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How to Do Research in 7 Simple Steps

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

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

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

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

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

What Is Research?

Before we go any further, what  is  research?

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

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

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

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

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

The 7 Steps of the Research Process

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

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

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

1. Find a Topic

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

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

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

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

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

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

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

2. Refine Your Topic

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

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

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

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

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

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

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

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

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

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

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

3. Find Key Sources

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

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

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

Focusing on a few key sources is powerful because it:

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

4. Read and Take Notes

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

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

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

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

Read Actively

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

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

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

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

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

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

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

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

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

5. Create Your Paper or Presentation

“You can’t turn in raw research.”

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

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

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

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

6. Do Additional Research (As Necessary)

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

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

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

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

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

7. Cite Your Sources

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

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

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

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

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

Go Research With Confidence

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

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

Image Credits: picking book from shelf

How to Do Research: A Step-By-Step Guide: Get Started

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

Research Essentials Video Tutorials

Related guides.

• Elmira College Writing Center Get one-on-one assistance for all types of writing.

Recommended Websites

• Purdue University's Online Writing Lab (OWL)

Research Process Overview

Step 1.  Develop a topic Select a Topic | Develop Research Questions | Identify Keywords | Find Background Information | Refine a Topic

Step 2. Locate information Search Strategies | Books | eBooks | Articles  | Videos & Images | Databases | Websites | Grey Literature

Step 3. Evaluate and analyze information Evaluate Sources | Primary vs Secondary | Types of Periodicals

Step 4. Write, organize, and communicate information Take Notes | Outline the Paper | Incorporate Source Material

Step 5. Cite sources Avoid Plagiarism | Zotero & MyBib | MLA | APA | Chicago Style | Annotated Bibliographies

For research help,  use one of the following options:

Ask the GTL

• Next: Step 1: Develop a Topic >>
• Last Updated: Feb 21, 2024 11:01 AM
• URL: https://libguides.elmira.edu/research

How to Research: Ultimate Guide [+Online Tools]

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

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

❓ What Is Research?

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

💡 9 Online Tools for Research

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

Any type of research will include the following features:

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

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

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

📚 How to Research: Step-by-Step Guide

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

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

1. Develop a Topic

1.1. pick or create a topic.

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

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

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

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

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

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

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

1.2. Formulate Research Questions

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

And here is how you create research questions:

Step 1 : Do some research.

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

Step 2 : Try narrowing down your topic.

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

Step 3 : Keep your audience in mind.

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

Step 4 : Ask questions.

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

Step 5 : Evaluate your questions.

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

1.3. Choose a Research Strategy

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

Your research strategy will depend on the following:

1.4. Figure out Keywords

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

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

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

1.5. Improve Your Topic

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

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

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

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

• Is your topic too broad?

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

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

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

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

2. Look Through Sources

2.1. determine possible sources.

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

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

You can use the following websites for this purpose:

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

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

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

2.2. Skim Some Books

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

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

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

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

How to Find Books: Free Resources

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

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

2.3. Find Relevant Articles

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

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

• Peer-reviewed journals

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

• Scholarly journals

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

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

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

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

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

How to Find Articles: Free Resources

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

2.4. Examine Useful Databases

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

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

Here are some crucial tips on using databases:

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

Free Databases to Use for Research

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

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

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

2.5. See Other Websites

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

These websites are suitable for academic research:

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

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

Here are some cons of using these online sources:

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

Free Websites to Use for Research

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

For this purpose, we recommend the following websites:

3. Evaluate the Sources

3.1. select what sources to use.

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

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

3.2. Take Notes

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

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

Step 1 : Skim through the text.

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

Step 2 : Ask questions.

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

Step 3 : Underline or highlight.

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

Step 4 : Summarize .

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

Step 5 : Write down key information.

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

4. Write Your Paper

4.1. formulate your thesis.

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

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

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

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

4.2. Outline Your Paper

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

To organize your paper , try this approach:

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

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

4.3. Add Quotes and Examples

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

You can cite a source as supporting evidence like this:

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

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

5. Cite Your Sources

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

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

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

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

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

Here is what you can expect from them:

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

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

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

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

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

🔗 References

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

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

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

Research Basics

• What Is Research?
• Types of Research
• Secondary Research | Literature Review
• Developing Your Topic
• Primary vs. Secondary Sources
• Evaluating Sources
• Responsible Conduct of Research
• Additional Help

A good working definition of research might be:

Research is the deliberate, purposeful, and systematic gathering of data, information, facts, and/or opinions for the advancement of personal, societal, or overall human knowledge.

Based on this definition, we all do research all the time. Most of this research is casual research. Asking friends what they think of different restaurants, looking up reviews of various products online, learning more about celebrities; these are all research.

Formal research includes the type of research most people think of when they hear the term “research”: scientists in white coats working in a fully equipped laboratory. But formal research is a much broader category that just this. Most people will never do laboratory research after graduating from college, but almost everybody will have to do some sort of formal research at some point in their careers.

So What Do We Mean By “Formal Research?”

Casual research is inward facing: it’s done to satisfy our own curiosity or meet our own needs, whether that’s choosing a reliable car or figuring out what to watch on TV. Formal research is outward facing. While it may satisfy our own curiosity, it’s primarily intended to be shared in order to achieve some purpose. That purpose could be anything: finding a cure for cancer, securing funding for a new business, improving some process at your workplace, proving the latest theory in quantum physics, or even just getting a good grade in your Humanities 200 class.

What sets formal research apart from casual research is the documentation of where you gathered your information from. This is done in the form of “citations” and “bibliographies.” Citing sources is covered in the section "Citing Your Sources."

Formal research also follows certain common patterns depending on what the research is trying to show or prove. These are covered in the section “Types of Research.”

• Next: Types of Research >>
• Last Updated: May 17, 2024 11:08 AM
• URL: https://guides.library.iit.edu/research_basics

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How to Research Effectively

Last Updated: April 27, 2024 Fact Checked

This article was reviewed by Gerald Posner and by wikiHow staff writer, Jennifer Mueller, JD . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 76,760 times.

Whether you're working on a research paper for school, a fact page for a website, or an article for a magazine, your final product will rise or fall based on the quality of your research. To research effectively, you must plan your project in advance so you can make the most efficient use of your time and resources. Effective research is as much about planning as it is about the research itself. Analyze your sources carefully and cite them properly in your final report. [1] X Research source

Organizing Your Project

• If you're working on a research paper for school, you can use the page requirements (or limits) as a guide to narrow your topic.
• Use the same approach if you're writing an article for a website or print publication, and have been given a word limit.
• For example, "butterflies" probably is too broad for a 20-page research paper. If you know you want to write about butterflies, narrow your topic to a particular species of butterflies, or butterflies found in a particular geographic area.
• You may have to do some basic preliminary research to appropriately narrow your topic. This gives you a sense of how much information is available. If it's more than you could possibly dig through, consider narrowing your topic again.

• Typically, you'll want to create a basic thesis statement for your final report. This is what you ultimately want your research to prove.
• Creating a thesis statement before you've even begun your research might seem backwards, but to research effectively, you need to know what you're looking for.
• For example, maybe you have narrowed your butterfly topic to focus on why butterflies are attracted to a particular park in your hometown. Your thesis statement at this stage might be "Butterflies are attracted to Panorama Park because of the flowers planted there."
• Keep in mind that you can adjust your thesis statement later if your research shows that it's inaccurate or inappropriate.
• To return to the butterfly example, your thesis statement means you are focusing your research on the park you named and the flowers that are planted in that park. If you find out through your research that the butterflies are not particularly fond of those flowers, you may have to adjust your thesis.

• Essentially, the scope of your project is how far you're going to go. For example, if you're writing a research paper on the role of the Germans in the American Revolutionary War, the role of the French in the same war would be outside the scope of your project.
• The scope of your project may be dictated to you, for example through an assignment sheet from your teacher or professor.
• Keep your scope in mind as you're planning your research strategy. You don't want to get bogged down in your research or spend too much time chasing after information that turns out to be irrelevant.
• If you find something that doesn't fall within the scope of your project, you can quickly discard it and move on to something else.

• For example, if you're doing research on the butterflies in a local park, surveys of local residents on how they feel about the butterflies probably isn't going to be helpful for you. However, research conducted by students at a nearby university might be beneficial.
• Focus on the type of source you need. If you're working on a political science or sociology research paper, polls and statistics may be relevant.
• However, if you're writing a paper in the hard sciences, you want to focus on scientific experiments and journal articles.
• If your teacher or professor has given you a reading list or identified good sources, start there. Consider it a jumping-off point rather than something to hit as a last resort.

• You may want to do basic internet searches just so you can get an idea of how effective your key words will be.
• For example, if you're writing a research paper on butterflies in a local park, the key word "butterfly" will bring up entirely too much information to be useful for you.
• Try to make your key words as specific as possible. Once you have your basic key words, look for synonyms of those words, or other related words or phrases.
• Write all the words you brainstorm on a sheet of paper so you don't forget them or lose track of them.
• Leave plenty of space around each word so you can take notes or make comments on the effectiveness of each word search as you research.

• One of the easiest methods to organize your research notes is to buy a stack of index cards. At the top of each card, you'll write the name of the source you're taking notes about.
• If you're required to use a particular citation format, you might want to create a formatted citation for the source at the top of the card. It will save you time later on when you're working on your final paper.
• Beyond index cards, you'll also want to gather highlighters, tabs or flags, and adhesive notes. These will help you keep track of information you find in print sources and organize your thoughts as you research.

Finding Good Sources

• Whether a source is considered primary depends on its relation to the topic. Some sources can be primary for one topic but not for another.
• For example, if you're doing research on D-Day, newspaper articles from June 6, 1944 or a few days afterward would be considered primary sources. However, newspaper articles from 2014 would not.
• Primary sources are the heart of research, and what differentiates an actual research project from a book report. If you're reading what someone else wrote about your topic and then summarizing what you read, that's a book report – not research.
• Focusing on primary sources means you may have to get off the internet and go to a library. Some primary sources, such as historic documents and newspapers, have been digitized and are available online. However, many have not.
• Additionally, databases and digital archives of primary sources often are only accessible by subscription. Public and university libraries often maintain subscriptions to these digital resources, but you'll have to use a library computer to get to them.

• If you're using the index-card method, jot down a few words to indicate the idea or fact you found in that source. Include a page number if available so you can cite to it directly or quickly find it again.
• If you see something in a source you want to quote, put it on your notecard. However, do something to make it stand out from the rest of your notes so you don't inadvertently include it in your report as your own words.
• For example, you may want to highlight a quote so it stands out at a glance as a quote, and not your own notes. You also could write it in a different color.
• Likewise, as you read a source you may have thoughts of your own, or additional questions you want to explore. Highlight those or write them in a different color so you can instantly recognize them as your own thoughts, not something that should be attributed to your source.

• The authors of secondary sources are not involved directly in the subject they're discussing – otherwise they would be primary sources.
• Rather, they are using their own knowledge and expertise to interpret, comment, analyze, investigate, or contextualize something.
• Secondary sources can be extremely valuable to you in making sense of the primary sources you've found, but it's important to avoid over-using them.
• With secondary sources, the most important thing to keep in mind when taking notes are ideas. If an author you read has an idea or theory about the topic you're researching that resonates with you, take out a note card and write that idea down. Then if you bring it up in your report you can credit them with having the idea.
• Taking a theory or idea you read somewhere else and acting like you came up with it is plagiarism. The most effective research builds on ideas and theories introduced by others, rather than stealing them.

• When something was published can be a strong indicator of whether you should rely on it. Ideally, you should check the date of publication before you even read the material.
• Whether dates matter depends on the subject you're researching. If you're researching a historical event, you'll likely be making use of material dated any time from the date of the event to the present.
• However, in other areas of research older sources are likely to be outdated and unusable. For example, if you were researching how schoolchildren use the internet, you wouldn't want to use an article written in the early 2000s as a source. Use of the internet has changed significantly since then.
• If an author is biased, it can undermine their authority, even if they have tremendous expertise on the subject you're researching.
• For example, suppose you're researching the butterflies in a local park. You find a lengthy, detailed, and informative article in a reputable science journal that discusses the very butterflies you're researching.
• However, the article is written by a scientist who is infamous for their denial of climate change. This position means they aren't well-respected by most of the scientific community.
• If their bias has little to nothing to do with the subject at hand, or if they wrote the butterfly article before they spoke out against climate change, you might still be able to use that source.
• If you do plan to use a source with a potentially biased or compromised author, use caution. If you're working on a project for school, ask your teacher or professor about it.

• These sources can be helpful for you in finding new articles and sources to use, but you typically don't want to cite them directly in your research.
• Newspaper and magazine articles also can be tertiary sources. Pay attention to what you're reading. If the writer is talking about, for example, a series of studies conducted at different universities that came to opposing conclusions, seek out the studies themselves rather than citing to that article.
• At the same time, tertiary sources can be a quick way to find new sources, and to understand more about a potentially dense article or book before you dive into it yourself.

Citing Your Research

• To understand plagiarism, put yourself in the author's shoes. They put a lot of work into their own project to come up with those words. Properly citing them acknowledges that work and shows that you appreciate it.
• Moreover, you are showing your teachers, editors, or colleagues that you are an upstanding and respectful member of the academic or journalistic community – and that you're making a productive contribution to the field of research.
• Be aware that many high schools, universities, and other publications use plagiarism checkers that will find words you have copied.
• Even if you think you won't get caught because you're using a relatively obscure source, the proliferation of plagiarism checkers makes it more likely that you will.

• Always provide a citation for facts – things that can be proven true or false. This is so your reader can confirm the fact that you've presented in your report. The best source for a fact is always a primary source.
• You also should cite opinions, analysis, speculation, or interpretation that is not your own. For example, suppose you have a source for your butterfly research that believes the butterflies are attracted to the park because people walk their dogs there and butterflies love dogs.
• If you want to use this opinion in your report, credit it to the specific person that said it. Using phrases like "studies show" or "some scientists believe" won't tell your reader anything.
• Instead, you might write "Meredith Monarch, butterfly expert at the University of Lepidoptera, speculated that butterflies frequent the park because they enjoy frolicking with the dogs there."

• Citation styles or formats may seem arbitrary to you, but for those in the field, the punctuation and formatting serve as short-hand. Someone familiar with a particular style can look at a citation and instantly know what each thing means.
• Different fields use different citation methods, which can be confusing if you've done research in several areas of study.
• For example, if you're writing a science paper, you typically will use APA (American Psychological Association) style.
• However, for a research paper in history or political science, you'll more likely use the Turabian style.

• Generally, you only want to have a direct quote from a source when the words themselves are of particular importance, or if the language is so original and succinct it would be nearly impossible to phrase it better.
• For example, if you're writing a research paper on the Gettysburg Address, you likely will include direct quotes from the speech itself, since those words would hold particular importance.
• A source's original words can provide color or enhance the meaning of your own thoughts, or can be quoted as an example of a particular line of thought.
• When you paraphrase, you're putting the information from a source into your own words, rather than quoting the source directly.
• Keep in mind that paraphrasing doesn't mean simply changing a few words to synonymous words, or altering the word order.
• For example, "Quick brown foxes jump over lazy dogs" would not be an acceptable paraphrase of "The quick brown fox jumped over the lazy dog."

Expert Q&A

You might also like.

• ↑ https://library.georgetown.edu/tutorials/research-guides/15-steps
• ↑ https://libguides.usc.edu/writingguide/narrowtopic
• ↑ https://libguides.usc.edu/writingguide/introduction
• ↑ https://libguides.usc.edu/writingguide/citingsources
• ↑ https://umassglobal.libguides.com/keywords
• ↑ https://umb.libguides.com/PrimarySources/secondary
• ↑ https://advice.writing.utoronto.ca/researching/notes-from-research/
• ↑ https://open.lib.umn.edu/writingforsuccess/chapter/11-4-strategies-for-gathering-reliable-information/
• ↑ https://libguides.mit.edu/citing
• ↑ https://ohiostate.pressbooks.pub/choosingsources/chapter/primary-secondary-tertiary-sources/
• ↑ https://edu.gcfglobal.org/en/useinformationcorrectly/avoiding-plagiarism/1/
• ↑ https://openoregon.pressbooks.pub/wrd/chapter/crediting-your-sources/
• ↑ https://pitt.libguides.com/citationhelp
• ↑ https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html

About This Article

To research effectively, look through library databases and digital archives to find helpful, reliable sources related to your topic. For example, if you’re researching something in the science field, you can visit your university library to look at articles in their scientific journals. While going through your sources, take notes by jotting down useful ideas on a notecard along with the page numbers you found them on. You may also want to highlight information in order to easily refer to what's important later on. For more tips from our co-author, including how to quote and cite a source responsibly, keep reading! Did this summary help you? Yes No

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How-To Geek

How to research a topic online.

Online research is a crucial skill, whether you're working on an academic paper, writing a blog post, or just trying to learn something new about your houseplants.

Quick Links

Organize your information early on, start broad and collect a lot of information, decide what's important, and narrow things down, optimize your google search, go further than google, double-check your research, what if you find conflicting information.

Online research is a crucial skill, whether you're working on an academic paper, writing a blog post, or just trying to learn something new about your houseplants. But it's not always easy when you're tackling a complicated or niche topic.

Organizing your information can help you save time, and it can save you from forgetting or misremembering anything that you've learned from your research. You should keep a link to every webpage that you visit from the start to the very end of your research. It's best to write down a little bit of information for each link so that you remember why you saved them and what kind of information that you could take from them. You should also save any PDF's or images related to your research because you can use them as valuable primary sources.

If you need to organize a lot of data across multiple devices, consider using a note-taking app like  Evernote , OneNote , or Google Keep . They're all great for keeping track of web pages, PDF's, photos, and whatever else you need for your big project.

If you're just trying to knock out a short essay or learn something about DIY woodworking, then you probably don't need to grab a dedicated note-taking app unless you already use one. You might find it easier to cut and paste web pages into a Word or Google Doc file and save any PDFs or images to your local or cloud storage drive. Just make sure that you keep your files organized  and take notes for all of your sources.

In the end, you'll probably only use a handful of the links that you save. But if you're publishing a blog post or writing an essay, you need to be able to double-check and cite all of your sources. Otherwise, you might end up creating a lot of extra work for yourself later.

When researching, it's tempting to dive straight into the first exciting thing that you find. But you should try to start as broad as possible. Otherwise, you might miss out on some fascinating pieces of information and end up with a poor understanding of your topic.

That's why you should try to find a lot of information on your topic, more than you think that you'll need. A good way to start broad is to search Google for general terms related to your topic. If you're researching the difference between sunflowers and tulips, then you should learn a bit of information about each flower before going deeper.

Of course, Wikipedia is also a fantastic place to begin your research. You can use Wikipedia to find a lot of general information on your topic, and you can use it to find related topics or primary sources that may be useful as you go deeper into your research.

Once you've collected a broad swath of data, you need to review everything and decide on what to focus. Don't just go for the first thing that sounds interesting to you. Try to find any new relationships between the different pieces of information that you've gathered.

Let's say that you're researching an author, like Mark Twain. You found in your broad research that he was in the Civil War and that some of his stories take place in the antebellum south. On their own, those two pieces of information are boring and hard to care about. But when you put them together, it's clear that there may be a tantalizing relationship that's worth some in-depth research.

It's okay to research a relationship that seems obvious or well-known, especially if you're writing a blog, doing personal research, or doing a rudimentary history paper. But if you want to find something unique, then you need to think about how to narrow your research.

Okay, you're ready to do some more in-depth research. Now what? If you're looking into something that's kind of unique, then you may have trouble finding some good search results on Google.

That's why you need to use some  Google Search Operators  to get the most out of your Google searches. There are a lot of search operators that you can use, and they're all pretty straightforward. But there are a few that are especially useful for doing online research.

If you need to look up exact phrases or names on Google, then you can put them in quotation marks. For example, if you search the phrase "mole people" on Google, then you'll only find pages that contain the word "mole" followed by the word "people."

"Mole people"

The idea of starting broad and then narrowing your search applies to searching the web, too.

For example, if your search for "mole people" include too many results related to New York, then you could use a minus sign to exclude those results. This is what it would look like:

"Mole people" -"New York"

Note that we also used quotation marks around "New York" in that search because we want the whole phrase excluded.

If you hit a point in your research where you can't find any new websites to visit, then you should try to switch up your Google search. Try using variations on the same search terms, and change which Search Operators you're using. Sometimes the slightest change in your search will give you wildly different results.

Sometimes Google's expertise won't be enough for you. If you're working on a full academic paper or writing a deep-dive blog post, then you may need to look through some magazines, academic papers, or old books. You know, "primary sources."

Some websites, like  Project Muse and JSTOR , are an excellent resource for periodicals, academic papers, and other primary sources. You can usually access them through your University or public library. There's also some free alternatives to these websites, like Google Scholar  and SSRN .

But if you're writing a deep-dive on dairy advertisements, then you're going to need to find some old catalogs, magazines, periodicals, and posters.  Google Books  is an excellent resource for this kind of material.

You can also use Wikipedia to find some primary sources. At the end of every Wikipedia article, there's a "References" table. This table tells you the sources for all of the information in the article. If you come across a juicy bit of information while reading a Wikipedia article, then there's usually a small number that links to the reference table.

It's good to look into all of these resources because they usually come up with different results for the same search. They also tend to have built-in advanced search functions, which are useful for topics that are unique or niche.

Once you've completed your research, you need to make sure that all of your information is accurate. You can save yourself a lot of heartbreak by double-checking all of your research before doing any writing.

Go and reread all of your sources, because there's a chance that you misinterpreted what they're saying. Of course, you're not the only person that can misread a source, so it's good to check any citations that you find on a website.

You should also consider how you used Google to research your topic. If you included any bias in your search terms, then there's a chance that the information that you gathered will reflect that bias. Try searching Google with a variety of search terms and  Google Search Operators .

There are also fact-checking websites that you can use to make sure that your information is accurate. Websites like  Factcheck.org  or Snopes  are pretty fantastic; just don't use them as your only fact-checking resource.

Sometimes you'll spend a lot of time double-checking all of your research, and you'll realize that things don't seem to line up. In this situation, it's tempting to stand behind some information that may not be entirely factual. After all, it's a lot easier to go along with inaccurate information than to redo your entire research process.

But you should never write or publish any information unless you're confident that it's accurate. If you run into conflicting information while researching a topic, go back to the drawing board or try to spin the pieces of contradictory information in your favor.

For example, if you find a lot of conflicting eyewitness accounts while researching the Titanic, then you can quickly turn those conflicting accounts into an exciting piece of information. You could even go back and do some in-depth research into who made those eyewitness accounts, and how they shaped the public's opinion on the sinking of the Titanic. Hey, that could be a book.

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What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

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

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

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Abstractspiepr Abs1

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

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

Part I. What Is Research?

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

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

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

Exercise 1.1

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

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

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

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

Exercise 1.2

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

Creating an Image of Scientific Inquiry

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

Descriptor 1. Experience Carefully Planned in Advance

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

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

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

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

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

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

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

Exercise 1.3

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

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

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

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

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

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

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

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

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

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

Doing Scientific Inquiry

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

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

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

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

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

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

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

Exercise 1.4

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

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.5

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

Exercise 1.6

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

Learning from Doing Scientific Inquiry

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

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

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

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

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

Part II. Why Do Educators Do Research?

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

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

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

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

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

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

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

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

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

Exercise 1.7

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

Part III. Conducting Research as a Practice of Failing Productively

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.8

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

Exercise 1.9

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

Part IV. Preview of Chap. 2

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

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

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

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

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

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

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

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Home Market Research

What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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Reading a Scholarly Article or Research Paper

Identifying a research problem to investigate usually requires a preliminary search for and critical review of the literature in order to gain an understanding about how scholars have examined a topic. Scholars rarely structure research studies in a way that can be followed like a story; they are complex and detail-intensive and often written in a descriptive and conclusive narrative form. However, in the social and behavioral sciences, journal articles and stand-alone research reports are generally organized in a consistent format that makes it easier to compare and contrast studies and to interpret their contents.

General Reading Strategies

W hen you first read an article or research paper, focus on asking specific questions about each section. This strategy can help with overall comprehension and with understanding how the content relates [or does not relate] to the problem you want to investigate. As you review more and more studies, the process of understanding and critically evaluating the research will become easier because the content of what you review will begin to coalescence around common themes and patterns of analysis. Below are recommendations on how to read each section of a research paper effectively. Note that the sections to read are out of order from how you will find them organized in a journal article or research paper.

1.  Abstract

The abstract summarizes the background, methods, results, discussion, and conclusions of a scholarly article or research paper. Use the abstract to filter out sources that may have appeared useful when you began searching for information but, in reality, are not relevant. Questions to consider when reading the abstract are:

• Is this study related to my question or area of research?
• What is this study about and why is it being done ?
• What is the working hypothesis or underlying thesis?
• What is the primary finding of the study?
• Are there words or terminology that I can use to either narrow or broaden the parameters of my search for more information?

2.  Introduction

If, after reading the abstract, you believe the paper may be useful, focus on examining the research problem and identifying the questions the author is trying to address. This information is usually located within the first few paragraphs of the introduction or in the concluding paragraph. Look for information about how and in what way this relates to what you are investigating. In addition to the research problem, the introduction should provide the main argument and theoretical framework of the study and, in the last paragraphs of the introduction, describe what the author(s) intend to accomplish. Questions to consider when reading the introduction include:

• What is this study trying to prove or disprove?
• What is the author(s) trying to test or demonstrate?
• What do we already know about this topic and what gaps does this study try to fill or contribute a new understanding to the research problem?
• Why should I care about what is being investigated?
• Will this study tell me anything new related to the research problem I am investigating?

3.  Literature Review

The literature review describes and critically evaluates what is already known about a topic. Read the literature review to obtain a big picture perspective about how the topic has been studied and to begin the process of seeing where your potential study fits within the domain of prior research. Questions to consider when reading the literature review include:

• W hat other research has been conducted about this topic and what are the main themes that have emerged?
• What does prior research reveal about what is already known about the topic and what remains to be discovered?
• What have been the most important past findings about the research problem?
• How has prior research led the author(s) to conduct this particular study?
• Is there any prior research that is unique or groundbreaking?
• Are there any studies I could use as a model for designing and organizing my own study?

4.  Discussion/Conclusion

The discussion and conclusion are usually the last two sections of text in a scholarly article or research report. They reveal how the author(s) interpreted the findings of their research and presented recommendations or courses of action based on those findings. Often in the conclusion, the author(s) highlight recommendations for further research that can be used to develop your own study. Questions to consider when reading the discussion and conclusion sections include:

• What is the overall meaning of the study and why is this important? [i.e., how have the author(s) addressed the " So What? " question].
• What do you find to be the most important ways that the findings have been interpreted?
• What are the weaknesses in their argument?
• Do you believe conclusions about the significance of the study and its findings are valid?
• What limitations of the study do the author(s) describe and how might this help formulate my own research?
• Does the conclusion contain any recommendations for future research?

5.  Methods/Methodology

The methods section describes the materials, techniques, and procedures for gathering information used to examine the research problem. If what you have read so far closely supports your understanding of the topic, then move on to examining how the author(s) gathered information during the research process. Questions to consider when reading the methods section include:

• Did the study use qualitative [based on interviews, observations, content analysis], quantitative [based on statistical analysis], or a mixed-methods approach to examining the research problem?
• What was the type of information or data used?
• Could this method of analysis be repeated and can I adopt the same approach?
• Is enough information available to repeat the study or should new data be found to expand or improve understanding of the research problem?

6.  Results

After reading the above sections, you should have a clear understanding of the general findings of the study. Therefore, read the results section to identify how key findings were discussed in relation to the research problem. If any non-textual elements [e.g., graphs, charts, tables, etc.] are confusing, focus on the explanations about them in the text. Questions to consider when reading the results section include:

• W hat did the author(s) find and how did they find it?
• Does the author(s) highlight any findings as most significant?
• Are the results presented in a factual and unbiased way?
• Does the analysis of results in the discussion section agree with how the results are presented?
• Is all the data present and did the author(s) adequately address gaps?
• What conclusions do you formulate from this data and does it match with the author's conclusions?

7.  References

The references list the sources used by the author(s) to document what prior research and information was used when conducting the study. After reviewing the article or research paper, use the references to identify additional sources of information on the topic and to examine critically how these sources supported the overall research agenda. Questions to consider when reading the references include:

• Do the sources cited by the author(s) reflect a diversity of disciplinary viewpoints, i.e., are the sources all from a particular field of study or do the sources reflect multiple areas of study?
• Are there any unique or interesting sources that could be incorporated into my study?
• What other authors are respected in this field, i.e., who has multiple works cited or is cited most often by others?
• What other research should I review to clarify any remaining issues or that I need more information about?

NOTE :  A final strategy in reviewing research is to copy and paste the title of the source [journal article, book, research report] into Google Scholar . If it appears, look for a "cited by" followed by a hyperlinked number [e.g., Cited by 45]. This number indicates how many times the study has been subsequently cited in other, more recently published works. This strategy, known as citation tracking, can be an effective means of expanding your review of pertinent literature based on a study you have found useful and how scholars have cited it. The same strategies described above can be applied to reading articles you find in the list of cited by references.

Reading Tip

Specific Reading Strategies

Effectively reading scholarly research is an acquired skill that involves attention to detail and an ability to comprehend complex ideas, data, and theoretical concepts in a way that applies logically to the research problem you are investigating. Here are some specific reading strategies to consider.

As You are Reading

• Focus on information that is most relevant to the research problem; skim over the other parts.
• As noted above, read content out of order! This isn't a novel; you want to start with the spoiler to quickly assess the relevance of the study.
• Think critically about what you read and seek to build your own arguments; not everything may be entirely valid, examined effectively, or thoroughly investigated.
• Look up the definitions of unfamiliar words, concepts, or terminology. A good scholarly source is Credo Reference .

Taking notes as you read will save time when you go back to examine your sources. Here are some suggestions:

• Mark or highlight important text as you read [e.g., you can use the highlight text  feature in a PDF document]
• Take notes in the margins [e.g., Adobe Reader offers pop-up sticky notes].
• Highlight important quotations; consider using different colors to differentiate between quotes and other types of important text.
• Summarize key points about the study at the end of the paper. To save time, these can be in the form of a concise bulleted list of statements [e.g., intro has provides historical background; lit review has important sources; good conclusions].

Write down thoughts that come to mind that may help clarify your understanding of the research problem. Here are some examples of questions to ask yourself:

• Do I understand all of the terminology and key concepts?
• Do I understand the parts of this study most relevant to my topic?
• What specific problem does the research address and why is it important?
• Are there any issues or perspectives the author(s) did not consider?
• Do I have any reason to question the validity or reliability of this research?
• How do the findings relate to my research interests and to other works which I have read?

Adapted from text originally created by Holly Burt, Behavioral Sciences Librarian, USC Libraries, April 2018.

Another Reading Tip

When is it Important to Read the Entire Article or Research Paper

Laubepin argues, "Very few articles in a field are so important that every word needs to be read carefully." However, this implies that some studies are worth reading carefully. As painful and time-consuming as it may seem, there are valid reasons for reading a study in its entirety from beginning to end. Here are some examples:

• Studies Published Very Recently .  The author(s) of a recent, well written study will provide a survey of the most important or impactful prior research in the literature review section. This can establish an understanding of how scholars in the past addressed the research problem. In addition, the most recently published sources will highlight what is currently known and what gaps in understanding currently exist about a topic, usually in the form of the need for further research in the conclusion .
• Surveys of the Research Problem .  Some papers provide a comprehensive analytical overview of the research problem. Reading this type of study can help you understand underlying issues and discover why scholars have chosen to investigate the topic. This is particularly important if the study was published very recently because the author(s) should cite all or most of the key prior research on the topic. Note that, if it is a long-standing problem, there may be studies that specifically review the literature to identify gaps that remain. These studies often include the word review in their title [e.g., Hügel, Stephan, and Anna R. Davies. "Public Participation, Engagement, and Climate Change Adaptation: A Review of the Research Literature." Wiley Interdisciplinary Reviews: Climate Change 11 (July-August 2020): https://doi.org/10.1002/ wcc.645].
• Highly Cited .  If you keep coming across the same citation to a study while you are reviewing the literature, this implies it was foundational in establishing an understanding of the research problem or the study had a significant impact within the literature [positive or negative]. Carefully reading a highly cited source can help you understand how the topic emerged and motivated scholars to further investigate the problem. It also could be a study you need to cite as foundational in your own paper to demonstrate to the reader that you understand the roots of the problem.
• Historical Overview .  Knowing the historical background of a research problem may not be the focus of your analysis. Nevertheless, carefully reading a study that provides a thorough description and analysis of the history behind an event, issue, or phenomenon can add important context to understanding the topic and what aspect of the problem you may want to examine further.
• Innovative Methodological Design .  Some studies are significant and worth reading in their entirety because the author(s) designed a unique or innovative approach to researching the problem. This may justify reading the entire study because it can motivate you to think creatively about pursuing an alternative or non-traditional approach to examining your topic of interest. These types of studies are generally easy to identify because they are often cited in others works because of their unique approach to studying the research problem.
• Cross-disciplinary Approach .  R eviewing studies produced outside of your discipline is an essential component of investigating research problems in the social and behavioral sciences. Consider reading a study that was conducted by author(s) based in a different discipline [e.g., an anthropologist studying political cultures; a study of hiring practices in companies published in a sociology journal]. This approach can generate a new understanding or a unique perspective about the topic . If you are not sure how to search for studies published in a discipline outside of your major or of the course you are taking, contact a librarian for assistance.

Laubepin, Frederique. How to Read (and Understand) a Social Science Journal Article . Inter-University Consortium for Political and Social Research (ISPSR), 2013; Shon, Phillip Chong Ho. How to Read Journal Articles in the Social Sciences: A Very Practical Guide for Students . 2nd edition. Thousand Oaks, CA: Sage, 2015; Lockhart, Tara, and Mary Soliday. "The Critical Place of Reading in Writing Transfer (and Beyond): A Report of Student Experiences." Pedagogy 16 (2016): 23-37; Maguire, Moira, Ann Everitt Reynolds, and Brid Delahunt. "Reading to Be: The Role of Academic Reading in Emergent Academic and Professional Student Identities." Journal of University Teaching and Learning Practice 17 (2020): 5-12.

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15 Steps to Good Research

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

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

Choose Your Test

Sat / act prep online guides and tips, how to do college research right: step-by-step guide.

College Admissions , College Info

College research can be an overwhelming task, and it's not easy to know where to begin. In this article, I'll help you sort through your options and find your dream college.

If you work through the following four steps, you'll be well on your way to compiling a list of schools that fulfill all your most important criteria:

• Identify your priorities
• Search with an online college finder
• Consider your chances of admission
• Finalize your list

In the next few sections, we'll cover how to research colleges in a straightforward and effective way.

Step 1: Identify Your Priorities and Preferences

The first step in tackling the college search process involves thinking about what you want out of your college experience. There are some essential qualities that differentiate colleges from one another that you should consider first, such as location, size, cost, and academic programs. You should also contemplate what you want out of the social scene and academic climate at your college. Then, you can search for schools that fit your needs across a variety of different dimensions.

Primary Factors

Here's a list of the first four factors you should consider when searching for colleges:

#1: Location

Do you want to be far away or close to home? Attending an in-state school can mean a lower tuition price, but it may stunt your college experience if you continue to rely on your family and old friends. You should also consider whether you're interested in a rural, urban, or small town college environment. The surrounding area can have a big impact on your happiness and comfort level.

Large and small colleges often have very different vibes. You're more likely to get personalized attention at small colleges , but they might have fewer resources and less diversity amongst students. You should research each college individually, but there are certain characteristics shared by most large or small colleges that might lead you to prefer one type over the other.

#3: Academics

You're going to college primarily to learn stuff, so academics should be up there on your priority list. Just how serious of an academic environment are you looking for? Do you want a school that focuses on undergraduate teaching or research? What types of programs interest you? If you have any ideas about your potential major, keep that in mind as you search for schools so you can apply to places that offer the best programs for you.

Selectivity and reputation also come into play here. Based on your test scores and GPA, you can predict your admissions chances at different schools (more about this later). It's advantageous for you to attend the most competitive school possible based on your stats. This will provide you with the greatest number of opportunities both in college and in your post-graduate endeavors.

Tuition prices are something you should think about in your college search, but don't let a high price prevent you from applying if you really love a school. Right now, you should just work on determining whether cost is an issue for you. If so, focus your search on schools that offer generous financial aid and merit scholarships . You can also investigate colleges with no application fees.

Secondary Factors

This list goes into some other factors to think about in your college search that are less fundamental but can still have a really strong influence on your experience.

#1: Social Scene

This is a vague term, but you should have some idea of what type of social environment you're looking for in college. Do you want to be at a party school? Or are you more of a library-all-day-every-day type? Are you at all interested in Greek life? Do you want to be able to go out to bars and clubs? Make sure the environment at the school you choose will be a fun place for you to spend four years.

#2: Housing

Is it important to you to have a really nice dorm? Do you want to be able to live off campus at some point? Schools may offer more or less variety in housing, so this is definitely worth considering. Universities located in rural areas may have fewer options for living off campus.

Are you looking for a school with lots of dining options? This is important to consider especially if you have special dietary preferences or requirements. Whatever accommodations you need, make sure the schools you choose have the ability to provide them.

#4: Extracurriculars

Think of any extracurricular activities you want to pursue in college. If these are priorities for you, you should ensure that any schools that you're considering have the appropriate resources. Extracurriculars are a huge part of the college experience for most students, and they provide a great social outlet outside of the party scene and classes.

#5: Athletics

If you're hoping to play a sport in college for fun, you should make sure that anywhere you apply will give you that opportunity. Are you planning to work out in college? If this is a priority for you, look for schools that have high-quality athletic facilities and give students full gym access. Many schools offer exercise classes for students at their gyms, which is a really nice perk.

As you consider these factors, you can continue to customize the priority order to fit your needs. Some of the factors I listed as "secondary" might actually be of primary concern to you. If you feel that something is a priority, don't discount it just because other things are "supposed" to be more important. You may even be totally indifferent to some of the factors I've listed (for example, "athletics" are a foreign concept to us hardcore nerds). That's fine too! You can choose to ignore these factors in the next step.

Now that you're armed with your preferences and priorities, it's time to start your college search for realz.

Step 2: Search for Schools Using an Online College Finder

After you've figured out your preferences, the easiest way to find schools that you like is to use an online college finder tool to search based on your criteria.

One option that you might consider initially is College Navigator . You can specify location, size, major program, public or private, tuition, test scores, and more in your search. This tool will give you all the statistics on different schools and help you locate options that seem like the right fit. As you investigate the results of your search, add schools to your "favorites" and compare them side by side to see how they differ. This might eliminate some options based on factors like cost and admissions rate.

Another site to investigate is Cappex . Cappex is a college matchmaking site where you can fill out a profile and get matched up with schools that align with your preferences. The site provides suggestions for schools that you might like after you complete your profile. It has a pretty complete overview of each school including student reviews and information about campus life that might not be included in the College Navigator statistics.

If you find schools that you like, you can add them to your running list and compare them against each other. Cappex also links directly to the application pages for schools on your list of favorites, so you can check out what materials you're expected to submit.

There are also a number of other sites you can use at this stage. The link at the beginning of this section will take you to my reviews of the ten best college search websites. Feel free to use whichever one seems most accessible to you!

Step 3: Consider Admissions Chances and Reputation

Once you've figured out what you want from a college and have gotten some solid suggestions from search sites, you should step back and take an objective look at your results. It's important to maintain realistic expectations in the college application process, so you should choose schools where you have reasonable chances of admission.

Though the sites I mentioned above may give you statistics for a school's average test scores and GPA, it's difficult to understand your chances of admission just by looking at statistics. I would recommend that you Google "(name of school) PrepScholar admissions requirements" to access our database pages about each school. Use the tools on these pages to enter in your GPA and SAT scores and calculate your chances of admission.

In general, if your chances are below 30 percent the school qualifies as a reach school . A school with an admissions rate that's below 15 percent is a reach school for all students regardless of scores and GPA. If all or most of the schools you're interested in are reach schools, it's time to adjust some of your criteria to allow for other options. Only a third of the colleges where you apply should be reaches.

This is also a good time to check ranking lists like US News and Forbes to see whether the colleges that interest you have decent reputations. However, be careful when considering these rankings! If two schools are within ten or so ranks of each other, there probably isn't much of a difference in quality between them.

Rankings are a tool to be used after you've already picked out schools based on other factors. If you're trying to decide between two schools and the lower ranked school is a much better fit for you, then you should still apply to that one. Rankings are more of a tie-breaker to be used when all other measurements are equal. Prestige can be important because it generally means a more intellectual student community and greater academic opportunities, but you should put your personal goals and priorities above the prestige of the school.

After consulting these resources, you'll end up with a better sense of the quality of your preliminary list of schools. This leads to the next step, making your final college list!

Step 4: Make a Final List

Now that you've gathered all of this information, it's time to tweak your list of schools so that it has a nice balance of different options. As I mentioned in the previous section, it's important to have reach schools, but they should only make up about a third of your list. Another third of the schools should be likely options, and the last third should be safety schools .

You can use the same process as above to look up potential likely and safety schools and check your admissions chances. Safety schools are schools where you have at least an 80 percent chance of admission. Likely schools are schools where you have a 30 to 80 percent chance of admission. These can be further divided into "possible" and "probable" options. Possible options will be in the 30-50 percent range, and probable options are between 50 and 80%.

Most students end up applying to around 5-8 colleges in total. Start out with three schools in the reach category, three in the likely category (two probable and one possible), and three in the safety category. Then, if you find that you're overwhelmed by the application fees or the supplementary essays, you can always cut out 2-3 schools. Be honest about whether you can realistically see yourself attending all of the schools on your list.

You should also do some research to check whether the schools on your list use the Common Application or if they require you to fill out separate applications. This can have a big impact on the time you spend on the process. You might decide to eliminate a school from your list if you're not super attached to it and it's the only option that requires an individual application.

Once you've balanced your list, begin brainstorming your application essays and deciding which accomplishments and activities you want to highlight for colleges. Read this article about how to create a versatile application for some more tips!

What's Next?

Now that you know how to do research colleges, you should also be able to put it into practice. Learn more about the application deadlines that will be most critical for you.

College ranking lists can be helpful tools if you use them in the right way. Find out about all the college ranking lists you should read and how much you should rely on them.

Looking to attend a top-notch liberal arts school? Here's a list of the 28 best liberal arts colleges in the country.

Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar.

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Meaning of research in English

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• He has dedicated his life to scientific research.
• He emphasized that all the people taking part in the research were volunteers .
• The state of Michigan has endowed three institutes to do research for industry .
• I'd like to see the research that these recommendations are founded on.
• It took months of painstaking research to write the book .
• absorptive capacity
• dream something up
• modularization
• nanotechnology
• non-imitative
• operational research
• think outside the box idiom
• think something up
• uninventive
• study What do you plan on studying at university?
• major US She majored in philosophy at Harvard.
• cram She's cramming for her history exam.
• revise UK I'm revising for tomorrow's test.
• review US We're going to review for the test tomorrow night.
• research Scientists are researching possible new treatments for cancer.
• The amount of time and money being spent on researching this disease is pitiful .
• We are researching the reproduction of elephants .
• She researched a wide variety of jobs before deciding on law .
• He researches heart disease .
• The internet has reduced the amount of time it takes to research these subjects .
• adjudication
• interpretable
• interpretive
• interpretively
• investigate
• reinvestigate
• reinvestigation
• risk assessment
• run over/through something
• run through something

You can also find related words, phrases, and synonyms in the topics:

Related word

Research | american dictionary, research | business english, examples of research, collocations with research.

These are words often used in combination with research .

Click on a collocation to see more examples of it.

Translations of research

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If you are on hold when using the phone, you are waiting to speak to someone.

Searching out and tracking down: talking about finding or discovering things

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• Academic Problems and Skills

How Do Psychologists Decide What to Study?

Personal perspective: psychological research is sometimes, but not always, “me-search.".

Posted May 14, 2024 | Reviewed by Ray Parker

• Find a counsellor to help with academics
• It is sometimes assumed that the personal concerns of the researcher guide psychological research.
• Research topics often evolve from curiosity about how everyday life works.
• Connecting new research to existing bodies of research is essential.

There is an old saying among psychological scientists that “Research is me-search.” This means, of course, that people, including psychologists, are drawn to topics that have deep relevance to issues in their own lives.

This old saying certainly rings true as I watch my undergraduate students select topics for their capstone senior research projects: The too-thin young woman who wants to study eating disorders, the student of color who is interested in racism , the child of divorce who desperately wishes to understand how a marriage ending in divorce affects children.

Given that I am best known for my work on creepiness and gossip, this old truism about “me-search” stalks and haunts me whenever I do a media interview about my research on either of these topics. The interviewer always wants to know what it is, exactly, that enticed me to devote years of my life to studying such a thing. There seems to be an assumption that I have a personal story to tell about a lifetime of being plagued by gossip or about my fear that I am chronically creeping other people out.

I will let the discerning reader draw their own conclusions about my interest in creepiness, but my interest in gossip does have an identifiable point of origin that is a bit more mundane than one might expect.

Research Ideas Can Be Inspired by Everyday Life

One day, about 25 years ago, I was standing in a long, slow-moving line at a grocery store. As it happened, my progress was stalled right next to a magazine rack rife with tabloids full of scandalous stories about movie stars, politicians, and assorted other celebrities.

For the first time in my life, I really looked at these publications and found myself wondering how they all stayed in business. Who reads all of this stuff? Why do we care so much about the private lives of individuals who we will never meet? I pondered this during my drive to the office after I left the store. I remember posing questions about the allure of these magazines to the first psychologist colleague I encountered when I got to work, and our ensuing conversation fanned the flames of my interest even further.

Being a good academic, my first impulse was to turn to the scientific literature to see what experts on gossip had been able to uncover. I was stunned by what I found, or more accurately, by what I did not find. There were a few studies in which anthropologists hung out in villages in random cultures and reported on what they heard people talking about when they gossiped and some intriguing anthropological theories about the origin of gossip.

However, I was unable to find anything in the way of actual experiments done by social psychologists on how gossip works. This is extraordinary: Until the dawn of the 21 st century, a universal human activity that lies at the heart of social life had been largely ignored by scientists whose stated mission was to understand human social interaction.

As an experimental social psychologist, I found the implied challenge irresistible. And so, with the help of some of my students, I embarked on a series of experiments on the psychology of gossip. I am proud to say that an interest in gossip spread like wildfire throughout the research community and that the study of gossip is now a thriving enterprise in the field of social psychology and related social sciences.

Thus, some research ideas do indeed spring directly from questions that arise through observing everyday life or from personal concerns faced by the researcher. However, this is not the only way in which research questions are formulated, and I will explore this in another post.

Frank McAndrew, Ph.D., is the Cornelia H. Dudley Professor of Psychology at Knox College.

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Research or Researches: Which is Correct? Simple English Explanations

By Caitriona Maria

October 20, 2021

Research or researches ? Which one is correct?!

There seems to be a lot of misinformation about this on the web, as most people (including native English speakers) get this one wrong!

We can use “research” as a noun or verb . Researches can be the third person singular of the verb “research.” Researches can also be used as a plural noun for “research,” but it is rarely used.

Meaning of Research (Verb and Noun)

By definition, “ research” (verb form) means to investigate or search carefully. It is typically related to studious inquiries or examinations.

Here are some examples with the verb “research”:

• “He researched the history of the building.”
• “She is researching how many people speak a particular language.”
• “I need to research this.”
• “We have been researching a new method.”
• “They are researching different options for the company.”
• “I researched every single product before I made my purchase.”
• You should research the pros and cons before you make a decision .
• “He is researching his family tree.”
• She has been researching her options for college.

When used as a noun, the word “research” typically refers to the activity of investigating or examining a subject in-depth with the aim of discovering new facts or information.

It can also refer to the resulting product of this activity.

Here are some examples with the noun “research”:

• “The scientists conducted research on the properties of a new material.”
• “She published her first paper on the results of her research.”
• If you want to write a paper on the dangers of smoking, you will need to do some research on the topic.
• “The research was published in a leading journal.”
• “They are funding market research.”
• “This is a new area of research for me.”
• “I need to do some research on this subject.”
• “Can you please send me your latest research?”

Research or researches?

• Research (singular noun)
• Researches (plural noun)

In a nutshell, we use research as a singular noun and researches as a plural noun, but it is very rare to say the term researches.

It is preferred to say “pieces of research,” “research studies” or “research projects” when talking about more than one.

Researches can also be used as a verb for the third person singular in the simple present tense. For example, “he researches on the internet for his school project.”

Research (simple present tense):

• I research,
• you research,
• he researches,
• she researches,
• it researches,
• we research,
• they research.

Research as a Noun

Research can be a countable and uncountable noun.

As a noun, “research” is usually used as uncountable. For example, we could say, “the research is able to determine the demand for health drinks.”

The plural countable noun researches is rarely used. It is used to distinguish between one or more sets of research.

For example, we could say “research conducted at Trinity College and University College Dublin” (we don’t know if this is a joint research project or a separate research project in both colleges).

Or we could say “researches conducted at Trinity College and University College Dublin” (separate research projects carried out at the colleges).

Is it correct to say researches ?

As you can see from our examples, it is correct to say researches.

You must be warned, however, that while we can use researches as a plural countable noun, most English speakers have never heard this and may think this is incorrect.

Native English speakers prefer to say “some research,” “research studies,” or “research projects” rather than researches nowadays.

Researches as a term is seen as archaic and old-fashioned. Therefore, it is rarely, if ever used.

Can we say a research ?

While “research” can be used as a countable and uncountable noun, it is never correct to say “a research.” However, we can say “a research student,” “much research,” or “some research.”

To make research or to do research?

We never say “make research.” Instead, you can say, “do research,” “conduct research,” “perform research,” or “carry out research.”

When do we say researches?

When using “research” as the verb, we often say researches.

It is much more common to use researches in the third person simple present (he/she/it).

For example, we could say, “he researches for his project in the library.”

Researches can also be used as a noun, as mentioned earlier.

Alternative Ways to Say Researches (noun)

• His researches prove that the disease is a genetic disorder.
• His research proves that the disease is a genetic disorder.
• His research studies prove that the disease is a genetic disorder.
• His research projects prove that the disease is a genetic disorder.
• His pieces of research prove that the disease is a genetic disorder.
• His findings prove that the disease is a genetic disorder.
• His research results prove that the disease is a genetic disorder.

How do you pronounce research ?

“Research” (verb form) is pronounced as ri-SERCH in American English but may vary across different accents.

“Research” (noun form) is pronounced as REE-serch in American English but may vary across different accents.

Therefore, you may choose to pronounce both the verb and the noun in the same way (REE-serch or ri-SERCH) without causing any confusion.

You may also be interested in: 15 Best Online English Courses Free & Paid (2022)

In Conclusion

Those are the rules for the word research and researches. While researches is a correct word, it is seldom used as a plural noun.

“Research” is mostly used as an uncountable noun or verb.

If you are unsure whether to use research or researches , it is best to use “research” as the noun. This will avoid any confusion and misunderstanding.

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Caitriona Maria is an education writer and founder of TPR Teaching, crafting inspiring pieces that promote the importance of developing new skills. For 7 years, she has been committed to providing students with the best learning opportunities possible, both domestically and abroad. Dedicated to unlocking students' potential, Caitriona has taught English in several countries and continues to explore new cultures through her travels.

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Thanks for the extensive researches done by you, as we use this term research in our researches extensively!

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Are We Talking Too Much About Mental Health?

Recent studies cast doubt on whether large-scale mental health interventions are making young people better. Some even suggest they can have a negative effect.

By Ellen Barry

In recent years, mental health has become a central subject in childhood and adolescence. Teenagers narrate their psychiatric diagnosis and treatment on TikTok and Instagram. School systems, alarmed by rising levels of distress and self-harm, are introducing preventive coursework in emotional self-regulation and mindfulness.

Now, some researchers warn that we are in danger of overdoing it. Mental health awareness campaigns, they argue, help some young people identify disorders that badly need treatment — but they have a negative effect on others, leading them to over-interpret their symptoms and see themselves as more troubled than they are.

The researchers point to unexpected results in trials of school-based mental health interventions in the United Kingdom and Australia: Students who underwent training in the basics of mindfulness , cognitive behavioral therapy and dialectical behavior therapy did not emerge healthier than peers who did not participate, and some were worse off, at least for a while.

And new research from the United States shows that among young people, “self-labeling” as having depression or anxiety is associated with poor coping skills, like avoidance or rumination.

In a paper published last year , two research psychologists at the University of Oxford, Lucy Foulkes and Jack Andrews, coined the term “prevalence inflation” — driven by the reporting of mild or transient symptoms as mental health disorders — and suggested that awareness campaigns were contributing to it.

“It’s creating this message that teenagers are vulnerable, they’re likely to have problems, and the solution is to outsource them to a professional,” said Dr. Foulkes, a Prudence Trust Research Fellow in Oxford’s department of experimental psychology, who has written two books on mental health and adolescence.

Until high-quality research has clarified these unexpected negative effects, they argue, school systems should proceed cautiously with large-scale mental health interventions.

“It’s not that we need to go back to square one, but it’s that we need to press pause and reroute potentially,” Dr. Foulkes said. “It’s possible that something very well-intended has overshot a bit and needs to be brought back in.”

This remains a minority view among specialists in adolescent mental health, who mostly agree that the far more urgent problem is lack of access to treatment.

About 60 percent of young Americans with severe depression receive no treatment, according to Mental Health America, a nonprofit research group. In crisis, desperate families fall back on emergency rooms, where teens often remain for days before a psychiatric bed opens up. There is good reason to embrace a preventive approach, teaching schoolchildren basic skills that might forestall crises later, experts say.

Dr. Foulkes said she understood that her argument runs counter to that consensus, and when she began to present it, she braced for a backlash. To her surprise, she said, many educators reached out to express quiet agreement.

“There’s definitely a fear about being the one to say it,” she said.

A deflating result

In the summer of 2022, the results of a landmark study on mindfulness training in British classrooms landed — like a lead balloon.

The trial, My Resilience in Adolescence, or MYRIAD, was ambitious, meticulous and expansive, following about 28,000 teenagers over eight years. It had been launched in a glow of optimism that the practice would pay off, improving the students’ mental health outcomes in later years.

Half of the teenagers were trained by their teachers to direct their attention to the present moment — breathing, physical sensations or everyday activities — in 10 lessons of 30 to 50 minutes apiece.

The results were disappointing . The authors reported “no support for our hypothesis” that mindfulness training would improve students’ mental health. In fact, students at highest risk for mental health problems did somewhat worse after receiving the training, the authors concluded.

But by the end of the eight-year project, “mindfulness is already embedded in a lot of schools, and there are already organizations making money from selling this program to schools,” said Dr. Foulkes, who had assisted on the study as a postdoctoral research associate. “And it’s very difficult to get the scientific message out there.”

Why, one might ask, would a mental health program do harm?

Researchers in the study speculated that the training programs “bring awareness to upsetting thoughts,” encouraging students to sit with darker feelings, but without providing solutions, especially for societal problems like racism or poverty. They also found that the students didn’t enjoy the sessions and didn’t practice at home.

Another explanation is that mindfulness training could encourage “co-rumination,” the kind of long, unresolved group discussion that churns up problems without finding solutions.

As the MYRIAD results were being analyzed, Dr. Andrews led an evaluation of Climate Schools, an Australian intervention based on the principles of cognitive behavioral therapy, in which students observed cartoon characters navigating mental health concerns and then answered questions about practices to improve mental health.

Here, too, he found negative effects. Students who had taken the course reported higher levels of depression and anxiety symptoms six months and 12 months later.

Co-rumination appears to be higher in girls, who tend to come into the program more distressed, as well as more attuned to their friends, he said. “It might be,” he said, “that they kind of get together and make things a little bit worse for each other.”

Dr. Andrews, a Wellcome Trust research fellow, has since joined an effort to improve Climate Schools by addressing negative effects. And he has concluded that schools should slow down until “we know the evidence base a bit more.” Sometimes, he said, “doing nothing is better than doing something.”

The awareness paradox

One problem with mental health awareness, some research suggests, is that it may not help to put a label to your symptoms.

Isaac Ahuvia, a doctoral candidate at Stony Brook University, recently tested this in a study of 1,423 college students . Twenty-two percent “self-labeled” as having depression, telling researchers “I am depressed” or “I have depression,” but 39 percent met the diagnostic criteria for depression.

He found that the students who self-labeled felt that they had less control over depression and were more likely to catastrophize and less likely to respond to distress by putting their difficulties in perspective, compared with peers who had similar depression symptoms.

Jessica L. Schleider, a co-author of the self-labeling study, said this was no surprise. People who self-label “appear to be viewing depression as a biological inevitability,” she said. “People who don’t view emotions as malleable, view them as set and stuck and uncontrollable, tend to cope less well because they don’t see a point to trying.”

But Dr. Schleider, an associate professor of medical social sciences at Northwestern University and the director of the university’s Lab for Scalable Mental Health, pushed back on the prevalence inflation hypothesis. She disagreed with the claim that students are overdiagnosing themselves, noting that Mr. Ahuvia’s findings suggest otherwise.

Awareness campaigns are bound to have multiple effects, helping some students and not others. And ultimately, she argued, the priority for public health should be reaching young people in the most distress.

“The urgency of the mental health crisis is so clear,” she said. “In the partnerships that I have, the emphasis is on the kids truly struggling right now who have nothing — we need to help them — more so than a possible risk for a subset of kids who aren’t really struggling.”

Maybe, she said, we need to look beyond the “universal, school-assembly-style approach,” to targeted, light-touch interventions, which research has shown can be effective at decreasing anxiety and conduct disorders, especially in younger children.

“There is a risk of throwing the baby out with the bathwater,” Dr. Schleider said. “The response can’t be ‘Forget all of it.’ It should be ‘What about this intervention was unhelpful?’”

Other researchers echoed her concern, pointing to studies that show that on average, students benefit from social and emotional learning courses.

One of the largest, a 2023 meta-analysis of 252 classroom programs in 53 countries, found that students who participated performed better academically, displayed better social skills and had lower levels of emotional distress or behavioral problems. In that context, negative effects in a handful of trials appear modest, the researchers said.

“We clearly have not figured out how to do them yet, but I can’t imagine any population-based intervention that the field got right the first time,” said Dr. Andrew J. Gerber, the president and medical director of Silver Hill Hospital and a practicing child and adolescent psychiatrist.

“Really, if you think about almost everything we do in schools, we don’t have great evidence for it working,” he added. “That doesn’t mean we don’t do it. It just means that we’re constantly thinking about ways to improve it.”

‘We want everyone to have it’

These debates are taking place a long way away from classrooms, where mental health curriculums are increasingly commonplace.

Allyson Kangisser, a counselor at Woodsdale Elementary School in Wheeling, W.Va., said the focus in her school is on basic coping skills. In the early grades, students are asked, “What things can you do to take care of yourself when you’re having big feelings?”

Starting in third grade, they take on more complex material, such as watching cartoon characters to distinguish transient stress from chronic conditions like depression. “We’re not trying to have them diagnose themselves,” Ms. Kangisser said. “We are saying, what do you feel — this one? Or this one?”

At the school’s sixth annual mental health fair last month, Woodsdale students walked through a giant inflatable brain, its lobes neatly labeled. They did yoga stretches and talked about regulating their emotions. Ms. Kangisser said the event is valuable precisely because it is universal, so troubled children are not singled out.

“The mental health fair, everybody does it,” she said. “It’s not ‘You need it, and you don’t.’ We want everyone to have it, because you just never know.”

By the time the students reach college, they will have absorbed enormous amounts of information about mental health — from school, but also from social media and from one another.

Dr. Jessica Gold, chief wellness officer for the University of Tennessee system, said the college students she sees are recognizably different — more comfortable speaking about their emotions and more willing to be vulnerable. They also overuse diagnostic terms and have the self-assurance to question a psychiatrist’s judgment.

“It’s sort of a double-edged sword,” she said. “We want people to talk about this more, but we don’t want that to lead to overdiagnosis or incorrect diagnosis or overtreatment. We want it to lead to normalizing of having feelings.”

Lucy Kim, a Yale senior who has lobbied for better mental health support on campus, described the prevalence inflation hypothesis as “disheartening, dismissive and potentially dangerous,” providing another way to discount the experiences of young people.

“As a college student, I see a generation of young people around me impacted by a depth and breadth of loneliness, exhaustion and disillusionment suggestive of a malaise that goes deeper than the general vicissitudes of life,” said Ms. Kim, 23.

Overdiagnosis does happen, she said, and so does glorification of mental health disorders. But stigma and barriers to treatment remain the bigger problem. “I can confidently say I have never heard anyone respond to disclosures of depression with ‘That’s so cool, I wish I had that, too,’” she said.

Ellen Barry is a reporter covering mental health for The Times. More about Ellen Barry

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do a research / make a research

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

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

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

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

Administrator

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

hypertweeky

Senior member.

• Jul 24, 2004

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

• Jul 25, 2004

el alabamiano

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

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

Mary Solari

• Jul 31, 2004

Norman P. Bock

• Aug 1, 2004

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

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

• Aug 2, 2004

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

• Apr 6, 2007

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

• Apr 11, 2008

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

Wilma_Sweden

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

• Dec 2, 2009

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

thoughtdots

• May 15, 2011

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

• Jan 22, 2014
• Dec 14, 2015

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

Member Emeritus

Yes, "my own research" is fine.  

• Aug 29, 2020

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

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

Some cases of Alzheimer's caused by two copies of a single gene

For the first time, researchers have identified a genetic form of late-in-life Alzheimer’s disease — in people who inherit two copies of a worrisome gene.

Scientists have long known a gene called APOE4 is one of many things that can increase people’s risk for Alzheimer’s, including simply getting older. The vast majority of Alzheimer’s cases occur after age 65. But research published Monday suggests that for people who carry not one but two copies of the gene, it’s more than a risk factor, it’s an underlying cause of the mind-robbing disease.

The findings mark a distinction with “profound implications,” said Dr. Juan Fortea, who led the study the Sant Pau Research Institute in Barcelona, Spain.

Among them: Symptoms can begin seven to 10 years sooner than in other older adults who develop Alzheimer’s.

An estimated 15% of Alzheimer’s patients carry two copies of APOE4, meaning those cases “can be tracked back to a cause and the cause is in the genes,” Fortea said. Until now, genetic forms of Alzheimer’s were thought to be only types that strike at much  younger ages  and account for less than 1% of all cases.

Scientists say the research makes it critical to develop treatments that target the APOE4 gene. Some doctors won’t offer the only drug that has been shown to modestly slow the disease, Leqembi , to people with the gene pair because they’re especially prone to a dangerous side effect, said Dr. Reisa Sperling, a study coauthor at Harvard-affiliated Brigham and Women’s Hospital in Boston.

Sperling  hunts ways to prevent  or at least delay Alzheimer’s and “this data for me says wow, what an important group to be able to go after before they become symptomatic.”

But the news doesn’t mean people should race for a gene test.

“It’s important not to scare everyone who has a family history” of Alzheimer’s because this gene duo isn’t behind most cases, she told The Associated Press.

How do genetics affects Alzheimer's?

More than 6 million Americans, and millions more worldwide, have Alzheimer’s. A handful of genes are known to cause rare “early-onset” forms, mutations passed through families that trigger symptoms unusually young, by age 50. Some cases also are linked to Down syndrome.

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But Alzheimer’s most commonly strikes after 65, especially in the late 70s to 80s, and the APOE gene — which also affects how the body handles fats -- was long known to play some role. There are three main varieties. Most people carry the APOE3 variant that appears to neither increase nor decrease Alzheimer’s risk. Some carry APOE2, which provides some protection against Alzheimer’s.

APOE4 has long been labeled the biggest genetic risk factor for late-in-life Alzheimer’s, with two copies risker than one. About 2% of the global population is estimated to have inherited a copy from each parent.

Pointing to a cause for a subset of Alzheimer's

To better understand the gene’s role, Fortea’s team used data from 3,297 brains donated for research and from over 10,000 people in U.S. and European Alzheimer’s studies. They examined symptoms and early hallmarks of Alzheimer’s such as sticky amyloid in the brain.

People with two APOE4 copies were accumulating more amyloid at age 55 than those with just one copy or the “neutral” APOE3 gene variety, they reported in the journal Nature Medicine. By age 65, brain scans showed significant plaque buildup in nearly three-quarters of those double carriers — who also were more likely to have initial Alzheimer’s symptoms around that age rather than in the 70s or 80s.

Fortea said the disease’s underlying biology was remarkably similar to young inherited types.

It appears more like “a familial form of Alzheimer’s,” said Dr. Eliezer Masliah of the National Institute on Aging. “It is not just a risk factor.”

Importantly, not everyone with two APOE4 genes develops Alzheimer’s symptoms and researchers need to learn why, Sperling cautioned.

“It’s not quite destiny,” she said.

How new findings may affect research

The drug Leqembi works by clearing away some sticky amyloid but Sperling said it’s not clear if carriers of two APOE4 genes benefit because they have such a high risk of a side effect from the drug — dangerous brain swelling and bleeding. One research question is whether they’d do better starting such drugs sooner than other people.

Masliah said other research aims to develop gene therapy or drugs to specifically target APOE4. He said it’s also crucial to understand APOE4’s effects in diverse populations since it’s been studied mostly in white people of European ancestry.

As for gene tests, for now they’re typically used only to evaluate if someone’s a candidate for Leqembi or for people enrolling in Alzheimer’s research — especially studies of possible ways to prevent the disease. Sperling said the people most likely to carry two APOE4 genes had parents who both got Alzheimer’s relatively early, in their 60s rather than their 80s.

The Associated Press

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Facts About Cell Phones and Your Health

At a glance.

Most of us depend on cell phones every day. Some people wonder if cell phones can cause health problems. Here’s what you should know about cell phones and your health.

Common Questions

Can using a cell phone cause cancer.

There is no scientific evidence that provides a definite answer to the question. Some organizations recommend caution in cell phone use. More research is needed before we know if using cell phones causes health effects.

Do cell phones give off (emit) radiation?

Yes – cell phones and cordless phones use radiofrequency (RF) radiation to send signals. RF radiation is different from other types of radiation (like x-rays) that we know can be harmful. We don’t know for sure if RF radiation from cell phones can cause health problems years later. The International Agency for Research on Cancer (IARC) has classified RF radiation as a “possible human carcinogen.” (A carcinogen is an agent that causes cancer.)

Should people stop using cell phones?

At this time we do not have the science to link health problems to cell phone use. Scientific studies are under way to determine whether cell phone use may cause health effects. It is also important to consider the benefits of cell phones. Their use can be valuable in an urgent or emergency situation – and even save lives.

If you are worried about cell phone use, follow the tips below.

What research is being done to learn more about cell phones and health?

Scientists are continuing to study the possible health effects of cell phone use. For example, the World Health Organization (WHO) is currently looking into how cell phones may affect:

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Cell phone tips.

To reduce radiofrequency (RF) radiation near your body:

• Get a hands-free headset that connects directly to your phone.
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In the past, RF radiation interfered with the operation of some pacemakers. If you have a pacemaker and are concerned about how your cell phone use may affect it, contact your healthcare provider.

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A gene long thought to just raise the risk for Alzheimer’s may cause some cases

FILE - A section of a human brain with Alzheimer’s disease is displayed at the Museum of Neuroanatomy at the University at Buffalo, in Buffalo, N.Y., Oct. 7, 2003. A long-feared gene appears to do more than raise people’s risk of Alzheimer’s: Inheriting two copies can cause the mind-robbing disease, according to research published in the journal Nature Medicine on Monday, May 6, 2024. (AP Photo/David Duprey, File)

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WASHINGTON (AP) — For the first time, researchers have identified a genetic form of late-in-life Alzheimer’s disease — in people who inherit two copies of a worrisome gene.

Scientists have long known a gene called APOE4 is one of many things that can increase people’s risk for Alzheimer’s, including simply getting older. The vast majority of Alzheimer’s cases occur after age 65. But research published Monday suggests that for people who carry not one but two copies of the gene, it’s more than a risk factor, it’s an underlying cause of the mind-robbing disease.

The findings mark a distinction with “profound implications,” said Dr. Juan Fortea, who led the study the Sant Pau Research Institute in Barcelona, Spain.

Among them: Symptoms can begin seven to 10 years sooner than in other older adults who develop Alzheimer’s.

An estimated 15% of Alzheimer’s patients carry two copies of APOE4, meaning those cases “can be tracked back to a cause and the cause is in the genes,” Fortea said. Until now, genetic forms of Alzheimer’s were thought to be only types that strike at much younger ages and account for less than 1% of all cases.

Scientists say the research makes it critical to develop treatments that target the APOE4 gene. Some doctors won’t offer the only drug that has been shown to modestly slow the disease, Leqembi, to people with the gene pair because they’re especially prone to a dangerous side effect, said Dr. Reisa Sperling, a study coauthor at Harvard-affiliated Brigham and Women’s Hospital in Boston.

Sperling hunts ways to prevent or at least delay Alzheimer’s and “this data for me says wow, what an important group to be able to go after before they become symptomatic.”

But the news doesn’t mean people should race for a gene test. “It’s important not to scare everyone who has a family history” of Alzheimer’s because this gene duo isn’t behind most cases, she told The Associated Press.

HOW DO GENETICS AFFECT ALZHEIMER’S?

More than 6 million Americans, and millions more worldwide, have Alzheimer’s. A handful of genes are known to cause rare “early-onset” forms, mutations passed through families that trigger symptoms unusually young, by age 50. Some cases also are linked to Down syndrome.

But Alzheimer’s most commonly strikes after 65, especially in the late 70s to 80s, and the APOE gene – which also affects how the body handles fats -- was long known to play some role. There are three main varieties. Most people carry the APOE3 variant that appears to neither increase nor decrease Alzheimer’s risk. Some carry APOE2, which provides some protection against Alzheimer’s.

APOE4 has long been labeled the biggest genetic risk factor for late-in-life Alzheimer’s, with two copies risker than one. About 2% of the global population is estimated to have inherited a copy from each parent.

RESEARCH POINTS TO A CAUSE FOR A SUBSET OF ALZHEIMER’S

To better understand the gene’s role, Fortea’s team used data from 3,297 brains donated for research and from over 10,000 people in U.S. and European Alzheimer’s studies. They examined symptoms and early hallmarks of Alzheimer’s such as sticky amyloid in the brain.

People with two APOE4 copies were accumulating more amyloid at age 55 than those with just one copy or the “neutral” APOE3 gene variety, they reported in the journal Nature Medicine. By age 65, brain scans showed significant plaque buildup in nearly three-quarters of those double carriers – who also were more likely to have initial Alzheimer’s symptoms around that age rather than in the 70s or 80s.

Fortea said the disease’s underlying biology was remarkably similar to young inherited types.

It appears more like “a familial form of Alzheimer’s,” said Dr. Eliezer Masliah of the National Institute on Aging. “It is not just a risk factor.”

Importantly, not everyone with two APOE4 genes develops Alzheimer’s symptoms and researchers need to learn why, Sperling cautioned.

“It’s not quite destiny,” she said.

HOW THE NEW FINDINGS MAY AFFECT ALZHEIMER’S RESEARCH AND TREATMENT

The drug Leqembi works by clearing away some sticky amyloid but Sperling said it’s not clear if carriers of two APOE4 genes benefit because they have such a high risk of a side effect from the drug – dangerous brain swelling and bleeding. One research question is whether they’d do better starting such drugs sooner than other people.

Masliah said other research aims to develop gene therapy or drugs to specifically target APOE4. He said it’s also crucial to understand APOE4’s effects in diverse populations since it’s been studied mostly in white people of European ancestry.

As for gene tests, for now they’re typically used only to evaluate if someone’s a candidate for Leqembi or for people enrolling in Alzheimer’s research – especially studies of possible ways to prevent the disease. Sperling said the people most likely to carry two APOE4 genes had parents who both got Alzheimer’s relatively early, in their 60s rather than 80s.

The Associated Press Health and Science Department receives support from the Howard Hughes Medical Institute’s Science and Educational Media Group. The AP is solely responsible for all content.

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The huge solar storm is keeping power grid and satellite operators on edge

Geoff Brumfiel

Willem Marx

NASA's Solar Dynamics Observatory captured this image of solar flares early Saturday afternoon. The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm. Solar Dynamics Observatory hide caption

NASA's Solar Dynamics Observatory captured this image of solar flares early Saturday afternoon. The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm.

Planet Earth is getting rocked by the biggest solar storm in decades – and the potential effects have those people in charge of power grids, communications systems and satellites on edge.

The National Oceanic and Atmospheric Administration says there have been measurable effects and impacts from the geomagnetic storm that has been visible as aurora across vast swathes of the Northern Hemisphere. So far though, NOAA has seen no reports of major damage.

The Picture Show

Photos: see the northern lights from rare, solar storm.

There has been some degradation and loss to communication systems that rely on high-frequency radio waves, NOAA told NPR, as well as some preliminary indications of irregularities in power systems.

"Simply put, the power grid operators have been busy since yesterday working to keep proper, regulated current flowing without disruption," said Shawn Dahl, service coordinator for the Boulder, Co.-based Space Weather Prediction Center at NOAA.

NOAA Issues First Severe Geomagnetic Storm Watch Since 2005

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"Satellite operators are also busy monitoring spacecraft health due to the S1-S2 storm taking place along with the severe-extreme geomagnetic storm that continues even now," Dahl added, saying some GPS systems have struggled to lock locations and offered incorrect positions.

NOAA's GOES-16 satellite captured a flare erupting occurred around 2 p.m. EDT on May 9, 2024.

As NOAA had warned late Friday, the Earth has been experiencing a G5, or "Extreme," geomagnetic storm . It's the first G5 storm to hit the planet since 2003, when a similar event temporarily knocked out power in part of Sweden and damaged electrical transformers in South Africa.

The NOAA center predicted that this current storm could induce auroras visible as far south as Northern California and Alabama.

Extreme (G5) geomagnetic conditions have been observed! pic.twitter.com/qLsC8GbWus — NOAA Space Weather Prediction Center (@NWSSWPC) May 10, 2024

Around the world on social media, posters put up photos of bright auroras visible in Russia , Scandinavia , the United Kingdom and continental Europe . Some reported seeing the aurora as far south as Mallorca, Spain .

The source of the solar storm is a cluster of sunspots on the sun's surface that is 17 times the diameter of the Earth. The spots are filled with tangled magnetic fields that can act as slingshots, throwing huge quantities of charged particles towards our planet. These events, known as coronal mass ejections, become more common during the peak of the Sun's 11-year solar cycle.

A powerful solar storm is bringing northern lights to unusual places

Usually, they miss the Earth, but this time, NOAA says several have headed directly toward our planet, and the agency predicted that several waves of flares will continue to slam into the Earth over the next few days.

While the storm has proven to be large, predicting the effects from such incidents can be difficult, Dahl said.

Shocking problems

The most disruptive solar storm ever recorded came in 1859. Known as the "Carrington Event," it generated shimmering auroras that were visible as far south as Mexico and Hawaii. It also fried telegraph systems throughout Europe and North America.

Stronger activity on the sun could bring more displays of the northern lights in 2024

While this geomagnetic storm will not be as strong, the world has grown more reliant on electronics and electrical systems. Depending on the orientation of the storm's magnetic field, it could induce unexpected electrical currents in long-distance power lines — those currents could cause safety systems to flip, triggering temporary power outages in some areas.

my cat just experienced the aurora borealis, one of the world's most radiant natural phenomena... and she doesn't care pic.twitter.com/Ee74FpWHFm — PJ (@kickthepj) May 10, 2024

The storm is also likely to disrupt the ionosphere, a section of Earth's atmosphere filled with charged particles. Some long-distance radio transmissions use the ionosphere to "bounce" signals around the globe, and those signals will likely be disrupted. The particles may also refract and otherwise scramble signals from the global positioning system, according to Rob Steenburgh, a space scientist with NOAA. Those effects can linger for a few days after the storm.

Like Dahl, Steenburgh said it's unclear just how bad the disruptions will be. While we are more dependent than ever on GPS, there are also more satellites in orbit. Moreover, the anomalies from the storm are constantly shifting through the ionosphere like ripples in a pool. "Outages, with any luck, should not be prolonged," Steenburgh said.

What Causes The Northern Lights? Scientists Finally Know For Sure

The radiation from the storm could have other undesirable effects. At high altitudes, it could damage satellites, while at low altitudes, it's likely to increase atmospheric drag, causing some satellites to sink toward the Earth.

The changes to orbits wreak havoc, warns Tuija Pulkkinen, chair of the department of climate and space sciences at the University of Michigan. Since the last solar maximum, companies such as SpaceX have launched thousands of satellites into low Earth orbit. Those satellites will now see their orbits unexpectedly changed.

"There's a lot of companies that haven't seen these kind of space weather effects before," she says.

The International Space Station lies within Earth's magnetosphere, so its astronauts should be mostly protected, Steenburgh says.

In a statement, NASA said that astronauts would not take additional measures to protect themselves. "NASA completed a thorough analysis of recent space weather activity and determined it posed no risk to the crew aboard the International Space Station and no additional precautionary measures are needed," the agency said late Friday.

People visit St Mary's lighthouse in Whitley Bay to see the aurora borealis on Friday in Whitley Bay, England. Ian Forsyth/Getty Images hide caption

People visit St Mary's lighthouse in Whitley Bay to see the aurora borealis on Friday in Whitley Bay, England.

While this storm will undoubtedly keep satellite operators and utilities busy over the next few days, individuals don't really need to do much to get ready.

"As far as what the general public should be doing, hopefully they're not having to do anything," Dahl said. "Weather permitting, they may be visible again tonight." He advised that the largest problem could be a brief blackout, so keeping some flashlights and a radio handy might prove helpful.

I took these photos near Ranfurly in Central Otago, New Zealand. Anyone can use them please spread far and wide. :-) https://t.co/NUWpLiqY2S — Dr Andrew Dickson reform/ACC (@AndrewDickson13) May 10, 2024

And don't forget to go outside and look up, adds Steenburgh. This event's aurora is visible much further south than usual.

A faint aurora can be detected by a modern cell phone camera, he adds, so even if you can't see it with your eyes, try taking a photo of the sky.

The aurora "is really the gift from space weather," he says.

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Support for legal abortion is widespread in many places, especially in Europe

Majorities in most of the 27 places around the world that Pew Research Center surveyed in 2023 and 2024 say abortion should be legal in all or most cases. But attitudes differ widely – even within places. Religiously unaffiliated adults, people on the ideological left and women are more likely to support legal abortion in many places.

This analysis focuses on public opinion of abortion in 27 places in North America, Europe, the Middle East, the Asia-Pacific, sub-Saharan Africa and Latin America.

This analysis draws on nationally representative surveys of 27,285 adults conducted from Feb. 20 to May 22, 2023. All surveys were conducted over the phone with adults in Canada, France, Germany, Greece, Italy, Japan, the Netherlands, South Korea, Spain, Sweden and the United Kingdom. Surveys were conducted face-to-face in Argentina, Brazil, Hungary, India, Indonesia, Israel, Kenya, Mexico, Nigeria, Poland and South Africa. In Australia, we used a mixed-mode probability-based online panel.

Data from Hong Kong, Taiwan and Vietnam comes from a survey of 6,544 adults conducted from June 6 to Sept. 17, 2023. All interviews in Hong Kong and Taiwan were conducted over the phone; those in Vietnam were conducted face-to-face.

In the United States, data comes from a survey of 8,709 U.S. adults conducted from April 8 to 14, 2024. Everyone who took part in this survey is a member of Pew Research Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this analysis , along with responses, and the survey methodology .

A median of 66% of adults across the 27 places surveyed believe abortion should be legal in all or most cases, while a median of 30% believe it should be illegal in all or most cases.

In the United States, where a Supreme Court decision ended the constitutional right to abortion in 2022, 63% of adults say abortion should be legal in all or most cases. U.S. support for legal abortion has not changed in recent years.

In Europe, there is widespread agreement that abortion should be legal. In nearly every European country surveyed, at least 75% of adults hold this view, including roughly 25% or more who say it should be legal in all cases.

Swedes are especially supportive: 95% say it should be legal, including 66% who say it should be legal in all cases.

Poland stands out among the European countries surveyed for its residents’ more restrictive views, at least compared with other Europeans. Over half of Poles (56%) say abortion should be legal in all or most cases, but 36% say it should be illegal in all or most cases.

Attitudes are more varied in the Asia-Pacific region. Majorities say abortion should be legal in all or most cases in Australia, Hong Kong, India, Japan, South Korea and Taiwan. But in Vietnam, a majority (59%) say it should be illegal in all or most cases, and 82% in Indonesia share this view.

In Israel, 51% of adults say abortion should be legal in all or most cases, while 42% say it should be illegal in all or most cases.

In all three African countries surveyed – Kenya, Nigeria and South Africa – majorities say abortion should be illegal in all or most cases. That includes 88% of adults in Kenya and 91% in Nigeria.

In South America, views about legal abortion are divided in Argentina and Mexico. But in Brazil, seven-in-ten adults say abortion should be illegal in all or most cases.

Abortion legislation and views of abortion

Abortion rules tend to be more restrictive in places where support for legal abortion is lower. Abortions in Brazil, Indonesia and Nigeria are only permitted when a woman’s life is at risk, according to the Center for Reproductive Rights . In Israel, Kenya and Poland, abortion is permitted to preserve a woman’s health. Most other places surveyed have more permissive regulations that allow abortions up to a specific point during the pregnancy.  

Compared with Pew Research Center surveys over the past decade in Europe , India and Latin America , more people in many countries now say that abortion should be legal in all or most cases.

Importance of religion and attitudes toward abortion

Attitudes toward abortion are strongly tied to how important people say religion is in their lives. In places where a greater share of people say religion is at least somewhat important to them, much smaller shares think abortion should be legal.

For example, 99% of Nigerians say religion is important in their lives and only 8% say abortion should be legal in all or most cases. On the opposite end of the spectrum, 20% of Swedes see religion as important and 95% support legal abortion.

People in India are outliers: 94% view religion as important, but 59% also favor legal abortion.

How religious affiliation, GDP relate to abortion views

Economic development plays a role in this relationship, too. In places with lower gross domestic product (GDP) per capita , people tend to be more religious and have more restrictive attitudes about abortion.

But the U.S. stands apart in this regard: Among the advanced economies surveyed, Americans have the highest per capita GDP but are among the most likely to say religion is important to them. They are also among the least likely to say abortion should be legal in all or most cases.

Religious affiliation is also an important factor when considering views of abortion in particular places.

On balance, adults who are religiously unaffiliated – self-identifying as atheist, agnostic or “nothing in particular” – are more likely to say abortion should be legal in all or most cases than are those who identify with a religion.

This difference is largest in the U.S., where 86% of religiously unaffiliated adults say abortion should be legal in all or most cases, compared with 53% of religiously affiliated Americans. Of course, differences also exist among religiously affiliated Americans. White evangelical Protestants are the least likely to favor legal abortion.

In countries where there are two dominant religions and negligible shares of religiously unaffiliated adults, there are often divides between the dominant religions.

Take Israel, for example, where 99% of adults affiliate with a religion. While 56% of Jewish adults say abortion should be legal in all or most cases, 23% of Muslims agree. And 89% of Jews who describe themselves as Hiloni (“secular”) favor legal abortion, compared with only 12% of Haredi (“ultra-orthodox”) or Dati (“religious”) Jews. Masorti (“traditional”) Jews fall in between, with 58% favoring legal abortion.

Views differ by religion in Nigeria, too, even as the vast majority of Nigerians oppose legal abortion. One-in-ten Nigerian Christians support legal abortion in all or most cases, compared with just 3% of Nigerian Muslims.

Differences in views by political ideology

In 15 of the 18 countries where the Center measures political ideology on a left-right scale, those on the left are more likely than those on the right to say abortion should be legal in all or most cases.

Again, Americans are the most divided in their views: 94% of liberals support legal abortion, compared with 30% of conservatives.

Opinions by gender

Gender also plays a role in views of abortion, though these differences are not as large or widespread as ideological and religious differences.

In seven countries surveyed – Australia, Israel, Japan, South Korea, Sweden, the UK and the U.S. – women are significantly more likely than men to say abortion should be legal in all or most cases.

In an additional six countries in Europe and North America, women are more likely than men to say abortion should be legal in all cases.

In Hong Kong, Hungary, India, Indonesia, Poland, Taiwan, Vietnam and all the African and Latin American countries surveyed, men and women have more similar views on abortion.

Note: Here are the questions used for this analysis , along with responses, and the survey methodology . This is an update of a post originally published June 20, 2023.  

• Household Structure & Family Roles
• International Issues
• Religion & Abortion

Janell Fetterolf is a senior researcher focusing on global attitudes at Pew Research Center .

Laura Clancy is a research analyst focusing on global attitudes research at Pew Research Center .

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