to make a research or to do a research

• Rules/Help/FAQ Help/FAQ
• Members Current visitors
• Interface Language

Follow along with the video below to see how to install our site as a web app on your home screen.

Note: This feature may not be available in some browsers.

• English Only

do a research / make a research

• Thread starter Gema
• Start date Jul 23, 2004
• Jul 23, 2004

Hi! I'm a spanish girl. Now I'm doing an english course and I must do a writing for monday. I have a doubt. Which of this two options is correct, "do a research" or "make a research"? Thank you in advance for your help. Gema  

''Do a research , is more appropriate..although you can very well say i am going to research on this subject  

rinks said: ''Do a research , is more appropriate..although you can very well say i am going to research on this subject Click to expand...

Administrator

Hi Gema, (Yes, this type of question is much more appropriate.) Welcome to the forum! For many "hacer un ..." constructions in Spanish, we just use the verb form of the noun. So, we would usually say "We researched" or "We are researching."  

hypertweeky

Senior member.

• Jul 24, 2004

Gema said: Hi! I'm a spanish girl. Now I'm doing an english course and I must do a writing for monday. I have a doubt. Which of this two options is correct, "do a research" or "make a research"? Thank you in advance for your help. Gema Click to expand...

• Jul 25, 2004

el alabamiano

You can also use: I'm going to do some research / I did some research /  

el alabamiano said: You can also use: I'm going to do some research / I did some research / Click to expand...

Mary Solari

• Jul 31, 2004

Norman P. Bock

• Aug 1, 2004

If you are using "research" as a noun, you would say doing "research" or do "research". But "research" is also a verb. So you can either say "I am going to do research on the causes of the civil war." Or you can just say, "I am going to research the causes of the civil war."  

Moderator: EHL, Arabic, Hebrew, German(-Spanish)

• Aug 2, 2004

"To research a subject" (not ON a subject) suggests something relatively in-depth. "To do research on a subject" suggests little or partial research. "To conduct" or "carry out" research on a subject would be a more elevated way to express the same idea. As was said, definitely not "make." Hope this helps.  

• Apr 6, 2007

elroy said: "To research a subject" (not ON a subject) suggests something relatively in-depth. "To do research on a subject" suggests little or partial research. "To conduct" or "carry out" research on a subject would be a more elevated way to express the same idea. As was said, definitely not "make." Hope this helps. Click to expand...

• Apr 11, 2008

Gema to do a research on a topic is more common I hope that I helped you  

Wilma_Sweden

I have also found that you can undertake or carry out research, and that into and on are valid prepositions. However, when using research as a verb , my dictionaries (Longman & Cambridge online) give into as the only valid preposition. I have also found research used in the plural, e.g. scientists being awarded the Nobel Prize for their researches into [whatever subject], and I'm assuming that this is idiomatic if you are referring to multiple research projects. /Wilma  

• Dec 2, 2009

Hi! I actually have a question about what follows the word research . Can you say, f. e. , I did some research about it, or should it always be on/into or without anything like > I researched it. I'm really confused and I don't know what's wrong or right anymore. Thanks for your help.  

thoughtdots

• May 15, 2011

Let's say I researched World War II. I think it sounds better to either say, "I researched WWII" or "I did research on WWII". However, if you use any other preposition, people will still understand you.  

• Jan 22, 2014
• Dec 14, 2015

Hi! What about 'I did my own research to prepare a talk for the students' ? In this case I'm using it as a noun, but if its uncountable would it be ok to 'classify' it as 'my own'? Thanks!  

Member Emeritus

Yes, "my own research" is fine.  

• Aug 29, 2020

Maigualida said: ‘I have to conduct a research or I conducted a research’ . Click to expand...

Maigualida said: Can I correct ? Instead of saying to do research yo say ‘I have to conduct a research or I conducted a research’ . ( the verb conduct is more common) Also you don’t say I must do a writing, you say: I have to write a paper about... The days of the week are written with capital letters...Monday, Tuesday , etc I hits it helps Click to expand...

15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

Register to get your text revised right away for FREE ⚡

Today more than people got their English checked.

By continuing to use this website, you agree to our Terms of Service .

Get a FREE revision 🎁

Register a new account, welcome back, confirm your email.

Please click the link that we've sent to this address to post your question to our experts. Ok, I'll check my email

not your email? Change it now

Set a new email

Here you can set your new address email. Remember to use a valid email address. We will send you an email to confirm your account.

Facebook Login Discontinued

Unfortunately, the Facebook login method has been discontinued.

To access your TextRanch account, please click the "Reset Password" button below and input your Facebook Email. Our team will send you an email with further instructions.

If you don't remember your email, please fill out this form .

Your text is being reviewed by one of our Experts. We will notify you when your revision is ready.

Or wait in this page

Leave this page open, and your corrected text will appear as soon as it's ready!

You need to add a payment method to get our special promo ⚡

Enter your email below to get instant access to the first Chapter of our Ebook

Downloaded more than 1320 times today.

Add payment method

NOTE: Credits are valid for one year.

We're so happy that you liked your revision! Your feedback helps us improve our service. Want more FREE revisions ? 🎁

Step 1 out of 2!

Like us on Facebook by clicking the like button below:

Almost there!

Last step (2/2)

Share TextRanch on Facebook by clicking on the button below.

Congrats! You've just earned 3 credits!

Closing your account will prevent you from accessing your past revisions, and you will no longer be eligible for a FREE daily revision.

There is no cost to keep your TextRanch account, and we store all of your past revisions in a secure and private manner.

Help us understand

If we didn't meet your expectations, we'd really like to know more. Please tell us why you are closing your account:

The best way to perfect your writing.

Discover why 1,062,726 users count on TextRanch to get their English corrected!

1. Input your text below. 2. Get it corrected in a few minutes by our editors. 3. Improve your English!

One of our experts will correct your English.

to make a research vs to do a research

Last updated: March 29, 2024

to make a research

This phrase is not commonly used in English. It is more appropriate to use "to conduct research" or "to do research".

Alternatives:

• to conduct research
• to do research

to do a research

This phrase is commonly used, but it is more appropriate to say "to conduct research" or "to do research".

Related Comparisons

What our customers are saying.

Thanks to TextRanch, I was able to score above 950 on TOEIC, and I got a good grade on ACTFL OPIC as well. + Read the full interview

I love TextRanch because of the reliable feedback. The editors' comments are helpful and the customer service is amazing. + Read the full interview

TextRanch has helped me to improve my written skills as well as to communicate more naturally, like a local English speaker. + Read the full interview

TextRanch is amazingly responsive and really cares about the client. It's the best online service that I have ever used! + Read the full interview

I started to use TextRanch when I began to learn English. It has been an awesome way to improve my English skills. + Read the full interview

I love that TextRanch editors are real people who revise the text and provide feedback – it makes it so personal. + Read the full interview

I sometimes wonder if my English expressions make sense clearly and TextRanch helps me a lot in such cases. + Read the full interview

TextRanch has been really helpful in improving the flow and repairing the structure of my sentences. + Read the full interview

"Thank you!"

"I have literally been through chat, PI, claude, bard and bing and I got conflicting answers! Thank you! Human intelligence reigns!"

"Faster than AI"

"This was very helpful and I personally think this site is the best."

"It was extremely thorough and very helpful!"

"7 years without any disappointment. Always 100% satisfied. You guys are the best in the world at what you do. Thank you so much :)"

"In a world of text messages and online communication, this is great to have as a live tool. Thank you."

"Without textranch I would be stuck!"

"Accuracy and fast response. Personal comments from editor. Thank you."

"I wasn't aware of this service, it's fascinating and more reliable than standard IA tools available on the internet"

"The fact that you can get reliable fast feedback on your texts."

"you guys are better than grammarly i'm being honest here"

"OMG! This is really good than any other text correction tools I've used so far. Highly recommend this."

"Very fast and accurate. thank you."

"I love this app because it's help to writing skills all of students ♥️"

"This was exactly the mistake I was looking for, the wording dind´t sound right at first. Better than grammarly!"

"The immediate help that I received was reassuring and very satisfactory. Thanks."

"this helps A LOT for my studies."

"Woow!! I would never have expected such precision! Thank you soooo much!!"

"Real Time Editor and not AI. Many Thanks."

"The very first thing excites me about Textranch is how much your editors care."

"The fact that texts are checked by human editors rather than by AI, etc. I appreciate this!"

"Feel welcome, immediate response, high quality feedback"

"This is the best app that I have ever seen"

⚡️Ask our Editor now.

Fresh content for your texts, so you can be more professional.

estimated time: 30 minutes , directly in your inbox

📝 ️Notes for your editor

Let our editor help you, include background information, explanations of unusual words and special terms, or instructions about specific improvements you want.

Want to improve your English business writing?

More than 150,000 people like you receive our weekly newsletter to master their English skills!

Why choose TextRanch?

Lowest prices Up to 50% lower than other online editing sites.

Fastest Times Our team of editors is working for you 24/7.

Qualified Editors Native English experts for UK or US English.

Top Customer Service We are here to help. Satisfaction guaranteed!

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Happiness Hub Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• Happiness Hub
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications

How to Do Research

Last Updated: March 13, 2023 References

This article was co-authored by Matthew Snipp, PhD and by wikiHow staff writer, Jennifer Mueller, JD . C. Matthew Snipp is the Burnet C. and Mildred Finley Wohlford Professor of Humanities and Sciences in the Department of Sociology at Stanford University. He is also the Director for the Institute for Research in the Social Science’s Secure Data Center. He has been a Research Fellow at the U.S. Bureau of the Census and a Fellow at the Center for Advanced Study in the Behavioral Sciences. He has published 3 books and over 70 articles and book chapters on demography, economic development, poverty and unemployment. He is also currently serving on the National Institute of Child Health and Development’s Population Science Subcommittee. He holds a Ph.D. in Sociology from the University of Wisconsin—Madison. This article has been viewed 229,457 times.

The idea of doing research may seem daunting, but as long as you keep yourself organized and focus on the question you want to answer, you'll be fine. If you're curious and interested in the topic, you might even find it fun! We here at wikiHow have gathered answers to all your most common questions about how to do research, from finding a good topic to identifying the best sources and writing your final paper.

How do I find a topic to research?

• For example, if you're researching in the political science field, you might be interested in determining what leads people to believe that the 2020 US presidential election was illegitimate.

How do I get started on my research?

• For example, if you're researching the 2020 election, you might find that "absentee ballots" and "voting by mail" come up frequently. Those are issues you could look into further to figure out how they impacted the final election results.
• You don't necessarily have to use the overview articles you look at as resources in your actual paper. Even Wikipedia articles can be a good way to learn more about a topic and you can check the references for more reputable sources that might work for your paper.

What's the best way to keep track of my sources?

• Research papers typically discuss 2 or 3 separate things that work together to answer the research question. You might also want to make a note on the front of which thing that source relates to. That'll make it easier for you to organize your sources later.
• For example, if you're researching the 2020 election, you might have a section of your paper discussing voting by mail. For the sources that directly address that issue, write "voting by mail" in the corner.

What kind of notes should I be taking as I research?

• If you find something that you think would make a good quote, copy it out exactly with quote marks around it, then add the page number where it appears so you can correctly cite it in your paper without having to go back and hunt for it again.

How do I evaluate the quality of a source?

• Does the article discuss or reference another article? (If so, use that article instead.)
• What expertise or authority does the author have?
• When was the material written? (Is it the most up-to-date reference you could use?)
• Why was the article published? (Is it trying to sell you something or persuade you to adopt a certain viewpoint?)
• Are the research methods used consistent and reliable? (Appropriate research methods depend on what was studied.)

What if I'm having a hard time finding good sources?

• For example, if you're writing about the 2020 election, you might find tons of stories online, but very little that is reputable enough for you to use in your paper. Because the election happened so recently, it might be too soon for there to be a lot of solid academic research on it. Instead, you might focus on the 2016 election.
• You can also ask for help. Your instructor might be able to point you toward good sources. Research librarians are also happy to help you.

How do I organize my research for my paper?

• For example, if you're researching the effect of the COVID-19 pandemic on the 2020 election, you might have sections on social distancing and cleaning at in-person voting locations, the accessibility of mail-in ballots, and early voting.

What's the best way to start writing my paper?

• Include an in-text citation for everything that needs one, even in your initial rough draft. That'll help you make sure that you don't inadvertently misattribute or fail to cite something as you work your way through substantive drafts.
• Write your introduction and conclusion only after you're satisfied that the body of your paper is essentially what you want to turn in. Then, you can polish everything up for the final draft.

How can I make sure I'm not plagiarizing?

• If you have any doubt over whether you should cite something, go ahead and do it. You're better off to err on the side of over-citing than to look like you're taking credit for an idea that isn't yours.
• ↑ https://www.nhcc.edu/student-resources/library/doinglibraryresearch/basic-steps-in-the-research-process
• ↑ Matthew Snipp, PhD. Sociology Professor, Stanford University. Expert Interview. 26 March 2020.
• ↑ https://library.taylor.edu/eng-212/research-paper
• ↑ http://www.butte.edu/departments/cas/tipsheets/research/research_paper.html
• ↑ https://www.potsdam.edu/sites/default/files/documents/support/tutoring/cwc/6-Simple-Steps-for-Writing-a-Research-Paper.pdf
• ↑ https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter4/ch4-05.html

Expert Q&A

You might also like.

About This Article

If you need to do research on a particular topic, start by searching the internet for any information you can find on the subject. In particular, look for sites that are sourced by universities, scientists, academic journals, and government agencies. Next, visit your local library and use the electric card catalog to research which books, magazines, and journals will have information on your topic. Take notes as you read, and write down all of the information you’ll need to cite your sources in your final project. To learn how interviewing a first-hand source can help you during your research, read on! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Shenuka Ranawaka

Sep 16, 2016

Did this article help you?

Ismail El Omari

Mar 3, 2022

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Get all the best how-tos!

Sign up for wikiHow's weekly email newsletter

How to Research: Ultimate Guide [+Online Tools]

The ability to effectively research is a skill that every student needs to succeed in their educational career. However, most people don’t really understand what research entails. Does it mean spending hours at your university library exploring archives? Or is searching for information online from the comfort of your home enough? And why can’t you just rely on Wikipedia, after all?

Our specialists have created this guide for students who feel lost when putting together an essay, paper, or presentation. Here, we will describe how to research in a detailed, step-by-step manner. We have also provided links to useful tools and resources that will help you along the way. First of all, let’s cover the definitions.

❓ What Is Research?

• Develop a Topic
• Look Through Sources
• Evaluate the Sources
• Write Your Paper
• Cite Your Sources

💡 9 Online Tools for Research

Research refers to the systematic process of discovering information and developing knowledge. We use it to understand new topics and to gain more insight into known issues. This happens through the collection and analysis of relevant data. The ability to research efficiently is one of the most fundamental skills in academia.

Any type of research will include the following features:

• A sound hypothesis on which the rest of the study is based. It will be either proven or disproven by the evidence gathered.
• Systematic investigative methods . These are controlled and follow a pre-established set of rules.
• Logical analysis . It follows a set procedure that involves deductive and inductive reasoning.
• Empirical data based on actual observation and evidence.
• Analytical study of the findings . This ensures in-depth exploration and minimizes mistakes.
• Creation of new questions and new lines of inquiry about the subject via the research.

With that being said, a research paper is more than just the sum of its sources. Its primary purpose is to analyze or argue a particular perspective. In the end, your thoughts and ideas should be the ones you investigate. The evidence you discover during the research process will be the basis for your hypothesis.

There are three universal purposes of research that you should know about:

📚 How to Research: Step-by-Step Guide

As all the definitions you need are covered, we can proceed to learn about the process itself. We have developed this guide so that you won’t have any trouble conducting your research. In the image below, you can see all the required steps.

In the following sections, you will examine each step in detail. Also, you’ll see the reasons why our tips are practical and how to find sources for your research. Good luck!

1. Develop a Topic

1.1. pick or create a topic.

The first step to research is landing on the right idea. This process isn’t always easy, especially when you aren’t familiar with the chosen area of study. However, don’t fret. You can always change your topic later.

Let’s explore how to select your first research idea.

Research is always conducted for a particular reason. It will always relate to writing a paper, creating a project, validating existing results, etc. Your research depends on the goal of your assignment.

The answers will help you define the direction of your work:

• Do you have a list of pre-assigned topics? Can you come up with one yourself?
• What is the due date for your work? How much time does that leave for research?
• What is the scope of your assignment? (Presentation length, number of words/pages, etc.)
• Are there any specific requirements regarding the sources that you are allowed to use?
• Is it essential to use recent information and current sources?

When you have the answers to all the key questions, you can think of your topic. The following tips will help you:

• Choose an idea that is relevant to your assignment. Usually, your instructor will give you detailed instructions before you start working. If you are unsure about your guidelines, don’t be afraid to ask for clarification.
• Ensure that there are enough resources for you to use. When you think of an idea, do a quick preliminary search. It will allow you to determine whether there is enough available information on your topic. Take time to validate those resources and make sure they’re reliable.
• Search for a topic that is not too broad or too narrow. This step directly correlates with the one above. If you are finding too much general information, narrowing down your search might be a good idea. However, if you struggle to find credible sources, it could be a sign to broaden your topic.
• Try to be original. Restating the same ideas that have been explored thousands of times could damage your grade. Chances are, your instructor has heard it all before and isn’t all that interested in hearing it again. Yet, choosing an unconventional approach with a fresh perspective might earn you extra credit for creativity.
• Aim to find an area that will be interesting to explore. If you find a topic that you, personally, are curious about, researching it will be much more pleasant. This way, when you start writing or searching for information, you might actually enjoy the process.

1.2. Formulate Research Questions

As soon as you have chosen a topic, take the time to format it correctly. Wording it as a question will ensure that your focus is precise and nuanced.

And here is how you create research questions:

Step 1 : Do some research.

Take a look at the most recent discussions and debates on your selected topic. You can check out academic journals and scholarly conferences. Keep your focus on the main arguments to acquaint yourself with the concepts.

Step 2 : Try narrowing down your topic.

It is a lot more effective to target a single dimension of a broader topic than to tackle everything. To do this, try focusing on a particular aspect, such as a specific location or time period. You can also aim to discuss certain debates or issues that exist within the topic.

Step 3 : Keep your audience in mind.

There is a difference between crafting a presentation for your classmates and writing a research paper. Your audience will determine the level of detail that goes into your question.

Step 4 : Ask questions.

Once you have considered the above steps, it is time to begin asking yourself questions. Make sure they’re open-ended and start with ‘why,’ ‘how,’ or ‘what.’

Step 5 : Evaluate your questions.

After you come up with a couple of ideas, jot them down on paper. Look back at all the requirements for a successful research question. Which one of them will be the most effective for your assignment?

1.3. Choose a Research Strategy

To develop constructive research questions, you will need to conduct an initial survey of your resources. Take everything you’ve learned so far as your foundation. Now, you will need to create an efficient strategy for your further actions.

Your research strategy will depend on the following:

1.4. Figure out Keywords

With your research questions, strategy, and some background info covered, it will be easier to determine the keywords . They will help you look for resources and locate your work in the future. Over here, see how to work with keywords.

Once you have a selection of keywords, you can improve them by doing the following:

• Break them into related concepts. By the end, you should have four or five columns with associated keywords.
• Choose one keyword from each column. Use your library’s search engine to look them up. Don’t forget to type ‘AND’ in-between the words. It will narrow down the search so that only articles containing all the selected keywords will appear.
• Explore the results! Don’t be afraid to try several different combinations. You should also make sure to list all those keywords that bring you the most valuable results.
• If you don’t have enough results, try using fewer keywords. Alternatively, you can try to make your keywords broader.
• If you have too many results, try using more keywords. Alternatively, you can try to make your keywords narrower.
• Pay attention to which articles are the most relevant to your needs. Make sure to save them and skim them for a list of keywords. Write them down, and create a new list!
• Once you have exhausted your first list, you can create another one. Run another search following these steps. Don’t forget to note down the relevant materials – you’ll need them for your citations!

1.5. Improve Your Topic

As we mentioned above, you can change and refine your topic as many times as you need before you begin writing. That is why in this section, we will talk about how to polish and improve your idea. At the very least, we’ll give you tips on how to format it correctly.

First of all, we need to make sure that your topic is researchable. To accomplish this, answer the 5 ‘w’ questions :

• Why are you choosing this particular topic? How is it interesting or different from the rest? What is your stance on the matter?
• What are the main issues your topic is trying to explore? Is it controversial? What other opinions and questions exist on the subject?
• Who is talking about the topic? What points of view exist, and who is giving them? What is their agenda?
• When was this topic discussed? Is the issue recent or historical? Does the time frame matter?
• Where lays the importance of your topic? Is it debated on an international, national, or local level? Is there a particular place that is more affected than the rest of the world?

After answering these questions, you need to evaluate your idea from these two perspectives:

• Is your topic too broad?

It may happen if you find far too much information on the subject that doesn’t seem relevant. You will want to narrow it down and include some specifics, such as:

• Place (country, city, street, part of the world, etc.);
• Time (year, era, century, etc.);
• Populace (ethnicity, gender, age, occupation, etc.);
• Event or characteristic (historical occurrence, institutional perspective, etc.);
• Individual or group (a particular point of view, specific person or persons, etc.).
• Is your topic too narrow?

If you are discovering too few sources to build a proper case, your topic is too narrow. Try to broaden it using the following methods:

• Remove some of the specifics (place, time, populace, etc.).
• Expand some of the specifics (place, time, populace, etc.).
• Use synonyms to reword your topic.
• Look in other databases to broaden your horizons.
• Consider looking into a less current issue (the newer an idea is, the harder it is to find sources).

2. Look Through Sources

2.1. determine possible sources.

By this time, you most probably looked for background information on your topic a couple of times. Now it’s time to look for more specific info.

For starters, get the keywords you’ve chosen and see if there is enough information available. You can start by checking appropriate titles in the online libraries. Look for sources in encyclopedias and dictionaries to overview what books or articles you can use.

You can use the following websites for this purpose:

• Oxford English Dictionary
• Wordreference.com
• Encyclopedia Britannica Online
• Oxford Reference Online

Apart from encyclopedias and dictionaries, there are, of course, other places you can check. For instance, you can search for books in your local or university library . When you look through the text on the shelf, pay attention to the books nearby – they can become useful too in the subject area.

Additionally, you can find information in your textbooks and assigned readings. Use your library’s electronic databases that keep magazines and newspapers on the topic. In case you are not sure how to do that, ask your librarian. Also, use search engines to locate materials on the Internet. These types of sources will be helpful when looking for generic information.

2.2. Skim Some Books

When it comes to using books for your research, both hard and electronic copies work as well. In this section, we will tell you how to use them for your research.

If you are a student, you probably do not have time to read every single book. When working on a short paper, essay, or presentation with limited time, you are simply looking for citations. Luckily, there is no need to waste your time examining each book thoroughly. Skimming is enough to understand if the source works for you or not.

To get the needed information in the book, look at the following elements:

• Title Page. There, you can find all the essential details about the book, the author’s name, title, the publisher’s name, the date of publication, etc.
• Table of Contents. This part provides you with a list of all the chapters in the book. You can get a general idea of what topics the author covered.
• List of Illustrations. In some books, authors use illustrations, tables, drawings to support the arguments and the facts. Looking through them can help you see the stats or some other facts quickly.
• Preface or Introduction. Usually, this part of the book provides the author’s intentions and the purpose of the book. Read it to see whether the book’s topic is necessary for your research.
• Bibliography. This part of the book provides a list of materials that the author used. You can check the bibliography for additional resources or references.
• Index. Skimming an index is excellent for identifying where the relevant information is located in the book. It can also give you some additional keywords that might be helpful for your research.

How to Find Books: Free Resources

You can find paperback books in your school’s library or ask your professor if he can lend you some helpful resources. To look for ebooks, we recommend using one of the following services:

For more free books and textbooks, check out the list of online learning resources for different subjects.

2.3. Find Relevant Articles

Scholarly articles are essential parts of every research. Even small argumentative essays usually contain citations from these resources. Here, we will explain how to work with them.

But first, you have to understand how to differentiate based on where these articles are being published. There are two types:

• Peer-reviewed journals

These journals include articles written by an expert in the field. Another expert (experts) read the article and provided feedback. Thus, the author implemented the needed changes based on the review.

• Scholarly journals

Experts write articles for these journals. They address the papers to other academics in the same field. Usually, scholarly journals are written by professional associations or academic press.

Usually, students can use academic and scholarly journals interchangeably. However, you should ask your instructor to explain if sources called “academic” are acceptable.

Not to read every single piece of writing, you need to learn how to identify if the article is credible or not. For that, pay attention to the following elements:

• Author. Look out for the author’s degrees and credentials. Additionally, see if they are a member of any association or work at a university or official organization.
• Intended audience. Understanding the article’s aim is essential. If the author intends to entertain and inform the general public, it may not be the best source for a student. You can still read and learn from without citing.
• Publication type. Some of the ways to recognize the type are:
• Go online and read the sections’ “aims and scope.”
• Check the visual appearance. If the article has colorful images and graphics, it is most probably written for the general public.
• Structure. You can also look at the length and formatting of the article. If it has a clear organization with headings, then most probably, the piece is scholarly. Same with the size. Short papers (with less than five pages) in general are likely to be not academic articles.
• Style. Examine the language, the point of view, and the tone of the article. If the document has many technical terms and professional jargon, then it is usually scholarly or peer-reviewed. Ask yourself what level of education one needs to comprehend the text entirely.

If all of the following parameters fit your expectations, you can only start by reading and analyzing the article.

How to Find Articles: Free Resources

Not sure where to look for articles? Check the following resources that our team recommends:

2.4. Examine Useful Databases

If you still don’t know what sources to use, you can study databases. These collections contain many high-quality books and articles and conference presentations, video lectures, illustrations, etc. In this section, see how to use them and how to benefit from doing this.

A database is a collection of stored and structured information, usually controlled by a dates management system (DBMS). Information is generally modeled in rows and columns in different tables. Thus, even your university’s online library can be considered a database.

Here are some crucial tips on using databases:

• AND ➡️ when you want to use both terms.
• OR ➡️ when you can choose either time.
• NOT ➡️ when you want to exclude words.
• Type asterisks, exclamation points, and questions marks. If you don’t use asterisks and wildcards, some databases will not provide the search you need. They are also beneficial in making your search more specific.
• Look out for the “subject search” option. This way, you will search for information located on the heading field. It is possible due to a system called controlled vocabulary .
• Improve your keywords. Try to be creative with your key phrases and words. Look for all the possible ways to express your topic by using synonyms and associated concepts.
• Try using parentheses . When you look for complex queries, use parentheses. They will allow you to group terms together.
• Search for clues. Carefully look for tips and hints in the results. Analysis of the trends, indications, and numbers can help you understand the information better.
• Check the stacks . Stacks are linear data structures that follow a specific pattern. As collections of elements, they can help you with one particular search.
• Look through different databases. You can look across other databases and combine what you’ve found. The more data you will consider, the more precise your results are.

Free Databases to Use for Research

There are many open-access databases that you can use when conducting your research. Our experts previously mentioned a lot of those in the sections about ebooks and scholarly articles.

Here are some more databases that you can find to be helpful:

We also recommend looking at the available open databases prepared by the University of California at Santa Barbara and Elmira College .

2.5. See Other Websites

Besides search engines and databases, there are other online resources that you can use as a starting point for your research. The only issue is that you might not know if the information is legit.

These websites are suitable for academic research:

• Educational sites (*.edu)
• Government sites (*.gov)
• News sites (CNN, NBC News, FOX News, etc.)
• Professional, nonprofit organizations (Unicef, WWF, etc.)
• General informative websites (Wikipedia)

Of course, you can use online resources for research. They are especially great when you’re looking for background information or defining the topic. Yet, one thing to keep in mind is to choose the websites and data from them carefully.

Here are some cons of using these online sources:

• Unreliable. Anyone can write websites, and they are rarely checked for accuracy, bias, and credibility. They are also regularly filled with old content.
• Chargeable. A lot of websites are free of charge. Yet, very often, to read the full article or cite the page you need, you have to pay.
• Tricky to cite. Most websites do not have any citation tools, so it can be hard to add them as references.
• Unstable. Websites are usually not permanent. Both the content and the address change – the link might not be available later on.

Free Websites to Use for Research

Using different websites for background information search and a general understanding of a given topic makes total sense. But when needed, you can use them for actual research.

For this purpose, we recommend the following websites:

3. Evaluate the Sources

3.1. select what sources to use.

By this step, you have collected many sources for your work. Now is the time to sort through them and get rid of the ones you don’t need. Here, we will explain how to choose appropriate sources for your research.

When checking the quality and credibility of a source, use this checklist:

3.2. Take Notes

When you have sorted through your sources, you can start reading through them at length. You will still have the opportunity to filter out unneeded information. To accomplish this, we recommend marking down the relevant fragments that you will use in your work.

We advise you to study your sources in the following order:

Step 1 : Skim through the text.

Don’t immediately spend an excessive amount of time reading paragraphs and paragraphs of text. First, run through the source to identify the most relevant passages and headings. Note any words or terminology that catch your eye. It will allow you to form a rough idea of the author’s main arguments.

Step 2 : Ask questions.

After you finish skimming through the text, write down any questions that formed in your mind. Make sure that you keep them relevant to your topic. These questions will help you figure out what information you are hoping to obtain from the source.

Step 3 : Underline or highlight.

It’s time to read the source actively. Grab a highlighter or a pen and note down anything that seems relevant or interesting. Pay special attention to the passages that caught your eye earlier. Once you find answers to your questions (or think of even more questions), make sure to jot them in the margins.

Step 4 : Summarize .

As you have finished reading, write down a quick summary of your findings. Do this immediately after you finish while the information is still fresh in your mind. Organize your notes and look up any terminology that isn’t familiar. Also, take a quick look at the bibliography provided by the source – you could find something useful!

Step 5 : Write down key information.

Before moving on to the next source, don’t forget to note everything you need for the bibliography. Write down the title, the author’s name, the publisher, and the date of publishing. If you are using a website, save the URL. Double-check which citation format you’re required to use.

4. Write Your Paper

4.1. formulate your thesis.

A thesis statement is often referred to as the heart of your work since it contains the main idea and stance of the author. The writing process starts with figuring out what you want to say. State it in one sentence, referring back to all the research that you have conducted thus far.

Here are a few tips you could use in writing a compelling thesis statement based on your research:

• State your point clearly. Your argument needs to be explicit and direct. Remember that you will have to address it within the limited confines of your work. There isn’t the space to consider too many points of view. That is why your audience must be clear on the direction your debate is going to follow.
• Be specific. You have to ensure that your wording is as clear-cut as possible. The thesis needs to state the exact idea you will be exploring. If you formulate it too vaguely, the content of your work will be all over the place. Polish your thesis until it becomes specific to your argument.
• Question what you think. To accomplish this, you will need to keep your target audience in mind. Consider what views your readers must have to understand the point you are trying to make. Your statement must be grounded to those who don’t necessarily have the same ideas as you.
• Showcase a strong position. Don’t forget that your thesis statement is a reflection of your comprehension of the topic. While it must be clear and coherent, it should also advance your unique position on the matter. Instead of simply making an observation about something, don’t hesitate to take a stance.

Formulating a successful thesis statement takes time and practice. It is likely that you will not get it completely right on your first try. If you feel like you need some training or require examples, try using our thesis statement generator .

4.2. Outline Your Paper

If you have reached this stage in your work process, it means that you have everything you need. You have composed a strong thesis statement and have your notes and arguments beside you. Now, you have to put them together in a logical order. This way, your reader will see your thought process clearly.

To organize your paper , try this approach:

• Determine the research problem. This isn’t just your thesis statement but is also the key to creating your title. It is the central point of your work. Try formulating it in a single sentence or phrase for efficiency.
• Identify the key arguments. Think of what points you are trying to make with your research. Very briefly note them in your introduction. You will proceed to explore and build on them throughout the rest of your paper.
• Formulate the first category. Consider which point you should cover first. Typically, it is a good idea to start with definitions and clarifications of any critical terminology. You may also want to introduce the background of a particular theory or concept you are exploring.
• Include subcategories if needed. For now, try listing them in the form of a bullet list. The subcategories should provide the basis and support the main points you’re making.
• Sum up and conclude. Once you have created the rough draft, tie everything together. Conclude your project and refer back to your thesis. Make sure that you haven’t strayed away from your research question in creating your outline.

If you have followed these steps, you should end up with a defined beginning, middle, and end. Naturally, different research papers will have carrying outlines. For example, a term paper will have a smaller number of subcategories than a dissertation. Moreover, some projects will require you to mention your research methods, results, etc. You can find more information on how to write an essay or another type of paper in specialized online guides.

4.3. Add Quotes and Examples

To prove that you aren’t making up arguments on the fly, you should provide supporting evidence. You have to refer back to your sources and cite articles and books found during your research.

You can cite a source as supporting evidence like this:

You will be rephrasing and analyzing others’ opinions on your chosen topic for most of your work. However, from time to time, a direct quotation is necessary to support your arguments. This is suitable in the following cases:

• You don’t want to lose the author’s original meaning by summarizing or paraphrasing their words.
• The language in the source material is very effective and would be weakened if you tried to reword it.
• The language that the author is using is important historically.
• The authority found in the source will lend more credibility to the point you are trying to make.

5. Cite Your Sources

Congratulations – your work is nearly finished! You have only a couple of steps left. To round up your research, compile a list of sources you have used. You should also indicate which parts you have cited in your text. That is what we are going to discuss in this section.

Simply put, a citation is used to refer back to the source material. You can cite anything, from an academic article or book to a video or even a viral tweet. This is how you give credit to the original author for their work.

There are a couple of ways to utilize citations in your work correctly:

• When employing quotations, summarizing, or paraphrasing in your text, use in-text citations . These must be placed directly in the body of the work in parenthesis, following the cited fragment. The in-text citations are always shortened, referring only to the author and the year of publishing. Sometimes, for larger works, the page number is also included.
• The full citations go into the references/works cited page at the end of your work. This is also sometimes referred to as a bibliography. These include various features, such as the title of the work, the author’s name, date of publishing, etc. Different citation styles require different elements to be mentioned. Make sure to double-check which one your institution expects you to use.

As we mentioned, while creating any academic work, you are expected to use references. You will have to choose a particular citation style or be directed to one by your instructor. This style will be used consistently throughout your work. Each one has its specific features and guidelines.

Here is what you can expect from them:

You can read more about each citation style if you follow the links for the related referencing guides .

In the previous sections, we have examined search engines, databases, and websites that you can use in your research. However, there are plenty of other online tools that can be very useful for your work process. We are going to talk about them here.

The following online tools can help you immensely while you research:

• ProCon.org is a website that allows you to consider several viewpoints on debatable issues. It features multiple controversial topics and lets the readers experience different sides of the arguments in a non-biased manner.
• Journal TOCs is a service that allows you to discover the newest academic papers as soon as they are available online. When writing about current events, it is essential to stay up-to-date, especially concerning research.
• EndNote is a multifunctional tool with many valuable features. It provides you with fast database search, automatic bibliography, and more. Research takes an incredible amount of time and effort, and this program is determined to save you time and resources.
• Paperpile is an extension for your browser and can be installed on your mobile devices as well. Tracking down and compiling your references can become a hassle – this is why Paperpile manages them for you.
• Zotero is another useful extension for your browser. It collects and organizes your research for you. It can also help you with the creation of your citations and allows you to collaborate with others.
• RefWorks is a tool that allows you to save your references from any webpage. It also helps you import them from online databases. You will be able to annotate and highlight your texts, as well as quickly search through them.
• Science Daily allows its readers to browse through all the latest news in several different spheres. Keeping up with updates in the scientific sphere is essential for any researcher, but especially those in the STEM fields. ScienceDaily is a must-have if you need to save time.
• DeepDyve gives you access to different current research articles for a limited time. A large number of valuable sources online are locked behind a paywall. It tends to be troublesome and expensive. DeepDyve allows you to check articles for free to see whether you need them for your research or not.

Thank you for your attention! We hope that you are now feeling more prepared to approach research in any sphere. Share this page with other students who you think could use our guide.

🔗 References

• Basic Steps in the Research Process – North Hennepin Community College
• How to Do Research A Step-By-Step Guide: Get Started – LibGuides at Elmira College
• Conducting Research: the Process – Research Guides at Washington University in St. Louis
• Research Process: Select your Topic – Nash Library & Student Learning Commons at Gannon University
• Developing Research Questions – Research & Learning Online, Monash University
• How to Write a Research Question – Guides at The Writing Center, George Mason University
• Research Process Step by Step: Identify Keywords – Subject and Course Guides at University of Texas at Arlington
• Start Your Research: Evaluate Your Info – Library Guides at University of California, Santa Cruz
• 19 Notetaking Tips for College Students – Post University
• Writing a Paper: Outlining – Academic Guides at Walden University
• How to Outline – Purdue Online Writing Lab, College of Liberal Arts, Purdue University
• What Is Research: Definition, Types, Methods & Examples – QuestionPro
• Thesis Statements – The Writing Center, University of North Carolina at Chapel Hill
• 5 Steps to Create the Perfect Outline – Brandon Ramey, Herzing University
• How to Cite – University of Arizona Libraries
• The Research Process: How to Cite – LibGuides at Franklin & Marshall College
• Share via Facebook
• Share via X
• Share via LinkedIn
• Share via email

By clicking "Post Comment" you agree to IvyPanda’s Privacy Policy and Terms and Conditions . Your posts, along with your name, can be seen by all users.

Productive tips of information in advancing research skills. I recommend this content to all potential professionals. Thanks for your anticipatory contribution to all the budding academic and research communities.

This is strictly a rich content that goes along way in advancing the research prowess more importantly to the budding researchers. Thank you so much for this.

We are glad to hear your opinion! Thank you, Benard!

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Research: Where to Begin

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Research isn't something that only scientists and professors do. Any time you use sources to investigate claims or reach new conclusions, you are performing research. Research happens in virtually all fields, so it’s vitally important to know how to conduct research and navigate through source material regardless of your professional or academic role.

Choosing and Narrowing Your Research Topic

Before beginning the process of looking for sources, it’s important to choose a research topic that is specific enough to explore in-depth. If your focus is too broad, it will be difficult to find sources that back up what you’re trying to say.

If your instructor gives you the flexibility to choose your own research topic, you might begin by brainstorming  a list of topics that interest you ( click here to visit an OWL page that can help you get started brainstorming or prewriting ). Once you find something that grabs your attention, the next step is to narrow your topic to a manageable scope. Some ways to narrow your focus are by sub-topic, demographic, or time period.

For example, suppose that you want to research cancer treatments. Cancer treatment is a fairly broad topic, so you would be wise to at least consider narrowing your scope. For example, you could focus on a sub-topic of cancer treatment, such as chemotherapy or radiation therapy. However, these are still broad topics, so you might also narrow your topic to a narrower sub-topic or even examine how these topics relate to a specific demographic or time period. In the end, you might decide to research how radiation therapy for women over fifty has changed in the past twenty years. In sum, having a specific idea of what you want to research helps you find a topic that feels more manageable.

Writing Your Research Question

Writing your research topic as a question helps you focus your topic in a clear and concise way. It ensure that your topic is arguable. While not all research papers have to offer an explicit argument, many do.

For the above example, you might phrase your research question like this: "How has radiation therapy changed in the past twenty years for women over fifty?" Of course, phrasing this topic as a question assumes that the research has, in fact, changed. Reading your sources (or, to begin with, at least summaries and abstracts of those sources) will help you formulate a research question that makes sense.

Knowing What Types of Sources You Need

Depending on the type of research you’re doing, you may need to use different types of sources. Research is usually divided into scholarly and popular, and primary and secondary. For more information on specific details about these types of sources, visit our "Where to Begin" page in our "Evaluating Sources" subsection.  This subsection contains additional pages that explore various kinds of sources (like, e.g., internet sources) in more detail.

Asking Productive Questions

Before you begin your research, you should ask yourself questions that help narrow your search parameters.

What kind of information are you looking for?

Different types of research will require different sources. It’s important to know what kinds of sources your research demands. Ask whether you need facts or opinions, news reports, research studies, statistics and data, personal reflections, archival research, etc. Restricting yourself to only the most relevant kinds of sources will make the research process seem less daunting.

Where do you need to look for your research?

Your research topic will also dictate where you find your sources. This extends beyond simply whether you use the internet or a print source. For example, if you are searching for information on a current event, a well-regarded newspaper like the  New York Times  or  Wall Street Journal  could  be a useful source. If you are searching for statistics on some aspect of the U.S. population, then you might want to start with government documents, such as census reports. While much high-level academic research relies mainly on the sorts of academic journal articles and scholarly books that can be found in university libraries, depending the nature of your research project, you may need to look elsewhere.

How much information do you need?

Different research projects require different numbers of sources. For example, if you need to address both sides of a controversial issue, you may need to find more sources than if you were pursuing a non-controversial topic. Be sure to speak with your instructor if you are unclear on how many sources you will be expected to use.

How timely does your research need to be?

Depending on your research topic, the timeliness of your source may or may not matter. For example, if you are looking into recent changes in a specific scientific field, you would want the most up-to-date research. However, if you were researching the War of 1812, you might benefit from finding primary sources written during that time period.

Basic Steps in the Research Process

The following steps outline a simple and effective strategy for writing a research paper. Depending on your familiarity with the topic and the challenges you encounter along the way, you may need to rearrange these steps.

Step 1: Identify and develop your topic

Selecting a topic can be the most challenging part of a research assignment. Since this is the very first step in writing a paper, it is vital that it be done correctly. Here are some tips for selecting a topic:

• Select a topic within the parameters set by the assignment. Many times your instructor will give you clear guidelines as to what you can and cannot write about. Failure to work within these guidelines may result in your proposed paper being deemed unacceptable by your instructor.
• Select a topic of personal interest to you and learn more about it. The research for and writing of a paper will be more enjoyable if you are writing about something that you find interesting.
• Select a topic for which you can find a manageable amount of information. Do a preliminary search of information sources to determine whether existing sources will meet your needs. If you find too much information, you may need to narrow your topic; if you find too little, you may need to broaden your topic.
• Be original. Your instructor reads hundreds of research papers every year, and many of them are on the same topics (topics in the news at the time, controversial issues, subjects for which there is ample and easily accessed information). Stand out from your classmates by selecting an interesting and off-the-beaten-path topic.
• Still can't come up with a topic to write about? See your instructor for advice.

Once you have identified your topic, it may help to state it as a question. For example, if you are interested in finding out about the epidemic of obesity in the American population, you might pose the question "What are the causes of obesity in America ?" By posing your subject as a question you can more easily identify the main concepts or keywords to be used in your research.

Step 2 : Do a preliminary search for information

Before beginning your research in earnest, do a preliminary search to determine whether there is enough information out there for your needs and to set the context of your research. Look up your keywords in the appropriate titles in the library's Reference collection (such as encyclopedias and dictionaries) and in other sources such as our catalog of books, periodical databases, and Internet search engines. Additional background information may be found in your lecture notes, textbooks, and reserve readings. You may find it necessary to adjust the focus of your topic in light of the resources available to you.

Step 3: Locate materials

With the direction of your research now clear to you, you can begin locating material on your topic. There are a number of places you can look for information:

If you are looking for books, do a subject search in One Search . A Keyword search can be performed if the subject search doesn't yield enough information. Print or write down the citation information (author, title,etc.) and the location (call number and collection) of the item(s). Note the circulation status. When you locate the book on the shelf, look at the books located nearby; similar items are always shelved in the same area. The Aleph catalog also indexes the library's audio-visual holdings.

Use the library's  electronic periodical databases  to find magazine and newspaper articles. Choose the databases and formats best suited to your particular topic; ask at the librarian at the Reference Desk if you need help figuring out which database best meets your needs. Many of the articles in the databases are available in full-text format.

Use search engines ( Google ,  Yahoo , etc.) and subject directories to locate materials on the Internet. Check the  Internet Resources  section of the NHCC Library web site for helpful subject links.

Step 4: Evaluate your sources

See the  CARS Checklist for Information Quality   for tips on evaluating the authority and quality of the information you have located. Your instructor expects that you will provide credible, truthful, and reliable information and you have every right to expect that the sources you use are providing the same. This step is especially important when using Internet resources, many of which are regarded as less than reliable.

Step 5: Make notes

Consult the resources you have chosen and note the information that will be useful in your paper. Be sure to document all the sources you consult, even if you there is a chance you may not use that particular source. The author, title, publisher, URL, and other information will be needed later when creating a bibliography.

Step 6: Write your paper

Begin by organizing the information you have collected. The next step is the rough draft, wherein you get your ideas on paper in an unfinished fashion. This step will help you organize your ideas and determine the form your final paper will take. After this, you will revise the draft as many times as you think necessary to create a final product to turn in to your instructor.

Step 7: Cite your sources properly

Give credit where credit is due; cite your sources.

Citing or documenting the sources used in your research serves two purposes: it gives proper credit to the authors of the materials used, and it allows those who are reading your work to duplicate your research and locate the sources that you have listed as references. The  MLA  and the  APA  Styles are two popular citation formats.

Failure to cite your sources properly is plagiarism. Plagiarism is avoidable!

Step 8: Proofread

The final step in the process is to proofread the paper you have created. Read through the text and check for any errors in spelling, grammar, and punctuation. Make sure the sources you used are cited properly. Make sure the message that you want to get across to the reader has been thoroughly stated.

Additional research tips:

• Work from the general to the specific -- find background information first, then use more specific sources.
• Don't forget print sources -- many times print materials are more easily accessed and every bit as helpful as online resources.
• The library has books on the topic of writing research papers at call number area LB 2369.
• If you have questions about the assignment, ask your instructor.
• If you have any questions about finding information in the library, ask the librarian.

Contact Information

Craig larson.

Librarian 763-424-0733 [email protected] Zoom:  myzoom   Available by appointment

Get Started

College Info Geek

How to Do Research in 7 Simple Steps

C.I.G. is supported in part by its readers. If you buy through our links, we may earn an affiliate commission. Read more here.

It’s 2 am, and you’re on your fifth cup of coffee (or was it your sixth?). You’re crouched at a table in some dark corner of the library surrounded by fifteen open books. Equally as many tabs are open on your laptop, and you still haven’t written a word of the paper that’s due in 7 hours.

Many things can explain how you got to this point, including procrastination , poor organization , and a messy schedule .

Very often, however, the problem is a lack of research skills .

And it’s not your fault. High school does a poor job of teaching you how to do research, and most college classes do little better. It feels like you’re expected to figure it out through trial and error.

I think we can do better than that, however. In this guide, I’m going to show you the 7-step process for researching everything from a 10-page term paper to a final presentation. Not only will you learn how to do better research; you’ll also learn how to research more efficiently.

What Is Research?

Before we go any further, what  is  research?

At its core, research is an attempt to answer a question. This could be anything from “How can we reduce infant mortality rates?” to “Why does salt make food taste good?”

To answer your question, you consult books, academic papers, newspaper articles, historical records, or anything else that could be helpful. The broad term for these things is “sources.”

And, usually, once you’ve done the research, you present or summarize it in some way. In many cases, this means writing an essay or another type of scholarly paper, but it could also mean giving a presentation or even creating a YouTube video.

Even if you have no interest in academia, research is an extremely useful skill to learn. When you know how to do research, it’s much easier to improve your life and work more effectively . Instead of having to ask someone every time you have a question, research will help you solve problems yourself (and help others in turn).

Note:  Research can also mean conducting surveys, performing experiments, or going on archaeological digs. While these activities are crucial for advancing human knowledge, I won’t be discussing them here. This article focuses on the research you can do with only a library and an internet connection.

The 7 Steps of the Research Process

Research can feel overwhelming, but it’s more manageable when you break it down into steps. In my experience, the research process has seven main steps:

• Find a topic
• Refine your topic
• Find key sources
• Take notes on your sources
• Create your paper or presentation
• Do additional research as necessary
• Cite your sources

Let’s look at each of these steps in more detail.

1. Find a Topic

If you don’t have a topic, your research will be undirected and inefficient. You’ll spend hours reading dozens of sources, all because you didn’t take a few minutes to develop a topic.

How do you come up with a topic? My number one suggestion is to create a mind map.

A mind map is a visual way to generate ideas. Here’s how it works:

• Get a piece of paper and a pen. Make sure the paper isn’t too small — you want lots of room for your ideas.
• Draw an oval in the center of the paper.
• Inside that oval, write a super vague topic. Start with whatever your professor has assigned you.
• Draw lines from the oval towards the edges of the paper.
• Draw smaller ovals connected to each of these lines.
• Inside the smaller ovals, write more specific ideas/topics related to the central one.
• Repeat until you’ve found 3-5 topic ideas.

When I write it out step by step, it sounds kind of strange. But trust me, it works . Anytime I’m stuck on a writing assignment, this method is my go-to. It’s basically magic.

To see what mind mapping looks like in practice, check out this clip:

Want to create a digital mind map like the one Thomas uses in the video? Check out Coggle .

2. Refine Your Topic

Okay, so now you have a list of 3-5 topics. They’re all still pretty general, and you need to narrow them down to one topic that you can research in depth.

To do this, spend 15 minutes doing some general research on each topic. Specifically, take each topic and plug it into your library’s catalog and database search tools.

The details of this process will vary from library to library. This is where consulting a librarian can be super helpful. They can show you how to use the tools I mentioned, as well as point you to some you probably don’t know about.

Furthermore, I suggest you ask your professor for recommendations. In some cases, they may even have created a resource page specifically for your assignment.

Once you’ve found out where to search, type in your topic. I like to use a mixture of the library catalog, a general academic database like EBSCO Host , and a search on Google Scholar .

What exactly are you trying to find? Basically, you’re trying to find a topic with a sufficient quantity and variety of sources.

Ideally, you want something with both journal articles and books, as this demonstrates that lots of scholars are seriously engaging with the topic.

Of course, in some cases (if the topic is very cutting edge, for example), you may be only able to find journal articles. That’s fine, so long as there are enough perspectives available.

Using this technique, you’ll be able to quickly eliminate some topics. Be ruthless. If you’re not finding anything after 15 minutes, move on. And don’t get attached to a topic.

Tip: If you find two topics with equal numbers of sources available, ask your professor to help you break the tie. They can give you insight into which topic is super common (and thus difficult to write about originally), as well as which they find more interesting.

Now that you have your topic, it’s time to narrow down your sources.

3. Find Key Sources

If you’ve picked a good topic, then you probably have lots of sources to work with. This is both a blessing and a curse. A variety of sources shows that there’s something worth saying about your topic, and it also gives you plenty of material to cite.

But this abundance can quickly turn into a nightmare in which you spend hours reading dense, mind-numbing material without getting any closer to actually producing a paper.

How do you keep this from happening? Choose 3–5  key sources and focus on them intently. Sure, you may end up needing more sources, especially if this is a long paper or if the professor requires it. But if you start out trying to read 15 sources, you’re likely to get overwhelmed and frustrated.

Focusing on a few key sources is powerful because it:

• Lets you engage deeply with each source.
• Gives you a variety of perspectives.
• Points you to further resources.
• Keeps you focused.

4. Read and Take Notes

But what do you do with these sources, exactly? You need to read them the right way . Follow these steps to effectively read academic books and articles:

Go through the article and look at the section headings. If any words or terms jump out at you, make note of them. Also, glance at the beginning sentences of each section and paragraph to get an overall idea of the author’s argument.

The goal here isn’t to comprehend deeply, but to prime your mind for effective reading .

Write down any questions you have after skimming the article, as well as any general questions you hope the article can answer. Always keep your topic in mind.

Read Actively

Now, start reading. But don’t just passively go through the information like you’re scrolling through Tumblr. Read with a pen or pencil in hand , underlining any unfamiliar terms or interesting ideas.

Make notes in the margins about other sources or concepts that come to mind. If you’re reading a library book, you can make notes on a separate piece of paper.

Once you’ve finished reading, take a short break. Have a cup of tea or coffee. Go for a walk around the library. Stretch. Just get your mind away from the research for a moment without resorting to distracting, low-density fun .

Now come back to the article and look at the things you underlined or noted. Gather these notes and transfer them to a program like Evernote .

If you need to look up a term, do that, and then add that definition to your notes. Also, make note of any sources the author cites that look helpful.

But what if I’m reading a book?   Won’t this take forever?  No, because you’re not going to read the entire book.

For most research you’ll do in college, reading a whole academic book is overkill . Just skim the table of contents and the book itself to find chapters or sections that look relevant.

Then, read each of those in the same way you would read an article. Also, be sure to glance at the book’s bibliography, which is a goldmine for finding additional sources.

Note: The above method is a variation on the classic SQ3R method , adapted slightly since we’re not interested in taking notes from textbooks .

5. Create Your Paper or Presentation

“You can’t turn in raw research.”

Research is crucial to crafting a great paper or presentation, but it’s also a great way to procrastinate. I had classmates in college who would spend 8 hours researching a 5-page paper. That’s way too much!

At some point, you need to stop researching and start writing (or whatever method you’re using to present your research).

How do you decide when to stop researching? There’s no strict rule, but in general I wouldn’t spend more than 30 minutes per page of the final paper.

So if the final paper is supposed to be 10 pages, don’t spend more than 5 hours researching it.

6. Do Additional Research (As Necessary)

Once you’ve started writing the draft of your paper, you’ll probably find a few gaps. Maybe you realize that one scholar’s argument isn’t relevant to your paper, or that you need more information for a particular section. In this case, you are free to return to researching as necessary.

But again, beware the trap of procrastination masquerading as productivity! Only do as much additional research as you need to answer your question. Don’t get pulled into rabbit holes or dragged off on tangents. Get in there, do your research, and get back to writing .

To keep yourself focused, I suggest keeping a separate document or piece of paper nearby to note points that need additional research.

Every time you encounter such a point, make note of it in the document and then keep writing. Only stop when you can’t get any further without additional research.

It’s much better to get a full draft done first. Otherwise, you risk suffering a cognitive switching penalty , making it harder to regain your focus.

7. Cite Your Sources

Whether you’re creating an oral presentation, essay, or video, you’ll need to cite your sources. Plagiarism is a serious offense, so don’t take any chances.

How to cite your sources depends on the subject and the professor’s expectations. Chicago, MLA, and APA are the most common citation formats to use in college, but there are thousands more.

Luckily, you don’t need to painstakingly type each of your citations by hand or slog through a style manual. Instead, you can use a tool like Zotero to track and generate your citations. To make things even easier, install the Zotero Connector browser extension. It can automatically pull citation information from entries in an online library catalog.

Once you’ve collected all of your sources, Zotero can generate a properly formatted works cited page or bibliography at just the click of a button.

For help setting up and using Zotero, read this guide . If you need further assistance, ask a librarian.

Go Research With Confidence

I hope you now understand how to do research with more confidence. If you follow the procedures I’ve covered in this article, you’ll waste less time, perform more effective research, and ultimately have the material for a winning essay.

Curious about how to use your research to write a great research paper? Check out this guide .

Image Credits: picking book from shelf

How to write a research plan: Step-by-step guide

Last updated

30 January 2024

Reviewed by

Short on time? Get an AI generated summary of this article instead

Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project .

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement , devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes , demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Once you have outlined your goals, objectives, steps, and tasks, it’s time to drill down on selecting research methods . You’ll want to leverage specific research strategies and processes. When you know what methods will help you reach your goals, you and your teams will have direction to perform and execute your assigned tasks.

Research methods might include any of the following:

User interviews : this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies : this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting : participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups : use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies : ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys : get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing : tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing : ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project . Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty . But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

Start for free today, add your research, and get to key insights faster

Editor’s picks

Last updated: 18 April 2023

Last updated: 27 February 2023

Last updated: 5 February 2023

Last updated: 16 April 2023

Last updated: 16 August 2024

Last updated: 9 March 2023

Last updated: 30 April 2024

Last updated: 12 December 2023

Last updated: 11 March 2024

Last updated: 4 July 2024

Last updated: 6 March 2024

Last updated: 5 March 2024

Last updated: 13 May 2024

Latest articles

Related topics, .css-je19u9{-webkit-align-items:flex-end;-webkit-box-align:flex-end;-ms-flex-align:flex-end;align-items:flex-end;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;-webkit-box-flex-wrap:wrap;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;row-gap:0;text-align:center;max-width:671px;}@media (max-width: 1079px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}}@media (max-width: 799px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}} decide what to .css-1kiodld{max-height:56px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}@media (max-width: 1079px){.css-1kiodld{display:none;}} build next, decide what to build next, log in or sign up.

Get started for free

How to Do Research: A Step-By-Step Guide: Step 1: Develop a Topic

• Get Started
• 1a. Select a Topic
• 1b. Develop Research Questions
• 1c. Identify Keywords
• 1d. Find Background Information
• 1e. Refine a Topic
• 2a. Search Strategies
• 2d. Articles
• 2e. Videos & Images
• 2f. Databases
• 2g. Websites
• 2h. Grey Literature
• 2i. Open Access Materials
• 3a. Evaluate Sources
• 3b. Primary vs. Secondary
• 3c. Types of Periodicals
• 4a. Take Notes
• 4b. Outline the Paper
• 4c. Incorporate Source Material
• 5a. Avoid Plagiarism
• 5b. Zotero & MyBib
• 5c. MLA Formatting
• 5d. MLA Citation Examples
• 5e. APA Formatting
• 5f. APA Citation Examples
• 5g. Annotated Bibliographies

Developing a Topic

Developing a good research question can sometimes be the most difficult part of the research process. If you are struggling, follow the links below.

• Select a topic
• Develop research questions
• Identify keywords
• Find background information
• Refine your topic

Choosing a Topic - Video Overview

Video has been posted with permission from Pfau Library, California State University-San Bernardino.

• << Previous: Get Started
• Next: 1a. Select a Topic >>
• Last Updated: Aug 13, 2024 3:10 PM
• URL: https://libguides.elmira.edu/research

• Privacy Policy

Home » Research Methodology – Types, Examples and writing Guide

Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.

Structure of Research Methodology

Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:

I. Introduction

• Provide an overview of the research problem and the need for a research methodology section
• Outline the main research questions and objectives

II. Research Design

• Explain the research design chosen and why it is appropriate for the research question(s) and objectives
• Discuss any alternative research designs considered and why they were not chosen
• Describe the research setting and participants (if applicable)

III. Data Collection Methods

• Describe the methods used to collect data (e.g., surveys, interviews, observations)
• Explain how the data collection methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or instruments used for data collection

IV. Data Analysis Methods

• Describe the methods used to analyze the data (e.g., statistical analysis, content analysis )
• Explain how the data analysis methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or software used for data analysis

V. Ethical Considerations

• Discuss any ethical issues that may arise from the research and how they were addressed
• Explain how informed consent was obtained (if applicable)
• Detail any measures taken to ensure confidentiality and anonymity

VI. Limitations

• Identify any potential limitations of the research methodology and how they may impact the results and conclusions

VII. Conclusion

• Summarize the key aspects of the research methodology section
• Explain how the research methodology addresses the research question(s) and objectives

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.

Qualitative Research Methodology

This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.

Mixed-Methods Research Methodology

This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.

Case Study Research Methodology

This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.

Action Research Methodology

This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.

Experimental Research Methodology

This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.

Survey Research Methodology

This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.

Grounded Theory Research Methodology

This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.

Research Methodology Example

An Example of Research Methodology could be the following:

Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults

Introduction:

The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.

Research Design:

The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.

Participants:

Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.

Intervention :

The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.

Data Collection:

Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.

Data Analysis:

Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.

Ethical Considerations:

This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.

Data Management:

All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.

Limitations:

One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.

Conclusion:

This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.

How to Write Research Methodology

Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:

• Start by explaining your research question: Begin the methodology section by restating your research question and explaining why it’s important. This helps readers understand the purpose of your research and the rationale behind your methods.
• Describe your research design: Explain the overall approach you used to conduct research. This could be a qualitative or quantitative research design, experimental or non-experimental, case study or survey, etc. Discuss the advantages and limitations of the chosen design.
• Discuss your sample: Describe the participants or subjects you included in your study. Include details such as their demographics, sampling method, sample size, and any exclusion criteria used.
• Describe your data collection methods : Explain how you collected data from your participants. This could include surveys, interviews, observations, questionnaires, or experiments. Include details on how you obtained informed consent, how you administered the tools, and how you minimized the risk of bias.
• Explain your data analysis techniques: Describe the methods you used to analyze the data you collected. This could include statistical analysis, content analysis, thematic analysis, or discourse analysis. Explain how you dealt with missing data, outliers, and any other issues that arose during the analysis.
• Discuss the validity and reliability of your research : Explain how you ensured the validity and reliability of your study. This could include measures such as triangulation, member checking, peer review, or inter-coder reliability.
• Acknowledge any limitations of your research: Discuss any limitations of your study, including any potential threats to validity or generalizability. This helps readers understand the scope of your findings and how they might apply to other contexts.
• Provide a summary: End the methodology section by summarizing the methods and techniques you used to conduct your research. This provides a clear overview of your research methodology and helps readers understand the process you followed to arrive at your findings.

When to Write Research Methodology

Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.

The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.

The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.

Applications of Research Methodology

Here are some of the applications of research methodology:

• To identify the research problem: Research methodology is used to identify the research problem, which is the first step in conducting any research.
• To design the research: Research methodology helps in designing the research by selecting the appropriate research method, research design, and sampling technique.
• To collect data: Research methodology provides a systematic approach to collect data from primary and secondary sources.
• To analyze data: Research methodology helps in analyzing the collected data using various statistical and non-statistical techniques.
• To test hypotheses: Research methodology provides a framework for testing hypotheses and drawing conclusions based on the analysis of data.
• To generalize findings: Research methodology helps in generalizing the findings of the research to the target population.
• To develop theories : Research methodology is used to develop new theories and modify existing theories based on the findings of the research.
• To evaluate programs and policies : Research methodology is used to evaluate the effectiveness of programs and policies by collecting data and analyzing it.
• To improve decision-making: Research methodology helps in making informed decisions by providing reliable and valid data.

Purpose of Research Methodology

Research methodology serves several important purposes, including:

• To guide the research process: Research methodology provides a systematic framework for conducting research. It helps researchers to plan their research, define their research questions, and select appropriate methods and techniques for collecting and analyzing data.
• To ensure research quality: Research methodology helps researchers to ensure that their research is rigorous, reliable, and valid. It provides guidelines for minimizing bias and error in data collection and analysis, and for ensuring that research findings are accurate and trustworthy.
• To replicate research: Research methodology provides a clear and detailed account of the research process, making it possible for other researchers to replicate the study and verify its findings.
• To advance knowledge: Research methodology enables researchers to generate new knowledge and to contribute to the body of knowledge in their field. It provides a means for testing hypotheses, exploring new ideas, and discovering new insights.
• To inform decision-making: Research methodology provides evidence-based information that can inform policy and decision-making in a variety of fields, including medicine, public health, education, and business.

Advantages of Research Methodology

Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:

• Systematic and structured approach : Research methodology provides a systematic and structured approach to conducting research, which ensures that the research is conducted in a rigorous and comprehensive manner.
• Objectivity : Research methodology aims to ensure objectivity in the research process, which means that the research findings are based on evidence and not influenced by personal bias or subjective opinions.
• Replicability : Research methodology ensures that research can be replicated by other researchers, which is essential for validating research findings and ensuring their accuracy.
• Reliability : Research methodology aims to ensure that the research findings are reliable, which means that they are consistent and can be depended upon.
• Validity : Research methodology ensures that the research findings are valid, which means that they accurately reflect the research question or hypothesis being tested.
• Efficiency : Research methodology provides a structured and efficient way of conducting research, which helps to save time and resources.
• Flexibility : Research methodology allows researchers to choose the most appropriate research methods and techniques based on the research question, data availability, and other relevant factors.
• Scope for innovation: Research methodology provides scope for innovation and creativity in designing research studies and developing new research techniques.

Research Methodology Vs Research Methods

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Appendix in Research Paper – Examples and...

Research Findings – Types Examples and Writing...

Limitations in Research – Types, Examples and...

Figures in Research Paper – Examples and Guide

Survey Instruments – List and Their Uses

Conceptual Framework – Types, Methodology and...

What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

Cite this chapter

You have full access to this open access chapter

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

22k Accesses

Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

Agnes, M., & Guralnik, D. B. (Eds.). (2008). Hypothesis. In Webster’s new world college dictionary (4th ed.). Wiley.

Google Scholar  

Britannica. (n.d.). Scientific method. In Encyclopaedia Britannica . Retrieved July 15, 2022 from https://www.britannica.com/science/scientific-method

Brownell, W. A., & Moser, H. E. (1949). Meaningful vs. mechanical learning: A study in grade III subtraction . Duke University Press..

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J. (2019b). Posing significant research questions. Journal for Research in Mathematics Education, 50 (2), 114–120. https://doi.org/10.5951/jresematheduc.50.2.0114

Article   Google Scholar  

Cambridge University Press. (n.d.). Hypothesis. In Cambridge dictionary . Retrieved July 15, 2022 from https://dictionary.cambridge.org/us/dictionary/english/hypothesis

Cronbach, J. L. (1957). The two disciplines of scientific psychology. American Psychologist, 12 , 671–684.

Cronbach, L. J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30 , 116–127.

Cronbach, L. J. (1986). Social inquiry by and for earthlings. In D. W. Fiske & R. A. Shweder (Eds.), Metatheory in social science: Pluralisms and subjectivities (pp. 83–107). University of Chicago Press.

Hay, C. M. (Ed.). (2016). Methods that matter: Integrating mixed methods for more effective social science research . University of Chicago Press.

Merriam-Webster. (n.d.). Explain. In Merriam-Webster.com dictionary . Retrieved July 15, 2022, from https://www.merriam-webster.com/dictionary/explain

National Research Council. (2002). Scientific research in education . National Academy Press.

Weis, L., Eisenhart, M., Duncan, G. J., Albro, E., Bueschel, A. C., Cobb, P., Eccles, J., Mendenhall, R., Moss, P., Penuel, W., Ream, R. K., Rumbaut, R. G., Sloane, F., Weisner, T. S., & Wilson, J. (2019a). Mixed methods for studies that address broad and enduring issues in education research. Teachers College Record, 121 , 100307.

Weisner, T. S. (Ed.). (2005). Discovering successful pathways in children’s development: Mixed methods in the study of childhood and family life . University of Chicago Press.

Download references

Author information

Authors and affiliations.

School of Education, University of Delaware, Newark, DE, USA

James Hiebert, Anne K Morris & Charles Hohensee

Department of Mathematical Sciences, University of Delaware, Newark, DE, USA

Jinfa Cai & Stephen Hwang

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Reprints and permissions

Copyright information

© 2023 The Author(s)

About this chapter

Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

Download citation

DOI : https://doi.org/10.1007/978-3-031-19078-0_1

Published : 03 December 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-19077-3

Online ISBN : 978-3-031-19078-0

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

Research: How to Build Consensus Around a New Idea

• Devon Proudfoot
• Wayne Johnson

Strategies for overcoming the disagreements that can stymie innovation.

Previous research has found that new ideas are seen as risky and are often rejected. New research suggests that this rejection can be due to people’s lack of shared criteria or reference points when evaluating a potential innovation’s value. In a new paper, the authors find that the more novel the idea, the more people differ on their perception of its value. They also found that disagreement itself can make people view ideas as risky and make them less likely to support them, regardless of how novel the idea is. To help teams get on the same page when it comes to new ideas, they suggest gathering information about evaluator’s reference points and developing criteria that can lead to more focused discussions.

Picture yourself in a meeting where a new idea has just been pitched, representing a major departure from your company’s standard practices. The presenter is confident about moving forward, but their voice is quickly overtaken by a cacophony of opinions from firm opposition to enthusiastic support. How can you make sense of the noise? What weight do you give each of these opinions? And what does this disagreement say about the idea?

• DP Devon Proudfoot is an Associate Professor of Human Resource Studies at Cornell’s ILR School. She studies topics related to diversity and creativity at work.
• Wayne Johnson is a researcher at the Utah Eccles School of Business. He focuses on evaluations and decisions about new information, including persuasion regarding creative ideas and belief change.

Partner Center

• MS in the Learning Sciences
• Tuition & Financial Aid

Qualitative vs. quantitative data analysis: How do they differ?

Learning analytics have become the cornerstone for personalizing student experiences and enhancing learning outcomes. In this data-informed approach to education there are two distinct methodologies: qualitative and quantitative analytics. These methods, which are typical to data analytics in general, are crucial to the interpretation of learning behaviors and outcomes. This blog will explore the nuances that distinguish qualitative and quantitative research, while uncovering their shared roles in learning analytics, program design and instruction.

What is qualitative data?

Qualitative data is descriptive and includes information that is non numerical. Qualitative research is used to gather in-depth insights that can't be easily measured on a scale like opinions, anecdotes and emotions. In learning analytics qualitative data could include in depth interviews, text responses to a prompt, or a video of a class period. 1

What is quantitative data?

Quantitative data is information that has a numerical value. Quantitative research is conducted to gather measurable data used in statistical analysis. Researchers can use quantitative studies to identify patterns and trends. In learning analytics quantitative data could include test scores, student demographics, or amount of time spent in a lesson. 2

Key difference between qualitative and quantitative data

It's important to understand the differences between qualitative and quantitative data to both determine the appropriate research methods for studies and to gain insights that you can be confident in sharing.

Data Types and Nature

Examples of qualitative data types in learning analytics:

• Observational data of human behavior from classroom settings such as student engagement, teacher-student interactions, and classroom dynamics
• Textual data from open-ended survey responses, reflective journals, and written assignments
• Feedback and discussions from focus groups or interviews
• Content analysis from various media

Examples of quantitative data types:

• Standardized test, assessment, and quiz scores
• Grades and grade point averages
• Attendance records
• Time spent on learning tasks
• Data gathered from learning management systems (LMS), including login frequency, online participation, and completion rates of assignments

Methods of Collection

Qualitative and quantitative research methods for data collection can occasionally seem similar so it's important to note the differences to make sure you're creating a consistent data set and will be able to reliably draw conclusions from your data.

Qualitative research methods

Because of the nature of qualitative data (complex, detailed information), the research methods used to collect it are more involved. Qualitative researchers might do the following to collect data:

• Conduct interviews to learn about subjective experiences
• Host focus groups to gather feedback and personal accounts
• Observe in-person or use audio or video recordings to record nuances of human behavior in a natural setting
• Distribute surveys with open-ended questions

Quantitative research methods

Quantitative data collection methods are more diverse and more likely to be automated because of the objective nature of the data. A quantitative researcher could employ methods such as:

• Surveys with close-ended questions that gather numerical data like birthdates or preferences
• Observational research and record measurable information like the number of students in a classroom
• Automated numerical data collection like information collected on the backend of a computer system like button clicks and page views

Analysis techniques

Qualitative and quantitative data can both be very informative. However, research studies require critical thinking for productive analysis.

Qualitative data analysis methods

Analyzing qualitative data takes a number of steps. When you first get all your data in one place you can do a review and take notes of trends you think you're seeing or your initial reactions. Next, you'll want to organize all the qualitative data you've collected by assigning it categories. Your central research question will guide your data categorization whether it's by date, location, type of collection method (interview vs focus group, etc), the specific question asked or something else. Next, you'll code your data. Whereas categorizing data is focused on the method of collection, coding is the process of identifying and labeling themes within the data collected to get closer to answering your research questions. Finally comes data interpretation. To interpret the data you'll take a look at the information gathered including your coding labels and see what results are occurring frequently or what other conclusions you can make. 3

Quantitative analysis techniques

The process to analyze quantitative data can be time-consuming due to the large volume of data possible to collect. When approaching a quantitative data set, start by focusing in on the purpose of your evaluation. Without making a conclusion, determine how you will use the information gained from analysis; for example: The answers of this survey about study habits will help determine what type of exam review session will be most useful to a class. 4

Next, you need to decide who is analyzing the data and set parameters for analysis. For example, if two different researchers are evaluating survey responses that rank preferences on a scale from 1 to 5, they need to be operating with the same understanding of the rankings. You wouldn't want one researcher to classify the value of 3 to be a positive preference while the other considers it a negative preference. It's also ideal to have some type of data management system to store and organize your data, such as a spreadsheet or database. Within the database, or via an export to data analysis software, the collected data needs to be cleaned of things like responses left blank, duplicate answers from respondents, and questions that are no longer considered relevant. Finally, you can use statistical software to analyze data (or complete a manual analysis) to find patterns and summarize your findings. 4

Qualitative and quantitative research tools

From the nuanced, thematic exploration enabled by tools like NVivo and ATLAS.ti, to the statistical precision of SPSS and R for quantitative analysis, each suite of data analysis tools offers tailored functionalities that cater to the distinct natures of different data types.

Qualitative research software:

NVivo: NVivo is qualitative data analysis software that can do everything from transcribe recordings to create word clouds and evaluate uploads for different sentiments and themes. NVivo is just one tool from the company Lumivero, which offers whole suites of data processing software. 5

ATLAS.ti: Similar to NVivo, ATLAS.ti allows researchers to upload and import data from a variety of sources to be tagged and refined using machine learning and presented with visualizations and ready for insert into reports. 6

SPSS: SPSS is a statistical analysis tool for quantitative research, appreciated for its user-friendly interface and comprehensive statistical tests, which makes it ideal for educators and researchers. With SPSS researchers can manage and analyze large quantitative data sets, use advanced statistical procedures and modeling techniques, predict customer behaviors, forecast market trends and more. 7

R: R is a versatile and dynamic open-source tool for quantitative analysis. With a vast repository of packages tailored to specific statistical methods, researchers can perform anything from basic descriptive statistics to complex predictive modeling. R is especially useful for its ability to handle large datasets, making it ideal for educational institutions that generate substantial amounts of data. The programming language offers flexibility in customizing analysis and creating publication-quality visualizations to effectively communicate results. 8

Applications in Educational Research

Both quantitative and qualitative data can be employed in learning analytics to drive informed decision-making and pedagogical enhancements. In the classroom, quantitative data like standardized test scores and online course analytics create a foundation for assessing and benchmarking student performance and engagement. Qualitative insights gathered from surveys, focus group discussions, and reflective student journals offer a more nuanced understanding of learners' experiences and contextual factors influencing their education. Additionally feedback and practical engagement metrics blend these data types, providing a holistic view that informs curriculum development, instructional strategies, and personalized learning pathways. Through these varied data sets and uses, educators can piece together a more complete narrative of student success and the impacts of educational interventions.

Master Data Analysis with an M.S. in Learning Sciences From SMU

Whether it is the detailed narratives unearthed through qualitative data or the informative patterns derived from quantitative analysis, both qualitative and quantitative data can provide crucial information for educators and researchers to better understand and improve learning. Dive deeper into the art and science of learning analytics with SMU's online Master of Science in the Learning Sciences program . At SMU, innovation and inquiry converge to empower the next generation of educators and researchers. Choose the Learning Analytics Specialization to learn how to harness the power of data science to illuminate learning trends, devise impactful strategies, and drive educational innovation. You could also find out how advanced technologies like augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) can revolutionize education, and develop the insight to apply embodied cognition principles to enhance learning experiences in the Learning and Technology Design Specialization , or choose your own electives to build a specialization unique to your interests and career goals.

For more information on our curriculum and to become part of a community where data drives discovery, visit SMU's MSLS program website or schedule a call with our admissions outreach advisors for any queries or further discussion. Take the first step towards transforming education with data today.

• Retrieved on August 8, 2024, from nnlm.gov/guides/data-glossary/qualitative-data
• Retrieved on August 8, 2024, from nnlm.gov/guides/data-glossary/quantitative-data
• Retrieved on August 8, 2024, from cdc.gov/healthyyouth/evaluation/pdf/brief19.pdf
• Retrieved on August 8, 2024, from cdc.gov/healthyyouth/evaluation/pdf/brief20.pdf
• Retrieved on August 8, 2024, from lumivero.com/solutions/
• Retrieved on August 8, 2024, from atlasti.com/
• Retrieved on August 8, 2024, from ibm.com/products/spss-statistics
• Retrieved on August 8, 2024, from cran.r-project.org/doc/manuals/r-release/R-intro.html#Introduction-and-preliminaries

Return to SMU Online Learning Sciences Blog

Southern Methodist University has engaged Everspring , a leading provider of education and technology services, to support select aspects of program delivery.

This will only take a moment

Once Human: How To Unlock LEA Research Lab

Your changes have been saved

Email is sent

Email has already been sent

Please verify your email address.

You’ve reached your account maximum for followed topics.

Once Human: How To Get The Flame Essence Deviation

Once human: how to get the rain man deviant, once human: how to get weapon calibration blueprints, quick links, how to unlock the lea research lab in once human, lea research lab mechanics.

The LEA Research Lab is the hardest challenge in Once Human so far. It's an almost raid-like experience with unique mechanics that none of the other dungeons in the game have. It's a ton of fun, but it also requires players to have decent gear and a lot of supplies on hand.

Players who want to stress test their builds or farm weapon mods in Once Human can look forward to delving into the LEA Research Lab. However, this is a level 60 endgame activity, and if you're not quite sure why you can't enter the lab yet, here's what you need to do.

Flame Essence is an ideal Deviation for players aiming to boost the efficiency of their Electric Furnace in Once Human. Here’s how to obtain it!

To get inside the LEA Research Lab, the server you're on must reach Phase 4 . This dungeon is part of the game's main quest, so it's likely that players will reach the part where they need to enter the LEA Research Labs even though it's still unavailable. Considering how Once Human's seasons work , players will likely have to wait again for the fourth phase after new season.

For those who are wondering, the quest to enter the LEA Research Lab comes later into Mary's storyline. However, you don't need to reach this point in the storyline if you want to make an attempt. If you're at least level 50 (or very confident in your skills and build), you can waltz straight into the labs without completing Mary's quests. If the game refuses to let you in, then you may need to beat Once Human's Forsaken Giant boss first.

The LEA Research Lab is basically a more complicated Securement Silo with mechanics that players must adapt to . You can't just run through the major encounters here — you need to figure out how the dungeon's mechanics work in order to proceed to the next area. Thankfully, the encounters are fairly simple.

The game will teach you all the mechanics you need to know in order to clear the dungeon as you go. The two mechanics in this dungeon are:

• Fire and Ice Securement Containers
• Stardust Orbs and Spores

In most encounters, there will be large Securement Containers colored either red or blue, representing fire and ice. Then, there will be tall Glutton Deviants with either red or blue shields. Players will need to defeat these enemies while standing near the Securement Container matching the Deviant's shield color. Doing so will whisk the Deviant away inside the container upon death. This mechanic is present in the intro of the dungeon and both of its boss fights.

The second mechanic is much simpler. Whenever you defeat the flying Disciple Deviants, they will drop crystalized Stardust orbs. Pick them up, and throw them at nearby Spore clusters to destroy them. This mechanic is present in the final boss fight and the encounter prior to that. In the boss fight, this mechanic is combined with the first one.

Lesser enemies will swarm players during the combat encounters here, so it's ideal to have one or two players on add-clear duty while the rest focus on completing mechanics and dealing DPS to the boss. Once Human's Shrapnel build is very good at shredding through thick health bars, but in practice, any build with the right mods and stats can be just as strong. Each successful encounter will reward players with loot crates that may contain weapon and armor mods, Energy Links, and other resources.

• Video Games

• Newsletters
• Best Industries
• Business Plans
• Home-Based Business
• The UPS Store
• Customer Service
• Black in Business
• Your Next Move
• Female Founders
• Best Workplaces
• Company Culture
• Public Speaking
• HR/Benefits
• Productivity
• All the Hats
• Digital Transformation
• Artificial Intelligence
• Bringing Innovation to Market
• Cloud Computing
• Social Media
• Data Detectives
• Exit Interview
• Bootstrapping
• Crowdfunding
• Venture Capital
• Business Models
• Personal Finance
• Founder-Friendly Investors
• Upcoming Events
• Inc. 5000 Vision Conference
• Become a Sponsor
• Cox Business
• Verizon Business
• Branded Content
• Apply Inc. 5000 US

Inc. Premium

Want to Improve Your Chances of Success in Life? Learn to Write This Way, Wharton Research Says

Improving how you write improves how you think, and that leads to greater success in life..

Jeff Bezos famously banned PowerPoints at his meetings and forced executives to write out six-page memos instead. Why? 

"When you have to write in complete sentences with narrative structure, it's really hard to hide sloppy thinking," the Amazon founder once explained . 

He's not the only super-smart business thinker who insists writing hones your thinking . 

"Everyone is full of ideas they're not aware of. They're gut feelings. Intuitions," VC and author Morgan Housel has argued . "Turning gut feelings into tools means understanding their origin, limits, and how they interact with other ideas. Which requires turning them into words. And writing is the best way to do that."

Writing, in other words, is a reflection of your thinking. And you can use your writing to refine your ideas. But can you also use your writing to predict whether you have the kind of mind that will help you succeed in life? 

A fascinating new study out of Wharton and Columbia Business School says yes, and suggests ways every business owner can improve their odds of success by improving their writing . 

'Language is a fingerprint.'

"Language in some sense is a fingerprint. It reveals or reflects something about the people that produce it," Wharton professor and author Jonah Berger said in a recent episode of the Knowledge at Wharton podcast , echoing Bezos and Housel.  

Sometimes it's vocabulary that's revealing. Previous research shows you can guess how extroverted someone is from their word choices , for example.

But sometimes it's the structure of your writing that gives you away. Together with his colleague Olivier Tubia of Columbia Business School, Berger sought to investigate what the organization of a piece of writing -- how one idea connects with the next -- says about how people think, and what that reveals about their chances of success in life. 

They used a clever approach to try and figure this out. First, they analyzed 40,000 college application essays across two measures of writing style . How much intellectual ground did writers cover? Did they talk about a lot of ideas and information or make just a few points? And how did they link those ideas? Did their essays jump all over the place or did they move crisply through a tidy, logical argument? 

Then they looked at their applicants' subsequent GPAs. Did a certain writing style suggest that a particular young person was likely to do better in college? 

College essays were a convenient data set that offered a straightforward way to link writing style to a defined measure of "success" in the form of academic grades. But Berger insists that his team's conclusions apply to basically any kind of writing. 

"Whether it's a cover letter that someone writes, whether it's an online review that someone puts together, whether it's the emails they write at the office, all these things provide insight into who people are and what they're likely to do in the future," he claims. 

The kind of writing that's a sign of future success

So what did the researchers find? There was indeed a style of writing that seemed to strongly predict future success . In brief, the students who did best later on covered a lot of ground in their essays (they had lots of ideas), but they did so in the most efficient way possible (they moved steadily from point to point without a lot of darting around). 

"Covering a broad array of things in the same amount of length was linked to greater success. But importantly, doing so while moving rather slowly was also important," Berger sums up. 

He offers a handy metaphor to illustrate: Think of ideas arrayed around a clock face from 1 to 12. All the essays were roughly the same length, but the applicants who went on to the greatest success covered the most time within the same word count. And they did it methodically by moving steadily around the clock rather than jumping from 1 to 7 to 3 to 11, for example. 

Wait, you might object, maybe this just indicates that students who are taught to write a certain way -- perhaps at fancy private schools or by expensive tutors -- also end up doing better. But no, the researchers controlled for factors like family income and parents' education. No matter their background, efficient, idea-stuffed writing was a sign that students were going to excel academically. 

A practical takeaway for non-students 

All of which is fascinating if you are an admissions officer or a college-bound senior. But what does this matter for folks who are well past the college admissions essay stage of life? Berger claims that by practicing writing in this way, you can actually increase your odds of success. 

"As we gain more knowledge in a given domain, we may talk differently. We may think about ideas differently," he says. "If people are able to cover a lot of ground really efficiently by moving slowly between points, not moving quickly between points, how did they get there? Are they naturally that way? Probably not. Probably they may have gained more knowledge along the way that allows them to represent their ideas differently." 

In short, by practicing writing in this particular style -- idea-rich but efficient -- you can hone not just your prose, but also your thinking. And that will make you more likely to succeed in your chosen endeavors. 

In light of this research, Bezos and Housel look pretty wise to insist that writing more makes you smarter. Remember that the next time you're tempted to push off a piece of writing to ChatGPT or to smash your keyboard and give up. Writing well can be frustrating and difficult. It's also the best mental workout to train your mind for success. 

A refreshed look at leadership from the desk of CEO and chief content officer Stephanie Mehta

Privacy Policy

How to Do Each Qualitative Data Coding Type (All Steps)

Qualitative data coding is the process of organizing all the descriptive data you collect during a research project. 

It has nothing to do with computer programming, and everything to do with sorting and categorizing non-numerical data. 

It’s actually pretty simple. 

We like how qualitative data coding is described in the book Qualitative Research Using R: A Systematic Approach : “Coding assigns a meaning to a small body of text (e.g., a specific word or lexical item, a sentence, a phrase or paragraph) using a label (usually one to a few words)….that best represents the text.”

In short, it’s all about finding and organizing the insights in your qualitative data.

There are 4 different types of qualitative data coding. (Not sure what we mean by qualitative data? Check out our guide to qualitative vs. quantitative data for a quick overview.) We’ll define each one and then walk you through how to do them, step by step. 

1. Deductive Coding

Deductive coding is a top-down technique where you create a set of codes that correspond to the main themes in your research.

Say you’re working with a bunch of interview transcripts or open-ended survey responses. You need a way to:

• Identify topics that are central to your research
• Quickly find those topics in your qualitative data

Deductive coding helps you do just that. And it’s fairly simple to do. All you have to do is create a set of codes, or phrases, that correspond to the themes you’re exploring as part of your project. If you’re studying people’s experiences with healthcare, you might have codes like “access to care,” “bedside manner,” or “pain level.”

As you go through your data, you’ll tag sections of text with these codes.

With deductive codes, you’re basically creating a map of your data that highlights the parts most relevant to your research. This makes it much easier to see patterns and draw meaningful conclusions from the information. 

How to Do Deductive Coding

Your first step will be to figure out which research questions or themes you want to explore in your data. Let’s circle back to the healthcare example. You’re studying how a medical provider’s bedside manner impacts a patient’s pain and perception of quality care.

You develop a list of deductive codes that correspond to these themes:

• Bedside manner: Tag data that talks about how the medical provider interacts with patients. How’s their tone? What about their empathy, attentiveness, and communication style?
• Patient pain perception: With this code, tag segments where patients talk about their pain—and how their provider helps manage it (or not).
• Quality of care perception: Apply this code to any mention of how patients perceive their overall quality of care from the provider(s).
• Provider communication: Tag sections of the qualitative data that focus on how well the provider conveys information, listens to the patient, and explains treatment plans.
• Emotional response: Does the patient feel anxious? Comforted? Respected? Dismissed? With this code, you’ll tag all emotional reactions to and during care.
• Pain management strategies: Tag any sections of the data that mentions methods or strategies the provider uses to manage a patient’s pain.
• Trust in provider: Tag words or sections that hint at the patient’s trust level with their provider. 

Once you’ve tagged all the data, you can put it in a chart or graph for easy visualization. Here’s what our qualitative patient-doctor data might look like in a chart or graph format. 

2. Inductive Coding 

With inductive coding, you let codes arise from your data instead of identifying them beforehand. Unlike deductive coding, the inductive method works from the ground up.

Instead of making a list of codes like you do in deductive coding, you’ll read through your qualitative data and write down potential code phrases as they emerge. 

Researchers use inductive coding when they want to analyze a set of qualitative data without coming to it with any biases. 

Here’s an example of how to use it. 

How to Do Inductive Coding 

We’ll imagine we’re looking at the other side of the doctor-patient relationship—in other words, how doctors and other medical providers feel about their patients. 

This interview is a real conversation between a London General Practitioner, Iona Heath, and Ray Moynihan, host of the health podcast, “The Recommended Dose.” 

To do inductive coding, you’ll jot down phrases or words that come to mind as you read the transcript. We came away with a few: 

• Forging connections and relationships: Tag qualitative data that pertains to the connections medical providers do (or don’t) form with their patients, and how that affects care.
• Patient difficulty: Tag each instance in which a provider says a patient is difficult. 
• Emotional response: Tag pieces of text that discuss a provider’s emotional response to a difficult or easy patient.

As you continue reading transcripts, you can use these codes to tag data. But you can also stay open to the possibility of new codes that emerge as you read.

Once you’ve gathered, coded, and tagged all the data, you can organize it into a visually appealing format. You’ll be left with a trove of organic data that tells you what it’s about, rather than the other way around. 

Inductive coding is also called open coding, especially when you’re using the grounded theory approach in analyzing qualitative data. Grounded theory basically means approaching data with no preconceived notions and allowing the data to inform the researcher. You can learn more about this analysis method in our guide to qualitative data analysis methods . 

In grounded theory, open coding is the first of a three-part coding process that includes axial and selective coding. 

Let’s dive into those two coding types next. 

3. Axial Coding

In axial coding, you take the categories identified during open coding and find relationships between them. 

Since it’s part of grounded theory, axial coding does not require you to come in with preconceived ideas about how data points will (or won’t) relate to each other. 

But you can technically also use axial coding after doing deductive coding—the type of coding that has you approach qualitative data with predetermined, top-down research topics. 

The purpose of axial coding is simply to find connections between different categories of your qualitative data.

How to Do Axial Coding

Going back to our medical provider research example, let’s imagine we’ve done some open coding to break down our data and identify key themes.

Our next step is to use axial coding to create axes (categories) and supporting codes (sub-categories) with these themes. 

In our inductive/open coding process, we pinpointed three open codes: 

• Forging connections and relationships 
• Patient difficulty
• Emotional response

To conduct axial coding, we’ll look for the subcategories, or supporting codes, for each of these inductive codes.

This means digging through our tags—the sections of text we tagged according to our inductive codes—and identifying the causes and consequences of each code. 

​​In our first open code, forging connections and relationships , we identify key factors that come into play:

• Causes: When physicians make a personal effort to understand the backgrounds of their patients, listen to their concerns, and express empathy, this strengthens the patient-doctor relationship.
• Consequences: As a result of these improved connections, the provider and patient enjoy improved trust, increased rapport, higher accuracy in diagnosis and treatment, and better compliance with care plans.

Now let’s look at the second code, patient difficulty:

• Causes: Patient difficulty arises due to three key reasons, including communication barriers, complex medical histories, and non-compliance with treatment recommendations.
• Consequences: As a result, providers may feel frustrated and as though they are spending too much time consulting with—and allocating resources for—their challenging patient. Because of this, there’s a chance of increased misdiagnosis or even ineffective treatment. 

Finally, here’s what we identify with the third code, emotional response: 

• Causes: Doctors feel an increased emotional response when they succeed in treating complicated cases, when they see challenging patients frequently, and when they feel burned out on medicine—or stressed about things in their personal lives.
• Consequences: As a result, doctors may feel fulfilled when they have a successful patient outcome, emotionally exhausted or burned out, or feel a mixed, emotional impact on their job performance. 

Now that we’ve made these connections from studying our tagged qualitative data, we can turn it into a table that makes it easy to study—and use for our next steps. 

4. Selective Coding

Selective coding focuses on developing a core theme or theory from everything you’ve discovered in open and axial coding.

Because you’ve already done the lion’s share of the coding work at this point, selective coding is pretty easy. 

How to Do Selective Coding

The first step to conducting selective coding is to review your axial coding chart. What are the relationships between the categories? Is there a single category that ties everything together? One that’s central to the data?

In our patient-doctor example, let’s say we decide that doctor-patient relationships is our core category.

Why? Because it ties all the subcategories together. It’s the overarching theme, as identified by our qualitative data, that influences how doctors feel about their patients.

Now we need to look at how each subcategory— forging connections and relationships, patient difficulty , and emotional response —relates to the core category.

We might realize that forging connections and relationships impacts the quality of doctor-patient relationships . And this, in turn, affects patient difficulty and emotional response . 

From here, we can piece together our theory. The theory might go something like this: “Strong doctor-patient relationships are built through empathy and communication. These relationships help elicit positive emotional responses from healthcare providers. Positive emotional responses, in turn, make it easier for physicians to work with difficult patients.”

Now, go back to your data and test the theory against it. Does it fit? If so, that’s great. You can now use the data to inform your next steps, whether that’s improving patient-doctor relationships using a cool new app or implementing training that helps doctors understand their patients’ needs.

If not, it’s time to refine your theory until it does fit the qualitative data.

Make your website better. Instantly.

Keep reading about conversion.

Qualitative data coding is the process of organizing all the descriptive data you collect during a research project.  It has nothing to do with computer…

How to Create Customer Journey Maps You Can Actually Use

Customer journey maps tell the story of how people behave when interacting with your brand across different touch points. Creating a journey map helps businesses…

Best Auto Dialer Software Compared

Do you know the best-kept secret to selling over the phone? Not wasting time. That’s where autodialer software enters the picture. It eliminates wasted time…

What Is a Good Conversion Rate? The Answer Might Surprise You

What is a good conversion rate for your online business? And how do your company’s conversion rates stack up against the competition? These are questions…

Poor Sales? Maybe You Need a Website Redesign: Here’s How

Neil Patel co-founded Crazy Egg in 2005. 300,000 websites use Crazy Egg to understand what’s working on their website (with features like Heatmaps, Scrollmaps, Referral…

How to Start a Business for Less Than $100

An idea and a crisp $100 bill is all you need to start your new business. Seriously. And we’re about to show you how. In…

Growth Hacking: The 12 Best Techniques to Boost Conversions

Website Design – Beginner’s Guide

Creating a website simple. You don’t have to be a tech expert or designer. Anyone can create a stunning website today. There are tons of…

20 Tricks to Double Your Ecommerce Conversion Rate

Want to earn hundreds and thousands of dollars per year online? You can, with ecommerce. Whether you’re starting a new ecommerce shop from scratch or…

Hack Your Thank You Page: 5 Ideas for Driving Even More Conversions

When it comes to on-site optimization, landing pages, product pages and checkout pages receive the most attention. However, there is one page that a lot…

CRM Strategy – The Complete Guide

Here’s the truth. CRM solutions will not magically solve all of your problems. And adoption does not necessarily guarantee success. It’s not only about investing…

How to Optimize Your Website for SEO and Conversions

Learning how to optimize your website for SEO and conversions is crucial for your site’s success.  It’ll ensure your website is working exactly as hard…

5 Advantages and Benefits Of SEO For Your Website

If you’re a marketer or business owner, you’ve likely been told that you should be using SEO (Search Engine Optimization) more than once or twice….

The 8 SEO Tracking Metrics That Really Matter

SEO tracking is essential for evaluating your site’s success. After all, If you’re going to invest the time and budget it takes to create and…

15 High-Converting Lead Magnet Examples and Ideas

Generating good lead magnet ideas can become a long process. Simply throwing together an e-book or whitepaper just because other businesses do it would be…

Over 300,000 websites use Crazy Egg to improve what's working, fix what isn't and test new ideas.

Last Updated on June 24, 2021

The truth about Tasers: what the statistics and research tell us

Senior Lecturer in Criminology and Criminal Justice, University of South Wales

Disclosure statement

Sophie Chambers would like to thank Sarah Tutssel-Buse for their support in writing this article.

University of South Wales provides funding as a member of The Conversation UK.

View all partners

Prime Minister Keir Starmer recently urged the police to take “all necessary action” in response to unrest across cities and towns in England and Northern Ireland.

One of the most contentious tools at the police’s disposal is the Taser – a conducted energy device designed to temporarily incapacitate people with an electrical shock.

Bright yellow and handheld, a Taser can be used in two ways: by direct contact or by firing from a distance. The device’s probes are engineered to pierce a person’s clothing and skin, delivering an electrical charge intended to de-escalate potentially volatile situations.

Tasers were first introduced to British policing in 2003, to bridge the gap between using sprays and firearms in handling serious and violent incidents. Initially limited to trained firearms officers, the use of Tasers was expanded in 2008, allowing all officers to receive specialised training in their deployment.

By 2019, 14% of officers across England and Wales were trained to carry and use Tasers. And by 2023, 22% of officers in the Metropolitan Police were trained to carry and use them.

Since 2019, student police officers have been allowed to carry Tasers, following a recommendation from the National Police Chiefs’ Council. The council acknowledged that student officers face the same risks as fully trained colleagues, already carry batons and irritant spray, and account for a considerable proportion of front-line officers.

The most recently published statistics show that between April 2022 and March 2023, Tasers were used (including being drawn and aimed at a person) 33,531 times in England and Wales, and actually fired 2,978 times. This is a decrease from 2021 to 2022, when Tasers were used 34,276 times and fired 3,212 times .

In Scotland, only specially trained officers can use Tasers. Between 2018 and 2021, they were used in 782 Scottish incidents. The human rights organisation Amnesty criticised the Police Service of Northern Ireland earlier this year for its increased use of force, including a 40% increase in Taser use.

Guidance for how police in England and Wales should use Tasers is published by the College of Policing. It states that they should only be used as a proportionate response to an identified threat. Officers should provide the clear verbal warning “Taser, Taser” and, if circumstances allow, give sight of the device before firing.

Police most commonly fire Tasers in response to weapon possession, drug use, or the need to protect themselves or others. But age and gender also play a role. People aged between 18 and 34 are the most frequent targets of Taser use, while being a woman reduces the likelihood of being tasered by 80%.

The data on Tasers and race is inconsistent, however. Some studies have found that Tasers have been used on non-white people twice as often as white people, while others have found no significant correlation .

What do the public think?

Public support for police carrying Tasers is strong. A survey of more than 9,000 people in 2016 found that 79% backed the idea of more officers being equipped with Tasers. A 2019 survey of more than 4,000 people revealed that 66% would feel safer if every officer in their community carried a Taser, and 69% trusted the police to use them responsibly.

A YouGov poll conducted during this summer’s riots revealed that 75% of Britons believe Tasers should be used in such situations. Among the police, support for wider Taser use is even stronger – 90% of more than 8,000 officers surveyed in 2016 agreed that more of their colleagues should be equipped with the device.

However, the Independent Office for Police Conduct (IOPC) warns that Taser use can significantly affect public confidence in the police, partly due to misunderstandings about how and when Tasers are deployed. The IOPC points to a gap between public expectations and the actual situations in which Tasers are used, particularly when vulnerable individuals are involved.

Concerns about Taser use

Tasers can inflict pain and cause neuromuscular incapacitation, leading to a person stiffening up and collapsing, unable to control their movements. This sudden loss of control can result in injury.

Additionally, the probes penetrating the skin carry a risk of infection and, potentially, the transmission of disease . In rare cases, Tasers can ignite flammable clothing, causing burns. And there’s also a risk of cardiac arrest , and even death.

Although Tasers are intended to de-escalate threats or temporarily incapacitate people, the IOPC has investigated cases where Tasers were discharged for prolonged periods.

Mental health issues or acute behavioural disturbances are often present in cases where a Taser is discharged for 20 seconds or longer. Research indicates that people with mental health issues are 80% more likely to be tasered.

Police have also used Tasers on children, with more than 3,000 instances involving 11-to 17-year-olds between 2022 and 2023 in England and Wales. In 88 of those cases, the weapon was actually fired.

In the same period, Tasers were drawn on six children under the age of 11. While Taser use is often linked to the possession of a weapon, the Children’s Rights Alliance for England has called for a ban on using the device against children.

Tasers are considered a safer use of force for both police officers and the people involved, causing fewer injuries than dogs, batons, physical force or spray. But some high-profile cases – such as a pregnant woman in south Wales who miscarried days after being Tasered – have shown that significant risks remain.

The IOPC’s 17 recommendations from its 2021 investigation emphasise the need for improved training and guidance, increased scrutiny and monitoring, and greater community engagement.

• Give me perspective

Supply Chain - Assistant/Associate Professor (Tenure-Track)

Education Research Fellow

OzGrav Postdoctoral Research Fellow

Casual Facilitator: GERRIC Student Programs - Arts, Design and Architecture

Senior Lecturer, Digital Advertising

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

Research Methods | Definitions, Types, Examples

Research methods are specific procedures for collecting and analyzing data. Developing your research methods is an integral part of your research design . When planning your methods, there are two key decisions you will make.

First, decide how you will collect data . Your methods depend on what type of data you need to answer your research question :

• Qualitative vs. quantitative : Will your data take the form of words or numbers?
• Primary vs. secondary : Will you collect original data yourself, or will you use data that has already been collected by someone else?
• Descriptive vs. experimental : Will you take measurements of something as it is, or will you perform an experiment?

Second, decide how you will analyze the data .

• For quantitative data, you can use statistical analysis methods to test relationships between variables.
• For qualitative data, you can use methods such as thematic analysis to interpret patterns and meanings in the data.

Table of contents

Methods for collecting data, examples of data collection methods, methods for analyzing data, examples of data analysis methods, other interesting articles, frequently asked questions about research methods.

Data is the information that you collect for the purposes of answering your research question . The type of data you need depends on the aims of your research.

Qualitative vs. quantitative data

Your choice of qualitative or quantitative data collection depends on the type of knowledge you want to develop.

For questions about ideas, experiences and meanings, or to study something that can’t be described numerically, collect qualitative data .

If you want to develop a more mechanistic understanding of a topic, or your research involves hypothesis testing , collect quantitative data .

You can also take a mixed methods approach , where you use both qualitative and quantitative research methods.

Primary vs. secondary research

Primary research is any original data that you collect yourself for the purposes of answering your research question (e.g. through surveys , observations and experiments ). Secondary research is data that has already been collected by other researchers (e.g. in a government census or previous scientific studies).

If you are exploring a novel research question, you’ll probably need to collect primary data . But if you want to synthesize existing knowledge, analyze historical trends, or identify patterns on a large scale, secondary data might be a better choice.

Descriptive vs. experimental data

In descriptive research , you collect data about your study subject without intervening. The validity of your research will depend on your sampling method .

In experimental research , you systematically intervene in a process and measure the outcome. The validity of your research will depend on your experimental design .

To conduct an experiment, you need to be able to vary your independent variable , precisely measure your dependent variable, and control for confounding variables . If it’s practically and ethically possible, this method is the best choice for answering questions about cause and effect.

Prevent plagiarism. Run a free check.

Your data analysis methods will depend on the type of data you collect and how you prepare it for analysis.

Data can often be analyzed both quantitatively and qualitatively. For example, survey responses could be analyzed qualitatively by studying the meanings of responses or quantitatively by studying the frequencies of responses.

Qualitative analysis methods

Qualitative analysis is used to understand words, ideas, and experiences. You can use it to interpret data that was collected:

• From open-ended surveys and interviews , literature reviews , case studies , ethnographies , and other sources that use text rather than numbers.
• Using non-probability sampling methods .

Qualitative analysis tends to be quite flexible and relies on the researcher’s judgement, so you have to reflect carefully on your choices and assumptions and be careful to avoid research bias .

Quantitative analysis methods

Quantitative analysis uses numbers and statistics to understand frequencies, averages and correlations (in descriptive studies) or cause-and-effect relationships (in experiments).

You can use quantitative analysis to interpret data that was collected either:

• During an experiment .
• Using probability sampling methods .

Because the data is collected and analyzed in a statistically valid way, the results of quantitative analysis can be easily standardized and shared among researchers.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Chi square test of independence
• Statistical power
• Descriptive statistics
• Degrees of freedom
• Pearson correlation
• Null hypothesis
• Double-blind study
• Case-control study
• Research ethics
• Data collection
• Hypothesis testing
• Structured interviews

Research bias

• Hawthorne effect
• Unconscious bias
• Recall bias
• Halo effect
• Self-serving bias
• Information bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

In mixed methods research , you use both qualitative and quantitative data collection and analysis methods to answer your research question .

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

The research methods you use depend on the type of data you need to answer your research question .

• If you want to measure something or test a hypothesis , use quantitative methods . If you want to explore ideas, thoughts and meanings, use qualitative methods .
• If you want to analyze a large amount of readily-available data, use secondary data. If you want data specific to your purposes with control over how it is generated, collect primary data.
• If you want to establish cause-and-effect relationships between variables , use experimental methods. If you want to understand the characteristics of a research subject, use descriptive methods.

Methodology refers to the overarching strategy and rationale of your research project . It involves studying the methods used in your field and the theories or principles behind them, in order to develop an approach that matches your objectives.

Methods are the specific tools and procedures you use to collect and analyze data (for example, experiments, surveys , and statistical tests ).

In shorter scientific papers, where the aim is to report the findings of a specific study, you might simply describe what you did in a methods section .

In a longer or more complex research project, such as a thesis or dissertation , you will probably include a methodology section , where you explain your approach to answering the research questions and cite relevant sources to support your choice of methods.

Is this article helpful?

Other students also liked, writing strong research questions | criteria & examples.

• What Is a Research Design | Types, Guide & Examples
• Data Collection | Definition, Methods & Examples

More interesting articles

• Between-Subjects Design | Examples, Pros, & Cons
• Cluster Sampling | A Simple Step-by-Step Guide with Examples
• Confounding Variables | Definition, Examples & Controls
• Construct Validity | Definition, Types, & Examples
• Content Analysis | Guide, Methods & Examples
• Control Groups and Treatment Groups | Uses & Examples
• Control Variables | What Are They & Why Do They Matter?
• Correlation vs. Causation | Difference, Designs & Examples
• Correlational Research | When & How to Use
• Critical Discourse Analysis | Definition, Guide & Examples
• Cross-Sectional Study | Definition, Uses & Examples
• Descriptive Research | Definition, Types, Methods & Examples
• Ethical Considerations in Research | Types & Examples
• Explanatory and Response Variables | Definitions & Examples
• Explanatory Research | Definition, Guide, & Examples
• Exploratory Research | Definition, Guide, & Examples
• External Validity | Definition, Types, Threats & Examples
• Extraneous Variables | Examples, Types & Controls
• Guide to Experimental Design | Overview, Steps, & Examples
• How Do You Incorporate an Interview into a Dissertation? | Tips
• How to Do Thematic Analysis | Step-by-Step Guide & Examples
• How to Write a Literature Review | Guide, Examples, & Templates
• How to Write a Strong Hypothesis | Steps & Examples
• Inclusion and Exclusion Criteria | Examples & Definition
• Independent vs. Dependent Variables | Definition & Examples
• Inductive Reasoning | Types, Examples, Explanation
• Inductive vs. Deductive Research Approach | Steps & Examples
• Internal Validity in Research | Definition, Threats, & Examples
• Internal vs. External Validity | Understanding Differences & Threats
• Longitudinal Study | Definition, Approaches & Examples
• Mediator vs. Moderator Variables | Differences & Examples
• Mixed Methods Research | Definition, Guide & Examples
• Multistage Sampling | Introductory Guide & Examples
• Naturalistic Observation | Definition, Guide & Examples
• Operationalization | A Guide with Examples, Pros & Cons
• Population vs. Sample | Definitions, Differences & Examples
• Primary Research | Definition, Types, & Examples
• Qualitative vs. Quantitative Research | Differences, Examples & Methods
• Quasi-Experimental Design | Definition, Types & Examples
• Questionnaire Design | Methods, Question Types & Examples
• Random Assignment in Experiments | Introduction & Examples
• Random vs. Systematic Error | Definition & Examples
• Reliability vs. Validity in Research | Difference, Types and Examples
• Reproducibility vs Replicability | Difference & Examples
• Reproducibility vs. Replicability | Difference & Examples
• Sampling Methods | Types, Techniques & Examples
• Semi-Structured Interview | Definition, Guide & Examples
• Simple Random Sampling | Definition, Steps & Examples
• Single, Double, & Triple Blind Study | Definition & Examples
• Stratified Sampling | Definition, Guide & Examples
• Structured Interview | Definition, Guide & Examples
• Survey Research | Definition, Examples & Methods
• Systematic Review | Definition, Example, & Guide
• Systematic Sampling | A Step-by-Step Guide with Examples
• Textual Analysis | Guide, 3 Approaches & Examples
• The 4 Types of Reliability in Research | Definitions & Examples
• The 4 Types of Validity in Research | Definitions & Examples
• Transcribing an Interview | 5 Steps & Transcription Software
• Triangulation in Research | Guide, Types, Examples
• Types of Interviews in Research | Guide & Examples
• Types of Research Designs Compared | Guide & Examples
• Types of Variables in Research & Statistics | Examples
• Unstructured Interview | Definition, Guide & Examples
• What Is a Case Study? | Definition, Examples & Methods
• What Is a Case-Control Study? | Definition & Examples
• What Is a Cohort Study? | Definition & Examples
• What Is a Conceptual Framework? | Tips & Examples
• What Is a Controlled Experiment? | Definitions & Examples
• What Is a Double-Barreled Question?
• What Is a Focus Group? | Step-by-Step Guide & Examples
• What Is a Likert Scale? | Guide & Examples
• What Is a Prospective Cohort Study? | Definition & Examples
• What Is a Retrospective Cohort Study? | Definition & Examples
• What Is Action Research? | Definition & Examples
• What Is an Observational Study? | Guide & Examples
• What Is Concurrent Validity? | Definition & Examples
• What Is Content Validity? | Definition & Examples
• What Is Convenience Sampling? | Definition & Examples
• What Is Convergent Validity? | Definition & Examples
• What Is Criterion Validity? | Definition & Examples
• What Is Data Cleansing? | Definition, Guide & Examples
• What Is Deductive Reasoning? | Explanation & Examples
• What Is Discriminant Validity? | Definition & Example
• What Is Ecological Validity? | Definition & Examples
• What Is Ethnography? | Definition, Guide & Examples
• What Is Face Validity? | Guide, Definition & Examples
• What Is Non-Probability Sampling? | Types & Examples
• What Is Participant Observation? | Definition & Examples
• What Is Peer Review? | Types & Examples
• What Is Predictive Validity? | Examples & Definition
• What Is Probability Sampling? | Types & Examples
• What Is Purposive Sampling? | Definition & Examples
• What Is Qualitative Observation? | Definition & Examples
• What Is Qualitative Research? | Methods & Examples
• What Is Quantitative Observation? | Definition & Examples
• What Is Quantitative Research? | Definition, Uses & Methods

What is your plagiarism score?