how does background preliminary research help in defining

Libraries & Cultural Resources

Research guides, guide to research and writing for the academic study of religion.

• Topic Pyramids
• Research Assignment Parameters
• Thesis statement
• Identifying Interests
• Controversy
• Availability of Sources

Preliminary Research

• Developing Your Question and Thesis
• Research Question and Thesis Statement Examples
• Periodicals
• Primary Sources
• Reference Works - Encyclopedias, Dictionaries, Biographies etc
• Journal Articles
• Primary Sources This link opens in a new window
• Web Search Engines
• Web Directories
• Invisible Web
• Does the Library hold the article I need?
• Locating resources unavailable at U of C Library
• Content of Databases
• Standardized Terminology
• Review Quiz Databases
• Keyword Searching
• Search Limits
• Phrase Searching
• Truncations and Wildcards
• Boolean Operators
• Proximity Operators
• Natural Language Searching
• Searching Basics Quiz
• Search Overview
• Selecting Records
• Combing Searchers
• General Criteria
• Quoting in text
• in Text Citations
• List of References
• Avoiding Plagiarism
• Staying Organized
• Links to Writing Help
• Sources Used in Creating this Workbook

Developing a good research question is impossible without doing some preliminary research.  Preliminary research gives you background information on your topic, answering questions such as who, what, when and where.  This research will also help you determine controversies related to your topic and determine if there are enough sources available to cover the topic effectively.

 You will encounter and learn much more information than you will convey in your final paper. Background information will enrich your research paper but should not bog it down in trivia. For example, if you were doing a paper on Hildegaard of Bingen, you should know that she was born into a noble family in Germany in 1098 and entered a hermitage at the age of eight and became a Benedictine Abbess. This information will help you contextualize her work in your own mind but your research paper should not be a simple recitation of these facts. Your research question should take you beyond the common knowledge found in encyclopedias, but without that  common knowledge your research will lack a solid foundation.

What follows is a list of resources that you may find useful for doing preliminary research in the field of Religious Studies. Keep in mind the type of information that you will need based on your preliminary topic and where your topic falls in the topic pyramid. Remember that the pyramid is a continuum rather than a series of discrete stages, so your topic likely will draw on both columns for some resources.

Resources for Preliminary Research

• << Previous: Availability of Sources
• Next: Developing Your Question and Thesis >>
• Last Updated: Jun 9, 2022 2:27 PM
• URL: https://libguides.ucalgary.ca/research-and-writing-religion

Libraries & Cultural Resources

• 403.220.8895

• Manuscript Preparation

What is the Background of a Study and How Should it be Written?

• 3 minute read

Table of Contents

The background of a study is one of the most important components of a research paper. The quality of the background determines whether the reader will be interested in the rest of the study. Thus, to ensure that the audience is invested in reading the entire research paper, it is important to write an appealing and effective background. So, what constitutes the background of a study, and how must it be written?

What is the background of a study?

The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper. The background forms the crux of the study because it introduces an unaware audience to the research and its importance in a clear and logical manner. At times, the background may even explore whether the study builds on or refutes findings from previous studies. Any relevant information that the readers need to know before delving into the paper should be made available to them in the background.

How is a background different from the introduction?

The introduction of your research paper is presented before the background. Let’s find out what factors differentiate the background from the introduction.

• The introduction only contains preliminary data about the research topic and does not state the purpose of the study. On the contrary, the background clarifies the importance of the study in detail.
• The introduction provides an overview of the research topic from a broader perspective, while the background provides a detailed understanding of the topic.
• The introduction should end with the mention of the research questions, aims, and objectives of the study. In contrast, the background follows no such format and only provides essential context to the study.

How should one write the background of a research paper?

The length and detail presented in the background varies for different research papers, depending on the complexity and novelty of the research topic. At times, a simple background suffices, even if the study is complex. Before writing and adding details in the background, take a note of these additional points:

• Start with a strong beginning: Begin the background by defining the research topic and then identify the target audience.
• Cover key components: Explain all theories, concepts, terms, and ideas that may feel unfamiliar to the target audience thoroughly.
• Take note of important prerequisites: Go through the relevant literature in detail. Take notes while reading and cite the sources.
• Maintain a balance: Make sure that the background is focused on important details, but also appeals to a broader audience.
• Include historical data: Current issues largely originate from historical events or findings. If the research borrows information from a historical context, add relevant data in the background.
• Explain novelty: If the research study or methodology is unique or novel, provide an explanation that helps to understand the research better.
• Increase engagement: To make the background engaging, build a story around the central theme of the research

Avoid these mistakes while writing the background:

• Ambiguity: Don’t be ambiguous. While writing, assume that the reader does not understand any intricate detail about your research.
• Unrelated themes: Steer clear from topics that are not related to the key aspects of your research topic.
• Poor organization: Do not place information without a structure. Make sure that the background reads in a chronological manner and organize the sub-sections so that it flows well.

Writing the background for a research paper should not be a daunting task. But directions to go about it can always help. At Elsevier Author Services we provide essential insights on how to write a high quality, appealing, and logically structured paper for publication, beginning with a robust background. For further queries, contact our experts now!

How to Use Tables and Figures effectively in Research Papers

• Research Process

The Top 5 Qualities of Every Good Researcher

You may also like.

Make Hook, Line, and Sinker: The Art of Crafting Engaging Introductions

Can Describing Study Limitations Improve the Quality of Your Paper?

A Guide to Crafting Shorter, Impactful Sentences in Academic Writing

6 Steps to Write an Excellent Discussion in Your Manuscript

How to Write Clear and Crisp Civil Engineering Papers? Here are 5 Key Tips to Consider

The Clear Path to An Impactful Paper: ②

The Essentials of Writing to Communicate Research in Medicine

Changing Lines: Sentence Patterns in Academic Writing

Input your search keywords and press Enter.

• UConn Library
• Research Now
• Get Started
• Background Research

Get Started — Background Research

• Reading (and Understanding) Your Assignment
• Initial Searching
• Forming a Research Question
• Help & Other Resources
• Research Now Homepage

What's Happening When You Do Background Research?

When you do background research, you're exploring your general area of interest so that you can form a more focused topic. You will be making an entry into an ongoing conversation, and you have the opportunity to ask new questions and create new knowledge.

Why is this important?

Have you ever done a project that just never seemed to come together?

"I had a general idea but not a specific focus. As I was writing, I didn't know what my focus was. When I was finished, I didn't know what my focus was. My teacher says she doesn't know what my focus was. I don't think I ever acquired a focus. It was an impossible paper to write. I would just sit there and say, "I'm stuck." If I learned anything from that paper it is, you have to have a focus. You have to have something to center on. You can't just have a topic. You should have an idea when you start. I had a topic but I didn't know what I wanted to do with it. I figured that when I did my research it would focus in. But I didn't let it. I kept saying, 'this is interesting and this is interesting and I'll just smush it all together.' It didn't work out." -(Guided Inquiry: Learning in the 21st Century)

Can you relate?

Doing background research to explore your initial topic can help you to find create a focused research question . Another benefit to background searching - it's very hard to write about something if you don't know anything about it! At this point, collecting ideas to help you construct your focused topic will be very helpful. Not every idea you encounter will find its way into your final project, so don't worry about collecting very, very detailed information just yet. Wait until your project has found a focus.

While you're doing you're background research, don't be surprised if your topic changes in unexpected ways -  you're discovering more about your topic, and you're making choices based on on the new information you find. If your topic changes, that's OK!

• Research Log

What Interests You?

Identifying what interests you in the context of your assignment can help you get started on your research project.

Some questions to consider:

Why is your project interesting/important to you? To your community? To the world?

What about your project sparks your curiosity and creativity?

Some ideas from the Reference Librarians at Gustavus Adolphus

• Make a list of possible issues to research. Use class discussions, texts, personal interests, conversations with friends, and discussions with your teacher for ideas. Start writing them down - you'd be surprised how much faster they come once you start writing.
• Map out the topic by finding out what others have had to say about it. This is not the time for in-depth reading, but rather for a quick scan. Many students start with a Google search, but you can also browse the shelves where books on the topic are kept and see what controversies or issues have been receiving attention. Search a database for articles on your topic area and sort out the various approaches writers have taken. Look for overviews and surveys of the topic that put the various schools of thought or approaches in context. You may start out knowing virtually nothing about your topic, but after scanning what's out there you should have several ideas worth following up.
• Invent questions. Do two things you come across seem to offer interesting contrasts? Does one thing seem intriguingly connected to something else? Is there something about the topic that surprises you? Do you encounter anything that makes you wonder why? Do you run into something that makes you think, "no way! That can't be right." Chances are you've just uncovered a good research focus.
• Draft a proposal for research. Sometimes a teacher will ask you for a formal written proposal. Even if it isn’t required, it can be a useful exercise. Write down what you want to do, how you plan to do it, and why it's important. You may well change your topic entirely by the time its finished, but writing down where you plan to take your research at this stage can help you clarify your thoughts and plan your next steps.

-Source: The Reference Librarians at Gustavus Adolphus College

• The Reference Librarians at Gustavus Adolphus College

What am I looking for?

It can be very helpful to write out your thoughts as you work through the answers to these questions.

Think about what you need to know:

• What do you already know about your topic?
• What don't you know about your topic? What do you feel like you might need to know? 
• What are the fundamental facts and background on your topic? What do you need to know to write knowledgeably about your topic?
• What are the different viewpoints on your topic? You should expect to encounter diverse views on a topic.

And of course...

• What is your assignment asking of you? 

When you are doing your research, you are not looking for one perfect source with one right answer. You're collecting and thinking critically about ideas to form a focus for your own research.

If you're having trouble answering these questions, you might find the six journalist's questions helpful in focusing your thinking:

Don't feel like you need to get bogged down in the minutiae of every source at this point!

At this point in your research, you are browsing for ideas and information to help you fill in the gaps. You're looking to develop a more focused topic. When you focus your topic you'll be able to really engage with the sources that will help you with your sources.

Not quite sure how to get started? The KWHL Tool will help you visualize your thinking, and start organizing the information you find. It will help you sort out

• What you already know
• What you don’t yet know about your topic
• Where you’re looking ( how will you find it)
• What you’ve learned

All of which will help you focus your project! (and maybe save a little time & stress, too!)

• KWHL Chart Use this chart to help organize your project
• KWHL Chart PDF version of the KWHL Chart to help organize your project

Take Notes while You're Searching!

As you're doing your research, take some brief notes about the sources you've found. Noting interesting ideas and items will help you remember what you've read as you put your ideas together to form a research question. It will also help you to make note of parts of your sources that you want to quote later (and find it easily while you're putting your research project together!)

• Stop 'N Jot This tool will help you keep track of good ideas and questions as you do your preliminary research.
• << Previous: Reading (and Understanding) Your Assignment
• Next: Initial Searching >>
• Last Updated: Mar 27, 2024 3:43 PM
• URL: https://guides.lib.uconn.edu/getstarted

Background Research

What is background research, tyes of background information.

• General Sources
• Subject Specific Sources

Background research (or pre-research) is the research that you do before you start writing your paper or working on your project. Sometimes background research happens before you've even chosen a topic. The purpose of background research is to make the research that goes into your paper or project easier and more successful.

Some reasons to do background research include:

• Determining an appropriate scope for your research: Successful research starts with a topic or question that is appropriate to the scope of the assignment. A topic that is too broad means too much relevant information to review and distill. If your topic is too narrow, there won't be enough information to do meaningful research.
• Understanding how your research fits in with the broader conversation surrounding the topic: What are the major points of view or areas of interest in discussions of your research topic and how does your research fit in with these? Answering this question can help you define the parts of your topic that you need to explore.
• Establishing the value of your research : What is the impact of your research and why does it matter? How might your research clarify or change our understanding of the topic?
• Identifying experts and other important perspectives: Are there scholars whose work you need to understand for your research to be complete? Are there points of view that you need to include or address?

Doing background research helps you choose a topic that you'll be happy with and develop a sense of what research you'll need to do in order to successfully complete your assignment. It will also help you plan your research and understand how much time you'll need to dedicate to understanding and exploring your topic.

Some types of information sources can be particularly helpful when you're doing background research. These are often primarily tertiary sources meaning that, rather than conducting original research they often summarize existing research on the topic.

Current Events Briefs Databases like CQ Researcher are focused on understanding controversial topics in current events. They provide information about the background of the issue as well as explanations of the positions of those on either side of a controversy.

Encyclopedias  Encyclopedias are ideal sources for doing background research in order build your knowledge about a topic sufficiently to identify a topic and develop a research plan.

Dictionaries Dictionaries include both general dictionaries like the Oxford English Dictionary as well as more specialized dictionaries focused on a single area. Dictionary entries are usually shorter and less detailed than encyclopedia entries and generally do not include references. However, they can be helpful when your research introduces you to concepts with which you aren't familiar.

Textbooks Your textbook is a potential source of background information, providing an explanation of the topic that prepares you to focus and dig deeper. Textbooks give a general overview of lot of information.

Statistics While you may find that it's difficult to make sense of statistics related to your topic while you're still exploring, statistics can be a powerful tool for establishing the context and importance of your research.

• Next: General Sources >>
• Last Updated: Nov 13, 2023 3:40 PM
• URL: https://guides.lib.odu.edu/background

Library hours information is not available as JavaScript is disabled in your browser.

Getting Started with Research @ Reed Library: Preliminary Research

Preliminary research.

• Types of Sources
• Search Strategies
• Evaluating Sources
• Chicago / Turabian
• Other Styles

Table of Contents

• Citing Sources

Getting Started & Organized

• The Cornell Note-taking System
• Getting Started with Research Module
• Guide for Time Management (UofGuelph)
• Wandering Path to Research Handout
• Zotero Reference Management

Very Short Introductions

Explore the full collection  or those available online !

It is always a good idea to do some preliminary research, or background research, to help familiarize yourself with a new topic. Reference works, such as encyclopedias, dictionaries, handbooks, almanacs, etc., are great places to start. The resources provided here are just a sampling and not an exhaustive list of resources you could consult.

Reference Works

Use these as alternatives to Wikipedia:

• Britannica Academic This link opens in a new window Articles from the Encyclopedia Britannica for college students.
• Gale eBooks This link opens in a new window A database of encyclopedias and specialized reference sources for multidisciplinary research.
• MasterFILE Premier This link opens in a new window This multidisciplinary database provides full text for general reference publications, primary source documents, and an image collection of over 453,000 photos, maps, and flags.
• Oxford Reference This link opens in a new window Includes nearly 300 language and subject reference works from the Oxford Companions and Oxford Dictionaries series, plus the Visual English Dictionary, Oxford Dictionary of Quotations, and Encyclopedia of Mammals .
• Salem Reference This link opens in a new window Online encyclopedias and other reference works for health, history, literature, and science.
• Opposing Viewpoints in Context This link opens in a new window Full text articles on social issues. Includes topic overviews, primary sources, statistics, photographs, and podcasts.
• Points of View Reference Center This link opens in a new window A full-text database designed to provide students with a series of essays that present multiple sides of a current issue.

more reference works databases...

General Databases

• Academic OneFile This link opens in a new window A source for peer-reviewed, full-text articles from the world's leading journals and reference sources. Has extensive coverage of the physical sciences, technology, medicine, social sciences, the arts, theology, literature, and more.
• Academic Search Complete This link opens in a new window Find information on almost any topic. Contains the full text of over 4,450 magazines, journals and newspapers, and indexing for many more, with coverage dates back to 1975 for many publications.
• Google Scholar This link opens in a new window Watch our 30-second video on syncing Google Scholar to retrieve items available through Reed Library .
• JSTOR This link opens in a new window Provides a comprehensive backfile of major scholarly journals in the arts and sciences, business, ecology, language, literature, and music.

See full database list...

Wikipedia: An Overview

• Using Wikipedia
• Who Edits Wikipedia?

Wikipedia is one of the most popular reference websites online, with millions of visitors every month. There are more than 19 million articles and 82.000 active contributors.

• << Previous: Welcome
• Next: Types of Sources >>
• Last Updated: Mar 11, 2024 8:35 AM
• URL: https://fredonia.libguides.com/gettingstarted

Daniel A. Reed Library • The State University of New York at Fredonia • 280 Central Ave., Fredonia, NY 14063 • 716-673-3184 • Fax: 716-673-3185 • [email protected] FB: @ReedLibrary Insta: @SUNYFredLibrary   X: @SUNYFredLibrary

Accessibility Statement: Reed Library is dedicated to making information accessible for everyone. If you notice an accessibility issue within this guide, please contact Katelynn Telford

Have a language expert improve your writing

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

• Knowledge Base
• Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a  problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Table of contents

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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

So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

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

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Is this article helpful?

Other students also liked.

• Writing Strong Research Questions | Criteria & Examples

What Is a Research Design | Types, Guide & Examples

• How to Write a Research Proposal | Examples & Templates

More interesting articles

• 10 Research Question Examples to Guide Your Research Project
• How to Choose a Dissertation Topic | 8 Steps to Follow
• How to Define a Research Problem | Ideas & Examples
• How to Write a Problem Statement | Guide & Examples
• Relevance of Your Dissertation Topic | Criteria & Tips
• Research Objectives | Definition & Examples
• What Is a Fishbone Diagram? | Templates & Examples
• What Is Root Cause Analysis? | Definition & Examples

Unlimited Academic AI-Proofreading

✔ Document error-free in 5minutes ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

An official website of the United States government

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

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

• Publications
• Account settings

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

• Advanced Search
• Journal List
• J Korean Med Sci
• v.37(16); 2022 Apr 25

A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

Conducting Preliminary Research

Barry Mauer and John Venecek

We discuss the following topics on this page:

Preliminary Research Strategies

We also provide the following activities:

Conducting Preliminary Research [Refresher]

Sometimes called “pre-research,” Preliminary Research is an inventive stage in which you investigate possible topics of interest. For example, once you fully understand your assignment, the next step might be to conduct some background research online, or talk to friends and classmates. However, while it’s a good idea to try out your ideas with non-experts, the real test is to try them out with experts. If your ideas are not fully formed yet, you can ask experts to help guide you in the right direction. Undergraduate students often overlook this strategy, but it can be incredibly effective and it can lead to good research topics and resources. Let’s take a closer look at some more preliminary research strategies.

• Explore Literary Studies Journals: Scholars share their work through many venues, but the most important is peer-reviewed scholarly journals in their field. Princeton keeps a list of some of the most important literary studies journals . Imagine yourself as a future contributor to one of these journals!
• Work with a Mentor: A mentor is someone who can help and guide you as a scholar during the research process. Mentorship can take many forms; UCF offers many mentorship programs such as the Research And Mentoring Program (RAMP) , McNair Scholars Program , Honors Undergraduate Thesis (HUT) , and the Office of Undergraduate Research (OUR) . Many of these offer financial and logistical support to students.
• Don’t Skip the Invention Stage: This can be a messy process, so keep a notebook to jot down ideas and questions as they occur to you. You’ll need to develop a research question, so those notes may come in handy later. Also, think about what types of sources you’ll need to complete your project. The assignment may specify certain types, such as scholarly monographs and journal articles, but what else might you need? What about media and other primary sources? Where would you find them? Should you explore digital archives or make an appointment with an archivist?
• Manage your Time : Think about time-management and set milestones. Even though pulling all-nighters is a rite of passage for college students, your stress will be greatly reduced (and  the quality of your research enhanced) if you’re not racing to finish everything at the last minute. Be sure to keep those milestones simple and achievable so you don’t get overwhelmed by unrealistic goals. We encourage you to use a planner!
• Investigate Professional Organizations : Many famous authors have organizations dedicated to their legacy. One of these is The William Faulkner Society , which assembles lists of scholarly journals, conferences and conventions, research centers and information sources, and interdisciplinary university institutes. Many such organizations also provide scholarships for students. Look through the contents of author societies’ websites, as well as recent journals and conference proceedings, to help you generate ideas for your own research.
• Talk to Experts : Finally, ask for help! You’re attending a large university where you’re surrounded by highly educated people. Don’t be afraid to schedule appointments and conduct interviews with them. Also, consider meeting with the subject librarian in your major to get an overview of key resources and tools available at the library.

Taking time to work through the preliminary research process will set the foundation for everything that comes after, and it will make your job easier.

A word about mentorship: having a mentor (whether faculty or peer) will vastly improve your experience as a researcher. Even many experienced researchers have their own mentors because they understand the value that comes with being a mentee. If you plan to work with a mentor, keep in mind a few points:

• If you are having difficulty with the research, put in some work on your own to address the problem before going to your mentor, The mentor’s job is to help you, not to do the work for you.
• Ask your mentor about their own research process so you can better understand the tasks and skills involved.
• Keep a positive attitude; even if you feel like you do not yet have the necessary knowledge or skills, tell yourself that you are in the learning stage and that you are doing your best.
• Recognize that a mentor is there to help but may not be able to meet all your needs. Take ownership of your own learning and research.
• It is okay to seek mentorship from more than one person.

Background Research [1 min 20 sec] [1]

For more advice on Conducting Preliminary Research, consider the following from WritingCommons.org: [2]

The goal of Preliminary Research is not necessarily to become an authority on a specific topic so much as to identify conversation chatter: across disciplines, what are experts talking about? And, ultimately, if given a choice, what interests you the most? Preliminary Research could involve

• discussions with friends about ideas.
• interviews with experts, bosses, clients, and teachers.
• scanning a wikipedia page or Google search
• skimming over documents to learn about the genres and research methods of particular discourse communities/community of practice.

• List three things you have researched (they don’t have to be related to school projects). Discuss your experiences with any of the research you listed. Which parts did you enjoy the most? Where did you have the most difficulty? Did you find what you were looking for? How valuable was the information and the experience?

Feel free to use a grid format, as above, or just make a list of these items under each entry.

• Sometimes the  publication date  is tricky – a work might have remained unpublished for a long period of time. If so, note when it was written (approximately) and then published. Sometimes a work may have been revised and republished. If so, indicate the publication date of the version you read (its original publication date, and not the publication date of the anthology).
• Literary genre  refers to whether a work is a novel, short story, drama, poem, parable, allegory, non-fiction, essay, folk or fairy tale, sacred text, children’s literature, or memoir. Additionally,  literary themes  can be part of genres as in comedy, tragedy, lyric, epic, detective or crime stories, science fiction, supernatural, historical, etc. These are not strict categories and a work may combine more than one.
• Nation or region of author  can be tricky as well. For instance, an author may write in a country far from where they were born and/or raised. Or they may be born in a country that is divided by region. Note anything significant about the author’s place(s).
• The  brief description  is just a sentences or a few sentences to indicate what the literature is about. It does not need to include a plot summary or a complete list of characters and themes. For example, we could say that Homer’s  Odyssey  is the story of a hero and the obstacles he faces on his journey home from war.
• Initial thoughts  are just that: thoughts upon a first reading. These could be about things you notice, things you like or dislike, things that intrigue you, things that are confusing, things that are mysteries, things that are easy or difficult, style, voice, meter, diction, etc.
• Major theory or type of criticism  refers to the major literary theories (Marxist, feminist, post-colonial, formal, historical, linguistic, audience studies, structuralist, post-structuralist, etc.) or the themes or issues being addressed. These are not strict categories and a work may combine more than one.
• The  brief description  is just a sentences or a few sentences to indicate what the literary criticism or theory is about. It does not need to include a summary of the whole argument, but should include the major claim(s).
• If there are any elements of your assignment that need clarification, please list them.
• What was the most important lesson you learned from this page? What point was confusing or difficult to understand?
• NKU, Steely Library, director. Background Research . YouTube , YouTube, 13 Dec. 2017, https://www.youtube.com/watch?v=0gXGMJAXSU4&t=74s . Accessed 1 Apr. 2022. ↵
• Writing Commons. “Preliminary Research.” Writing Commons , 11 Aug. 2020, https://writingcommons.org/section/invention/preliminary-research/ . ↵

Students often overlook the importance of managing and organizing their research as part of the literature review. There are many programs available online, such as Zotero. There is no one proper way to manage your research, but it’s important to have a system that works for you.

As you continue down your path to becoming a researcher, one of two things tends to happen.  A) you have a closet full of printed journal articles that you are saving “just in case”, but you have no idea what’s in there, or why it was important; or B) you are constantly trying to remember what that one article was that you read that one time, but it wasn’t relevant at the time, so you threw it away; or C) all of the above.

Luckily there are citation management programs to help you wrangle and organize your research. As a bonus, they will format your bibliography into the appropriate style at the click of a button.

There are many citation management options to choose from. The key is to find the one that works best with your research style.  The most popular freely available options are Mendeley and Zotero.

For more information about each option, check out the UCF library’s guides to citation management .

Looking for an easy way to compare the different citation management system features? See this chart created and maintained by Penn Libraries.

Strategies for Conducting Literary Research, 2e Copyright © 2021 by Barry Mauer and John Venecek is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Research Topic Ideas: Preliminary Research

• Getting Started
• Brainstorming
• Topic Generation
• Preliminary Research
• Research Topic Ideas by Subject
• Keeping Track of Sources and Citations

Header Image

What is Preliminary Research?

Preliminary research is the process of exploring what research has already been done on a topic or set of topics. Doing preliminary research can help you to narrow or broaden your topic idea . You can also determine useful keywords or related topics by consulting existing research. Use the resources on this page to get started.  

How to Start the Research Process   This article provides six tips for how to start the research process.

What are Primary, Secondary, and Tertiary Sources?   This guide defines different types of sources and offers tips for evaluating their credibility.

Journal Articles

Digital Public Library of America   This resource contains thousands of books, images, videos, and sounds.

Directory of Open Access Books   This directory features thousands of peer-reviewed books.

Open Textbook Library   This resource includes hundreds of free textbooks.

Open Access Databases

arXiv   This resource archives free, full-text journal articles from the sciences and mathematics.

Directory of Open Access Journals   This resource allows you to search for journal articles from a wide range of disciplines.

Google Scholar   Use Google Scholar to search for full-text journal articles.

PubMed   PubMed hosts full-text journal articles from the medical and health sciences.

How to Read Academic Research

How to Read a Scholarly Article   This article breaks down the components of scholarly articles and features tips for reading them.

• << Previous: Topic Generation
• Next: Research Topic Ideas by Subject >>
• Last Updated: Oct 21, 2022 11:14 AM
• URL: https://paperpile.libguides.com/research-topic-ideas

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

6.2: Preliminary Research Strategies

• Last updated
• Save as PDF
• Page ID 182860
• SUNY/Lumen Learning
• SUNY and Lumen Learning

The first step towards writing a research paper is pretty obvious: find sources. Not everything that you find will be good, and those that are good are not always easily found. Having an idea of what you’re looking for–what will most help you develop your essay and enforce your thesis–will help guide your process.

Example of a Research Process

A good research process should go through these steps:

• Decide on the topic.
• Narrow the topic in order to narrow search parameters.
• Create a question that your research will address.
• Generate sub-questions from your main question.
• Determine what kind of sources are best for your argument.
• Create a bibliography as you gather and reference sources.

Each of these is described in greater detail below.

Preliminary Research Strategies

A research plan should begin after you can clearly identify the focus of your argument. First, inform yourself about the basics of your topic (Wikipedia and general online searches are great starting points). Be sure you’ve read all the assigned texts and carefully read the prompt as you gather preliminary information. This stage is sometimes called pre-research .

A broad online search will yield thousands of sources, which no one could be expected to read through. To make it easier on yourself, the next step is to narrow your focus. Think about what kind of position or stance you can take on the topic. What about it strikes you as most interesting? Refer back to the prewriting stage of the writing process, which will come in handy here.

Preliminary Search Tips

• It is okay to start with Wikipedia as a reference, but do not use it as an official source. Look at the links and references at the bottom of the page for more ideas.
• Use “Ctrl+F” to find certain words within a webpage in order to jump to the sections of the article that interest you.
• Use quotation marks to narrow your search from just tanks in WWII to “Tanks in WWII” or “Tanks” in “WWII”.
• Find specific types of websites by adding “site:.gov” or “site:.edu” or “site:.org”. You can also search for specific file types like “filetype:.pdf”.
• Click on “Search Tools” under the search bar in Google and select “Any time” to see a list of options for time periods to help limit your search. You can find information just in the past month or year, or even for a custom range.

As you narrow your focus, create a list of questions that you’ll need to answer in order to write a good essay on the topic. The research process will help you answer these questions.

Another part of your research plan should include the type of sources you want to gather. Keep track of these sources in a bibliography and jot down notes about the book, article, or document and how it will be useful to your essay. This will save you a lot of time later in the essay process–you’ll thank yourself!

Contributors and Attributions

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-SA: Attribution-ShareAlike
• The Research Process graphic. Authored by : Kim Louie for Lumen Learning. License : CC BY: Attribution
• Organizing Your Research Plan. Provided by : Boundless. Located at : https://courses.lumenlearning.com/boundless-writing/ . Project : Boundless Writing. License : CC BY-SA: Attribution-ShareAlike

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Background Information
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Background information identifies and describes the history and nature of a well-defined research problem with reference to contextualizing existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice , its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address. Background information does not replace the literature review section of a research paper; it is intended to place the research problem within a specific context and an established plan for its solution.

Fitterling, Lori. Researching and Writing an Effective Background Section of a Research Paper. Kansas City University of Medicine & Biosciences; Creating a Research Paper: How to Write the Background to a Study. DurousseauElectricalInstitute.com; Background Information: Definition of Background Information. Literary Devices Definition and Examples of Literary Terms.

Importance of Having Enough Background Information

Background information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. It generally supports the question, what is the most important information the reader needs to understand before continuing to read the paper? Sufficient background information helps the reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to conceptualize the research problem and its significance before moving on to a more thorough analysis of prior research.

Forms of contextualization included in background information can include describing one or more of the following:

• Cultural -- placed within the learned behavior of a specific group or groups of people.
• Economic -- of or relating to systems of production and management of material wealth and/or business activities.
• Gender -- located within the behavioral, cultural, or psychological traits typically associated with being self-identified as male, female, or other form of  gender expression.
• Historical -- the time in which something takes place or was created and how the condition of time influences how you interpret it.
• Interdisciplinary -- explanation of theories, concepts, ideas, or methodologies borrowed from other disciplines applied to the research problem rooted in a discipline other than the discipline where your paper resides.
• Philosophical -- clarification of the essential nature of being or of phenomena as it relates to the research problem.
• Physical/Spatial -- reflects the meaning of space around something and how that influences how it is understood.
• Political -- concerns the environment in which something is produced indicating it's public purpose or agenda.
• Social -- the environment of people that surrounds something's creation or intended audience, reflecting how the people associated with something use and interpret it.
• Temporal -- reflects issues or events of, relating to, or limited by time. Concerns past, present, or future contextualization and not just a historical past.

Background information can also include summaries of important research studies . This can be a particularly important element of providing background information if an innovative or groundbreaking study about the research problem laid a foundation for further research or there was a key study that is essential to understanding your arguments. The priority is to summarize for the reader what is known about the research problem before you conduct the analysis of prior research. This is accomplished with a general summary of the foundational research literature [with citations] that document findings that inform your study's overall aims and objectives.

NOTE : Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section. If you find a study requiring lengthy explanation, consider moving it to the literature review section.

ANOTHER NOTE : In some cases, your paper's introduction only needs to introduce the research problem, explain its significance, and then describe a road map for how you are going to address the problem; the background information basically forms the introduction part of your literature review. That said, while providing background information is not required, including it in the introduction is a way to highlight important contextual information that could otherwise be hidden or overlooked by the reader if placed in the literature review section.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014; Stevens, Kathleen C. “Can We Improve Reading by Teaching Background Information?.” Journal of Reading 25 (January 1982): 326-329; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Structure and Writing Style

Providing background information in the introduction of a research paper serves as a bridge that links the reader to the research problem . Precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the problem being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues, debates, and concepts related to your overall study.

The structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment. However, in most cases it should be limited to only one to two paragraphs in your introduction.

Given this, here are some questions to consider while writing this part of your introduction :

• Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation?
• Are there historical elements that need to be explored in order to provide needed context, to highlight specific people, issues, or events, or to lay a foundation for understanding the emergence of a current issue or event?
• Are there theories, concepts, or ideas borrowed from other disciplines or academic traditions that may be unfamiliar to the reader and therefore require further explanation?
• Is there a key study or small set of studies that set the stage for understanding the topic and frames why it is important to conduct further research on the topic?
• Y our study uses a method of analysis never applied before;
• Your study investigates a very esoteric or complex research problem;
• Your study introduces new or unique variables that need to be taken into account ; or,
• Your study relies upon analyzing unique texts or documents, such as, archival materials or primary documents like diaries or personal letters that do not represent the established body of source literature on the topic?

Almost all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge . However, despite this assessment, background information should be brief and succinct and sets the stage for the elaboration of critical points or in-depth discussion of key issues in the literature review section of your paper.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, defining key components of your study [concepts, people, places, phenomena] and/or placing the research problem within a particular context. Although introductory background information can often blend into the literature review portion of the paper, essential background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

Hart, Cris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage, 1998; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014.

• << Previous: The C.A.R.S. Model
• Next: The Research Problem/Question >>
• Last Updated: Apr 1, 2024 9:56 AM
• URL: https://libguides.usc.edu/writingguide

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

7.11: Preliminary Research Strategies

• Last updated
• Save as PDF
• Page ID 59117

Learning Outcomes

Evaluate preliminary research strategies

As we have discussed, all research is based upon your research question. Having a well-defined and scoped question is essential to a good research strategy. If your question is not specific enough, or if it lacks boundaries (i.e., it is not well-scoped), your subsequent strategy will be difficult to maintain.

Steely Library discusses developing a good research question in the video below:

A YouTube element has been excluded from this version of the text. You can view it online here: http://pb.libretexts.org/bcsom/?p=186

The Human Fund

Let’s return to Martha’s case. We can recall that her research question was,

“Is The Human Fund’s work helping homeless families in downtown Chicago?”

If we first break her question down into its sub-parts, developing a research strategy will be much easier. Her question asks,

• Is The Human Fund’s work — i.e., what The Human Fund does — its actions
• helping — i.e., we must define “helping” in relation to…
• …the homeless families…
• …in downtown Chicago?

From her question, we know that we will need sources that,

• Outline The Human Fund’s activities
• Define how charities and government help the homeless in their cities
• Help to define and understand “homeless”
• Are geographically bound to downtown Chicago

With the above in mind, any secondary source that does not specifically address a part of the question above—and how it is broken down—will be off topic or out of scope.

We will also recall that Martha conducted background reading (i.e., secondary source reading) before determining the type of primary source material (i.e., fieldwork and interviews with the homeless) she would use. This can be confusing; when we research, we do background or secondary source reading before determining what primary source material might still be needed. You will not typically see a research process that advocates doing primary source research when there is already secondary source material available on a given topic because it is not efficient. It is also important to note that if secondary source material sufficiently addresses your research question, consider this to be a win; this means that the much slower and much more elaborate primary source research process is no longer required. Your report will be that much faster to compile. If Martha, for example, had recent accounts of interviews with homeless people in downtown Chicago about The Human Fund’s work, she would not need to conduct her own interviews.

practice questions

https://assessments.lumenlearning.co...sessments/8548

Contributors and Attributions

• Preliminary Research Strategies. Authored by : Freedom Learning Group. Provided by : Lumen Learning. License : CC BY: Attribution
• Developing a Research Question. Authored by : Steely Library NKU. Located at : https://www.youtube.com/watch?v=LWLYCYeCFak . License : All Rights Reserved . License Terms : Standard YouTube License

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Role of Preliminary Research in the Research Process

This article is meant primarily for early researchers and students of humanities especially media to guide them in their qualitative research. Submitting a research report/dissertation/thesis/term paper involves a plethora of interconnected processes which run parallel to each other but at times one process becomes dominant depending on the research stage. The entire research process can be divided into four overlapping stages, which are: preliminary research, data collection, data interpretation and analysis, and data presentation. The article focuses upon the preliminary research i.e. the first and foremost stage, which is often overlooked by early researchers. Up until now, to my knowledge, authors writing about conducting research concentrated on the main processes but ignored seeming integral points, for instance, the idea generation step which precedes what Roger D. Wimmer and Joseph R. Dominick call 'selecting a research topic' (2006:26). The writer of the article has attempted to weave together all the interlinked steps involved, which are otherwise either not elaborated or writers tend to focus on a certain perspective and certain steps more than others. Even when writers offer explanations, these are seen as research procedures rather than as steps involved in preliminary stage.

Related Papers

MAST Journal

Maryam Muliaee

Fred Ntedika Mvumbi

A thesis/Dissertation, as one piece of work, should be a text that addresses the issues of the community; all divisions and sub-divisions ought to be interconnected and interrelated to become a process leading to one goal. Thus, the text has threefold dimension. The first is that few people know the underlying principle of a research; that is the wisdom behind the idea, the efforts and the pains of carrying out a research in a particular field of knowledge. The second is a request to students to fall in love and to have passion for the kind of study they want to undertake; this increases the motivation and disposes them to go extra miles for comprehensive and immense discovery where understanding, application and generation of new knowledge take place. The third reason, which is equally important, maybe the most important in writing this text, concerns the organization of the report; in this case the presentation of a thesis/dissertation. Students should be more and more motivated to carry out research in various fields of knowledge, particularly when they have means; and postgraduate students should be increasingly encouraged to take part in research initiatives, for this helps to find new meanings of life.

YOUSSEF IDAMMI

This is a basic introduction to the methodology of research, or specifically: an introduction to ‘how to conduct your end-of-term monograph’. Obviously stated, this course is addressed to undergraduate students of university, simply because this is the category of students who are required to submit an end-of-term monograph! Please understand, that, this is not an academic research paper, it is just a humble attempt to simplify things to my colleagues – yes, I am just an undergraduate student same as you, for now – far away from the very complicated academic norm that apparently some lecturers like to embrace. The course is based on the syllabus and lectures of the professor Zakaria Jamaati ([email protected]), Department of English Language and Culture, Faculty of Languages, Arts and Humanities, Ait Melloul, Morocco.

George Belliveau

CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE

Urvashi Kaushal

Research Process and Stages in Social Sciences

yavuz ercan Gul

In this study, it is aimed to provide detailed information about the process of scientific research in social sciences, especially for graduate students who are new to scientific research. For this purpose, the processes of determining the research topic, writing the research problem, literature review in scientific research are discussed. The starting point of the research is the idea that it will provide convenience to those who are new to the scientific research process. Determining the topic in scientific research and producing new and original ideas about that topic depends on the analytical thinking skills of the researcher. After determining the subject, t h e r e are important steps that the researcher should pay attention to in the process of defining the problem. Because the research problem starts with the interest in the subject and is at the centre of the research. Asking the right questions helps the researcher to find the right answer. Another important step that should be considered in scientific research is the review of the literature. Because the introduction of the new depends on a good knowledge of the old. For this reason, it is not right to start the research without scanning the literature correctly.

Ntibaziyaremye Alexis

Dr Sunarsih

Catherine N . Mwai

khadidja Hammoudi

RELATED PAPERS

Journal of Nepal Medical Association

Pramod Devkota

Strategic finance

Bridget Lyons

IOP Conference Series: Earth and Environmental Science

T.M.A. Olayanju

Economics: The Open-Access, Open-Assessment E-Journal

Monira Aloud

The Cryosphere Discussions

Sarah Shannon

Polymer Bulletin

Ecaterina Stela Dragan

Dilara Balcı Gülpınar

Proceedings of the 3rd Annual ACM Web Science Conference on - WebSci '12

Harith Alani

Anuario De La Facultad De Derecho

MANUEL MARQUEZ ESPEJO

Journal of Child and Family Studies

Khudejha Asghar

Schizophrenia Bulletin

Katherine S F Damme

Jose Tarazona

KarlGustav Wahlund

Taufiq Satria Mukti

Angel Lopez Camacho

2014 22nd International Conference on Pattern Recognition

David Menotti

Gijs Hoffmans

Clinical science (London, England : 1979)

Sarah Spencer

Routledge eBooks

Colin Tyler

Pediatric Pulmonology

Leon Joseph

Türk Mikrobiyoloji Cemiyeti Dergisi

Seher Topluoglu

Durga Prasad Dhakal

Japanese Journal of Applied Physics

Tzu Ling Lee

Journal of Human Kinetics

Anna Volossovitch

See More Documents Like This

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

What Is Background in a Research Paper?

So you have carefully written your research paper  and probably ran it through your colleagues ten to fifteen times. While there are many elements to a good research article, one of the most important elements for your readers is the background of your study.

What is Background of the Study in Research

The background of your study will provide context to the information discussed throughout the research paper . Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis.

Why is Background of the Study Necessary in Research?

The background of the study discusses your problem statement, rationale, and research questions. It links  introduction to your research topic  and ensures a logical flow of ideas.  Thus, it helps readers understand your reasons for conducting the study.

Providing Background Information

The reader should be able to understand your topic and its importance. The length and detail of your background also depend on the degree to which you need to demonstrate your understanding of the topic. Paying close attention to the following questions will help you in writing background information:

• Are there any theories, concepts, terms, and ideas that may be unfamiliar to the target audience and will require you to provide any additional explanation?
• Any historical data that need to be shared in order to provide context on why the current issue emerged?
• Are there any concepts that may have been borrowed from other disciplines that may be unfamiliar to the reader and need an explanation?

Related: Ready with the background and searching for more information on journal ranking? Check this infographic on the SCImago Journal Rank today!

Is the research study unique for which additional explanation is needed? For instance, you may have used a completely new method

How to Write a Background of the Study

The structure of a background study in a research paper generally follows a logical sequence to provide context, justification, and an understanding of the research problem. It includes an introduction, general background, literature review , rationale , objectives, scope and limitations , significance of the study and the research hypothesis . Following the structure can provide a comprehensive and well-organized background for your research.

Here are the steps to effectively write a background of the study.

1. Identify Your Audience:

Determine the level of expertise of your target audience. Tailor the depth and complexity of your background information accordingly.

2. Understand the Research Problem:

Define the research problem or question your study aims to address. Identify the significance of the problem within the broader context of the field.

3. Review Existing Literature:

Conduct a thorough literature review to understand what is already known in the area. Summarize key findings, theories, and concepts relevant to your research.

4. Include Historical Data:

Integrate historical data if relevant to the research, as current issues often trace back to historical events.

5. Identify Controversies and Gaps:

Note any controversies or debates within the existing literature. Identify gaps , limitations, or unanswered questions that your research can address.

6. Select Key Components:

Choose the most critical elements to include in the background based on their relevance to your research problem. Prioritize information that helps build a strong foundation for your study.

7. Craft a Logical Flow:

Organize the background information in a logical sequence. Start with general context, move to specific theories and concepts, and then focus on the specific problem.

8. Highlight the Novelty of Your Research:

Clearly explain the unique aspects or contributions of your study. Emphasize why your research is different from or builds upon existing work.

Here are some extra tips to increase the quality of your research background:

Example of a Research Background

Here is an example of a research background to help you understand better.

The above hypothetical example provides a research background, addresses the gap and highlights the potential outcome of the study; thereby aiding a better understanding of the proposed research.

What Makes the Introduction Different from the Background?

Your introduction is different from your background in a number of ways.

• The introduction contains preliminary data about your topic that  the reader will most likely read , whereas the background clarifies the importance of the paper.
• The background of your study discusses in depth about the topic, whereas the introduction only gives an overview.
• The introduction should end with your research questions, aims, and objectives, whereas your background should not (except in some cases where your background is integrated into your introduction). For instance, the C.A.R.S. ( Creating a Research Space ) model, created by John Swales is based on his analysis of journal articles. This model attempts to explain and describe the organizational pattern of writing the introduction in social sciences.

Points to Note

Your background should begin with defining a topic and audience. It is important that you identify which topic you need to review and what your audience already knows about the topic. You should proceed by searching and researching the relevant literature. In this case, it is advisable to keep track of the search terms you used and the articles that you downloaded. It is helpful to use one of the research paper management systems such as Papers, Mendeley, Evernote, or Sente. Next, it is helpful to take notes while reading. Be careful when copying quotes verbatim and make sure to put them in quotation marks and cite the sources. In addition, you should keep your background focused but balanced enough so that it is relevant to a broader audience. Aside from these, your background should be critical, consistent, and logically structured.

Writing the background of your study should not be an overly daunting task. Many guides that can help you organize your thoughts as you write the background. The background of the study is the key to introduce your audience to your research topic and should be done with strong knowledge and thoughtful writing.

The background of a research paper typically ranges from one to two paragraphs, summarizing the relevant literature and context of the study. It should be concise, providing enough information to contextualize the research problem and justify the need for the study. Journal instructions about any word count limits should be kept in mind while deciding on the length of the final content.

The background of a research paper provides the context and relevant literature to understand the research problem, while the introduction also introduces the specific research topic, states the research objectives, and outlines the scope of the study. The background focuses on the broader context, whereas the introduction focuses on the specific research project and its objectives.

When writing the background for a study, start by providing a brief overview of the research topic and its significance in the field. Then, highlight the gaps in existing knowledge or unresolved issues that the study aims to address. Finally, summarize the key findings from relevant literature to establish the context and rationale for conducting the research, emphasizing the need and importance of the study within the broader academic landscape.

The background in a research paper is crucial as it sets the stage for the study by providing essential context and rationale. It helps readers understand the significance of the research problem and its relevance in the broader field. By presenting relevant literature and highlighting gaps, the background justifies the need for the study, building a strong foundation for the research and enhancing its credibility.

The presentation very informative

It is really educative. I love the workshop. It really motivated me into writing my first paper for publication.

an interesting clue here, thanks.

thanks for the answers.

Good and interesting explanation. Thanks

Thank you for good presentation.

Hi Adam, we are glad to know that you found our article beneficial

The background of the study is the key to introduce your audience to YOUR research topic.

Awesome. Exactly what i was looking forwards to 😉

Hi Maryam, we are glad to know that you found our resource useful.

my understanding of ‘Background of study’ has been elevated.

Hi Peter, we are glad to know that our article has helped you get a better understanding of the background in a research paper.

thanks to give advanced information

Hi Shimelis, we are glad to know that you found the information in our article beneficial.

When i was studying it is very much hard for me to conduct a research study and know the background because my teacher in practical research is having a research so i make it now so that i will done my research

Very informative……….Thank you.

The confusion i had before, regarding an introduction and background to a research work is now a thing of the past. Thank you so much.

Thanks for your help…

Thanks for your kind information about the background of a research paper.

Thanks for the answer

Very informative. I liked even more when the difference between background and introduction was given. I am looking forward to learning more from this site. I am in Botswana

Hello, I am Benoît from Central African Republic. Right now I am writing down my research paper in order to get my master degree in British Literature. Thank you very much for posting all this information about the background of the study. I really appreciate. Thanks!

The write up is quite good, detailed and informative. Thanks a lot. The article has certainly enhanced my understanding of the topic.

Rate this article Cancel Reply

Your email address will not be published.

Enago Academy's Most Popular Articles

• AI in Academia
• Infographic
• Manuscripts & Grants
• Reporting Research
• Trending Now

Can AI Tools Prepare a Research Manuscript From Scratch? — A comprehensive guide

As technology continues to advance, the question of whether artificial intelligence (AI) tools can prepare…

Abstract Vs. Introduction — Do you know the difference?

Ross wants to publish his research. Feeling positive about his research outcomes, he begins to…

• Old Webinars
• Webinar Mobile App

Demystifying Research Methodology With Field Experts

Choosing research methodology Research design and methodology Evidence-based research approach How RAxter can assist researchers

• Manuscript Preparation
• Publishing Research

How to Choose Best Research Methodology for Your Study

Successful research conduction requires proper planning and execution. While there are multiple reasons and aspects…

Top 5 Key Differences Between Methods and Methodology

While burning the midnight oil during literature review, most researchers do not realize that the…

How to Draft the Acknowledgment Section of a Manuscript

Discussion Vs. Conclusion: Know the Difference Before Drafting Manuscripts

Sign-up to read more

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

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

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

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

What should universities' stance be on AI tools in research and academic writing?

Module 4: Research

Preliminary research strategies, learning outcomes.

Evaluate preliminary research strategies

As we have discussed, all research is based upon your research question. Having a well-defined and scoped question is essential to a good research strategy. If your question is not specific enough, or if it lacks boundaries (i.e., it is not well-scoped), your subsequent strategy will be difficult to maintain.

Steely Library discusses developing a good research question in the video below:

The Human Fund

Let’s return to Martha’s case. We can recall that her research question was,

“Is The Human Fund’s work helping homeless families in downtown Chicago?”

If we first break her question down into its sub-parts, developing a research strategy will be much easier. Her question asks,

• Is The Human Fund’s work — i.e., what The Human Fund does — its actions
• helping — i.e., we must define “helping” in relation to…
• …the homeless families…
• …in downtown Chicago?

From her question, we know that we will need sources that,

• Outline The Human Fund’s activities
• Define how charities and government help the homeless in their cities
• Help to define and understand “homeless”
• Are geographically bound to downtown Chicago

With the above in mind, any secondary source that does not specifically address a part of the question above—and how it is broken down—will be off topic or out of scope.

We will also recall that Martha conducted background reading (i.e., secondary source reading) before determining the type of primary source material (i.e., fieldwork and interviews with the homeless) she would use. This can be confusing; when we research, we do background or secondary source reading before determining what primary source material might still be needed. You will not typically see a research process that advocates doing primary source research when there is already secondary source material available on a given topic because it is not efficient. It is also important to note that if secondary source material sufficiently addresses your research question, consider this to be a win; this means that the much slower and much more elaborate primary source research process is no longer required. Your report will be that much faster to compile. If Martha, for example, had recent accounts of interviews with homeless people in downtown Chicago about The Human Fund’s work, she would not need to conduct her own interviews.

practice questions

Contribute.

Improve this page Learn More

• Preliminary Research Strategies. Authored by : Freedom Learning Group. Provided by : Lumen Learning. License : CC BY: Attribution
• Developing a Research Question. Authored by : Steely Library NKU. Located at : https://www.youtube.com/watch?v=LWLYCYeCFak . License : All Rights Reserved . License Terms : Standard YouTube License

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

Probably the first step to locating sources on a given topic is to get some background information on the topic. In a previous section on the Research Process, p. 16, preliminary research was mentioned to acquire some background on a topic, so that you are prepared to understand information presented in college-level sources. This is also important to refine a topic to a manageable research project.

Most reference sources, including encyclopedia are in two categories: general and subject specific. General encyclopedia have articles covering the complete “cycle of knowledge” of all disciplines, to provide a little knowledge on most topics. The most well-known encyclopedia are Encyclopaedia Britannica and World Book Encyclopedia. These well-respected encyclopedia are available in print and online editions, and available in most libraries. Subject specific encyclopedia usually provide more advanced information, specific to that subject or discipline, such as Grove’s Dictionary of Music, Grizmeck’s Animal Encyclopedia and the International Encyclopedia of the Stock Market . While these are also well-respected, they are recommended for preliminary research on an advanced level, or after extensive study has taken place.

To search online encyclopedia, access is usually available through a library’s web-page, and a patron’s access is available with a remote verification system. After login, simply enter the topic being searched and a list of relevant articles will appear, in order of relevance ranking. For each article, the title is provided, then the author (if available) and the volume/page number of the article in print. For each result, there is a couple lines from the text that demonstrates the level and style of coverage for the topic, in addition to verifying the meaning of the term.

There are groups of reference materials available as online collections such as the Gale Virtual Reference Library and Oxford Reference Online . These resources are made available as a collection by a publisher or collaboration of publishers. Each of these systems are accessed through a library’s webpage and patron status is verified through a login process, and a topic is entered in the search box. The list of results will include articles from the titles included in the online reference collection, and a link to the complete article.

Preliminary research is usually from tertiary sources, such as encyclopedia and textbooks to prepare for understanding the advanced sources that will come to the surface as the research develops. However, remember that these reference works are intended to help a researcher understand the sources used in research. The majority of information presented in your research should be from primary and secondary sources.

Bridging the Gap: A Guide to College-Level Research Copyright © 2021 by Catherine J Gray is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

Research Topics: How to Select & Develop: Refining a Research Topic

• Understanding the Assignment
• Choosing a Research Topic
• Refining a Research Topic
• Developing a Research Question
• Deciding What Types of Sources You Will Need
• Research Help

Ask a Librarian

Chat with a Librarian

Lisle: (630) 829-6057 Mesa: (480) 878-7514 Toll Free: (877) 575-6050 Email: [email protected]

Book a Research Consultation Library Hours

Research is a dynamic process. Be prepared to modify or refine your topic. This is usually the sign of thoughtful and well-done research. Usually researchers start out with a broad topic before narrowing it down. These strategies can help with that process.

Brainstorm Concepts

Think of words or concepts that relate to that topic. For example, if your topic is "polar bears," associated words might include: ice, cubs, pollution, hunting, diet, and environmental icon.

Make a Concept Map

Create a visual map your topic that shows different aspects of the topic. Think about questions related to your topic. Consider the who, what, where, when, and why (the 5 W's).

For example, when researching the local food culture, you might consider:

• Why do people buy local?
• What specific food items are people more likely to buy local and why?
• What are the economic aspects of buying local? Is it cheaper?
• Do people in all socio-economic strata have access to local food?

This short video explains how to make a concept map:

Source: Douglas College Library

You can make a concept map by hand or digitally. Below is a link to a free online concept mapping tool:

• Bubbl.us Free tool for building concept maps.

Consider Your Approach or Angle

Your research could, for example, use a historical angle (focusing on a particular time period); a geographical angle (focusing on a particular part of the world); or a sociological angle (focusing on a particular group of people). The angle you choose will depend largely on the nature of your research question and often on the class or the academic discipline in which you are working.

Conduct Background Research

Finding background information on your topic can also help you to refine your topic. Background research serves many purposes.

• If you are unfamiliar with the topic, it provides a good overview of the subject matter.
• It helps you to identify important facts related to your topic: terminology, dates, events, history, and names or organizations.
• It can help you to refine your topic.
• It might lead you to bibliographies that you can use to find additional sources of information on your topic.

Reference sources  like the ones listed below can help you find an angle on your topic and identify an interesting research question. If you are focusing on a particular academic discipline, you might do background reading in subject-specific encyclopedias  and reference sources.  Background information can also be found in:

• dictionaries
• general encyclopedias
• subject-specific encyclopedias  
• article databases

These sources are often listed in our Library Research Guides . 

Here are some resources you may find helpful in finding a strong topic:

• I-Share Use I-Share to search for library materials at more than 80 libraries in Illinois and place requests.
• Wikipedia Get a quick overview of your topic. (Of course, evaluate these articles carefully, since anyone can change them). An entry's table of contents can help you identify possible research angles; the external links and references can help you locate other relevant sources. Usually you won't use Wikipedia in your final paper, because it's not an authoritative source.
• Gale Virtual Reference Library Reference eBooks on a variety of topics, including business, history, literature, medicine, social science, technology, and many more.
• Oxford Reference Reference eBooks on a handful of topics, including management, history, and religion.

Conduct Exploratory In-Depth Research

Start doing some exploratory, in-depth research. As you look for relevant sources, such as scholarly articles and books, refine your topic based on what you find. While examining sources, consider how others discuss the topic. How might the sources inform or challenge your approach to your research question?

• Choosing and Refining Topics Tutorial A detailed tutorial from Colorado State University
• << Previous: Choosing a Research Topic
• Next: Developing a Research Question >>
• Last Updated: Jan 4, 2024 9:55 AM
• URL: https://researchguides.ben.edu/topics

Kindlon Hall 5700 College Rd. Lisle, IL 60532 (630) 829-6050

Gillett Hall 225 E. Main St. Mesa, AZ 85201 (480) 878-7514