the research question for

Get science-backed answers as you write with Paperpal's Research feature

How to Write a Research Question: Types and Examples 

The first step in any research project is framing the research question. It can be considered the core of any systematic investigation as the research outcomes are tied to asking the right questions. Thus, this primary interrogation point sets the pace for your research as it helps collect relevant and insightful information that ultimately influences your work.   

Typically, the research question guides the stages of inquiry, analysis, and reporting. Depending on the use of quantifiable or quantitative data, research questions are broadly categorized into quantitative or qualitative research questions. Both types of research questions can be used independently or together, considering the overall focus and objectives of your research.  

What is a research question?

A research question is a clear, focused, concise, and arguable question on which your research and writing are centered. 1 It states various aspects of the study, including the population and variables to be studied and the problem the study addresses. These questions also set the boundaries of the study, ensuring cohesion. 

Designing the research question is a dynamic process where the researcher can change or refine the research question as they review related literature and develop a framework for the study. Depending on the scale of your research, the study can include single or multiple research questions. 

A good research question has the following features: 

• It is relevant to the chosen field of study. 
• The question posed is arguable and open for debate, requiring synthesizing and analysis of ideas. 
• It is focused and concisely framed. 
• A feasible solution is possible within the given practical constraint and timeframe. 

A poorly formulated research question poses several risks. 1   

• Researchers can adopt an erroneous design. 
• It can create confusion and hinder the thought process, including developing a clear protocol.  
• It can jeopardize publication efforts.  
• It causes difficulty in determining the relevance of the study findings.  
• It causes difficulty in whether the study fulfils the inclusion criteria for systematic review and meta-analysis. This creates challenges in determining whether additional studies or data collection is needed to answer the question.  
• Readers may fail to understand the objective of the study. This reduces the likelihood of the study being cited by others. 

Now that you know “What is a research question?”, let’s look at the different types of research questions. 

Types of research questions

Depending on the type of research to be done, research questions can be classified broadly into quantitative, qualitative, or mixed-methods studies. Knowing the type of research helps determine the best type of research question that reflects the direction and epistemological underpinnings of your research. 

The structure and wording of quantitative 2 and qualitative research 3 questions differ significantly. The quantitative study looks at causal relationships, whereas the qualitative study aims at exploring a phenomenon. 

• Quantitative research questions:  
• Seeks to investigate social, familial, or educational experiences or processes in a particular context and/or location.  
• Answers ‘how,’ ‘what,’ or ‘why’ questions. 
• Investigates connections, relations, or comparisons between independent and dependent variables. 

Quantitative research questions can be further categorized into descriptive, comparative, and relationship, as explained in the Table below. 

• Qualitative research questions  

Qualitative research questions are adaptable, non-directional, and more flexible. It concerns broad areas of research or more specific areas of study to discover, explain, or explore a phenomenon. These are further classified as follows: 

• Mixed-methods studies  

Mixed-methods studies use both quantitative and qualitative research questions to answer your research question. Mixed methods provide a complete picture than standalone quantitative or qualitative research, as it integrates the benefits of both methods. Mixed methods research is often used in multidisciplinary settings and complex situational or societal research, especially in the behavioral, health, and social science fields. 

What makes a good research question

A good research question should be clear and focused to guide your research. It should synthesize multiple sources to present your unique argument, and should ideally be something that you are interested in. But avoid questions that can be answered in a few factual statements. The following are the main attributes of a good research question. 

• Specific: The research question should not be a fishing expedition performed in the hopes that some new information will be found that will benefit the researcher. The central research question should work with your research problem to keep your work focused. If using multiple questions, they should all tie back to the central aim. 
• Measurable: The research question must be answerable using quantitative and/or qualitative data or from scholarly sources to develop your research question. If such data is impossible to access, it is better to rethink your question. 
• Attainable: Ensure you have enough time and resources to do all research required to answer your question. If it seems you will not be able to gain access to the data you need, consider narrowing down your question to be more specific. 
• You have the expertise 
• You have the equipment and resources 
• Realistic: Developing your research question should be based on initial reading about your topic. It should focus on addressing a problem or gap in the existing knowledge in your field or discipline. 
• Based on some sort of rational physics 
• Can be done in a reasonable time frame 
• Timely: The research question should contribute to an existing and current debate in your field or in society at large. It should produce knowledge that future researchers or practitioners can later build on. 
• Novel 
• Based on current technologies. 
• Important to answer current problems or concerns. 
• Lead to new directions. 
• Important: Your question should have some aspect of originality. Incremental research is as important as exploring disruptive technologies. For example, you can focus on a specific location or explore a new angle. 
• Meaningful whether the answer is “Yes” or “No.” Closed-ended, yes/no questions are too simple to work as good research questions. Such questions do not provide enough scope for robust investigation and discussion. A good research question requires original data, synthesis of multiple sources, and original interpretation and argumentation before providing an answer. 

Steps for developing a good research question

The importance of research questions cannot be understated. When drafting a research question, use the following frameworks to guide the components of your question to ease the process. 4  

• Determine the requirements: Before constructing a good research question, set your research requirements. What is the purpose? Is it descriptive, comparative, or explorative research? Determining the research aim will help you choose the most appropriate topic and word your question appropriately. 
• Select a broad research topic: Identify a broader subject area of interest that requires investigation. Techniques such as brainstorming or concept mapping can help identify relevant connections and themes within a broad research topic. For example, how to learn and help students learn. 
• Perform preliminary investigation: Preliminary research is needed to obtain up-to-date and relevant knowledge on your topic. It also helps identify issues currently being discussed from which information gaps can be identified. 
• Narrow your focus: Narrow the scope and focus of your research to a specific niche. This involves focusing on gaps in existing knowledge or recent literature or extending or complementing the findings of existing literature. Another approach involves constructing strong research questions that challenge your views or knowledge of the area of study (Example: Is learning consistent with the existing learning theory and research). 
• Identify the research problem: Once the research question has been framed, one should evaluate it. This is to realize the importance of the research questions and if there is a need for more revising (Example: How do your beliefs on learning theory and research impact your instructional practices). 

How to write a research question

Those struggling to understand how to write a research question, these simple steps can help you simplify the process of writing a research question. 

Sample Research Questions

The following are some bad and good research question examples 

• Example 1 
• Example 2 

References:  

• Thabane, L., Thomas, T., Ye, C., & Paul, J. (2009). Posing the research question: not so simple.  Canadian Journal of Anesthesia/Journal canadien d’anesthésie ,  56 (1), 71-79. 
• Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research.  Nephrology Nursing Journal ,  45 (2), 209-213. 
• Kyngäs, H. (2020). Qualitative research and content analysis.  The application of content analysis in nursing science research , 3-11. 
• Mattick, K., Johnston, J., & de la Croix, A. (2018). How to… write a good research question.  The clinical teacher ,  15 (2), 104-108. 
• Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls.  Indian Journal of Anaesthesia ,  63 (8), 611. 
• Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions.  ACP journal club ,  123 (3), A12-A13 

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

• Scientific Writing Style Guides Explained
• Ethical Research Practices For Research with Human Subjects
• 8 Most Effective Ways to Increase Motivation for Thesis Writing 
• 6 Tips for Post-Doc Researchers to Take Their Career to the Next Level

Transitive and Intransitive Verbs in the World of Research

Language and grammar rules for academic writing, you may also like, academic editing: how to self-edit academic text with..., measuring academic success: definition & strategies for excellence, phd qualifying exam: tips for success , quillbot review: features, pricing, and free alternatives, what is an academic paper types and elements , 9 steps to publish a research paper, what are the different types of research papers, how to make translating academic papers less challenging, 6 tips for post-doc researchers to take their..., presenting research data effectively through tables and figures.

• Privacy Policy

Home » Research Questions – Types, Examples and Writing Guide

Research Questions – Types, Examples and Writing Guide

Table of Contents

Research Questions

Definition:

Research questions are the specific questions that guide a research study or inquiry. These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective.

Types of Research Questions

Types of Research Questions are as follows:

Descriptive Research Questions

These aim to describe a particular phenomenon, group, or situation. For example:

• What are the characteristics of the target population?
• What is the prevalence of a particular disease in a specific region?

Exploratory Research Questions

These aim to explore a new area of research or generate new ideas or hypotheses. For example:

• What are the potential causes of a particular phenomenon?
• What are the possible outcomes of a specific intervention?

Explanatory Research Questions

These aim to understand the relationship between two or more variables or to explain why a particular phenomenon occurs. For example:

• What is the effect of a specific drug on the symptoms of a particular disease?
• What are the factors that contribute to employee turnover in a particular industry?

Predictive Research Questions

These aim to predict a future outcome or trend based on existing data or trends. For example :

• What will be the future demand for a particular product or service?
• What will be the future prevalence of a particular disease?

Evaluative Research Questions

These aim to evaluate the effectiveness of a particular intervention or program. For example:

• What is the impact of a specific educational program on student learning outcomes?
• What is the effectiveness of a particular policy or program in achieving its intended goals?

How to Choose Research Questions

Choosing research questions is an essential part of the research process and involves careful consideration of the research problem, objectives, and design. Here are some steps to consider when choosing research questions:

• Identify the research problem: Start by identifying the problem or issue that you want to study. This could be a gap in the literature, a social or economic issue, or a practical problem that needs to be addressed.
• Conduct a literature review: Conducting a literature review can help you identify existing research in your area of interest and can help you formulate research questions that address gaps or limitations in the existing literature.
• Define the research objectives : Clearly define the objectives of your research. What do you want to achieve with your study? What specific questions do you want to answer?
• Consider the research design : Consider the research design that you plan to use. This will help you determine the appropriate types of research questions to ask. For example, if you plan to use a qualitative approach, you may want to focus on exploratory or descriptive research questions.
• Ensure that the research questions are clear and answerable: Your research questions should be clear and specific, and should be answerable with the data that you plan to collect. Avoid asking questions that are too broad or vague.
• Get feedback : Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, feasible, and meaningful.

How to Write Research Questions

Guide for Writing Research Questions:

• Start with a clear statement of the research problem: Begin by stating the problem or issue that your research aims to address. This will help you to formulate focused research questions.
• Use clear language : Write your research questions in clear and concise language that is easy to understand. Avoid using jargon or technical terms that may be unfamiliar to your readers.
• Be specific: Your research questions should be specific and focused. Avoid broad questions that are difficult to answer. For example, instead of asking “What is the impact of climate change on the environment?” ask “What are the effects of rising sea levels on coastal ecosystems?”
• Use appropriate question types: Choose the appropriate question types based on the research design and objectives. For example, if you are conducting a qualitative study, you may want to use open-ended questions that allow participants to provide detailed responses.
• Consider the feasibility of your questions : Ensure that your research questions are feasible and can be answered with the resources available. Consider the data sources and methods of data collection when writing your questions.
• Seek feedback: Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, appropriate, and meaningful.

Examples of Research Questions

Some Examples of Research Questions with Research Titles:

Research Title: The Impact of Social Media on Mental Health

• Research Question : What is the relationship between social media use and mental health, and how does this impact individuals’ well-being?

Research Title: Factors Influencing Academic Success in High School

• Research Question: What are the primary factors that influence academic success in high school, and how do they contribute to student achievement?

Research Title: The Effects of Exercise on Physical and Mental Health

• Research Question: What is the relationship between exercise and physical and mental health, and how can exercise be used as a tool to improve overall well-being?

Research Title: Understanding the Factors that Influence Consumer Purchasing Decisions

• Research Question : What are the key factors that influence consumer purchasing decisions, and how do these factors vary across different demographics and products?

Research Title: The Impact of Technology on Communication

• Research Question : How has technology impacted communication patterns, and what are the effects of these changes on interpersonal relationships and society as a whole?

Research Title: Investigating the Relationship between Parenting Styles and Child Development

• Research Question: What is the relationship between different parenting styles and child development outcomes, and how do these outcomes vary across different ages and developmental stages?

Research Title: The Effectiveness of Cognitive-Behavioral Therapy in Treating Anxiety Disorders

• Research Question: How effective is cognitive-behavioral therapy in treating anxiety disorders, and what factors contribute to its success or failure in different patients?

Research Title: The Impact of Climate Change on Biodiversity

• Research Question : How is climate change affecting global biodiversity, and what can be done to mitigate the negative effects on natural ecosystems?

Research Title: Exploring the Relationship between Cultural Diversity and Workplace Productivity

• Research Question : How does cultural diversity impact workplace productivity, and what strategies can be employed to maximize the benefits of a diverse workforce?

Research Title: The Role of Artificial Intelligence in Healthcare

• Research Question: How can artificial intelligence be leveraged to improve healthcare outcomes, and what are the potential risks and ethical concerns associated with its use?

Applications of Research Questions

Here are some of the key applications of research questions:

• Defining the scope of the study : Research questions help researchers to narrow down the scope of their study and identify the specific issues they want to investigate.
• Developing hypotheses: Research questions often lead to the development of hypotheses, which are testable predictions about the relationship between variables. Hypotheses provide a clear and focused direction for the study.
• Designing the study : Research questions guide the design of the study, including the selection of participants, the collection of data, and the analysis of results.
• Collecting data : Research questions inform the selection of appropriate methods for collecting data, such as surveys, interviews, or experiments.
• Analyzing data : Research questions guide the analysis of data, including the selection of appropriate statistical tests and the interpretation of results.
• Communicating results : Research questions help researchers to communicate the results of their study in a clear and concise manner. The research questions provide a framework for discussing the findings and drawing conclusions.

Characteristics of Research Questions

Characteristics of Research Questions are as follows:

• Clear and Specific : A good research question should be clear and specific. It should clearly state what the research is trying to investigate and what kind of data is required.
• Relevant : The research question should be relevant to the study and should address a current issue or problem in the field of research.
• Testable : The research question should be testable through empirical evidence. It should be possible to collect data to answer the research question.
• Concise : The research question should be concise and focused. It should not be too broad or too narrow.
• Feasible : The research question should be feasible to answer within the constraints of the research design, time frame, and available resources.
• Original : The research question should be original and should contribute to the existing knowledge in the field of research.
• Significant : The research question should have significance and importance to the field of research. It should have the potential to provide new insights and knowledge to the field.
• Ethical : The research question should be ethical and should not cause harm to any individuals or groups involved in the study.

Purpose of Research Questions

Research questions are the foundation of any research study as they guide the research process and provide a clear direction to the researcher. The purpose of research questions is to identify the scope and boundaries of the study, and to establish the goals and objectives of the research.

The main purpose of research questions is to help the researcher to focus on the specific area or problem that needs to be investigated. They enable the researcher to develop a research design, select the appropriate methods and tools for data collection and analysis, and to organize the results in a meaningful way.

Research questions also help to establish the relevance and significance of the study. They define the research problem, and determine the research methodology that will be used to address the problem. Research questions also help to determine the type of data that will be collected, and how it will be analyzed and interpreted.

Finally, research questions provide a framework for evaluating the results of the research. They help to establish the validity and reliability of the data, and provide a basis for drawing conclusions and making recommendations based on the findings of the study.

Advantages of Research Questions

There are several advantages of research questions in the research process, including:

• Focus : Research questions help to focus the research by providing a clear direction for the study. They define the specific area of investigation and provide a framework for the research design.
• Clarity : Research questions help to clarify the purpose and objectives of the study, which can make it easier for the researcher to communicate the research aims to others.
• Relevance : Research questions help to ensure that the study is relevant and meaningful. By asking relevant and important questions, the researcher can ensure that the study will contribute to the existing body of knowledge and address important issues.
• Consistency : Research questions help to ensure consistency in the research process by providing a framework for the development of the research design, data collection, and analysis.
• Measurability : Research questions help to ensure that the study is measurable by defining the specific variables and outcomes that will be measured.
• Replication : Research questions help to ensure that the study can be replicated by providing a clear and detailed description of the research aims, methods, and outcomes. This makes it easier for other researchers to replicate the study and verify the results.

Limitations of Research Questions

Limitations of Research Questions are as follows:

• Subjectivity : Research questions are often subjective and can be influenced by personal biases and perspectives of the researcher. This can lead to a limited understanding of the research problem and may affect the validity and reliability of the study.
• Inadequate scope : Research questions that are too narrow in scope may limit the breadth of the study, while questions that are too broad may make it difficult to focus on specific research objectives.
• Unanswerable questions : Some research questions may not be answerable due to the lack of available data or limitations in research methods. In such cases, the research question may need to be rephrased or modified to make it more answerable.
• Lack of clarity : Research questions that are poorly worded or ambiguous can lead to confusion and misinterpretation. This can result in incomplete or inaccurate data, which may compromise the validity of the study.
• Difficulty in measuring variables : Some research questions may involve variables that are difficult to measure or quantify, making it challenging to draw meaningful conclusions from the data.
• Lack of generalizability: Research questions that are too specific or limited in scope may not be generalizable to other contexts or populations. This can limit the applicability of the study’s findings and restrict its broader implications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

Institutional Review Board – Application Sample...

Evaluating Research – Process, Examples and...

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning  how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal . 

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

• Be clear and provide specific information so readers can easily understand the purpose.
• Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
• Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
• Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable. 
• Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused 

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature 

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section . 

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions. 

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study. 

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative research questions.

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and qualitative research question examples.

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications. 

2. Do preliminary research  

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option. 

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study. 

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.  

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

You Might Also Like:

39 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

Submit a Comment Cancel reply

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.

• Print Friendly

Literature Reviews

• Getting Started
• Choosing a Type of Review

Developing a Research Question

Finding example literature reviews.

• Searching the Literature
• Searching Tips
• ChatGPT [beta]
• Documenting your Search
• Using Citation Managers
• Concept Mapping
• Writing the Review
• Further Resources

Goldilocker Tool

UM Librarians have developed a quick tool called Goldilocker  to help beginners who are struggling to refine their Research Question. 

DEVELOPING A RESEARCH QUESTION

Before searching for sources, you need to formulate a Research Question — this is what you are trying to answer using the existing academic literature. The Research Question pinpoints the focus of the review .

Your first step involves choosing, exploring, and focusing a topic. At this stage you might discover that you need to tweak your topic or the scope of your research as you learn more about the topic in the literature.

THINGS TO KEEP IN MIND: 

• The question must be "researchable" — it can be answered with accessible facts and data
• Questions often start with How, Why, What, Which
• The question opens the door for other areas of inquiry — it identifies a gap in existing research
• Questions should be open-ended and focus on cause and effect

TRY TO AVOID: 

• Simple yes/no questions, or questions with an easy answer (what is the radius of the moon?)
• Questions that can only be answered by an opinion (does it smell nice when it rains?)
• Questions that involve secret information (what is the recipe for Coca-Cola?)
• Questions that are too broad or too narrow

REFINING YOUR RESEARCH QUESTION

Two examples of refining research questions that could be considered either too broad or too narrow.

USING DATABASE FILTER TOOLS

It can be helpful to read existing literature reviews on your topic to get an idea of major themes, how authors structure their arguments, or what reviews look like in your discipline.

DOCUMENT TYPE FILTERS

Many library databases have the option to highlight just Review Articles after you perform a search. Filters above show what the Document Type filter looks like, with a "Review" option. These examples are from Scopus and ProQuest. The "Review" filter here refers to free-standing, comprehensive Review Articles on a topic, as opposed to a shorter literature review inside a scholarly article.

LIT REVIEWS INSIDE ARTICLES

It is also worth taking a look at the shorter literature reviews inside scholarly articles. These can sometimes be called "Background" or "Background Literature." Look for a section typically following the Introduction that covers the history or gives context on the paper's topic.

EXAMPLE REVIEW ARTICLES

Here are a few examples of Review Articles in different disciplines. Note sometimes an article can be a Review Article without the word "review" in the title.

HUMANITIES — Art — " Art and Crime: Conceptualising Graffiti in the City " from the journal Geography Compass

SCIENCES — Climate Change — " Mercury Isotopes in Earth and Environmental Sciences " from the journal  Annual Review of Earth and Planetary Sciences

SOCIAL SCIENCES — Psychology — " Structural Competency and the Future of Firearm Research " from the journal Social Science & Medicine

• << Previous: Choosing a Type of Review
• Next: Searching the Literature >>
• Last Updated: May 9, 2024 11:44 AM
• URL: https://guides.lib.umich.edu/litreview

• Research Questions: Definitions, Types + [Examples]

Research questions lie at the core of systematic investigation and this is because recording accurate research outcomes is tied to asking the right questions. Asking the right questions when conducting research can help you collect relevant and insightful information that ultimately influences your work, positively. 

The right research questions are typically easy to understand, straight to the point, and engaging. In this article, we will share tips on how to create the right research questions and also show you how to create and administer an online questionnaire with Formplus . 

What is a Research Question? 

A research question is a specific inquiry which the research seeks to provide a response to. It resides at the core of systematic investigation and it helps you to clearly define a path for the research process. 

A research question is usually the first step in any research project. Basically, it is the primary interrogation point of your research and it sets the pace for your work.  

Typically, a research question focuses on the research, determines the methodology and hypothesis, and guides all stages of inquiry, analysis, and reporting. With the right research questions, you will be able to gather useful information for your investigation. 

Types of Research Questions 

Research questions are broadly categorized into 2; that is, qualitative research questions and quantitative research questions. Qualitative and quantitative research questions can be used independently and co-dependently in line with the overall focus and objectives of your research. 

If your research aims at collecting quantifiable data , you will need to make use of quantitative research questions. On the other hand, qualitative questions help you to gather qualitative data bothering on the perceptions and observations of your research subjects. 

Qualitative Research Questions  

A qualitative research question is a type of systematic inquiry that aims at collecting qualitative data from research subjects. The aim of qualitative research questions is to gather non-statistical information pertaining to the experiences, observations, and perceptions of the research subjects in line with the objectives of the investigation. 

Types of Qualitative Research Questions  

• Ethnographic Research Questions

As the name clearly suggests, ethnographic research questions are inquiries presented in ethnographic research. Ethnographic research is a qualitative research approach that involves observing variables in their natural environments or habitats in order to arrive at objective research outcomes. 

These research questions help the researcher to gather insights into the habits, dispositions, perceptions, and behaviors of research subjects as they interact in specific environments. 

Ethnographic research questions can be used in education, business, medicine, and other fields of study, and they are very useful in contexts aimed at collecting in-depth and specific information that are peculiar to research variables. For instance, asking educational ethnographic research questions can help you understand how pedagogy affects classroom relations and behaviors. 

This type of research question can be administered physically through one-on-one interviews, naturalism (live and work), and participant observation methods. Alternatively, the researcher can ask ethnographic research questions via online surveys and questionnaires created with Formplus.  

Examples of Ethnographic Research Questions

• Why do you use this product?
• Have you noticed any side effects since you started using this drug?
• Does this product meet your needs?

• Case Studies

A case study is a qualitative research approach that involves carrying out a detailed investigation into a research subject(s) or variable(s). In the course of a case study, the researcher gathers a range of data from multiple sources of information via different data collection methods, and over a period of time. 

The aim of a case study is to analyze specific issues within definite contexts and arrive at detailed research subject analyses by asking the right questions. This research method can be explanatory, descriptive , or exploratory depending on the focus of your systematic investigation or research. 

An explanatory case study is one that seeks to gather information on the causes of real-life occurrences. This type of case study uses “how” and “why” questions in order to gather valid information about the causative factors of an event. 

Descriptive case studies are typically used in business researches, and they aim at analyzing the impact of changing market dynamics on businesses. On the other hand, exploratory case studies aim at providing answers to “who” and “what” questions using data collection tools like interviews and questionnaires. 

Some questions you can include in your case studies are: 

• Why did you choose our services?
• How has this policy affected your business output?
• What benefits have you recorded since you started using our product?

An interview is a qualitative research method that involves asking respondents a series of questions in order to gather information about a research subject. Interview questions can be close-ended or open-ended , and they prompt participants to provide valid information that is useful to the research. 

An interview may also be structured, semi-structured , or unstructured , and this further influences the types of questions they include. Structured interviews are made up of more close-ended questions because they aim at gathering quantitative data while unstructured interviews consist, primarily, of open-ended questions that allow the researcher to collect qualitative information from respondents. 

You can conduct interview research by scheduling a physical meeting with respondents, through a telephone conversation, and via digital media and video conferencing platforms like Skype and Zoom. Alternatively, you can use Formplus surveys and questionnaires for your interview. 

Examples of interview questions include: 

• What challenges did you face while using our product?
• What specific needs did our product meet?
• What would you like us to improve our service delivery?

Quantitative Research Questions

Quantitative research questions are questions that are used to gather quantifiable data from research subjects. These types of research questions are usually more specific and direct because they aim at collecting information that can be measured; that is, statistical information. 

Types of Quantitative Research Questions

• Descriptive Research Questions

Descriptive research questions are inquiries that researchers use to gather quantifiable data about the attributes and characteristics of research subjects. These types of questions primarily seek responses that reveal existing patterns in the nature of the research subjects. 

It is important to note that descriptive research questions are not concerned with the causative factors of the discovered attributes and characteristics. Rather, they focus on the “what”; that is, describing the subject of the research without paying attention to the reasons for its occurrence. 

Descriptive research questions are typically closed-ended because they aim at gathering definite and specific responses from research participants. Also, they can be used in customer experience surveys and market research to collect information about target markets and consumer behaviors. 

Descriptive Research Question Examples

• How often do you make use of our fitness application?
• How much would you be willing to pay for this product?

• Comparative Research Questions

A comparative research question is a type of quantitative research question that is used to gather information about the differences between two or more research subjects across different variables. These types of questions help the researcher to identify distinct features that mark one research subject from the other while highlighting existing similarities. 

Asking comparative research questions in market research surveys can provide insights on how your product or service matches its competitors. In addition, it can help you to identify the strengths and weaknesses of your product for a better competitive advantage.  

The 5 steps involved in the framing of comparative research questions are: 

• Choose your starting phrase
• Identify and name the dependent variable
• Identify the groups you are interested in
• Identify the appropriate adjoining text
• Write out the comparative research question

Comparative Research Question Samples 

• What are the differences between a landline telephone and a smartphone?
• What are the differences between work-from-home and on-site operations?

• Relationship-based Research Questions  

Just like the name suggests, a relationship-based research question is one that inquires into the nature of the association between two research subjects within the same demographic. These types of research questions help you to gather information pertaining to the nature of the association between two research variables. 

Relationship-based research questions are also known as correlational research questions because they seek to clearly identify the link between 2 variables. 

Read: Correlational Research Designs: Types, Examples & Methods

Examples of relationship-based research questions include: 

• What is the relationship between purchasing power and the business site?
• What is the relationship between the work environment and workforce turnover?

Examples of a Good Research Question

Since research questions lie at the core of any systematic investigations, it is important to know how to frame a good research question. The right research questions will help you to gather the most objective responses that are useful to your systematic investigation. 

A good research question is one that requires impartial responses and can be answered via existing sources of information. Also, a good research question seeks answers that actively contribute to a body of knowledge; hence, it is a question that is yet to be answered in your specific research context.

• Open-Ended Questions

 An open-ended question is a type of research question that does not restrict respondents to a set of premeditated answer options. In other words, it is a question that allows the respondent to freely express his or her perceptions and feelings towards the research subject. 

Examples of Open-ended Questions

• How do you deal with stress in the workplace?
• What is a typical day at work like for you?
• Close-ended Questions

A close-ended question is a type of survey question that restricts respondents to a set of predetermined answers such as multiple-choice questions . Close-ended questions typically require yes or no answers and are commonly used in quantitative research to gather numerical data from research participants. 

Examples of Close-ended Questions

• Did you enjoy this event?
• How likely are you to recommend our services?
• Very Likely
• Somewhat Likely
• Likert Scale Questions

A Likert scale question is a type of close-ended question that is structured as a 3-point, 5-point, or 7-point psychometric scale . This type of question is used to measure the survey respondent’s disposition towards multiple variables and it can be unipolar or bipolar in nature. 

Example of Likert Scale Questions

• How satisfied are you with our service delivery?
• Very dissatisfied
• Not satisfied
• Very satisfied
• Rating Scale Questions

A rating scale question is a type of close-ended question that seeks to associate a specific qualitative measure (rating) with the different variables in research. It is commonly used in customer experience surveys, market research surveys, employee reviews, and product evaluations. 

Example of Rating Questions

• How would you rate our service delivery?

  Examples of a Bad Research Question

Knowing what bad research questions are would help you avoid them in the course of your systematic investigation. These types of questions are usually unfocused and often result in research biases that can negatively impact the outcomes of your systematic investigation. 

• Loaded Questions

A loaded question is a question that subtly presupposes one or more unverified assumptions about the research subject or participant. This type of question typically boxes the respondent in a corner because it suggests implicit and explicit biases that prevent objective responses. 

Example of Loaded Questions

• Have you stopped smoking?
• Where did you hide the money?
• Negative Questions

A negative question is a type of question that is structured with an implicit or explicit negator. Negative questions can be misleading because they upturn the typical yes/no response order by requiring a negative answer for affirmation and an affirmative answer for negation. 

Examples of Negative Questions

• Would you mind dropping by my office later today?
• Didn’t you visit last week?
• Leading Questions  

A l eading question is a type of survey question that nudges the respondent towards an already-determined answer. It is highly suggestive in nature and typically consists of biases and unverified assumptions that point toward its premeditated responses. 

Examples of Leading Questions

• If you enjoyed this service, would you be willing to try out our other packages?
• Our product met your needs, didn’t it?

Read More: Leading Questions: Definition, Types, and Examples

How to Use Formplus as Online Research Questionnaire Tool  

With Formplus, you can create and administer your online research questionnaire easily. In the form builder, you can add different form fields to your questionnaire and edit these fields to reflect specific research questions for your systematic investigation. 

Here is a step-by-step guide on how to create an online research questionnaire with Formplus: 

• Sign in to your Formplus accoun t, then click on the “create new form” button in your dashboard to access the Form builder.

• In the form builder, add preferred form fields to your online research questionnaire by dragging and dropping them into the form. Add a title to your form in the title block. You can edit form fields by clicking on the “pencil” icon on the right corner of each form field.

• Save the form to access the customization section of the builder. Here, you can tweak the appearance of your online research questionnaire by adding background images, changing the form font, and adding your organization’s logo.

• Finally, copy your form link and share it with respondents. You can also use any of the multiple sharing options available.

Conclusion  

The success of your research starts with framing the right questions to help you collect the most valid and objective responses. Be sure to avoid bad research questions like loaded and negative questions that can be misleading and adversely affect your research data and outcomes. 

Your research questions should clearly reflect the aims and objectives of your systematic investigation while laying emphasis on specific contexts. To help you seamlessly gather responses for your research questions, you can create an online research questionnaire on Formplus.  

Connect to Formplus, Get Started Now - It's Free!

• abstract in research papers
• bad research questions
• examples of research questions
• types of research questions
• busayo.longe

You may also like:

How to Write An Abstract For Research Papers: Tips & Examples

In this article, we will share some tips for writing an effective abstract, plus samples you can learn from.

How to Write a Problem Statement for your Research

Learn how to write problem statements before commencing any research effort. Learn about its structure and explore examples

Research Summary: What Is It & How To Write One

Introduction A research summary is a requirement during academic research and sometimes you might need to prepare a research summary...

How to do a Meta Analysis: Methodology, Pros & Cons

In this article, we’ll go through the concept of meta-analysis, what it can be used for, and how you can use it to improve how you...

Formplus - For Seamless Data Collection

Collect data the right way with a versatile data collection tool. try formplus and transform your work productivity today..

Not sure how to log in to access library resources? Click here to learn how!

Library Home

• Library Website
• Research Basics

Developing a Research Question

• Introduction
• The Research Process
• Scholarly & Peer-Reviewed
• Primary vs. Secondary Sources
• Quantitative vs. Qualitative
• Evaluating Sources

What is a research question?

A research question is an essential tool to help guide your research paper, project, or thesis. It poses a specific question that you are seeking to answer in your paper. Research questions can be broad or narrow, and can change throughout the research process.

A good research question should be:

• Focused on a single issue
• Specific enough to answer thoroughly in your paper
• Feasible to answer within the length of your paper
• Researchable using the resources available to you
• Relevant to your field of study and/or to society at large

The length of your paper and the research you're able to locate will help to shape your research question. A longer paper, like a thesis or dissertation, may require multiple research questions.

The answer to your research question develops into your thesis statement .

Writing Your Research Question

Chose a Topic

You should choose a research topic that is interesting to you. This will make the research and writing process much more bearable.

A good way to begin brainstorming research questions is to list all the questions you would like to see answered, or topics you would like to learn more about. You may have been provided a list of potential topics by your professor, if none are interesting to you ask if you can develop your own.

It is better to start broad and narrow down your focus as you go.

Do Preliminary Research

Reference materials like encyclopedias can also be good for this purpose.

Narrow Your Topic

Now that you have a basic idea of what research exists on your topic, you can begin to narrow your focus.

Make sure that your question is specific enough that it can be answered thoroughly in the length of your paper.

Developing a Research Question Video Tutorial

Using Keywords Video Tutorial

• << Previous: Introduction
• Next: The Research Process >>
• Last Updated: Aug 15, 2023 3:47 PM
• URL: https://library.ndnu.edu/researchbasics

Academic Success Center

Emergency Information

© 2023 Notre Dame de Namur University. All rights reserved.

Notre Dame de Namur University 1500 Ralston Avenue Belmont, CA 94002 Map

How to Develop a Good Research Question? — Types & Examples

Cecilia is living through a tough situation in her research life. Figuring out where to begin, how to start her research study, and how to pose the right question for her research quest, is driving her insane. Well, questions, if not asked correctly, have a tendency to spiral us!

Image Source: https://phdcomics.com/

Questions lead everyone to answers. Research is a quest to find answers. Not the vague questions that Cecilia means to answer, but definitely more focused questions that define your research. Therefore, asking appropriate question becomes an important matter of discussion.

A well begun research process requires a strong research question. It directs the research investigation and provides a clear goal to focus on. Understanding the characteristics of comprising a good research question will generate new ideas and help you discover new methods in research.

In this article, we are aiming to help researchers understand what is a research question and how to write one with examples.

Table of Contents

What Is a Research Question?

A good research question defines your study and helps you seek an answer to your research. Moreover, a clear research question guides the research paper or thesis to define exactly what you want to find out, giving your work its objective. Learning to write a research question is the beginning to any thesis, dissertation , or research paper. Furthermore, the question addresses issues or problems which is answered through analysis and interpretation of data.

Why Is a Research Question Important?

A strong research question guides the design of a study. Moreover, it helps determine the type of research and identify specific objectives. Research questions state the specific issue you are addressing and focus on outcomes of the research for individuals to learn. Therefore, it helps break up the study into easy steps to complete the objectives and answer the initial question.

Types of Research Questions

Research questions can be categorized into different types, depending on the type of research you want to undergo. Furthermore, knowing the type of research will help a researcher determine the best type of research question to use.

1. Qualitative Research Question

Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Qualitative research question focus on discovering, explaining, elucidating, and exploring.

i. Exploratory Questions

This form of question looks to understand something without influencing the results. The objective of exploratory questions is to learn more about a topic without attributing bias or preconceived notions to it.

Research Question Example: Asking how a chemical is used or perceptions around a certain topic.

ii. Predictive Questions

Predictive research questions are defined as survey questions that automatically predict the best possible response options based on text of the question. Moreover, these questions seek to understand the intent or future outcome surrounding a topic.

Research Question Example: Asking why a consumer behaves in a certain way or chooses a certain option over other.

iii. Interpretive Questions

This type of research question allows the study of people in the natural setting. The questions help understand how a group makes sense of shared experiences with regards to various phenomena. These studies gather feedback on a group’s behavior without affecting the outcome.

Research Question Example: How do you feel about AI assisting publishing process in your research?

2. Quantitative Research Question

Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information.

i. Descriptive Questions

It is the most basic type of quantitative research question and it seeks to explain when, where, why, or how something occurred. Moreover, they use data and statistics to describe an event or phenomenon.

Research Question Example: How many generations of genes influence a future generation?

ii. Comparative Questions

Sometimes it’s beneficial to compare one occurrence with another. Therefore, comparative questions are helpful when studying groups with dependent variables.

Example: Do men and women have comparable metabolisms?

iii. Relationship-Based Questions

This type of research question answers influence of one variable on another. Therefore, experimental studies use this type of research questions are majorly.

Example: How is drought condition affect a region’s probability for wildfires.  

How to Write a Good Research Question?

1. Select a Topic

The first step towards writing a good research question is to choose a broad topic of research. You could choose a research topic that interests you, because the complete research will progress further from the research question. Therefore, make sure to choose a topic that you are passionate about, to make your research study more enjoyable.

2. Conduct Preliminary Research

After finalizing the topic, read and know about what research studies are conducted in the field so far. Furthermore, this will help you find articles that talk about the topics that are yet to be explored. You could explore the topics that the earlier research has not studied.

3. Consider Your Audience

The most important aspect of writing a good research question is to find out if there is audience interested to know the answer to the question you are proposing. Moreover, determining your audience will assist you in refining your research question, and focus on aspects that relate to defined groups.

4. Generate Potential Questions

The best way to generate potential questions is to ask open ended questions. Questioning broader topics will allow you to narrow down to specific questions. Identifying the gaps in literature could also give you topics to write the research question. Moreover, you could also challenge the existing assumptions or use personal experiences to redefine issues in research.

5. Review Your Questions

Once you have listed few of your questions, evaluate them to find out if they are effective research questions. Moreover while reviewing, go through the finer details of the question and its probable outcome, and find out if the question meets the research question criteria.

6. Construct Your Research Question

There are two frameworks to construct your research question. The first one being PICOT framework , which stands for:

• Population or problem
• Intervention or indicator being studied
• Comparison group
• Outcome of interest
• Time frame of the study.

The second framework is PEO , which stands for:

• Population being studied
• Exposure to preexisting conditions
• Outcome of interest.

Research Question Examples

• How might the discovery of a genetic basis for alcoholism impact triage processes in medical facilities?
• How do ecological systems respond to chronic anthropological disturbance?
• What are demographic consequences of ecological interactions?
• What roles do fungi play in wildfire recovery?
• How do feedbacks reinforce patterns of genetic divergence on the landscape?
• What educational strategies help encourage safe driving in young adults?
• What makes a grocery store easy for shoppers to navigate?
• What genetic factors predict if someone will develop hypothyroidism?
• Does contemporary evolution along the gradients of global change alter ecosystems function?

How did you write your first research question ? What were the steps you followed to create a strong research question? Do write to us or comment below.

Frequently Asked Questions

Research questions guide the focus and direction of a research study. Here are common types of research questions: 1. Qualitative research question: Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Different types of qualitative research questions are: i. Exploratory questions ii. Predictive questions iii. Interpretive questions 2. Quantitative Research Question: Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information. Different types of quantitative research questions are: i. Descriptive questions ii. Comparative questions iii. Relationship-based questions

Qualitative research questions aim to explore the richness and depth of participants' experiences and perspectives. They should guide your research and allow for in-depth exploration of the phenomenon under investigation. After identifying the research topic and the purpose of your research: • Begin with Broad Inquiry: Start with a general research question that captures the main focus of your study. This question should be open-ended and allow for exploration. • Break Down the Main Question: Identify specific aspects or dimensions related to the main research question that you want to investigate. • Formulate Sub-questions: Create sub-questions that delve deeper into each specific aspect or dimension identified in the previous step. • Ensure Open-endedness: Make sure your research questions are open-ended and allow for varied responses and perspectives. Avoid questions that can be answered with a simple "yes" or "no." Encourage participants to share their experiences, opinions, and perceptions in their own words. • Refine and Review: Review your research questions to ensure they align with your research purpose, topic, and objectives. Seek feedback from your research advisor or peers to refine and improve your research questions.

Developing research questions requires careful consideration of the research topic, objectives, and the type of study you intend to conduct. Here are the steps to help you develop effective research questions: 1. Select a Topic 2. Conduct Preliminary Research 3. Consider Your Audience 4. Generate Potential Questions 5. Review Your Questions 6. Construct Your Research Question Based on PICOT or PEO Framework

There are two frameworks to construct your research question. The first one being PICOT framework, which stands for: • Population or problem • Intervention or indicator being studied • Comparison group • Outcome of interest • Time frame of the study The second framework is PEO, which stands for: • Population being studied • Exposure to preexisting conditions • Outcome of interest

A tad helpful

Had trouble coming up with a good research question for my MSc proposal. This is very much helpful.

This is a well elaborated writing on research questions development. I found it very helpful.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• Publishing Research
• Reporting Research

How to Optimize Your Research Process: A step-by-step guide

For researchers across disciplines, the path to uncovering novel findings and insights is often filled…

• Industry News
• Trending Now

Breaking Barriers: Sony and Nature unveil “Women in Technology Award”

Sony Group Corporation and the prestigious scientific journal Nature have collaborated to launch the inaugural…

Achieving Research Excellence: Checklist for good research practices

Academia is built on the foundation of trustworthy and high-quality research, supported by the pillars…

• Diversity and Inclusion

The Silent Struggle: Confronting gender bias in science funding

In the 1990s, Dr. Katalin Kariko’s pioneering mRNA research seemed destined for obscurity, doomed by…

• Promoting Research

Plain Language Summary — Communicating your research to bridge the academic-lay gap

Science can be complex, but does that mean it should not be accessible to the…

Setting Rationale in Research: Cracking the code for excelling at research

Research Problem Statement — Find out how to write an impactful one!

Experimental Research Design — 6 mistakes you should never make!

Sign-up to read more

Subscribe for free to get unrestricted access to all our resources on research writing and academic publishing including:

• 2000+ blog articles
• 50+ Webinars
• 10+ Expert podcasts
• 50+ Infographics
• 10+ Checklists
• Research Guides

We hate spam too. We promise to protect your privacy and never spam you.

I am looking for Editing/ Proofreading services for my manuscript Tentative date of next journal submission:

As a researcher, what do you consider most when choosing an image manipulation detector?

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• v.53(4); 2010 Aug

Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Develop clear and well-defined primary and secondary (if needed) objectives.
• Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

1-Research Questions

1. The Purpose of Research Questions

Both professional researchers and successful student researchers develop research questions. That’s because research questions are more than handy tools; they are essential to the research process.

By defining exactly what the researcher is trying to find out, these questions influence most of the rest of the steps taken to conduct the research. That’s true even if the research is not for academic purposes but for other areas of our lives.

For instance, if you’re seeking information about a health problem in order to learn whether you have anything to worry about, research questions will make it possible for you to more effectively decide whether to seek medical help–and how quickly.

Or, if you’re researching a potential employer, having developed and used research questions will mean you’re able to more confidently decide whether to apply for an internship or job there.

The confidence you’ll have when making such decisions will come from knowing that the information they’re based on was gathered by conscious thought rather than serendipity and whim.

Choosing & Using Sources: A Guide to Academic Research Copyright © 2015 by Teaching & Learning, Ohio State University Libraries is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Share This Book

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Published: 15 May 2024

Famine in Gaza, questions for research and preventive action

• Rob Vos   ORCID: orcid.org/0000-0003-0288-050X 1 ,
• Ismahane Elouafi 2 &
• Johan Swinnen 1  

Nature Food ( 2024 ) Cite this article

Metrics details

• Development studies
• Health humanities

The ongoing humanitarian crisis in Gaza is unprecedented in terms of the share of the population experiencing acute food insecurity and famine and the speed of the onset of the crisis. Research can help understand and anticipate the long-term impacts of the conflict on people and livelihoods, design more effective humanitarian support systems and identify options for creating resilient post-conflict livelihoods.

This is a preview of subscription content, access via your institution

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 12 digital issues and online access to articles

111,21 € per year

only 9,27 € per issue

Buy this article

• Purchase on Springer Link
• Instant access to full article PDF

Prices may be subject to local taxes which are calculated during checkout

IPC Global Initiative – Special Brief. The Gaza Strip (Integrated Food Security Phase Classification, 2024); https://go.nature.com/4blBzFt

Vos, R. The population of Gaza is on the brink of famine. International Food Policy Research Institute (22 December 2023).

UN Country Team in the Occupied Palestinian Territory Gaza Ten Years Later (United Nations, 2017).

UNCTAD Preliminary Assessment of the Economic Impact of the Destruction in Gaza and Prospects for Economic Recovery (United Nations, 2024).

Food Systems Profile – Palestine. Catalysing Sustainable and Inclusive Transformation of Food Systems (FAO, European Union & CIRAD, 2023).

OCHA. State of Palestine: Gaza Supplies and Dispatch Tracking. Humanitarian Data Exchange (2024); https://go.nature.com/3JIV6ng

Vos, R. & Kim, S. Long-lasting devastation to livelihoods from damage to agricultural lands in Gaza. International Food Policy Research Institute (20 February 2024).

Nutrition Vulnerability and Situtation Analysis / Gaza (Global Nutrition Cluster, 2024).

Over half a million highly vulnerable people in the Gaza Strip receive humanitarian cash assistance. UNICEF (2024); https://go.nature.com/4bfQRvg

Vos, R., Jackson, J., James, S. & Sánchez, M. V. in 2020 Global Food Policy Report Ch. 5, 46–53 (International Food Policy Research Institute, 2020); https://doi.org/10.2499/9780896293670_05

Overview of the damage to agricultural land and infrastructure due to the conflict in the Gaza Strip as of 15 February 2024. FAO (2024); https://go.nature.com/3JJMJrQ

Download references

Author information

Authors and affiliations.

International Food Policy Research Institute, Washington, DC, USA

Rob Vos & Johan Swinnen

CGIAR, Montpellier, France

Ismahane Elouafi

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Rob Vos .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Vos, R., Elouafi, I. & Swinnen, J. Famine in Gaza, questions for research and preventive action. Nat Food (2024). https://doi.org/10.1038/s43016-024-00990-3

Download citation

Published : 15 May 2024

DOI : https://doi.org/10.1038/s43016-024-00990-3

Share this article

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

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

A behind-the-scenes blog about research methods at Pew Research Center. For our latest findings, visit pewresearch.org .

• International Surveys

Measuring partisanship in Europe: How online survey questions compare with phone polls

The majority of Pew Research Center’s international survey work is conducted either through face-to-face or telephone interviews. As the survey landscape changes internationally, we are exploring the possibility of using self-administered online polls in certain countries, as we do in the United States .

If we move our surveys online, we may need to make other changes so that data from new projects is comparable to data from older ones. For instance, online surveys do not use an interviewer, an important difference from our traditional in-person and phone surveys. Those differences could bias our results. Bridging the gap between interviewing formats raises many questions, so we embedded some experiments into recent surveys to get some answers. ­­

In the sections below, we walk through an experiment where we tested online surveys against phone surveys, drawing on data from France, Germany and the United Kingdom. We compare the three ways we asked about partisanship on the web with a traditional measurement obtained over the phone, concluding with what we learned.

Related: How adding a ‘Don’t know’ response option can affect cross-national survey results

How we’ve asked about partisanship in past telephone surveys

Our annual phone polls ask people in France, Germany and the UK an open-ended question about their partisan affiliation. In the UK, for example, a phone interviewer would ask a respondent, “Which political party do you feel closest to?” then wait for a response and record the answer.

We compared three different online survey methods to see which one would most closely replicate our phone results.

How we asked about partisanship in our new online survey experiments

Open-ended questions

The first method we tested asked respondents about their partisan affiliation in an open-ended format. We gave people a textbox and asked them to enter the name of the party they feel closest to. One benefit of this method is that people can offer relatively new parties or alliances that we have yet to include in our lists and they won’t feel limited by the options listed, even if an “other, please specify” box is included.

But open-ends can be messy. They require a researcher to comb through them, standardizing spelling and making choices, such as whether saying things like “the right” or the name of a leader should be counted together. In the UK, a respondent may say Tories, Conservatives, the Conservative Party, Rishi Sunak or other variations on these answers – and researchers have to determine what they meant and code it accordingly. This takes time and, in the case of France and Germany, some foreign language knowledge. Open-ended questions also tend to have higher nonresponse rates than closed-ended questions.

Closed-ended questions

We also asked about partisan affiliation using two different close-ended survey question formats. Each format listed the parties in a different order:

• Alphabetical order: Alphabetical lists present a clear ordering principle for respondents, making it easy to know where to look for their preferred party. But there are some complications with this approach, such as the fact that many parties are known by multiple names or abbreviations. In France, President Emmanuel Macron’s party is currently called Renaissance, but was formerly known as En Marche or LREM – all of which would appear in different places in an alphabetical list. Also, people who feel some allegiance to multiple parties might choose a party that appears earlier in the list, simply because they saw it first. For example, if a Scot were reading the list and saw the Labour Party first, they might select this, despite feeling closer to the Scottish Labour Party.
• Random order: We also tested randomly ordering the parties. While this might make it harder for respondents to find their party in the list, it also might make them more likely to read all response options in detail.

In the sections below, we compare these three methodswith our phonetrend question, which we fielded while we were experimenting with the web panels.

What we found

In all three countries, the closed-ended web formats we tested – both the alphabetical list and the randomized list – were more similar to our traditional phone trends than the open-ended question.

United Kingdom

In the UK, both the alphabetical and the randomized closed-ended web formats resulted in the most similar results to our traditional phone trends. For example, in both the closed-ended formats and on the phone, around a quarter say no party represents them; only 8% say this when given an open-ended box online.

Estimates for many of the largest parties are also quite comparable across question formats – though the share who say the Conservative Party most represents them in the random list (16%) is somewhat lower than in the alphabetical list (23%). The alphabetical results tend to be closer to what we find in our phone polling.

In France, too, the closed-ended web formats appear to mirror our traditional phone trends more closely. This is most evident when we look at the share who say no party represents them.

Also, in the open-ended format, the share saying “other” is quite a bit higher than with the other methods. Some of these volunteered answers included NUPES – the name of a left-wing coalition that includes France Insoumise, Europe Ecology, the Socialist Party and the Communist Party – and right-wing Reconquête! Neither of these were included in the closed-ended lists.

The alphabetical format appears to yield results more similar to traditional phone polling than the randomly ordered list.

Findings are similar in Germany. The open-ended response produces a lower share of people who say no party represents them than in the closed-ended web formats or in our traditional phone polling.

The alphabetical list also appears to be most similar to our traditional phone polling.

The connection between ideology and partisanship

We also examined whether ideology and partisan identification are related in similar ways across the various question formats. For example, we know that in our UK phone polls, 45% of Britons on the ideological left describe themselves as Labour Party supporters. Our goal was to find a measure on the web panels that replicates this relationship.

After looking into the relationship between ideology and partisan identification across the three question styles on the web and how they relate to the phone survey, it appears that the alphabetical one compares most favorably with the phone.

In the UK, identical shares of the left identify as Labour supporters in the alphabetical list and on the phone.

Still, there are some large differences between the two question formats. This is the case with right-leaning Britons: On the phone, 37% identify with the Conservative Party, while all web versions differ from this by at least 10 percentage points.

The alphabetical list format performs better than the random or open-ended questions, but no method consistently matches the phone results.

Conclusion: How should we ask about partisanship on online surveys going forward?

These results suggest that an alphabetical list is the best way to replicate our existing phone trends in online surveys.

Still, more experimentation may be warranted. For example, we could potentially address some of the difficulties presented by the open-ended question with a more interactive textbox that could search and present a pre-coded list to respondents. This would leave a fully blank space for text entry only for people who could not find their preferred answer on the existing list.

This method might provide some of the benefits presented by an open-end – such as the ability to mention new political parties or alliances – but without the effort required for the research team to hand code and analyze all of the answers that respondents volunteered.

Categories:

• Survey Methods

More from Decoded

Examining how survey mode affects americans’ views of international affairs.

Responses to survey questions asked online can differ from those asked on the phone.

What different survey modes and question types can tell us about Americans’ views of China

Regardless of mode or measure, most Americans have a negative view of China – and opinions have become more unfavorable in recent years.

Trends are a cornerstone of public opinion research. How do we continue to track changes in public opinion when there’s a shift in survey mode?

Mode differences present a challenge to analyzing trends over time. While these differences can vary, there are lessons to be learned.

MORE FROM DECODED

To browse all of Pew Research Center findings and data by topic, visit  pewresearch.org

About Decoded

This is a blog about research methods and behind-the-scenes technical matters at Pew Research Center. To get our latest findings, visit pewresearch.org .

Copyright 2024 Pew Research Center

Featured Topics

Featured series.

A series of random questions answered by Harvard experts.

Explore the Gazette

Read the latest.

Epic science inside a cubic millimeter of brain

What is ‘original scholarship’ in the age of AI?

Complex questions, innovative approaches

Venki Ramakrishnan.

Niles Singer/Harvard Staff Photographer

Science is making anti-aging progress. But do we want to live forever?

Nobel laureate details new book, which surveys research, touches on larger philosophical questions

Anne J. Manning

Harvard Staff Writer

Mayflies live for only a day. Galapagos tortoises can reach up to age 170. The Greenland shark holds the world record at over 400 years of life. 

Venki Ramakrishnan, Nobel laureate and author of the newly released “ Why We Die: The New Science of Aging and the Quest for Immortality ,” opened his packed Harvard Science Book Talk last week by noting the vast variabilities of lifespans across the natural world. Death is certain, so far as we know. But there’s no physical or chemical law that says it must happen at a fixed time, which raises other, more philosophical issues.

The “why” behind these enormous swings, and the quest to harness longevity for humans, have driven fevered attempts (and billions of dollars in research spending) to slow or stop aging. Ramakrishnan’s book is a dispassionate journey through current scientific understanding of aging and death, which basically comes down to an accumulation of chemical damage to molecules and cells.

“The question is whether we can tackle aging processes, while still keeping us who we are as humans,” said Ramakrishnan during his conversation with Antonio Regalado, a writer for the MIT Technology Review. “And whether we can do that in a safe and effective way.”

Even if immortality — or just living for a very, very long time — were theoretically possible through science, should we pursue it? Ramakrishnan likened the question to other moral ponderings.

“There’s no physical or chemical law that says we can’t colonize other galaxies, or outer space, or even Mars,” he said. “I would put it in that same category. And it would require huge breakthroughs, which we haven’t made yet.”

In fact, we’re a lot closer to big breakthroughs when it comes to chasing immortality. Ramakrishnan noted the field is moving so fast that a book like his can capture but a snippet. He then took the audience on a brief tour of some of the major directions of aging research. And much of it, he said, started in unexpected places.

Take rapamycin, a drug first isolated in the 1960s from a bacterium on Easter Island found to have antifungal, immunosuppressant, and anticancer properties. Rapamycin targets the TOR pathway, a large molecular signaling cascade within cells that regulates many functions fundamental to life. Rapamycin has garnered renewed attention for its potential to reverse the aging process by targeting cellular signaling associated with physiological changes and diseases in older adults.

Other directions include mimicking the anti-aging effects of caloric restriction shown in mice, as well as one particularly exciting area called cellular reprogramming. That means taking fully developed cells and essentially turning back the clock on their development.

The most famous foundational experiment in this area was by Kyoto University scientist and Nobel laureate Shinya Yamanaka, who showed that just four transcription factors could revert an adult cell all the way back to a pluripotent stem cell, creating what are now known as induced pluripotent stem cells.

Ramakrishnan , a scientist at England’s MRC Laboratory of Molecular Biology, won the 2009 Nobel Prize in chemistry for uncovering the structure of the ribosome. He said he felt qualified to write the book because he has “no skin in the game” of aging research. As a molecular biologist who has studied fundamental processes of how cells make proteins, he had connections in the field but wasn’t too close to any of it.

While researching the book, he took pains to avoid interviewing scientists with commercial ventures tied to aging.

The potential for conflicts of interest abound.

The world has seen an explosion in aging research in recent decades, with billions of dollars spent by government agencies and private companies . And the consumer market for products is forecast to hit $93 billion by 2027 .

As a result, false or exaggerated claims by companies promising longer life are currently on the rise, Ramakrishnan noted. He shared one example: Supplements designed to lengthen a person’s telomeres, or genetic segments that shrink with age, are available on Amazon.

“Of course, these are not FDA approved. There are no clinical trials, and it’s not clear what their basis is,” he said.

But still there appears to be some demand.

Get the best of the Gazette delivered to your inbox

By subscribing to this newsletter you’re agreeing to our privacy policy

Share this article

You might like.

Researchers publish largest-ever dataset of neural connections

Symposium considers how technology is changing academia

Seven projects awarded Star-Friedman Challenge grants

Excited about new diet drug? This procedure seems better choice.

Study finds minimally invasive treatment more cost-effective over time, brings greater weight loss

How far has COVID set back students?

An economist, a policy expert, and a teacher explain why learning losses are worse than many parents realize

• Skip to main content
• Keyboard shortcuts for audio player

• Your Health
• Treatments & Tests
• Health Inc.
• Public Health

As the FDA evaluates ecstasy treatment for PTSD, questions mount about the evidence

Research on MDMA has shown it can be effective for PTSD, but approval of the treatment isn't yet guaranteed. The Washington Post via Getty Images hide caption

Research on MDMA has shown it can be effective for PTSD, but approval of the treatment isn't yet guaranteed.

In a matter of months, the Food and Drug Administration is expected to decide whether the drug commonly known as ecstasy can be used as a treatment for post-traumatic stress disorder.

An approval by the agency would represent an enormous milestone for the movement to bring psychedelics into the mainstream of mental health care. An FDA rejection of MDMA, the abbreviation of the drug's chemical name, would deal a major setback to the effort.

Clinical trials have inspired optimism in the drug for its potential to help the millions of Americans who experience PTSD. Accounts from some of those who've participated in the trials describe the treatment as transformational.

But new and troubling questions about this research are now threatening to upset the final stretch in the drug's path to market.

The allegations surfaced in a draft report released in March by the Institute for Clinical and Economic Review , a nonprofit that evaluates clinical trials and drug prices, which found "substantial concerns about the validity of the results" of the MDMA clinical trials.

The ICER report was followed in April by a citizen petition to the FDA. In that document, a group of concerned people allege possible misconduct and ethical violations that could compromise the MDMA research. The petition asked the agency to hold a public meeting to address the concerns.

If true, the claims could jeopardize the drug's chances of receiving FDA approval, a decision that is expected to come by early August .

"There's the possibility that the data might not be representative of what's actually happened in clinical trials," says Neşe Devenot , one of the authors of the citizen petition and a senior lecturer in the writing program at Johns Hopkins University who is involved in psychedelic research. "I don't think this has been publicly reckoned with."

That may soon happen. The FDA announced Thursday that it plans to hold a public advisory committee meeting on MDMA-assisted therapy on June 4.

At the heart of the controversy are the organizations that have pioneered research into MDMA: the Multidisciplinary Association for Psychedelic Studies , and the public benefit corporation incubated by MAPS, which was recently rebranded as Lykos Therapeutics .

Lykos sponsored the clinical trials of MDMA. The results are included in the company's application to the FDA seeking approval to market the drug for therapy-assisted PTSD treatment.

Researchers and clinicians involved in the trials have pushed back strongly against the accusations that their clinical data isn't sound.

Jennifer Mitchell , lead author of the published papers from the Phase 3 trials, says she stands behind their findings.

"I didn't feel any pressure from the sponsor to come up with anything different than what the data was providing," says Mitchell, a professor of neurology and psychiatry at the University of California, San Francisco and associate chief of staff for research at the San Francisco VA Medical Center. "I wouldn't have continued to work with them if I had felt that."

Promising MDMA research for PTSD

The Phase 3 trials evaluated MDMA-assisted therapy, a protocol in which the drug is given under the supervision of two therapists.

In the second stage of the trials , 94 people with moderate and severe PTSD received either the drug or a placebo during three sessions, each spaced a month apart. There were also follow up "integration" sessions to help people process their experiences while on MDMA.

By the end of the trial, about 71% of participants in the MDMA arm no longer met the diagnostic criteria for PTSD, compared to about 48% who underwent the same therapy but took a placebo instead. Those findings built on promising results from earlier studies .

The study documented various adverse events in both groups — ranging from nausea and anxiety to heart palpitations — but none of them qualified as serious. The treatment was "generally well tolerated."

"Consistent with PTSD, suicidal ideation was observed in both groups," the authors reported in the journal Nature Medicine , "MDMA did not appear to increase this risk, and no suicidal behavior was observed."

Casey Tylek, a participant in the Phase 3 trials, says he had no experience with the drug prior to the study.

Tylek was in the placebo group, but was later given the opportunity to undergo the therapy with MDMA.

"It was incredibly powerful," says Tylek, a veteran who lives in Massachusetts, "I truly don't know if I would be alive today if I hadn't gone through that trial."

ICER report raises concerns

In its report , ICER acknowledges that the MDMA data suggest it would be an "important addition to treatment options for PTSD," but it questions whether the published findings tell the full story.

Among the concerns, the ICER report details a well-known challenge in psychedelic research around how to make sure study participants don't know if they got the experimental treatment or a placebo. Most of those in the MDMA group were able to identify they had received the drug. It also suggests the method used to assess PTSD — considered the gold-standard — showed improvements in symptoms after the treatment, even though some people were worse overall.

Beyond that, however, the report brings up the possibility that "very strong prior beliefs" among therapists, investigators and patients influenced the results.

"Concerns have been raised by some that therapists encouraged favorable reports by patients and discouraged negative reports by patients including discouraging reports of substantial harms, potentially biasing the recording of benefits and harms," the report states.

ICER does not identify the sources who were interviewed, although it did include two trial participants, a "trial therapist" and those who worked on a podcast called Cover Story , says Dr. David Rind , the chief medical officer for ICER.

"This was a very unusual review," says Rind.

The podcast, produced by New York Magazine and the nonprofit media organization Psymposia , brought to light claims by a participant named Meaghan Buisson, who appeared in a video of two therapists , a married couple, engaged in what Buisson described as inappropriate physical contact while she was under the influence of MDMA at a Phase 2 trial site in Canada.

Enlighten Me with Rachel Martin

This psychedelics researcher approached his death with calm and curiosity.

MAPS determined the therapists "substantially deviated" from the treatment manual. The organization also barred the two therapists from becoming providers of MDMA-assisted therapy in affiliation with MAPS, and health authorities were notified in Canada and the U.S.

The podcast also interviewed two people (their full names were not revealed) who said they received MDMA in the large-scale, or Phase 3, trials and experienced feelings of suicidality and other distress after the studies.

The ICER report is yet to be finalized, but Rind says their analysis showed "there's still a lot of uncertainty" about the treatment.

"You have a group of people who are very upset about how these trials went," he says. "We couldn't tell, even though we talked with people where this happened, whether that represents a tiny fraction of bad events or a number of bad events large enough to have rendered the trial just not believable."

Pushback against the allegations

According to Rind, MAPS and Lykos had "very little" engagement with ICER on the draft report.

But since then, a group of more than 70 clinicians, investigators and others involved in the Phase 3 MDMA trials have published a detailed response , saying that certain aspects of the trials were "misrepresented" and that a number of assertions amount to "hearsay."

Willa Hall , a clinical psychologist in the Phase 3 trials, says she and her colleagues were shocked by how ICER described their work.

"I didn't recognize the study that they were talking about," Hall told NPR. "I think a lot of us felt quite insulted actually by that characterization. I saw nothing like that. I only saw professionalism ."

In their response, Hall and her colleagues write that "[ICER] does not note the many measures taken to train, support, and evaluate therapists on those trials—measures that met, and in some cases exceeded, the accepted standards in the field of psychotherapy research."

They also take issue with ICER relying on "a small number of undisclosed study participants and unnamed 'experts' rather than validated research outcomes." The critiques that participants knew they received the treatment or that the measure of PTSD symptoms might not capture someone's overall condition would also apply to other clinical trials, unrelated to MDMA, they say.

UCSF's Jennifer Mitchell says the clinical trial was designed to safeguard against bias.

Therapists on site were not collecting key data from participants about their PTSD symptoms following the sessions. Instead, that was being done online by "independent assessors" who didn't know who had received the treatment or a placebo.

Hall says therapists "meticulously" captured any adverse events. "We encouraged our participants to be very honest," she says. "We're all invested in knowing how it works and what are the risks for people."

Still, Mitchell acknowledges she doesn't have full insight into what was going on at each trial site on a given day.

"This is my own frustration," she says. "I can't attest to what was happening at one of the sites in Israel on a day to day basis, or on one of the sites in Canada."

But she contends that ICER tried to conduct an investigation without access to the full data.

Luminous: A Series About Psychedelics from 'To The Best Of Our Knowledge'

The FDA granted MDMA "breakthrough therapy" status, she says, which means the agency was involved in the study design and "many aspects" of the trial.

"So there's no keeping things from the FDA," Mitchell says.

The ICER report points out that therapists and participants in the study were "pulled heavily from the existing community of those interested and involved in the use of psychedelics for possible psychological benefits."

For her part though, Mitchell says she's not what some would call a "true believer."

"My personal feeling is that psychedelics are complicated compounds and they do not work for everyone," she says.

Petition adds to controversy ahead of the FDA meeting

On the heels of the ICER report, Neşe Devenot and four others, including Meaghan Buisson, submitted the citizen petition to the FDA calling for a public advisory meeting about the Lykos' application for MDMA.

In it, they ask for extended time for stakeholders who are concerned about the "risks and shortcomings" of the research.

"Evidence from multiple sources indicates that the sponsor has engaged in a pattern of systematic and deliberate omission of adverse events from the public record while minimizing documented harms," the petition states.

It continues: "We cannot rule out the possibility that MAPS/Lykos manipulated clinical trial data to hide adverse events from regulatory agencies."

The petition cites media reports and public statements from figures at Lykos and MAPS — and disclosures from a former employee of the MAPS public benefit corporation "who prefers to maintain anonymity at this juncture."

In addition, the petition alleges that clinical trial investigators would phone MAPS in the event of an incident during the trial to see whether that should be reported as an adverse event and that a suicide attempt during a dosing session was discouraged from being reported.

In an email to NPR, a spokesperson for MAPS rejects the claim.

It's not clear if the FDA's decision to hold a meeting was influenced by Devenot's petition, which has over 80 signatures .

Alaina Jaster , who has a doctorate in pharmacology and toxicology, is another author of the petition.

"We need to listen to people [in the trials] who are having these experiences, instead of telling them that they are liars and that they're going to ruin the psychedelic renaissance," says Jaster who hosts a podcast on psychedelics.

"None of us are against this as a useful tool, or none of us are against treating mental health. We don't have any monetary interests in this not going through," she says.

Neşe Devenot and Brian Pace, another author of the petition, are affiliated with Psymposia , the media organization that produced the podcast, but Devenot says they were not involved in the podcast and are unpaid board members.

In response to the petition's call for a public meeting, a spokesperson for Lykos sent NPR a statement in April saying the company supports holding an advisory meeting. "The voice of the PTSD patient is incredibly important," the email reads.

Shots - Health News

Psychedelic drugs may launch a new era in psychiatric treatment, brain scientists say.

MAPS "remains fully supportive of comprehensive, high-quality research; careful analysis of safety and efficacy; and stringent regulatory oversight of any psychedelic-assisted therapy research or delivery," according to the statement it also sent to NPR in April. "We stand behind Lykos' execution of the clinical program and support the clinical results."

One of those who signed the petition after seeing it posted online is Dr. Boris Heifets , an anesthesiologist at Stanford University whose lab studies psychedelics, including MDMA.

"I don't know if the allegations are true, it just makes me deeply sad if there was actually malfeasance for such an important trial," says Heifets. "The MDMA Phase 3 trials were very important for mental health, important for a lot of people who may benefit from this therapy."

Learning about MAPS several decades ago was, in part, what inspired Heifets to get involved in this type of research.

He says he donates $100 a year to MAPS and that they have supplied his lab with MDMA. He also consults for one company that's developing a derivative of MDMA.

Heifets says the petition contains some "very strong allegations," particularly the claim that certain adverse events were not disclosed.

"I want to hear MAPS respond," he says. " I would really like to understand the risk profile of this drug before it's approved, not after."

• psychedelic drugs
• psychedelics
• clinical trials
• mdma therapy

Find Info For

• Current Students
• Prospective Students
• Research and Partnerships
• Entrepreneurship and Commercialization

Quick Links

• Health and Life Sciences
• Info Security and AI
• Transformative Education
• Purdue Today
• Purdue Global
• Purdue in the News

May 15, 2024

Purdue Global to expand AI learning capabilities with launch of Learning Assistant

Purdue Global launched its new Purdue Global Learning Assistant pilot across four courses in January. The AI tool is directing students to resources for classes and projects. (Purdue Global photo/Kelsey Lefever)

New resource embedded into online classroom platform

WEST LAFAYETTE, Ind. — Purdue Global professor Melissa Bahle welcomed a new teaching assistant to her composition classes this spring, helping field questions and providing answers while she is leading online classes.

The assistant’s name: Purdue Global Learning Assistant (PGLA), a new conversational AI tool designed to help students navigate and understand course resources and policies.

ADDITIONAL INFORMATION

• Purdue Global joins the Guild and Team USA Learning Network to provide higher education opportunities for Team USA athletes
• More than 1,500 Purdue Global graduates cap off college careers at commencement ceremonies
• Purdue Global: Don’t fear generative AI tools in the classroom
• Purdue Global’s student success coaching program to celebrate one year of addressing student needs, providing additional support

PGLA had a soft launch Jan. 31, with nearly 700 students across four sections of undergraduate and graduate courses piloting the new software. 

Bahle is a professor in Purdue Global’s Department of English and Rhetoric who teaches two sections of CM 107 (College Composition I), each with 28 students enrolled.

“I think PGLA is a wonderful addition to the class,” she said. “I have noticed fewer course navigation questions. So far, PGLA seems to work well for questions related to finding materials in the course, providing information and links about APA formatting, and helping students connect with the Academic Success Center.”

Timothy Werth , Purdue Global’s chief information officer and vice president of Administrative Services, said that providing self-directed and immediate resources for students in the classroom is exactly what the PGLA is designed to do.

“We wanted to make sure the pilot courses would be good foundational building blocks for PGLA and representative of challenges facing our students and faculty,” Werth said.

The concept for PGLA came from the 2021 Purdue Global Moves strategic initiatives that address opportunities to improve student success, such as visioning for Purdue Global’s Classroom of the Future. Purdue Global is Purdue’s online university for working adults.

Several faculty and leadership members believe that supplementing online classrooms with real-time assistance to students could have, in the long run, a positive impact on learning outcomes for students.

Teams of developers, IT professionals, learning designers and faculty members began collaborating in 2021 on initial conceptualization. The group began the institutional design phase in fall 2022.

This tool's development is focused on directly improving the Purdue Global teaching and learning experience. The development blueprint is grounded in student and faculty feedback issues.

“The excitement and engagement of our faculty has been a driving factor in our success during the product development life cycle. This is an academic project, not an IT project, that has clear outcome-based success criteria that everyone from faculty to finance can understand and evaluate. Every day, our faculty are bringing new problems to solve, which has resulted in a robust backlog of features that gets everyone excited about the future evolution of the Learning Assistant,” said Judy Lewandowski , vice provost for Adult Teaching and Learning.

Perfect timing of how a technology revolution assisted in tool development

As work groups were planning for PGLA, they encountered a technology revolution with the public release and adoption of generative AI programs .

And the work groups not only embraced the emergence of generative AI programs, they began including it in the design.

“We were methodical in our process to determine our next steps, which proved valuable as technologies available to Purdue Global were, and continue to be, changing rapidly,” Werth said. “The emergence of generative AI technologies using natural language models began to inform our potential path. In the fall of 2023, we decided the technologies were at a maturity level sufficient to embark on our vision to create the PGLA.”

With generative AI becoming more and more prevalent in the classroom, Purdue Global had to make sure what was being generated was correct for the students.

“The ability of any institution or organization to optimize AI is dependent upon the readiness of their data and processes to support an ‘AI first’ approach,” Werth said. “We expected challenges in this area, and we found them. Now it is about making incremental improvements as we move ahead.”

The three other courses — MT 140 (Introduction to Management), CJ 100 (Preparing for a Career in Public Safety) and ED 720 (doctoral course — Diversity, Equity, and Inclusion in Educational Contexts) — were selected for the pilot due to the number of students, plans of study and learning content.

Robert Winters , a professor in Purdue Global’s College of Social and Behavioral Sciences, teaches the CJ 100 course and participated in product testing.

Winters said PGLA’s interface is easy to use, and both he and his students are already seeing benefits.

“Pre-PGLA, students would either have to email me, as their professor, ask the question and then wait for me to respond, or wait to ask in our live weekly seminar, or often, just not ask and remain frustrated,” Winters said. “PGLA allows students to get answers 24/7 to their questions, on their time and need. When students use the tool, it helps to reduce the time that I need to spend either responding to emails or in seminars, time that can be better spent engaging students and teaching substantive content.”

Next steps: Continuous feedback

Faculty and student feedback is key to continued development, enhancement and scalability of the AI application. Focus groups will be created, and surveys will go out to the students. Developers are looking at feedback and interactions to see what other aspects could be tweaked or expanded.

Werth praises the course leads and faculty members who helped map user journeys in the initial version of PGLA.

“All faculty have been highly engaged and bring a deep knowledge of our classroom and gaps that exist that can be filled by the PGLA. They believe in this project, and they believe in the positive impact this will have on students over time,” Werth said.

Prior to launch, Bahle took time to ask PGLA questions about her courses. She attended two training sessions and now attends meetings twice a month with the larger working team, sharing how it is working with her students and brainstorming ways to make it more effective.

“I provided feedback on those answers that were not as thorough as they could be and noted when responses were helpful,” she said. “I worked on rewording questions to see how the responses from the program changed and worked on adjusting my seminars to dedicate time to discussing the PGLA with students and encouraging them to utilize it.”

Bahle looks forward to seeing how PGLA grows during the upcoming year.

“The more we work with it, the more effective it will be. I like that it is teaching students how to use AI as a tool when writing,” she said.

Winters also includes sections about PGLA in his seminars, encouraging students to use it.

“It is much easier for me to be able to talk to the entire class about PGLA than to have to field one student’s question and risk losing the attention of others because they do not have the same question,” Winters said.

Students are also responding positively to the additional tool, being able to get quick answers to basic course questions.

“From the student’s perspective, PGLA is like having me right there with them 24/7 to answer questions. That, in turn, lowers their stress level and allows them to more fully focus on learning their course content,” Winters said.

Werth believes the application will become more dynamic and valuable to the students as technology improves and problem-solving features are expanded. He hopes it becomes another trusted tool in our belt to improve student outcomes and persistence.

“The challenges of natural language models and accuracy are real, and we encounter something new each day,” he said. “It’s important that we keep an open mind and collaborate with our stakeholders all along the way to ensure this product delivers on our promise to drive Student Success.” 

About Purdue Global

Purdue Global is Purdue’s online university for working adults who have life experience and often some college credits. It offers flexible paths for students to earn an associate, bachelor’s, master’s or doctoral degree, based on their work experience, military service and previous college credits, no matter where they are in their life journey. Purdue Global is a nonprofit, public university accredited by the Higher Learning Commission and backed by Purdue University. For more information, visit https://www.purdueglobal.edu .

Writer/Media contact: Matthew Oates, [email protected] , 765-496-6160, @mo_oates

Sources: Timothy Werth, Melissa Bahle, Robert Winters, Sam Weber, Judy Lewandowski

Research News

Communication.

• OneCampus Portal
• Brightspace
• BoilerConnect
• Faculty and Staff
• Human Resources
• Colleges and Schools

Info for Staff

• Purdue Moves
• Board of Trustees
• University Senate
• Center for Healthy Living
• Information Technology
• Ethics & Compliance
• Campus Disruptions

Purdue University, 610 Purdue Mall, West Lafayette, IN 47907, (765) 494-4600

© 2015-24 Purdue University | An equal access/equal opportunity university | Copyright Complaints | Maintained by Office of Strategic Communications

Trouble with this page? Disability-related accessibility issue? Please contact News Service at [email protected] .

New NASA Black Hole Visualization Takes Viewers Beyond the Brink

Ever wonder what happens when you fall into a black hole? Now, thanks to a new, immersive visualization produced on a NASA supercomputer, viewers can plunge into the event horizon, a black hole’s point of no return.

“People often ask about this, and simulating these difficult-to-imagine processes helps me connect the mathematics of relativity to actual consequences in the real universe,” said Jeremy Schnittman, an astrophysicist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland, who created the visualizations. “So I simulated two different scenarios, one where a camera — a stand-in for a daring astronaut — just misses the event horizon and slingshots back out, and one where it crosses the boundary, sealing its fate.”

The visualizations are available in multiple forms. Explainer videos act as sightseeing guides, illuminating the bizarre effects of Einstein’s general theory of relativity. Versions rendered as 360-degree videos let viewers look all around during the trip, while others play as flat all-sky maps.

To create the visualizations, Schnittman teamed up with fellow Goddard scientist Brian Powell and used the Discover supercomputer at the NASA Center for Climate Simulation . The project generated about 10 terabytes of data — equivalent to roughly half of the estimated text content in the Library of Congress — and took about 5 days running on just 0.3% of Discover’s 129,000 processors. The same feat would take more than a decade on a typical laptop.

The destination is a supermassive black hole with 4.3 million times the mass of our Sun, equivalent to the monster located at the center of our Milky Way galaxy.

“If you have the choice, you want to fall into a supermassive black hole,” Schnittman explained. “Stellar-mass black holes, which contain up to about 30 solar masses,  possess much smaller event horizons and stronger tidal forces, which can rip apart approaching objects before they get to the horizon.”

This occurs because the gravitational pull on the end of an object nearer the black hole is much stronger than that on the other end. Infalling objects stretch out like noodles, a process astrophysicists call spaghettification .

The simulated black hole’s event horizon spans about 16 million miles (25 million kilometers), or about 17% of the distance from Earth to the Sun. A flat, swirling cloud of hot, glowing gas called an accretion disk surrounds it and serves as a visual reference during the fall. So do glowing structures called photon rings, which form closer to the black hole from light that has orbited it one or more times. A backdrop of the starry sky as seen from Earth completes the scene.

As the camera approaches the black hole, reaching speeds ever closer to that of light itself, the glow from the accretion disk and background stars becomes amplified in much the same way as the sound of an oncoming racecar rises in pitch. Their light appears brighter and whiter when looking into the direction of travel.

The movies begin with the camera located nearly 400 million miles (640 million kilometers) away, with the black hole quickly filling the view. Along the way, the black hole’s disk, photon rings, and the night sky become increasingly distorted — and even form multiple images as their light traverses the increasingly warped space-time.

In real time, the camera takes about 3 hours to fall to the event horizon, executing almost two complete 30-minute orbits along the way. But to anyone observing from afar, it would never quite get there. As space-time becomes ever more distorted closer to the horizon, the image of the camera would slow and then seem to freeze just shy of it. This is why astronomers originally referred to black holes as “frozen stars.”

At the event horizon, even space-time itself flows inward at the speed of light, the cosmic speed limit. Once inside it, both the camera and the space-time in which it's moving rush toward the black hole's center — a one-dimensional point called a singularity , where the laws of physics as we know them cease to operate.

“Once the camera crosses the horizon, its destruction by spaghettification is just 12.8 seconds away,” Schnittman said. From there, it’s only 79,500 miles (128,000 kilometers) to the singularity. This final leg of the voyage is over in the blink of an eye.

In the alternative scenario, the camera orbits close to the event horizon but it never crosses over and escapes to safety. If an astronaut flew a spacecraft on this 6-hour round trip while her colleagues on a mothership remained far from the black hole, she’d return 36 minutes younger than her colleagues. That’s because time passes more slowly near a strong gravitational source and when moving near the speed of light.

“This situation can be even more extreme,” Schnittman noted. “If the black hole were rapidly rotating, like the one shown in the 2014 movie ‘Interstellar,’ she would return many years younger than her shipmates.”

By Francis Reddy NASA’s Goddard Space Flight Center , Greenbelt, Md. Media Contact: Claire Andreoli 301-286-1940 [email protected] NASA’s Goddard Space Flight Center, Greenbelt, Md.

Related Terms

• Astrophysics
• Black Holes
• Galaxies, Stars, & Black Holes
• Galaxies, Stars, & Black Holes Research
• Goddard Space Flight Center
• Supermassive Black Holes
• The Universe

Explore More

Hubble Views the Dawn of a Sun-like Star 

NASA Tests Technology, Practices Artemis Moonwalks in Arizona Desert

To prepare for exploring the Moon during NASA’s Artemis campaign, the agency is conducting a week-long field test in the lunar-like landscape of San Francisco Volcanic Field near Flagstaff, Arizona to practice moonwalk scenarios. NASA astronauts Kate Rubins and Andre Douglas are serving as the crewmembers and wearing mockup spacesuit systems as they traverse through […]

Hubble Celebrates the 15th Anniversary of Servicing Mission 4

We've detected unusual activity from your computer network

To continue, please click the box below to let us know you're not a robot.

Why did this happen?

Please make sure your browser supports JavaScript and cookies and that you are not blocking them from loading. For more information you can review our Terms of Service and Cookie Policy .

For inquiries related to this message please contact our support team and provide the reference ID below.