Students’ skills to formulate relevant research questions

Abstract

The research presented in this report was focused on formulating conceptual hypothesis about the way in which undergraduate and graduate students would improve their skills to formulate relevant research questions aligned with research emphasis and programs, previously stated by the institutions and groups that support the academic programs. It was used the generative inductive analysis as the method to meet the research objectives. Inside the emerging patters, it was ascertained that for last semesters’ students from undergraduate and graduate programs, it is more difficult to design high-quality research questions; however, as students advance and develop reading comprehension, effective argumentation, writing skills, systems of representation of knowledge and critical thinking skills; they will be able to improve their abilities to formulate relevant research questions. One of the conceptual hypothesis that came up strongly was that a young person must develop systems and critical thinking in a coordinate way in order to achieve conceptually comprehensive questions.