Structure and content, introduction (to topic and problem), research question (or hypothesis, thesis statement, aim), proposed methodology, anticipated findings, contributions - impact and significance, tables and figures (if applicable).
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The structure and content of a research proposal can vary depending upon the discipline, purpose, and target audience. For example, a graduate thesis proposal and a Tri-Council grant proposal will have different guidelines for length and required sections.
Before you begin writing, be sure to talk with your supervisor to gain a clear understanding of their specific expectations, and continually check in with them throughout the writing process.
This template can be used in conjunction with the sections below.
What are some keywords for your research?
Writing Tip: When constructing your title, think about the search terms you would use to find this research online.
Important: Write this section last, after you have completed drafting the proposal. Or if you are required to draft a preliminary abstract, then remember to rewrite the abstract after you have completed drafting the entire proposal because some information may need to be revised.
The abstract should provide a brief overview of the entire proposal. Briefly state the research question (or hypothesis, thesis statement, aim), the problem and rationale, the proposed methods, and the proposed analyses or expected results.
The purpose of the introduction is to communicate the information that is essential for the reader to understand the overall area of concern. Be explicit. Outline why this research must be conducted and try to do so without unnecessary jargon or overwhelming detail.
Start with a short statement that establishes the overall area of concern. Avoid too much detail. Get to the point. Communicate only information essential for the reader’s comprehension. Avoid unnecessary technical language and jargon. Answer the question, "What is this study about?"
Questions to consider:
The following sections - listed as part of the introduction - are intended as a guide for drafting a research proposal. Most introductions include these following components. However, be sure to clarify with your advisor or carefully review the grant guidelines to be sure to comply with the proposal genre expectations of your specific discipline.
The research question is the question you are hoping to answer in your research project. It is important to know how you should write your research question into your proposal. Some proposals include
Foreshadow the outcomes of your research. Are you trying to improve something? Understand something? Advocate for a social responsibility?
What is the question you are hoping to answer?
Your hypothesis should provide one (of many) possible answers to your research question.
Usually a hypothesis is written to show the relationship between the independent and dependent variables. Your hypothesis must be
Your thesis statement is a clear, concise statement of what you are arguing and why it is important. For more support on writing thesis statements, check out these following resources:
Aims are typically broader statements of what you are trying to accomplish and may or may not be measurable. Objectives are operational statements indicating specifically how you will accomplish the aims of your project.
Be specific and make sure your aims or objectives are realistic. You want to convey that it is feasible to answer this question with the objectives you have proposed.
Make it clear that you know what you are going to do, how you are going to do it, and why it will work by relating your methodology to previous research. If there isn’t much literature on the topic, you can relate your methodology to your own preliminary research or point out how your methodology tackles something that may have been overlooked in previous studies.
Explain how you will conduct this research. Specify scope and parameters (e.g., geographic locations, demographics). Limit your inclusion of literature to only essential articles and studies.
This section should include the following components that are relevant to your study and research methodologies:
Provide detail about your objects of study (e.g., literary texts, swine, government policies, children, health care systems).
What exactly will you do? Include variables selected or manipulated, randomization, controls, the definition of coding categories, etc.
What are the expected outcomes from your methods? Describe your expected results in relation to your hypothesis. Support these results using existing literature.
This section may be the most important part of your proposal. Make sure to emphasize how this research is significant to the related field, and how it will impact the broader community, now and in the future.
Convince your reader why this project should be funded above the other potential projects. Why is this research useful and relevant? Why is it useful to others? Answer the question “so what?”
Provide a list of some of the most important sources that you will need to use for the introduction and background sections, plus your literature review and theoretical framework.
What are some of the most important sources that you will need to use for the intro/background/lit review/theoretical framework?
Attach this list to your proposal as a separate page unless otherwise specified.
This section should include only visuals that help illustrate the preliminary results, methods, or expected results.
Suggest an edit to this guide
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Patricia farrugia.
* Michael G. DeGroote School of Medicine, the
† Division of Orthopaedic Surgery and the
‡ Departments of Surgery and
§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont
There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1
In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.
Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.
Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.
In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4
Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).
Feasible | ||
Interesting | ||
Novel | ||
Ethical | ||
Relevant |
Adapted with permission from Wolters Kluwer Health. 2
Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.
Population (patients) | ||
Intervention (for intervention studies only) | ||
Comparison group | ||
Outcome of interest | ||
Time |
A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.
The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.
The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).
However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.
Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”
The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9
Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.
The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.
From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.
The following is an example from the literature about the relation between the research question, hypothesis and study objectives:
Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.
Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?
Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).
Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.
The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.
FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.
Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.
Copper- and manganese-based layered hybrid organicâinorganic compounds with polymorphic transitions as energy storage materials †.
* Corresponding authors
a Department of Materials Science and Physical Chemistry, Section of Materials Science and Engineering, Faculty of Chemistry, Universitat de Barcelona, C/ Martí i Franquès 1-11, Barcelona, Spain E-mail: [email protected]
b X-ray Diffraction Unit, Scientific and Technological Centers, University of Barcelona, Lluís Solé i Sabarís 1-3, Barcelona, Spain
c Department of Inorganic and Organic Chemistry, Section of Organic Chemistry, Faculty of Chemistry, Universitat de Barcelona, C/ Martí i Franquès 1-11, 08028 Barcelona, Spain
Solidâsolid phase change materials (ss-PCM) have emerged as a promising alternative to traditional methods of thermal regulation, such as solidâliquid transformations. Due to their wide operational temperature range and competitive performance, ss-PCM materials are increasingly being explored for their potential in cooling electronic devices. Here, we explore the potential of layered hybrid organicâinorganic perovskites (LHOIPs) as thermal energy storage materials for passive cooling applications. Two formulations, bis(dodecylammonium) tetrachlorocuprate( II ) (CuC 12 ) and bis(dodecylammonium) tetrachloromanganate( II ) (MnC 12 ) were synthesised and comprehensively characterised. The analyses revealed that these materials present a two-dimensional structure with a triclinic conformation at 100 K. Notably, both materials exhibited a polymorphic transformation with low thermal hysteresis (1.3â2.5 K). These findings indicate that these materials hold significant potential as thermoregulator materials in cooling electronics. Furthermore, both CuC 12 and MnC 12 demonstrated good thermal stability compared to other types of ss-PCM. Overall, the findings of this study suggest that LHOIPs, particularly CuC 12 and MnC 12 , are promising candidates for further exploration as thermal energy storage materials in electronic cooling applications.
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IMAGES
VIDEO
COMMENTS
Ch. 8 - Hypotheses. Determine The Purposes Of Hypotheses In Research Studies. Click the card to flip đ. ⢠lend objectivity to investigations. ⢠test theoretical propositions. ⢠advance scientific knowledge. ⢠guide research design. ⢠dictate the type of statistical analysis used. ⢠state the expectations about the study.
Study with Quizlet and memorize flashcards containing terms like A research hypothesis can state all of the following except, _____., The names of the hypotheses for a research study are _____ and _____., When searching for research on more than one topic area, you should use the word(s) _____ between search topics to find overlapping material. and more.
Discussion of clinical significance. Description of limitations of study. Discussion of plans or recommendations for further research. Valid conclusions, based on facts. Study with Quizlet and memorize flashcards containing terms like Components of research, Hypothesis, Ethical research and more.
⢠Refers to the question that the research seeks to answer ⢠Must be clearly stated ⢠Must be expressed in precise terms, identify its key components, the population, and the major variables of the study which need to be subjected to empirical testing. ⢠Typically broken down into the main or major problem and the specific or sub-problem that will be worked out in response to the inquiry.
Study with Quizlet and memorize flashcards containing terms like Hypothesis, research design, dependent variable and more.
3. Simple hypothesis. A simple hypothesis is a statement made to reflect the relation between exactly two variables. One independent and one dependent. Consider the example, "Smoking is a prominent cause of lung cancer." The dependent variable, lung cancer, is dependent on the independent variable, smoking. 4.
A research hypothesis, in its plural form "hypotheses," is a specific, testable prediction about the anticipated results of a study, established at its outset. It is a key component of the scientific method. Hypotheses connect theory to data and guide the research process towards expanding scientific understanding.
Study with Quizlet and memorize flashcards containing terms like Which of the following statements are true about hypotheses? A. A hypothesis can demonstrate if the theory holds in all circumstance B. A hypothesis cannot be empirically tested C. A hypothesis can demonstrate if the theory holds in certain circumstances D. Theories are deduced from hypotheses, All of the following are true about ...
It seeks to explore and understand a particular aspect of the research subject. In contrast, a research hypothesis is a specific statement or prediction that suggests an expected relationship between variables. It is formulated based on existing knowledge or theories and guides the research design and data analysis. 7.
Definition: Hypothesis is an educated guess or proposed explanation for a phenomenon, based on some initial observations or data. It is a tentative statement that can be tested and potentially proven or disproven through further investigation and experimentation. Hypothesis is often used in scientific research to guide the design of experiments ...
What Are the Five Key Elements to a Good Hypothesis. A good hypothesis should include the following five key elements: Clarity: The hypothesis should be clear and specific, leaving no room for interpretation. Testability: It should be possible to test the hypothesis through experimentation or data collection.
By understanding the three essential components - the sneaky "If," clever "Then," and mighty "Because" - you're equipped to construct robust hypotheses that withstand the scrutiny of the scientific world. So, go forth and let your hypotheses shine like beacons of knowledge in the vast sea of research! Remember, the next time ...
Multiple Choice Quiz. Take the quiz to test your understanding of the key concepts covered in the chapter. Try testing yourself before you read the chapter to see where your strengths and weaknesses are, then test yourself again once you've read the chapter to see how well you've understood. Tip: Click on each link to expand and view the ...
A research hypothesis (also called a scientific hypothesis) is a statement about the expected outcome of a study (for example, a dissertation or thesis). To constitute a quality hypothesis, the statement needs to have three attributes - specificity, clarity and testability. Let's take a look at these more closely.
A hypothesis is a testable statement based on the researcher's expectation of an outcome for observed phenomena that is simple, clear, specific, and focuses on only one issue. A hypothesis is the focal point of research and directs the course of the research in terms of data collection, sample size, and data analysis.
Using the example of students' electronic gadget addictions, design a hypothetical research project by identifying a plan for each of the nine components of research design that are presented in this section. 2.1.4: Components of a Research Project is shared under a not declared license and was authored, remixed, and/or curated by LibreTexts.
This statement is based on background research and current knowledge.8,9 The research hypothesis makes a specific prediction about a new phenomenon10 or a formal statement on the expected relationship between an independent variable and a ... Research questions and hypotheses are crucial components to any type of research, whether quantitative ...
Types of hypotheses include simple, complex, directional, non-directional, associative and causal, empirical, and statistical hypotheses. Each type serves a specific purpose and is used based on the nature of the research question or problem. The research hypothesis is a logical supposition and an educated prediction of the assumed relationship ...
Literature review. This key component of the research proposal is the most time-consuming aspect in the preparation of your research proposal. As described in Chapter 5, the literature review provides the background to your study and demonstrates the significance of the proposed research.Specifically, it is a review and synthesis of prior research that is related to the problem you are setting ...
At the primary level, a hypothesis is the possible and probable explanation of the sequence of happenings or data. Sometimes, hypothesis may emerge from an imagination, common sense or a sudden event. Hypothesis can be a probable answer to the research problem undertaken for study. 4. Hypothesis may not always be true.
Some proposals include. a research question, written as a question. or, a hypothesis as a potential response to the research question. or, a thesis statement as an argument that answers the research question. or, aims and objects as accomplishment or operational statements. Foreshadow the outcomes of your research.
The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently ...
Terms in this set (18) The scientific method includes all of the following EXCEPT: -A testable theory. INCLUDES: Observation, Question, Hypothesis, Prediction, Experiment, Conclusion. A carefully formulated scientific explanation that is based on extensive observations and is in accord with scientific principles is called. Theory.
Solid-solid phase change materials (ss-PCM) have emerged as a promising alternative to traditional methods of thermal regulation, such as solid-liquid transformations. Due to their wide operational temperature range and competitive performance, ss-PCM materials are increasingly being explored for their potential in