1. Writing Qualitative Purpose Statements

2. A purpose statement shows the intent to explore or understand the central phenomenon.
In a purpose statement
Use key identifier words (e.g. The purpose of this study is…)
Consider mentioning that the study is qualitative
Indicate the type of research design
State the central phenomenon you want to explore
Use words such as explore, discover, understand, and describe
Mention the participants
Refer to the research site

3. A sample script
The purpose of this qualitative study is to (explore/discover…) (the central phenomenon) for (participants) at (research site)
E.g.
The purpose of this qualitative study is to describe classroom learning using the internet for five high school students participating in a sign language class

4. Developing Qualitative Research Questions

5. General Info Qualitative research questions are open-ended and general
They can change and/or emerge during the study
Most of the time a few general questions are enough
Neutral and exploratory language is used
E.g. Generate, discover, understand, describe, explore
INSTEAD OF
Affect, relate, compare, determine, cause, influence
Two types of questions can be used: central question and subquestions

6. Central Questions It is the overaching question we want to explore.
We consider the most general question we can ask
There are some strategies to be used while designing this quesiton:
A) Begin with How or What (not Why) so you suggest exploration
B) Specify the central phenomenon
C) Identify the participants
D) Mention the resarch site

7. A Sample Script
What is (the central phenomenon) for (participants) at (research site)?
E.g.
What is creativity for five M.A. Students at Cag University?

8. Some Poor Examples Problems Poor Better Too General
What is going on here?
What is the process being used by the general education committee at the liberal arts school?
Too Focused
How did the committee make a curriculum decision about a course on the environment?
What is the process of the curriculum committee in making decisions about courses?
Too laden with assumptions
How did the curriculum committee address its alienation from the college administration?
What was the role of the college administration in the curriculum committee’s deliberations?

9. Subquestions
Subquestions refine the central question into subquestiones to be addressed
Like the central question, they are open-ended, emerging, neutral, and few in number
They provide greater specificity to the questions

10. Sample Subquestions
Central Question: What is self-esteem for high school students?
Subquestions:
1. What is self-esteem as seen through friends?
2. What is self-esteem for the participant’s family?
3. What is self-esteem as experienced in extracurricular activities in school?

11. An in-class activity Step 1: Now
Look at your article and tell the focus of inquiry there
Now
Take out a piece of paper
Think for a few minutes about some topics that interest you and jot down these topics in a corner of your paper
Select one of the topics and write it in the middle of your paper
For 5 minutes, write down the topics and ideas that relate to the main topic; connect and cluster similar ideas
When you have finished, see if you have any patterns (e.g. age group, gender, type of person, etc.)

12. Step 2.
Look at your article and see how the purpose statement is written there.
Now write your purpose statement
Step 3.
Find the research question(s) in your article (if any)
Now write your research question(s)
Go through other qualitative articles and find out the research questions.
Compare those research questions in the article with those of yours