the researcher hopes to learn with the
combination (integration) of the quantitative and qualitative data.
On writing questions into a mixed methods study, consider the following:
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Both qualitative and quantitative research questions (or hypotheses) need to be advanced in a mixed methods study
to narrow and focus the purpose statement. Before the two databases can be integrated or combined, they need to
be analyzed separately in response to questions (or hypotheses). These questions or hypotheses can be advanced
at the beginning or emerge during a later phase of the research. For example, if the study begins with a quantitative
phase, the investigator might introduce hypotheses. Later in the study, when the qualitative phase is addressed, the
qualitative research questions appear. When writing these questions or hypotheses, follow the guidelines in this
chapter for scripting good quantitative questions or hypotheses and qualitative questions.
In addition to quantitative questions or hypotheses and qualitative questions, include a mixed methods research
question that directly addresses what the researcher hopes to learn from combining or integrating the quantitative
and qualitative strands of the research. Creswell and Plano Clark (2018) have provided numerous examples of
mixed methods questions tailored to each type of design. The intent of this question may be difficult for writers to
understand, and they may question its value, especially if they do not understand connecting or integrating the data.
Typically, research questions focus on the content of the study’s subject, not on the methods. However, a mixed
methods question is a methods question, and a question asking about the learning from integration. Integration is a
central component of mixed methods.
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Some attention should be given to the order of the research questions and hypotheses. The order will reflect the
sequence of the steps in the mixed methods design used (see Chapter 10). In a single-phase mixed methods project
(a convergent design) in which the quantitative and qualitative results are merged, either the quantitative or the
qualitative questions can be posed first. In a two-phase project (an explanatory sequential design), the first-phase
quantitative questions or hypotheses would come first, followed by the second-phase qualitative questions. In a
three-phase project (an exploratory sequential design), the first-phase qualitative component comprises qualitative
questions. The second phase quantitative assessment will involve quantitative questions or hypotheses, and the final
quantitative test will also include questions or hypotheses. These different types of phased projects will be discussed
later in Chapter 10 as specific types of mixed methods research designs.
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The mixed methods question in the study purpose or intent will be to ________ (compare, explain, build,
augment) the ________ (quantitative data or qualitative data or process/framework) with ________ (quantitative
data or qualitative data) by using a ________ (design: convergent design, explanatory sequential design,
exploratory sequential design, embedded design) with the procedure of ________ (merging, connecting, or
embedding).
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The examples to follow illustrate different ways to incorporate the questions into a mixed methods study. The first provides
a good example of an objective statement that reflects quantitative, qualitative, and mixed methods questions. The second
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Example 7.7 Statement
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illustrates the inclusion of quantitative and qualitative questions.
Moseholm et al. (2017) provided an excellent mixed methods study in the health sciences.
They focused on the diagnostic evaluation of patients presenting to providers non-specific symptoms possibly
attributed to cancer. They examined how health-related quality of life changed during the diagnostic evaluation
process quantitatively and the experiences of the patients with quality of life qualitatively. They then merged
findings from both databases in a convergent design to have a comprehensive understanding of quality of life
during the stressful life event of possibly having cancer. Their questions were incorporated in a passage they called
a “purpose” of the research (we added the type of question into their statements):
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to describe their
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to merge these findings with the intent to obtain a more comprehensive understanding of HRQol experiences
during this stressful life event (p. 994) (the mixed methods statement).
These objectives reflect quantitative, qualitative, and mixed methods statements consistent with our recommendation.
They represent objective statements rather than questions, and the authors prefaced them with the “purpose” statement
rather than calling them objectives or questions. We recognize that authors typically write a purpose but not specific
research questions. However, we saw the “objectives” in the purpose statement as equivalent to the research questions.
This passage appeared in the final section of the introduction. It models a good three-part statement for objectives in a
mixed methods project.
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Example 7.8shResearch
Questions in a Mixed Methods Study
DeCoito and Estaiteyeh (2022) focused their study on science/STEM teachers’ experiences with online teaching
and learning in a Canadian province. They explored curriculum planning quantitatively and assessment strategies
both quantitatively and qualitatively. Their intent was to combine the results of both databases. They further
examined the impact of online teaching on student outcomes (student engagement, student–teacher engagement,
and student achievement). The research questions were (we added the type of question into the questions):
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1. What digital tools and resources were teachers using in an online environment? (a descriptive, quantitative
question)
2. What strategies did teachers’ online curriculum development and implementation embrace? (a descriptive,
quantitative question)
3. What models of student assessment did the teachers implement online? (a descriptive, quantitative question
supported by participants’ qualitative experiences—a mixed methods question)
4. What were the impacts of online teaching on students’ outcomes as observed by teachers? (p. 2) (a
quantitative question)
This is a rigorous mixed methods study. The research questions do not reflect clearly the qualitative questions or the mixed
methods question. However, in examining the results section of the study, we find that the researchers’ results to questions
1 and 2 indicate quantitative frequencies questions. In discussing the results to question 3 on models of assessment, the
authors first indicated quantitative frequency about modes of assessment. Then, they discussed the qualitative interview
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data in which teachers reflected on their assessment practices and the conditions necessary for effective assessment.
Question 4 addressed quantitatively the factors that affect online teaching. In sum, the authors might have provided a
clearer qualitative question and a mixed methods question and labeled them. They might have highlighted their intent to
combine the qualitative reflective data and the quantitative assessment of frequency of modes of assessment in a mixed
methods design.
Summary
Research questions and hypotheses narrow the purpose statement and become major signposts for readers.
Quantitative researchers lead with research questions and formal hypotheses. These forms include variables that
are described, related, or compared with the independent/predictor and dependent/outcome variables. These
questions or hypotheses include wording such as relationship, predictions, comparison, correlation, or
determinants. Hypotheses are predictions about the outcomes of the results, and they are written commonly in the
form of a directional alternative hypothesis.
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Qualitative researchers ask at least one central question and several
They begin the
questions with
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We encourage mixed methods researchers to write quantitative, qualitative, and a mixed methods question into
their studies. Mixed methods questions are new and may not be understood by readers. By adding a mixed
methods question, the researcher conveys the importance of integrating or combining the quantitative and
qualitative elements. An ideal format would be to write the three types of questions into separate sections, such as
the quantitative questions or hypotheses, the qualitative questions, and the mixed methods question.
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Directional alternative
KEY TERMS
Mixed methods question 150
Null hypothesis 144
Qualitative sub-questions 146
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WRITING EXERCISESessy.thom
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Quantitative hypotheses 144
1. For a qualitative study, write a central question followed by five to seven sub-questions.
2. For a quantitative study, describe a published theory in your field, and write two directional hypotheses that
challenge or extend the theory.
3. Write a mixed methods research question. Assume that your study involves collecting both qualitative and
quantitative data. Answer these questions: Why are you collecting both quantitative and qualitative data? What
do you hope to learn by combining the two databases?
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Additional Readings
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Pers
ps research: Planning, conducting, and evaluating quantitative
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Creswell, J. W., & Gutterman, T. C. (2018).
Educational
o
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.
ssyPearson Education.
e
n
and qualitative research
(6th
ed.).
w
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It is important to distinguish among the purpose, the questions, and data collection. Creswell and Guetterman
introduce writing quantitative hypotheses and research questions, and qualitative research questions in this
introductory text on educational research. They distinguish among purpose statements, research questions,
hypotheses, and objectives. They further review why these statements are important and then convey the writing
structure for questions and hypotheses using many examples from the literature.
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Questions in a qualitative component of a mixed methods
study will differ depending onfo
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qualitative
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sh issues involved in
-1 dthe
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approach. Janice Morse, a nursing researcher,
describes
major
design
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u and maps the type of research questions
o compares several
2 strategies
@ofstinquiry
planning a qualitative project.
PersShe
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p
om the research calls for meaning and descriptive questions. For
used in each. For phenomenology and
ethnography,
h
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.
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grounded theory, the
questions
wneneed to address process, whereas in ethnomethodology and discourse analysis,
a
h
s
the questions relate to verbal interaction and dialogue. She indicates that the wording of the research question
Morse, J. M. (1994). Designing funded qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of
qualitative research (pp. 220–235). SAGE.
determines the focus and scope of the study.
Tashakkori, A., & Creswell, J. W. (2007). Exploring the nature of research questions in mixed methods research
[Editorial]. Journal of Mixed Methods Research, 1(3), 207–211.
This editorial represents the first major discussion of the importance of a mixed methods question. This editorial by
Abbas Tashakkori and John Creswell addresses the use and nature of research questions in mixed methods
research. It highlights the importance of research questions in the process of research and identifies the need for a
better understanding of the use of mixed methods questions. It asks, “How does one frame a research question in a
mixed methods study?” (p. 207). Three models are presented: (a) writing separate quantitative and qualitative
questions, (b) writing an overarching mixed methods question, or (c) writing research questions for each phase of a
study as the research evolves.
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Plano Clark, V. L., &
ha M. (2010). Research questions in mixed methods research. In A. Tashakkori & C.
sBadiee,
Teddlie (Eds.), SAGE handbook of mixed methods in the social & behavioral sciences (2nd ed., pp. 275–304).
SAGE.
It is important to write a mixed methods question. The chapter by Vicki Plano Clark and Manijeh Badiee notes that
little discussion had occurred about mixed methods questions. Their chapter advances a model for research
questions in mixed methods research of practical value. They say that research questions represent the hub of the
research process, and they connect the literature with the methods. Their model for writing mixed methods
questions includes considering the personal fit of the questions with the researcher, the researcher’s community of
practice, and the connection between the literature and methods.