The dissertation is an important milestone that students cannot escape during their studies. You are going to choose a dissertation topic on your own and will be expected to use it in contributing your quota to the academic discussions.
You are expected to deal with research questions that must be focused, researchable, and feasible to answer. The dissertation research questions must be focused and feasible to answer the questions that are posted. We shall take a look at some of the sample questions and what they are intended to achieve in the first place.
Question: The thoughts of teachers on gifted and talented strategies for primary pupils; an insight into the policy and practice of schools.
Explanation: The question here is precise. But the problem lies in the approach because it is too wide. The rationale for the question is not researchable. However, if the conclusion of the dissertation is in support of the case; then it will find space in the current practice.
Question: Free for everyone? A review of results on policy pronouncements in museums and galleries
Explanation: When we look at the question above, it fails to come with any form of subjectivity. This is a theoretical question. There is no clear cut distinction because the question can be in support of any policy decision which can be mixed; bad or good.
Question: The research into how twins communicate in general.
Explanation: The question above is difficult to put into practice because of the uncertainty that beclouds it. There are no clear parameters nor does the question come with clear definitions. What is the age of the twins for instance? Are they to communicate with each other or other members of the family? Etc.
Question: A peep into the problems of children of full time working mothers.
Explanation: What we have above does not fit the billing of a research question. It is no more than an assumption, to say the least. A better and more focused question would have been: Full-time employed parents and their children-a survey.
Question: How well is learning in museums done?
Explanation: This is also the wrong way to frame a question. It is indefinite and uncertain and will do no good than presenting an indefinite and uncertain question. What is the nature of the museum? Who are the categories to learn from the museum? What are they likely to learn through the museum? What about the sample population? The above posers and much more leaves much to be desired in that particular question.
Question: Support for children with dyslexia in the UK. A review
Explanation: This is an uncertain question and it is too ambiguous to be put into practice. There is no age filter. How many schools are considered among the numerous categories of institutions in the UK? How can the computation and measurement be effective? There are some constraints in this question and it is not specific in its answer.
Question: How are gifted children not having their needs met in schools?
Explanation: The question above reflects the results of the question and goes on further to initiate assumptions. The best approach should have been an objective way of reshaping the question. The question would have been better if it was reframed in this way: ‘Genius children require more attention in prepubertal age in school- a review.
Question: The management of dyslexia by school children in maintained primary schools. Key stage 2 boy case study
Explanation: The explanation in this question is precise. The approach is rather too wide. There is no researchable rationale here. The contribution must support the case for it to be relevant to the events of our time.
The above represents some of the sample questions in dissertation research and the reasons why they are not suitable for the realities of our time. The question that will provide the best results should be narrow and focused. That way, it will be easy to arrive at a safe harbor.