State your opinion on a topic or idea. You may explain the topic or idea more fully. Your opinion must be supported by evidence from reliable sources.
This requires a balanced answer that sets items side by side and shows their similarities and differences.
This requires an answer that points out only the differences between two or more topics.
Often used in conjunction with other directive words, such as critically discuss, critically examine or critically analyse. It does not mean criticise. It requires a balanced answer that points out mistakes or weaknesses and indicates any favourable aspects of the subject of the question. The decision or overall judgment you make must be supported with evidence from reliable sources.
This requires an answer that explains the precise meaning of a concept. A definition answer will include a discussion of a concept and may also state the limits of a concept.
This requires you to describe the attributes or characteristics of a subject.
Explain the item or concept, and then give details about it with supporting information, examples, points for and against, plus explanations for the facts put forward from various points of view. This can be one of the most difficult types of essay question.
This requires you to list or specify and describe items or ideas one by one.
This requires you to investigate a topic thoroughly.
Offer a detailed and exact explanation of an idea or principle, or a set of reasons for a situation or attitude. The explanation should increase the reader’s understanding of a topic or idea.
This often requires you to come up with new ideas or interpretations on a subject.
A hypothesis is a theory regarding particular occurrences. You suggest the reasons for an occurrence and the processes by which it has occurred. You confirm hypotheses through testing.
This requires an answer that consists mainly of examples to demonstrate or prove the topic of the question. It is often accompanied with further instructions.
Very similar to Explain. Describe what your subject means. Examine the key components of a topic or idea and give an evaluation of it.
Research, study and carefully survey all areas of the subject.
Give only the reasons for a position or argument. The proposition to be argued may be a negative one. It should convince the reader of your point of view.
Summarise information about a subject. Only the main points and not the details should be included. Questions of this type often require short answers.
Both of these require answers that demonstrate the logical arguments and evidence connected with a proposition. Prove requires the points ‘for’, and disprove requires the points ‘against’.
Make links or connections between two or more ideas, and show how these ideas are related, as well as the nature of the relationship.
Analyse, criticise and comment on the main ideas of a topic. Your essay needs to be structured in logical order.
This requires an answer that expresses the relevant points briefly and clearly without lengthy discussion or minor details.
Trace is frequently used in historical questions (but not only in History courses). It requires the statement and brief description—in logical order—of the stages in the development of a theory, a person’s life, a process, etc.
A simple explainer with examples + free template.
By: Derek Jansen (MBA) | Reviewed By: Dr Eunice Rautenbach | June 2020 (Updated April 2023)
Whether you’re nearing the end of your degree and your dissertation is on the horizon, or you’re planning to apply for a PhD program, chances are you’ll need to craft a convincing research proposal . If you’re on this page, you’re probably unsure exactly what the research proposal is all about. Well, you’ve come to the right place.
Simply put, a research proposal is a structured, formal document that explains what you plan to research (your research topic), why it’s worth researching (your justification), and how you plan to investigate it (your methodology).
The purpose of the research proposal (its job, so to speak) is to convince your research supervisor, committee or university that your research is suitable (for the requirements of the degree program) and manageable (given the time and resource constraints you will face).
The most important word here is “ convince ” – in other words, your research proposal needs to sell your research idea (to whoever is going to approve it). If it doesn’t convince them (of its suitability and manageability), you’ll need to revise and resubmit . This will cost you valuable time, which will either delay the start of your research or eat into its time allowance (which is bad news).
A good dissertation or thesis proposal needs to cover the “ what “, “ why ” and” how ” of the proposed study. Let’s look at each of these attributes in a little more detail:
Your proposal needs to clearly articulate your research topic . This needs to be specific and unambiguous . Your research topic should make it clear exactly what you plan to research and in what context. Here’s an example of a well-articulated research topic:
An investigation into the factors which impact female Generation Y consumer’s likelihood to promote a specific makeup brand to their peers: a British context
As you can see, this topic is extremely clear. From this one line we can see exactly:
So, make sure that your research proposal provides a detailed explanation of your research topic . If possible, also briefly outline your research aims and objectives , and perhaps even your research questions (although in some cases you’ll only develop these at a later stage). Needless to say, don’t start writing your proposal until you have a clear topic in mind , or you’ll end up waffling and your research proposal will suffer as a result of this.
As we touched on earlier, it’s not good enough to simply propose a research topic – you need to justify why your topic is original . In other words, what makes it unique ? What gap in the current literature does it fill? If it’s simply a rehash of the existing research, it’s probably not going to get approval – it needs to be fresh.
But, originality alone is not enough. Once you’ve ticked that box, you also need to justify why your proposed topic is important . In other words, what value will it add to the world if you achieve your research aims?
As an example, let’s look at the sample research topic we mentioned earlier (factors impacting brand advocacy). In this case, if the research could uncover relevant factors, these findings would be very useful to marketers in the cosmetics industry, and would, therefore, have commercial value . That is a clear justification for the research.
So, when you’re crafting your research proposal, remember that it’s not enough for a topic to simply be unique. It needs to be useful and value-creating – and you need to convey that value in your proposal. If you’re struggling to find a research topic that makes the cut, watch our video covering how to find a research topic .
It’s all good and well to have a great topic that’s original and valuable, but you’re not going to convince anyone to approve it without discussing the practicalities – in other words:
While it’s generally not expected that you’ll have a fully fleshed-out methodology at the proposal stage, you’ll likely still need to provide a high-level overview of your research methodology . Here are some important questions you’ll need to address in your research proposal:
So, be sure to give some thought to the practicalities of your research and have at least a basic methodological plan before you start writing up your proposal. If this all sounds rather intimidating, the video below provides a good introduction to research methodology and the key choices you’ll need to make.
Now that we’ve covered the key points that need to be addressed in a proposal, you may be wondering, “ But how is a research proposal structured? “.
While the exact structure and format required for a research proposal differs from university to university, there are four “essential ingredients” that commonly make up the structure of a research proposal:
In the video below, we unpack each of these four sections, step by step.
In the video below, we provide a detailed walkthrough of two successful research proposals (Master’s and PhD-level), as well as our popular free proposal template.
How long should a research proposal be.
This varies tremendously, depending on the university, the field of study (e.g., social sciences vs natural sciences), and the level of the degree (e.g. undergraduate, Masters or PhD) – so it’s always best to check with your university what their specific requirements are before you start planning your proposal.
As a rough guide, a formal research proposal at Masters-level often ranges between 2000-3000 words, while a PhD-level proposal can be far more detailed, ranging from 5000-8000 words. In some cases, a rough outline of the topic is all that’s needed, while in other cases, universities expect a very detailed proposal that essentially forms the first three chapters of the dissertation or thesis.
The takeaway – be sure to check with your institution before you start writing.
Finding a good research topic is a process that involves multiple steps. We cover the topic ideation process in this video post.
While you typically won’t need a comprehensive literature review at the proposal stage, you still need to demonstrate that you’re familiar with the key literature and are able to synthesise it. We explain the literature review process here.
We explain how to craft a project plan/timeline and budget in Research Proposal Bootcamp .
The expectations and requirements regarding formatting and referencing vary from institution to institution. Therefore, you’ll need to check this information with your university.
We’ve create a video post about some of the most common mistakes students make when writing a proposal – you can access that here . If you’re short on time, here’s a quick summary:
As you write up your research proposal, remember the all-important core purpose: to convince . Your research proposal needs to sell your study in terms of suitability and viability. So, focus on crafting a convincing narrative to ensure a strong proposal.
At the same time, pay close attention to your university’s requirements. While we’ve covered the essentials here, every institution has its own set of expectations and it’s essential that you follow these to maximise your chances of approval.
By the way, we’ve got plenty more resources to help you fast-track your research proposal. Here are some of our most popular resources to get you started:
If you’re looking for 1-on-1 support with your research proposal, be sure to check out our private coaching service , where we hold your hand through the proposal development process (and the entire research journey), step by step.
This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .
I truly enjoyed this video, as it was eye-opening to what I have to do in the preparation of preparing a Research proposal.
I would be interested in getting some coaching.
I real appreciate on your elaboration on how to develop research proposal,the video explains each steps clearly.
Thank you for the video. It really assisted me and my niece. I am a PhD candidate and she is an undergraduate student. It is at times, very difficult to guide a family member but with this video, my job is done.
In view of the above, I welcome more coaching.
Wonderful guidelines, thanks
This is very helpful. Would love to continue even as I prepare for starting my masters next year.
Thanks for the work done, the text was helpful to me
Bundle of thanks to you for the research proposal guide it was really good and useful if it is possible please send me the sample of research proposal
You’re most welcome. We don’t have any research proposals that we can share (the students own the intellectual property), but you might find our research proposal template useful: https://gradcoach.com/research-proposal-template/
Cheruiyot Moses Kipyegon
Thanks alot. It was an eye opener that came timely enough before my imminent proposal defense. Thanks, again
thank you very much your lesson is very interested may God be with you
I am an undergraduate student (First Degree) preparing to write my project,this video and explanation had shed more light to me thanks for your efforts keep it up.
Very useful. I am grateful.
this is a very a good guidance on research proposal, for sure i have learnt something
Wonderful guidelines for writing a research proposal, I am a student of m.phil( education), this guideline is suitable for me. Thanks
You’re welcome 🙂
Thank you, this was so helpful.
A really great and insightful video. It opened my eyes as to how to write a research paper. I would like to receive more guidance for writing my research paper from your esteemed faculty.
Thank you, great insights
Thank you, great insights, thank you so much, feeling edified
Wow thank you, great insights, thanks a lot
Thank you. This is a great insight. I am a student preparing for a PhD program. I am requested to write my Research Proposal as part of what I am required to submit before my unconditional admission. I am grateful having listened to this video which will go a long way in helping me to actually choose a topic of interest and not just any topic as well as to narrow down the topic and be specific about it. I indeed need more of this especially as am trying to choose a topic suitable for a DBA am about embarking on. Thank you once more. The video is indeed helpful.
Have learnt a lot just at the right time. Thank you so much.
thank you very much ,because have learn a lot things concerning research proposal and be blessed u for your time that you providing to help us
Hi. For my MSc medical education research, please evaluate this topic for me: Training Needs Assessment of Faculty in Medical Training Institutions in Kericho and Bomet Counties
I have really learnt a lot based on research proposal and it’s formulation
Thank you. I learn much from the proposal since it is applied
Your effort is much appreciated – you have good articulation.
You have good articulation.
I do applaud your simplified method of explaining the subject matter, which indeed has broaden my understanding of the subject matter. Definitely this would enable me writing a sellable research proposal.
This really helping
Great! I liked your tutoring on how to find a research topic and how to write a research proposal. Precise and concise. Thank you very much. Will certainly share this with my students. Research made simple indeed.
Thank you very much. I an now assist my students effectively.
Thank you very much. I can now assist my students effectively.
I need any research proposal
Thank you for these videos. I will need chapter by chapter assistance in writing my MSc dissertation
Very helpfull
the videos are very good and straight forward
thanks so much for this wonderful presentations, i really enjoyed it to the fullest wish to learn more from you
Thank you very much. I learned a lot from your lecture.
I really enjoy the in-depth knowledge on research proposal you have given. me. You have indeed broaden my understanding and skills. Thank you
interesting session this has equipped me with knowledge as i head for exams in an hour’s time, am sure i get A++
This article was most informative and easy to understand. I now have a good idea of how to write my research proposal.
Thank you very much.
Wow, this literature is very resourceful and interesting to read. I enjoyed it and I intend reading it every now then.
Thank you for the clarity
Thank you. Very helpful.
Thank you very much for this essential piece. I need 1o1 coaching, unfortunately, your service is not available in my country. Anyways, a very important eye-opener. I really enjoyed it. A thumb up to Gradcoach
What is JAM? Please explain.
Thank you so much for these videos. They are extremely helpful! God bless!
very very wonderful…
thank you for the video but i need a written example
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
You have full access to this open access chapter
Part of the book series: Research in Mathematics Education ((RME))
20k Accesses
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
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 .
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.
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.
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.
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.
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.
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?
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.
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.
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.
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.
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?
Provide an example to illustrate and emphasize the differences between everyday learning/thinking and 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.
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 .
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.
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.
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).
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.
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
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
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
© 2023 The Author(s)
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
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)
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
Policies and ethics
Use your background information to think of appropriate search terms. Brainstorm every possible search term for your topic.Try to think of synonyms and related words for each keyword to help broaden or narrow your search.
Look at your topic. For example: ‘Are Canadian youth politically engaged?’ The keywords in this topic would be Canadian , youth , and political engagement .
These keywords can become:
My research question was ‘Can alternative energy sources help stop global warming?’
For this question, the keywords would be alternative energy sources, and global warming. So, some search terms could be:
My assignment:.
Write a research report on a topic of your choice
My broad topic for the assignment is ‘Global Warming’.
Narrowing your subject to a more specific topic takes a bit of research and thought.
Here are some ideas to help you narrow your topic:
Use these questions:
(Content reproduced from MIT.edu under a Creative Commons Attribution Non-Commercial License )
The subject we chose in the earlier step is ‘global warming.’ This subject is a very broad topic with many different aspects you could research. We will use the techniques above to narrow our subject to a research topic.
Sample research question: Can alternative energy sources help stop global warming?
Pellissippi HOME | Library Site A-Z
What topic interests you within this subject area? It is okay to start with a general topic and, as you build your background knowledge, narrow that topic.
It will depend on how many relevant and trustworthy sources you find in your research. You will need enough time to read through those sources and write a satisfactory paper given the limited space (yes, even 10 pages is a limited space).
New topics tend to have limited resources, so your research topic might have to be more general. For very new topics, make sure there are enough relevant and trustworthy sources available before committing to it. Older topics have usually been considered from many different angles, so your research topic will have to be much more specific.
This keeps your research and paper focused on the specific topic.
For example, if you are interested in finding out about how well college students speak a foreign language after going on a study abroad, you might ask, " What effect does study abroad have on the foreign language skills of college students? "
Other examples:
Broad Topic : Foreign Language Narrower Topic : Foreign language skills of college students Research Question : What effect does study abroad have on the foreign language skills of college students?
Broad Topic : William Shakespeare Narrower Topic : Film adaptations of Shakespeare plays Research Question : How has Shakespearean drama been adapted for the 20th century film medium?
Broad Topic : Endangered Species Narrower Topic : Giant Panda conservation efforts Research Question : What is currently being done to help conserve the endangered Giant Panda population?
Your topic should be broad enough so you can find sufficient information but narrow enough to answer a specific question.
Narrow a broad topic by:
A narrow topic may be too specific to return useful research results.
Broaden a topic by:
Use these databases to browse hot topics.
Too much information? Make your results list more manageable. Less, but more relevant, information is key. Here are some options to consider when narrowing the scope of your paper:
Not finding enough information? Think of related ideas, or read some background information first. You may not be finding enough information for several reasons, including:
Once you have a solid topic, formulate your research question or hypothesis and begin finding information.
If you need guidance with topic formulation, Ask Us ! Library staff are happy to help you focus your ideas.
Define a topic.
If you are unsure about what is expected about your assignment, consult with your instructor.
|
Understand your assignment.
Before setting out to complete an assignment, get to know what is required. Parts of the assignment description students should look for include:
Assignment descriptions also provide useful context or background information that will help you with identifying a topic.
Source: Niagara College Libraries + Learning Commons Information Skills Online Handbook
Carefully read over your assignment description.
Content reproduced from MIT.edu under a Creative Commons Attribution Non-Commercial License
Start researching your topic.
This process helps give you some background information about your topic prior to formulating your research question.
Once a topic has been selected and you have performed some background research, you can start developing a research question.
Research questions "help writers focus their research by providing a path through the research and writing process. The specificity of a well-developed research question helps writers avoid the 'all-about' paper and work toward supporting a specific, arguable thesis" (The Writing Center) .
A good research question will require you to analyze an issue or problem. Developing a research question that asks about how or why tends to be more useful than a research question that asks what or describe questions (Monash University) .
You have already asked yourself the 5Ws in step a (Why, Who, What, Where, and When), next ask yourself:
"Why are social networking sites harmful? | "What is the effect on the environment from global warming?" | "How are doctors addressing diabetes in the U.S.?" |
"How are online users experiencing or addressing privacy issues on social networking sites like Facebook?" | "How is glacial melting affecting penguins in Antarctica?" | "What are common traits of those suffering from diabetes in America, and how can these commonalities be used to aid the medical community in the prevention of the disease?" |
Sample Research Questions from Indiana University Library
Narrow your topic.
Content reproduced/adapted from MIT.edu under a Creative Commons Attribution Non-Commercial License
Content reproduced/adapted from under a Creative Commons Attribution Non-Commercial License
It will be easier to find information if you define your topic and identify the key concepts.
Step A) Take a look at your research question and ask yourself, what are the main concepts? These main concepts will become your keywords.
The research question:
Keywords that describe this topic could include:
From this example, we have highlighted just the key words:
We have left out all other words and punctuation (do, have, a, than, their, ?) from our key words.
Step B) Think of all the words, or synonyms , you can use to describe these keywords. By definition, synonyms are words that have a similar meaning and are interchangeable. To make this process easier, use a thesaurus to find synonyms.
To show this process, we have mapped out several synonyms and related terms to our three main terms we pulled from our research question. Related terms are a little different from synonyms as they do not always mean the exact same thing as the keywords, but are useful for broadening the scope of your search. We have also broken several terms into narrower and broad terms.
Step C) Now that we have identified our main keywords, synonyms and related terms, as well as narrower and broad terms, we can start our background research by searching on the web or in library databases for resources related to our topic.
Often, a simple Google search will help you define your topic further.
Typing in our research question: Do today's youth have a better life than their parents? into the search bar of Google, we come across a very helpful resource put out by Pew Research Center .
[click on above image of a Google search to be sent to the Google results page]
Using resources such as the report from Pew Research Center, we can flesh out more of our research question with new knowledge of the factors that make life different between generations, including education level, income and wealth, housing, etc.
Step D) Research is an ever-evolving, iterative process. After searching, you may find information that informs your research question and/or resulting search terms. At this point, you may wish to revisit the first two steps: Determining Keywords and Brainstorming Search Terms.
Alternatively, you may also choose to adapt your research question into a thesis to fit this new information.
Example:
Our original research question was:
Based on some of our introductory research we conducted in Step C, it may be more valuable to narrow our research question to focus on a more specific topic, such as access to education. We can rework our research question into a thesis to reflect these changes:
Conceptualizing a research topic entails formulating a “defensible and researchable” research question . Conducting a literature search as one of the first steps in a graduate degree is often quite helpful as published peer-reviewed research articles are key to identify knowledge gaps in current literature. Thus, students can design and phrase their research projects to aim to address these research gaps.
At McGill, PhD students are usually expected to have a sufficiently defined research topic by the time of the comprehensive exam .
Many experienced supervisors and successful PhD students suggest that preparing a research proposal for presentation at a seminar within six months of commencement helps with focusing on the topic. Here are some suggested questions:
Critical reading involves developing an understanding of the knowledge and gaps in the field and being able to critique different research methods, methodologies and epistemologies.
Concept mapping: a practical strategy for students and researchers starting a project. It helps to identify areas of importance as well as possibilities for the exploration and analysis of such areas.
Concept maps are helpful as a means of focusing discussion on the topic or research question because they offer a visual approach to creating relationships among concepts . More information about concept mapping can be found at the Institute for Human and Machine Cognition's page on Constructing your first concept map .
If the student makes a concept map, this can form the basis of different discussions between the student and supervisor.
Most graduate students have a general idea about what they would like to research. Depending on supervisors and disciplines, a student may be "given" a specific research topic or a list of topics to choose from or be asked to generate a topic based on her or his prior knowledge and experience. In either situation, it is a good idea to talk with others – supervisors, students, colleagues, peers, even friends and family – about possible choices, since a research topic is something most students will commit to for the rest of their degree.
Adapted from Wisker (2005, p. 83) and Bell & Waters (2014)
Bell, J., & Waters, S. (2014). Doing your research project: A guide for first-time researchers . New York, NY: McGraw-Hill Education.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Institute for Human and Machine Cognition . Retrieved from http://cmap.ihmc.us/docs/theory-of-concept-maps
Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations . Basingstoke: Palgrave Macmillan.
This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .
Graduate and postdoctoral studies.
It is common to modify your topic during the research process. You can never be sure of what you may find. You may find too much and need to narrow your focus, or too little and need to broaden your focus. This is a normal part of the research process. When researching, you may not wish to change your topic, but you may decide that some other aspect of the topic is more interesting or manageable.
Once you have chosen a general topic idea the next step is to refine your topic and ulitmately to formulate a research question.
Consider the points below to keep your research focused and on track. If you continue to have difficulties defining a topic talk to your instructor or a librarian.
Once you have the topic you would like to research, the next step is forming your research question. Your research question should be focused and specifc. The result should also be a question for which there are two or more possible answers. See some examples below:
Women's health | Women & cancer | Women smokers & breast cancer | Is there a connection between cigarette smoking and breast cancer risk? |
Computer games | Computer game violence | Computer game violence & children | How does violence in computer games affect children? |
Eating disorders | Teens & eating disorders | Teen peer pressure & bulimia | What role, if any, does peer pressure play in the development of bulimia in teens? |
Before selecting your topic, make sure you know what your final project should look like. Each instructor will probably have different assignment requirements so be sure to read your assignment thoroughly and check for specific guidelines concerning:
You instructor will probably provide specific requirements for your assignment, if not the table below may provide a rough guide:
Assigned Length of Research Paper or Project | Suggested Guidelines for Number & Types of Sources |
---|---|
6-15 items including books, scholarly articles, Web sites and other items | |
12-20 items, including books, scholarly articles, web sites and other items |
A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic is to assign limits to what you will cover. Some common ways to limit a topic are listed below using the broad topic, "the environment" as an example.
What environmental issues are most important in the Southwestern United States | |
How does the environment fit into the Navajo world view? | |
What are the most prominent environmental issues of the last 10 years? | |
How does environmental awareness effect business practices today? | |
What are the effects of air pollution on senior citizens? |
Remember that a topic may be too difficult to research if it is too:
Example: What sources of pollution affect the Genesee County water supply?
Example: How can the environment contribute to the culture, politics and society of the Western states?
Run a free plagiarism check in 10 minutes, generate accurate citations for free.
Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.
The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.
The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.
Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.
Research question | Explanation |
---|---|
The first question is not enough. The second question is more , using . | |
Starting with “why” often means that your question is not enough: there are too many possible answers. By targeting just one aspect of the problem, the second question offers a clear path for research. | |
The first question is too broad and subjective: there’s no clear criteria for what counts as “better.” The second question is much more . It uses clearly defined terms and narrows its focus to a specific population. | |
It is generally not for academic research to answer broad normative questions. The second question is more specific, aiming to gain an understanding of possible solutions in order to make informed recommendations. | |
The first question is too simple: it can be answered with a simple yes or no. The second question is , requiring in-depth investigation and the development of an original argument. | |
The first question is too broad and not very . The second question identifies an underexplored aspect of the topic that requires investigation of various to answer. | |
The first question is not enough: it tries to address two different (the quality of sexual health services and LGBT support services). Even though the two issues are related, it’s not clear how the research will bring them together. The second integrates the two problems into one focused, specific question. | |
The first question is too simple, asking for a straightforward fact that can be easily found online. The second is a more question that requires and detailed discussion to answer. | |
? dealt with the theme of racism through casting, staging, and allusion to contemporary events? | The first question is not — it would be very difficult to contribute anything new. The second question takes a specific angle to make an original argument, and has more relevance to current social concerns and debates. |
The first question asks for a ready-made solution, and is not . The second question is a clearer comparative question, but note that it may not be practically . For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries. |
Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.
Type of research | Example question |
---|---|
Qualitative research question | |
Quantitative research question | |
Statistical research question |
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Statistics
Research bias
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved August 8, 2024, from https://www.scribbr.com/research-process/research-question-examples/
Other students also liked, writing strong research questions | criteria & examples, how to choose a dissertation topic | 8 steps to follow, evaluating sources | methods & examples, get unlimited documents corrected.
✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts
Tips for identifying scope.
Once you decide on a research topic, you need to determine the scope of your topic. The scope of a research topic is determined by how detailed you want your project to be. This process will tell you if your topic is already too narrow or too broad. Consider the following when determining the scope of your research topic (Leggett and Jackowski, 2012):
The following tips may help you identify the scope of your research topic (Center for Writing and Speaking, n.d.):
The following web page from Agnes Scott College, titled "Narrowing Scope" may assist you in determining the scope of your research topic.
TODAY'S HOURS:
Email: [email protected] Phone: (810) 762-3400 Text message: (810) 407-5434 (text messages only)
Keep it manageable and be flexible. If you start doing more research and not finding enough sources that support your thesis, you may need to adjust your topic.
A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic such as "the environment" is to limit your topic. Some common ways to limit a topic are:
Example: What environmental issues are most important in the Southwestern United States?
Example: How does the environment fit into the Navajo world view?
Example: What are the most prominent environmental issues of the last 10 years?
Example: How does environmental awareness effect business practices today?
Example: What are the effects of air pollution on senior citizens?
Remember that a topic may be too difficult to research if it is too:
Example: What sources of pollution affect the air in Genesee County?
Example: How can the environment contribute to the culture, politics and society of the Western United States?
Putting your topic in the form of a question will help you focus on what type of information you want to collect.
If you have any difficulties or questions with focusing your topic, discuss the topic with your instructor, or with a librarian.
Transforming the understanding and treatment of mental illnesses.
Información en español
What does it mean to have substance use and co-occurring mental disorders.
Substance use disorder (SUD) is a treatable mental disorder that affects a person’s brain and behavior, leading to their inability to control their use of substances like legal or illegal drugs, alcohol, or medications. Symptoms can be moderate to severe, with addiction being the most severe form of SUD.
People with a SUD may also have other mental health disorders, and people with mental health disorders may also struggle with substance use. These other mental health disorders can include anxiety disorders , depression , attention-deficit hyperactivity disorder (ADHD) , bipolar disorder , personality disorders , and schizophrenia , among others. For more information, please see the National Institute on Drug Abuse (NIDA) Common Comorbidities with Substance Use Disorders Research Report .
Though people might have both a SUD and a mental disorder, that does not mean that one caused the other. Research suggests three possibilities that could explain why SUDs and other mental disorders may occur together:
When someone has a SUD and another mental health disorder, it is usually better to treat them at the same time rather than separately. People who need help for a SUD and other mental disorders should see a health care provider for each disorder. It can be challenging to make an accurate diagnosis because some symptoms are the same for both disorders, so the provider should use comprehensive assessment tools to reduce the chance of a missed diagnosis and provide the right treatment.
It also is essential that the provider tailor treatment, which may include behavioral therapies and medications, to an individual’s specific combination of disorders and symptoms. It should also take into account the person’s age, the misused substance, and the specific mental disorder(s). Talk to your health care provider to determine what treatment may be best for you and give the treatment time to work.
Research has found several behavioral therapies that have promise for treating individuals with co-occurring substance use and mental disorders. Health care providers may recommend behavioral therapies alone or in combination with medications.
Some examples of effective behavioral therapies for adults with SUDs and different co-occurring mental disorders include:
Behavioral therapies for children and adolescents
Some effective behavioral treatments for children and adolescents include:
There are effective medications that treat opioid , alcohol , and nicotine addiction and lessen the symptoms of many other mental disorders. Some medications may be useful in treating multiple disorders. For more information on behavioral treatments and medications for SUDs, visit NIDA’s Drug Facts and Treatment webpages. For more information about treatment for mental disorders, visit NIMH's Health Topics webpages.
To find mental health treatment services in your area, call the Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline at 1-800-662-HELP (4357), visit the SAMHSA online treatment locator , or text your ZIP code to 435748.
For additional resources about finding help, visit:
NIMH's Help for Mental Illnesses page
National Cancer Institute’s Smokefree.gov website, or call their smoking quitline at 1-877-44U-QUIT (1-877-448-7848)
If you or someone you know is struggling or having thoughts of suicide, call or text the 988 Suicide & Crisis Lifeline at 988 or chat at 988lifeline.org . In life-threatening situations, call 911.
Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. The goal of clinical trials is to determine if a new test or treatment works and is safe. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.
Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. We have new and better treatment options today because of what clinical trials uncovered years ago. Be part of tomorrow’s medical breakthroughs. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for you.
To learn more or find a study, visit:
Brochures and other educational resources.
Last reviewed: March 2024
Unless otherwise specified, the information on our website and in our publications is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.
A .gov website belongs to an official government organization in the United States.
A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.
Long COVID is defined as a chronic condition that occurs after SARS-CoV-2 infection and is present for at least 3 months. Long COVID includes a wide range of symptoms or conditions that may improve, worsen, or be ongoing.
Most people with Long COVID experience symptoms days after first learning they had COVID-19, but some people who later develop Long COVID do not know when they were infected. People can be reinfected with SARS-CoV-2 multiple times. Each time a person is infected with SARS-CoV-2, they have a risk of developing Long COVID. Long COVID symptoms and conditions can emerge, persist, resolve, and reemerge over weeks and months. These symptoms and conditions can range from mild to severe, may require comprehensive care, and can even result in a disability .
While rates of new cases of Long COVID have decreased since the beginning of the COVID-19 pandemic, it remains a serious public health concern as millions of U.S. adults and children have been affected by Long COVID.
While anyone who gets COVID-19 can develop Long COVID, studies have shown that some groups of people are more likely to develop Long COVID than others, including (not a comprehensive list):
Health inequities from disability , economic, geographic, and other social factors disproportionately affect some groups of people. These inequities can increase the risk of negative health outcomes and impact from Long COVID.
CDC emphasizes core strategies to lower health risks from COVID-19, including severe outcomes such as hospitalization and death. Preventing severe outcomes from COVID-19 illness helps prevent Long COVID. Steps you can take to protect yourself and others include:
Testing and diagnosis.
Long COVID is not one illness. There is no laboratory test that can determine if your symptoms or conditions are due to Long COVID. A positive SARS-CoV-2 test is not required for a Long COVID diagnosis. Your healthcare provider considers a diagnosis of Long COVID based on:
Clinical evaluations and results of routine blood tests, chest X-rays, and electrocardiograms may be normal in someone with Long COVID. People experiencing Long COVID should seek care from a healthcare provider to create a personal medical management plan and improve their symptoms and quality of life. Talk to your healthcare provider if you think you or your child has Long COVID.
Some people experiencing Long COVID symptoms have symptoms similar to those reported by people with myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) and other poorly understood chronic illnesses that may occur after other infections. These unexplained symptoms or conditions may be misunderstood by healthcare providers, which can result in a delay in diagnosis and people receiving the appropriate care or treatment.
CDC is working with other federal agencies to better understand and address the long-term impacts of Long COVID , who gets Long COVID, and why. CDC supports these goals by:
Studies are in progress to learn more about Long COVID and identify further measures to help prevent Long COVID. CDC and partners use multiple approaches to support and conduct research that estimates:
Each approach helps CDC and its partners better understand Long COVID and how healthcare providers can treat or support patients living with these long-term effects. CDC posts data on Long COVID and provides analyses. The most recent CDC data and analyses on Long COVID can be found on the U.S. Census Bureau's Household Pulse Survey . CDC will continue to share information with healthcare providers to help them evaluate and manage these conditions.
COVID-19 (coronavirus disease 2019) is a disease caused by a virus named SARS-CoV-2. It can be very contagious and spreads quickly.
Health care providers, public health.
Create a free IEA account to download our reports or subcribe to a paid service.
How the energy crisis started, how global energy markets are impacting our daily life, and what governments are doing about it
Record prices, fuel shortages, rising poverty, slowing economies: the first energy crisis that's truly global.
Energy markets began to tighten in 2021 because of a variety of factors, including the extraordinarily rapid economic rebound following the pandemic. But the situation escalated dramatically into a full-blown global energy crisis following Russia’s invasion of Ukraine in February 2022. The price of natural gas reached record highs, and as a result so did electricity in some markets. Oil prices hit their highest level since 2008.
Higher energy prices have contributed to painfully high inflation, pushed families into poverty, forced some factories to curtail output or even shut down, and slowed economic growth to the point that some countries are heading towards severe recession. Europe, whose gas supply is uniquely vulnerable because of its historic reliance on Russia, could face gas rationing this winter, while many emerging economies are seeing sharply higher energy import bills and fuel shortages. While today’s energy crisis shares some parallels with the oil shocks of the 1970s, there are important differences. Today’s crisis involves all fossil fuels, while the 1970s price shocks were largely limited to oil at a time when the global economy was much more dependent on oil, and less dependent on gas. The entire word economy is much more interlinked than it was 50 years ago, magnifying the impact. That’s why we can refer to this as the first truly global energy crisis.
Some gas-intensive manufacturing plants in Europe have curtailed output because they can’t afford to keep operating, while in China some have simply had their power supply cut. In emerging and developing economies, where the share of household budgets spent on energy and food is already large, higher energy bills have increased extreme poverty and set back progress towards achieving universal and affordable energy access. Even in advanced economies, rising prices have impacted vulnerable households and caused significant economic, social and political strains.
Climate policies have been blamed in some quarters for contributing to the recent run-up in energy prices, but there is no evidence. In fact, a greater supply of clean energy sources and technologies would have protected consumers and mitigated some of the upward pressure on fuel prices.
Evolution of key regional natural gas prices, june 2021-october 2022, what is causing it, disrupted supply chains, bad weather, low investment, and then came russia's invasion of ukraine.
Energy prices have been rising since 2021 because of the rapid economic recovery, weather conditions in various parts of the world, maintenance work that had been delayed by the pandemic, and earlier decisions by oil and gas companies and exporting countries to reduce investments. Russia began withholding gas supplies to Europe in 2021, months ahead of its invasion of Ukraine. All that led to already tight supplies. Russia’s attack on Ukraine greatly exacerbated the situation . The United States and the EU imposed a series of sanctions on Russia and many European countries declared their intention to phase out Russian gas imports completely. Meanwhile, Russia has increasingly curtailed or even turned off its export pipelines. Russia is by far the world’s largest exporter of fossil fuels, and a particularly important supplier to Europe. In 2021, a quarter of all energy consumed in the EU came from Russia. As Europe sought to replace Russian gas, it bid up prices of US, Australian and Qatari ship-borne liquefied natural gas (LNG), raising prices and diverting supply away from traditional LNG customers in Asia. Because gas frequently sets the price at which electricity is sold, power prices soared as well. Both LNG producers and importers are rushing to build new infrastructure to increase how much LNG can be traded internationally, but these costly projects take years to come online. Oil prices also initially soared as international trade routes were reconfigured after the United States, many European countries and some of their Asian allies said they would no longer buy Russian oil. Some shippers have declined to carry Russian oil because of sanctions and insurance risk. Many large oil producers were unable to boost supply to meet rising demand – even with the incentive of sky-high prices – because of a lack of investment in recent years. While prices have come down from their peaks, the outlook is uncertain with new rounds of European sanctions on Russia kicking in later this year.
Pandemic hangovers and rising interest rates limit public responses, while some countries turn to coal.
Some governments are looking to cushion the blow for customers and businesses, either through direct assistance, or by limiting prices for consumers and then paying energy providers the difference. But with inflation in many countries well above target and budget deficits already large because of emergency spending during the Covid-19 pandemic, the scope for cushioning the impact is more limited than in early 2020. Rising inflation has triggered increases in short-term interest rates in many countries, slowing down economic growth. Europeans have rushed to increase gas imports from alternative producers such as Algeria, Norway and Azerbaijan. Several countries have resumed or expanded the use of coal for power generation, and some are extending the lives of nuclear plants slated for de-commissioning. EU members have also introduced gas storage obligations, and agreed on voluntary targets to cut gas and electricity demand by 15% this winter through efficiency measures, greater use of renewables, and support for efficiency improvements. To ensure adequate oil supplies, the IEA and its members responded with the two largest ever releases of emergency oil stocks. With two decisions – on 1 March 2022 and 1 April – the IEA coordinated the release of some 182 million barrels of emergency oil from public stocks or obligated stocks held by industry. Some IEA member countries independently released additional public stocks, resulting in a total of over 240 million barrels being released between March and November 2022.
The IEA has also published action plans to cut oil use with immediate impact, as well as plans for how Europe can reduce its reliance on Russian gas and how common citizens can reduce their energy consumption . The invasion has sparked a reappraisal of energy policies and priorities, calling into question the viability of decades of infrastructure and investment decisions, and profoundly reorientating international energy trade. Gas had been expected to play a key role in many countries as a lower-emitting "bridge" between dirtier fossil fuels and renewable energies. But today’s crisis has called into question natural gas’ reliability.
The current crisis could accelerate the rollout of cleaner, sustainable renewable energy such as wind and solar, just as the 1970s oil shocks spurred major advances in energy efficiency, as well as in nuclear, solar and wind power. The crisis has also underscored the importance of investing in robust gas and power network infrastructure to better integrate regional markets. The EU’s RePowerEU, presented in May 2022 and the United States’ Inflation Reduction Act , passed in August 2022, both contain major initiatives to develop energy efficiency and promote renewable energies.
Lower your thermostat by just 1°C to save around 7% of your heating energy and cut an average bill by EUR 50-70 a year. Always set your thermostat as low as feels comfortable, and wear warm clothes indoors. Use a programmable thermostat to set the temperature to 15°C while you sleep and 10°C when the house is unoccupied. This cuts up to 10% a year off heating bills. Try to only heat the room you’re in or the rooms you use regularly.
The same idea applies in hot weather. Turn off air-conditioning when you’re out. Set the overall temperature 1 °C warmer to cut bills by up to 10%. And only cool the room you’re in.
Default boiler settings are often higher than you need. Lower the hot water temperature to save 8% of your heating energy and cut EUR 100 off an average bill. You may have to have the plumber come once if you have a complex modern combi boiler and can’t figure out the manual. Make sure you follow local recommendations or consult your boiler manual. Swap a bath for a shower to spend less energy heating water. And if you already use a shower, take a shorter one. Hot water tanks and pipes should be insulated to stop heat escaping. Clean wood- and pellet-burning heaters regularly with a wire brush to keep them working efficiently.
Close windows and doors, insulate pipes and draught-proof around windows, chimneys and other gaps to keep the warm air inside. Unless your home is very new, you will lose heat through draughty doors and windows, gaps in the floor, or up the chimney. Draught-proof these gaps with sealant or weather stripping to save up to EUR 100 a year. Install tight-fitting curtains or shades on windows to retain even more heat. Close fireplace and chimney openings (unless a fire is burning) to stop warm air escaping straight up the chimney. And if you never use your fireplace, seal the chimney to stop heat escaping.
Replace old lightbulbs with new LED ones, and only keep on the lights you need. LED bulbs are more efficient than incandescent and halogen lights, they burn out less frequently, and save around EUR 10 a year per bulb. Check the energy label when buying bulbs, and aim for A (the most efficient) rather than G (the least efficient). The simplest and easiest way to save energy is to turn lights off when you leave a room.
Walking or cycling are great alternatives to driving for short journeys, and they help save money, cut emissions and reduce congestion. If you can, leave your car at home for shorter journeys; especially if it’s a larger car. Share your ride with neighbours, friends and colleagues to save energy and money. You’ll also see big savings and health benefits if you travel by bike. Many governments also offer incentives for electric bikes.
For longer distances where walking or cycling is impractical, public transport still reduces energy use, congestion and air pollution. If you’re going on a longer trip, consider leaving your car at home and taking the train. Buy a season ticket to save money over time. Your workplace or local government might also offer incentives for travel passes. Plan your trip in advance to save on tickets and find the best route.
Optimise your driving style to reduce fuel consumption: drive smoothly and at lower speeds on motorways, close windows at high speeds and make sure your tires are properly inflated. Try to take routes that avoid heavy traffic and turn off the engine when you’re not moving. Drive 10 km/h slower on motorways to cut your fuel bill by around EUR 60 per year. Driving steadily between 50-90 km/h can also save fuel. When driving faster than 80 km/h, it’s more efficient to use A/C, rather than opening your windows. And service your engine regularly to maintain energy efficiency.
Analysis and forecast to 2026
Fuel report — December 2023
Commentary — 09 May 2023
Commentary — 23 February 2023
Commentary — 16 February 2023
Policy report — February 2023
Report — February 2023
Analysis and forecast to 2025
Fuel report — December 2022
A practical set of actions to close a potential supply-demand gap
Flagship report — December 2022
Thank you for subscribing. You can unsubscribe at any time by clicking the link at the bottom of any IEA newsletter.
COMMENTS
Research Topic. Definition: Research topic is a specific subject or area of interest that a researcher wants to investigate or explore in-depth through research. It is the overarching theme or question that guides a research project and helps to focus the research activities towards a clear objective.
A research area is what a research topic is placed into, but is much broader than the scope of the topic. For example a research area can be human physiology, computer science (as you mentioned) or even relate to a specific field within these broader terms such as cardiac electrophysiology or machine learning respectively.
Selecting a topic to research is not a one-step task. Identifying and developing your topic is an ongoing process that does not end until you have finished your research project. Start with an idea you are interested in. Find and read some background information to get a better understanding of the topic, then use what you have learned to ...
Answer: A research topic is a specific part of study in a broader area of study. For instance, for your research topic, the broader research area is malaria prevention in households. A research question aims to further narrow down the scope of the study. It is a possibility you explore through your study aiming to solve the problem of your ...
A research topic and a research problem are two distinct concepts that are often confused. A research topic is a broader label that indicates the focus of the study, while a research problem is an issue or gap in knowledge within the broader field that needs to be addressed.. To illustrate this distinction, consider a student who has chosen "teenage pregnancy in the United Kingdom" as ...
Identifying a research topic can be challenging. Most of the research that has been completed on the process of conducting research fails to examine the preliminary stages of the interactive and self-reflective process of identifying a research topic (Wintersberger & Saunders, 2020).
Research is defined as a meticulous and systematic inquiry process designed to explore and unravel specific subjects or issues with precision. This methodical approach encompasses the thorough collection, rigorous analysis, and insightful interpretation of information, aiming to delve deep into the nuances of a chosen field of study.
Identifying a topic with these characteristics at the beginning of the research process will ultimately save you time. Finding a research topic that is interesting, relevant, feasible, and worthy of your time may take substantial effort so you should be prepared to invest your time accordingly. Considering your options, doing some background ...
Select a topic. Choosing an interesting research topic is your first challenge. Here are some tips: Choose a topic that you are interested in! The research process is more relevant if you care about your topic. Narrow your topic to something manageable. If your topic is too broad, you will find too much information and not be able to focus.
Task/Instruction words are the words or phrases used in your assignment topic/question to tell you what to do. These words are also included in the marking criteria of your assignment. Keywords are the content words that provide the topic of the question, and are the words you use to conduct your search. Limiting words help you focus or narrow ...
The research topic is too broad (or just poorly articulated). The research aims, objectives and questions don't align. The research topic is not well justified. The study has a weak theoretical foundation. The research design is not well articulated well enough. Poor writing and sloppy presentation. Poor project planning and risk management.
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."
STEP 1: Define Your Topic. The first step when planning and writing a research paper is picking a good topic. A good topic is relevant to the assignment and has enough information available for you to use and is neither too broad nor too narrow. This section will help you pick a subject that interests you, and refine that subject to a specific ...
It will depend on how many relevant and trustworthy sources you find in your research. You will need enough time to read through those sources and write a satisfactory paper given the limited space (yes, even 10 pages is a limited space). If you find many sources, consider narrowing your topic. If you find few sources, consider broadening your ...
A research topic is a subject that you are interested in investigating. For instance, Bees is a Topic. A research question drives your investigation. It is something that you want to know about your topic; something you will explore and try to answer. For example, "How do bees work together as a community?"
Theoretical approach : Limit your topic to a particular approach to the issue. For example, if your topic concerns cloning, examine the theories surrounding of the high rate of failures in animal cloning. Aspect or sub-area : Consider only one piece of the subject. For example, if your topic is human cloning, investigate government regulation ...
Define a Topic. Effective research takes time. This page will help students: Understand assignment requirements. Select a topic for their research paper. Formulate a research question. Narrow or broaden a research question. Determine keywords and brainstorm search terms. If you are unsure about what is expected about your assignment, consult ...
Conceptualizing a research topic entails formulating a "defensible and researchable" research question. Conducting a literature search as one of the first steps in a graduate degree is often quite helpful as published peer-reviewed research articles are key to identify knowledge gaps in current literature. Thus, students can design and ...
Steps to Refining Your Topic. Once you have chosen a general topic idea the next step is to refine your topic and ulitmately to formulate a research question. Consider the points below to keep your research focused and on track. If you continue to have difficulties defining a topic talk to your instructor or a librarian.
A research problem is a specific issue or gap in existing knowledge that you aim to address in your research. You may choose to look for practical problems aimed at contributing to change, or theoretical problems aimed at expanding knowledge. Some research will do both of these things, but usually the research problem focuses on one or the other.
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
Defining Scope. Once you decide on a research topic, you need to determine the scope of your topic. The scope of a research topic is determined by how detailed you want your project to be. This process will tell you if your topic is already too narrow or too broad. Consider the following when determining the scope of your research topic ...
Focus Your Topic. Keep it manageable and be flexible. If you start doing more research and not finding enough sources that support your thesis, you may need to adjust your topic. A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic such as "the environment" is to limit your topic.
Though people might have both a SUD and a mental disorder, that does not mean that one caused the other. Research suggests three possibilities that could explain why SUDs and other mental disorders may occur together: Common risk factors can contribute to both SUDs and other mental disorders. Both SUDs and other mental disorders can run in ...
Cloud is the go-to platform for IT leaders driving digital transformation. It supports emerging technologies like generative AI (GenAI) and composable applications, while reducing carbon footprints. Download this research to discover: Our top 6 cloud computing predictions through 2027; Future advancements that will leverage the cloud's value
Research has identified the skills and abilities needed to thrive in this rapidly growing economy. The energy transition also heralds a jobs transition. Research has identified the skills and abilities needed to thrive in this rapidly growing economy. ... Produce several ideas on given topic (regardless of the quantity and quality of such ideas ...
Research. Studies are in progress to learn more about Long COVID and identify further measures to help prevent Long COVID. CDC and partners use multiple approaches to support and conduct research that estimates: How many people experience Long COVID and why. Which groups of people are disproportionately impacted by Long COVID
All analysis on this topic. Coal 2023. Analysis and forecast to 2026. Fuel report — December 2023 ... What does the current global energy crisis mean for energy investment? Commentary — 13 May 2022 Playing my part. How to save money, reduce reliance on Russian energy, support Ukraine and help the planet ...