determine changes and potential implications for the region. Hydrophilic interaction liquid
chromatography tandem mass spectrometry (HILIC-MS/MS) was utilized to determine the presence of any known and emerging PSTs in sample extracts.
2. Adapted from :
The exchange process frequently observed in polypyrrane condensations is proposed to occur by the acid-catalyzed fragmentation of a polypyrrane into pyrrolic and azafulvene components.15 As illustrated in Scheme 2, recombination of and can form a new polypyrrane that cannot be formed by direct condensation of the dipyrromethane and aldehyde. Ultimately this process leads to the production of a scrambled mixture of porphyrins. The factors that promote the scrambling process in MacDonald-type 2 + 2 condensations are poorly understood, but suppression of scrambling is essential for preparing large quantities of pure trans-porphyrins. In this paper we describe a study of a wide range of reaction conditions for the 2 + 2 condensation that has led to refined synthetic procedures for the preparation of trans-porphyrins.
3. Adapted from :
In the present paper, we focus on laser wake field acceleration in a new, highly non-linear regime. It occurs for laser pulses shorter than λ(p) but for relativistic intensities high enough to break the plasma wave after the first oscillation. In the present relativistic regime, one should notice that the plama wave fronts are curved and first break new the wave axis and for lower values than the plane-wave limit. This has been studied in 2D geometry in [14-17]. Here, we present 3D PIC simulations of two representative cases. The case (I) is just marginally above and the case (II) is far above the breaking threshold.
[bg_faq_start]
Good gap and fill signaling phrases are italicized.
1. “The factors that promote the scrambling process in MacDonald-type 2 + 2 condensations ….”
“ a study of a wide range of reaction conditions for the 2 + 2 condensation that has led to refined synthetic procedures for the preparation of trans-porphyrins.”
2. This question is a little trickier! The authors use “In the present paper…,” then, “In the present regime…,” and finally, “Here…,” all of which sound like signaling words for filling the gap. But where is the gap? We have to look closely at what exactly is being said. It is true that the first statement appears to be somewhat of a gap fill, although they haven’t yet given us a gap statement. The authors go on to say “This has been studied in 2D geometry,” which brings us back to move 1(iii), identifying critical evidence from the literature.
Thus, the is not explicit. It is a combination of stating that this concept has been studied in 2D, followed by announcement that the authors will study it in 3D.
: “ 3D PIC simulations of two representative cases.”
Although the first sentence (“… we focus on laser wake field acceleration…”) could also be considered part of the fill, because it comes before the gap statement and is also less descriptive, it functions more as an introduction to these moves.
3. According to the national monitoring program in Portugal, G. catenatum along the Portuguese coast during the 10-year period from 1995 to 2005.”
to fully characterize the toxin profile of G. catenatum strains isolated from the NW Portuguese coast before and after the 10-year absence of blooms to
determine changes and potential implications for the region.”
[bg_faq_end]
[bg_faq_end]
[bg_faq_start] Find 3-4 primary research articles (not reviews) from reputable journals in your field. Underline the gap statement and circle the gap fill. Remember that not all papers follow this exact move structure, so if you can’t seem to find either of these moves, you might have to look carefully at different parts of the introduction and ask yourself: [bg_faq_end] |
This article is an excerpt from a lecture given by my Ph.D. guide, a researcher in public health. She advised us on how to identify research gaps to pursue innovative research in our fields.
What is a Research Gap?
Today we are talking about the research gap: what is it, how to identify it, and how to make use of it so that you can pursue innovative research. Now, how many of you have ever felt you had discovered a new and exciting research question , only to find that it had already been written about? I have experienced this more times than I can count. Graduate studies come with pressure to add new knowledge to the field. We can contribute to the progress and knowledge of humanity. To do this, we need to first learn to identify research gaps in the existing literature.
A research gap is, simply, a topic or area for which missing or insufficient information limits the ability to reach a conclusion for a question. It should not be confused with a research question, however. For example, if we ask the research question of what the healthiest diet for humans is, we would find many studies and possible answers to this question. On the other hand, if we were to ask the research question of what are the effects of antidepressants on pregnant women, we would not find much-existing data. This is a research gap. When we identify a research gap, we identify a direction for potentially new and exciting research.
Considering the volume of existing research, identifying research gaps can seem overwhelming or even impossible. I don’t have time to read every paper published on public health. Similarly, you guys don’t have time to read every paper. So how can you identify a research gap?
There are different techniques in various disciplines, but we can reduce most of them down to a few steps, which are:
It is the last step which we all find the most challenging. It can be difficult to figure out what an article is not saying. I like to keep a list of notes of biased or inconsistent information. You could also track what authors write as “directions for future research,” which often can point us towards the existing gaps.
Identifying research gaps is an essential step in conducting research, as it helps researchers to refine their research questions and to focus their research efforts on areas where there is a need for more knowledge or understanding.
These are gaps in knowledge or understanding of a subject, where more research is needed to fill the gaps. For example, there may be a lack of understanding of the mechanisms behind a particular disease or how a specific technology works.
These are gaps in the conceptual framework or theoretical understanding of a subject. For example, there may be a need for more research to understand the relationship between two concepts or to refine a theoretical framework.
These are gaps in the methods used to study a particular subject. For example, there may be a need for more research to develop new research methods or to refine existing methods to address specific research questions.
These are gaps in the data available on a particular subject. For example, there may be a need for more research to collect data on a specific population or to develop new measures to collect data on a particular construct.
These are gaps in the application of research findings to practical situations. For example, there may be a need for more research to understand how to implement evidence-based practices in real-world settings or to identify barriers to implementing such practices.
Limited understanding of the underlying mechanisms of a disease:.
Despite significant research on a particular disease, there may be a lack of understanding of the underlying mechanisms of the disease. For example, although much research has been done on Alzheimer’s disease, the exact mechanisms that lead to the disease are not yet fully understood.
When previous research on a particular topic has inconsistent findings, there may be a need for further research to clarify or resolve these inconsistencies. For example, previous research on the effectiveness of a particular treatment for a medical condition may have produced inconsistent findings, indicating a need for further research to determine the true effectiveness of the treatment.
As new technologies emerge, there may be limited research on their applications, benefits, and potential drawbacks. For example, with the increasing use of artificial intelligence in various industries, there is a need for further research on the ethical, legal, and social implications of AI.
Once you have identified the literature gaps, it is critical to prioritize. You may find many questions which remain to be answered in the literature. Often one question must be answered before the next can be addressed. In prioritizing the gaps, you have identified, you should consider your funding agency or stakeholders, the needs of the field, and the relevance of your questions to what is currently being studied. Also, consider your own resources and ability to conduct the research you’re considering. Once you have done this, you can narrow your search down to an appropriate question.
There are thousands of new articles published every day, and staying up to date on the literature can be overwhelming. You should take advantage of the technology that is available. Some services include PubCrawler , Feedly , Google Scholar , and PubMed updates. Stay up to date on social media forums where scholars share new discoveries, such as Twitter. Reference managers such as Mendeley can help you keep your references well-organized. I personally have had success using Google Scholar and PubMed to stay current on new developments and track which gaps remain in my personal areas of interest.
The most important thing I want to impress upon you today is that you will struggle to choose a research topic that is innovative and exciting if you don’t know the existing literature well. This is why identifying research gaps starts with an extensive and thorough literature review . But give yourself some boundaries. You don’t need to read every paper that has ever been written on a topic. You may find yourself thinking you’re on the right track and then suddenly coming across a paper that you had intended to write! It happens to everyone- it happens to me quite often. Don’t give up- keep reading and you’ll find what you’re looking for.
Class dismissed!
How do you identify research gaps? Share your thoughts in the comments section below.
A research gap can be identified by looking for a topic or area with missing or insufficient information that limits the ability to reach a conclusion for a question.
Identifying a research gap is important as it provides a direction for potentially new research or helps bridge the gap in existing literature.
Gap in research is a topic or area with missing or insufficient information. A research gap limits the ability to reach a conclusion for a question.
Thank u for your suggestion.
Very useful tips specially for a beginner
Thank you. This is helpful. I find that I’m overwhelmed with literatures. As I read on a particular topic, and in a particular direction I find that other conflicting issues, topic a and ideas keep popping up, making me more confused.
I am very grateful for your advice. It’s just on point.
The clearest, exhaustive, and brief explanation I have ever read.
Thanks for sharing
Thank you very much.The work is brief and understandable
Thank you it is very informative
Thanks for sharing this educative article
Thank you for such informative explanation.
Great job smart guy! Really outdid yourself!
Nice one! I thank you for this as it is just what I was looking for!😃🤟
Thank you so much for this. Much appreciated
Thank you so much.
Thankyou for ur briefing…its so helpful
Thank you so much .I’ved learn a lot from this.❤️
Very exciting and useful piece for researchers.
Your are awesome, it’s a great article.
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What is research gap.
A research gap refers to an area or topic that has not been sufficiently explored or studied, leaving unanswered questions or unresolved issues. This article will provide an overview of the research gaps concept and their significance in the research process. It will also discuss the importance of identifying research gaps and how they can be used to formulate research objectives and problem statements. Additionally, this section will explore various techniques and strategies for conducting research gap analysis and bridging the gap between existing knowledge and future research endeavors.
In the world of research, identifying and addressing research gaps is a crucial step towards advancing knowledge and understanding in a particular field. A research gap refers to an area in the existing body of knowledge where there is a lack of research or unanswered questions. In other words, it is a gap in the literature that needs to be addressed through further research.
Research gaps can occur for various reasons, such as a lack of studies on a specific topic, contradictory findings in existing research, or the emergence of new ideas or concepts that have not been explored. Identifying research gaps is crucial for the advancement of knowledge and the development of new research questions. By filling these gaps, researchers can contribute to the existing body of knowledge and address unanswered questions.
Furthermore, research gaps provide opportunities for researchers to make significant contributions to their field by conducting innovative and impactful studies. Understanding the background of research gaps is essential for researchers to identify areas where their research can make a meaningful impact.
The research gap plays a crucial role in the field of academia and scientific research. It holds significant importance for researchers, scholars, and the overall advancement of knowledge.
One of the primary reasons why the research gap is significant is that it identifies areas where there is a lack of knowledge or understanding. It highlights the gaps in existing research, indicating the need for further investigation and exploration. By identifying research gaps, researchers can contribute to the existing body of knowledge by filling in the missing pieces. This leads to the development of new theories, concepts, and insights that can enhance our understanding of a particular subject or field.
Furthermore, the significance of research gaps lies in their potential to drive innovation and progress. When researchers identify areas that have not been extensively studied, they have the opportunity to explore new ideas, methodologies, and approaches. This can lead to groundbreaking discoveries and advancements in various disciplines.
Moreover, research gaps also help in avoiding duplication of efforts. By identifying what has already been studied and what areas are yet to be explored, researchers can focus their efforts on addressing the gaps rather than repeating existing research. This ensures that resources are utilized effectively and efficiently.
Additionally, the significance of research gaps extends to the practical application of research findings. By addressing the gaps in existing knowledge, researchers can provide valuable insights and solutions to real-world problems. This can have a direct impact on industries, policy-making, and decision-making processes. In conclusion, the significance of research gaps cannot be overstated. They serve as catalysts for knowledge advancement, innovation, and practical application. By identifying and addressing these gaps, researchers contribute to the growth and development of their respective fields, ultimately benefiting society as a whole.
Identifying research gaps is crucial for pursuing innovative research. There are various types of research gaps that can be found in existing literature.
Sometimes, a research gap exists when there is a concept or new idea that hasn’t been studied at all. For example, in the field of psychology, there might be a lack of research on the effects of social media on mental health in adolescents.
Conceptual gaps occur when there is a lack of understanding or clarity about a particular concept or theory. For instance, in the field of economics, there might be a research gap in understanding the relationship between income inequality and economic growth.
Methodological gaps refer to the absence of appropriate research methods or techniques to study a specific phenomenon. For example, in the field of biology, there might be a research gap in developing a reliable method to detect a certain type of genetic mutation.
Data gaps occur when there is a lack of available data or insufficient data to address a research question. For instance, in the field of climate science, there might be a research gap in obtaining long-term temperature data for a specific region.
Practical gaps exist when there is a discrepancy between theoretical knowledge and practical application. For example, in the field of education, there might be a research gap in implementing effective teaching strategies for students with learning disabilities.
Carry out a comprehensive literature review.
There are several techniques that can be used to identify research gaps. One common technique is conducting a comprehensive literature review, where researchers examine existing research papers, articles, books, and other relevant sources. By analyzing these materials, researchers can pinpoint what has already been explored and identify areas that require further investigation.
During the literature review, researchers should pay attention to the limitations and gaps in the existing studies. These limitations can include unanswered research questions, contradictory findings, methodological issues, or areas that have not been explored in depth. Researchers can also gain insights by comparing and contrasting the findings, methodologies, and conclusions of different studies within their field, which helps in building a more complete understanding of the topic.
Additionally, researchers can seek inspiration from interdisciplinary fields or related disciplines to identify research gaps. Sometimes, a research gap in one field may have been addressed in another field, and researchers can draw upon these insights to identify areas that have not been explored within their own field. It is important to note that identifying research gaps is not a one-time process. As new studies are published and the field evolves, new gaps may emerge. Therefore, researchers should continuously update their knowledge and review the literature to stay informed about the latest developments and identify new research gaps.
Another technique is conducting surveys or interviews . This allows researchers to gather information directly from individuals who are knowledgeable in the field. Surveys can be distributed to a large number of participants, while interviews provide more in-depth insights from a smaller group of experts. By collecting data through surveys or interviews, researchers can identify gaps in knowledge or areas where more research is needed. Focus groups are another effective technique for conducting a research gap analysis. In a focus group, a small group of individuals with relevant expertise or experience is brought together to discuss a specific topic. Through group discussions and interactions, researchers can gain valuable insights and identify gaps in knowledge or areas that require further investigation.
Quantitative analysis techniques, such as statistical analysis, can also be used to identify research gaps. By analyzing existing data sets, researchers can identify patterns, trends, or gaps in the data that may indicate areas where further research is needed. This type of analysis can provide valuable insights into the gaps in existing knowledge and guide future research directions.
In addition to these techniques, researchers can also use gap analysis frameworks or models to systematically identify and analyze research gaps. These frameworks provide a structured approach to assess the current state of knowledge, determine the desired future state, and identify the gaps that need to be addressed. By using a framework, researchers can ensure a comprehensive analysis of research gaps and develop strategies to bridge those gaps.
A research problem is a specific issue or question that a researcher wants to investigate. It is the foundation of a research study and provides a clear direction for the research process. The identification of a research gap often leads to the formulation of a research problem.
The problem statement is a constructed sentence that defines the research problem and guides the research question. It helps to clarify the purpose of the study and provides a framework for the research design and research methodology. By addressing the research gap through the problem statement, researchers can contribute to the existing body of knowledge and fill the void in the literature. The research problem becomes the focal point of the study, and the research gap serves as the motivation for conducting the research.
Identifying a research gap and formulating a problem statement are crucial steps in the research process. They ensure that the research study is relevant, meaningful, and contributes to the advancement of knowledge in the field. As a key component of the research framework , the problem statement integrates directly into the overall structure that guides the entire research process, ensuring that all aspects of the investigation are aligned with the identified gaps and research questions.
Bridging the research gap is crucial for the advancement of knowledge and the improvement of various fields. It involves closing the divide between research findings and their practical application in real-world settings. By bridging this gap, researchers can ensure that their work has a meaningful impact on society and that it is effectively utilized by practitioners and policymakers.
There are several strategies and approaches that can be employed to bridge the research gap. One practical way is to establish collaborations and partnerships between researchers and practitioners. By working together, researchers can gain valuable insights from practitioners’ experiences and expertise, while practitioners can benefit from the latest research findings and evidence-based practices. This collaboration can lead to the development of more relevant and effective solutions to real-world problems.
For facilitating such connections and collaborations, platforms like Researchmate.net are invaluable resources, providing the tools and community needed to bring together researchers and practitioners from diverse fields.
Another approach to bridging the research gap is through the use of intermediary organizations. These organizations act as a bridge between researchers and practitioners, facilitating the translation and dissemination of research findings into practical applications. They can provide training, resources, and support to practitioners, helping them to implement evidence-based practices in their work. Intermediary organizations also play a crucial role in promoting knowledge exchange and collaboration between researchers and practitioners.
Furthermore, bridging the research gap requires effective communication and knowledge transfer. Researchers need to communicate their findings in a clear and accessible manner, using language that is understandable to practitioners and policymakers. This can be achieved through the use of plain language summaries, policy briefs, and other forms of knowledge translation.
Additionally, researchers should actively engage with practitioners and policymakers, seeking their input and feedback to ensure that research findings are relevant and applicable to real-world contexts.
In conclusion, exploring the research gap is a critical step in the research process. It helps researchers identify areas where further investigation is needed, contributes to the advancement of knowledge, and drives innovation. By understanding the research gap, researchers can make meaningful contributions to their field and address unanswered questions. Bridging the research gap requires collaboration and commitment from all stakeholders, but the potential benefits are immense.
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Writing engaging introduction in research papers : tips and tricks.
A gap is a space between two objects or a break in continuity. A research gap is a break or missing part of the existing research when you define the research gap or the problem space you are defining what is known and what is missing in the existing research. The "problem space" of a study is a definition of the topic, the problem statements or research gaps mentioned by other researchers, and the steps other researchers took to answer the research question. The problem space is a way to identify and establish boundaries for your research, it helps to guide what should be included or excluded from your research. The problem statement expresses how your study will answer or fill the research gap.
The problem space is thus comprised of identifying what is known about a topic, understanding how it has come to be known (the theories, designs, methods, instruments), and then figuring out what is not yet known (or perspective not explored) . Problem spaces are built by taking note of the limitations and recommendations discussed in the empirical research articles you gather as you build your literature review.
When looking to find discussions of research that has yet to be done (AKA research gap) in existing articles there are a few keywords to look out for such as limitations identified, further research needed, needs clarification, not been reported (studied, reported, or elucidated), suggestions for further research, questions remains, poorly understood, and/or lack of studies
Below are two examples of types of passages to look for.
Example of a Limitations Section
From the article:
Spanhove, V., De Wandele, I., Kjær, B. H., Malfait, F., Vanderstukken, F., & Cools, A. (2020). The effect of five isometric exercises on glenohumeral translations in healthy subjects and patients with the hypermobility type of the ehlers-danlos syndrome (heds) or hypermobility spectrum disorder (hsd) with multidirectional shoulder instability: an observational study. Physiotherapy , 107 , 11–18. https://doi.org/10.1016/j.physio.2019.06.010
From this passage, an argument could be made for performing a similar study, but with 3D analysis.
Example of a Recommendation for Further Research
Some articles will go beyond discussing their limitations and describe further research that should be done.
For example, this article:
Carey, J., Pathak, A., & Johnson, S. C. (2020). Use, Perceptions, and Awareness of LibGuides among Undergraduate and Graduate Health Professions Students. Evidence Based Library and Information Practice , 15 (3), 157-172. https://doi.org/10.18438/eblip29653
Suggests several different avenues of further research:
Review articles can help formulate a gap, or at least point out a direction to look for one. Since they provide an overview of the published literature, they can give you a head start on what kinds of research are lacking.
How to Locate Review Articles: Systematic Reviews, Literature Reviews, and Meta-Analyses
Seo, H.-J., Sohng, K.-Y., Chang, S. O., Chaung, S. K., Won, J. S., & Choi, M.-J. (2019). Interventions to improve hand hygiene compliance in emergency departments: a systematic review. The Journal of Hospital Infection , 102(4), 394–406. https://doi.org/10.1016/j.jhin.2019.03.013
Pursuing a health care topic? Search Cochrane Reviews or Joanna Biggs EBP as well as the more general databases.
Example of a Review Article
Review articles can clarify where a lack of research exists. To then establish the problem space fully, you will need to track down the articles cited in the review.
For instance, consider the following passage from this review article:
Martin, A. (2019). An acquired or heritable connective tissue disorder? A review of hypermobile Ehlers Danlos Syndrome. European Journal of Medical Genetics, 62(7), 103672. https://doi.org/10.1016/j.ejmg.2019.103672
This is indicating a need for longitudinal studies for this condition to better understand the relationship between muscle strength and muscle waste. Further examining the cited articles would establish this avenue for a study.
The problem statement is a foundation of academic research writing , providing a precise representation of an existing gap or issue in a particular field of study.
Crafting a sharp and focused problem statement lays the groundwork for your research project.
Therefore, in this article, we will discuss what is a statement of the problem in research and how to craft a compelling research problem statement.
A research problem statement is a concise, clear, and specific articulation of a gap in current knowledge that your research aims to bridge. It not only sets forth the scope and direction of your research but also establishes its relevance and significance.
Your problem statement in your research paper aims to:
Initiate your research by crafting a clear problem statement. This should be done before any data collection or analysis, serving as a foundational anchor that clearly identifies the specific issue you aim to address.
By establishing this early on, you shape the direction of your research, ensuring it targets a genuine knowledge gap.
Furthermore, an effective and a concise statement of the problem in research attracts collaborators, funders, and supporters, resonating with its clarity and purpose. Remember, as your research unfolds, the statement might evolve, reflecting new insights and staying pertinent.
But how do you distinguish between a well-crafted problem statement and one that falls short?
Imagine a scenario where medical researchers aim to tackle a new strain of virus. Their effective problem statement wouldn't merely state the existence of the virus. Instead, it would delve into the specifics — the regions most affected, the demographics most vulnerable, and the current limitations in medical interventions.
Whereas an ineffective research problem statement is vague, overly broad, or ambiguous, failing to provide a clear direction for the research. It may not be rooted in existing literature, might lack clarity on its significance, or could be framed in a way that makes the research objectives unachievable or irrelevant.
To understand it better, let's consider the topic of “Remote work and employee productivity.”
“Over the past decade, there has been a 70% increase in organizations adopting remote work policies. While some studies suggest remote work enhances employee productivity, others indicate potential declines due to distractions at home.
However, there’s a lack of comprehensive research examining the specific factors in a remote environment that influence productivity. This study aims to identify and analyze these factors, providing organizations with actionable insights to optimize remote work policies.”
"People are working from home a lot now, especially since there are so many internet tools. Some say it's good; others say it's not that great. This research will just look into the whole work-from-home thing and see what's up."
After gaining an understanding of what an effective research problem statement looks like, let's dive deeper into how to write one.
Drafting your research problem statement at the onset of your research journey ensures that your research remains anchored. That means by defining and articulating the main issue or challenge you intend to address at the very beginning of your research process; you provide a clear focus and direction for the entire study.
Here's a detailed guide to how you can write an effective statement of the problem in research.
Identify the research area : Before addressing a specific problem, you need to know the broader domain or field of your study. This helps in contextualizing your research and ensuring it aligns with existing academic disciplines.
Example: If you're curious about the effects of digital technology on human behavior, your broader research area might be Digital Sociology or Media Studies.
Conduct preliminary literature review : Familiarize yourself with existing research related to your topic. This will help you understand what's already known and, more importantly, identify gaps or unresolved questions in the existing knowledge. This step also ensures you're advancing upon existing work rather than replicating it.
Example: Upon reviewing literature on digital technology and behavior, you find many studies on social media's impact on youth but fewer on its effects on the elderly.
Read how to conduct an effective literature review .
Define the specific problem : After thoroughly reviewing the literature, pinpoint a particular issue that your research will address. Ensure that this chosen issue is not only of substantial importance in its field but also realistically approachable given your resources and expertise. To define it precisely, you might consider:
Example: You decide to investigate how digital technology, especially social media, affects the mental well-being of the elderly, given the limited research in this area.
Articulate clearly and concisely : Your problem statement should be straightforward and devoid of jargon. It needs to convey the essence of your research issue in a manner that's understandable to both experts and non-experts.
Example: " The impact of social media on the mental well-being of elderly individuals remains underexplored, despite the growing adoption of digital technology in this age group. "
Highlight the significance : Explain why your chosen research problem matters. This could be due to its real-world implications, its potential to fill a knowledge gap or its relevance to current events or trends.
Example: As the elderly population grows and becomes more digitally connected, understanding the psychological effects of social media on this demographic could inform digital literacy programs and mental health interventions.
Ensure feasibility : Your research problem should be something you can realistically study, given your resources, timeframe, and expertise. It's essential to ensure that you can gather data, conduct experiments, or access necessary materials or participants.
Example: You plan to survey elderly individuals in local community centers about their social media usage and perceived mental well-being, ensuring you have the means to reach this demographic.
Seek feedback : Discuss your preliminary problem statement with peers, mentors, or experts in the field. They can provide insights, point out potential pitfalls, or suggest refinements.
Example: After discussing with a gerontologist, you decide to also consider the role of digital training in moderating the effects of social media on the elderly.
Refine and Revise : Based on feedback and further reflection, revise and improve your problem statement. This iterative process ensures clarity, relevance, and precision.
Example: Your refined statement reads: Despite the increasing digital connectivity of the elderly, the effects of social media on their mental well-being, especially in the context of digital training, remain underexplored.
By following these detailed steps, you can craft a research problem statement that is both compelling and academically rigorous.
Having explored the details of crafting a research problem statement, it's crucial to distinguish it from another fundamental element in academic research: the thesis statement.
While both terms are central to research, a thesis statement presents your primary claim or argument, whereas a problem statement describes the specific issue your research aims to address.
Think of the thesis statement as the conclusion you're driving towards, while the problem statement identifies a specific gap in current knowledge.
For instance, a problem statement might highlight the rising mental health issues among teenagers, while the thesis statement could propose that increased screen time is a significant contributor.
Refer to the comparison table between what is a thesis and a problem statement in the research below:
Aspect | Thesis Statement | Problem Statement |
Definition | A concise statement that presents the main claim or argument of the research | A clear articulation of a specific issue or gap in knowledge that the research aims to address |
Purpose | To provide readers with the primary focus or argument of the research and what it aims to demonstrate | To highlight a particular issue or gap that the research seeks to address |
Placement | Found in the introduction of a thesis or dissertation, usually within the first 1-2 pages, indicating the central argument or claim the entire work | Positioned early in research papers or proposals, it sets the context by highlighting the issue the research will address, guiding subsequent questions and methodologies |
Nature of statement | Assertive and argumentative, as it makes a claim that the research will support or refute | Descriptive and explanatory, as it outlines the issue without necessarily proposing a solution or stance |
Derived from | Research findings, data analysis, and interpretation | Preliminary literature review, observed gaps in knowledge, or identified issues in a particular field |
Word count | Typically concise, ranging from 1 sentence to a short paragraph (approximately 25-50 words) | Generally more detailed, ranging from a paragraph to a page (approximately 100-300 words) |
Mistakes in the research problem statement can lead to a domino effect, causing misalignment in research objectives, wasted resources, and even inconclusive or irrelevant results.
Recognizing and avoiding these pitfalls not only strengthens the foundation of your research but also ensures that your efforts concede impactful insights.
Here's a detailed exploration of frequent subjective, qualitative, quantitative and measurable mistakes and how you can sidestep them.
A problem statement that's too broad can lack focus, making it challenging to derive specific research questions or objectives. Conversely, a statement that's too narrow might limit the scope of your research or make it too trivial.
Example of mistake: "Studying the effects of diet on health" is too broad, while "Studying the effects of eating green apples at 3 pm on heart health" is overly narrow.
You can refine the scope based on preliminary research. The correct way to write this problem statement will be "Studying the effects of a high-fiber diet on heart health in adults over 50." This statement is neither too broad nor too narrow, and it provides a clear direction for the research.
While academic writing often involves academic terms, overloading your problem statement with jargon can alienate readers and obscure the actual problem.
Example of Mistake: "Examining the diurnal variations in macronutrient ingestion vis-à-vis metabolic homeostasis."
To ensure it’s not complicated, you can simplify and clarify. "Examining how daily changes in nutrient intake affect metabolic balance" conveys the same idea more accessible.
It's not enough to state a problem; you must also convey its significance. Why does this problem matter? What are the implications of not addressing it?
Example of Mistake: "Many students are not engaging with online learning platforms."
You can proceed with the approach of highlighting the significance here. "Many students are not engaging with online learning platforms, leading to decreased academic performance and widening educational disparities."
Your problem statement should be grounded in existing research or observed phenomena. Avoid statements that assume what they set out to prove or lack a clear basis in current knowledge.
Example of Mistake: "We need to study X because not enough research has been done on X."
Instead, try grounding your statement based on already-known facts. "While several studies have explored Y, the specific impact of X remains unclear, necessitating further research."
While it's commendable to aim high, your problem statement should reflect a challenge that's achievable within your means, timeframe, and resources.
Example of Mistake: "This research will solve world hunger."
Here, you need to be realistic and focused. "This research aims to develop sustainable agricultural techniques to increase crop yields in arid regions."
By being mindful of these common mistakes, you can craft a problem statement that is clear, relevant and sets a solid foundation for your research.
Using data that is no longer relevant can mislead the direction of your research. It's essential to ensure that the statistics or findings you reference are current and pertinent to the present scenario.
Example of Mistake: "According to a 1995 study, only 5% of the population uses the internet for daily tasks."
You always cross-check the dates and relevance of the data you're using. For a contemporary study on internet usage, you'd want to reference more recent statistics.
A problem statement should be clear about the population or sample size being studied, especially when making generalizations or claims.
Example of Mistake: "People prefer online shopping to in-store shopping."
Here, you would benefit from specifying the demographic or sample size when presenting data to avoid overgeneralization. " In a survey of 1,000 urban residents aged 18-35, 70% expressed a preference for online shopping over in-store shopping. "
Cherry-picking data that supports your hypothesis while ignoring conflicting data can lead to a biased problem statement.
Example of Mistake: "Research shows that all students benefit from online learning."
You’ve to ensure a balanced view by considering all relevant data, even if it contradicts your hypothesis. " While many studies highlight the advantages of online learning for students, some research points to challenges such as decreased motivation and lack of face-to-face interaction. "
Projecting future trends without solid data can weaken the credibility of your problem statement.
Example of Mistake: "The demand for electric cars will increase by 500% in the next year."
Base your predictions on current trends and reliable data sources, avoiding hyperbolic or unsupported claims. " With the current growth rate and recent advancements in battery technology, there's potential for a significant rise in the demand for electric cars. "
A well-crafted problem statement ensures that your research is focused, relevant, and contributes meaningfully to the broader academic community.
However, the consequences of an incorrect or poorly constructed problem statement can be severe. It can lead to misdirected research efforts, wasted resources, compromised credibility, and even ethical concerns. Such pitfalls underscore the importance of dedicating time and effort to craft a precise and impactful problem statement.
So, as you start your research journey , remember that a well-defined problem statement is not just a starting point; it guides your entire research journey, ensuring clarity, relevance, and meaningful contributions to your field.
A problem statement is a clear, concise and specific articulation of a gap in current knowledge that your research aims to bridge.
The Problem Statement should highlight existing gaps in current knowledge and also the significance of the research. It should also include the research question and purpose of the research.
Clear articulation of the problem and establishing relevance; Working thesis (methods to solve the problem); Purpose and scope of study — are the 3 parts of the problem statement.
While the statement of the problem articulates and delineates a particular research problem, Objectives designates the aims, purpose and strategies to address the particular problem.
Here’s an example — “The study aims to identify and analyze the specific factors that impact employee productivity, providing organizations with actionable insights to optimize remote work policies.”
Writing an effective purpose statement, best practices for writing your purpose statement, sample purpose statements.
The purpose statement succinctly explains the objectives of the doctoral project or dissertation-in-practice. These objectives must directly address the problem. The purpose statement also identifies the project methodology and design.
A problem and a missing piece in combination can lead to different objectives, and hence, different purpose statements.
The purpose of the applied doctoral project or dissertation-in-practice must not only align with the problem and address a missing piece; it must also align with the chosen project method. In fact, the template requires you to name the research method at the very beginning of the purpose statement. In general, quantitative studies involve “closed-ended” research verbs such as determine, measure, correlate, explain, compare, validate, identify, or examine; whereas qualitative studies involve “open-ended” research verbs such as explore, understand, narrate, articulate [meanings], discover, or develop.
A qualitative purpose statement following the color-coded problem statement (assumed here to be low well-being among financial sector employees) + missing piece (lack of research on followers of mid-level managers), might start like this:
In response to declining levels of employee well-being, the purpose of the qualitative phenomenology was to explore and understand the lived experiences related to the well-being of the followers of novice mid-level managers in the financial services industry. The levels of follower well-being have been shown to correlate to employee morale, turnover intention, and customer orientation (Eren et al., 2013). A combined framework of Leader-Member Exchange (LMX) Theory and the employee well-being concept informed the research questions and supported the inquiry, analysis, and interpretation of the findings to be applied in the financial services industry.
A quantitative purpose statement for the same problem and gap might start like this:
In response to declining levels of employee well-being, the purpose of the quantitative correlational study was to determine which leadership factors predict employee well-being of the followers of novice mid-level managers to be applied in the financial services industry. Leadership factors were measured by the Leader Member Exchange (LMX) assessment framework by Mantlekow (2015), and employee well-being was conceptualized as a compound variable consisting of self-reported turnover-intent and psychological test scores from the Mental Health Survey (MHS) developed by Johns Hopkins University researchers.
Both of these purpose statements reflect viable research strategies and both align with the problem and gap so it’s up to the practitioner to design a doctoral project or dissertation-in-practice in a manner that reflects personal preferences and desired study outcomes. Note that the quantitative research purpose incorporates operationalized concepts, or variables; that reflect the way the practitioner intends to measure the key concepts under study; whereas the qualitative purpose statement isn’t about translating the concepts under study as variables but instead aim to explore and understand the core research phenomenon.
An important step in the successful completion of an Applied Doctoral Project/Dissertation in Practice is starting off with an accurate and precise purpose statement. Read through the information below to get some general ideas or guidelines related to effective purpose statements and how to compose them. All this information comes from faculty who want you to succeed in the process.
Keep these in mind as you begin to compose your purpose statement
Creswell (2002) suggested that purpose statements in qualitative projects or studies include deliberate phrasing to alert the reader to the purpose statement. Verbs are key to indicate what will take place in the project or study research and the use of non-directional language that does not suggest an outcome. A purpose statement should focus on a single idea or concept with a broad definition of that idea or concept. How the concept will be investigated should also be included, as well as participants in the study and study locations to give the reader a sense of with whom and where the project or study will occur.
Creswell (2003) advised the following script for purpose statements in qualitative methodology:
“The purpose of this qualitative_________________ (strategy of inquiry, such as ethnography, case study, or other type) study is (was? will be?) to ________________ (understand? describe? develop? discover?) the _________________(central phenomenon being studied) for ______________ (the participants, such as the individual, groups, organization) at __________(site). At this stage in the project, the __________ (central phenomenon being studied) will be generally defined as ___________________ (provide a general definition)” (pg. 90).
Creswell (2003) offers vast differences between the purpose statements written for qualitative methodology and those written for quantitative methodology, particularly with respect to language and the inclusion of variables. The comparison of variables is often a focus of quantitative methodology with the variables distinguishable by either the temporal order or how they are measured. As with qualitative purpose statements, Creswell (2003) recommends the use of deliberate language to alert the reader to the purpose of the project or study, though quantitative purpose statements also include the theory or conceptual framework guiding the project or study, the variables that are being studied, and how those variables are related.
Creswell (2003) suggests the following script for drafting purpose statements in quantitative projects:
“The purpose of this _____________________ (experiment? survey?) project is (was? will be?) to test the theory of _________________that _________________ (compares? relates?) the ___________(independent variable) to _________________________(dependent variable), controlling for _______________________ (control variables) for ___________________ (participants) at _________________________ (site). The independent variable(s) _____________________ will be generally defined as _______________________ (provide a general definition). The dependent variable(s) will be generally defined as _____________________ (provide a general definition), and the control and intervening variables(s), _________________ (identify the control and intervening variables) will be statistically controlled in this project” (pg. 97).
Creswell, J. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Merrill Prentice Hall. 7. Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). SAGE Publications.
Always keep in mind that the process is iterative, and your writing, over time, will be refined as clarity is gradually achieved. Most of the time, greater clarity for the purpose statement and other components is the result of a growing understanding of the literature in the field. As you increasingly master the literature you will also increasingly clarify the purpose of your project or study.
The purpose statement should flow directly from the problem statement. There should be clear and obvious alignment between the two, and that alignment will get tighter and more pronounced as your work progresses.
The purpose statement should specifically address the reason for conducting the project or study, with emphasis on the word specifically. There should not be any doubt in your readers’ minds as to the purpose of your project or study. To achieve this level of clarity, you will need to also ensure there is no doubt in your mind as to the purpose of your project or study.
You may benefit from stopping your work during the process when insight strikes you in order to write about that insight while it is still fresh in your mind. This pause can help you clarify all aspects of the project or study, including clarifying its purpose.
Your Chair and your committee members can help you to clarify the purpose of your project or dissertation-in-practice, so carefully attend to any feedback they offer.
The purpose statement should reflect the questions proposed and vice versa. The chain of alignment that began with the problem description and continues on to the purpose, questions, and methodology must be respected at all times during development. You are to succinctly describe the overarching goal of the project or dissertation-in-practice that reflects the questions. Each question narrows and focuses the purpose statement. Conversely, the purpose statement encompasses all of the questions.
Identify in the purpose statement the methodology as quantitative, qualitative or mixed (i.e., “The purpose of this [qualitative/quantitative/mixed] study is to ...)
Follow the initial declaration of purpose with a brief overview of how the project or study will be conducted, including instruments, data, with whom (sample), and where (as applicable). Identify variables/constructs and/or phenomenon/concept/idea. Since this section is to be a concise paragraph, emphasis must be placed on the word brief. However, adding these details will give your readers a very clear picture of the purpose of your project or dissertation-in-practice.
Developing the purpose section is usually not achieved in a single flash of insight. The process involves a great deal of reading to find out what other practitioners have done to address the problem you have identified. The purpose section could well be the most important paragraph you write during your academic career, and every word should be carefully selected. Think of it as the DNA of your project or study. Everything else you write should emerge directly and clearly from your purpose statement. In turn, your purpose statement should emerge directly and clearly from your problem description. It is good practice to print out your problem statement and purpose statement and keep them in front of you as you work on each part of your project or dissertation-in-practice in order to ensure alignment.
It is helpful to collect several project or dissertation-in-practice reports or literature similar to the one you envision creating. Extract the problem descriptions and purpose statements of other authors and compare them in order to sharpen your thinking about your own work. Comparing how other authors have handled the many challenges you are facing can be an invaluable exercise. Keep in mind that individual universities use their own tailored protocols for presenting key components, so your review of these purpose statements should focus on content rather than form.
Once your purpose statement is set, it must be consistently presented throughout the project or dissertation-in-practice. This consistency may require some recursive editing because the way you articulate your purpose may evolve as you work on various aspects of your project or dissertation-in-practice. Whenever you make an adjustment to your purpose statement, you should carefully follow up on the editing and conceptual ramifications throughout the entire document.
In establishing your purpose, you should NOT advocate for a particular outcome. Your review of the literature should be done to answer questions, not to prove a point. As a scholar-practitioner, you are to inquire with an open mind, and even when you come to the work with clear assumptions, your job is to support the validity of the conclusions reached. For example, you would not say the purpose of your project or study is to demonstrate that there is a relationship between two variables. Such a statement presupposes you know the answer before your review of the literature conducted and promotes or supports (advocates on behalf of) a particular outcome. A more appropriate purpose statement would be to examine or explore the relationship between two variables.
Your purpose statement should not imply that you are going to prove something. You may be surprised to learn that we cannot prove anything in scholarly review of the literature for two reasons. First, in quantitative analyses, statistical tests calculate the probability that something is true rather than establishing it as true. Second, in qualitative methodology, the study can only purport to describe what is occurring from the perspective of the participants. Whether or not the phenomenon they are describing is true in a larger context is not knowable. We cannot observe the phenomenon in all settings and in all circumstances.
Here are some example purpose statements for your consideration.
The purpose of this qualitative project was to determine how participation in service-learning in an alternative school impacted students academically, civically, and personally. There is ample evidence demonstrating the failure of schools for students at-risk; however, there is still a need to demonstrate why these students are successful in non-traditional educational programs like the service-learning model used at TDS. This study was unique in that it examined one alternative school’s approach to service-learning in a setting where students not only serve, but faculty serve as volunteer teachers. The use of a constructivist approach in service-learning in an alternative school setting was examined in an effort to determine whether service-learning participation contributes positively to academic, personal, and civic gain for students, and to examine student and teacher views regarding the overall outcomes of service-learning. This study was completed using an ethnographic approach that included observations, content analysis, and interviews with teachers at The David School.
The purpose of this quantitative, non-experimental, cross-sectional linear, multiple regression design study was to investigate the relationship among early childhood teachers’ self-reported assessment of multicultural awareness as measured by responses from the Teacher Multicultural Attitude Survey (TMAS) and supervisors’ observed assessment of teachers’ multicultural competency skills as measured by the Multicultural Teaching Competency Scale (MTCS) survey. Demographic data such as number of multicultural training hours, years teaching in Dubai, curriculum program at current school, and age were also examined and their relationship to multicultural teaching competency. The study took place in the emirate of Dubai where there were 14,333 expatriate teachers employed in private schools (KHDA, 2013b).
The purpose of this quantitative, non-experimental project is to examine the degree to which stages of change, gender, acculturation level and trauma types predicts the reluctance of Arab refugees, aged 18 and over, in the Dearborn, MI area, to seek professional help for their mental health needs. This study will utilize four instruments to measure these variables: University of Rhode Island Change Assessment (URICA: DiClemente & Hughes, 1990); Cumulative Trauma Scale (Kira, 2012); Acculturation Rating Scale for Arabic Americans-II Arabic and English (ARSAA-IIA, ARSAA-IIE: Jadalla & Lee, 2013), and a demographic survey. This study will examine 1) the relationship between stages of change, gender, acculturation levels, and trauma types and Arab refugees’ help-seeking behavior, 2) the degree to which any of these variables can predict Arab refugee help-seeking behavior. Additionally, the outcome of this study could provide researchers and clinicians with a stage-based model, TTM, for measuring Arab refugees’ help-seeking behavior and lay a foundation for how TTM can help target the clinical needs of Arab refugees. Lastly, this attempt to apply the TTM model to Arab refugees’ condition could lay the foundation for future research to investigate the application of TTM to clinical work among refugee populations.
The purpose of this qualitative, phenomenological project is to describe the lived experiences of LLM for 10 EFL learners in rural Guatemala and to utilize that data to determine how it conforms to, or possibly challenges, current theoretical conceptions of LLM. In accordance with Morse’s (1994) suggestion that a phenomenological study should utilize at least six participants, this study utilized semi-structured interviews with 10 EFL learners to explore why and how they have experienced the motivation to learn English throughout their lives. The methodology of horizontalization was used to break the interview protocols into individual units of meaning before analyzing these units to extract the overarching themes (Moustakas, 1994). These themes were then interpreted into a detailed description of LLM as experienced by EFL students in this context. Finally, the resulting description was analyzed to discover how these learners’ lived experiences with LLM conformed with and/or diverged from current theories of LLM.
The purpose of this qualitative, embedded, multiple case project was to examine how both parent-child attachment relationships are impacted by the quality of the paternal and maternal caregiver-child interactions that occur throughout a maternal deployment, within the context of dual-military couples. In order to examine this phenomenon, an embedded, multiple case study was conducted, utilizing an attachment systems metatheory perspective. The study included four dual-military couples who experienced a maternal deployment to Operation Iraqi Freedom (OIF) or Operation Enduring Freedom (OEF) when they had at least one child between 8 weeks-old to 5 years-old. Each member of the couple participated in an individual, semi-structured interview with the researcher and completed the Parenting Relationship Questionnaire (PRQ). “The PRQ is designed to capture a parent’s perspective on the parent-child relationship” (Pearson, 2012, para. 1) and was used within the proposed study for this purpose. The PRQ was utilized to triangulate the data (Bekhet & Zauszniewski, 2012) as well as to provide some additional information on the parents’ perspective of the quality of the parent-child attachment relationship in regards to communication, discipline, parenting confidence, relationship satisfaction, and time spent together (Pearson, 2012). The researcher utilized the semi-structured interview to collect information regarding the parents' perspectives of the quality of their parental caregiver behaviors during the deployment cycle, the mother's parent-child interactions while deployed, the behavior of the child or children at time of reunification, and the strategies or behaviors the parents believe may have contributed to their child's behavior at the time of reunification. The results of this project may be utilized by the military, and by civilian providers, to develop proactive and preventive measures that both providers and parents can implement, to address any potential adverse effects on the parent-child attachment relationship, identified through the proposed study. The results of this project may also be utilized to further refine and understand the integration of attachment theory and systems theory, in both clinical and research settings, within the field of marriage and family therapy.
Compiled by Dr. Darren Adamson, Department Chair, School of Social and Behavioral Sciences
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Find a research gap: tips to get started.
Finding a research gap is not an easy process and there is no one linear path. These tips and suggestions are just examples of possible ways to begin.
In Ph.D. dissertations, students identify a gap in research. In other programs, students identify a gap in practice. The literature review for a gap in practice will show the context of the problem and the current state of the research.
A research gap exists when:
A research gap should be:
To find a gap you must become very familiar with a particular field of study. This will involve a lot of research and reading, because a gap is defined by what does (and does not) surround it.
Use the Library Search (formerly Thoreau) to do a broad search with just one concept at a time . Broad searches give you an idea of the academic conversation surrounding your topic.
This list will be a record of what terms are:
Term I started with:
culturally aware
Subject terms I discovered:
cultural awareness (SU)
cultural sensitivity (SU)
cultural competence (SU)
Since a research gap is defined by the absence of research on a topic, you will search for articles on everything that relates to your topic.
For example, suppose your research gap is on the work-life balance of tenured and tenure-track women in engineering professions. In that case, you might try searching different combinations of concepts, such as:
Topic adapted from one of the award winning Walden dissertations.
Break your topic into themes and try combining the terms from different themes in different ways. For example:
Theme 1 and Theme 4
Theme 2 and Theme 1
Theme 3 and Theme 4
Theme 1 and related terms | Theme 2 and related terms | Theme 3 and related terms | Theme 4 and related terms | Theme 5 and related terms |
---|---|---|---|---|
women | STEM | tenure track | work life balance | professor |
female | science or technology or engineer or mathematics | tenured | work-life-balance | faculty |
Video: Search by Themes (YouTube)
(2 min 40 sec) Recorded April 2014 Transcript
Most research articles will identify where more research is needed. To identify research trends, use the literature review matrix to track where further research is needed.
There is no consistent section in research articles where the authors identify where more research is needed. Pay attention to these sections:
Departments.
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What is a research gap.
A research gap is a question or a problem that has not been answered by any of the existing studies or research within your field. Sometimes, a research gap exists when there is a concept or new idea that hasn't been studied at all. Sometimes you'll find a research gap if all the existing research is outdated and in need of new/updated research (studies on Internet use in 2001, for example). Or, perhaps a specific population has not been well studied (perhaps there are plenty of studies on teenagers and video games, but not enough studies on toddlers and video games, for example). These are just a few examples, but any research gap you find is an area where more studies and more research need to be conducted. Please view this video clip from our Sage Research Methods database for more helpful information: How Do You Identify Gaps in Literature?
It will take a lot of research and reading. You'll need to be very familiar with all the studies that have already been done, and what those studies contributed to the overall body of knowledge about that topic. Make a list of any questions you have about your topic and then do some research to see if those questions have already been answered satisfactorily. If they haven't, perhaps you've discovered a gap! Here are some strategies you can use to make the most of your time:
Please give these suggestions a try and contact a librarian for additional assistance.
Content authored by: GS
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A research gap is a specific area within a field of study that remains unexplored or under-explored. Identifying a research gap involves recognizing where existing research is lacking or where there are unanswered questions that could provide opportunities for further investigation. Understanding research gaps is crucial for advancing knowledge, as it helps scholars and researchers focus their efforts on areas that can contribute significantly to their field.
It is actually a question or any issue that needs to be solved by any pre-existing work or research in your area of study. A research gap can also exist where some new idea still needs to be studied.
Research always plays an essential role in acquiring more knowledge and addressing the gaps in different fields. When you are identifying a research gap, you are taking a very important step in the whole research process. This aids the researchers in contributing meaningful insights and triggers the knowledge boundaries.
Understanding the Literature You Are Studying: In order to identify any research gap, it is essential to have an excellent advertising of the preexisting literature in your study field.
Here, you need to conduct a review of many books, scholarly articles, conferences, and other relevant sources. In this way, you can get a good foundation as well as insights into any present state of in-depth knowledge in your own study area.
Defining Your Own Research Question: After getting a good knowledge of the pre-existing literature, you need to define a concise and clear idea of the research question. This research question needs to be very specific, attainable, measurable, time-bound and relevant. An acronym for this entire thing is known as SMART. This also needs to address any significant issue that still needs to be fully solved or adequately answered.
Identifying Your Study Objectives: Here, you need to identify the major objectives of your research paper. All these objectives need to be aligned with the identified research gap. These objectives always guide the researcher and aid you in determining the direction and scope of your research study.
Analyze the Existing Studies: Here, you need to analyze very carefully all the existing studies that are related to your research question. Here, it would help if you looked at the most common recurring findings, themes, and patterns of the discussed literature. Here, you also need to pay a lot of attention to the conflicted areas with the results, unanswered questions, and contradictory theories. These areas show the research gaps that can be explored later.
Consider The Practical Relevance: You always need to evaluate the very practical relevance of the research question as well as its potential impact on society. Here, it would help if you always considered the importance of addressing your own research gap as you identified it.
Here, you also need to assess whether your findings can contribute to the original theoretical framework and offer all the practical solutions for leading to the policy recommendations. These practical ads are relevant to the research paper and trigger its impact.
Consulting With the Experts and Peers: You always need to engage you’re discussing with your mentors, peers, and experts in your own field of study. Here, you always need to seek their opinions and perspectives on the research question to identify potential research gaps.
These can provide valuable insights into assumption challenges, and this helps you refine your research work. Your peers and experts can give you a new idea and help you identify the errors in your thinking.
Conducting Your Pilot Study: You need to conduct it to test the viability and feasibility of the research question. This pilot study provides you with feedback and data on the research design, approach and methodology.
This also helps you identify the potential limitations or challenges that need to be solved before conducting the full research studies.
Reflecting and Refining: You need to vividly reflect on the research progress to refine your research preferences. You need to add the objectives. As you go deeper into your research process, additional research gaps may be uncovered to refine your own research needs.
If you follow this process, you can adapt your own approach to ensure the research gaps.
As per the example of the research gap, identifying your research gap allows your research to contribute to gaining more knowledge to address the pre-existing limitations.
This way, you will understand the existing literature to define a crystal clear research statement. You can identify the research gaps by analyzing the existing studies to consider their relevance. According to the research gap finder, if you consult with your peers, doing all the pilot studies reflects on your research process progress.
If you follow the guide mentioned above, you can always embark on meaningful research studies to trigger your knowledge in your subject area and make a prominent contribution to your field.
Also Read: Struggling with Research Paper Writing?
Identifying research gaps is essential for advancing knowledge in any field. Research gaps are areas where more information is available or existing research needs to be more consistent or conclusive. Here are different types of research gaps:
This gap occurs when no empirical evidence supports certain theories, practices, or interventions. It can also refer to areas where existing studies need to sufficiently cover the topic or lack rigorous methodological approaches.
Example: A need for randomized controlled trials on the effectiveness of a new drug.
This gap refers to areas where there is a deficiency in understanding or awareness about a particular topic. It can be due to outdated information, incomplete research, or the absence of research on emerging issues.
Example: Limited knowledge about the long-term effects of exposure to new environmental pollutants.
Theoretical gaps arise when existing theories do not fully explain certain phenomena or when there is a lack of theoretical frameworks to guide research in a particular area.
Example: More theoretical models need to be developed to explain the psychological impacts of social media usage on teenagers.
Methodological gaps exist when current research methods are inadequate for addressing certain research questions or when there is a need for new or improved methodologies.
Example: More robust qualitative methods are needed to study the experiences of marginalized communities.
This type of gap occurs when certain populations are underrepresented in research. It can involve demographics like age, gender, ethnicity, socioeconomic status, or geographic location.
Example: Lack of research on the mental health of older adults living in rural areas.
Geographical Gap
Geographical gaps refer to areas or regions that are under-researched. These gaps highlight the need for studies in different geographic contexts to understand local issues better.
Example: Limited studies on the effects of climate change in the Arctic regions.
Understanding and addressing these gaps is crucial for advancing research and knowledge across various domains.
Read More: How To Get A+ Grade In Research Paper?
A Research Paper Example gives you a very clear idea of how to find your research gaps and examples in textual forms. A few examples are given below:
Also Read: Why Research Is Essential For Students? 20 Common Reasons!
After getting a very clear idea of various types of research gaps, the vet’s next question comes to mind is how to find a research gap. There is a basic 2 step strategy to find the research gap.
In the beginning, you need to find a lot of literature reviews, meta-analyses, and systematic reviews covering your research area of interest. Moreover, it would help if you dug into the very recent journals for wrapping your head in your own knowledge area.
Here, you can also study the current theses and dissertations, especially those in the doctoral degree courses. A number of dissertation databases, such as Open Access, EBSCO, Pro-Quest, etc., are very useful in this regard. Here. You also need to ensure that you are always looking for the most recent sources.
After gathering a good collection of these resources, you need to focus on further research opportunities. In this section, you need to state explicitly where more studies are needed. It would help if you also looked at the present research study’s limitation areas and where the research gaps might exist.
Following this procedure will help you become oriented to the present research area. This can serve as a foundation for finding the potential research gaps. Then, you need to shortlist the main ideas and evaluate them as per the given topic. It would help if you also looked only for the recent articles here.
Also Read: Expert Literature Review Writing Services
In any project, a literature review is always very important. It helps you in identifying your excusing knowledge, methods and theories in your own field. However, conducting a literature review has its own challenges.
Last but not least, never copy from any source; it will be considered plagiarism, and your paper will be cancelled then and there. Thus, write only from your own creativity and not from the writing and articles of other writers.
Read More: Dissertation Literature Review For Masters & PhD
Writing a research paper is a challenging task. It would help if you had a lot of Research Skills to accomplish it. You will be given a Research topic on which you have to write. Your ultimate aim in writing the research paper is to get the top grade. This can be done by availing of the best online Case Study Help Service from a reliable provider. The Casestudyhelp is the best choice for you in this respect.
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The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.
The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.
Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.
Research question | Explanation |
---|---|
The first question is not enough. The second question is more , using . | |
Starting with “why” often means that your question is not enough: there are too many possible answers. By targeting just one aspect of the problem, the second question offers a clear path for research. | |
The first question is too broad and subjective: there’s no clear criteria for what counts as “better.” The second question is much more . It uses clearly defined terms and narrows its focus to a specific population. | |
It is generally not for academic research to answer broad normative questions. The second question is more specific, aiming to gain an understanding of possible solutions in order to make informed recommendations. | |
The first question is too simple: it can be answered with a simple yes or no. The second question is , requiring in-depth investigation and the development of an original argument. | |
The first question is too broad and not very . The second question identifies an underexplored aspect of the topic that requires investigation of various to answer. | |
The first question is not enough: it tries to address two different (the quality of sexual health services and LGBT support services). Even though the two issues are related, it’s not clear how the research will bring them together. The second integrates the two problems into one focused, specific question. | |
The first question is too simple, asking for a straightforward fact that can be easily found online. The second is a more question that requires and detailed discussion to answer. | |
? dealt with the theme of racism through casting, staging, and allusion to contemporary events? | The first question is not — it would be very difficult to contribute anything new. The second question takes a specific angle to make an original argument, and has more relevance to current social concerns and debates. |
The first question asks for a ready-made solution, and is not . The second question is a clearer comparative question, but note that it may not be practically . For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries. |
Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.
Type of research | Example question |
---|---|
Qualitative research question | |
Quantitative research question | |
Statistical research question |
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
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Research bias
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Edward barroga.
1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.
2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.
The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.
Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6
It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4
There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.
A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5
On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4
Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8
Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12
Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13
There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10
Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .
Quantitative research questions | Quantitative research hypotheses |
---|---|
Descriptive research questions | Simple hypothesis |
Comparative research questions | Complex hypothesis |
Relationship research questions | Directional hypothesis |
Non-directional hypothesis | |
Associative hypothesis | |
Causal hypothesis | |
Null hypothesis | |
Alternative hypothesis | |
Working hypothesis | |
Statistical hypothesis | |
Logical hypothesis | |
Hypothesis-testing | |
Qualitative research questions | Qualitative research hypotheses |
Contextual research questions | Hypothesis-generating |
Descriptive research questions | |
Evaluation research questions | |
Explanatory research questions | |
Exploratory research questions | |
Generative research questions | |
Ideological research questions | |
Ethnographic research questions | |
Phenomenological research questions | |
Grounded theory questions | |
Qualitative case study questions |
In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .
Quantitative research questions | |
---|---|
Descriptive research question | |
- Measures responses of subjects to variables | |
- Presents variables to measure, analyze, or assess | |
What is the proportion of resident doctors in the hospital who have mastered ultrasonography (response of subjects to a variable) as a diagnostic technique in their clinical training? | |
Comparative research question | |
- Clarifies difference between one group with outcome variable and another group without outcome variable | |
Is there a difference in the reduction of lung metastasis in osteosarcoma patients who received the vitamin D adjunctive therapy (group with outcome variable) compared with osteosarcoma patients who did not receive the vitamin D adjunctive therapy (group without outcome variable)? | |
- Compares the effects of variables | |
How does the vitamin D analogue 22-Oxacalcitriol (variable 1) mimic the antiproliferative activity of 1,25-Dihydroxyvitamin D (variable 2) in osteosarcoma cells? | |
Relationship research question | |
- Defines trends, association, relationships, or interactions between dependent variable and independent variable | |
Is there a relationship between the number of medical student suicide (dependent variable) and the level of medical student stress (independent variable) in Japan during the first wave of the COVID-19 pandemic? |
In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .
Quantitative research hypotheses | |
---|---|
Simple hypothesis | |
- Predicts relationship between single dependent variable and single independent variable | |
If the dose of the new medication (single independent variable) is high, blood pressure (single dependent variable) is lowered. | |
Complex hypothesis | |
- Foretells relationship between two or more independent and dependent variables | |
The higher the use of anticancer drugs, radiation therapy, and adjunctive agents (3 independent variables), the higher would be the survival rate (1 dependent variable). | |
Directional hypothesis | |
- Identifies study direction based on theory towards particular outcome to clarify relationship between variables | |
Privately funded research projects will have a larger international scope (study direction) than publicly funded research projects. | |
Non-directional hypothesis | |
- Nature of relationship between two variables or exact study direction is not identified | |
- Does not involve a theory | |
Women and men are different in terms of helpfulness. (Exact study direction is not identified) | |
Associative hypothesis | |
- Describes variable interdependency | |
- Change in one variable causes change in another variable | |
A larger number of people vaccinated against COVID-19 in the region (change in independent variable) will reduce the region’s incidence of COVID-19 infection (change in dependent variable). | |
Causal hypothesis | |
- An effect on dependent variable is predicted from manipulation of independent variable | |
A change into a high-fiber diet (independent variable) will reduce the blood sugar level (dependent variable) of the patient. | |
Null hypothesis | |
- A negative statement indicating no relationship or difference between 2 variables | |
There is no significant difference in the severity of pulmonary metastases between the new drug (variable 1) and the current drug (variable 2). | |
Alternative hypothesis | |
- Following a null hypothesis, an alternative hypothesis predicts a relationship between 2 study variables | |
The new drug (variable 1) is better on average in reducing the level of pain from pulmonary metastasis than the current drug (variable 2). | |
Working hypothesis | |
- A hypothesis that is initially accepted for further research to produce a feasible theory | |
Dairy cows fed with concentrates of different formulations will produce different amounts of milk. | |
Statistical hypothesis | |
- Assumption about the value of population parameter or relationship among several population characteristics | |
- Validity tested by a statistical experiment or analysis | |
The mean recovery rate from COVID-19 infection (value of population parameter) is not significantly different between population 1 and population 2. | |
There is a positive correlation between the level of stress at the workplace and the number of suicides (population characteristics) among working people in Japan. | |
Logical hypothesis | |
- Offers or proposes an explanation with limited or no extensive evidence | |
If healthcare workers provide more educational programs about contraception methods, the number of adolescent pregnancies will be less. | |
Hypothesis-testing (Quantitative hypothesis-testing research) | |
- Quantitative research uses deductive reasoning. | |
- This involves the formation of a hypothesis, collection of data in the investigation of the problem, analysis and use of the data from the investigation, and drawing of conclusions to validate or nullify the hypotheses. |
Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15
There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .
Qualitative research questions | |
---|---|
Contextual research question | |
- Ask the nature of what already exists | |
- Individuals or groups function to further clarify and understand the natural context of real-world problems | |
What are the experiences of nurses working night shifts in healthcare during the COVID-19 pandemic? (natural context of real-world problems) | |
Descriptive research question | |
- Aims to describe a phenomenon | |
What are the different forms of disrespect and abuse (phenomenon) experienced by Tanzanian women when giving birth in healthcare facilities? | |
Evaluation research question | |
- Examines the effectiveness of existing practice or accepted frameworks | |
How effective are decision aids (effectiveness of existing practice) in helping decide whether to give birth at home or in a healthcare facility? | |
Explanatory research question | |
- Clarifies a previously studied phenomenon and explains why it occurs | |
Why is there an increase in teenage pregnancy (phenomenon) in Tanzania? | |
Exploratory research question | |
- Explores areas that have not been fully investigated to have a deeper understanding of the research problem | |
What factors affect the mental health of medical students (areas that have not yet been fully investigated) during the COVID-19 pandemic? | |
Generative research question | |
- Develops an in-depth understanding of people’s behavior by asking ‘how would’ or ‘what if’ to identify problems and find solutions | |
How would the extensive research experience of the behavior of new staff impact the success of the novel drug initiative? | |
Ideological research question | |
- Aims to advance specific ideas or ideologies of a position | |
Are Japanese nurses who volunteer in remote African hospitals able to promote humanized care of patients (specific ideas or ideologies) in the areas of safe patient environment, respect of patient privacy, and provision of accurate information related to health and care? | |
Ethnographic research question | |
- Clarifies peoples’ nature, activities, their interactions, and the outcomes of their actions in specific settings | |
What are the demographic characteristics, rehabilitative treatments, community interactions, and disease outcomes (nature, activities, their interactions, and the outcomes) of people in China who are suffering from pneumoconiosis? | |
Phenomenological research question | |
- Knows more about the phenomena that have impacted an individual | |
What are the lived experiences of parents who have been living with and caring for children with a diagnosis of autism? (phenomena that have impacted an individual) | |
Grounded theory question | |
- Focuses on social processes asking about what happens and how people interact, or uncovering social relationships and behaviors of groups | |
What are the problems that pregnant adolescents face in terms of social and cultural norms (social processes), and how can these be addressed? | |
Qualitative case study question | |
- Assesses a phenomenon using different sources of data to answer “why” and “how” questions | |
- Considers how the phenomenon is influenced by its contextual situation. | |
How does quitting work and assuming the role of a full-time mother (phenomenon assessed) change the lives of women in Japan? |
Qualitative research hypotheses | |
---|---|
Hypothesis-generating (Qualitative hypothesis-generating research) | |
- Qualitative research uses inductive reasoning. | |
- This involves data collection from study participants or the literature regarding a phenomenon of interest, using the collected data to develop a formal hypothesis, and using the formal hypothesis as a framework for testing the hypothesis. | |
- Qualitative exploratory studies explore areas deeper, clarifying subjective experience and allowing formulation of a formal hypothesis potentially testable in a future quantitative approach. |
Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15
Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1
Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14
The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14
As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.
Variables | Unclear and weak statement (Statement 1) | Clear and good statement (Statement 2) | Points to avoid |
---|---|---|---|
Research question | Which is more effective between smoke moxibustion and smokeless moxibustion? | “Moreover, regarding smoke moxibustion versus smokeless moxibustion, it remains unclear which is more effective, safe, and acceptable to pregnant women, and whether there is any difference in the amount of heat generated.” | 1) Vague and unfocused questions |
2) Closed questions simply answerable by yes or no | |||
3) Questions requiring a simple choice | |||
Hypothesis | The smoke moxibustion group will have higher cephalic presentation. | “Hypothesis 1. The smoke moxibustion stick group (SM group) and smokeless moxibustion stick group (-SLM group) will have higher rates of cephalic presentation after treatment than the control group. | 1) Unverifiable hypotheses |
Hypothesis 2. The SM group and SLM group will have higher rates of cephalic presentation at birth than the control group. | 2) Incompletely stated groups of comparison | ||
Hypothesis 3. There will be no significant differences in the well-being of the mother and child among the three groups in terms of the following outcomes: premature birth, premature rupture of membranes (PROM) at < 37 weeks, Apgar score < 7 at 5 min, umbilical cord blood pH < 7.1, admission to neonatal intensive care unit (NICU), and intrauterine fetal death.” | 3) Insufficiently described variables or outcomes | ||
Research objective | To determine which is more effective between smoke moxibustion and smokeless moxibustion. | “The specific aims of this pilot study were (a) to compare the effects of smoke moxibustion and smokeless moxibustion treatments with the control group as a possible supplement to ECV for converting breech presentation to cephalic presentation and increasing adherence to the newly obtained cephalic position, and (b) to assess the effects of these treatments on the well-being of the mother and child.” | 1) Poor understanding of the research question and hypotheses |
2) Insufficient description of population, variables, or study outcomes |
a These statements were composed for comparison and illustrative purposes only.
b These statements are direct quotes from Higashihara and Horiuchi. 16
Variables | Unclear and weak statement (Statement 1) | Clear and good statement (Statement 2) | Points to avoid |
---|---|---|---|
Research question | Does disrespect and abuse (D&A) occur in childbirth in Tanzania? | How does disrespect and abuse (D&A) occur and what are the types of physical and psychological abuses observed in midwives’ actual care during facility-based childbirth in urban Tanzania? | 1) Ambiguous or oversimplistic questions |
2) Questions unverifiable by data collection and analysis | |||
Hypothesis | Disrespect and abuse (D&A) occur in childbirth in Tanzania. | Hypothesis 1: Several types of physical and psychological abuse by midwives in actual care occur during facility-based childbirth in urban Tanzania. | 1) Statements simply expressing facts |
Hypothesis 2: Weak nursing and midwifery management contribute to the D&A of women during facility-based childbirth in urban Tanzania. | 2) Insufficiently described concepts or variables | ||
Research objective | To describe disrespect and abuse (D&A) in childbirth in Tanzania. | “This study aimed to describe from actual observations the respectful and disrespectful care received by women from midwives during their labor period in two hospitals in urban Tanzania.” | 1) Statements unrelated to the research question and hypotheses |
2) Unattainable or unexplorable objectives |
a This statement is a direct quote from Shimoda et al. 17
The other statements were composed for comparison and illustrative purposes only.
To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .
Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.
Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12
In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.
Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.
Disclosure: The authors have no potential conflicts of interest to disclose.
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What they are & how to write them (with examples)
By: Derek Jansen (MBA) | Expert Reviewed By: Eunice Rautenbach (DTech) | March 2023
If you’re new to academic research, you’re bound to encounter the concept of a “ research problem ” or “ problem statement ” fairly early in your learning journey. Having a good research problem is essential, as it provides a foundation for developing high-quality research, from relatively small research papers to a full-length PhD dissertations and theses.
In this post, we’ll unpack what a research problem is and how it’s related to a problem statement . We’ll also share some examples and provide a step-by-step process you can follow to identify and evaluate study-worthy research problems for your own project.
What is a research problem.
A research problem is, at the simplest level, the core issue that a study will try to solve or (at least) examine. In other words, it’s an explicit declaration about the problem that your dissertation, thesis or research paper will address. More technically, it identifies the research gap that the study will attempt to fill (more on that later).
Let’s look at an example to make the research problem a little more tangible.
To justify a hypothetical study, you might argue that there’s currently a lack of research regarding the challenges experienced by first-generation college students when writing their dissertations [ PROBLEM ] . As a result, these students struggle to successfully complete their dissertations, leading to higher-than-average dropout rates [ CONSEQUENCE ]. Therefore, your study will aim to address this lack of research – i.e., this research problem [ SOLUTION ].
A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of knowledge , while applied research problems are motivated by the need to find practical solutions to current real-world problems (such as the one in the example above).
As you can probably see, the research problem acts as the driving force behind any study , as it directly shapes the research aims, objectives and research questions , as well as the research approach. Therefore, it’s really important to develop a very clearly articulated research problem before you even start your research proposal . A vague research problem will lead to unfocused, potentially conflicting research aims, objectives and research questions .
As the name suggests, a problem statement (within a research context, at least) is an explicit statement that clearly and concisely articulates the specific research problem your study will address. While your research problem can span over multiple paragraphs, your problem statement should be brief , ideally no longer than one paragraph . Importantly, it must clearly state what the problem is (whether theoretical or practical in nature) and how the study will address it.
Here’s an example of a statement of the problem in a research context:
Rural communities across Ghana lack access to clean water, leading to high rates of waterborne illnesses and infant mortality. Despite this, there is little research investigating the effectiveness of community-led water supply projects within the Ghanaian context. Therefore, this study aims to investigate the effectiveness of such projects in improving access to clean water and reducing rates of waterborne illnesses in these communities.
As you can see, this problem statement clearly and concisely identifies the issue that needs to be addressed (i.e., a lack of research regarding the effectiveness of community-led water supply projects) and the research question that the study aims to answer (i.e., are community-led water supply projects effective in reducing waterborne illnesses?), all within one short paragraph.
Wherever there is a lack of well-established and agreed-upon academic literature , there is an opportunity for research problems to arise, since there is a paucity of (credible) knowledge. In other words, research problems are derived from research gaps . These gaps can arise from various sources, including the emergence of new frontiers or new contexts, as well as disagreements within the existing research.
Let’s look at each of these scenarios:
New frontiers – new technologies, discoveries or breakthroughs can open up entirely new frontiers where there is very little existing research, thereby creating fresh research gaps. For example, as generative AI technology became accessible to the general public in 2023, the full implications and knock-on effects of this were (or perhaps, still are) largely unknown and therefore present multiple avenues for researchers to explore.
New contexts – very often, existing research tends to be concentrated on specific contexts and geographies. Therefore, even within well-studied fields, there is often a lack of research within niche contexts. For example, just because a study finds certain results within a western context doesn’t mean that it would necessarily find the same within an eastern context. If there’s reason to believe that results may vary across these geographies, a potential research gap emerges.
Disagreements – within many areas of existing research, there are (quite naturally) conflicting views between researchers, where each side presents strong points that pull in opposing directions. In such cases, it’s still somewhat uncertain as to which viewpoint (if any) is more accurate. As a result, there is room for further research in an attempt to “settle” the debate.
Of course, many other potential scenarios can give rise to research gaps, and consequently, research problems, but these common ones are a useful starting point. If you’re interested in research gaps, you can learn more here .
Given that research problems flow from research gaps , finding a strong research problem for your research project means that you’ll need to first identify a clear research gap. Below, we’ll present a four-step process to help you find and evaluate potential research problems.
If you’ve read our other articles about finding a research topic , you’ll find the process below very familiar as the research problem is the foundation of any study . In other words, finding a research problem is much the same as finding a research topic.
Step 1 – Identify your area of interest
Naturally, the starting point is to first identify a general area of interest . Chances are you already have something in mind, but if not, have a look at past dissertations and theses within your institution to get some inspiration. These present a goldmine of information as they’ll not only give you ideas for your own research, but they’ll also help you see exactly what the norms and expectations are for these types of projects.
At this stage, you don’t need to get super specific. The objective is simply to identify a couple of potential research areas that interest you. For example, if you’re undertaking research as part of a business degree, you may be interested in social media marketing strategies for small businesses, leadership strategies for multinational companies, etc.
Depending on the type of project you’re undertaking, there may also be restrictions or requirements regarding what topic areas you’re allowed to investigate, what type of methodology you can utilise, etc. So, be sure to first familiarise yourself with your institution’s specific requirements and keep these front of mind as you explore potential research ideas.
Step 2 – Review the literature and develop a shortlist
Once you’ve decided on an area that interests you, it’s time to sink your teeth into the literature . In other words, you’ll need to familiarise yourself with the existing research regarding your interest area. Google Scholar is a good starting point for this, as you can simply enter a few keywords and quickly get a feel for what’s out there. Keep an eye out for recent literature reviews and systematic review-type journal articles, as these will provide a good overview of the current state of research.
At this stage, you don’t need to read every journal article from start to finish . A good strategy is to pay attention to the abstract, intro and conclusion , as together these provide a snapshot of the key takeaways. As you work your way through the literature, keep an eye out for what’s missing – in other words, what questions does the current research not answer adequately (or at all)? Importantly, pay attention to the section titled “ further research is needed ”, typically found towards the very end of each journal article. This section will specifically outline potential research gaps that you can explore, based on the current state of knowledge (provided the article you’re looking at is recent).
Take the time to engage with the literature and develop a big-picture understanding of the current state of knowledge. Reviewing the literature takes time and is an iterative process , but it’s an essential part of the research process, so don’t cut corners at this stage.
As you work through the review process, take note of any potential research gaps that are of interest to you. From there, develop a shortlist of potential research gaps (and resultant research problems) – ideally 3 – 5 options that interest you.
Step 3 – Evaluate your potential options
Once you’ve developed your shortlist, you’ll need to evaluate your options to identify a winner. There are many potential evaluation criteria that you can use, but we’ll outline three common ones here: value, practicality and personal appeal.
Value – a good research problem needs to create value when successfully addressed. Ask yourself:
Practicality – a good research problem needs to be manageable in light of your resources. Ask yourself:
Personal appeal – a research project is a commitment, so the research problem that you choose needs to be genuinely attractive and interesting to you. Ask yourself:
Depending on how many potential options you have, you may want to consider creating a spreadsheet where you numerically rate each of the options in terms of these criteria. Remember to also include any criteria specified by your institution . From there, tally up the numbers and pick a winner.
Step 4 – Craft your problem statement
Once you’ve selected your research problem, the final step is to craft a problem statement. Remember, your problem statement needs to be a concise outline of what the core issue is and how your study will address it. Aim to fit this within one paragraph – don’t waffle on. Have a look at the problem statement example we mentioned earlier if you need some inspiration.
We’ve covered a lot of ground. Let’s do a quick recap of the key takeaways:
This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...
I APPRECIATE YOUR CONCISE AND MIND-CAPTIVATING INSIGHTS ON THE STATEMENT OF PROBLEMS. PLEASE I STILL NEED SOME SAMPLES RELATED TO SUICIDES.
Very pleased and appreciate clear information.
Your videos and information have been a life saver for me throughout my dissertation journey. I wish I’d discovered them sooner. Thank you!
Very interesting. Thank you. Please I need a PhD topic in climate change in relation to health.
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This chapter provides a comprehensive guideline for writing a research proposal in quantitative approach. It starts with the definition and purpose of writing a research proposal followed by a description of essential parts of a research proposal and subjects included in each part, organization of a research proposal, and guidelines for writing different parts of a research proposal including practical considerations and aims of a proposal that facilitate the acceptance of the proposal. Finally, an example of a quantitative research proposal has been presented. It is expected that research students and other interested researchers will be able to write their research proposal(s) using the guidelines presented in the chapter.
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Department of Social Work, Jagannath University, Dhaka, 1100, Bangladesh
Md. Rezaul Karim
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Correspondence to Md. Rezaul Karim .
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M. Rezaul Islam
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Niaz Ahmed Khan
Department of Social Work, School of Humanities, University of Johannesburg, Johannesburg, South Africa
Rajendra Baikady
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Karim, M.R. (2022). Designing Research Proposal in Quantitative Approach. In: Islam, M.R., Khan, N.A., Baikady, R. (eds) Principles of Social Research Methodology. Springer, Singapore. https://doi.org/10.1007/978-981-19-5441-2_10
DOI : https://doi.org/10.1007/978-981-19-5441-2_10
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1. The Classic Literature Gap. First up is the classic literature gap. This type of research gap emerges when there's a new concept or phenomenon that hasn't been studied much, or at all. For example, when a social media platform is launched, there's an opportunity to explore its impacts on users, how it could be leveraged for marketing, its impact on society, and so on.
Here are some examples of research gaps that researchers might identify: Theoretical Gap Example: In the field of psychology, there might be a theoretical gap related to the lack of understanding of the relationship between social media use and mental health. Although there is existing research on the topic, there might be a lack of consensus ...
Step 1: Identify your broad area of interest. The very first step to finding a research gap is to decide on your general area of interest. For example, if you were undertaking a dissertation as part of an MBA degree, you may decide that you're interested in corporate reputation, HR strategy, or leadership styles.
Some phrases you can use to indicate your gap "fill:". "We therefore analyzed…". "In this study, we investigated…". "Therefore, the goals of this study are…". "In this paper, we report…". Remember-always keep your voice professional! Colloquial phrases such as "we looked into" or "we checked if" should be ...
This is the second part of the video series on research writing. This video explains the step-by-step of research gap analysis. Guided by the 3 rhetorical mo...
These are gaps in the conceptual framework or theoretical understanding of a subject. For example, there may be a need for more research to understand the relationship between two concepts or to refine a theoretical framework. 3. Methodological gaps. These are gaps in the methods used to study a particular subject.
A research gap refers to an area in the existing body of knowledge where there is a lack of research or unanswered questions. In other words, it is a gap in the literature that needs to be addressed through further research. Research gaps can occur for various reasons, such as a lack of studies on a specific topic, contradictory findings in ...
The problem space is a way to identify and establish boundaries for your research, it helps to guide what should be included or excluded from your research. The problem statement expresses how your study will answer or fill the research gap. The problem space is thus comprised of identifying what is known about a topic, understanding how it has ...
A total of 13 different definitions of research gaps were identified. The methods for identifying gaps included different study designs, examples included primary research methods (quantitative ...
The problem statement is a foundation of academic research writing, providing a precise representation of an existing gap or issue in a particular field of study.. Crafting a sharp and focused problem statement lays the groundwork for your research project. It highlights the research's significance.; Emphasizes its potential to influence the broader academic community.
A quantitative purpose statement for the same problem and gap might start like this: In response to declining levels of employee well-being, the purpose of the quantitative correlational study was to determine which leadership factors predict employee well-being of the followers of novice mid-level managers to be applied in the financial ...
These tips and suggestions are just examples of possible ways to begin. In Ph.D. dissertations, students identify a gap in research. In other programs, students identify a gap in practice. The literature review for a gap in practice will show the context of the problem and the current state of the research.
A research gap is a question or a problem that has not been answered by any of the existing studies or research within your field. Sometimes, a research gap exists when there is a concept or new idea that hasn't been studied at all. Sometimes you'll find a research gap if all the existing research is outdated and in need of new/updated research ...
A research problem is a specific issue or gap in existing knowledge that you aim to address in your research. You may choose to look for practical problems aimed at contributing to change, or theoretical problems aimed at expanding knowledge. Some research will do both of these things, but usually the research problem focuses on one or the other.
2. Narrow down your topic. 3. Write your research gap statement. 4. Revise and refine your research gap statement. 5. Use appropriate citation and formatting styles. Be the first to add your ...
This type of gap occurs when certain populations are underrepresented in research. It can involve demographics like age, gender, ethnicity, socioeconomic status, or geographic location. Example: Lack of research on the mental health of older adults living in rural areas. Geographical Gap.
As a general guide, your results chapter will typically include the following: Some demographic data about your sample; Reliability tests (if you used measurement scales); Descriptive statistics; Inferential statistics (if your research objectives and questions require these); Hypothesis tests (again, if your research objectives and questions require these); We'll discuss each of these ...
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
Though there is no well-defined process to find a gap in existing knowledge, your curiosity, creativity, imagination, and judgment can help you identify it. Here are 6 tips to identify research gaps: 1. Look for inspiration in published literature. Read books and articles on the topics that you like the most.
Abstract. The first and most important step of a rese arch is formulation of research problems. It is like. the foundation of a building to be constructed. To solve a problem someone has to know ...
INTRODUCTION. Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses.1,2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results.3,4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the ...
Abdisalam H. Muse (PhDc) Research & Data Science Courses Free Seminars and W orkshops for Somali Postgraduate Students. 15. Research Gap or Pr oblem Statement. 1. Gap: is something that is not yet ...
A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of ...
This chapter provides a comprehensive guideline for writing a research proposal in quantitative approach. It starts with the definition and purpose of writing a research proposal followed by a description of essential parts of a research proposal and subjects included in each part, organization of a research proposal, and guidelines for writing different parts of a research proposal including ...