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Significance of Research: Meaning, Importance & Examples

In recent years, the importance of research has been increasingly recognized by both the academic community and the general public. Research plays a vital role in the advancement of knowledge and the development of new technologies. It helps us to understand the world around us and to find solutions to problems.

The Benefits of Research

The benefits of research are many and varied. It helps us to understand the world around us, find solutions to problems, and to develop new technologies. It also plays a vital role in the advancement of knowledge. Here are some of the key benefits of research:

• Understanding the World Around Us:

Research helps us to understand the world around us. It allows us to ask questions and find answers to them. It also helps us to understand the relationships between things and to see the world in new ways.

• Finding Solutions to Problems:

Research is often used to find solutions to problems. It can help us to identify new problems and to find ways to solve them. It can also help us to develop new technologies and products that can make our lives better.

• Developing New Technologies:

Research is essential for the development of new technologies. Without research, we would not have many of the devices and products that we take for granted today, such as computers, cell phones, and medical treatments.

• Advancement of Knowledge:

Research plays a vital role in the advancement of knowledge. It allows us to build on what we already know and to discover new things. This is especially important in fields such as medicine, where advances in research can lead to new treatments and cures for diseases

Read also: Scope and Delimitations of the Study in Research Explained

Importance of Research:

Research is important because it helps us to understand the world around us and to find solutions to problems. It helps us advance knowledge and develop new technologies.

Research is essential to the academic community, as it helps scholars build on previous knowledge and advance their understanding of the world. It is also important to the general public, as it can help solve problems and improve our quality of life.

There are many different types of research, each with its importance. Basic research helps us understand the world around us, while applied research takes that knowledge and uses it to solve problems. Clinical research is important for developing new medical treatments, while social science research can help improve our understanding of human behavior.

The Role of Research in the Advancement of Knowledge

The advancement of knowledge is essential to the progress of society. Research plays a critical role in this process, as it helps us to understand the world around us and identify potential solutions to problems.

Without research, we would be reliant on outdated information and would be unable to identify new opportunities for innovation. The role of research is therefore essential in ensuring that we can continue to make progress as a society.

Read also: [Explained] The Unit of Analysis in Qualitative Research

The Significance of Research in the Development of New Technologies

The development of new technologies would not be possible without research. By definition, research is the systematic investigation into a particular subject to find new information or verify existing knowledge. In other words, it is the process of asking questions and seeking answers.

Without research, we would not have any new technologies or advances in knowledge. Even the most basic technologies we take for granted, such as the wheel or fire, were the result of someone’s research. And without research, we would not be able to solve problems or understand the world around us.

The importance of research is therefore clear. It is essential for the advancement of knowledge and the development of new technologies. It helps us to understand the world around us and to find solutions to problems.

The Process of Conducting Research

The process of conducting research can be both exciting and frustrating, but it is essential for anyone who wants to advance their knowledge of the world around them. With careful planning and hard work, anyone can be a successful researcher. Conducting research is a complex and challenging process, but it is also essential for the advancement of knowledge.

The first step in any research project is to identify a topic or question that you want to investigate. Once you have done this, you need to gather information about the topic from a variety of sources. This can be done through reading, interviewing people, and observing events. Once you have collected all of the data, you need to analyze it to see what it means and how it can be used to answer your research question. Finally, you need to write up your findings in a report or paper.

Read also: MPhil Vs MSc – Benefits & Difference Explained, Which is better?

Significance of Research in the Academy

The academic community has long recognized the importance of research. In the Academy, research is essential for the advancement of knowledge. Without research, our understanding of the world would be limited to what we can observe with our senses. Research allows us to go beyond the limitations of our senses and to study phenomena that are too small or too large, too fast or too slow, for us to observe directly.

Research is also important for the development of new technologies. The process of research is often incremental, with each new study building on the work of previous studies. Over time, this cumulative process of research leads to breakthroughs and technological innovations. The Academy relies on research to fulfill its mission of advancing knowledge and improving the human condition. This is why universities and other research institutions are such important engines of economic and social progress.

Significance of Research in the Public Arena

The significance of research in the public arena cannot be understated. It is essential for informing the public about important issues and for developing new solutions to address pressing problems. Research helps us to understand complex issues and provides a foundation for making informed decisions.

The public arena is also where much of the debate about research takes place. There is often debate about what topics should be researched and how research should be conducted. These debates are important for ensuring that research is focused on addressing the most pressing problems facing society.

Research plays a vital role in improving the quality of life for all members of society. It is essential for informing the public about important issues and for developing new solutions to address pressing problems. The significance of research in the public arena cannot be understated.

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Frequently Asked Questions

• Why is research important?
• Research is important because it helps us to understand the world around us and to find solutions to problems. It also plays a vital role in the advancement of knowledge and the development of new technologies.
• How does research help us to understand the world around us?
• Research helps us to understand the world around us by providing information about different aspects of the world. This information can be used to develop new theories and understanding of the world.
• How does research help us to find solutions to problems?
• Research can help us to find solutions to problems by providing information about different aspects of the problem. This information can be used to develop new theories and an understanding of how to solve the problem.
• How does research help us to develop new technologies?
• Research can help us to develop new technologies by providing information about different aspects of the technology. This information can be used to develop new theories and an understanding of how to create or improve the technology.

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What Is the Importance of Research? 5 Reasons Why Research is Critical

by Logan Bessant | Nov 16, 2021 | Science

Most of us appreciate that research is a crucial part of medical advancement. But what exactly is the importance of research? In short, it is critical in the development of new medicines as well as ensuring that existing treatments are used to their full potential. 

Research can bridge knowledge gaps and change the way healthcare practitioners work by providing solutions to previously unknown questions.

In this post, we’ll discuss the importance of research and its impact on medical breakthroughs.  

The Importance Of Health Research

The purpose of studying is to gather information and evidence, inform actions, and contribute to the overall knowledge of a certain field. None of this is possible without research. 

Understanding how to conduct research and the importance of it may seem like a very simple idea to some, but in reality, it’s more than conducting a quick browser search and reading a few chapters in a textbook. 

No matter what career field you are in, there is always more to learn. Even for people who hold a Doctor of Philosophy (PhD) in their field of study, there is always some sort of unknown that can be researched. Delving into this unlocks the unknowns, letting you explore the world from different perspectives and fueling a deeper understanding of how the universe works.

To make things a little more specific, this concept can be clearly applied in any healthcare scenario. Health research has an incredibly high value to society as it provides important information about disease trends and risk factors, outcomes of treatments, patterns of care, and health care costs and use. All of these factors as well as many more are usually researched through a clinical trial. 

What Is The Importance Of Clinical Research?

Clinical trials are a type of research that provides information about a new test or treatment. They are usually carried out to find out what, or if, there are any effects of these procedures or drugs on the human body. 

All legitimate clinical trials are carefully designed, reviewed and completed, and need to be approved by professionals before they can begin. They also play a vital part in the advancement of medical research including:

• Providing new and good information on which types of drugs are more effective.  
• Bringing new treatments such as medicines, vaccines and devices into the field. 
• Testing the safety and efficacy of a new drug before it is brought to market and used in clinical practice.
• Giving the opportunity for more effective treatments to benefit millions of lives both now and in the future. 
• Enhancing health, lengthening life, and reducing the burdens of illness and disability. 

This all plays back to clinical research as it opens doors to advancing prevention, as well as providing treatments and cures for diseases and disabilities. Clinical trial volunteer participants are essential to this progress which further supports the need for the importance of research to be well-known amongst healthcare professionals, students and the general public. 

Five Reasons Why Research is Critical

Research is vital for almost everyone irrespective of their career field. From doctors to lawyers to students to scientists, research is the key to better work. 

• Increases quality of life

 Research is the backbone of any major scientific or medical breakthrough. None of the advanced treatments or life-saving discoveries used to treat patients today would be available if it wasn’t for the detailed and intricate work carried out by scientists, doctors and healthcare professionals over the past decade. 

This improves quality of life because it can help us find out important facts connected to the researched subject. For example, universities across the globe are now studying a wide variety of things from how technology can help breed healthier livestock, to how dance can provide long-term benefits to people living with Parkinson’s. 

For both of these studies, quality of life is improved. Farmers can use technology to breed healthier livestock which in turn provides them with a better turnover, and people who suffer from Parkinson’s disease can find a way to reduce their symptoms and ease their stress. 

Research is a catalyst for solving the world’s most pressing issues. Even though the complexity of these issues evolves over time, they always provide a glimmer of hope to improving lives and making processes simpler. 

• Builds up credibility 

People are willing to listen and trust someone with new information on one condition – it’s backed up. And that’s exactly where research comes in. Conducting studies on new and unfamiliar subjects, and achieving the desired or expected outcome, can help people accept the unknown.

However, this goes without saying that your research should be focused on the best sources. It is easy for people to poke holes in your findings if your studies have not been carried out correctly, or there is no reliable data to back them up. 

This way once you have done completed your research, you can speak with confidence about your findings within your field of study. 

• Drives progress forward 

It is with thanks to scientific research that many diseases once thought incurable, now have treatments. For example, before the 1930s, anyone who contracted a bacterial infection had a high probability of death. There simply was no treatment for even the mildest of infections as, at the time, it was thought that nothing could kill bacteria in the gut.

When antibiotics were discovered and researched in 1928, it was considered one of the biggest breakthroughs in the medical field. This goes to show how much research drives progress forward, and how it is also responsible for the evolution of technology . 

Today vaccines, diagnoses and treatments can all be simplified with the progression of medical research, making us question just what research can achieve in the future. 

• Engages curiosity 

The acts of searching for information and thinking critically serve as food for the brain, allowing our inherent creativity and logic to remain active. Aside from the fact that this curiosity plays such a huge part within research, it is also proven that exercising our minds can reduce anxiety and our chances of developing mental illnesses in the future. 

Without our natural thirst and our constant need to ask ‘why?’ and ‘how?’ many important theories would not have been put forward and life-changing discoveries would not have been made. The best part is that the research process itself rewards this curiosity. 

Research opens you up to different opinions and new ideas which can take a proposed question and turn into a real-life concept. It also builds discerning and analytical skills which are always beneficial in many career fields – not just scientific ones. 

• Increases awareness 

The main goal of any research study is to increase awareness, whether it’s contemplating new concepts with peers from work or attracting the attention of the general public surrounding a certain issue. 

Around the globe, research is used to help raise awareness of issues like climate change, racial discrimination, and gender inequality. Without consistent and reliable studies to back up these issues, it would be hard to convenience people that there is a problem that needs to be solved in the first place. 

The problem is that social media has become a place where fake news spreads like a wildfire, and with so many incorrect facts out there it can be hard to know who to trust. Assessing the integrity of the news source and checking for similar news on legitimate media outlets can help prove right from wrong. 

This can pinpoint fake research articles and raises awareness of just how important fact-checking can be. 

The Importance Of Research To Students

It is not a hidden fact that research can be mentally draining, which is why most students avoid it like the plague. But the matter of fact is that no matter which career path you choose to go down, research will inevitably be a part of it. 

But why is research so important to students ? The truth is without research, any intellectual growth is pretty much impossible. It acts as a knowledge-building tool that can guide you up to the different levels of learning. Even if you are an expert in your field, there is always more to uncover, or if you are studying an entirely new topic, research can help you build a unique perspective about it.

For example, if you are looking into a topic for the first time, it might be confusing knowing where to begin. Most of the time you have an overwhelming amount of information to sort through whether that be reading through scientific journals online or getting through a pile of textbooks. Research helps to narrow down to the most important points you need so you are able to find what you need to succeed quickly and easily. 

It can also open up great doors in the working world. Employers, especially those in the scientific and medical fields, are always looking for skilled people to hire. Undertaking research and completing studies within your academic phase can show just how multi-skilled you are and give you the resources to tackle any tasks given to you in the workplace. 

The Importance Of Research Methodology

There are many different types of research that can be done, each one with its unique methodology and features that have been designed to use in specific settings. 

When showing your research to others, they will want to be guaranteed that your proposed inquiry needs asking, and that your methodology is equipt to answer your inquiry and will convey the results you’re looking for.

That’s why it’s so important to choose the right methodology for your study. Knowing what the different types of research are and what each of them focuses on can allow you to plan your project to better utilise the most appropriate methodologies and techniques available. Here are some of the most common types:

• Theoretical Research: This attempts to answer a question based on the unknown. This could include studying phenomena or ideas whose conclusions may not have any immediate real-world application. Commonly used in physics and astronomy applications.
• Applied Research: Mainly for development purposes, this seeks to solve a practical problem that draws on theory to generate practical scientific knowledge. Commonly used in STEM and medical fields. 
• Exploratory Research: Used to investigate a problem that is not clearly defined, this type of research can be used to establish cause-and-effect relationships. It can be applied in a wide range of fields from business to literature. 
• Correlational Research: This identifies the relationship between two or more variables to see if and how they interact with each other. Very commonly used in psychological and statistical applications. 

The Importance Of Qualitative Research

This type of research is most commonly used in scientific and social applications. It collects, compares and interprets information to specifically address the “how” and “why” research questions. 

Qualitative research allows you to ask questions that cannot be easily put into numbers to understand human experience because you’re not limited by survey instruments with a fixed set of possible responses.

Information can be gathered in numerous ways including interviews, focus groups and ethnographic research which is then all reported in the language of the informant instead of statistical analyses. 

This type of research is important because they do not usually require a hypothesis to be carried out. Instead, it is an open-ended research approach that can be adapted and changed while the study is ongoing. This enhances the quality of the data and insights generated and creates a much more unique set of data to analyse. 

The Process Of Scientific Research

No matter the type of research completed, it will be shared and read by others. Whether this is with colleagues at work, peers at university, or whilst it’s being reviewed and repeated during secondary analysis.

A reliable procedure is necessary in order to obtain the best information which is why it’s important to have a plan. Here are the six basic steps that apply in any research process. 

• Observation and asking questions: Seeing a phenomenon and asking yourself ‘How, What, When, Who, Which, Why, or Where?’. It is best that these questions are measurable and answerable through experimentation. 
• Gathering information: Doing some background research to learn what is already known about the topic, and what you need to find out. 
• Forming a hypothesis: Constructing a tentative statement to study.
• Testing the hypothesis: Conducting an experiment to test the accuracy of your statement. This is a way to gather data about your predictions and should be easy to repeat. 
• Making conclusions: Analysing the data from the experiment(s) and drawing conclusions about whether they support or contradict your hypothesis. 
• Reporting: Presenting your findings in a clear way to communicate with others. This could include making a video, writing a report or giving a presentation to illustrate your findings. 

Although most scientists and researchers use this method, it may be tweaked between one study and another. Skipping or repeating steps is common within, however the core principles of the research process still apply.

By clearly explaining the steps and procedures used throughout the study, other researchers can then replicate the results. This is especially beneficial for peer reviews that try to replicate the results to ensure that the study is sound. 

What Is The Importance Of Research In Everyday Life?

Conducting a research study and comparing it to how important it is in everyday life are two very different things.

Carrying out research allows you to gain a deeper understanding of science and medicine by developing research questions and letting your curiosity blossom. You can experience what it is like to work in a lab and learn about the whole reasoning behind the scientific process. But how does that impact everyday life? 

Simply put, it allows us to disprove lies and support truths. This can help society to develop a confident attitude and not believe everything as easily, especially with the rise of fake news.

Research is the best and reliable way to understand and act on the complexities of various issues that we as humans are facing. From technology to healthcare to defence to climate change, carrying out studies is the only safe and reliable way to face our future.

Not only does research sharpen our brains, but also helps us to understand various issues of life in a much larger manner, always leaving us questioning everything and fuelling our need for answers. 

Logan Bessant is a dedicated science educator and the founder of Science Resource Online, launched in 2020. With a background in science education and a passion for accessible learning, Logan has built a platform that offers free, high-quality educational resources to learners of all ages and backgrounds.

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Why does research matter?

Victor h hu.

Assistant Clinical Professor: International Centre for Eye Health, London School of Hygiene & Tropical Medicine and Consultant Ophthalmologist: Mid Cheshire NHS Hospitals, UK.

A working knowledge of research – both how it is done, and how it can be used – is important for everyone involved in direct patient care and the planning & delivery of eye programmes.

A research coordinator collecting data from a health extension worker. ethiopia

The mention of ‘research’ can be off-putting and may seem irrelevant in the busy environment of a clinic or hospital. However, research is central to all aspects of eye care delivery – both inside and outside the clinic.

Whether we are health workers, public health practitioners, managers, policy makers, or editors – all of us ‘stand on the shoulders of giants’: we rely on the research done by others before us. This can be as simple – and profound – as hand washing between patients; a habit that only became common practice in the 1870s, following the work of the Hungarian physician Ignaz Semmelweis and Scottish surgeon Joseph Lister. Or it can be as complex as making a diagnosis of glaucoma and knowing what treatment to give. All current eye care practice is based on research. Clinical, operational (eye care delivery) and public health practice will continue to be profoundly shaped by new research developments.

What is research?

In its simplest form, research is about investigating the world around us to increase our knowledge, so we can work out how to do things better.

In health care, we use a scientific approach to carry out research; there is a set way of doing things that ensures research is done in a logical way, and that results are published widely, so that other people can scrutinise what has been done. This gives us confidence that the results will be useful in everyday practice.

It is important to critically evaluate research and research findings, including checking that research has been carried out in the proper way, and whether the conclusions that have been made are reasonable and justified. One of the ways in which the scientific community ensures the quality of research is through the process of peer review. Before research papers are accepted for publication in a scientific journal, they are reviewed by other researchers (peer reviewed) to check the quality of the research and the validity of the results and conclusions. Even so, the quality of published research can vary.

This is why systematic reviews and meta-analyses are so valuable: they answer important questions by identifying, evaluating, and summarising good quality evidence from a range of published research papers. Often, systematic reviews conclude that there is not enough evidence to answer a question with absolute certainty, or to produce an answer that will be applicable in different countries or health care settings. This is useful, as it gives researchers guidance about where more research is needed (see article on page 13).

But this can be a challenge for clinicians – how can we make good decisions in the absence of definitive evidence? Clinical experience is very important, but where possible this should be informed by good research – see page 6 for practical tips.

Health care practitioners and managers can also use guidance from professional bodies such as the World Health Organization. The article on page 8 explains the process by which guidelines are developed and shows why we can rely on them.

In conclusion, research is fundamental to the everyday practice of health care professionals, including eye care workers. Research allows us to find out new things and to provide better care for patients. There are many different types of research that can be carried out and these can vary enormously. It is important to ask the right question, as this will determine the type of research that is done (see page 5).

All of us can participate in research: it starts with asking questions and then going to find out the answers. The article on page 10 offers practical suggestions for carrying out small-scale research that is relevant and useful to eye care.

Types of health research

Basic science research, such as in molecular genetics or cell biology, fills the gaps in our understanding of disease mechanisms (pathogenesis).

Clinical research addresses how diseases in individuals can present and be diagnosed, and how a condition progresses and can be managed.

Epidemiological research , which is at the population level (as opposed to the individual level), answers questions about the number of people in the population who have a condition, what factors (called exposures) are causing the condition, and how it can be treated or prevented at the population level.

Going beyond epidemiology, there is also operational and health systems research , which focuses on how best to deliver health interventions, clinical and rehabilitation services, or behaviour change initiatives.

Other types of research , which are also important for public health, include health economics, social science, and statistical modelling.

Finally, systematic literature reviews can be very useful, as they identify and summarise the available evidence on a specific topic.

By Clare Gilbert and GVS Murthy

Examples of research questions and how they have been answered

Can povidone iodine prevent endophthalmitis.

In many eye departments, cataract surgery is a frequently preformed operation. One of the most serious complications is infection within the eye (endophthalmitis) which can lead to loss of vision. Several well conducted randomised controlled clinical trials have shown that instilling 0.5% aqueous povidone iodine eye drops, an antiseptic agent, before surgery reduces the risk of this devastating infection, with the first trial undertaken in 1991. 1

What is the best treatment for primary open-angle glaucoma?

Chronic glaucoma can be a very difficult condition to manage, particularly when patients often only present to eye departments once they have already had significant vision loss. Eye drops which lower intraocular pressure are often prescribed; however, patients may not use the eyedrops because they are expensive, can be difficult to instil, and do not improve their vision. Surgery is an option, but patients can be reluctant to undergo surgery on their only good eye, and there can be postoperative complications. Laser treatment is another option. In a recent study in Tanzania, patients were randomly allocated to Timolol 0.5% eye drops or a form of laser called Selective Laser Trabeculoplasty (SLT). 2 After one year, SLT was found to be superior to drops for high-pressure glaucoma.

Why don't older adults in England have their eyes examined?

Focus group discussions among older adults in England revealed that, despite most participants being eligible for state-funded check-ups, wearing spectacles was associated with the appearance of being frail. They were also afraid of appearing to ‘fail’ tests, and had concerns about the cost of spectacles. 3

How cost effective is a diabetic retinopathy screening programme?

An economic evaluation in South Africa compared alternative interventions. Screening using non-mydriatic retinal photographs taken by a technician supervised by an ophthalmic nurse and read by a general medical officer was cost-effective and the savings made allowed the government to fund disability grants for people who went blind. 4

Acknowledgements

Stephen Gichuhi and Nyawira Mwangi contributed to preliminary work on this article.

2.1 Why is Research Important

Learning objectives.

By the end of this section, you will be able to:

• Explain how scientific research addresses questions about behavior
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

   Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession (figure below). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

Some of our ancestors, across the work and over the centuries, believed that trephination – the practice of making a hole in the skull, as shown here – allowed evil spirits to leave the body, thus curing mental illness and other diseases (credit” “taiproject/Flickr)

   The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behavior, as well as the cognitive (mental) and physiological (body) processes that underlie behavior. In contrast to other methods that people use to understand the behavior of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is empirical : It is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

We can easily observe the behavior of others around us. For example, if someone is crying, we can observe that behavior. However, the reason for the behavior is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes, asking about the underlying cognitions is as easy as asking the subject directly: “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In other situations, it may be hard to identify exactly why you feel the way you do. Think about times when you suddenly feel annoyed after a long day. There may be a specific trigger for your annoyance (a loud noise), or you may be tired, hungry, stressed, or all of the above. Human behavior is often a complicated mix of a variety of factors. In such circumstances, the psychologist must be creative in finding ways to better understand behavior. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

USE OF RESEARCH INFORMATION

   Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of coming to an agreement, and it could be quite some time before a consensus emerges. In other cases, rapidly developing technology is improving our ability to measure things, and changing our earlier understanding of how the mind works.

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? Science is always changing and new evidence is alwaus coming to light, thus this dash of skepticism should be applied to all research you interact with from now on. Yes, that includes the research presented in this textbook.

Evaluation of research findings can have widespread impact. Imagine that you have been elected as the governor of your state. One of your responsibilities is to manage the state budget and determine how to best spend your constituents’ tax dollars. As the new governor, you need to decide whether to continue funding the D.A.R.E. (Drug Abuse Resistance Education) program in public schools (figure below). This program typically involves police officers coming into the classroom to educate students about the dangers of becoming involved with alcohol and other drugs. According to the D.A.R.E. website (www.dare.org), this program has been very popular since its inception in 1983, and it is currently operating in 75% of school districts in the United States and in more than 40 countries worldwide. Sounds like an easy decision, right? However, on closer review, you discover that the vast majority of research into this program consistently suggests that participation has little, if any, effect on whether or not someone uses alcohol or other drugs (Clayton, Cattarello, & Johnstone, 1996; Ennett, Tobler, Ringwalt, & Flewelling, 1994; Lynam et al., 1999; Ringwalt, Ennett, & Holt, 1991). If you are committed to being a good steward of taxpayer money, will you fund this particular program, or will you try to find other programs that research has consistently demonstrated to be effective?

The D.A.R.E. program continues to be popular in schools around the world despite research suggesting that it is ineffective.

It is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine you just found out that a close friend has breast cancer or that one of your young relatives has recently been diagnosed with autism. In either case, you want to know which treatment options are most successful with the fewest side effects. How would you find that out? You would probably talk with a doctor or psychologist and personally review the research that has been done on various treatment options—always with a critical eye to ensure that you are as informed as possible.

In the end, research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

THE PROCESS OF SCIENTIFIC RESEARCH

   Scientific knowledge is advanced through a process known as the scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. We continually test and revise theories based on new evidence.

Two types of reasoning are used to make decisions within this model: Deductive and inductive. In deductive reasoning, ideas are tested against the empirical world. Think about a detective looking for clues and evidence to test their “hunch” about whodunit. In contrast, in inductive reasoning, empirical observations lead to new ideas. In other words, inductive reasoning involves gathering facts to create or refine a theory, rather than testing the theory by gathering facts (figure below). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

Psychological research relies on both inductive and deductive reasoning.

   In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is correct, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider the famous example from Greek philosophy. A philosopher decided that human beings were “featherless bipeds”. Using deductive reasoning, all two-legged creatures without feathers must be human, right? Diogenes the Cynic (named because he was, well, a cynic) burst into the room with a freshly plucked chicken from the market and held it up exclaiming “Behold! I have brought you a man!”

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For example, you might be a biologist attempting to classify animals into groups. You notice that quite a large portion of animals are furry and produce milk for their young (cats, dogs, squirrels, horses, hippos, etc). Therefore, you might conclude that all mammals (the name you have chosen for this grouping) have hair and produce milk. This seems like a pretty great hypothesis that you could test with deductive reasoning. You go out an look at a whole bunch of things and stumble on an exception: The coconut. Coconuts have hair and produce milk, but they don’t “fit” your idea of what a mammal is. So, using inductive reasoning given the new evidence, you adjust your theory again for an other round of data collection. Inductive and deductive reasoning work in tandem to help build and improve scientific theories over time.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A theory is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once. Instead, researchers create hypotheses to test specific aspects of a theory.

A hypothesis is a testable prediction about how the world will behave if our theory is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests (figure below).

The scientific method of research includes proposing hypotheses, conducting research, and creating or modifying theories based on results.

   To see how this process works, let’s consider a specific theory and a hypothesis that might be generated from that theory. As you’ll learn in a later chapter, the James-Lange theory of emotion asserts that emotional experience relies on the physiological arousal associated with the emotional state. If you walked out of your home and discovered a very aggressive snake waiting on your doorstep, your heart would begin to race and your stomach churn. According to the James-Lange theory, these physiological changes would result in your feeling of fear. A hypothesis that could be derived from this theory might be that a person who is unaware of the physiological arousal that the sight of the snake elicits will not feel fear.

A scientific hypothesis is also falsifiable, or capable of being shown to be incorrect. Recall from the introductory chapter that Sigmund Freud had lots of interesting ideas to explain various human behaviors (figure below). However, a major criticism of Freud’s theories is that many of his ideas are not falsifiable. The essential characteristic of Freud’s building blocks of personality, the id, ego, and superego, is that they are unconscious, and therefore people can’t observe them. Because they cannot be observed or tested in any way, it is impossible to say that they don’t exist, so they cannot be considered scientific theories. Despite this, Freud’s theories are widely taught in introductory psychology texts because of their historical significance for personality psychology and psychotherapy, and these remain the root of all modern forms of therapy.

Many of the specifics of (a) Freud’s theories, such ad (b) his division on the mind into the id, ego, and superego, have fallen out of favor in recent decades because they are not falsifiable (i.e., cannot be verified through scientific investigation).  In broader strokes, his views set the stage for much psychological thinking today, such as the idea that some psychological process occur at the level of the unconscious.

In contrast, the James-Lange theory does generate falsifiable hypotheses, such as the one described above. Some individuals who suffer significant injuries to their spinal columns are unable to feel the bodily changes that often accompany emotional experiences. Therefore, we could test the hypothesis by determining how emotional experiences differ between individuals who have the ability to detect these changes in their physiological arousal and those who do not. In fact, this research has been conducted and while the emotional experiences of people deprived of an awareness of their physiological arousal may be less intense, they still experience emotion (Chwalisz, Diener, & Gallagher, 1988).

Scientific research’s dependence on falsifiability allows for great confidence in the information that it produces. Typically, by the time information is accepted by the scientific community, it has been tested repeatedly.

Scientists are engaged in explaining and understanding how the world around them works, and they are able to do so by coming up with theories that generate hypotheses that are testable and falsifiable. Theories that stand up to their tests are retained and refined, while those that do not are discarded or modified. IHaving good information generated from research aids in making wise decisions both in public policy and in our personal lives.

Review Questions:

1. Scientific hypotheses are ________ and falsifiable.

a. observable

b. original

c. provable

d. testable

2. ________ are defined as observable realities.

a. behaviors

c. opinions

d. theories

3. Scientific knowledge is ________.

a. intuitive

b. empirical

c. permanent

d. subjective

4. A major criticism of Freud’s early theories involves the fact that his theories ________.

a. were too limited in scope

b. were too outrageous

c. were too broad

d. were not testable

Critical Thinking Questions:

1. In this section, the D.A.R.E. program was described as an incredibly popular program in schools across the United States despite the fact that research consistently suggests that this program is largely ineffective. How might one explain this discrepancy?

2. The scientific method is often described as self-correcting and cyclical. Briefly describe your understanding of the scientific method with regard to these concepts.

Personal Application Questions:

1. Healthcare professionals cite an enormous number of health problems related to obesity, and many people have an understandable desire to attain a healthy weight. There are many diet programs, services, and products on the market to aid those who wish to lose weight. If a close friend was considering purchasing or participating in one of these products, programs, or services, how would you make sure your friend was fully aware of the potential consequences of this decision? What sort of information would you want to review before making such an investment or lifestyle change yourself?

deductive reasoning

falsifiable

hypothesis:  (plural

inductive reasoning

Answers to Exercises

Review Questions: 

1. There is probably tremendous political pressure to appear to be hard on drugs. Therefore, even though D.A.R.E. might be ineffective, it is a well-known program with which voters are familiar.

2. This cyclical, self-correcting process is primarily a function of the empirical nature of science. Theories are generated as explanations of real-world phenomena. From theories, specific hypotheses are developed and tested. As a function of this testing, theories will be revisited and modified or refined to generate new hypotheses that are again tested. This cyclical process ultimately allows for more and more precise (and presumably accurate) information to be collected.

deductive reasoning:  results are predicted based on a general premise

empirical:  grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing

fact:  objective and verifiable observation, established using evidence collected through empirical research

falsifiable:  able to be disproven by experimental results

hypothesis:  (plural: hypotheses) tentative and testable statement about the relationship between two or more variables

inductive reasoning:  conclusions are drawn from observations

opinion:  personal judgments, conclusions, or attitudes that may or may not be accurate

theory:  well-developed set of ideas that propose an explanation for observed phenomena

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Science, health, and public trust.

September 8, 2021

Explaining How Research Works

We’ve heard “follow the science” a lot during the pandemic. But it seems science has taken us on a long and winding road filled with twists and turns, even changing directions at times. That’s led some people to feel they can’t trust science. But when what we know changes, it often means science is working.

Explaining the scientific process may be one way that science communicators can help maintain public trust in science. Placing research in the bigger context of its field and where it fits into the scientific process can help people better understand and interpret new findings as they emerge. A single study usually uncovers only a piece of a larger puzzle.

Questions about how the world works are often investigated on many different levels. For example, scientists can look at the different atoms in a molecule, cells in a tissue, or how different tissues or systems affect each other. Researchers often must choose one or a finite number of ways to investigate a question. It can take many different studies using different approaches to start piecing the whole picture together.

Sometimes it might seem like research results contradict each other. But often, studies are just looking at different aspects of the same problem. Researchers can also investigate a question using different techniques or timeframes. That may lead them to arrive at different conclusions from the same data.

Using the data available at the time of their study, scientists develop different explanations, or models. New information may mean that a novel model needs to be developed to account for it. The models that prevail are those that can withstand the test of time and incorporate new information. Science is a constantly evolving and self-correcting process.

Scientists gain more confidence about a model through the scientific process. They replicate each other’s work. They present at conferences. And papers undergo peer review, in which experts in the field review the work before it can be published in scientific journals. This helps ensure that the study is up to current scientific standards and maintains a level of integrity. Peer reviewers may find problems with the experiments or think different experiments are needed to justify the conclusions. They might even offer new ways to interpret the data.

It’s important for science communicators to consider which stage a study is at in the scientific process when deciding whether to cover it. Some studies are posted on preprint servers for other scientists to start weighing in on and haven’t yet been fully vetted. Results that haven't yet been subjected to scientific scrutiny should be reported on with care and context to avoid confusion or frustration from readers.

We’ve developed a one-page guide, "How Research Works: Understanding the Process of Science" to help communicators put the process of science into perspective. We hope it can serve as a useful resource to help explain why science changes—and why it’s important to expect that change. Please take a look and share your thoughts with us by sending an email to  [email protected].

Below are some additional resources:

• Discoveries in Basic Science: A Perfectly Imperfect Process
• When Clinical Research Is in the News
• What is Basic Science and Why is it Important?
• ​ What is a Research Organism?
• What Are Clinical Trials and Studies?
• Basic Research – Digital Media Kit
• Decoding Science: How Does Science Know What It Knows? (NAS)
• Can Science Help People Make Decisions ? (NAS)

Connect with Us

• More Social Media from NIH

What Is Research, and Why Do People Do It?

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• First Online: 03 December 2022

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

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

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Abstractspiepr Abs1

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

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

Part I. What Is Research?

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

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

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

Exercise 1.1

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

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

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

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

Exercise 1.2

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

Creating an Image of Scientific Inquiry

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

Descriptor 1. Experience Carefully Planned in Advance

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

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

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

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

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

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

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

Exercise 1.3

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

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

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

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

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

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

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

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

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

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

Doing Scientific Inquiry

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

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

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

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

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

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

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

Exercise 1.4

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

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.5

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

Exercise 1.6

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

Learning from Doing Scientific Inquiry

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

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

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

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

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

Part II. Why Do Educators Do Research?

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

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

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

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

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

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

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

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

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

Exercise 1.7

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

Part III. Conducting Research as a Practice of Failing Productively

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.8

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

Exercise 1.9

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

Part IV. Preview of Chap. 2

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

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

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10 Why is Research Important?

Learning Objectives

• Explain how scientific research addresses questions about behaviour
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession ( Figure PR.2 ). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behaviour, as well as the cognitive (mental) and physiological (body) processes that underlie behaviour. In contrast to other methods that people use to understand the behaviour of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is  empirical : it is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

While behaviour is observable, the mind is not. If someone is crying, we can see behaviour. However, the reason for the behaviour is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes we can learn the reason for someone’s behaviour by simply asking a question, like “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In such circumstances, the psychologist must be creative in finding ways to better understand behaviour. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

Use of Research Information

Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of reaching a consensus, and it could be quite some time before a consensus emerges. For example, the explosion in our use of technology has led researchers to question whether this ultimately helps or hinders us. The use and implementation of technology in educational settings has become widespread over the last few decades. Researchers are coming to different conclusions regarding the use of technology. To illustrate this point, a study investigating a smartphone app targeting surgery residents (graduate students in surgery training) found that the use of this app can increase student engagement and raise test scores (Shaw & Tan, 2015). Conversely, another study found that the use of technology in undergraduate student populations had negative impacts on sleep, communication, and time management skills (Massimini & Peterson, 2009). Until sufficient amounts of research have been conducted, there will be no clear consensus on the effects that technology has on a student’s acquisition of knowledge, study skills, and mental health.

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? This is especially important when we consider how much information in advertising campaigns and on the internet claims to be based on “scientific evidence” when in actuality it is a belief or perspective of just a few individuals trying to sell a product or draw attention to their perspectives.

We should be informed consumers of the information made available to us because decisions based on this information have significant consequences. One such consequence can be seen in politics and public policy. Imagine that you have been elected as the Premier of your province. One of your responsibilities is to manage the provincial budget and determine how to best spend your constituents’ tax dollars. As the new Premier, you need to decide whether to continue funding early intervention programs. These programs are designed to help children who come from low-income backgrounds, have special needs, or face other disadvantages. These programs may involve providing a wide variety of services to maximize the children’s development and position them for optimal levels of success in school and later in life (Blann, 2005). While such programs sound appealing, you would want to be sure that they also proved effective before investing additional money in these programs. Fortunately, psychologists and other scientists have conducted vast amounts of research on such programs and, in general, the programs are found to be effective (Neil & Christensen, 2009; Peters-Scheffer, Didden, Korzilius, & Sturmey, 2011). While not all programs are equally effective, and the short-term effects of many such programs are more pronounced, there is reason to believe that many of these programs produce long-term benefits for participants (Barnett, 2011). If you are committed to being a good steward of taxpayer money, you would want to look at research. Which programs are most effective? What characteristics of these programs make them effective? Which programs promote the best outcomes? After examining the research, you would be best equipped to make decisions about which programs to fund.

LINK TO LEARNING

Ultimately, it is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine you just found out that a close friend has breast cancer or that one of your young relatives has recently been diagnosed with autism. In either case, you want to know which treatment options are most successful with the fewest side effects. How would you find that out? You would probably talk with your doctor and personally review the research that has been done on various treatment options—always with a critical eye to ensure that you are as informed as possible.

In the end, research is what makes the difference between facts and opinions.  Facts  are observable realities, and  opinions  are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

The Process of Scientific Research

Scientific knowledge is advanced through a process known as the  scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those empirical observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. The types of reasoning within the circle are called deductive and inductive. In  deductive reasoning , ideas are tested in the real world; in  inductive reasoning , real-world observations lead to new ideas ( Figure PR.3 ). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is supported, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider this argument: all ducks are born with the ability to see. Quackers is a duck. Therefore, Quackers was born with the ability to see. Scientists use deductive reasoning to empirically test their hypotheses. Returning to the example of the ducks, researchers might design a study to test the hypothesis that if all living things require energy to survive, then ducks will be found to require energy to survive.

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For instance, you may notice that your favourite fruits—apples, bananas, and oranges—all grow on trees; therefore, you assume that all fruit must grow on trees. This would be an example of inductive reasoning, and, clearly, the existence of strawberries, blueberries, and kiwi demonstrate that this generalization is not correct despite it being based on a number of direct observations. Scientists use inductive reasoning to formulate theories, which in turn generate hypotheses that are tested with deductive reasoning. In the end, science involves both deductive and inductive processes.

For example, case studies, which you will read about in the next section, are heavily weighted on the side of empirical observations. Thus, case studies are closely associated with inductive processes as researchers gather massive amounts of observations and seek interesting patterns (new ideas) in the data. Experimental research, on the other hand, puts great emphasis on deductive reasoning.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A  theory   is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once; instead, researchers create hypotheses to test specific aspects of a theory.

A  hypothesis  is a testable prediction about how the world will behave if our idea is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests  Figure PR.4 .

Introduction to Psychology & Neuroscience Copyright © 2020 by Edited by Leanne Stevens is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Purpose of Research – Objectives and Applications

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Purpose of Research

Definition:

The purpose of research is to systematically investigate and gather information on a particular topic or issue, with the aim of answering questions, solving problems, or advancing knowledge.

The purpose of research can vary depending on the field of study, the research question, and the intended audience. In general, research can be used to:

• Generate new knowledge and theories
• Test existing theories or hypotheses
• Identify trends or patterns
• Gather information for decision-making
• Evaluate the effectiveness of programs, policies, or interventions
• Develop new technologies or products
• Identify new opportunities or areas for further study.

Objectives of Research

The objectives of research may vary depending on the field of study and the specific research question being investigated. However, some common objectives of research include:

• To explore and describe a phenomenon: Research can be conducted to describe and understand a phenomenon or situation in greater detail.
• To test a hypothesis or theory : Research can be used to test a specific hypothesis or theory by collecting and analyzing data.
• To identify patterns or trends: Research can be conducted to identify patterns or trends in data, which can provide insights into the behavior of a system or population.
• To evaluate a program or intervention: Research can be used to evaluate the effectiveness of a program or intervention, such as a new drug or educational intervention.
• To develop new knowledge or technology : Research can be conducted to develop new knowledge or technologies that can be applied to solve practical problems.
• To inform policy decisions: Research can provide evidence to inform policy decisions and improve public policy.
• To improve existing knowledge: Research can be conducted to improve existing knowledge and fill gaps in the current understanding of a topic.

Applications of Research

Research has a wide range of applications across various fields and industries. Here are some examples:

• Medicine : Research is critical in developing new treatments and drugs for diseases. Researchers conduct clinical trials to test the safety and efficacy of new medications and therapies. They also study the underlying causes of diseases to find new ways to prevent or treat them.
• Technology : Research is crucial in developing new technologies and improving existing ones. Researchers work to develop new software, hardware, and other technological innovations that can be used in various industries such as healthcare, manufacturing, and telecommunications.
• Education : Research is essential in the field of education to develop new teaching methods and strategies. Researchers conduct studies to determine the effectiveness of various educational approaches and to identify factors that influence student learning.
• Business : Research is critical in helping businesses make informed decisions. Market research can help businesses understand their target audience and identify trends in the market. Research can also help businesses improve their products and services.
• Environmental Science : Research is crucial in the field of environmental science to understand the impact of human activities on the environment. Researchers conduct studies to identify ways to reduce pollution, protect natural resources, and mitigate the effects of climate change.

Goal of Research

The ultimate goal of research is to advance our understanding of the world and to contribute to the development of new theories, ideas, and technologies that can be used to improve our lives. Some more common Goals are follows:

• Explore and discover new knowledge : Research can help uncover new information and insights that were previously unknown.
• Test hypotheses and theories : Research can be used to test and validate theories and hypotheses, allowing researchers to refine and develop their ideas.
• Solve practical problems: Research can be used to identify solutions to real-world problems and to inform policy and decision-making.
• Improve understanding : Research can help improve our understanding of complex phenomena and systems, such as the human body, the natural world, and social systems.
• Develop new technologies and innovations : Research can lead to the development of new technologies, products, and innovations that can improve our lives and society.
• Contribute to the development of academic fields : Research can help advance academic fields by expanding our knowledge and understanding of important topics and areas of inquiry.

Importance of Research

The importance of research lies in its ability to generate new knowledge and insights, to test existing theories and ideas, and to solve practical problems.

Some of the key reasons why research is important are:

• Advancing knowledge: Research is essential for advancing knowledge and understanding in various fields. It enables us to explore and discover new concepts, ideas, and phenomena that can contribute to scientific and technological progress.
• Solving problems : Research can help identify and solve practical problems and challenges in various domains, such as health care, agriculture, engineering, and social policy.
• Innovation : Research is a critical driver of innovation, as it enables the development of new products, services, and technologies that can improve people’s lives and contribute to economic growth.
• Evidence-based decision-making : Research provides evidence and data that can inform decision-making in various fields, such as policy-making, business strategy, and healthcare.
• Personal and professional development : Engaging in research can also contribute to personal and professional development, as it requires critical thinking, problem-solving, and communication skills.

When to use Research

Research should be used in situations where there is a need to gather new information, test existing theories, or solve problems. Some common scenarios where research is often used include:

• Scientific inquiry : Research is essential for advancing scientific knowledge and understanding, and for exploring new concepts, theories, and phenomena.
• Business and market analysis: Research is critical for businesses to gather data and insights about the market, customer preferences, and competition, to inform decision-making and strategy development.
• Social policy and public administration: Research is often used in social policy and public administration to evaluate the effectiveness of programs and policies, and to identify areas where improvements are needed.
• Healthcare: Research is essential in healthcare to develop new treatments, improve existing ones, and to understand the causes and mechanisms of diseases.
• Education : Research is critical in education to evaluate the effectiveness of teaching methods and programs, and to develop new approaches to learning.

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

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

What is Research?

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

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

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

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

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

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

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

Definitions of Research:

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

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

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

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

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

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

Objectives of Research:

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

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

Types of Research:

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

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

Significance of Research:

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

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

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

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

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

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

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

References: 

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

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