research definition

• More from M-W
• To save this word, you'll need to log in. Log In

Definition of research

 (Entry 1 of 2)

Definition of research  (Entry 2 of 2)

transitive verb

intransitive verb

• disquisition
• examination
• exploration
• inquisition
• investigation
• delve (into)
• inquire (into)
• investigate
• look (into)

Examples of research in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'research.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle French recerche , from recercher to go about seeking, from Old French recerchier , from re- + cerchier, sercher to search — more at search

1577, in the meaning defined at sense 3

1588, in the meaning defined at transitive sense 1

Phrases Containing research

• marketing research
• market research
• operations research
• oppo research

research and development

• research park
• translational research

Dictionary Entries Near research

Cite this entry.

“Research.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/research. Accessed 20 Aug. 2024.

Kids Definition

Kids definition of research.

Kids Definition of research  (Entry 2 of 2)

More from Merriam-Webster on research

Nglish: Translation of research for Spanish Speakers

Britannica English: Translation of research for Arabic Speakers

Britannica.com: Encyclopedia article about research

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

Plural and possessive names: a guide, 31 useful rhetorical devices, more commonly misspelled words, absent letters that are heard anyway, how to use accents and diacritical marks, popular in wordplay, 8 words for lesser-known musical instruments, it's a scorcher words for the summer heat, 7 shakespearean insults to make life more interesting, 10 words from taylor swift songs (merriam's version), 9 superb owl words, games & quizzes.

• Skip to main content
• Skip to primary sidebar
• Skip to footer
• QuestionPro

• Solutions Industries Gaming Automotive Sports and events Education Government Travel & Hospitality Financial Services Healthcare Cannabis Technology Use Case AskWhy Communities Audience Contactless surveys Mobile LivePolls Member Experience GDPR Positive People Science 360 Feedback Surveys
• Resources Blog eBooks Survey Templates Case Studies Training Help center

Home Market Research

What is Research: Definition, Methods, Types & Examples

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

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

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

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

Research is conducted with a purpose to:

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

What is the purpose of research?

There are three main purposes:

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

LEARN ABOUT: Descriptive Analysis

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

LEARN ABOUT: Best Data Collection Tools

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

Here is a comparative analysis chart for a better understanding:

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

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

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

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

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

Types of qualitative methods include:

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

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

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

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

It is essential to ensure that your data is:

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

Gather insights

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

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

LEARN MORE ABOUT OUR SOFTWARE         FREE TRIAL

MORE LIKE THIS

Customer Experience Lessons from 13,000 Feet — Tuesday CX Thoughts

Aug 20, 2024

Insight: Definition & meaning, types and examples

Aug 19, 2024

Employee Loyalty: Strategies for Long-Term Business Success 

Jotform vs SurveyMonkey: Which Is Best in 2024

Aug 15, 2024

Other categories

• Academic Research
• Artificial Intelligence
• Assessments
• Brand Awareness
• Case Studies
• Communities
• Consumer Insights
• Customer effort score
• Customer Engagement
• Customer Experience
• Customer Loyalty
• Customer Research
• Customer Satisfaction
• Employee Benefits
• Employee Engagement
• Employee Retention
• Friday Five
• General Data Protection Regulation
• Insights Hub
• Life@QuestionPro
• Market Research
• Mobile diaries
• Mobile Surveys
• New Features
• Online Communities
• Question Types
• Questionnaire
• QuestionPro Products
• Release Notes
• Research Tools and Apps
• Revenue at Risk
• Survey Templates
• Training Tips
• Tuesday CX Thoughts (TCXT)
• Uncategorized
• What’s Coming Up
• Workforce Intelligence

Educational resources and simple solutions for your research journey

What is Research? Definition, Types, Methods, and Examples

Academic research is a methodical way of exploring new ideas or understanding things we already know. It involves gathering and studying information to answer questions or test ideas and requires careful thinking and persistence to reach meaningful conclusions. Let’s try to understand what research is.   

Table of Contents

Why is research important?    

Whether it’s doing experiments, analyzing data, or studying old documents, research helps us learn more about the world. Without it, we rely on guesswork and hearsay, often leading to mistakes and misconceptions. By using systematic methods, research helps us see things clearly, free from biases. (1)   

What is the purpose of research?  

In the real world, academic research is also a key driver of innovation. It brings many benefits, such as creating valuable opportunities and fostering partnerships between academia and industry. By turning research into products and services, science makes meaningful improvements to people’s lives and boosts the economy. (2)(3)  

What are the characteristics of research?    

The research process collects accurate information systematically. Logic is used to analyze the collected data and find insights. Checking the collected data thoroughly ensures accuracy. Research also leads to new questions using existing data.   

Accuracy is key in research, which requires precise data collection and analysis. In scientific research, laboratories ensure accuracy by carefully calibrating instruments and controlling experiments. Every step is checked to maintain integrity, from instruments to final results. Accuracy gives reliable insights, which in turn help advance knowledge.   

Types of research    

The different forms of research serve distinct purposes in expanding knowledge and understanding:    

• Exploratory research ventures into uncharted territories, exploring new questions or problem areas without aiming for conclusive answers. For instance, a study may delve into unexplored market segments to better understand consumer behaviour patterns.   
• Descriptive research delves into current issues by collecting and analyzing data to describe the behaviour of a sample population. For instance, a survey may investigate millennials’ spending habits to gain insights into their purchasing behaviours.   
• Explanatory research, also known as causal research, seeks to understand the impact of specific changes in existing procedures. An example might be a study examining how changes in drug dosage over some time improve patients’ health.   
• Correlational research examines connections between two sets of data to uncover meaningful relationships. For instance, a study may analyze the relationship between advertising spending and sales revenue.   
• Theoretical research deepens existing knowledge without attempting to solve specific problems. For example, a study may explore theoretical frameworks to understand the underlying principles of human behaviour.   
• Applied research focuses on real-world issues and aims to provide practical solutions. An example could be a study investigating the effectiveness of a new teaching method in improving student performance in schools.  (4)

Types of research methods

• Qualitative Method: Qualitative research gathers non-numerical data through interactions with participants. Methods include one-to-one interviews, focus groups, ethnographic studies, text analysis, and case studies. For example, a researcher interviews cancer patients to understand how different treatments impact their lives emotionally.    
• Quantitative Method: Quantitative methods deal with numbers and measurable data to understand relationships between variables. They use systematic methods to investigate events and aim to explain or predict outcomes. For example, Researchers study how exercise affects heart health by measuring variables like heart rate and blood pressure in a large group before and after an exercise program. (5)  

Basic steps involved in the research process    

Here are the basic steps to help you understand the research process:   

• Choose your topic: Decide the specific subject or area that you want to study and investigate. This decision is the foundation of your research journey.   
• Find information: Look for information related to your research topic. You can search in journals, books, online, or ask experts for help.   
• Assess your sources: Make sure the information you find is reliable and trustworthy. Check the author’s credentials and the publication date.   
• Take notes: Write down important information from your sources that you can use in your research.   
• Write your paper: Use your notes to write your research paper. Broadly, start with an introduction, then write the body of your paper, and finish with a conclusion.   
• Cite your sources: Give credit to the sources you used by including citations in your paper.   
• Proofread: Check your paper thoroughly for any errors in spelling, grammar, or punctuation before you submit it. (6)

How to ensure research accuracy?  

Ensuring accuracy in research is a mix of several essential steps:    

• Clarify goals: Start by defining clear objectives for your research. Identify your research question, hypothesis, and variables of interest. This clarity will help guide your data collection and analysis methods, ensuring that your research stays focused and purposeful.   
• Use reliable data: Select trustworthy sources for your information, whether they are primary data collected by you or secondary data obtained from other sources. For example, if you’re studying climate change, use data from reputable scientific organizations with transparent methodologies.   
• Validate data: Validate your data to ensure it meets the standards of your research project. Check for errors, outliers, and inconsistencies at different stages, such as during data collection, entry, cleaning, or analysis.    
• Document processes: Documenting your data collection and analysis processes is essential for transparency and reproducibility. Record details such as data collection methods, cleaning procedures, and analysis techniques used. This documentation not only helps you keep track of your research but also enables others to understand and replicate your work.   
• Review results: Finally, review and verify your research findings to confirm their accuracy and reliability. Double-check your analyses, cross-reference your data, and seek feedback from peers or supervisors. (7) 

Research is crucial for better understanding our world and for social and economic growth. By following ethical guidelines and ensuring accuracy, researchers play a critical role in driving this progress, whether through exploring new topics or deepening existing knowledge.   

References:  

• Why is Research Important – Introductory Psychology – Washington State University  
• The Role Of Scientific Research In Driving Business Innovation – Forbes  
• Innovation – Royal Society  
• Types of Research – Definition & Methods – Bachelor Print  
• What Is Qualitative vs. Quantitative Study? – National University  
• Basic Steps in the Research Process – North Hennepin Community College  
• Best Practices for Ensuring Data Accuracy in Research – LinkedIn  

Researcher.Life is a subscription-based platform that unifies the best AI tools and services designed to speed up, simplify, and streamline every step of a researcher’s journey. The Researcher.Life All Access Pack is a one-of-a-kind subscription that unlocks full access to an AI writing assistant, literature recommender, journal finder, scientific illustration tool, and exclusive discounts on professional publication services from Editage.  

Based on 21+ years of experience in academia, Researcher.Life All Access empowers researchers to put their best research forward and move closer to success. Explore our top AI Tools pack, AI Tools + Publication Services pack, or Build Your Own Plan. Find everything a researcher needs to succeed, all in one place –  Get All Access now starting at just $17 a month !    

Related Posts

What are the Best Research Funding Sources

What are Experimental Groups in Research

• Daily Crossword
• Word Puzzle
• Word Finder
• Word of the Day
• Synonym of the Day
• Word of the Year
• Language stories
• All featured
• Gender and sexuality
• All pop culture
• Writing hub
• Grammar essentials
• Commonly confused
• All writing tips
• Pop culture
• Writing tips

Advertisement

[ ri- surch , ree -surch ]

recent research in medicine.

Synonyms: study , scrutiny

• a particular instance or piece of research.

verb (used without object)

• to make researches; investigate carefully.

verb (used with object)

to research a matter thoroughly.

Synonyms: scrutinize , examine , inquire , study

/ ˈriːsɜːtʃ; rɪˈsɜːtʃ /

• systematic investigation to establish facts or principles or to collect information on a subject
• to carry out investigations into (a subject, problem, etc)

Derived Forms

• reˈsearcher , noun
• reˈsearchable , adjective

Other Words From

• re·searcha·ble adjective
• re·searcher re·searchist noun
• prore·search adjective
• under·re·search verb (used with object)

Word History and Origins

Origin of research 1

Synonym Study

Example sentences.

The duo spent the first year in research and engaging with farmers.

Dan Finn-Foley, head of energy storage at energy research firm Wood Mackenzie Power & Renewables, compared Google’s plan to ordering eggs for breakfast.

Users will give Deep Longevity the right to conduct anonymized research using their data as part of the app’s terms and conditions, Zhavoronkov said.

There’s also the Wilhelm Reich Museum, located at “Orgonon” in Rangeley, Maine, which was previously Reich’s estate—where he conducted questionable orgone research in the later years of his career.

When we started doing research on these topics, we were too focused on political institutions.

Have you tried to access the research that your tax dollars finance, almost all of which is kept behind a paywall?

Have a look at this telling research from Pew on blasphemy and apostasy laws around the world.

And Epstein continues to steer money toward universities to advance scientific research.

The research literature, too, asks these questions, and not without reason.

We also have a growing body of biological research showing that fathers, like mothers, are hard-wired to care for children.

We find by research that smoking was the most general mode of using tobacco in England when first introduced.

This class is composed frequently of persons of considerable learning, research and intelligence.

Speaking from recollection, it appears to be a work of some research; but I cannot say how far it is to be relied on.

Thomas Pope Blount died; an eminent English writer and a man of great learning and research.

That was long before invention became a research department full of engineers.

Related Words

• exploration
• investigation

What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

Cite this chapter

You have full access to this open access chapter

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

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

21k Accesses

Abstractspiepr Abs1

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

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

Part I. What Is Research?

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

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

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

Exercise 1.1

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

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

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

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

Exercise 1.2

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

Creating an Image of Scientific Inquiry

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

Descriptor 1. Experience Carefully Planned in Advance

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

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

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

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

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

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

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

Exercise 1.3

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

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

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

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

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

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

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

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

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

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

Doing Scientific Inquiry

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

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

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

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

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

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

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

Exercise 1.4

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

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.5

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

Exercise 1.6

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

Learning from Doing Scientific Inquiry

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

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

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

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

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

Part II. Why Do Educators Do Research?

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

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

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

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

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

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

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

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

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

Exercise 1.7

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

Part III. Conducting Research as a Practice of Failing Productively

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.8

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

Exercise 1.9

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

Part IV. Preview of Chap. 2

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

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

Google Scholar  

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

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

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

Article   Google Scholar  

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

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

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

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

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

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

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

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

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

Download references

Author information

Authors and affiliations.

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

James Hiebert, Anne K Morris & Charles Hohensee

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

Jinfa Cai & Stephen Hwang

You can also search for this author in PubMed   Google Scholar

Rights and permissions

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

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

Reprints and permissions

Copyright information

© 2023 The Author(s)

About this chapter

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

Download citation

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

Published : 03 December 2022

Publisher Name : Springer, Cham

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

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

eBook Packages : Education Education (R0)

Share this chapter

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

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

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Dictionaries home
• American English
• Collocations
• German-English
• Grammar home
• Practical English Usage
• Learn & Practise Grammar (Beta)
• Word Lists home
• My Word Lists
• Recent additions
• Resources home
• Text Checker

Definition of research noun from the Oxford Advanced Learner's Dictionary

• scientific/medical/academic research
• They are raising money for cancer research.
• to do/conduct/undertake research
• I've done some research to find out the cheapest way of travelling there.
• research into something He has carried out extensive research into renewable energy sources.
• research on something/somebody Recent research on deaf children has produced some interesting findings about their speech.
• Research on animals has led to some important medical advances.
• according to research According to recent research, more people are going to the movies than ever before.
• Their latest research project will be funded by the government.
• Are you hoping to get a research grant ?
• a research fellow/assistant/scientist
• a research institute/centre/laboratory
• The research findings were published in the Journal of Environmental Quality.
• formulate/​advance a theory/​hypothesis
• build/​construct/​create/​develop a simple/​theoretical/​mathematical model
• develop/​establish/​provide/​use a theoretical/​conceptual framework
• advance/​argue/​develop the thesis that…
• explore an idea/​a concept/​a hypothesis
• make a prediction/​an inference
• base a prediction/​your calculations on something
• investigate/​evaluate/​accept/​challenge/​reject a theory/​hypothesis/​model
• design an experiment/​a questionnaire/​a study/​a test
• do research/​an experiment/​an analysis
• make observations/​measurements/​calculations
• carry out/​conduct/​perform an experiment/​a test/​a longitudinal study/​observations/​clinical trials
• run an experiment/​a simulation/​clinical trials
• repeat an experiment/​a test/​an analysis
• replicate a study/​the results/​the findings
• observe/​study/​examine/​investigate/​assess a pattern/​a process/​a behaviour
• fund/​support the research/​project/​study
• seek/​provide/​get/​secure funding for research
• collect/​gather/​extract data/​information
• yield data/​evidence/​similar findings/​the same results
• analyse/​examine the data/​soil samples/​a specimen
• consider/​compare/​interpret the results/​findings
• fit the data/​model
• confirm/​support/​verify a prediction/​a hypothesis/​the results/​the findings
• prove a conjecture/​hypothesis/​theorem
• draw/​make/​reach the same conclusions
• read/​review the records/​literature
• describe/​report an experiment/​a study
• present/​publish/​summarize the results/​findings
• present/​publish/​read/​review/​cite a paper in a scientific journal
• a debate about the ethics of embryonic stem cell research
• For his PhD he conducted field research in Indonesia.
• Further research is needed.
• Future research will hopefully give us a better understanding of how garlic works in the human body.
• Dr Babcock has conducted extensive research in the area of agricultural production.
• the funding of basic research in biology, chemistry and genetics
• Activists called for a ban on animal research.
• Work is under way to carry out more research on the gene.
• She returned to Jamaica to pursue her research on the African diaspora.
• Bad punctuation can slow down people's reading speeds, according to new research carried out at Bradford University.
• He focused his research on the economics of the interwar era.
• Most research in the field has concentrated on the effects on children.
• One paper based on research conducted at Oxford suggested that the drug may cause brain damage.
• Research demonstrates that women are more likely than men to provide social support to others.
• She's doing research on Czech music between the wars.
• The research does not support these conclusions.
• They are carrying out research into the natural flow patterns of water.
• They lack the resources to do their own research.
• What has their research shown?
• Funding for medical research has been cut quite dramatically.
• a startling piece of historical research
• pioneering research into skin disease
• They were the first to undertake pioneering research into the human genome.
• There is a significant amount of research into the effects of stress on junior doctors.
• He's done a lot of research into the background of this story.
• research which identifies the causes of depression
• spending on military research and development
• the research done in the 1950s that linked smoking with cancer
• The children are taking part in a research project to investigate technology-enabled learning.
• The Lancet published a research paper by the scientist at the centre of the controversy.
• Who is directing the group's research effort?
• She is chief of the clinical research program at McLean Hospital.
• James is a 24-year-old research student from Iowa.
• You will need to describe your research methods.
• Before a job interview, do your research and find out as much as you can about the company.
• Most academic research is carried out in universities.
• This is a piece of research that should be taken very seriously.
• This is an important area of research.
• There's a large body of research linking hypertension directly to impaired brain function.
• In the course of my researches, I came across some of my grandfather's old letters.
• demonstrate something
• find something
• identify something
• programme/​program
• research in
• research into
• research on
• an area of research
• focus your research on something
• somebody’s own research

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

• Britannica Homepage
• Ask the Editor
• Word of the Day
• Core Vocabulary
• Most Popular
• Browse the Dictionary
• My Saved Words
• research (noun)
• research (verb)
• research and development (noun)
• research park (noun)
• market research (noun)
• cancer/AIDS/drug research
• medical/scientific/scholarly research
• She conducts research into/on the causes of Alzheimer's disease.
• Recent research shows/indicates that the disease is caused in part by bad nutrition.
• The study is an important piece of research .
• research data/findings
• a research group/organization/scientist
• a research assistant
• a research program/project
• a research lab/laboratory/library/center
• a research paper/report
• ( formal + old-fashioned ) We read about Sigmund Freud's researches into the human psyche.
• He did a lot of research before buying his car.

— researcher

• Medical researchers say that the drug is useless.
• She is researching [= investigating ] the relationship between stress and heart disease.
• He spent the summer researching his dissertation.
• Before going out to eat, she researched area restaurants.
• The reporter made hundreds of telephone calls while researching the story.

• About Us & Legal Info
• Partner Program
• Privacy Notice
• Terms of Use
• Pronunciation Symbols

• Privacy Policy

Home » Research – Types, Methods and Examples

Research – Types, Methods and Examples

Table of Contents

Definition:

Research refers to the process of investigating a particular topic or question in order to discover new information , develop new insights, or confirm or refute existing knowledge. It involves a systematic and rigorous approach to collecting, analyzing, and interpreting data, and requires careful planning and attention to detail.

History of Research

The history of research can be traced back to ancient times when early humans observed and experimented with the natural world around them. Over time, research evolved and became more systematic as people sought to better understand the world and solve problems.

In ancient civilizations such as those in Greece, Egypt, and China, scholars pursued knowledge through observation, experimentation, and the development of theories. They explored various fields, including medicine, astronomy, and mathematics.

During the Middle Ages, research was often conducted by religious scholars who sought to reconcile scientific discoveries with their faith. The Renaissance brought about a renewed interest in science and the scientific method, and the Enlightenment period marked a major shift towards empirical observation and experimentation as the primary means of acquiring knowledge.

The 19th and 20th centuries saw significant advancements in research, with the development of new scientific disciplines and fields such as psychology, sociology, and computer science. Advances in technology and communication also greatly facilitated research efforts.

Today, research is conducted in a wide range of fields and is a critical component of many industries, including healthcare, technology, and academia. The process of research continues to evolve as new methods and technologies emerge, but the fundamental principles of observation, experimentation, and hypothesis testing remain at its core.

Types of Research

Types of Research are as follows:

• Applied Research : This type of research aims to solve practical problems or answer specific questions, often in a real-world context.
• Basic Research : This type of research aims to increase our understanding of a phenomenon or process, often without immediate practical applications.
• Experimental Research : This type of research involves manipulating one or more variables to determine their effects on another variable, while controlling all other variables.
• Descriptive Research : This type of research aims to describe and measure phenomena or characteristics, without attempting to manipulate or control any variables.
• Correlational Research: This type of research examines the relationships between two or more variables, without manipulating any variables.
• Qualitative Research : This type of research focuses on exploring and understanding the meaning and experience of individuals or groups, often through methods such as interviews, focus groups, and observation.
• Quantitative Research : This type of research uses numerical data and statistical analysis to draw conclusions about phenomena or populations.
• Action Research: This type of research is often used in education, healthcare, and other fields, and involves collaborating with practitioners or participants to identify and solve problems in real-world settings.
• Mixed Methods Research : This type of research combines both quantitative and qualitative research methods to gain a more comprehensive understanding of a phenomenon or problem.
• Case Study Research: This type of research involves in-depth examination of a specific individual, group, or situation, often using multiple data sources.
• Longitudinal Research: This type of research follows a group of individuals over an extended period of time, often to study changes in behavior, attitudes, or health outcomes.
• Cross-Sectional Research : This type of research examines a population at a single point in time, often to study differences or similarities among individuals or groups.
• Survey Research: This type of research uses questionnaires or interviews to gather information from a sample of individuals about their attitudes, beliefs, behaviors, or experiences.
• Ethnographic Research : This type of research involves immersion in a cultural group or community to understand their way of life, beliefs, values, and practices.
• Historical Research : This type of research investigates events or phenomena from the past using primary sources, such as archival records, newspapers, and diaries.
• Content Analysis Research : This type of research involves analyzing written, spoken, or visual material to identify patterns, themes, or messages.
• Participatory Research : This type of research involves collaboration between researchers and participants throughout the research process, often to promote empowerment, social justice, or community development.
• Comparative Research: This type of research compares two or more groups or phenomena to identify similarities and differences, often across different countries or cultures.
• Exploratory Research : This type of research is used to gain a preliminary understanding of a topic or phenomenon, often in the absence of prior research or theories.
• Explanatory Research: This type of research aims to identify the causes or reasons behind a particular phenomenon, often through the testing of theories or hypotheses.
• Evaluative Research: This type of research assesses the effectiveness or impact of an intervention, program, or policy, often through the use of outcome measures.
• Simulation Research : This type of research involves creating a model or simulation of a phenomenon or process, often to predict outcomes or test theories.

Data Collection Methods

• Surveys : Surveys are used to collect data from a sample of individuals using questionnaires or interviews. Surveys can be conducted face-to-face, by phone, mail, email, or online.
• Experiments : Experiments involve manipulating one or more variables to measure their effects on another variable, while controlling for other factors. Experiments can be conducted in a laboratory or in a natural setting.
• Case studies : Case studies involve in-depth analysis of a single case, such as an individual, group, organization, or event. Case studies can use a variety of data collection methods, including interviews, observation, and document analysis.
• Observational research : Observational research involves observing and recording the behavior of individuals or groups in a natural setting. Observational research can be conducted covertly or overtly.
• Content analysis : Content analysis involves analyzing written, spoken, or visual material to identify patterns, themes, or messages. Content analysis can be used to study media, social media, or other forms of communication.
• Ethnography : Ethnography involves immersion in a cultural group or community to understand their way of life, beliefs, values, and practices. Ethnographic research can use a range of data collection methods, including observation, interviews, and document analysis.
• Secondary data analysis : Secondary data analysis involves using existing data from sources such as government agencies, research institutions, or commercial organizations. Secondary data can be used to answer research questions, without collecting new data.
• Focus groups: Focus groups involve gathering a small group of people together to discuss a topic or issue. The discussions are usually guided by a moderator who asks questions and encourages discussion.
• Interviews : Interviews involve one-on-one conversations between a researcher and a participant. Interviews can be structured, semi-structured, or unstructured, and can be conducted in person, by phone, or online.
• Document analysis : Document analysis involves collecting and analyzing written documents, such as reports, memos, and emails. Document analysis can be used to study organizational communication, policy documents, and other forms of written material.

Data Analysis Methods

Data Analysis Methods in Research are as follows:

• Descriptive statistics : Descriptive statistics involve summarizing and describing the characteristics of a dataset, such as mean, median, mode, standard deviation, and frequency distributions.
• Inferential statistics: Inferential statistics involve making inferences or predictions about a population based on a sample of data, using methods such as hypothesis testing, confidence intervals, and regression analysis.
• Qualitative analysis: Qualitative analysis involves analyzing non-numerical data, such as text, images, or audio, to identify patterns, themes, or meanings. Qualitative analysis can be used to study subjective experiences, social norms, and cultural practices.
• Content analysis: Content analysis involves analyzing written, spoken, or visual material to identify patterns, themes, or messages. Content analysis can be used to study media, social media, or other forms of communication.
• Grounded theory: Grounded theory involves developing a theory or model based on empirical data, using methods such as constant comparison, memo writing, and theoretical sampling.
• Discourse analysis : Discourse analysis involves analyzing language use, including the structure, function, and meaning of words and phrases, to understand how language reflects and shapes social relationships and power dynamics.
• Network analysis: Network analysis involves analyzing the structure and dynamics of social networks, including the relationships between individuals and groups, to understand social processes and outcomes.

Research Methodology

Research methodology refers to the overall approach and strategy used to conduct a research study. It involves the systematic planning, design, and execution of research to answer specific research questions or test hypotheses. The main components of research methodology include:

• Research design : Research design refers to the overall plan and structure of the study, including the type of study (e.g., observational, experimental), the sampling strategy, and the data collection and analysis methods.
• Sampling strategy: Sampling strategy refers to the method used to select a representative sample of participants or units from the population of interest. The choice of sampling strategy will depend on the research question and the nature of the population being studied.
• Data collection methods : Data collection methods refer to the techniques used to collect data from study participants or sources, such as surveys, interviews, observations, or secondary data sources.
• Data analysis methods: Data analysis methods refer to the techniques used to analyze and interpret the data collected in the study, such as descriptive statistics, inferential statistics, qualitative analysis, or content analysis.
• Ethical considerations: Ethical considerations refer to the principles and guidelines that govern the treatment of human participants or the use of sensitive data in the research study.
• Validity and reliability : Validity and reliability refer to the extent to which the study measures what it is intended to measure and the degree to which the study produces consistent and accurate results.

Applications of Research

Research has a wide range of applications across various fields and industries. Some of the key applications of research include:

• Advancing scientific knowledge : Research plays a critical role in advancing our understanding of the world around us. Through research, scientists are able to discover new knowledge, uncover patterns and relationships, and develop new theories and models.
• Improving healthcare: Research is instrumental in advancing medical knowledge and developing new treatments and therapies. Clinical trials and studies help to identify the effectiveness and safety of new drugs and medical devices, while basic research helps to uncover the underlying causes of diseases and conditions.
• Enhancing education: Research helps to improve the quality of education by identifying effective teaching methods, developing new educational tools and technologies, and assessing the impact of various educational interventions.
• Driving innovation: Research is a key driver of innovation, helping to develop new products, services, and technologies. By conducting research, businesses and organizations can identify new market opportunities, gain a competitive advantage, and improve their operations.
• Informing public policy : Research plays an important role in informing public policy decisions. Policy makers rely on research to develop evidence-based policies that address societal challenges, such as healthcare, education, and environmental issues.
• Understanding human behavior : Research helps us to better understand human behavior, including social, cognitive, and emotional processes. This understanding can be applied in a variety of settings, such as marketing, organizational management, and public policy.

Importance of Research

Research plays a crucial role in advancing human knowledge and understanding in various fields of study. It is the foundation upon which new discoveries, innovations, and technologies are built. Here are some of the key reasons why research is essential:

• Advancing knowledge: Research helps to expand our understanding of the world around us, including the natural world, social structures, and human behavior.
• Problem-solving: Research can help to identify problems, develop solutions, and assess the effectiveness of interventions in various fields, including medicine, engineering, and social sciences.
• Innovation : Research is the driving force behind the development of new technologies, products, and processes. It helps to identify new possibilities and opportunities for improvement.
• Evidence-based decision making: Research provides the evidence needed to make informed decisions in various fields, including policy making, business, and healthcare.
• Education and training : Research provides the foundation for education and training in various fields, helping to prepare individuals for careers and advancing their knowledge.
• Economic growth: Research can drive economic growth by facilitating the development of new technologies and innovations, creating new markets and job opportunities.

When to use Research

Research is typically used when seeking to answer questions or solve problems that require a systematic approach to gathering and analyzing information. Here are some examples of when research may be appropriate:

• To explore a new area of knowledge : Research can be used to investigate a new area of knowledge and gain a better understanding of a topic.
• To identify problems and find solutions: Research can be used to identify problems and develop solutions to address them.
• To evaluate the effectiveness of programs or interventions : Research can be used to evaluate the effectiveness of programs or interventions in various fields, such as healthcare, education, and social services.
• To inform policy decisions: Research can be used to provide evidence to inform policy decisions in areas such as economics, politics, and environmental issues.
• To develop new products or technologies : Research can be used to develop new products or technologies and improve existing ones.
• To understand human behavior : Research can be used to better understand human behavior and social structures, such as in psychology, sociology, and anthropology.

Characteristics of Research

The following are some of the characteristics of research:

• Purpose : Research is conducted to address a specific problem or question and to generate new knowledge or insights.
• Systematic : Research is conducted in a systematic and organized manner, following a set of procedures and guidelines.
• Empirical : Research is based on evidence and data, rather than personal opinion or intuition.
• Objective: Research is conducted with an objective and impartial perspective, avoiding biases and personal beliefs.
• Rigorous : Research involves a rigorous and critical examination of the evidence and data, using reliable and valid methods of data collection and analysis.
• Logical : Research is based on logical and rational thinking, following a well-defined and logical structure.
• Generalizable : Research findings are often generalized to broader populations or contexts, based on a representative sample of the population.
• Replicable : Research is conducted in a way that allows others to replicate the study and obtain similar results.
• Ethical : Research is conducted in an ethical manner, following established ethical guidelines and principles, to ensure the protection of participants’ rights and well-being.
• Cumulative : Research builds on previous studies and contributes to the overall body of knowledge in a particular field.

Advantages of Research

Research has several advantages, including:

• Generates new knowledge: Research is conducted to generate new knowledge and understanding of a particular topic or phenomenon, which can be used to inform policy, practice, and decision-making.
• Provides evidence-based solutions : Research provides evidence-based solutions to problems and issues, which can be used to develop effective interventions and strategies.
• Improves quality : Research can improve the quality of products, services, and programs by identifying areas for improvement and developing solutions to address them.
• Enhances credibility : Research enhances the credibility of an organization or individual by providing evidence to support claims and assertions.
• Enables innovation: Research can lead to innovation by identifying new ideas, approaches, and technologies.
• Informs decision-making : Research provides information that can inform decision-making, helping individuals and organizations make more informed and effective choices.
• Facilitates progress: Research can facilitate progress by identifying challenges and opportunities and developing solutions to address them.
• Enhances understanding: Research can enhance understanding of complex issues and phenomena, helping individuals and organizations navigate challenges and opportunities more effectively.
• Promotes accountability : Research promotes accountability by providing a basis for evaluating the effectiveness of policies, programs, and interventions.
• Fosters collaboration: Research can foster collaboration by bringing together individuals and organizations with diverse perspectives and expertise to address complex issues and problems.

Limitations of Research

Some Limitations of Research are as follows:

• Cost : Research can be expensive, particularly when large-scale studies are required. This can limit the number of studies that can be conducted and the amount of data that can be collected.
• Time : Research can be time-consuming, particularly when longitudinal studies are required. This can limit the speed at which research findings can be generated and disseminated.
• Sample size: The size of the sample used in research can limit the generalizability of the findings to larger populations.
• Bias : Research can be affected by bias, both in the design and implementation of the study, as well as in the analysis and interpretation of the data.
• Ethics : Research can present ethical challenges, particularly when human or animal subjects are involved. This can limit the types of research that can be conducted and the methods that can be used.
• Data quality: The quality of the data collected in research can be affected by a range of factors, including the reliability and validity of the measures used, as well as the accuracy of the data entry and analysis.
• Subjectivity : Research can be subjective, particularly when qualitative methods are used. This can limit the objectivity and reliability of the findings.
• Accessibility : Research findings may not be accessible to all stakeholders, particularly those who are not part of the academic or research community.
• Interpretation : Research findings can be open to interpretation, particularly when the data is complex or contradictory. This can limit the ability of researchers to draw firm conclusions.
• Unforeseen events : Unexpected events, such as changes in the environment or the emergence of new technologies, can limit the relevance and applicability of research findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

What is Literature – Definition, Types, Examples

Scholarly Paper – Format, Example and Writing...

What is Sociology – Definition and Overview

What is Political Science -Definition and Types

Artist – Definition,Types and Work Area

Researcher – How to become a Researcher

Words and phrases

Personal account.

• Access or purchase personal subscriptions
• Get our newsletter
• Save searches
• Set display preferences

Institutional access

Sign in with library card

Sign in with username / password

Recommend to your librarian

Institutional account management

Sign in as administrator on Oxford Academic

research noun 1

• Hide all quotations

What does the noun research mean?

There are seven meanings listed in OED's entry for the noun research , three of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

How common is the noun research ?

How is the noun research pronounced?

British english, u.s. english, where does the noun research come from.

Earliest known use

The earliest known use of the noun research is in the late 1500s.

OED's earliest evidence for research is from 1577, in ‘F. de L'Isle’'s Legendarie .

research is apparently formed within English, by derivation; modelled on a French lexical item.

Etymons: re- prefix , search n.

Nearby entries

• rescuing, adj. 1574–
• resculpt, v. 1926–
• resculpting, n. 1940–
• rescussee, n. 1652–1823
• rescusser, n. 1632–1704
• rese, n. Old English–1600
• rese, v.¹ Old English–1450
• rese, v.² Old English–1582
• reseal, v. 1624–
• resealable, adj. 1926–
• research, n.¹ 1577–
• re-search, n.² 1605–
• research, v.¹ 1588–
• re-search, v.² 1708–
• researchable, adj. 1927–
• research and development, n. 1892–
• researched, adj. 1636–
• researcher, n. 1615–
• researchful, adj. a1834–
• research hospital, n. 1900–
• researching, n. 1611–

Thank you for visiting Oxford English Dictionary

To continue reading, please sign in below or purchase a subscription. After purchasing, please sign in below to access the content.

Meaning & use

Pronunciation, compounds & derived words, entry history for research, n.¹.

research, n.¹ was revised in March 2010.

research, n.¹ was last modified in July 2023.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Revisions and additions of this kind were last incorporated into research, n.¹ in July 2023.

Earlier versions of this entry were published in:

OED First Edition (1906)

• Find out more

OED Second Edition (1989)

• View research, n.¹ in OED Second Edition

Please submit your feedback for research, n.¹

Please include your email address if you are happy to be contacted about your feedback. OUP will not use this email address for any other purpose.

Citation details

Factsheet for research, n.¹, browse entry.

* Research Basics *

• Introduction

So What Do We Mean By “Formal Research?”

• Guide License
• Types of Research
• Secondary Research | Literature Review
• Developing Your Topic
• Using and Evaluating Sources
• Ethics & Responsible Conduct of Research
• More Information

Paul V. Galvin Library

email: [email protected]

Chat with us:

Make a research appointment:, search our faq:.

A good working definition of research might be:

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

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

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

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

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

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

• Next: TL;DR >>
• Last Updated: Jul 24, 2024 4:33 PM
• URL: https://guides.library.iit.edu/research_basics

What is Research? – Definition, Objectives & Types of Research

Introduction: Research is a systematic and structured investigation that seeks to expand knowledge, uncover new insights, and provide evidence-based understanding in various fields. It is vital in advancing human understanding, addressing complex problems, and driving innovation. Research encompasses a wide range of methodologies, including empirical studies, experiments, surveys, and theoretical analyses, conducted by researchers across academic, scientific, and professional domains. New discoveries are made through research, theories are developed and tested, and practical solutions are generated. The impact of research is far-reaching, influencing advancements in technology, healthcare, social sciences, environmental conservation, and more. It drives progress, informs policy decisions, and shapes the future by providing a solid foundation of reliable and verified knowledge. The importance of research cannot be overstated, as it drives human knowledge forward and fosters societal development and improvement. Types of Research

What is Research?

The primary objective of the research is to contribute to the existing body of knowledge by uncovering new insights, validating existing theories, or challenging prevailing assumptions. It is driven by the pursuit of truth, accuracy, and evidence-based understanding.

Research can take various forms, depending on the discipline and the nature of the inquiry. It can be empirical, involving the collection and analysis of data through experiments, surveys, observations, or interviews. It can also be theoretical, involving the critical analysis of existing literature and concepts to develop new frameworks or models.

The research process is characterized by systematic and organized steps. It begins with identifying a research problem or topic of interest, followed by an extensive literature review to understand the existing knowledge and identify gaps. Research questions or hypotheses are formulated, and a research design is developed to guide data collection and analysis.

Data collection methods can vary widely, ranging from quantitative approaches such as surveys or experiments to qualitative approaches such as interviews or case studies. Researchers analyze the collected data using appropriate statistical or qualitative analysis techniques to draw meaningful conclusions.

One of the key aspects of research is its emphasis on objectivity and rigor. Researchers strive to minimize bias, ensure the reliability and validity of findings, and maintain ethical standards in their research practices.

The impact of research extends far beyond the academic realm. Research findings inform decision-making processes in various sectors, including healthcare, policy development, business strategies, environmental conservation, and social sciences. It drives technological advancements, fosters innovation, and provides the foundation for evidence-based practices.

Furthermore, research is an iterative process, with new studies building upon and refining existing knowledge. It is a collaborative endeavor, often involving interdisciplinary collaborations and the exchange of ideas among researchers worldwide.

Definitions of Research:

Research is a systematic and organized investigation conducted to expand knowledge, gain a deeper understanding, and generate new insights in a specific field. It involves rigorous and organized data collection, analysis, and interpretation to address research questions or hypotheses. The pursuit of new information drives research, the validation of existing theories, or the exploration of new perspectives. It employs various methodologies to gather and analyze data, including empirical studies, experiments, surveys, interviews, or theoretical analyses. The ultimate goal of the research is to contribute to the existing body of knowledge, advance understanding, and inform decision-making processes across academic, scientific, and professional domains.

Kasi (2009) 1 defines “Research is, therefore, a method for investigating and collecting information aimed at the discovery of new facts or interpretation of existing information, to discover or revise facts, theories, and applications.”

Research is stated by Gina Wisker 1 as “Research is about asking and beginning to answer questions, seeking knowledge and understanding of the world and its processes, and testing assumptions and beliefs.”

Redman and Mory define research as a “systematized effort to gain new knowledge.” 2

Burns (1997) defines research as “a systematic investigation to find answers to a problem.” 2

“The word research is composed of two syllables, re and search. The dictionary defines the former as a prefix meaning again, anew, or over again and the latter as a verb meaning to examine closely and carefully, to test and try, or to probe. Together, they form a noun describing a careful, systematic, patient study and investigation in some field of knowledge undertaken to establish facts or principles.” (Grinnell 1993) 2

Objectives of Research:

The research objectives can vary depending on the specific field of study, the nature of the research, and the researcher’s goals. However, some common purposes of the research include:

• Answer questions: Research aims to provide answers to specific questions or hypotheses. It seeks to investigate and uncover information, data, or insights about a particular topic or issue.
• Solve problems: Research is often conducted to address real-world issues or challenges. It aims to identify innovative solutions, strategies, or approaches that can help overcome obstacles and improve existing systems or practices.
• Generate new knowledge: Research endeavors to contribute to the existing body of knowledge by uncovering new information, theories, or perspectives. It involves exploring uncharted territory or expanding upon existing knowledge in various fields of study.
• Improve understanding: Research aims to deepen our understanding of complex phenomena, processes, or concepts. It seeks to clarify misconceptions, explore underlying mechanisms, or uncover relationships between variables, leading to a more comprehensive and accurate understanding of the subject.
• Add value: Research brings value by providing practical or theoretical benefits. It can lead to technological advancements, policies or practices, enhanced decision-making processes, or the development of new products, services, or theories.

Types of Research:

C.R. Kothari, a renowned Indian researcher and author, has proposed several types of research in his book Research Methodology: Methods and Techniques . According to Kothari, research can be categorized into the following types:

• Descriptive Research: Descriptive research is a method of investigation that provides an accurate and comprehensive description of a specific phenomenon, situation, or population. It involves collecting data through various methods, such as surveys, interviews, or observations, and analyzing the data to identify patterns, characteristics, or trends. Descriptive research does not aim to establish causal relationships or manipulate variables but instead aims to answer questions about what is happening or the current state of the research subject. This type of research is valuable in generating a foundational understanding of a topic, informing decision-making processes, and providing a basis for further research in various fields of study.
• Analytical Research: Analytical research focuses on critically examining and interpreting existing data, information, or theories to gain deeper insights and understanding. It involves analyzing and evaluating data or literature to identify patterns, relationships, or underlying causes. Analytical research aims to go beyond descriptive findings and delves into the reasons and explanations behind observed phenomena. This type of research often involves rigorous statistical analysis, comparative studies, or theoretical frameworks to draw conclusions and make inferences. Analytical research is crucial in advancing knowledge, refining theories, and providing evidence-based insights that can inform decision-making and policy development in various fields of study.
• Applied Research: Applied research is a type of research that is conducted to address practical problems or improve existing practices. It focuses on directly applying knowledge and theories to real-world situations and aims to provide actionable solutions. Applied research often involves collaborating with stakeholders, such as industry professionals or policymakers, to ensure the research outcomes have practical relevance. This type of research emphasizes implementing and evaluating interventions, strategies, or technologies to solve specific issues. The results of applied research can potentially impact society, leading to advancements in technology, policy improvements, or enhanced practices in various domains, including healthcare, education, business, and engineering.
• Fundamental Research: Fundamental research, also known as basic research or pure research, is a type of inquiry that aims to expand knowledge and understanding in a particular field. It explores theoretical concepts, principles, and fundamental laws without immediate practical application. Fundamental research is driven by curiosity and the desire to explore new frontiers of knowledge. It often involves the formulation of hypotheses, experimentation, and rigorous data analysis. The fundamental research findings may not have immediate or direct practical implications. Still, they lay the groundwork for applied research and can lead to significant breakthroughs, innovations, and advancements in various scientific disciplines. Fundamental research is essential for pushing the boundaries of knowledge and fostering a deeper understanding of the world around us.
• Qualitative Research: Qualitative research is an exploratory approach to understanding individuals’ or groups’ meaning, context, and subjective experiences. It involves collecting and analyzing non-numerical data, such as interviews, observations, or textual analysis, to gain deep insights into complex social phenomena. Qualitative research focuses on uncovering underlying motivations, beliefs, attitudes, and cultural influences that shape human behavior. It emphasizes the richness, depth, and complexity of human experiences and seeks to provide a detailed and holistic understanding of a research topic. Qualitative research methods allow for flexibility and adaptability, enabling researchers to capture nuances and explore emerging themes. This type of research is valuable in fields such as anthropology, sociology, psychology, and education, where a deep understanding of human behavior and social processes is sought.
• Quantitative Research: Quantitative research systematically gathers and analyzes numerical data to uncover patterns, trends, and relationships. It involves collecting structured data through surveys, experiments, or observations and applying statistical techniques for data analysis. Quantitative research aims to quantify variables, measure phenomena, and draw objective conclusions based on statistical evidence. This type of research focuses on obtaining precise and measurable results, often using large sample sizes to increase the generalizability of findings. Quantitative research is prevalent in social sciences, economics, psychology, and market research, where numerical data and statistical analysis provide a rigorous and quantifiable approach to understanding and explaining phenomena.

Significance of Research:

The significance of research cannot be overstated, as it serves as the cornerstone of progress and development in various fields. Whether in science, technology, social sciences, or humanities, research is vital in advancing knowledge, addressing problems, and shaping society.

One of the primary significances of research is its ability to expand our understanding and knowledge base. Through rigorous investigation, research uncovers new information, theories, and insights that contribute to the existing body of knowledge. It allows us to delve deeper into complex phenomena, explore uncharted territories, and uncover hidden connections. This expansion of knowledge forms the basis for innovation, development, and the evolution of society.

Research also serves as a powerful tool for problem-solving. It enables us to identify and address pressing issues, whether they are in healthcare, education, economics, or any other field. By systematically examining problems, collecting and analyzing relevant data, and developing evidence-based solutions, research provides the means to overcome challenges and improve existing practices. It empowers us to make informed decisions, develop effective strategies, and allocate resources wisely.

Furthermore, research plays a critical role in informing decision-making processes. Policymakers, business leaders, and organizations rely on research findings to guide their choices, shape policies, and plan for the future. Research provides reliable and credible information, allowing decision-makers to navigate complex issues more confidently and accurately. It serves as a bridge between theory and practice, translating abstract concepts into tangible outcomes that benefit society.

Innovation and improvement are other significant outcomes of research. Research drives innovation by exploring new ideas, pushing boundaries, and challenging established norms. It leads to the developing of new technologies, products, and services that improve our quality of life. Research also fosters improvements in existing practices and processes by identifying inefficiencies, gaps, and areas for enhancement. Through research, we continuously strive to find better, more efficient ways of doing things.

Research has a profound impact on society as a whole. It addresses social issues, informs public policies, and promotes positive social change. Research provides evidence-based solutions that address societal challenges, from healthcare interventions to educational reforms. It influences public opinion, shapes cultural norms, and contributes to communities’ well-being and progress.

Moreover, research plays a crucial role in validating and challenging existing knowledge. It provides empirical evidence that supports or challenges established theories and concepts. Through rigorous scrutiny and critical analysis, research ensures that knowledge constantly evolves, grows, and adapts to new information. It encourages intellectual discourse, promotes healthy skepticism, and encourages a culture of lifelong learning.

References: 

• Kasi, P. (2009). Research: What, Why and How? AuthorHouse.
• Kothari, C. R. (2004). Research Methodology: Methods and Techniques . New Age International.

Related Posts

What is scholarly communication, literature review, patent: an overview, thesaurus construction and its role in indexing, what are bibliometrics, what is content analysis.

Save my name, email, and website in this browser for the next time I comment.

Type above and press Enter to search. Press Esc to cancel.

• Cambridge Dictionary +Plus

Meaning of research in English

Your browser doesn't support HTML5 audio

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

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

Related word

Research | intermediate english, research | business english, examples of research, collocations with research.

These are words often used in combination with research .

Click on a collocation to see more examples of it.

Translations of research

Get a quick, free translation!

Word of the Day

compassionate grounds

a reason, especially in law, to allow someone to do something out of sympathy for their suffering

Simply the best! (Ways to describe the best)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists
• English    Noun Verb
• Business    Noun Verb
• Collocations
• Translations
• All translations

To add research to a word list please sign up or log in.

Add research to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

Look up a word, learn it forever.

Other forms: researches; researching; researched

In their spare time, teenagers LOVE doing extra research , by investigating the facts of a certain subject and studying and recording what they learn. And if you believe that, you need to do more research on the habits of teenagers.

Research comes from the Old French word recercher , meaning "seek out," or "search closely." When you do research, you are searching for knowledge and facts. Although you write plenty of research papers in college, on anything from the Industrial Revolution to the meaning behind a fur-lined teacup, the term is often used when talking about science, because scientists use step-by-step research to prove what is true, or not true, in their line of work.

• noun a search for knowledge “their pottery deserves more research than it has received” synonyms: enquiry , inquiry see more see less types: show 11 types... hide 11 types... nature study the study of animals and plants in the natural world (usually at an elementary level) experiment , experimentation the testing of an idea empirical research an empirical search for knowledge investigation , probe an inquiry into unfamiliar or questionable activities canvass , opinion poll , poll , public opinion poll , survey an inquiry into public opinion conducted by interviewing a random sample of people heraldry the study and classification of armorial bearings and the tracing of genealogies pilot experiment a preliminary experiment whose outcome can lead to a more extensive experiment test , trial , trial run , tryout trying something to find out about it fishing expedition an investigation undertaken in the hope (but not the stated purpose) of discovering information exit poll a poll of voters as they leave the voting place; usually taken by news media in order to predict the outcome of an election straw poll , straw vote an unofficial vote taken to determine opinion on some issue type of: problem solving the thought processes involved in solving a problem
• noun systematic investigation to establish facts see more see less types: show 15 types... hide 15 types... operations research research designed to determine most efficient way to do something field work an investigation carried out in the field rather than in a laboratory or headquarters market research , marketing research research that gathers and analyzes information about the moving of good or services from producer to consumer microscopy research with the use of microscopes probe an investigation conducted using a flexible surgical instrument to explore an injury or a body cavity research project , scientific research research into questions posed by scientific theories and hypotheses big science scientific research that requires massive capital investment but is expected to yield very significant results biological research scientific research conducted by biologists experiment , experimentation the act of conducting a controlled test or investigation market analysis marketing research that yields information about the marketplace product research marketing research that yields information about desired characteristics of the product or service consumer research marketing research that yields information about the motives and needs of different classes of consumers electron microscopy microscopy with the use of electron microscopes dark field illumination , dark ground illumination a form of microscopic examination of living material by scattered light; specimens appear luminous against a dark background fluorescence microscopy light microscopy in which the specimen is irradiated at wavelengths that excite fluorochromes type of: investigating , investigation the work of inquiring into something thoroughly and systematically
• verb inquire into “the students had to research the history of the Second World War for their history project” synonyms: delve , explore , search see more see less types: show 5 types... hide 5 types... prospect explore for useful or valuable things or substances, such as minerals google search the internet (for information) using the Google search engine mapquest search for a location and directions by means of the MapQuest program re-explore explore anew beat about , cast about , cast around search anxiously type of: investigate , look into investigate scientifically
• verb attempt to find out in a systematic and scientific manner “The student researched the history of that word” see more see less types: consult , look up , refer seek information from type of: investigate , look into investigate scientifically

Vocabulary lists containing research

To improve your fluency in English Language Arts and Reading (ELAR), learn this academic vocabulary list that includes words selected from the Texas Essential Knowledge and Skills (TEKS) state standards.

Stop the presses! Anonymous sources tell us that reviewing this list of journalism terms will make you a communications expert. Develop your nose for news as you learn about headlines, by-lines, and datelines.

These essential, high-frequency words will put you on the path to vocabulary success. Simply start a practice session, and you'll be on your way to stronger reading, writing, and speaking skills!

Sign up now (it’s free!)

Whether you’re a teacher or a learner, vocabulary.com can put you or your class on the path to systematic vocabulary improvement..

What Is Research? Types and Methods

• Share on Twitter Share on Twitter
• Share on Facebook Share on Facebook
• Share on LinkedIn Share on LinkedIn

Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Research is the process of examining a hypothesis to make discoveries. Practically every career involves research in one form or another. Accountants research their client’s history and financial documents to understand their financial situation, and data scientists perform research to inform data-driven decisions. 

In this guide, we’ll go over: 

Research Definition

Types of research , research methods, careers in research, showing research skills on resumes.

Research is an investigation into a topic or idea to discover new information. There’s no all-encompassing definition for research because it’s an incredibly varied approach to finding discoveries. For example, research can be as simple as seeking to answer a question that already has a known answer, like reading an article to learn why the sky is blue. 

Research can also be much broader, seeking to answer questions that have never before been asked. For instance, a lot of research looks for ways to deepen our collective understanding of social, physical, and biological phenomena. Besides broadening humanity’s knowledge, research is a great tool for businesses and individuals to learn new things.

Why Does Research Matter?

While some research seeks to uncover ground-breaking information on its own, other research forms building blocks that allow for further development. For example, Tony Gilbert of the Masonic Medical Research Institute (MMRI) says that Dr. Gordon K. Moe, a co-founder and director of research at MMRI, led early studies of heart rhythms and arrhythmia.  

Gilbert notes that this research “allowed other scientists and innovators to develop inventions like the pacemaker and defibrillator (AED). So, while Dr. Moe did not invent the pacemaker or the AED, the basic research produced at the MMRI lab helped make these devices possible, and this potentially benefitted millions of people.”

Of course, not every researcher is hunting for medical innovations and cures for diseases. In fact, most companies, regardless of industry or purpose, use research every day.  

“Access to the latest information enables you to make informed decisions to help your business succeed,” says Andrew Pickett, trial attorney at Andrew Pickett Law, PLLC.

Showcase new skills

Build the confidence and practical skills that employers are looking for with Forage’s free job simulations.

Scientific Research

Scientific research utilizes a systematic approach to test hypotheses. Researchers plan their investigation ahead of time, and peers test findings to ensure the analysis was performed accurately. 

Foundational research in sciences, often referred to as “basic science,” involves much of the research done at medical research organizations. Research done by the MMRI falls into this category, seeking to uncover “new information and insights for scientists and medical researchers around the world.”

Scientific research is a broad term; studies can be lab-based, clinical, quantitative, or qualitative. Studies can also switch between different settings and methods, like translational research. 

“Translational research moves research from lab-settings to the settings in which they will provide direct impact (for example, moving bench science to clinical settings),” says Laren Narapareddy, faculty member and researcher at Emory University.

Historical Research

Historical research involves studying past events to determine how they’ve affected the course of time, using historical data to explain or anticipate current and future events, and filling in gaps in history. Researchers can look at past socio-political events to hypothesize how similar events could pan out in the future.  

However, historical research can also focus on figuring out what actually happened at a moment in time, like reading diary entries to better understand life in England in the 14th century. 

In many ways, research by data, financial, and marketing analysts can be considered historical because these analysts look at past trends to predict future outcomes and make business decisions. 

User Research

User research is often applied in business and marketing to better understand a customer base. Researchers and analysts utilize surveys, interviews, and feedback channels to evaluate their clients’ and customers’ wants, needs, and motivations. Analysts may also apply user research techniques to see how customers respond to a product’s user experience (UX) design and test the efficacy of marketing campaigns. 

Market Research

Market research utilizes methods similar to user research but seeks to look at a customer base more broadly. Studies of markets take place at an intersection between economic trends and customer decision-making. 

Market research “allows you to stay up-to-date with industry trends and changes so that you can adjust your business strategies accordingly,” says Pickett. 

A primary goal in market research is finding competitive advantages over other businesses. Analysts working in market research may conduct surveys, focus groups, or historical analysis to predict how a demographic will act (and spend) in the future. 

Other Types of Research

The world of research is constantly expanding. New technologies bring new ways to ask and answer unique questions, creating the need for different types of research. Additionally, certain studies or questions may not be easily answered by one kind of research alone, and researchers can approach hypotheses from a variety of directions. So, more niche types of research seek to solve some of the more complex questions. 

For instance, “multidisciplinary research brings experts in different disciplines together to ask and answer questions at the intersection of their fields,” says Narapareddy.

Research doesn’t happen in a bubble, though. To foster better communication between researchers and the public, types of research exist that bring together both scientists and non-scientists. 

“Community-based participatory research is a really important and equitable model of research that involves partnerships among researchers, communities and organizations at all stages of the research process,” says Narapareddy.

Regardless of the type of research or the study’s primary goal, researchers usually use quantitative or qualitative methods. 

Qualitative Methods

Qualitative research focuses on descriptive information, such as people’s beliefs and emotional responses. Researchers often use focus groups, interviews, and surveys to gather qualitative data. 

This approach to research is popular in sociology, political science, psychology, anthropology, and software engineering . For instance, determining how a user feels about a website’s look isn’t easily put into numbers (quantitative data). So, when testing UX designs, software engineers rely on qualitative research. 

Quantitative Methods

Quantitative research methods focus on numerical data like statistics, units of time, or percentages. Researchers use quantitative methods to determine concrete things, like how many customers purchased a product. Analysts and researchers gather quantitative data using surveys, censuses, A/B tests, and random data sampling. 

Practically every industry or field uses quantitative methods. For example, a car manufacturer testing the effectiveness of new airbag technology looks for quantitative data on how often the airbags deploy properly. Additionally, marketing analysts look for increased sales numbers to see if a marketing campaign was successful. 

JPMorgan Quantitative Research

Discover how bankers use quantitative methods to analyze businesses and industry trends with this free job simulation.

Avg. Time: 4-6 hours

Skills you’ll build: Programming, data analysis, Python, critical thinking, statistics, dynamic programming

Mixed-Methods

Answering a question or testing a hypothesis may require a mixture of qualitative and quantitative methods. To see if your customers like your website, for instance, you’ll likely apply qualitative methods, like asking them how they feel about the site’s look and visual appeal, and quantitative methods, like seeing how many customers use the website daily. Research that involves qualitative and quantitative methods is called mixed-method research. 

Researching ideas and hypotheses is a common task in many different careers. For example, working in sales requires understanding quantitative research methods to determine if certain actions improve sales numbers. Some research-intensive career paths include:

• Data science
• Investment banking
• Product management
• Civil rights law
• Actuarial science  

OliverWyman Financial Services: Climate Change

Perform net-zero emissions research and see how risk management combined and climate science can facilitate a smooth transition to a low-carbon economy in this free job simulation.

Avg. Time: 4 to 5 hours

Skills you’ll build: Research, critical thinking, data analysis, communication

Working in Research

Once you have the fundamentals of researching down, the subject matter may evolve or change over the course of your career. 

“My first research experience was assessing fall risk in firefighters — and I now use multi-omic methods [a type of molecular cell analysis] to understand fertility and reproductive health outcomes in women,” notes Narapareddy.

For those considering a career in research, it’s important to “take the time to explore different research methods and techniques to gain a better understanding of what works best for them,” says Pickett. 

Remember that research is exploratory by nature, so don’t be afraid to fail. 

“The work of scientists who came before us helps guide the path for future research, including both their hits and misses,” says Gilbert.

You can show off your research skills on your resume by listing specific research methods in your skills section. You can also call out specific instances you used research skills, and the impact your research had, in the description of past job or internship experiences. For example, you could talk about a time you researched competitors’ marketing strategies and used your findings to suggest a new campaign. 

Your cover letter is another great place to discuss your experience with research. Here, you can talk about large-scale research projects you completed during school or at previous jobs and explain how your research skills would help you in the job you’re applying for. If you have experience collecting and collating data from research surveys during college, for instance, that can translate into data analysis and organizational skills. 

Grow your skills and get job-ready with Forage’s free job simulations . 

Image credit: Canva

Related Posts

6 negotiation skills to level up your work life, how to build conflict resolution skills: case studies and examples, what is github uses and getting started.

Have a language expert improve your writing

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

• Knowledge Base

Methodology

Research Methods | Definitions, Types, Examples

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

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

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

Second, decide how you will analyze the data .

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

Table of contents

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

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

Qualitative vs. quantitative data

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

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

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

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

Primary vs. secondary research

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

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

Descriptive vs. experimental data

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

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

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

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

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

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

Qualitative analysis methods

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

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

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

Quantitative analysis methods

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

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

• During an experiment .
• Using probability sampling methods .

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

Prevent plagiarism. Run a free check.

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

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

Research bias

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

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

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

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

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

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

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

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

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

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

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

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

Is this article helpful?

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

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

More interesting articles

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

What is your plagiarism score?

• Carnegie Classification
• American Council on Education
• Higher Education Today
• Race and Ethnicity in Higher Education

2025 Research Designations FAQs

• Research Designations

Frequently Asked Questions

Why change the methodology for calculating R1?

Since 2005, the methodology for classifying R1 institutions has been based on a complicated, 10-metric formula that uses normative and relative scores and places a cap on the number of institutions that can be classified as R1. The result is an opaque process and a moving target that makes it impossible to determine exactly what an institution must do to become classified as R1. This has created unintended competition between institutions that are left to guess what it takes to receive the R1 designation.

The R1 grouping is intended to capture institutions where there is a very high amount of research occurring, measured by the number of research/scholarship doctorates awarded and the amount of spending on research and development. That research activity can be undertaken in any way that an institution chooses to further its mission. The updated methodology makes that clearer.

What are the changes to classifying research? How will you calculate the new R1?

Moving forward, the methodology for determining R1 will return to using a clear threshold. For the 2025 Carnegie Classifications, the threshold will be set at $50 million in total R&D spending and 70 doctoral research degrees. To determine which institutions meet this threshold, the classifications will use the higher of either a three-year rolling average or most recent year data. The research spending will be taken from the National Science Foundation (NSF) Higher Education Research and Development (HERD) Survey, and the doctoral research degree number will be taken from the National Center for Education Statistics IPEDS data. Any institution that meets this new R1 threshold will be included.

We will also change the title of this category to R1: Very High Research Spending and Doctorate Production.

How will you define R2?

Unlike R1, the existing methodology for determining R2 is already based on a threshold, which will continue to remain the same in the next update. The threshold for R2 will continue to be defined as institutions with at least 20 doctoral research degrees that also have at least $5 million in total research expenditures (as reported through the NSF HERD Survey). There will not be a cap on the number of institutions that can be in this category.

We will also change the title of this category to R2: High Research Spending and Doctorate Production.

How will you define the new “Research Colleges and Universities” research designation?

The new Research Colleges and Universities designation will be based on expenditures only and will include any institution that spends more than $2.5 million on research expenditures (as reported through the NSF HERD survey). Institutions that are in the R1 or R2 designations are not included. There will not be a cap on the number of institutions that can be in this category.

Which institutions are eligible for the R1, R2, and RCU categories?

Any institution that meets the criteria for a particular category is able to be designated as an R1 institution, R2 institution, or Research College and University. Previously, the research classifications had only been open to a narrow set of doctoral-granting institutions. Moving forward, any institution – including special focus institutions, baccalaureate-only institutions, Tribal colleges and universities, and others – could be designated as a research institution, depending on that institution’s data.

How will the research designations fit into the structure of the Basic Classification?

The research designations will be separated from the Basic Classification, becoming additional listings for those institutions that meet the definitions. Research activity continues to be an important way to reflect institutional missions for a number of colleges and universities and will continue to be recognized, but it will no longer be the exclusive driver for how American higher education institutions are classified.

Will you change the research designation thresholds in the future?

We expect to adjust the thresholds over time. We will share updated thresholds in advance of each classification release.

How often are the Carnegie Classifications updated?

The Carnegie Classifications will continue to be published on a three-year cycle. The 2021 Carnegie Classifications were released in February 2022, and we expect to release the 2025 Carnegie Classifications in early 2025.

Where can I read more about the changes announced so far?

On November 1, 2023, ACE and the Carnegie Foundation announced the changes outlined above as we work toward the release of the 2025 Carnegie Classifications. In addition, you can read more about the changes and share input on potential characteristics for the new Basic Classification here.

Does the November 1 announcement change an institution’s current Carnegie Classifications?

The changes announced on November 1, including to the R1 threshold, do not impact the current 2021 Carnegie Classifications that were released in February 2022. These changes will be made as a part of the 2025 Carnegie Classifications. The classifications will continue to be revised on a three-year schedule moving forward.

Join Our Mailing List

Join our mailing list to be the first to receive ACE's news on the Carnegie Classification of Institutions of Higher Education.

Our email opt-in form uses iframes. If you do not see the form, please check your tracking or privacy settings. ​​​

What is Creative Research?

What is "creative" or "artistic" research how is it defined and evaluated how is it different from other kinds of research who participates and in what ways - and how are its impacts understood across various fields of inquiry.

After more than two decades of investigation, there is no singular definition of “creative research,” no prescribed or prevailing methodology for yielding practice-based research outcomes, and no universally applied or accepted methodology for assessing such outcomes. Nor do we think there should be.

We can all agree that any type of serious, thoughtful creative production is vital

But institutions need rubrics against which to assess outcomes. So, with the help of the Faculty Research Working Group, we have developed a working definition of creative research which centers inquiry while remaining as broad as possible:

Creative research is creative production that produces new knowledge through an interrogation/disruption of form vs. creative production that refines existing knowledge through an adaptation of convention. It is often characterized by innovation, sustained collaboration and inter/trans-disciplinary or hybrid praxis, challenging conventional rubrics of evaluation and assessment within traditional academic environments.

This is where Tisch can lead

Artists are natural adapters and translators in the work of interpretation and meaning-making, so we are uniquely qualified to create NEW research paradigms along with appropriate and rigorous methods of assessment. At the same time, because of Tisch's unique position as a professional arts-training school within an R1 university, any consideration of "artistic" or "creative research" always references the rigorous standards of the traditional scholarship also produced here.

The long-term challenge is two-fold

Over the long-term, Tisch will continue to refine its evaluative processes that reward innovation, collaboration, inter/trans-disciplinary and hybrid praxis. At the same time, we must continue to incentivize faculty and student work that is visionary and transcends the obstacles of convention.

As the research nexus for Tisch, our responsibility is to support the Tisch community as it embraces these challenges and continues to educate the next generation of global arts citizens.

What Is Incident Response? Definition & Best Practices

Published: Aug 15, 2024, 8:08am

Table of Contents

How incident response works, why incident response is important, types of security incidents, incident response process, bottom line, frequently asked questions (faqs).

When an organization believes its data or IT systems have been breached by a cyberattack, it puts a pre-established plan in motion to respond to the attack. These procedures and policies put into action are referred to as incident response.

The primary goal of incident response is the mitigation of damage that could occur during the attack. Ideally, incident response allows the organization to recover faster and reduce the cost and reputational damage of data breaches .

To better understand incident response and how it works, it’s important to specify what a credible incident is. Three terms are used when defining an incident:

• Events are common actions such as opening an email or deleting a folder that—on their own—are not an immediate indication of a threat.
• Alerts are notifications that are triggered by an event and may or may not indicate a threat.
• An incident is a group of related alerts that artificial intelligence (AI) tools or humans have identified to be a genuine threat.

Once an event sets off an alert that has been verified by IT to be a threatening incident, the incident response plan is set in motion. Incident response plans differ among organizations, but they share a common blueprint. Typically, incident response plans will outline the following:

• A definition of what constitutes an incident for the organization. Potential financial, reputational and legal damages are considered as well as the likelihood for said incident to occur.
• Detailed instructions to be followed when an incident occurs in order to isolate affected systems and remove the threat.
• An organized list of the individuals and teams that will be handling the incident along with their contact information. Depending on the nature of the attack, this list may also include contacts outside of the business such as privacy experts and lawyers.
• An inventory of the tools that will be used for combating and mitigating the attack such as anti-malware software, network tools, hard drives with backups and forensic software.
• A communication and public relations strategy for disclosing information pertaining to the incident within the organization as well as to consumers and the public.

When an organization experiences a serious cyberattack, its operations, finances and brand reputation can be damaged—especially if the company is implementing a poor (or no) incident response strategy.

A study conducted by Cyentia Institute in 2020 found that weak incident response processes cost firms 2.8 times more than those without signs of poor response. A well-devised incident response plan allows companies to act swiftly and effectively to mitigate these types of damages.

Incident response planning also acts as a form of documentation that can be helpful for legal and compliance regulation reasons. General Data Protection Regulation (GDPR) requires companies to report data security incidents within 72 hours of discovery, for example. If any incidents become a violation of civil or criminal law, documentation created through incident response can be used as evidence.

Companies can also leverage incident response for positive public relations in the event of a breach. Instead of hiding the incident, organizations can point to their response and recovery, showing the public that they took the threat seriously and that they were able to prevent greater damage from being done.

Some common methods hackers use to access a business’s data or compromise its systems are:

Cybercriminals use ransomware to encrypt sensitive data and hold it hostage as a way to squeeze money out of businesses. The hackers will usually make the data inaccessible and threaten to destroy or release it to the public if the victim doesn’t pay the ransom.

Man in the Middle

This method involves a hacker inserting themselves in the middle of a private conversation. The hacker then intercepts messages and manipulates them in clever ways to get the recipients to give up sensitive data.

Malware is software designed to take advantage of hardware and software vulnerabilities in order to extract data and harm computer systems. Different forms of malware include spyware, Trojan horses and viruses.

Denial of Service

Also known as a DoS attack, denial-of-service attacks slow or crash networks and systems by overwhelming them with traffic. DoS attacks are commonly used to disrupt the operations of high-profile companies; however, organizations of all sizes can be victims of DoS attacks.

Referred to as a type of social engineering, phishing uses text, email or phone calls to imitate recognizable brands in order to trick users into downloading malware or giving up sensitive data such as passwords. Phishing can be used on a mass scale where the goal is to expose as many people as possible in hopes of a few users falling prey to the tactic.

Spear phishing is when research is used in order to craft threats that would be particularly persuasive for specific individuals.

Insider Threat

Employees who have legitimate access to sensitive and otherwise restricted resources can pose an equal and sometimes greater threat than outside actors. Insider threats can be intentional such as a disgruntled employee leaking sensitive data, or they can be unintentional such as an employee accidentally compromising security through poor security practices.

Unauthorized Access

Hackers may gain unauthorized access to networks or systems through many means such as phishing or guessing a weak password. Once they have access, they are able to install malware or even escalate their access privileges to gain control of more sensitive data.

Incident response frameworks have been created to act as standards and step-by-step instructions on how the incident response process should go. While there are many frameworks to choose from, the two most prevalent come from the National Institute of Standards and Technology (NIST) and the SysAdmin, Audit, Network, and Security (SANS) Institute.

The NIST and SANS frameworks actually share all of the same components; however, they differ slightly in organization and verbiage.

The NIST framework consists of four steps:

• Preparation
• Detection and Analysis
• Containment, Eradication and Recovery
• Post-Incident Activity

The SANS framework consists of six steps:

• Identification
• Containment
• Eradication
• Lessons Learned

The major departure between NIST and SANS is that SANS considers the processes of containment, eradication and recovery as independent steps. The following is a breakdown of the NIST framework while highlighting how it may differ from that of the SANS.

Step 1: Preparation

The preparation step is similar for both NIST and SANS.

In the preparation step, security policies, procedures and team member roles are defined. Assets such as servers, networks and critical endpoints are subjected to risk assessments. These assets and their traffic patterns are then monitored to create controls for later comparison.

Communication plans are created including a guide on who to call based on the type of incident.

Team members also need to identify which types of incidents will warrant action and create a response plan for each type of incident.

Step 2: Detection and Analysis

This step is similar for NIST and SANS; however, SANS uses slightly different verbiage.

In this step, an incident has been identified and is analyzed to determine whether it is threatening or not. Information such as log files, error messages and firewalls are gathered to help in researching the entry point and breadth of the incident.

Step 3: Containment, Eradication and Recovery

The SANS framework separates this step into three separate steps; however, the essence remains the same: dealing with the incident and bringing systems back to normal.

In containment, infected applications and systems are isolated to prevent damage from spreading, and the threat’s entry point is patched up. Eradication seeks to remove all elements of the incident, which may involve taking systems off-line. In recovery, affected systems are tested and validated before being brought back online. The environments are then monitored in case the attacker returns.

Step 4: Post-Incident Activity

Both NIST and SANS agree that the last step should be treated as a learning experience in order to create stronger security protocols and prevent similar incidents from happening in the future.

Cybercrime is constantly evolving, and cybercriminals constantly refine it—making it impossible to predict when and what sorts of cyberattacks might be used against your business. A well-crafted incident response plan provides a strategy to follow in the event of an attack—expediting damage mitigation, reducing potential losses and bolstering defenses for future incidents.

What are the three basic elements in an incident?

An event, alert and incident make up the three basic elements of a genuine threatening incident. The event is a common action that may or may not be threatening. The alert is a notification triggered by the event, which also may not be threatening. The incident is the combination of events and alerts that lead to the discovery of a threatening incident.

What are the 4 Rs of incident management?

The four Rs of incident management refer to a framework that encapsulates the process of effective incident management. They are repair, resolution, recovery and restoration.

What are the five elements of a good incident report?

Incident reports are formal documents that can be used to prove compliance, and in some cases, they are used as evidence. Incident reports should include these five important elements: the incident, the victim, the perpetrator, the aftermath and the lessons learned.

• Best Help Desk Software
• Best MSP Software
• What Is PCAP? Packet Capture Explained
• 9 Types Of Network Protocols & When To Use Them
• What Is AMS? Application Management Services Explained
• What Is A Managed Service Provider (MSP)?
• What Is Cloud Computing?

Next Up In Business

• Best VPN Services
• Best Project Management Software
• Best Web Hosting Services
• Best Antivirus Software
• Best LLC Services
• Best POS Systems For Small Business

What Are Banner Ads? Definition, Examples And Best Practices

What Is Ad Retargeting? Definition, Examples And Best Practices

7 Essential SEO Metrics To Track In 2024

How To Advertise On Google In 2024

International SEO Best Practices In 2024

How To Start A Business With No Ideas

Since 2010, Juliana has been a professional writer in the technology and small business worlds. She has both journalism and copywriting experience and is exceptional at distilling complex concepts into compelling stories. She has written for technology giants, including Oracle, Hitachi Vantara and Comcast, and she specializes in cybersecurity and cloud topics.

Grab your spot at the free arXiv Accessibility Forum

Help | Advanced Search

Computer Science > Computer Vision and Pattern Recognition

Title: event stream based human action recognition: a high-definition benchmark dataset and algorithms.

Abstract: Human Action Recognition (HAR) stands as a pivotal research domain in both computer vision and artificial intelligence, with RGB cameras dominating as the preferred tool for investigation and innovation in this field. However, in real-world applications, RGB cameras encounter numerous challenges, including light conditions, fast motion, and privacy concerns. Consequently, bio-inspired event cameras have garnered increasing attention due to their advantages of low energy consumption, high dynamic range, etc. Nevertheless, most existing event-based HAR datasets are low resolution ($346 \times 260$). In this paper, we propose a large-scale, high-definition ($1280 \times 800$) human action recognition dataset based on the CeleX-V event camera, termed CeleX-HAR. It encompasses 150 commonly occurring action categories, comprising a total of 124,625 video sequences. Various factors such as multi-view, illumination, action speed, and occlusion are considered when recording these data. To build a more comprehensive benchmark dataset, we report over 20 mainstream HAR models for future works to compare. In addition, we also propose a novel Mamba vision backbone network for event stream based HAR, termed EVMamba, which equips the spatial plane multi-directional scanning and novel voxel temporal scanning mechanism. By encoding and mining the spatio-temporal information of event streams, our EVMamba has achieved favorable results across multiple datasets. Both the dataset and source code will be released on \url{ this https URL }

Submission history

Access paper:.

• HTML (experimental)
• Other Formats

References & Citations

• Google Scholar
• Semantic Scholar

BibTeX formatted citation

Bibliographic and Citation Tools

Code, data and media associated with this article, recommenders and search tools.

• Institution

arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .

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

• View all journals

Synthetic biology articles from across Nature Portfolio

Synthetic biology is the design and construction of new biological parts, devices, and systems, and the re-design of existing, natural biological systems for useful purposes.

Harnessing a brain parasite as a tool for delivery of therapeutics to the brain

Toxoplasma gondii , a eukaryotic brain parasite that infects one in three people worldwide, was engineered to deliver therapeutics to neurons in the mouse brain. This technology opens the door to deliver multiple large proteins that have been undeliverable with previous approaches. Further development, such as vector attenuation, will be necessary for many applications.

Genetically engineered synthetic cells activate cargo release upon temperature shift

We combine RNA thermometer genetic switches, cell-free protein expression and synthetic cell design to create cell-sized systems that can initiate the synthesis of soluble proteins at defined temperatures. We show that when these switches are used to control the expression of a pore-forming membrane protein, temperature-controlled cargo release is achieved, with potential future applications in biomedicine.

Latest Research and Reviews

Altering traits and fates of wild populations with Mendelian DNA sequence modifying Allele Sails

Population-scale genome modification can alter the composition or fate of wild populations. Here the authors introduce Allele Sails as a method for spreading genetic changes throughout a population.

• Michelle L. Johnson
• Bruce A. Hay
• Maciej Maselko

Conditional RNA interference in mammalian cells via RNA transactivation

Conditional RNA interference allows spatiotemporal gene regulation to improve targeting accuracy and reduce toxicity. Here, the Green and Xie labs developed single-molecule RNAi switches that activate artificial microRNA biogenesis upon interaction with cognate trigger RNAs in mammalian cells.

• Peike Sheng
• Alexander A. Green

Engineered probiotic Escherichia coli elicits immediate and long-term protection against influenza A virus in mice

Influenza virus infection is a global health threat and vaccines are required that show broad protection against a range of viral subtypes. Here the authors present a universal influenza vaccine based on Escherichia coli Nissle 1917 that activates innate and adaptive humoral and mucosal immunity, providing both immediate and long-term protection against influenza A virus infection in a murine model.

Blocker-SELEX: a structure-guided strategy for developing inhibitory aptamers disrupting undruggable transcription factor interactions

Transcription factors are crucial in disease but hard to target with traditional drugs. Here, authors present BlockerSELEX, a strategy to develop inhibitory aptamers that block transcription factor interactions, which disrupts interactions between key proteins, showing potential for new nucleic acid therapies.

• Tongqing Li
• Xueying Liu
• Weihong Tan

Engineering new-to-nature biochemical conversions by combining fermentative metabolism with respiratory modules

The need for redox balancing limits the array of fermentable substrate-product combinations in anaerobic microbe-based bioproduction. Here, the authors design and engineer an E. coli strain with new-to-nature aerobic fermentative metabolism that allows tightly controlled re-balanced fermentations.

• Helena Schulz-Mirbach
• Jan Lukas Krüsemann
• Steffen N. Lindner

A cis -acting ligase ribozyme generates circular RNA in vitro for ectopic protein functioning

Unlike conventional methods of generating circular RNA through RNA splicing, the authors here utilize RNA itself as a ligase ribozyme to directly link a protein-encoding RNA head-to-tail. This approach enhances the circular RNA’s antiviral potential compared to mRNAs.

• Zih-Shiuan Chuang

News and Comment

Proximity-triggered protein trans -splicing.

• Arunima Singh

Quantitative synthetic biology

Synthetic biology faces major challenges in the rational design of complex living systems, necessitating a quantitative understanding of the principles that guide the emergence of functions from biological building blocks. Here, we propose quantitative synthetic biology as a new research paradigm, integrating quantitative biology, systems biology and synthetic biology.

• Guoping Zhao

Autotrophic yeast

Yeast is a widely used cell factory for the conversion of sugar into fuels, chemicals and pharmaceuticals. Establishing yeast as being autotrophic can enable it to grow solely on CO 2 and light, and hereby yeast can be used as a wider platform for transition to a sustainable society.

• Jens Nielsen

Enzymatic synthesis of RNA oligonucleotides

Research on enzymatic RNA synthesis has long been eclipsed by work on DNA—but a new method provides a leap forward for RNA.

• Marcel Hollenstein

Quick links

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

US military sex assault cases much higher than official estimates, study finds

• Medium Text

Sign up here.

Reporting by Joseph Ax; Additional reporting by Idrees Ali; Editing by Alistair Bell

Our Standards: The Thomson Reuters Trust Principles. , opens new tab

Philippines says recent mpox case is mild Clade 2 variant

The Philippines' health minister said on Wednesday a recently detected mpox case in the Southeast Asian nation is of the mild Clade 2 variant and not the newer variant that has spread rapidly in Africa.