survey questionnaire sample for capstone project

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Guide to the ALM Capstone Project

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• Research Methods

There are a number of ways to conduct research for your capstone topic, but everyone must start with the literature review in order to learn what has already been published on your topic. The literature review also helps you identify the different research methods used by scholars in the field that have already produced valid and reliable results.

Indeed, the literature review is the very first step and it is begun when you are crafting your capstone proposal. It is the only way to choose a topic and write your background and research methods section for the proposal. Of course, you'll continue to consult published work during the capstone course as well. Because this step is so important, we've created entire section on this topic (please see Literature Review , under Choosing a Topic).

Commonly used methods:

Case studies. Case studies are in-depth investigations of a single individual (noteworthy museum leader), a group (education department), or event (exhibit). Reading prior case studies is a must to inform your design. Reading case studies may also lead you to museum professionals who authored the published work. These experts could become research participants. Case study is a formal research method with a specific structure. For an introduction, visit Basics of Developing a Case Study from the Free Management Library.

Interviews . You may want to conduct interviews with experts in the field on a specific topic, such as, increasing diversity in musuem membership. Museum professionals have a wealth of information and are ordinarily happy to support beginning scholars. Your capstone reader and instructor can help make introductions through their own networks. Interviews are not simple tasks. You'll need to learn how to conduct interviews in such as way that avoids bias and elicits valid data that can be used for analysis. For an introduction, visit General Guidelines for Conducting Research Interviews from the Free Management Library.

Surveys . Conducting a survey is another way to gather research on your topic. Ordinarily, this method is chosen when you want to gather information from a large data set. Survey design is also not a straightforward task. For an introduction, visit the Harvard University Program on Survey Research.

Program evaluation . You may also consider in-depth and detailed evaluation of an aspect of a specific museum's operation, such as an exhibit or educational programs to understand if and how it met its intended goals. For an introduction, visit Evaluation Activities in Organization from the Free Management Library and Evaluations from the Institute of Museum and Library Resources.

• Choosing a Topic
• Precapstone Tutorial
• MUSE E-599 Past Capstone Titles
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• Use of Human Subjects
• Frequently Asked Questions

CAPSTONE PROJECT: Parts of a Capstone Project

• Parts of a Capstone Project
• Voice in the Capstone Project
• Analysis of Qualitative Data

What a Table of Contents Could Contain

I      Introduction        A     Statement Of Problem/Opportunity (Research Question)        B     Background, Context, And Significance Of Study        C     Project Researcher Identification II     Literature Review        A     Subheadings (Themes Discovered In Review)        B     Notice Of Gaps In Knowledge III    Methods        A     Subjects/Participants        B     Data Collection Approaches/Strategies              1     Advantage Of Strategy              2     Limitation Of Strategy              3     Potential Risk              4     Ethical Issues About Collection Upon The Subjects/Participants        C     Data Analysis Approaches And/Or Software (NOT The Results Themselves, Just How You Are Going To Analyze The Data – Coding Method, Analysis Of Interviews/Recordings, Mathematics And Stats Analysis) IV     Results, Findings, Interpretation, And Discussion V      Recommendations, Application, And Conclusion VI     Reference Pages

What Goes Into Each Section

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Capstone and PICO Project Toolkit

• Starting a Project: Overview
• Developing a Research Question
• Selecting Databases
• Expanding a Search
• Refining/Narrowing a Search
• Saving Searches
• Critical Appraisal & Levels of Evidence
• Citing & Managing References
• Database Tutorials
• Types of Literature Reviews
• Finding Full Text
• Term Glossary

Defining the Question: Foreground & Background Questions

In order to most appropriately choose an information resource and craft a search strategy, it is necessary to consider what  kind  of question you are asking: a specific, narrow "foreground" question, or a broader background question that will help give context to your research?

Foreground Questions

A "foreground" question in health research is one that is relatively specific, and is usually best addressed by locating primary research evidence. 

Using a structured question framework can help you clearly define the concepts or variables that make up the specific research question. 

 Across most frameworks, you’ll often be considering:

• a who (who was studied - a population or sample)
• a what (what was done or examined - an intervention, an exposure, a policy, a program, a phenomenon)
• a how ([how] did the [what] affect the [who] - an outcome, an effect). 

PICO is the most common framework for developing a clinical research question, but multiple question frameworks exist.

PICO (Problem/Population, Intervention, Comparison, Outcome)

Appropriate for : clinical questions, often addressing the effect of an intervention/therapy/treatment

Example : For adolescents with type II diabetes (P) does the use of telehealth consultations (I) compared to in-person consultations  (C) improve blood sugar control  (O)?

Framing Different Types of Clinical Questions with PICO

Different types of clinical questions are suited to different syntaxes and phrasings, but all will clearly define the PICO elements.  The definitions and frames below may be helpful for organizing your question:

Intervention/Therapy

Questions addressing how a clinical issue, illness, or disability is treated.

"In__________________(P), how does__________________(I) compared to_________________(C) affect______________(O)?"

Questions that address the causes or origin of disease, the factors which produce or predispose toward a certain disease or disorder.

"Are_________________(P), who have_________________(I) compared with those without_________________(C) at_________________risk for/of_________________(O) over_________________(T)?" 

Questions addressing the act or process of identifying or determining the nature and cause of a disease or injury through evaluation.

In_________________(P) are/is_________________(I) compared with_________________(C) more accurate in diagnosing_________________(O)?

Prognosis/Prediction:

Questions addressing the prediction of the course of a disease.

In_________________(P), how does_________________(I) compared to_________________ (C) influence_________________(O)?

Questions addressing how one experiences a phenomenon or why we need to approach practice differently.

"How do_________________(P) with_________________(I) perceive_________________(O)?" 

Adapted from: Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.

Beyond PICO: Other Types of Question Frameworks

PICO is a useful framework for clinical research questions, but may not be appropriate for all kinds of reviews.  Also consider:

PEO (Population, Exposure, Outcome)

Appropriate for : describing association between particular exposures/risk factors and outcomes

Example : How do  preparation programs (E) influence the development of teaching competence  (O) among novice nurse educators  (P)?

SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research Type)

Appropriate for : questions of experience or perspectives (questions that may be addressed by qualitative or mixed methods research)

Example : What are the experiences and perspectives (E) of  undergraduate nursing students  (S)  in clinical placements within prison healthcare settings (PI)?

SPICE (Setting, Perspective, Intervention/phenomenon of Interest, Comparison, Evaluation)

Appropriate for : evaluating the outcomes of a service, project, or intervention

Example : What are the impacts and best practices for workplace (S) transition support programs (I) for the retention (E) of newly-hired, new graduate nurses (P)?

PCC (Problem/population, Concept, Context)

Appropriate for : broader (scoping) questions

Example : How do nursing schools  (Context) teach, measure, and maintain nursing students ' (P)  technological literacy  (Concept))throughout their educational programs?

Background Questions

To craft a strong and reasonable foreground research question, it is important to have a firm understanding of the concepts of interest.  As such, it is often necessary to ask background questions, which ask for more general, foundational knowledge about a disorder, disease, patient population, policy issue, etc. 

For example, consider the PICO question outlined above:

"For adolescents with type II diabetes does the use of telehealth consultations compared to in-person consultations  improve blood sugar control ?

To best make sense of the literature that might address this PICO question, you would also need a deep understanding of background questions like:

• What are the unique barriers or challenges related to blood sugar management in adolescents with TII diabetes?
• What are the measures of effective blood sugar control?
• What kinds of interventions would fall under the umbrella of 'telehealth'?
• What are the qualitative differences in patient experience in telehealth versus in-person interactions with healthcare providers?
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Capstone Components

11 Needs Assessment & Guiding Questions

The story continues….

Another day, another piece of cheese … the mice are still in Harry’s house and Pickles is still not catching the mice. Harry and Physicus have a hunch about Pickles being overwhelmed by the number of mice.

Physicus asked Harry, ” What do you need to know now?”

Harry wanted to test the hypothesis of Pickles being overwhelmed by seeing too many mice at once. “Well,” said Harry, “I want to know if Pickles will attack any mice and how many mice cause Pickles not to attack.”

Physicus replied, “So, maybe your research or guiding questions are something like…How many mice will Pickles attack at one time? How many mice cause Pickles not to attack?”

“Right!” said Harry. “This would tell me what I need to know to build a strategy to solve the problem. If I know how many mice will cause Pickles not to attack, perhaps I can control the number of mice Pickles encounters at a time. Then Pickles will get rid of all the mice and solve my problem!”

Interpreting the Story

The friends now form questions they will use to test their hypothesis about Pickles’ motivation to attack the mice. The first question about how many mice Pickles will attack is important. This tells Harry that Pickles will attack the mice. Since the number of mice seems to influence Pickles’ motivation, then finding the maximum number of mice Pickles will attack at one time provides valuable information. The answers to these guiding questions will tell them what they need to know to fulfill the purpose of Harry’s research project, which was to save his cheese by building a strategy to get Pickles to hunt the mice. These questions will guide the design of the needs assessment.

Harry’s guiding questions:

• How many mice will Pickles attack at one time?
• How many mice in the room causes Pickles not to attack?

Needs Assessment

The Needs Assessment heading explains how the empirical evidence obtained supports and informs the development of the capstone product.  The heading occurs in Chapter 2 of the capstone project document. The heading introduces the chapter and provides an overview of the needs assessment.

A needs assessment involves active research to collect and analyze data to answer the guiding questions. The needs assessment is conducted to determine what is “needed” to build into the product to solve the problem. For example, a survey of specific strategies teachers desire to learn can provide important the needed information for creating a professional development series (product). The writing explains the applied research methodology used, and the findings obtained. The Needs Assessment and the Literature Review are used to support the development of the capstone product.

Guiding Questions

The Guiding Questions express what data you seek in the project. The guiding questions, are also known as research questions. The questions are writing narrowly to obtain one piece of information, reflect the problem to be addressed, and indicate whether data are collected qualitatively or quantitatively. Guiding Questions also connect the problem to the project frame. These are written in such a way that when the questions are answered, the results will guide the development of the product.

The Guiding Questions are crafted to obtain a single numerical result or are crafted with open-ended questions. Guiding questions are never answered with a “yes” or “no” response. Instead, questions use phrases, such as “to what extent,” “how frequently,” etc. to express the intended result.

How the guiding questions are phrased indicates how to collect the data to answer the question. If the questions ask how frequently, then the data collected would need to be frequency data. If the question refers to average assessment scores, then the data would be average scores. This is an important consideration in building a capstone project.

The Guiding Questions heading is written as a list of numbered questions. Generally, there are four or five questions. The heading does not need a narrative unless required by an instructor or institution. Simply stating, “The following questions will guide the project:” is usually sufficient.

Telling the Research Story

The Guiding Questions heading asks the questions that guide the research story. The questions address the conflict, relate to the point of view, and guide the plot of the story (methodology). The questions are answered in the climax of the research story and guide how the story will resolve in the end. The questions also increase the tension and anticipation in the story.

The Guiding Questions heading appears in Chapter 2 of the capstone projects. The guiding questions in a capstone project are answered by the analyzed data collected from the needs assessment.

Capstone Projects in Education: Learning the Research Story Copyright © 2023 by Kimberly Chappell and Greg I. Voykhansky is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.