Designing a research question
The research question is developed in the context of the selected area of research. The research question drives the investigation and so must be well written, refined, meaningful and focused.
The parameters of the study, in particular the criteria for the research questions on pages 10–11 of the VCE Extended Investigation Study Design, listed and annotated below, should guide activities associated with formulating, refining and justifying research questions. Activities such as the 
Goldilocks (docx - 68.84kb) exercise can be used to help refine the question through consideration of its complexity, controversy, and size.
The question is substantial and significant
Students should identify and respond to a gap in the academic literature but not to the level of significance expected in tertiary level research. Engaging with literature is a key aspect of this criterion but too little literature does not necessarily indicate research opportunities for students, and the reasons for gaps should be carefully considered. Further, students do not necessarily have to focus on contentious issues or debates to establish significance. Significance refers to being of likely interest to other researchers in the field in principle, recognising that the student investigation will not be to publishable standard. A substantial question is one where the answer is not obvious at the outset and one that allows the student to demonstrate the highest levels of achievement commensurate with the level of a VCE study and developmental maturity of the student. Substantial does not necessarily mean broad in focus – the question should be as specific as possible while being linked to something of significance within a broader context. More advice can be found in the sourcing academic information section below.
The question is practical, realistic and manageable within the limits that time and resources impose
All students will have particular constraints such as due dates for task submission and the context of a school setting, while other constraints will depend on the individual student and their area of interest. Practical constraints may affect the framing of concepts within the question such as time periods or demographic groups or geographical areas. Realistic considerations include accounting for the strengths of the student and their level of competence as well as whether a sophisticated positive conclusion is likely to be found given the constraints of the study.
The question aims for critical distance and an objective or detached stance
The answer or findings of a research question should not be presupposed, and a student should critically reflect on the wording of their question to ensure it does not reflect a particular bias or stance. How this is specifically managed will depend on the discipline underlying the investigation, for example drawing on well-established academic criteria rather than individually constructed criteria or developing an understanding of the distinction between what might be involved in responding to a personal challenge versus a public issue with its wider range of perspectives, contexts and so on . In some cases, students will be able to develop an hypothesis associated with their research question, that is, a tentative claim or statement.
The question can be addressed by systematic and sound research methods
The question must lend itself to detailed and sophisticated exploration through established research methods in order for the student to be able to meet the outcomes of the study and provide the opportunity to demonstrate the highest levels of achievement. The section on research methods below contains more detailed advice.
The student can gain access to appropriate and relevant primary and secondary sources
In relation to the research question itself this refers to ensuring it is answerable and that evidence can be gathered and justified. The sections below on sourcing academic information and mentoring contain detailed advice.
The question and research methods are likely to produce a useful result
The question should accord with the motivation and aim of the investigation, such that the findings will enable the student to discuss what they have learnt through their investigation in the context of the identified gap in the literature.
The question is clearly and precisely worded
A research question that is clear and precise helps to control the research. It will enable a strong line of sight to the design of data collection and other aspects of research that will address the question and is closely linked to it. An indicator of precise wording is that another researcher who may wish to exactly undertake the research would do so with little or no variation. The question must elicit more than a narrative, expository, descriptive or oversimplified response. Where relevant, it should use terminology that reflects the discipline underlying the investigation and avoid ambiguity.
The scope of the question is contained and focused
The question should qualify or establish elements or parameters of the research such as concepts, jurisdictions, groups of people, or time periods.
The question and method/s comply with responsible and ethical research guidelines
Advice on complying with responsible and ethical research guidelines is in the section on research ethics below.
Students need to maintain their research question as the focus of their research at all times and continually refer back to it. Any adjustments to the research question should be given critical consideration and justified in terms of the criteria, and broader considerations such as avoiding duplication with other VCE studies.
Selection of research area
It is imperative that students select an appropriate area of investigation as early as possible in the study. This might involve them narrowing several areas of interest to the most suitable topic or developing a rigorous and suitable investigation from an area they are strongly interested in but uninformed about. Areas of interest could arise through reflecting on their curiosity about topics encountered in the classroom or outside the classroom in sources such as podcasts or wider reading, extra-curricular activities or pursuits outside school. Academic reading should also be undertaken to identify a gap in the literature and establish the context for an identified area of interest.
Setting clearly defined parameters will help to control the scope of the investigation and assist the student to be pragmatic and realistic about the scope and potential outcome of their area of interest. Broadly, this involves aligning VCAA documentation (that is, the Study Design, the Advice for teachers and other documentation on the study page) with the student’s area of interest, practical constraints and the student’s level of expertise and developmental maturity. The student should be made aware of research ethics in relation to what is in and out of scope before they commence selection of a research area. The research ethics section below contains specific advice to guide the scoping of the research area. Further, students should be made aware that they cannot duplicate topics in another VCE study that they have already undertaken or are currently undertaking; such that work could be submitted as part of both studies, that is, student work can only be submitted for credit in only one study.
To support students in selection of their research area and in their development as researchers, teachers will need to provide questions such as:
- Why do I want to do research in this area?
- What useful results or findings have been yielded in this research area already?
- What current opinions or ideas do I have about this area?
- Can I conduct research in this area while staying in the defined parameters set by my teacher?
- Do I have the appropriate skills and background knowledge to manage an investigation in this research area?
Selection of research method/s
Possible research methods for consideration include:
- survey
- systematic literature review
- interview
- focus group
- observation
- experiment
- secondary data/source analysis.
There is no one research method or methodology to suit all investigations. The research method(s) selected by each student should fit the scope, focus and aims of their investigation, allow for ethical gathering of evidence, elicit high quality findings, and where relevant, reflect the discipline underlying the investigation. When selecting a research method the source of evidence should also be taken into account, for example, whether it is intended to work with adult citizens, current school students, children under 5, animals, dangerous or toxic substances or undertake a systematic literature review. The source should be selected only when there is low or negligible risk.
Students should be encouraged to begin justifying their choices from an early stage. If a research question undergoes refinement, research method/s should also be reviewed to assess whether alignment to the aims of the investigation and the practical parameters of the investigation still holds.
Teachers should outline the range of established research methods available, which will assist students to critically compare research methods and to develop, explain and justify a research design appropriate for their investigation. Teachers can assist students to consider both the appropriate and inappropriate applications of each method, their broad strengths and weaknesses, any assumptions that may be involved and their capacity to yield good quality quantitative or qualitative data given the practical, ethical and academic constraints of the investigation as a VCE level study. A key source of understanding of methods will be relevant academic sources that demonstrate methods appropriate for the discipline/s underlying the investigation.
The funnel approach (docx - 68.84kb) may assist students when exploring research methods. This approach illustrates the movement from the broader methodological considerations of an investigation to the more detailed specifics. It highlights the importance of understanding the broader considerations of an investigation in order to make informed decisions about more detailed matters, such as participants, resources, appropriate data collection methods and ethical issues.
Students may need assistance to maintain a balance between practicality and rigour in their research design. For example, school-based data collection may be considered practical, but selection of student populations based primarily on the researcher’s ease of access may compromise the investigation’s rigour and/or pose an unacceptable risk given the nature of the intended prompts. On the other hand, students should be actively discouraged from undertaking large-scale surveys. There may be rigour in such an investigation, but the related data collections would be impractical within the parameters of the study and beyond the skill level of a VCE student. Consideration should be given to supplementary methods or alternative methods to resolve difficulties, for example to access longitudinal data through secondary sources or to interview an expert who has worked with the relevant demographic.
Further advice on research methods can be found in the following section on Research ethics.
Sourcing academic information
Students learn about the key arguments and developments in their research field as a result of synthesising information from a wide range of literature. This may include academic publications (book chapters, journal articles, conference papers), print and electronic media. It is preferable for students to engage with a range of literature by a variety of authors, thereby gaining a breadth of knowledge rather than comprehensively reading one or two lengthy texts. If students are having difficulty finding literature, it may mean that their research area or question requires refining.
Teachers should help students to develop their capacity to critically evaluate different types of material and to identify the most appropriate information sources for their investigation. Sources may include organisations (including educational, private and not-for-profit), government bodies, and researchers and writers in (or perhaps external to) a research field.
When looking for information students should consider the reliability of material, the evidence and the source (both primary and secondary). The level of intellectual and theoretical rigour differs within publications, organisations and research sectors. The reliability of material may depend on the publisher, the author’s standing in the academic community and/or the currency of information in the field. Students should also consider whether or not the material has been peer reviewed (i.e. read and evaluated by other experts in the field of study), is widely accessible, identifiable and durable, and whether it requires cross-referencing.
At an early stage in the investigation students should familiarise themselves with the resources within their school, at the local library and in the local community. This could be done as a class activity very early in the year and may establish some practical boundaries regarding access to resources. Students may also access resources and databases at other libraries such as the State Library of Victoria – online or in person.
Students and teachers should also explore the expertise available in the global community via the internet, which offers a range of research options, including
Google Scholar and
Academic Journals. Open-access resources are usually available free of charge but many academic journals or databases such as JStor do charge for access. Some community libraries subscribe to selected journals and some university libraries will allow VCE students to register.
Accessing certain journal articles and texts can sometimes present a challenge. Teachers should help students to develop workable, practical and pragmatic options for research connected with their individual interests.
Mentoring
A mentor is not a compulsory requirement for the study; however, some students may find it appropriate to have the support of a mentor during their investigation. This mentor may be provided by the teacher or sourced independently by the student. Mentors should be briefed on their responsibilities, including not giving undue assistance. For further information, refer to the
VCE Extended Investigation study design page.
Introduction
Research ethics affects the conduct of research at the macro level through selection of the research area and identification of research method/s as well as the micro level, for example in the drafting of specific text for informed consent. Therefore, consideration of research ethics and building student understanding of research ethics is iterative.
All student investigations must be low or negligible risk to participants, the researcher and the wider community and environment as relevant. In supporting students to identify a suitable research area and research method/s, consideration should be given to include other teaching staff, school leadership or school community members in the school’s ethical evaluation process. Research ethics is guided by the relevant ethical codes, documents and websites on pages 6-7 of the study design as well as community standards and the school’s duty of care and associated policies and obligations. The Advice for Teachers supplements these documents but does not replace them.
Ethical considerations in the selection of the research area and research method/s
Research ethics begins with the selection of the research area and its focus and the selection of research method/s.
Teachers should make students aware of broad areas of research and research methods that are typically well suited to a VCE level investigation and advise against research that is inappropriate for secondary school students.
As a general guide, the following are typically associated with low or negligible risk, however the specific proposed focus and approach may elevate its risk level, and so schools should still assess, monitor and manage risk:
- Research that is developmentally appropriate for a VCE student and commensurate with their level of expertise
- Topics that reflect community standards and have a positive focus, for example to identify factors that promote an area of wellbeing rather than a focus on diagnosed mental health disorders or illnesses; or a focus on safe driving rather than reckless driving
- Non-clinical experiments with human subjects involving non-sensitive topics, for example a scientific experiment focusing on strategies to improve cognitive retention rather than to analyse causes of anxiety regarding academic success
- Non-sensitive topics and questions and activities associated with collecting data, particularly on individual experiences, and where sensitivity may be an issue in the selection of alternative method/s, for example using interviews with experts instead of a survey
- Use of secondary data that does not disclose personal information
- Research design that ensures confidentiality and anonymity for the researcher but where people under 18 are involved, the identity is known to the teacher or school counsellor in case follow up is required
- Research design plans for further ethical practices informed by the relevant ethics code such as informed consent
The following advice outlines the nature of sensitive or otherwise inappropriate research areas and methods that should be avoided, however it is not exhaustive and an individual risk assessment should be undertaken:
- Topics, questions or activities that are perceived by the participant or wider community as contrary to community standards, private or stressful such as research into sexual practices, experiences of sexual abuse, death or dying, illness, grief, pregnancy, mental health illnesses and disorders, body image, violence, drug use, experiences of discrimination or other serious social or economic difficulties; or that could be seen to promote values contrary to community standards such as racism, sexism, transphobia and so on
- Topics, questions or activities that are insensitive or distressing for a particular school or community context, for example an investigation about a disaster undertaken within disaster affected regions
- Questions or activities that may elicit illegal, incriminating, or embarrassing information or information that may affect the participants’ standing in the community or be defamatory
- Topics that focus on illegal or illicit activities
- Questions or activities that may bring the researcher into unsafe conditions or induce physical or social conflict or otherwise endangers the student, participants or wider community
- Psychological or medical studies which may raise privacy and expertise concerns or are invasive; in particular where the student intends to undertake psychological analyses or evaluations for which they are not qualified and topics that focus on mental health illnesses and/or disorders
- Animal experimentation
- Research involving biological hazards
- Investigations into vulnerable minors or adults
- Research from which the student will develop a personal financial reward/interest or research that infringes intellectual property rights or could lead to the infringement of intellectual property rights when the research findings are reduced to writing or recorded in another format
Ethical considerations in the detailed development of the research method/s
Once a research area and research method/s within scope are identified and ethical practices planned for, further ethical considerations take effect in the implementation of these. Where relevant, teachers should carefully monitor the implementation of research methods involving living participants using the relevant ethical codes and duty of care as a guide.