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How to Write a Research Question: Types and Examples 

The first step in any research project is framing the research question. It can be considered the core of any systematic investigation as the research outcomes are tied to asking the right questions. Thus, this primary interrogation point sets the pace for your research as it helps collect relevant and insightful information that ultimately influences your work.   

Typically, the research question guides the stages of inquiry, analysis, and reporting. Depending on the use of quantifiable or quantitative data, research questions are broadly categorized into quantitative or qualitative research questions. Both types of research questions can be used independently or together, considering the overall focus and objectives of your research.  

What is a research question?

A research question is a clear, focused, concise, and arguable question on which your research and writing are centered. 1 It states various aspects of the study, including the population and variables to be studied and the problem the study addresses. These questions also set the boundaries of the study, ensuring cohesion. 

Designing the research question is a dynamic process where the researcher can change or refine the research question as they review related literature and develop a framework for the study. Depending on the scale of your research, the study can include single or multiple research questions. 

A good research question has the following features: 

• It is relevant to the chosen field of study. 
• The question posed is arguable and open for debate, requiring synthesizing and analysis of ideas. 
• It is focused and concisely framed. 
• A feasible solution is possible within the given practical constraint and timeframe. 

A poorly formulated research question poses several risks. 1   

• Researchers can adopt an erroneous design. 
• It can create confusion and hinder the thought process, including developing a clear protocol.  
• It can jeopardize publication efforts.  
• It causes difficulty in determining the relevance of the study findings.  
• It causes difficulty in whether the study fulfils the inclusion criteria for systematic review and meta-analysis. This creates challenges in determining whether additional studies or data collection is needed to answer the question.  
• Readers may fail to understand the objective of the study. This reduces the likelihood of the study being cited by others. 

Now that you know “What is a research question?”, let’s look at the different types of research questions. 

Types of research questions

Depending on the type of research to be done, research questions can be classified broadly into quantitative, qualitative, or mixed-methods studies. Knowing the type of research helps determine the best type of research question that reflects the direction and epistemological underpinnings of your research. 

The structure and wording of quantitative 2 and qualitative research 3 questions differ significantly. The quantitative study looks at causal relationships, whereas the qualitative study aims at exploring a phenomenon. 

• Quantitative research questions:  
• Seeks to investigate social, familial, or educational experiences or processes in a particular context and/or location.  
• Answers ‘how,’ ‘what,’ or ‘why’ questions. 
• Investigates connections, relations, or comparisons between independent and dependent variables. 

Quantitative research questions can be further categorized into descriptive, comparative, and relationship, as explained in the Table below. 

• Qualitative research questions  

Qualitative research questions are adaptable, non-directional, and more flexible. It concerns broad areas of research or more specific areas of study to discover, explain, or explore a phenomenon. These are further classified as follows: 

• Mixed-methods studies  

Mixed-methods studies use both quantitative and qualitative research questions to answer your research question. Mixed methods provide a complete picture than standalone quantitative or qualitative research, as it integrates the benefits of both methods. Mixed methods research is often used in multidisciplinary settings and complex situational or societal research, especially in the behavioral, health, and social science fields. 

What makes a good research question

A good research question should be clear and focused to guide your research. It should synthesize multiple sources to present your unique argument, and should ideally be something that you are interested in. But avoid questions that can be answered in a few factual statements. The following are the main attributes of a good research question. 

• Specific: The research question should not be a fishing expedition performed in the hopes that some new information will be found that will benefit the researcher. The central research question should work with your research problem to keep your work focused. If using multiple questions, they should all tie back to the central aim. 
• Measurable: The research question must be answerable using quantitative and/or qualitative data or from scholarly sources to develop your research question. If such data is impossible to access, it is better to rethink your question. 
• Attainable: Ensure you have enough time and resources to do all research required to answer your question. If it seems you will not be able to gain access to the data you need, consider narrowing down your question to be more specific. 
• You have the expertise 
• You have the equipment and resources 
• Realistic: Developing your research question should be based on initial reading about your topic. It should focus on addressing a problem or gap in the existing knowledge in your field or discipline. 
• Based on some sort of rational physics 
• Can be done in a reasonable time frame 
• Timely: The research question should contribute to an existing and current debate in your field or in society at large. It should produce knowledge that future researchers or practitioners can later build on. 
• Novel 
• Based on current technologies. 
• Important to answer current problems or concerns. 
• Lead to new directions. 
• Important: Your question should have some aspect of originality. Incremental research is as important as exploring disruptive technologies. For example, you can focus on a specific location or explore a new angle. 
• Meaningful whether the answer is “Yes” or “No.” Closed-ended, yes/no questions are too simple to work as good research questions. Such questions do not provide enough scope for robust investigation and discussion. A good research question requires original data, synthesis of multiple sources, and original interpretation and argumentation before providing an answer. 

Steps for developing a good research question

The importance of research questions cannot be understated. When drafting a research question, use the following frameworks to guide the components of your question to ease the process. 4  

• Determine the requirements: Before constructing a good research question, set your research requirements. What is the purpose? Is it descriptive, comparative, or explorative research? Determining the research aim will help you choose the most appropriate topic and word your question appropriately. 
• Select a broad research topic: Identify a broader subject area of interest that requires investigation. Techniques such as brainstorming or concept mapping can help identify relevant connections and themes within a broad research topic. For example, how to learn and help students learn. 
• Perform preliminary investigation: Preliminary research is needed to obtain up-to-date and relevant knowledge on your topic. It also helps identify issues currently being discussed from which information gaps can be identified. 
• Narrow your focus: Narrow the scope and focus of your research to a specific niche. This involves focusing on gaps in existing knowledge or recent literature or extending or complementing the findings of existing literature. Another approach involves constructing strong research questions that challenge your views or knowledge of the area of study (Example: Is learning consistent with the existing learning theory and research). 
• Identify the research problem: Once the research question has been framed, one should evaluate it. This is to realize the importance of the research questions and if there is a need for more revising (Example: How do your beliefs on learning theory and research impact your instructional practices). 

How to write a research question

Those struggling to understand how to write a research question, these simple steps can help you simplify the process of writing a research question. 

Sample Research Questions

The following are some bad and good research question examples 

• Example 1 
• Example 2 

References:  

• Thabane, L., Thomas, T., Ye, C., & Paul, J. (2009). Posing the research question: not so simple.  Canadian Journal of Anesthesia/Journal canadien d’anesthésie ,  56 (1), 71-79. 
• Rutberg, S., & Bouikidis, C. D. (2018). Focusing on the fundamentals: A simplistic differentiation between qualitative and quantitative research.  Nephrology Nursing Journal ,  45 (2), 209-213. 
• Kyngäs, H. (2020). Qualitative research and content analysis.  The application of content analysis in nursing science research , 3-11. 
• Mattick, K., Johnston, J., & de la Croix, A. (2018). How to… write a good research question.  The clinical teacher ,  15 (2), 104-108. 
• Fandino, W. (2019). Formulating a good research question: Pearls and pitfalls.  Indian Journal of Anaesthesia ,  63 (8), 611. 
• Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions.  ACP journal club ,  123 (3), A12-A13 

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How to Write a Good Research Question (w/ Examples)

What is a Research Question?

A research question is the main question that your study sought or is seeking to answer. A clear research question guides your research paper or thesis and states exactly what you want to find out, giving your work a focus and objective. Learning  how to write a hypothesis or research question is the start to composing any thesis, dissertation, or research paper. It is also one of the most important sections of a research proposal . 

A good research question not only clarifies the writing in your study; it provides your readers with a clear focus and facilitates their understanding of your research topic, as well as outlining your study’s objectives. Before drafting the paper and receiving research paper editing (and usually before performing your study), you should write a concise statement of what this study intends to accomplish or reveal.

Research Question Writing Tips

Listed below are the important characteristics of a good research question:

A good research question should:

• Be clear and provide specific information so readers can easily understand the purpose.
• Be focused in its scope and narrow enough to be addressed in the space allowed by your paper
• Be relevant and concise and express your main ideas in as few words as possible, like a hypothesis.
• Be precise and complex enough that it does not simply answer a closed “yes or no” question, but requires an analysis of arguments and literature prior to its being considered acceptable. 
• Be arguable or testable so that answers to the research question are open to scrutiny and specific questions and counterarguments.

Some of these characteristics might be difficult to understand in the form of a list. Let’s go into more detail about what a research question must do and look at some examples of research questions.

The research question should be specific and focused 

Research questions that are too broad are not suitable to be addressed in a single study. One reason for this can be if there are many factors or variables to consider. In addition, a sample data set that is too large or an experimental timeline that is too long may suggest that the research question is not focused enough.

A specific research question means that the collective data and observations come together to either confirm or deny the chosen hypothesis in a clear manner. If a research question is too vague, then the data might end up creating an alternate research problem or hypothesis that you haven’t addressed in your Introduction section .

The research question should be based on the literature 

An effective research question should be answerable and verifiable based on prior research because an effective scientific study must be placed in the context of a wider academic consensus. This means that conspiracy or fringe theories are not good research paper topics.

Instead, a good research question must extend, examine, and verify the context of your research field. It should fit naturally within the literature and be searchable by other research authors.

References to the literature can be in different citation styles and must be properly formatted according to the guidelines set forth by the publishing journal, university, or academic institution. This includes in-text citations as well as the Reference section . 

The research question should be realistic in time, scope, and budget

There are two main constraints to the research process: timeframe and budget.

A proper research question will include study or experimental procedures that can be executed within a feasible time frame, typically by a graduate doctoral or master’s student or lab technician. Research that requires future technology, expensive resources, or follow-up procedures is problematic.

A researcher’s budget is also a major constraint to performing timely research. Research at many large universities or institutions is publicly funded and is thus accountable to funding restrictions. 

The research question should be in-depth

Research papers, dissertations and theses , and academic journal articles are usually dozens if not hundreds of pages in length.

A good research question or thesis statement must be sufficiently complex to warrant such a length, as it must stand up to the scrutiny of peer review and be reproducible by other scientists and researchers.

Research Question Types

Qualitative and quantitative research are the two major types of research, and it is essential to develop research questions for each type of study. 

Quantitative Research Questions

Quantitative research questions are specific. A typical research question involves the population to be studied, dependent and independent variables, and the research design.

In addition, quantitative research questions connect the research question and the research design. In addition, it is not possible to answer these questions definitively with a “yes” or “no” response. For example, scientific fields such as biology, physics, and chemistry often deal with “states,” in which different quantities, amounts, or velocities drastically alter the relevance of the research.

As a consequence, quantitative research questions do not contain qualitative, categorical, or ordinal qualifiers such as “is,” “are,” “does,” or “does not.”

Categories of quantitative research questions

Qualitative research questions.

In quantitative research, research questions have the potential to relate to broad research areas as well as more specific areas of study. Qualitative research questions are less directional, more flexible, and adaptable compared with their quantitative counterparts. Thus, studies based on these questions tend to focus on “discovering,” “explaining,” “elucidating,” and “exploring.”

Categories of qualitative research questions

Quantitative and qualitative research question examples.

Good and Bad Research Question Examples

Below are some good (and not-so-good) examples of research questions that researchers can use to guide them in crafting their own research questions.

Research Question Example 1

The first research question is too vague in both its independent and dependent variables. There is no specific information on what “exposure” means. Does this refer to comments, likes, engagement, or just how much time is spent on the social media platform?

Second, there is no useful information on what exactly “affected” means. Does the subject’s behavior change in some measurable way? Or does this term refer to another factor such as the user’s emotions?

Research Question Example 2

In this research question, the first example is too simple and not sufficiently complex, making it difficult to assess whether the study answered the question. The author could really only answer this question with a simple “yes” or “no.” Further, the presence of data would not help answer this question more deeply, which is a sure sign of a poorly constructed research topic.

The second research question is specific, complex, and empirically verifiable. One can measure program effectiveness based on metrics such as attendance or grades. Further, “bullying” is made into an empirical, quantitative measurement in the form of recorded disciplinary actions.

Steps for Writing a Research Question

Good research questions are relevant, focused, and meaningful. It can be difficult to come up with a good research question, but there are a few steps you can follow to make it a bit easier.

1. Start with an interesting and relevant topic

Choose a research topic that is interesting but also relevant and aligned with your own country’s culture or your university’s capabilities. Popular academic topics include healthcare and medical-related research. However, if you are attending an engineering school or humanities program, you should obviously choose a research question that pertains to your specific study and major.

Below is an embedded graph of the most popular research fields of study based on publication output according to region. As you can see, healthcare and the basic sciences receive the most funding and earn the highest number of publications. 

2. Do preliminary research  

You can begin doing preliminary research once you have chosen a research topic. Two objectives should be accomplished during this first phase of research. First, you should undertake a preliminary review of related literature to discover issues that scholars and peers are currently discussing. With this method, you show that you are informed about the latest developments in the field.

Secondly, identify knowledge gaps or limitations in your topic by conducting a preliminary literature review . It is possible to later use these gaps to focus your research question after a certain amount of fine-tuning.

3. Narrow your research to determine specific research questions

You can focus on a more specific area of study once you have a good handle on the topic you want to explore. Focusing on recent literature or knowledge gaps is one good option. 

By identifying study limitations in the literature and overlooked areas of study, an author can carve out a good research question. The same is true for choosing research questions that extend or complement existing literature.

4. Evaluate your research question

Make sure you evaluate the research question by asking the following questions:

Is my research question clear?

The resulting data and observations that your study produces should be clear. For quantitative studies, data must be empirical and measurable. For qualitative, the observations should be clearly delineable across categories.

Is my research question focused and specific?

A strong research question should be specific enough that your methodology or testing procedure produces an objective result, not one left to subjective interpretation. Open-ended research questions or those relating to general topics can create ambiguous connections between the results and the aims of the study. 

Is my research question sufficiently complex?

The result of your research should be consequential and substantial (and fall sufficiently within the context of your field) to warrant an academic study. Simply reinforcing or supporting a scientific consensus is superfluous and will likely not be well received by most journal editors.  

Editing Your Research Question

Your research question should be fully formulated well before you begin drafting your research paper. However, you can receive English paper editing and proofreading services at any point in the drafting process. Language editors with expertise in your academic field can assist you with the content and language in your Introduction section or other manuscript sections. And if you need further assistance or information regarding paper compositions, in the meantime, check out our academic resources , which provide dozens of articles and videos on a variety of academic writing and publication topics.

How to write a research question

Last updated

7 February 2023

Reviewed by

Miroslav Damyanov

In this article, we take an in-depth look at what a research question is, the different types of research questions, and how to write one (with examples). Read on to get started with your thesis, dissertation, or research paper .

Make research less tedious

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• What is a research question?

A research question articulates exactly what you want to learn from your research. It stems directly from your research objectives, and you will arrive at an answer through data analysis and interpretation.

However, it is not that simple to write a research question—even when you know the question you intend to answer with your study. The main characteristics of a good research question are:

Feasible. You need to have the resources and abilities to examine the question, collect the data, and give answers.

Interesting. Create research questions that offer fascinating insights into your industry.

Novel. Research questions have to offer something new within your field of study.

Ethical. The research question topic should be approved by the relevant authorities and review boards.

Relevant. Your research question should lead to visible changes in society or your industry.

Usually, you write one single research question to guide your entire research paper. The answer becomes the thesis statement—the central position of your argument. A dissertation or thesis, on the other hand, may require multiple problem statements and research questions. However, they should be connected and focused on a specific problem.

• Importance of the research question

A research question acts as a guide for your entire study. It serves two vital purposes:

to determine the specific issue your research paper addresses

to identify clear objectives

Therefore, it helps split your research into small steps that you need to complete to provide answers.

Your research question will also provide boundaries for your study, which help set limits and ensure cohesion.

Finally, it acts as a frame of reference for assessing your work. Bear in mind that research questions can evolve, shift, and change during the early stages of your study or project.

• Types of research questions

The type of research you are conducting will dictate the type of research question to use. Primarily, research questions are grouped into three distinct categories of study:

qualitative

quantitative

mixed-method

Let’s look at each of these in turn:

Quantitative research questions

The number-one rule of quantitative research questions is that they are precise. They mainly include:

independent and dependent variables

the exact population being studied

the research design to be used

Therefore, you must frame and finalize quantitative research questions before starting the study.

Equally, a quantitative research question creates a link between itself and the research design. These questions cannot be answered with simple 'yes' or' no' responses, so they begin with words like 'does', 'do', 'are', and 'is'.

Quantitative research questions can be divided into three categories:

Relationship research questions usually leverage words such as 'trends' and 'association' because they include independent and dependent variables. They seek to define or explore trends and interactions between multiple variables.

Comparative research questions tend to analyze the differences between different groups to find an outcome variable. For instance, you may decide to compare two distinct groups where a specific variable is present in one and absent in the other.

Descriptive research questions usually start with the word 'what' and aim to measure how a population will respond to one or more variables.

Qualitative research questions

Like quantitative research questions, these questions are linked to the research design. However, qualitative research questions may deal with a specific or broad study area. This makes them more flexible, very adaptable, and usually non-directional.

Use qualitative research questions when your primary aim is to explain, discover, or explore.

There are seven types of qualitative research questions:

Explanatory research questions investigate particular topic areas that aren't well known.

Contextual research questions describe the workings of what is already in existence.

Evaluative research questions examine the effectiveness of specific paradigms or methods.

Ideological research questions aim to advance existing ideologies.

Descriptive research questions describe an event.

Generative research questions help develop actions and theories by providing new ideas.

Emancipatory research questions increase social action engagement, usually to benefit disadvantaged people.

Mixed-methods studies

With mixed-methods studies, you combine qualitative and quantitative research elements to get answers to your research question. This approach is ideal when you need a more complete picture. through a blend of the two approaches.

Mixed-methods research is excellent in multidisciplinary settings, societal analysis, and complex situations. Consider the following research question examples, which would be ideal candidates for a mixed-methods approach

How can non-voter and voter beliefs about democracy (qualitative) help explain Town X election turnout patterns (quantitative)?

How does students’ perception of their study environment (quantitative) relate to their test score differences (qualitative)?

• Developing a strong research question—a step-by-step guide

Research questions help break up your study into simple steps so you can quickly achieve your objectives and find answers. However, how do you develop a good research question? Here is our step-by-step guide:

1. Choose a topic

The first step is to select a broad research topic for your study. Pick something within your expertise and field that interests you. After all, the research itself will stem from the initial research question.

2. Conduct preliminary research

Once you have a broad topic, dig deeper into the problem by researching past studies in the field and gathering requirements from stakeholders if you work in a business setting.

Through this process, you will discover articles that mention areas not explored in that field or products that didn’t resonate with people’s expectations in a particular industry. For instance, you could explore specific topics that earlier research failed to study or products that failed to meet user needs.

3. Keep your audience in mind

Is your audience interested in the particular field you want to study? Are the research questions in your mind appealing and interesting to the audience? Defining your audience will help you refine your research question and ensure you pick a question that is relatable to your audience.

4. Generate a list of potential questions

Ask yourself numerous open-ended questions on the topic to create a potential list of research questions. You could start with broader questions and narrow them down to more specific ones. Don’t forget that you can challenge existing assumptions or use personal experiences to redefine research issues.

5. Review the questions

Evaluate your list of potential questions to determine which seems most effective. Ensure you consider the finer details of every question and possible outcomes. Doing this helps you determine if the questions meet the requirements of a research question.

6. Construct and evaluate your research question

Consider these two frameworks when constructing a good research question: PICOT and PEO. 

PICOT stands for:

P: Problem or population

I: Indicator or intervention to be studied

C: Comparison groups

O: Outcome of interest

T: Time frame

PEO stands for:

P: Population being studied

E: Exposure to any preexisting conditions

To evaluate your research question once you’ve constructed it, ask yourself the following questions:

Is it clear?

Your study should produce precise data and observations. For qualitative studies, the observations need to be delineable across categories. Quantitative studies must have measurable and empirical data.

Is it specific and focused?

An excellent research question must be specific enough to ensure your testing yields objective results. General or open-ended research questions are often ambiguous and subject to different kinds of interpretation.

Is it sufficiently complex?

Your research needs to yield substantial and consequential results to warrant the study. Merely supporting or reinforcing an existing paper is not good enough.

• Examples of good research questions

A robust research question actively contributes to a specific body of knowledge; it is a question that hasn’t been answered before within your research field.

Here are some examples of good and bad research questions :

Good: How effective are A and B policies at reducing the rates of Z?

Bad: Is A or B a better policy?

The first is more focused and researchable because it isn't based on value judgment. The second fails to give clear criteria for answering the question.

Good: What is the effect of daily Twitter use on the attention span of college students?

Bad: What is the effect of social media use on people's minds?

The first includes specific and well-defined concepts, which the second lacks.

Ensure all terms within your research question have precise meanings. Avoid vague or general language that makes the topic too broad.

• The bottom line

The success of any research starts with formulating the right questions that ensure you collect the most insightful data. A good research question will showcase the objectives of your systematic investigation and emphasize specific contexts.

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Home » Research Questions – Types, Examples and Writing Guide

Research Questions – Types, Examples and Writing Guide

Table of Contents

Research Questions

Definition:

Research questions are the specific questions that guide a research study or inquiry. These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective.

Types of Research Questions

Types of Research Questions are as follows:

Descriptive Research Questions

These aim to describe a particular phenomenon, group, or situation. For example:

• What are the characteristics of the target population?
• What is the prevalence of a particular disease in a specific region?

Exploratory Research Questions

These aim to explore a new area of research or generate new ideas or hypotheses. For example:

• What are the potential causes of a particular phenomenon?
• What are the possible outcomes of a specific intervention?

Explanatory Research Questions

These aim to understand the relationship between two or more variables or to explain why a particular phenomenon occurs. For example:

• What is the effect of a specific drug on the symptoms of a particular disease?
• What are the factors that contribute to employee turnover in a particular industry?

Predictive Research Questions

These aim to predict a future outcome or trend based on existing data or trends. For example :

• What will be the future demand for a particular product or service?
• What will be the future prevalence of a particular disease?

Evaluative Research Questions

These aim to evaluate the effectiveness of a particular intervention or program. For example:

• What is the impact of a specific educational program on student learning outcomes?
• What is the effectiveness of a particular policy or program in achieving its intended goals?

How to Choose Research Questions

Choosing research questions is an essential part of the research process and involves careful consideration of the research problem, objectives, and design. Here are some steps to consider when choosing research questions:

• Identify the research problem: Start by identifying the problem or issue that you want to study. This could be a gap in the literature, a social or economic issue, or a practical problem that needs to be addressed.
• Conduct a literature review: Conducting a literature review can help you identify existing research in your area of interest and can help you formulate research questions that address gaps or limitations in the existing literature.
• Define the research objectives : Clearly define the objectives of your research. What do you want to achieve with your study? What specific questions do you want to answer?
• Consider the research design : Consider the research design that you plan to use. This will help you determine the appropriate types of research questions to ask. For example, if you plan to use a qualitative approach, you may want to focus on exploratory or descriptive research questions.
• Ensure that the research questions are clear and answerable: Your research questions should be clear and specific, and should be answerable with the data that you plan to collect. Avoid asking questions that are too broad or vague.
• Get feedback : Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, feasible, and meaningful.

How to Write Research Questions

Guide for Writing Research Questions:

• Start with a clear statement of the research problem: Begin by stating the problem or issue that your research aims to address. This will help you to formulate focused research questions.
• Use clear language : Write your research questions in clear and concise language that is easy to understand. Avoid using jargon or technical terms that may be unfamiliar to your readers.
• Be specific: Your research questions should be specific and focused. Avoid broad questions that are difficult to answer. For example, instead of asking “What is the impact of climate change on the environment?” ask “What are the effects of rising sea levels on coastal ecosystems?”
• Use appropriate question types: Choose the appropriate question types based on the research design and objectives. For example, if you are conducting a qualitative study, you may want to use open-ended questions that allow participants to provide detailed responses.
• Consider the feasibility of your questions : Ensure that your research questions are feasible and can be answered with the resources available. Consider the data sources and methods of data collection when writing your questions.
• Seek feedback: Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, appropriate, and meaningful.

Examples of Research Questions

Some Examples of Research Questions with Research Titles:

Research Title: The Impact of Social Media on Mental Health

• Research Question : What is the relationship between social media use and mental health, and how does this impact individuals’ well-being?

Research Title: Factors Influencing Academic Success in High School

• Research Question: What are the primary factors that influence academic success in high school, and how do they contribute to student achievement?

Research Title: The Effects of Exercise on Physical and Mental Health

• Research Question: What is the relationship between exercise and physical and mental health, and how can exercise be used as a tool to improve overall well-being?

Research Title: Understanding the Factors that Influence Consumer Purchasing Decisions

• Research Question : What are the key factors that influence consumer purchasing decisions, and how do these factors vary across different demographics and products?

Research Title: The Impact of Technology on Communication

• Research Question : How has technology impacted communication patterns, and what are the effects of these changes on interpersonal relationships and society as a whole?

Research Title: Investigating the Relationship between Parenting Styles and Child Development

• Research Question: What is the relationship between different parenting styles and child development outcomes, and how do these outcomes vary across different ages and developmental stages?

Research Title: The Effectiveness of Cognitive-Behavioral Therapy in Treating Anxiety Disorders

• Research Question: How effective is cognitive-behavioral therapy in treating anxiety disorders, and what factors contribute to its success or failure in different patients?

Research Title: The Impact of Climate Change on Biodiversity

• Research Question : How is climate change affecting global biodiversity, and what can be done to mitigate the negative effects on natural ecosystems?

Research Title: Exploring the Relationship between Cultural Diversity and Workplace Productivity

• Research Question : How does cultural diversity impact workplace productivity, and what strategies can be employed to maximize the benefits of a diverse workforce?

Research Title: The Role of Artificial Intelligence in Healthcare

• Research Question: How can artificial intelligence be leveraged to improve healthcare outcomes, and what are the potential risks and ethical concerns associated with its use?

Applications of Research Questions

Here are some of the key applications of research questions:

• Defining the scope of the study : Research questions help researchers to narrow down the scope of their study and identify the specific issues they want to investigate.
• Developing hypotheses: Research questions often lead to the development of hypotheses, which are testable predictions about the relationship between variables. Hypotheses provide a clear and focused direction for the study.
• Designing the study : Research questions guide the design of the study, including the selection of participants, the collection of data, and the analysis of results.
• Collecting data : Research questions inform the selection of appropriate methods for collecting data, such as surveys, interviews, or experiments.
• Analyzing data : Research questions guide the analysis of data, including the selection of appropriate statistical tests and the interpretation of results.
• Communicating results : Research questions help researchers to communicate the results of their study in a clear and concise manner. The research questions provide a framework for discussing the findings and drawing conclusions.

Characteristics of Research Questions

Characteristics of Research Questions are as follows:

• Clear and Specific : A good research question should be clear and specific. It should clearly state what the research is trying to investigate and what kind of data is required.
• Relevant : The research question should be relevant to the study and should address a current issue or problem in the field of research.
• Testable : The research question should be testable through empirical evidence. It should be possible to collect data to answer the research question.
• Concise : The research question should be concise and focused. It should not be too broad or too narrow.
• Feasible : The research question should be feasible to answer within the constraints of the research design, time frame, and available resources.
• Original : The research question should be original and should contribute to the existing knowledge in the field of research.
• Significant : The research question should have significance and importance to the field of research. It should have the potential to provide new insights and knowledge to the field.
• Ethical : The research question should be ethical and should not cause harm to any individuals or groups involved in the study.

Purpose of Research Questions

Research questions are the foundation of any research study as they guide the research process and provide a clear direction to the researcher. The purpose of research questions is to identify the scope and boundaries of the study, and to establish the goals and objectives of the research.

The main purpose of research questions is to help the researcher to focus on the specific area or problem that needs to be investigated. They enable the researcher to develop a research design, select the appropriate methods and tools for data collection and analysis, and to organize the results in a meaningful way.

Research questions also help to establish the relevance and significance of the study. They define the research problem, and determine the research methodology that will be used to address the problem. Research questions also help to determine the type of data that will be collected, and how it will be analyzed and interpreted.

Finally, research questions provide a framework for evaluating the results of the research. They help to establish the validity and reliability of the data, and provide a basis for drawing conclusions and making recommendations based on the findings of the study.

Advantages of Research Questions

There are several advantages of research questions in the research process, including:

• Focus : Research questions help to focus the research by providing a clear direction for the study. They define the specific area of investigation and provide a framework for the research design.
• Clarity : Research questions help to clarify the purpose and objectives of the study, which can make it easier for the researcher to communicate the research aims to others.
• Relevance : Research questions help to ensure that the study is relevant and meaningful. By asking relevant and important questions, the researcher can ensure that the study will contribute to the existing body of knowledge and address important issues.
• Consistency : Research questions help to ensure consistency in the research process by providing a framework for the development of the research design, data collection, and analysis.
• Measurability : Research questions help to ensure that the study is measurable by defining the specific variables and outcomes that will be measured.
• Replication : Research questions help to ensure that the study can be replicated by providing a clear and detailed description of the research aims, methods, and outcomes. This makes it easier for other researchers to replicate the study and verify the results.

Limitations of Research Questions

Limitations of Research Questions are as follows:

• Subjectivity : Research questions are often subjective and can be influenced by personal biases and perspectives of the researcher. This can lead to a limited understanding of the research problem and may affect the validity and reliability of the study.
• Inadequate scope : Research questions that are too narrow in scope may limit the breadth of the study, while questions that are too broad may make it difficult to focus on specific research objectives.
• Unanswerable questions : Some research questions may not be answerable due to the lack of available data or limitations in research methods. In such cases, the research question may need to be rephrased or modified to make it more answerable.
• Lack of clarity : Research questions that are poorly worded or ambiguous can lead to confusion and misinterpretation. This can result in incomplete or inaccurate data, which may compromise the validity of the study.
• Difficulty in measuring variables : Some research questions may involve variables that are difficult to measure or quantify, making it challenging to draw meaningful conclusions from the data.
• Lack of generalizability: Research questions that are too specific or limited in scope may not be generalizable to other contexts or populations. This can limit the applicability of the study’s findings and restrict its broader implications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write the Research Questions – Tips & Examples

Published by Owen Ingram at August 13th, 2021 , Revised On October 3, 2023

Conducting research and writing an academic paper requires a clear direction and focus.

A good research question provides purpose to your research and clarifies the direction. It further helps your readers to understand what issue your research aims to explore and address.

If you are unsure about how to write research questions, here is a list of the attributes of a good research question;

• The research question should contain only a single problem
• You should be able to find the answer to it using  primary and secondary data sources
• You should be able to address it within the time limit and other constraints
• Can attain in-depth and detailed results
• Relevant and applicable
• Should relate to your chosen field of research

Whenever you want to discover something new about a  topic , you will ask a question about it. Therefore, the research question is important in the overall research process  and provides the author with the reading and writing guidelines.

In a research paper or an essay, you will need to create a single research question that highlights just one problem or issue. The thesis statement should include the specific problem you aim to investigate to establish your argument’s central position or claim.

A larger project such as a  dissertation or thesis , on the other hand, can have multiple research questions, but every question should focus on your main  research problem .  Different types of research will help you answer different research questions, but they should all be relevant to the research scope.

How to Write a Research Question

Steps to develop your research question.

• Choose a topic  with a wide range of published literature
• Read and skim relevant articles to find out different problems and issues
• Specify a theoretical or practical  research problem  that your research question will address
• Narrow down the focus of your selected core niche

Example Research Question (s)

Here are examples of research problems and research questions to help you understand how to create a research question for a given research problem.

Types of Research Questions

There are two main types of research;  quantitative and qualitative research . Both types of research require research questions. What research question you will answer is dependent on the type of research you wish to employ.

The first part of  designing research  is to find a gap and create a fully focused research question.

The following table shows common research questions for a dissertation project. However, it is important to note that these examples of dissertation research questions are straightforward, and the actual research questions may be more complicated than these examples.

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• Find out by hiring an expert from ResearchProspect today!
• Despite how challenging the subject may be, we are here to help you.

Steps to Write Research Questions

The research question provides you with a path and focuses on the real problem and the research gap you aim to fill. These are steps you need to take if you are unsure about how to write a research question:

Choose an Interesting Topic

Choose a topic  of research according to your interest. The selected topic should be neither too broad nor too narrow.

Do Preliminary Research on the Topic

Find articles, books, journals, and theses relevant to your chosen topic. Understand what research problem each scholar addressed as part of their research project.

Consider your Audience

It is necessary to know your audience to develop focused research questions for your essay or dissertation. You can find aspects of your topic that could be interesting to your audience when narrowing your topic.

Start Asking Questions

What, why, when, how, and other open-ended questions will provide in-depth knowledge about the topic.

Evaluate your Question

After formulating a research question, evaluate to check its effectiveness and how it can serve the purpose. Revise and refine the dissertation research question.

• Do you have a clear research question? 

It would help if you formed the research question after finding a research gap. This approach will enable the research to solve part of the problem.

• Do you have a focused research question?

It is necessary that the research question is specific and relating to the central aim of your research.

• Do you have a complex research question? 

The research question cannot be answered by yes or no but requires in-depth analysis. It often begins with “How” or “Why.”

Begin your Research

After you have prepared dissertation research questions, you should research the existing literature on similar topics to find various perspectives.

Also See: Formulation of Research Question

If you have been struggling to devise research questions for your dissertation or are unsure about which topic would be suitable for your needs, then you might be interested in taking advantage of our dissertation topic and outline service, which includes several topic ideas in your preferred area of study and a 500/1000 words plan on your chosen topic. Our topic and outline service will help you jump-start your dissertation project.

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Tips on How to Write a Strong Research Question

A research question is the foundation of the entire research. Therefore, you should spend as much time as required to refine the research question.

If you have good research questions for the dissertation, research paper , or essay, you can perform the research and analyse your results more effectively. You can evaluate the strength of the research question with the help of the following criteria. Your research question should be;

Intensive and Researchable

• It should cover a single issue
• The question shouldn’t include a subjective judgment
• It can be answerable with the data analysis or research=

Practical and Specific

• It should not include a course of action, policy, or solution
• It should be well-defined
• Answerable within research limits

Complicated and Arguable

• It should not be simple to answer
• Need in-depth knowledge to find facts
• Provides scope for debate and deliberation

Unique and Relevant

• It should lie in your field of study
• Its results should be contributable
• It should be unique

Conclusion – How to Write Research Questions

A research question provides a clear direction for research work. A bigger project, such as a dissertation, may have more than one research question, but every question should focus on one issue only.

Your research questions should be researchable, feasible to answer, specific to find results, complex (for Masters and PhD projects), and relevant to your field of study. Dissertation research questions depend upon the research type you are basing your paper on.

Start creating a research question by choosing an interesting topic, do some preliminary research, consider your audience, start asking questions, evaluating your question, and begin your research.

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At ResearchProspect, we have dissertation experts for all academic subjects. Whether you need help with the  individual chapters  or the  whole dissertation paper,  you can be confident that your paper competed to the highest academic standard. There is a reason why our clients keep returning to us over and over.

You can also look at our  essay services  if you are struggling to draft a first-class academic paper.

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Frequently Asked Questions

How are research questions written.

Research questions are written by:

• Identifying your topic.
• Considering what you want to explore.
• Making questions clear and concise.
• Ensuring they’re researchable.
• Avoiding bias or leading language.
• Focusing on one main idea per question.

What are examples of research questions?

• Does regular exercise improve mental well-being in adults over 50?
• How do online courses impact student engagement compared to traditional classes?
• What are the economic effects of prolonged pandemic lockdowns?
• How does early childhood nutrition influence academic performance in later life?
• Does urban green space reduce stress levels?

How to write a research question?

• Identify a specific topic or issue of interest.
• Conduct preliminary research to understand existing knowledge.
• Narrow the focus to address gaps or unresolved issues.
• Phrase the question to be clear, concise, and researchable.
• Ensure it is specific enough for systematic investigation.

How to formulate my research questions for my geography dissertation?

• Identify a geographical topic or phenomenon of interest.
• Review existing literature to find gaps.
• Consider spatial, temporal, environmental, or societal aspects.
• Ensure questions are specific, feasible, and significant.
• Frame questions to guide methodology: quantitative, qualitative, or mixed.
• Seek feedback from peers/advisors.

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Penning your dissertation proposal can be a rather daunting task. Here are comprehensive guidelines on how to write a dissertation proposal.

How to write a hypothesis for dissertation,? A hypothesis is a statement that can be tested with the help of experimental or theoretical research.

Here we explore what is research problem in dissertation with research problem examples to help you understand how and when to write a research problem.

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Developing a Research Question

by acburton | Mar 22, 2024 | Resources for Students , Writing Resources

Selecting your research question and creating a clear goal and structure for your writing can be challenging – whether you are doing it for the first time or if you’ve done it many times before. It can be especially difficult when your research question starts to look and feel a little different somewhere between your first and final draft. Don’t panic! It’s normal for your research question to change a little (or even quite a bit) as you move through and engage with the writing process. Anticipating this can remind you to stay on track while you work and that it’ll be okay even if the literature takes you in a different direction.

What Makes an Effective Research Question?

The most effective research question will usually be a critical thinking question and should use “how” or “why” to ensure it can move beyond a yes/no or one-word type of answer. Consider how your research question can aim to reveal something new, fill in a gap, even if small, and contribute to the field in a meaningful way; How might the proposed project move knowledge forward about a particular place or process? This should be specific and achievable!

The CEWC’s Grad Writing Consultant Tariq says, “I definitely concentrated on those aspects of what I saw in the field where I believed there was an opportunity to move the discipline forward.”

General Tips

Do your research.

Utilize the librarians at your university and take the time to research your topic first. Try looking at very general sources to get an idea of what could be interesting to you before you move to more academic articles that support your rough idea of the topic. It is important that research is grounded in what you see or experience regarding the topic you have chosen and what is already known in the literature. Spend time researching articles, books, etc. that supports your thesis. Once you have a number of sources that you know support what you want to write about, formulate a research question that serves as the interrogative form of your thesis statement.

Grad Writing Consultant Deni advises, “Delineate your intervention in the literature (i.e., be strategic about the literature you discuss and clear about your contributions to it).”

Start Broadly…. then Narrow Your Topic Down to Something Manageable

When brainstorming your research question, let your mind veer toward connections or associations that you might have already considered or that seem to make sense and consider if new research terms, language or concepts come to mind that may be interesting or exciting for you as a researcher. Sometimes testing out a research question while doing some preliminary researching is also useful to see if the language you are using or the direction you are heading toward is fruitful when trying to search strategically in academic databases. Be prepared to focus on a specific area of a broad topic.

Writing Consultant Jessie recommends outlining: “I think some rough outlining with a research question in mind can be helpful for me. I’ll have a research question and maybe a working thesis that I feel may be my claim to the research question based on some preliminary materials, brainstorming, etc.” — Jessie, CEWC Writing Consultant

Try an Exercise

In the earliest phase of brainstorming, try an exercise suggested by CEWC Writing Specialist, Percival! While it is normally used in classroom or workshop settings, this exercise can easily be modified for someone working alone. The flow of the activity, if done within a group setting, is 1) someone starts with an idea, 2) three other people share their idea, and 3) the starting person picks two of these new ideas they like best and combines their original idea with those. The activity then begins again with the idea that was not chosen. The solo version of this exercise substitutes a ‘word bank,’ created using words, topics, or ideas similar to your broad, overarching theme. Pick two words or phrases from your word bank, combine it with your original idea or topic, and ‘start again’ with two different words. This serves as a replacement for different people’s suggestions. Ideas for your ‘word bank’ can range from vague prompts about mapping or webbing (e.g., where your topic falls within the discipline and others like it), to more specific concepts that come from tracing the history of an idea (its past, present, future) or mapping the idea’s related ideas, influences, etc. Care for a physics analogy? There is a particle (your topic) that you can describe, a wave that the particle traces, and a field that the particle is mapped on.

Get Feedback and Affirm Your Confidence!

Creating a few different versions of your research question (they may be the same topic/issue/theme or differ slightly) can be useful during this process. Sharing these with trusted friends, colleagues, mentors, (or tutors!) and having conversations about your questions and ideas with other people can help you decide which version you may feel most confident or interested in. Ask colleagues and mentors to share their research questions with you to get a lot of examples. Once you have done the work of developing an effective research question, do not forget to affirm your confidence! Based on your working thesis, think about how you might organize your chapters or paragraphs and what resources you have for supporting this structure and organization. This can help boost your confidence that the research question you have created is effective and fruitful.

Be Open to Change

Remember, your research question may change from your first to final draft. For questions along the way, make an appointment with the Writing Center. We are here to help you develop an effective and engaging research question and build the foundation for a solid research paper!

Example 1: In my field developing a research question involves navigating the relationship between 1) what one sees/experiences at their field site and 2) what is already known in the literature. During my preliminary research, I found that the financial value of land was often a matter of precisely these cultural factors. So, my research question ended up being: How do the social and material qualities of land entangle with processes of financialization in the city of Lahore. Regarding point #1, this question was absolutely informed by what I saw in the field. But regarding point #2, the question was also heavily shaped by the literature. – Tariq

Example 2: A research question should not be a yes/no question like “Is pollution bad?”; but an open-ended question where the answer has to be supported with reasons and explanation. The question also has to be narrowed down to a specific topic—using the same example as before—”Is pollution bad?” can be revised to “How does pollution affect people?” I would encourage students to be more specific then; e.g., what area of pollution do you want to talk about: water, air, plastic, climate change… what type of people or demographic can we focus on? …how does this affect marginalized communities, minorities, or specific areas in California? After researching and deciding on a focus, your question might sound something like: How does government policy affect water pollution and how does it affect the marginalized communities in the state of California? -Janella

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Research Aims, Objectives & Questions

The “Golden Thread” Explained Simply (+ Examples)

By: David Phair (PhD) and Alexandra Shaeffer (PhD) | June 2022

The research aims , objectives and research questions (collectively called the “golden thread”) are arguably the most important thing you need to get right when you’re crafting a research proposal , dissertation or thesis . We receive questions almost every day about this “holy trinity” of research and there’s certainly a lot of confusion out there, so we’ve crafted this post to help you navigate your way through the fog.

Overview: The Golden Thread

• What is the golden thread
• What are research aims ( examples )
• What are research objectives ( examples )
• What are research questions ( examples )
• The importance of alignment in the golden thread

What is the “golden thread”?  

The golden thread simply refers to the collective research aims , research objectives , and research questions for any given project (i.e., a dissertation, thesis, or research paper ). These three elements are bundled together because it’s extremely important that they align with each other, and that the entire research project aligns with them.

Importantly, the golden thread needs to weave its way through the entirety of any research project , from start to end. In other words, it needs to be very clearly defined right at the beginning of the project (the topic ideation and proposal stage) and it needs to inform almost every decision throughout the rest of the project. For example, your research design and methodology will be heavily influenced by the golden thread (we’ll explain this in more detail later), as well as your literature review.

The research aims, objectives and research questions (the golden thread) define the focus and scope ( the delimitations ) of your research project. In other words, they help ringfence your dissertation or thesis to a relatively narrow domain, so that you can “go deep” and really dig into a specific problem or opportunity. They also help keep you on track , as they act as a litmus test for relevance. In other words, if you’re ever unsure whether to include something in your document, simply ask yourself the question, “does this contribute toward my research aims, objectives or questions?”. If it doesn’t, chances are you can drop it.

Alright, enough of the fluffy, conceptual stuff. Let’s get down to business and look at what exactly the research aims, objectives and questions are and outline a few examples to bring these concepts to life.

Research Aims: What are they?

Simply put, the research aim(s) is a statement that reflects the broad overarching goal (s) of the research project. Research aims are fairly high-level (low resolution) as they outline the general direction of the research and what it’s trying to achieve .

Research Aims: Examples  

True to the name, research aims usually start with the wording “this research aims to…”, “this research seeks to…”, and so on. For example:

“This research aims to explore employee experiences of digital transformation in retail HR.”   “This study sets out to assess the interaction between student support and self-care on well-being in engineering graduate students”  

As you can see, these research aims provide a high-level description of what the study is about and what it seeks to achieve. They’re not hyper-specific or action-oriented, but they’re clear about what the study’s focus is and what is being investigated.

Need a helping hand?

Research Objectives: What are they?

The research objectives take the research aims and make them more practical and actionable . In other words, the research objectives showcase the steps that the researcher will take to achieve the research aims.

The research objectives need to be far more specific (higher resolution) and actionable than the research aims. In fact, it’s always a good idea to craft your research objectives using the “SMART” criteria. In other words, they should be specific, measurable, achievable, relevant and time-bound”.

Research Objectives: Examples  

Let’s look at two examples of research objectives. We’ll stick with the topic and research aims we mentioned previously.  

For the digital transformation topic:

To observe the retail HR employees throughout the digital transformation. To assess employee perceptions of digital transformation in retail HR. To identify the barriers and facilitators of digital transformation in retail HR.

And for the student wellness topic:

To determine whether student self-care predicts the well-being score of engineering graduate students. To determine whether student support predicts the well-being score of engineering students. To assess the interaction between student self-care and student support when predicting well-being in engineering graduate students.

  As you can see, these research objectives clearly align with the previously mentioned research aims and effectively translate the low-resolution aims into (comparatively) higher-resolution objectives and action points . They give the research project a clear focus and present something that resembles a research-based “to-do” list.

Research Questions: What are they?

Finally, we arrive at the all-important research questions. The research questions are, as the name suggests, the key questions that your study will seek to answer . Simply put, they are the core purpose of your dissertation, thesis, or research project. You’ll present them at the beginning of your document (either in the introduction chapter or literature review chapter) and you’ll answer them at the end of your document (typically in the discussion and conclusion chapters).  

The research questions will be the driving force throughout the research process. For example, in the literature review chapter, you’ll assess the relevance of any given resource based on whether it helps you move towards answering your research questions. Similarly, your methodology and research design will be heavily influenced by the nature of your research questions. For instance, research questions that are exploratory in nature will usually make use of a qualitative approach, whereas questions that relate to measurement or relationship testing will make use of a quantitative approach.  

Let’s look at some examples of research questions to make this more tangible.

Research Questions: Examples  

Again, we’ll stick with the research aims and research objectives we mentioned previously.  

For the digital transformation topic (which would be qualitative in nature):

How do employees perceive digital transformation in retail HR? What are the barriers and facilitators of digital transformation in retail HR?  

And for the student wellness topic (which would be quantitative in nature):

Does student self-care predict the well-being scores of engineering graduate students? Does student support predict the well-being scores of engineering students? Do student self-care and student support interact when predicting well-being in engineering graduate students?  

You’ll probably notice that there’s quite a formulaic approach to this. In other words, the research questions are basically the research objectives “converted” into question format. While that is true most of the time, it’s not always the case. For example, the first research objective for the digital transformation topic was more or less a step on the path toward the other objectives, and as such, it didn’t warrant its own research question.  

So, don’t rush your research questions and sloppily reword your objectives as questions. Carefully think about what exactly you’re trying to achieve (i.e. your research aim) and the objectives you’ve set out, then craft a set of well-aligned research questions . Also, keep in mind that this can be a somewhat iterative process , where you go back and tweak research objectives and aims to ensure tight alignment throughout the golden thread.

The importance of strong alignment 

Alignment is the keyword here and we have to stress its importance . Simply put, you need to make sure that there is a very tight alignment between all three pieces of the golden thread. If your research aims and research questions don’t align, for example, your project will be pulling in different directions and will lack focus . This is a common problem students face and can cause many headaches (and tears), so be warned.

Take the time to carefully craft your research aims, objectives and research questions before you run off down the research path. Ideally, get your research supervisor/advisor to review and comment on your golden thread before you invest significant time into your project, and certainly before you start collecting data .  

Recap: The golden thread

In this post, we unpacked the golden thread of research, consisting of the research aims , research objectives and research questions . You can jump back to any section using the links below.

As always, feel free to leave a comment below – we always love to hear from you. Also, if you’re interested in 1-on-1 support, take a look at our private coaching service here.

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39 Comments

Thank you very much for your great effort put. As an Undergraduate taking Demographic Research & Methodology, I’ve been trying so hard to understand clearly what is a Research Question, Research Aim and the Objectives in a research and the relationship between them etc. But as for now I’m thankful that you’ve solved my problem.

Well appreciated. This has helped me greatly in doing my dissertation.

An so delighted with this wonderful information thank you a lot.

so impressive i have benefited a lot looking forward to learn more on research.

I am very happy to have carefully gone through this well researched article.

Infact,I used to be phobia about anything research, because of my poor understanding of the concepts.

Now,I get to know that my research question is the same as my research objective(s) rephrased in question format.

I please I would need a follow up on the subject,as I intends to join the team of researchers. Thanks once again.

Thanks so much. This was really helpful.

I know you pepole have tried to break things into more understandable and easy format. And God bless you. Keep it up

i found this document so useful towards my study in research methods. thanks so much.

This is my 2nd read topic in your course and I should commend the simplified explanations of each part. I’m beginning to understand and absorb the use of each part of a dissertation/thesis. I’ll keep on reading your free course and might be able to avail the training course! Kudos!

Thank you! Better put that my lecture and helped to easily understand the basics which I feel often get brushed over when beginning dissertation work.

This is quite helpful. I like how the Golden thread has been explained and the needed alignment.

This is quite helpful. I really appreciate!

The article made it simple for researcher students to differentiate between three concepts.

Very innovative and educational in approach to conducting research.

I am very impressed with all these terminology, as I am a fresh student for post graduate, I am highly guided and I promised to continue making consultation when the need arise. Thanks a lot.

A very helpful piece. thanks, I really appreciate it .

Very well explained, and it might be helpful to many people like me.

Wish i had found this (and other) resource(s) at the beginning of my PhD journey… not in my writing up year… 😩 Anyways… just a quick question as i’m having some issues ordering my “golden thread”…. does it matter in what order you mention them? i.e., is it always first aims, then objectives, and finally the questions? or can you first mention the research questions and then the aims and objectives?

Thank you for a very simple explanation that builds upon the concepts in a very logical manner. Just prior to this, I read the research hypothesis article, which was equally very good. This met my primary objective.

My secondary objective was to understand the difference between research questions and research hypothesis, and in which context to use which one. However, I am still not clear on this. Can you kindly please guide?

In research, a research question is a clear and specific inquiry that the researcher wants to answer, while a research hypothesis is a tentative statement or prediction about the relationship between variables or the expected outcome of the study. Research questions are broader and guide the overall study, while hypotheses are specific and testable statements used in quantitative research. Research questions identify the problem, while hypotheses provide a focus for testing in the study.

Exactly what I need in this research journey, I look forward to more of your coaching videos.

This helped a lot. Thanks so much for the effort put into explaining it.

What data source in writing dissertation/Thesis requires?

What is data source covers when writing dessertation/thesis

This is quite useful thanks

I’m excited and thankful. I got so much value which will help me progress in my thesis.

where are the locations of the reserch statement, research objective and research question in a reserach paper? Can you write an ouline that defines their places in the researh paper?

Very helpful and important tips on Aims, Objectives and Questions.

Thank you so much for making research aim, research objectives and research question so clear. This will be helpful to me as i continue with my thesis.

Thanks much for this content. I learned a lot. And I am inspired to learn more. I am still struggling with my preparation for dissertation outline/proposal. But I consistently follow contents and tutorials and the new FB of GRAD Coach. Hope to really become confident in writing my dissertation and successfully defend it.

As a researcher and lecturer, I find splitting research goals into research aims, objectives, and questions is unnecessarily bureaucratic and confusing for students. For most biomedical research projects, including ‘real research’, 1-3 research questions will suffice (numbers may differ by discipline).

Awesome! Very important resources and presented in an informative way to easily understand the golden thread. Indeed, thank you so much.

Well explained

The blog article on research aims, objectives, and questions by Grad Coach is a clear and insightful guide that aligns with my experiences in academic research. The article effectively breaks down the often complex concepts of research aims and objectives, providing a straightforward and accessible explanation. Drawing from my own research endeavors, I appreciate the practical tips offered, such as the need for specificity and clarity when formulating research questions. The article serves as a valuable resource for students and researchers, offering a concise roadmap for crafting well-defined research goals and objectives. Whether you’re a novice or an experienced researcher, this article provides practical insights that contribute to the foundational aspects of a successful research endeavor.

A great thanks for you. it is really amazing explanation. I grasp a lot and one step up to research knowledge.

I really found these tips helpful. Thank you very much Grad Coach.

I found this article helpful. Thanks for sharing this.

thank you so much, the explanation and examples are really helpful

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How to Develop a Good Research Question? — Types & Examples

Cecilia is living through a tough situation in her research life. Figuring out where to begin, how to start her research study, and how to pose the right question for her research quest, is driving her insane. Well, questions, if not asked correctly, have a tendency to spiral us!

Image Source: https://phdcomics.com/

Questions lead everyone to answers. Research is a quest to find answers. Not the vague questions that Cecilia means to answer, but definitely more focused questions that define your research. Therefore, asking appropriate question becomes an important matter of discussion.

A well begun research process requires a strong research question. It directs the research investigation and provides a clear goal to focus on. Understanding the characteristics of comprising a good research question will generate new ideas and help you discover new methods in research.

In this article, we are aiming to help researchers understand what is a research question and how to write one with examples.

Table of Contents

What Is a Research Question?

A good research question defines your study and helps you seek an answer to your research. Moreover, a clear research question guides the research paper or thesis to define exactly what you want to find out, giving your work its objective. Learning to write a research question is the beginning to any thesis, dissertation , or research paper. Furthermore, the question addresses issues or problems which is answered through analysis and interpretation of data.

Why Is a Research Question Important?

A strong research question guides the design of a study. Moreover, it helps determine the type of research and identify specific objectives. Research questions state the specific issue you are addressing and focus on outcomes of the research for individuals to learn. Therefore, it helps break up the study into easy steps to complete the objectives and answer the initial question.

Types of Research Questions

Research questions can be categorized into different types, depending on the type of research you want to undergo. Furthermore, knowing the type of research will help a researcher determine the best type of research question to use.

1. Qualitative Research Question

Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Qualitative research question focus on discovering, explaining, elucidating, and exploring.

i. Exploratory Questions

This form of question looks to understand something without influencing the results. The objective of exploratory questions is to learn more about a topic without attributing bias or preconceived notions to it.

Research Question Example: Asking how a chemical is used or perceptions around a certain topic.

ii. Predictive Questions

Predictive research questions are defined as survey questions that automatically predict the best possible response options based on text of the question. Moreover, these questions seek to understand the intent or future outcome surrounding a topic.

Research Question Example: Asking why a consumer behaves in a certain way or chooses a certain option over other.

iii. Interpretive Questions

This type of research question allows the study of people in the natural setting. The questions help understand how a group makes sense of shared experiences with regards to various phenomena. These studies gather feedback on a group’s behavior without affecting the outcome.

Research Question Example: How do you feel about AI assisting publishing process in your research?

2. Quantitative Research Question

Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information.

i. Descriptive Questions

It is the most basic type of quantitative research question and it seeks to explain when, where, why, or how something occurred. Moreover, they use data and statistics to describe an event or phenomenon.

Research Question Example: How many generations of genes influence a future generation?

ii. Comparative Questions

Sometimes it’s beneficial to compare one occurrence with another. Therefore, comparative questions are helpful when studying groups with dependent variables.

Example: Do men and women have comparable metabolisms?

iii. Relationship-Based Questions

This type of research question answers influence of one variable on another. Therefore, experimental studies use this type of research questions are majorly.

Example: How is drought condition affect a region’s probability for wildfires.  

How to Write a Good Research Question?

1. Select a Topic

The first step towards writing a good research question is to choose a broad topic of research. You could choose a research topic that interests you, because the complete research will progress further from the research question. Therefore, make sure to choose a topic that you are passionate about, to make your research study more enjoyable.

2. Conduct Preliminary Research

After finalizing the topic, read and know about what research studies are conducted in the field so far. Furthermore, this will help you find articles that talk about the topics that are yet to be explored. You could explore the topics that the earlier research has not studied.

3. Consider Your Audience

The most important aspect of writing a good research question is to find out if there is audience interested to know the answer to the question you are proposing. Moreover, determining your audience will assist you in refining your research question, and focus on aspects that relate to defined groups.

4. Generate Potential Questions

The best way to generate potential questions is to ask open ended questions. Questioning broader topics will allow you to narrow down to specific questions. Identifying the gaps in literature could also give you topics to write the research question. Moreover, you could also challenge the existing assumptions or use personal experiences to redefine issues in research.

5. Review Your Questions

Once you have listed few of your questions, evaluate them to find out if they are effective research questions. Moreover while reviewing, go through the finer details of the question and its probable outcome, and find out if the question meets the research question criteria.

6. Construct Your Research Question

There are two frameworks to construct your research question. The first one being PICOT framework , which stands for:

• Population or problem
• Intervention or indicator being studied
• Comparison group
• Outcome of interest
• Time frame of the study.

The second framework is PEO , which stands for:

• Population being studied
• Exposure to preexisting conditions
• Outcome of interest.

Research Question Examples

• How might the discovery of a genetic basis for alcoholism impact triage processes in medical facilities?
• How do ecological systems respond to chronic anthropological disturbance?
• What are demographic consequences of ecological interactions?
• What roles do fungi play in wildfire recovery?
• How do feedbacks reinforce patterns of genetic divergence on the landscape?
• What educational strategies help encourage safe driving in young adults?
• What makes a grocery store easy for shoppers to navigate?
• What genetic factors predict if someone will develop hypothyroidism?
• Does contemporary evolution along the gradients of global change alter ecosystems function?

How did you write your first research question ? What were the steps you followed to create a strong research question? Do write to us or comment below.

Frequently Asked Questions

Research questions guide the focus and direction of a research study. Here are common types of research questions: 1. Qualitative research question: Qualitative questions concern broad areas or more specific areas of research. However, unlike quantitative questions, qualitative research questions are adaptable, non-directional and more flexible. Different types of qualitative research questions are: i. Exploratory questions ii. Predictive questions iii. Interpretive questions 2. Quantitative Research Question: Quantitative questions prove or disprove a researcher’s hypothesis through descriptions, comparisons, and relationships. These questions are beneficial when choosing a research topic or when posing follow-up questions that garner more information. Different types of quantitative research questions are: i. Descriptive questions ii. Comparative questions iii. Relationship-based questions

Qualitative research questions aim to explore the richness and depth of participants' experiences and perspectives. They should guide your research and allow for in-depth exploration of the phenomenon under investigation. After identifying the research topic and the purpose of your research: • Begin with Broad Inquiry: Start with a general research question that captures the main focus of your study. This question should be open-ended and allow for exploration. • Break Down the Main Question: Identify specific aspects or dimensions related to the main research question that you want to investigate. • Formulate Sub-questions: Create sub-questions that delve deeper into each specific aspect or dimension identified in the previous step. • Ensure Open-endedness: Make sure your research questions are open-ended and allow for varied responses and perspectives. Avoid questions that can be answered with a simple "yes" or "no." Encourage participants to share their experiences, opinions, and perceptions in their own words. • Refine and Review: Review your research questions to ensure they align with your research purpose, topic, and objectives. Seek feedback from your research advisor or peers to refine and improve your research questions.

Developing research questions requires careful consideration of the research topic, objectives, and the type of study you intend to conduct. Here are the steps to help you develop effective research questions: 1. Select a Topic 2. Conduct Preliminary Research 3. Consider Your Audience 4. Generate Potential Questions 5. Review Your Questions 6. Construct Your Research Question Based on PICOT or PEO Framework

There are two frameworks to construct your research question. The first one being PICOT framework, which stands for: • Population or problem • Intervention or indicator being studied • Comparison group • Outcome of interest • Time frame of the study The second framework is PEO, which stands for: • Population being studied • Exposure to preexisting conditions • Outcome of interest

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Had trouble coming up with a good research question for my MSc proposal. This is very much helpful.

This is a well elaborated writing on research questions development. I found it very helpful.

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

Edward barroga.

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

Glafera Janet Matanguihan

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

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

INTRODUCTION

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

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

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

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

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

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

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

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

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

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

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

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

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

Research questions in quantitative research

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

Hypotheses in quantitative research

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

Research questions in qualitative research

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

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

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

Hypotheses in qualitative research

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

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

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

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

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

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

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

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

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

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

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

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

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

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

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

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

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

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

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

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

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

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

Author Contributions:

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

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How to write qualitative research questions.

11 min read Here’s how to write effective qualitative research questions for your projects, and why getting it right matters so much.

What is qualitative research?

Qualitative research is a blanket term covering a wide range of research methods and theoretical framing approaches. The unifying factor in all these types of qualitative study is that they deal with data that cannot be counted. Typically this means things like people’s stories, feelings, opinions and emotions , and the meanings they ascribe to their experiences.

Qualitative study is one of two main categories of research, the other being quantitative research. Quantitative research deals with numerical data – that which can be counted and quantified, and which is mostly concerned with trends and patterns in large-scale datasets.

What are research questions?

Research questions are questions you are trying to answer with your research. To put it another way, your research question is the reason for your study, and the beginning point for your research design. There is normally only one research question per study, although if your project is very complex, you may have multiple research questions that are closely linked to one central question.

A good qualitative research question sums up your research objective. It’s a way of expressing the central question of your research, identifying your particular topic and the central issue you are examining.

Research questions are quite different from survey questions, questions used in focus groups or interview questions. A long list of questions is used in these types of study, as opposed to one central question. Additionally, interview or survey questions are asked of participants, whereas research questions are only for the researcher to maintain a clear understanding of the research design.

Research questions are used in both qualitative and quantitative research , although what makes a good research question might vary between the two.

In fact, the type of research questions you are asking can help you decide whether you need to take a quantitative or qualitative approach to your research project.

Discover the fundamentals of qualitative research

Quantitative vs. qualitative research questions

Writing research questions is very important in both qualitative and quantitative research, but the research questions that perform best in the two types of studies are quite different.

Quantitative research questions

Quantitative research questions usually relate to quantities, similarities and differences.

It might reflect the researchers’ interest in determining whether relationships between variables exist, and if so whether they are statistically significant. Or it may focus on establishing differences between things through comparison, and using statistical analysis to determine whether those differences are meaningful or due to chance.

• How much? This kind of research question is one of the simplest. It focuses on quantifying something. For example:

How many Yoruba speakers are there in the state of Maine?

• What is the connection?

This type of quantitative research question examines how one variable affects another.

For example:

How does a low level of sunlight affect the mood scores (1-10) of Antarctic explorers during winter?

• What is the difference? Quantitative research questions in this category identify two categories and measure the difference between them using numerical data.

Do white cats stay cooler than tabby cats in hot weather?

If your research question fits into one of the above categories, you’re probably going to be doing a quantitative study.

Qualitative research questions

Qualitative research questions focus on exploring phenomena, meanings and experiences.

Unlike quantitative research, qualitative research isn’t about finding causal relationships between variables. So although qualitative research questions might touch on topics that involve one variable influencing another, or looking at the difference between things, finding and quantifying those relationships isn’t the primary objective.

In fact, you as a qualitative researcher might end up studying a very similar topic to your colleague who is doing a quantitative study, but your areas of focus will be quite different. Your research methods will also be different – they might include focus groups, ethnography studies, and other kinds of qualitative study.

A few example qualitative research questions:

• What is it like being an Antarctic explorer during winter?
• What are the experiences of Yoruba speakers in the USA?
• How do white cat owners describe their pets?

Qualitative research question types

Marshall and Rossman (1989) identified 4 qualitative research question types, each with its own typical research strategy and methods.

• Exploratory questions

Exploratory questions are used when relatively little is known about the research topic. The process researchers follow when pursuing exploratory questions might involve interviewing participants, holding focus groups, or diving deep with a case study.

• Explanatory questions

With explanatory questions, the research topic is approached with a view to understanding the causes that lie behind phenomena. However, unlike a quantitative project, the focus of explanatory questions is on qualitative analysis of multiple interconnected factors that have influenced a particular group or area, rather than a provable causal link between dependent and independent variables.

• Descriptive questions

As the name suggests, descriptive questions aim to document and record what is happening. In answering descriptive questions , researchers might interact directly with participants with surveys or interviews, as well as using observational studies and ethnography studies that collect data on how participants interact with their wider environment.

• Predictive questions

Predictive questions start from the phenomena of interest and investigate what ramifications it might have in the future. Answering predictive questions may involve looking back as well as forward, with content analysis, questionnaires and studies of non-verbal communication (kinesics).

Why are good qualitative research questions important?

We know research questions are very important. But what makes them so essential? (And is that question a qualitative or quantitative one?)

Getting your qualitative research questions right has a number of benefits.

• It defines your qualitative research project Qualitative research questions definitively nail down the research population, the thing you’re examining, and what the nature of your answer will be.This means you can explain your research project to other people both inside and outside your business or organization. That could be critical when it comes to securing funding for your project, recruiting participants and members of your research team, and ultimately for publishing your results. It can also help you assess right the ethical considerations for your population of study.
• It maintains focus Good qualitative research questions help researchers to stick to the area of focus as they carry out their research. Keeping the research question in mind will help them steer away from tangents during their research or while they are carrying out qualitative research interviews. This holds true whatever the qualitative methods are, whether it’s a focus group, survey, thematic analysis or other type of inquiry.That doesn’t mean the research project can’t morph and change during its execution – sometimes this is acceptable and even welcome – but having a research question helps demarcate the starting point for the research. It can be referred back to if the scope and focus of the project does change.
• It helps make sure your outcomes are achievable

Because qualitative research questions help determine the kind of results you’re going to get, it helps make sure those results are achievable. By formulating good qualitative research questions in advance, you can make sure the things you want to know and the way you’re going to investigate them are grounded in practical reality. Otherwise, you may be at risk of taking on a research project that can’t be satisfactorily completed.

Developing good qualitative research questions

All researchers use research questions to define their parameters, keep their study on track and maintain focus on the research topic. This is especially important with qualitative questions, where there may be exploratory or inductive methods in use that introduce researchers to new and interesting areas of inquiry. Here are some tips for writing good qualitative research questions.

1. Keep it specific

Broader research questions are difficult to act on. They may also be open to interpretation, or leave some parameters undefined.

Strong example: How do Baby Boomers in the USA feel about their gender identity?

Weak example: Do people feel different about gender now?

2. Be original

Look for research questions that haven’t been widely addressed by others already.

Strong example: What are the effects of video calling on women’s experiences of work?

Weak example: Are women given less respect than men at work?

3. Make it research-worthy

Don’t ask a question that can be answered with a ‘yes’ or ‘no’, or with a quick Google search.

Strong example: What do people like and dislike about living in a highly multi-lingual country?

Weak example: What languages are spoken in India?

4. Focus your question

Don’t roll multiple topics or questions into one. Qualitative data may involve multiple topics, but your qualitative questions should be focused.

Strong example: What is the experience of disabled children and their families when using social services?

Weak example: How can we improve social services for children affected by poverty and disability?

4. Focus on your own discipline, not someone else’s

Avoid asking questions that are for the politicians, police or others to address.

Strong example: What does it feel like to be the victim of a hate crime?

Weak example: How can hate crimes be prevented?

5. Ask something researchable

Big questions, questions about hypothetical events or questions that would require vastly more resources than you have access to are not useful starting points for qualitative studies. Qualitative words or subjective ideas that lack definition are also not helpful.

Strong example: How do perceptions of physical beauty vary between today’s youth and their parents’ generation?

Weak example: Which country has the most beautiful people in it?

Related resources

Qualitative research design 12 min read, primary vs secondary research 14 min read, business research methods 12 min read, qualitative research interviews 11 min read, market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, request demo.

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How to Write a Research Question

Last Updated: April 20, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Danielle Blinka, MA, MPA . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 75,817 times.

A research question helps you narrow your research and write a clear, arguable thesis. Your research question needs to be concise, arguable, and focused on your particular topic. Before writing your research question, narrow down your topic and brainstorm possible questions. Then, select the best question and craft it into a good research question. As another option, choose the type of research question that fits your purpose and format your question to fit that style.

Research Questions

Narrowing Your Topic

• When you decide on a research question for your work, it's best to run it by your instructor.

• For instance, great topics for a high school paper might include family dynamics during the civil war, body image among teens, or type 2 diabetes.
• If you're doing a college-level project, a good topic might be the environment's influence on human development, cultural influences on a poet's work, or the ethics of technological advancements.
• In some cases, your topic may be provided to you, such as when you're writing a paper for a class. You can still use the same process for narrowing your topic and selecting a research question.

• The purpose of this research is to learn more, not gather sources. That means it's okay to check sites like Wikipedia, which aren't typically considered reliable sources.

• What, why, and how questions make the best research questions.
• Write down the first questions that come to mind without worrying if they'll make a good research question. You can always revise your question later to make it better.
• For example, let's say you chose body image among teens as your topic. You might write questions like, “How does social media impact body image?” “How does the amount of time spent on Instagram relate to a teen's sense of self-worth?” “Are peers or family members a bigger influence on body image in teens?” and “What factors make teens more likely to have a poor body image?”
• Similarly, you might write a college paper about the ethics of technological advancements. Questions you might ask include, "How is social media altering the culture of society?" "How does screen time alter the brain's neural processing?" and "How might current advancements affect society over the next 25 years?"

Tip: If you find yourself drawn to a particular question, don't keep brainstorming potential questions. Instead, start evaluating the question that interests you to figure out if it might be right for your research project.

Crafting an Effective Research Question

• As an example, the question "What jobs will humans lose to robots over the next 50 years?" may be too difficult to answer. Instead, you might ask, "How has the field of robotics changed the manufacturing industry?"

Tip: When choosing your question, consider your skill level and purpose. If you're doing this project for a class, how will it be graded? What are your instructor's expectations? Additionally, make sure your question fits the scope of the assignment.

• Is this question clear enough to guide my research?
• Is this question specific?
• Does this question allow for research and analysis?
• Can I answer this question based on current research? If so, could I easily find the answer by looking at basic reference works (which means the question is too easy to answer), or will it require more in-depth analysis using multiple sources?
• Has this question already been answered?
• Can I answer the question in an objective manner, based on evidence?
• Can I answer this question in the time I have allotted for this project?

• “What factors cause teens to have poor body image?” is better stated “What environmental and social factors contribute to poor body image in teens?”
• “How does T.S. Elliot use symbolism?” becomes “Why does T.S. Elliot use tea as a symbol in 'The Lovesong of J. Alfred Prufrock?'”
• “What happened to family dynamics during the civil war?” can be narrowed to “How did the fracturing of families during the civil war affect society?”
• "How does screen time alter the brain's neural processing?" might be narrowed to "How does spending 2 hours a day on social media impact neural processing in preteens?"

• For instance, questions like, "What season of the year do parrots typically breed?" or "What era did William Wordsworth write?" are not great research questions because they are too easy to answer.
• The research question “Are peers or family members a bigger influence on body image in teens?” is arguable because you could make a case for either peers or family members having a greater influence on teenagers. Similarly, “Why does T.S. Elliot use tea as a symbol in 'The Lovesong of J. Alfred Prufrock?'” is arguable because different critics may have varying interpretations of the poem.
• As another example, "How does spending 2 hours a day on social media impact neural processing in preteens?" is debatable because you can focus on different effects. It's possible to interpret these effects differently, depending on your stance on the issue.

Tip: Research your question and see what comes up. If you feel like the search results effectively cover what you want to say, then you might want to pick a different question.

Choosing a Type of Research Question

• "What environmental factors cause birds to move nests?"
• "What changes to the habitat can encourage parrots to mate?"
• "What political conditions contributed to the start of the War of 1812?"
• "What symbols does T.S. Elliot use in 'The Lovesong of J. Alfred Prufrock?'”

• "If two different plants are both provided the same amount of sunlight and fertilizer, will they grow at the same rate?"
• "If two identical solutions are exposed to different quantities of an element, will they show equal or different reactions?"
• "If two test subjects are asked to perform a task alone and then together, how will collaboration affect their outcome?"

• "Will the introduction of a new plant to a biodome affect the ecosystem?"
• "Does changing team assignments cause workers to lose morale?"
• "Do metered ramps on highways change driver behavior?"

Community Q&A

• Make sure your research question is narrow enough to write a specific paper. If it's too broad, your paper will be too general and vague to make a clear point. A narrow research question will help you write a focused paper. Thanks Helpful 2 Not Helpful 0
• A clear, specific research question will help you create a good thesis for your paper. Thanks Helpful 1 Not Helpful 0
• If you're doing your research as part of a class assignment, talk to your instructor if you're having trouble writing your research question. Tell them what you're considering and ask them for guidance. Thanks Helpful 1 Not Helpful 0

You Might Also Like

• ↑ https://libraries.indiana.edu/sites/default/files/Develop_a_Research_Question.pdf
• ↑ https://www.pewresearch.org/our-methods/u-s-surveys/writing-survey-questions/
• ↑ https://cirt.gcu.edu/research/develop/tutorials/question
• ↑ https://writingcenter.gmu.edu/guides/how-to-write-a-research-question

About this article

To write a research question, start by writing a list of open-ended questions that relate to the topic you're researching. For example, if your topic was social media, your questions might look something like "How does social media impact body image?" or "What impact does social media have on our culture?" Next, choose the question that interests you the most, and try to make it as specific as possible. Also, make sure it can't be easily answered since you want a topic that you can thoroughly examine. For more advice, like how to choose a topic to research, keep reading! Did this summary help you? Yes No

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For example, the following research question is too broad.

Does social media affect mental health in college students?

A more focused research question could be:

Does social media play a role in the number of eating disorder diagnoses in college-aged women?

Need some guidance? Contact your subject librarian for a research consultation or reach out to [email protected] .

Start the brainstorming process:

• Begin by identifying a broad topic of research interest (the more you're personally interested in it, the better!). Write it down to clarify your focus.
• Narrow down your scope  by considering specific areas within this topic that you want to explore.
• Identify key themes and elements  related to these specific areas. These will be the building blocks of your investigation.
• Finally,  integrate these key areas and elements  into a well-crafted research question.

One way to brainstorm is to use a flowchart.

The scope of a topic  encompasses the boundaries and constraints you set for your research. The more precise your research question, the smoother the research process becomes.

Feeling stuck? Here are some ways you can narrow down your topic:

• geographic location
• time period
• discipline/field of study
• age group, etc.

You:  I need to conduct a literature review about social media, mental health, and college students. What are some example research questions within this topic?

ChatGPT: 

• How does the frequency and nature of social media use impact the mental health of college students?
• What role do specific social media platforms play in influencing the mental well-being of college students?
• How do online social interactions on platforms like Facebook, Instagram, or Twitter relate to the mental health outcomes of college students?
• Are there differences in the association between social media use and mental health outcomes based on demographic factors such as gender, age, or academic major among college students?
• What strategies do college students employ to cope with negative mental health effects associated with social media use?
• How does the perception of social support through online platforms affect the mental health of college students?
• To what extent does the comparison of oneself to others on social media contribute to mental health challenges among college students?
• What interventions or educational programs are effective in promoting positive mental health behaviors in the context of social media use for college students?
• How do social media literacy and awareness programs impact the mental health attitudes and behaviors of college students?
• What is the relationship between the use of social media for academic and social purposes and the mental health outcomes of college students?

Generative AI tools : ChatGPT , Google Gemini (formerly Bard) , Claude , Microsoft Copilot

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Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction

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• Published: 17 May 2024

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• Manuel Lucero   ORCID: orcid.org/0000-0002-1542-4653 1 ,
• Manuel Montanero 1 &
• Carla van Boxtel   ORCID: orcid.org/0000-0002-5119-121X 2  

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There is abundant research on the use of concept maps in education. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning. In the less explored field of history, some studies have found positive effects of collaborative concept mapping. However, student interaction has not been analyzed. This study employed quantitative and qualitative methods based on classroom discourse analysis to examine the extent to which students engage in historical reasoning and transactive interaction when they collaboratively complete a semiempty concept map, versus when they collaboratively write a summary, about 19th-century Western imperialism.

The participants were 20 secondary education students from two history classes with an average age of 16 years. Within each class, the students were randomly assigned to the different conditions: collaborative concept mapping and collaborative summary writing. Student interaction was analyzed at two different levels: the content level and modes of co-construction. The results show that the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances which denoted the convergence and integration of the knowledge contributed by the partners in the dyad. This kind of transactive interaction not only reflected co-construction but also historical reasoning.

Avoid common mistakes on your manuscript.

Introduction

In history lessons, students learn about historical phenomena that have shaped the development of the country and world they live in and that shed light on enduring issues. This is not about memorizing historical dates and chronology but about understanding and giving meaning. What were particular historical changes about, what were the causes and consequences of the changes, and how do people in the present give meaning to these changes? The development of a coherent mental representation of historical developments, such as modern imperialism or globalization, is, however, challenging for students. Historical concepts are often abstract. They are defined by many other concepts and do not have an agreed-upon definition (e.g., Husbands, 1996 ). Furthermore, historical understanding requires complex historical reasoning, which includes looking for multiple causes and consequences of historical developments and the analysis of individuals’ motives and actions in a broader historical context (Stoel et al., 2017 ). Research in the field of history education has shown that students have difficulties constructing a historical reasoning. When constructing a historical explanation, for example, students overemphasize the role of human activity over the influence of structural causes and enabling conditions (Carretero et al., 1997 ; Seixas & Morton, 2012 ).

To improve historical reasoning and understanding of historical developments, it is important that students are not only exposed to historical reasonings in the textbook or by the teacher, but also have to reason historically themselves. To understand historical events, developments and phenomena, students themselves should actively situate historical events, persons and developments within a broader historical context, analyze connections between historical developments, use historical concepts and engage in historical argumentation. However, this is not characteristic of many history classes. Montanero and Lucero ( 2011 ), for example, showed that in Spanish classrooms, students hardly participated in the construction of historical explanations, especially with regard to why a particular cause brought about an effect. One way in which this deep processing and historical reasoning can be promoted is by using tasks in which students—after reading a text—individually or collaboratively produce visual-textual representations (Van Boxtel & Van Drie, 2018 ). History education scholars have discussed different types of representations in which relationships among components are organized in a spatial way, for example, an argumentative diagram (e.g., van Drie et al., 2005 ), causal map (e.g., Chapman, 2003 ), timeline (Prangsma et al., 2008 ) or concept map (Nair & Narayanasamy, 2017 ; Tzeng, 2014 ; Van Drie & Van Boxtel, 2003 ). These representations focus students on key concepts, relations or features, and the graphical representation facilitates collaborative knowledge building.

The study we report here is about the potential of collaborative concept mapping to engage students in deep processing of a schoolbook text in order to improve their conceptual understanding of historical developments. We compared collaborative concept mapping with collaborative writing of a summary of a text in a history textbook. We mainly focus on the processes of interaction generated by collaborative concept mapping and summary writing. Research on collaborative concept mapping has paid relatively little attention to the nature of the collaborative processes activated by a collaborative concept mapping task. Most studies on collaborative concept mapping focused on the quality of the group products and individual test performance but not on the quality of peer interaction.

Historical reasoning and conceptual knowledge

Van Boxtel and Van Drie ( 2018 ) argued that historical reasoning contributes to the development of historical knowledge that is understood and can be applied in new situations. Historical reasoning “attempts to reach justifiable conclusions about processes of continuity and change, causes and consequences, and/or differences and similarities between historical phenomena or periods” (p. 151). Important components of historical reasoning are historical questioning, contextualization, argumentation, and the use of substantive (e.g., industrial revolution) and metahistorical concepts (e.g., change, cause, evidence, political). Students can develop, for example, a deep understanding of the Neolithic revolution when they formulate and answer questions about the causes and consequences of this wide-scale transition from hunting and gathering to agriculture and settlement. To answer these questions, they identify aspects of change, situate the transition in the context of climate change, among other things, and substantiate claims about causes and consequences with arguments based on historical sources. When reasoning about this historical development, students actively use substantive historical concepts, such as gathering and hunting, agricultural revolution, specialization and population growth, and vocabulary related to metahistorical concepts, such as change, economy, revolution, causes and long-term consequences. When engaged in such reasoning, students can develop a rich and well-organized representation of the Neolithic revolution.

Although research is still limited, some studies have shown positive effects of engaging students in historical reasoning, for example, in the context of inquiry-based learning, on students’ historical knowledge and understanding (e.g., Reisman, 2012 ; Stoel et al., 2017 ; Wissinger & De la Paz, 2016 ). Therefore, it is important to investigate which tasks are effective in engaging students in historical reasoning.

The potential of concept mapping

In general, a concept map consists of nodes, denoting concepts, and labeled lines, denoting the relationship between concepts. A meta-analysis by Horton et al. ( 1993 ) showed that the construction of a concept map has a positive effect on student achievement. Concept mapping not only enhances the understanding of abstract phenomena, but also enhances memory because the knowledge is better organized and, as a result, can be more easily retrieved (Novak & Cañas, 2006 ). Concept mapping has also been considered an effective task to summarize texts about complex issues. Haugwitz et al. ( 2010 ) compared the construction of concept maps and summaries in biology. They found that the group products in the concept mapping condition contained more valid propositions than in the summary writing condition. Furthermore, they found that students in the concept mapping condition obtained higher scores on an individual posttest.

While there is abundant research on the advantages of concept mapping to promote learning in science, our literature search did not locate any studies that have empirically replicated its role in history learning. When students work with textbooks, concept mapping seems to have the potential to engage students in historical reasoning activities and contribute to historical knowledge and understanding. Although an essay is a more common summary format in history education, a concept map format has several advantages: it can prevent overloading verbal working memory, is easy to read, requires fewer grammatical decisions, signals the importance of a concept (as reflected in the number of links connected to it), makes propositional knowledge more accessible, and makes students less inclined to reproduce verbatim the source text (Haugwitz et al., 2010 ; Cañas et al., 2013 ; Kinchin, 2001 ).

As stated above, to date, previous research regarding concept mapping has provided consistent evidence of the positive effect on learning outcomes, particularly within the STEM fields. However, there is no consensus on the type of concept map that is effective. Some studies focused on the format of the concept map that needs to be constructed. Formats that required less elaboration (e.g., map corrections and semiempty concept maps) resulted in significantly better comprehension than other student-generated concept maps (Chang et al., 2002 ). Student-generated concept maps entail a high cognitive cost on the student’s working memory, especially in students who are not experienced with concept maps, because these students find it very difficult to formulate self-explanations about the relationships between concepts (Kirschner et al., 2006 ). The use of semiempty concept maps, on the contrary, has resulted in significantly better recall of conceptual content (Wachter, 1993 ) with a relatively high effect size (0.59) and higher scores than other formats (Nesbit & Adesope, 2006 ). Wang et al. ( 2021 ) found that including predefined nodes helped students consider more factors and connections.

The potential of collaborative concept mapping

Collaborative concept mapping can scaffold the process of reasoning and knowledge integration. A concept map provides a graphical representation of concepts and relationships that facilitates the negotiation of meaning and construction of knowledge (Roth & Roychoudhury, 1993; Van Boxtel et al., 2002 ). While verbalizing ideas, students can refer to concept labels and conceptual relationships.

The question of what constitutes a productive interaction in collaborative learning groups can be answered from two different angles. On the one hand, taking a disciplinary perspective, an indicator of productive interaction is the extent to which students actively engage in disciplinary reasoning. In the context of history education, it is important to engage students in historical reasoning. The other important indicator of productive interaction in collaborative learning groups is the level of co-construction, that is, the extent to which collaborating students build on one another’s contributions and are actively engaged with others’ ideas (Berkowitz & Gibbs, 1983 ; Teasly, 1997). Examples are elicitation (e.g., questioning) and integration. Such interaction contributes to a deeper understanding (Novak & Cañas, 2006 ; Weinberger & Fischer, 2006 ; Wen et al., 2016 ).

In addition to the potential of collaborative concept mapping tasks to engage students in historical reasoning, collaborative concept mapping also has a high potential to provoke reflective and transactive discourse. Recent evidence suggests that one of the main difficulties of collaborative learning deals with students’ tendency to develop pseudo-collaborative interactions, such as “copying”, imposing or simply juxtaposing with little or no discussion (Montanero & Tabares, 2020 ). What remains unknown beyond such behavioral patterns is how to engage learners in a reflective process that leads them to review their own knowledge relating to the task, to negotiate with peers on strategies and decisions, and to integrate the peers’ inputs. Concerning this issue, it is considered important that learners negotiate a common solution. Efficient collaborative learning is rarely achieved solely by bringing together individual learners’ contributions: a process of collaborative knowledge building is required (Roscoe & Chi, 2007 ).

The model of collaborative information processing (CIP) (Jorczak, 2011 ) distinguishes three phases of collaborative information processing that develop cyclically in the processes of negotiation and collaborative knowledge building: externalization, divergence and convergence. Externalization is the act of expressing representations of knowledge stored in memory, often through a symbol system such as language, in order to share it. In the divergent phase learners elaborate their initial own ideas, based on their prior knowledge, and compare them with those of their peers, in order to identify discrepancies. In the convergence phase learners negotiate and solve socio-cognitive discrepancies refining their mutual knowledge. The negotiation can lead to three types of consensus (Weinberger, Stegmann & Fischer, 2007): quick consensus (accepting the contributions of the learning partners), integration-oriented consensus (integrating and applying the perspectives of the learning partners by adding, clarifying and justifying) and conflict-oriented consensus (correcting the perspectives of the learning partners).

According to the MUPEMURE (MUltiple PErspectives on MUltiple REpresentations) model (Weinberger et al., 2011 ), these negotiation and knowledge building processes are strongly influenced by the type of external knowledge representation tool used. In this regard, Tan et al. ( 2021 ) have pointed out that collaborative concept mapping is particularly effective to promote knowledge convergence processes, especially after an individual preparation phase. In an experimental study, they found that students were better able to present and negotiate their ideas. The interaction in the condition with individual preparation contained significantly more integration-oriented and conflict-oriented consensus statements and significantly more verification, clarification and positioning statements than interaction without individual preparation. These benefits are further increased if students are given the possibility to share and visualise the individual maps while elaborating the joint map (Farrokhnia et al., 2019 ).

In the field of history education, some studies have found positive effects of collaborative concept mapping. For example, Nair and Narayanasamy ( 2017 ) conducted an intervention study in which fourteen-year-old students in Malaya collaboratively constructed concept maps over six weeks about the topic of nationalism. They found that students in the intervention group scored significantly higher on a knowledge test and a questionnaire on interest in history learning. However, the study did not provide information about the interaction students engaged in. Collaborative concept mapping was also part of the intervention study of Stoel et al. ( 2017 ), who investigated the effects of explicit teaching on students’ ability to reason causally in history and their topic knowledge. Students constructed a concept map to categorize and connect causes. Because concept mapping was only a small part of a more comprehensive approach, it is not clear what the specific effect of concept mapping was. Furthermore, the study did not analyze intra-group interactions either.

Research questions

In short, in our review of related studies, we have identified the following gaps that need to be addressed. Firstly, most of the studies showing positive effects of collaborative concept mapping have been conducted within the STEM fields. However, historical knowledge and reasoning have their own distinctive characteristics that make it inappropriate to extrapolate the results from other fields of knowledge. From all of the characteristics that shape the idiosyncrasy of historical reasoning we should highlight the integration of narrative and multi-causal structures in the representation of historical phenomena; the combination of causal conditions, events and human intentions; and the use of a variety of historical and metahistorical concepts and perspectives. Understanding and interpreting historical events also requires knowledge of the specific historical context (e.g. time and place), and historical empathy. Consequently, all these specific aspects justify the importance of researching the effect of collaborative concept mapping on historical reasoning.

Secondly, it is likely that the nature and quality of the processes triggered by collaborative concept mapping are shaped by the type of knowledge representation, whether verbal or graphical, that learners use when discussing the content. Although many studies have focused on concept maps, it is noteworthy that there has been insufficient research that analyses the effects of concept maps in comparison with other widespread representational tools such as summaries, at least in terms of the historical reasoning processes triggered by peer discussion.

Considering the gaps, we seek to answer the following questions:

1. To what extent do students engage in historical reasoning when they collaboratively complete a semiempty concept map versus when they collaboratively write a summary? What are the characteristics of argumentative and causal reasoning and the use of historical concepts and meta-concepts in both conditions? Does students’ historical reasoning differ according to the external representations that are employed?

2. To what extent do students engage in transactive interaction when they collaboratively complete a semiempty concept map versus when they collaboratively write a summary? What are the characteristics of collaborative discourse in both conditions? Do the divergence and convergence processes of knowledge differ according to the external representations that are employed?

We expected that collaboratively completing a semiempty concept map would result in more historical reasoning and transactive interaction than collaborative summary writing.

Participants

The participants were 20 students from two Geography and History classes with an average age of 16 years (11 females and 9 males), all of whom belonged to the same charter school located in a town in Spain with 58,000 inhabitants and a middle-socioeconomic status level. They were taught by the same teacher at different time slots during the week (three one-hour sessions of Geography and History per week). The school had two groups of students per grade. “Geography and History” is a compulsory and core national curriculum subject in Spain.

Within each class, the students were randomly assigned to the different conditions: semiempty collaborative concept mapping ( n  = 10) and collaborative summary writing ( n  = 10). Within each condition, students were randomly assigned to dyads.

We gained ethical approval for this study. At all times, the students were informed, and they consented to participate. Total confidentiality was guaranteed.

Collaborative learning tasks

Students completed two collaborative learning tasks preceded by a training session in both conditions. The tasks were about 19th-century Western imperialism. This topic is part of the mandatory topics for history and geography. Each semiempty concept mapping and summary writing task comprised an individual phase (construction of a concept map/writing of a summary) and a collaboration phase (construction of a joint concept map/written summary). We asked students to individually prepare because we assumed this would enhance questioning (because they would become aware of their knowledge gaps or misunderstandings during individual preparation) and discussion (because they would want to defend their concept map or summary). The collaboration phase started with showing each other the individually constructed concept maps or summaries.

Students in both conditions used the same texts. In the training session, we used a text titled ‘Imperialism in the 19th century’ (363 words). In the first intervention session, we used a text titled ‘Economic, political and demographic factors’ (406 words) and in the second session, a text titled ‘Ideological, cultural and scientific factors’ (480 words). The texts also included pictures, such as the historical artwork of the legendary meeting between Henry Morton Stanley and David Livingstone in Africa in 1871, the Suez canal in the age of imperialism and the colonial possessions.

The concept mapping tasks consisted of completing 3 moderately-directed semiempty concept maps with 19 (training session), 8 and 7 predetermined concepts and 12, 9 and 9 empty squares dealing with imperialism in the 19th century and related concepts, respectively. Because students were not familiar with concept mapping tasks and because the research showed positive outcomes of semiempty concept maps, we used semiempty concept maps (see Fig.  1 ). Students were asked to complete the concept maps with letters corresponding to different concepts/phrases that were part of the text they had read. The students had the text available when filling in the blanks. The task was presented to them as follows: “Before filling in the semiempty concept map, you must read the text. Then, please write the letters which correspond to the following ideas in the empty squares”.

Predetermined concepts and empty squares in semiempty concept mapping condition

The summary writing tasks consisted of writing a summary of the text. There was no word limit for the summary. The task was presented to them as follows: “Read the text, underline the information you consider important and take notes; write it in your own words”.

A week before the intervention sessions, participants were trained during one 25-minute session on how to complete a concept map or write a summary using a text about imperialism in the 19th century. The concept mapping training session involved reviewing the components of a concept map: concepts, words or symbols enclosed in a circle, cross links (arrows connecting concepts to illustrate relationships between them), linking words; the concept maps’ structure (hierarchical and propositional language units); and the processes that are involved: the selection, propositionalization, hierarchicalization and structuralization of key concepts (Chang et al., 2002 ). Each participant individually completed a semiempty concept map about “Imperialism” for practicing purposes (10 min). The summary writing training session addressed the steps required to write a summary: reading the text, highlighting important information and taking notes (minor details shouldn’t be included); writing in their own words the main points of each section or paragraph using subheadings and, once the text has been actively reread, organizing the collected information in a coherent text (Brown & Day, 1983 ). Each participant individually wrote a summary of the text (10 min).

Then, the next week, in two consecutive lessons, the participants completed a concept map or wrote a summary from that week’s readings (25 min).

Data analysis

To determine whether the conditions differed in the extent to which the collaborating students engaged in historical reasoning and coconstructive modes of collaboration, we analyzed the dyadic interaction. We audio-recorded, transcribed and coded the student interactions during the two consecutive collaborative learning tasks in 10 randomly chosen dyads: 5 in the semiempty concept mapping condition and 5 in the summary writing condition. Student interactions were analyzed on two different levels: on the content level (components of historical reasoning) and the level of modes of co-construction. The transcripts of the audio recordings were first segmented into turns and then into utterances: meaningful units limited between natural pauses in the speech. The utterance level is an appropriate unit for more detailed coding (Park et al., 2017 ). An utterance is defined as “a stream of speech with at least one of the following characteristics: (1) under one intonation contour, (2) bounded by pauses, and (3) constituting a single semantic unit” (Crookes, 1990 ).

Our coding scheme for historical reasoning (see Appendix 1 ) consisted of two dimensions. The coding scheme was based on the framework for analyzing the historical reasoning of Van Boxtel and Van Drie ( 2018 , see also Van Drie & Van Boxtel, 2008 ). Because the texts and tasks in our study focused particularly on causal historical reasoning, the focus in our coding scheme was on causal explanation. We coded each utterance using the following mutually exclusive and exhaustive main components of historical reasoning: contextualization, argumentation, causal explanation and other (no historical reasoning). Each category was divided into subcategories (for example, different ways of contextualizing or explaining). Because students can use substantive and metahistorical concepts (such as cause, economic) while contextualizing or making causal connections, we also coded each utterance on the use of substantive and metahistorical concepts (for example, see Appendix 1 ).

Our coding scheme for the modes of co-construction (see Appendix 2 ) consisted of mutually exclusive and exhaustive categories that reflect transactivity. We distinguished three types of knowledge transactions between the students: elicitations, externalization and integrations (Teasley, 1997 ). Each of these categories was divided into subcategories (see Montanero & Marques, 2019 ).

To assess the quality of the coding scheme, first, a randomly chosen transcript was coded by the authors, and differences were discussed. This resulted in some minor changes in the coding scheme.

Second, two researchers (the first two authors) coded 548 utterances, representing 30% of the sample, to segment the transcript into utterances (the unit of analysis). Interrater agreement (Cohen’s Kappa) reached 0.97. Third, after training, two researchers independently coded 390 utterances (21% of the sample). For the historical reasoning categories, Cohen’s kappa was highest for the use of substantive concepts (0.87) and lowest (0.81) for the (sub)components of historical reasoning. For the modes of co-construction categories, interrater reliability on the level of subcategories was 0.81.

We used Chi-square nonparametric tests to compare the quality of the student interaction in the semiempty concept mapping and summary writing condition. Students were grouped by task, and chi-square analyses were performed to determine if the differences in the use of categories and subcategories (frequencies for all pairs in a condition taken together) were statistically and significantly different. The alpha was set at 0.01. Additionally, we compared differences in the length of interaction between both conditions.

We present the results of our analysis of student interaction based on historical reasoning and modes of co-construction. We will use examples from the transcripts to illustrate differences between peer interaction in the two conditions (semiempty concept mapping and summary writing).

Number of utterances

Five dyads participated in each condition (semiempty concept map and summary). In total, we coded 1,788 utterances (taking the transcripts of the 10 dyads for the two tasks together). In the summary writing condition, students produced more utterances (1,141; 63.8%) than in the semiempty concept mapping condition (647; 36.2%). Thus, although all dyads worked for a total of two hours on the two tasks, the students produced more utterances in the summary condition.

Students’ engagement in historical reasoning

Table  1 shows the number and percentages of utterances for each condition for the historical reasoning categories. In the summary writing condition, approximately one-third of all utterances were coded as historical reasoning. In the semiempty concept mapping condition, more than half of all utterances were coded as historical reasoning. In both conditions, students hardly engaged in argumentation. Chi-square analysis was performed to assess differences between the conditions on the main categories of historical reasoning.

For the main categories (contextualization, argumentation, causal explanation and off-analysis), Chi-square analyses revealed significant differences between the summary writing and the semiempty concept mapping condition (χ 2  = 420.31, p  < .01). Compared to the summary writing condition, students in the semiempty concept mapping condition engaged more in argumentation and causal explanation, while students in the summary writing condition engaged more in contextualization.

In addition, we found significant differences for the use of substantive concepts and metahistorical concepts (χ 2  = 10.97, p  < .01). In the semiempty concept mapping condition, students actively used substantive historical concepts and more metahistorical concepts more often.

The utterances that did not include a historical reasoning component were coded as off-analysis. We identified more off-analysis utterances in the summary writing condition than in the ssemiempty concept mapping condition (χ 2  = 420.31, p  < .01).

The following examples illustrate the differences we found between the two conditions. In the first example, taken from a concept mapping session, causal historical reasoning was very prominent. For example, “imperialism” is stated to be a consequence of “search for an international recognition” and the “search for strategic locations”. All utterances were linked, forming a network and a single grid of causal and motivational relationships. The use of causal discourse markers (connectives and verbal signals, such as ‘‘derived from and ‘‘because’’) and motivational connectives (“in order to”) in this excerpt stands out.

Additionally, in the same excerpt, student 1 built a historical context including information about a spatial and chronological frame of reference of the “Suez Canal”. Contextualization is a key component of historical reasoning, and in this example, it was integrated into the causal explanation.

Excerpt of a concept mapping interaction in which students build a causal explanation concerning imperialism. Each utterance starts on a new line.

Student 1: Colonial imperialism.

Student 1: The causes are economic, demographic and political.

Student 1: These political causes were derived from a search for international prestige.

Student 1: And to dominate strategic locations.

Student 2: I have added the same.

Student 2: Because it was very important at that time as all the great powers wanted to control most of the world.

Student 2: To be able to trade with many countries.

Student 2: After that,

Student 2: For example.

Student 2: One of the things that the great powers did to dominate strategic places was to create the Suez Canal and Gibraltar.

Student 1: I also agree with that.

Student 1: And I added the Suez Canal and Gibraltar.

Student 1: Because this canal was built in 1869 by Ferdinand de Lesseps.

In contrast, in Excerpt 2, from the summary writing condition, the students gave relatively few explanations in causal terms. They made use of up to 10 utterances to contextualize the event. More concretely, different types of contextual comments were distinguished: temporal comments and social frames of reference, including knowledge of social activity such as socioeconomic, sociopolitical, and sociocultural aspects of life. Additionally, it can be seen how the organization of ideas showed a high degree of disconnection. Most ideas were not linked.

Excerpt of a summary writing interaction in which students build a contextualization in the context of interpreting and dating the causes of imperialism.

Student 1: I wrote “imperialism”.

Student 1: In the economy, they needed raw materials, energy sources and new markets […].

Student 2: OK!

Student 2: I’ll read you mine.

Student 2: Raw materials, energy sources and new markets to sell their surpluses needed.

Student 2: The colonies supply the raw materials they needed.

Student 2: The industrial powers, the Europeans sought the territories where they could invest them.

Student 2: The colonies were territories for the settlement of surpluses.

Student 2: The process of exploration of the planet that began in the 15th century is completed throughout the 19th century.

Student 2: Racism.

Student 2: The African David Livingstone is famous in England in the 19th century for his expeditions.

Student 2: He was the first European to see Victoria Falls.

Student 2: He disappeared for three years searching for the sources of the Nile.

Student 2: And was found by the journalist Henry Morton.

Student 2: They explored together.

Student 2: But in 1872 they separated.

Student 2: And Livingstone decided to stay in Africa.

Collaboration and modes of co-construction

Focusing on the types of transactivity, Chi-square analyses revealed significant differences between the conditions (χ 2  = 393.68, p  < .001). Students in the summary writing condition used more elicitation (36.8% summary; 12.4% concept map) and less externalization (22.2% summary; 41.9% concept map) and integration (18.1% summary; 45.3% concept map) than students in the concept mapping condition.

From the analysis of the subcategories of transactivity, Table  2 shows that, in the summary writing condition, the dyads expressed most of the utterances directed at eliciting behavior: managing his or her participation in the activity, dictating sentences mechanically, and inquiring about their agreement with an idea. Regarding the externalization of ideas, one of the most commonly used strategies was “signaling”, which means that the idea was taken verbatim from the text or from the concept map without any level of paraphrasing. Very frequently, the contributions of the students did not reflect the elaboration or clarification of ideas, but instead, they repeated the same information related to a specific idea.

Regarding the strategies aimed at integrating the participants’ contributions to the task, in both tasks, students contributed many evaluations, mostly expressions of agreement. However, in the semiempty concept mapping condition, students reelaborated much more on the ideas of their peers. It is worth noting that 23% of the utterances verbalized by the students in the summary task were coded as off-analysis because these utterances were related to the mechanical processes of content repetition previously dictated by one of the members of the pair.

The following example illustrates the process of co-construction of a summary. Both students contributed to the summary. Student 1 read his summary about the causes of imperialism. It should be noted that they took ideas (see utterances 2 to 7 in Example 3 ) quite literally from the texts without any level of reelaboration. The utterances are more or less ‘copied’ from the textbook (see Example 4 ). The excerpt also contains expressions of management (utterance 9), agreement (utterances 8, 10, 12, 15 and 17) and operation (utterances 13, 16 and 19). Utterances 22 and 24 are examples of repeating content while dictating or writing. Students in the summary writing condition produced more of this type of utterance.

Excerpt of a summary writing interaction in which students they built a summary of the causes of imperialism.

Student 1: OK.

Student 1: In my summary, I have written, causes.

Student 1: Imperialism was justified with different arguments.

Student 1: The economic cause is perhaps the main factor.

Student 1: I wrote “Imperialism.

Student 1: In the economy, they needed raw materials, energy sources and new markets.

Student 1: And in the Industrial Revolution, they needed resources to strengthen their power thanks to their technical, organizational and economic superiority.

Student 2: OK.

Student 2: Let’s write yours, shall we?

Student 1: OK!

Student 2: The first thing you said, can you dictate it to me please?

Student 1: Yes.

Student 2: With different arguments?

Student 1: Yes!

Student 1: You can write “the main factor” in brackets.

Student 2: Economic, what did you write?

Student 1: They needed raw materials, energy sources and new markets.

Student 2: Need for raw materials….

Student 1: Energy sources.

Student 2: Energy sources.

Student 1: And new markets.

Student 2: New markets.

Excerpt from the textbook about the causes of Colonial Imperialism.

Causes. Imperialism was justified with different arguments. The economic cause, perhaps the main factor, has several aspects. On the one hand, the industrial powers needed raw materials, sources of energy and new markets to sell their surpluses. The Industrial Revolution provided Europeans with the means to assert their power over humanity as a whole through their technical, organizational and economic superiority […].

Student interactions of the dyads that made concept maps contained more corrections and precisions. In this condition, students constructed causality more frequently, accompanied by utterances in which they expressed previous knowledge or implicit information on the relationship. Let us see an example of this type of explanation (example 5 ):

Excerpt from the interaction of a dyad constructing a semiempty concept map.

Student 1: Population increases due to birth rate and reduction of death rate.

Student 2: On the contrary.

Student 2: There was an increase in the birth rate because in the colonies and metropolis, the number of people increased.

Student 1: No.

Student 2: Do you know what birth rate and death reduction are?

Student 1: Yes, I do.

Student 2: It depends on how many people there are….

Student 2: So more people are born and less people die.

Student 1: Because of that.

Student 1: First, it is the increase in the population and then the increase in the birth rate and the reduction in the death rate.

Collaborative historical reasoning

To assess to what extent student interaction reflected collaborative historical reasoning, we conducted a combined analysis of the main components of historical reasoning and indicators of a higher level of transactivity, such as externalization in terms of elaboration and integration of the contributions to the task through the reelaboration of the partner’s idea. Regarding elaborations (Table  2 ), the dyads in the summary writing condition tended to externalize more elaborations while contextualizing the historical content and deploying more causal explanations than dyads in the semiempty concept mapping condition, but these differences were not statistically significant. However, students in the semiempty concept mapping condition expressed more utterances of the reelaboration type (corrections and precisions) in the different components of historical reasoning. The differences were statistically significant (χ 2  = 503.73, p  < .001).

Excerpt 6, made up of 22 utterances, represents an example of the co-construction of historical reasoning (a causal explanation) in the semiempty concept mapping condition. In utterance 1, student 1 starts establishing a cause-consequence relationship between two ideas: political developments and imperialism. Student 2 agrees (utterance 2), and this agreement is followed by up to 6 reelaborated utterances in an attempt to justify the student’s decision (utterances 3 to 8). All of these utterances relate to economic, demographic and political factors, contributing to a multicausal explanation. Furthermore, in utterances 14 to 22, student 2 adds to this explanation with more elaborations while contextualizing the historical content. Different types of knowledge are used to contextualize this particular period of imperialism, such as knowledge about socioeconomic developments and characteristics of a location (utterances 15, 17 and 18).

In utterance 16 (“in the Suez document it says that more than 18,000 ships sailed there”), student 2 refers to information in one of the sources in the textbook to support his argumentation. This contribution includes information that was not provided in the concept mapping task itself.

Frequency and percentage of elaborations and re-elaboration in contextualizations, causal explanations and argumentations

Excerpt of a coconstructed historical reasoning (causal explanation) using different social modes of co-construction in the semiempty concept mapping condition.

Student 1: Now we have political causes.

Student 2: I agree.

Student 1: Political because the economic one has more to do with production,

Student 1: Demographic factors have to do with the increase in population.

Student 1: And then the political one has more to do with conquest.

Student 1: About why they wanted the territories.

Student 1: So, political ones derive from the search for international prestige.

Student 1: And I have written the need to dominate strategic places.

Student 2: Ok, me too.

Student 1: So that’s why it would be political.

Student 2: For the fact of dominating more land and having more conquests.

Student 1: Of course.

Student 1: It was in the countries’ interest.

Student 2: It was in their interest to have more territories, conquests and more places.

Student 2: For example, the Suez Canal and Gibraltar.

Student 2: In the Suez document, it says that more than 18,000 ships sailed there.

Student 2: Well, that is in 2005.

Student 2: But previously oil was transported through it.

Student 2: So, that is why the countries had that conflict.

Student 2: Right?

Student 2: Because it was in their interest to have that canal in order to be able to transport oil.

Student 2: And it also provoked tensions and conflicts.

Excerpt 7 represents an example of students’ reasoning in the summary writing condition. Whereas dyads in the semiempty concept mapping condition coconstructed more causal explanations by reelaborating the participants’ contributions, in the summary writing condition, there were very few episodes in which the students collaborated in the reelaboration of the causal relationships, either by correcting or by reformulating in other words an idea expressed by the interlocutor. In excerpt 7, only one utterance could be categorized as such (utterance 17), where student 1 added “and cheaper workforce” to the utterance of the partner. The contributions of David Livingstone do not add much to explain the colonial expansion of European countries. Student 1 mentions the Suez Canal, the raw materials, energy sources and markets for their manufacturers. These are not truly discussed but dictated to write the summary (see utterances 16, 17, 18, 21, and 23).

Excerpt of coconstructed historical reasoning using different social modes of co-construction in the summary writing condition.

Student 1: Political causes.

Student 1: The Suez Canal had a great power of expansion and was the perfect place to settle the territories they had conquered.

Student 1: In the 19th century, there was a process of exploration and at the beginning of the 15th century.

Student 1: Afterward, David Livingstone was a great explorer and advocate of slavery’s abolition and racism.

Student 1: in 1869….

Student 1: Previously, he had been lost, and nothing was known about him.

Student 1: Stanley went in search of him.

Student 1: And he found him in Ujiji.

Student 1: But he couldn’t take him back to Europe.

Student 1: So he stayed in Africa.

Student 1: And in 1872, they went their separate ways.

Student 2: Yes, I’ve practically written the same.

Student 1: Let’s see, I’m going to write it down.

Student 2: Let’s write mine and then what you have written.

Student 2: Mine is more detailed.

Student 1: We should write down what “raw materials, energy sources and markets were used by the powers in order to get money”.

Student 2: raw materials and cheaper workforce.

Student 2: Also, do write down, “at the same time the colonies were markets for their manufactures”.

Student 1: And cheaper workforce?

Student 2: Yes.

Student 2: And then “at the same time, the colonies were markets for their manufacturers”.

Student 1: Ok.

Student 1: “Europeans were looking for large territories in order to get more money”.

Student 2: Ok.

As we have already seen, there has been extensive research on the use of concept maps over the last 30 years. However, the most notable efforts have focused on learning outcomes as a consequence of individually constructed concept mapping for science concept learning (Molinari, 2017 ). Since epistemic content is a very relevant variable in this type of research, one should be very cautious about generalizing findings to other domains (Haugwitz et al., 2010 ). Distinguishing features of the study that we presented are that we examined the quality of student interaction (instead of learning outcomes) and focused on the school subject of history.

We expected that collaborative concept mapping (using semiempty concept maps) would result in more historical reasoning and transactive interaction than collaborative summary writing. Our analysis of the interaction in both conditions confirmed this hypothesis. This finding is consistent with what is predicted by the MUPEMURE model (Weinberger et al., 2011 ). According to this model, there is a reciprocal effect between the type of representations and collaboration. The way learners interact with each other is affected by the type and quality of the external representation.

The students who collaboratively wrote a summary produced more utterances. However, most of these utterances did not reflect historical reasoning, but rather consisted of dictating sentences from one of the summaries, which the partner merely repeated and copied. Regarding the first research question, we found that the students in the summary writing condition focused on a superficial historical contextualization. The transcripts (e.g., excerpt 2) showed that their comments mainly concerned information about the physical location, the temporal sequence of events or historical figures, with little relevance for the construction of a (causal) historical reasoning. Students hardly created an appropriate historical context (see Wineburg, 1998 ) to interpret modern imperialism. Knowledge of social activity, such as socioeconomic, sociopolitical, and sociocultural aspects of life, was mentioned but without inferring information beyond what the texts provided. No attempt was made to explain the influence of these contextual conditions on the colonized peoples’ thoughts or behavior. On the contrary, the students in the semiempty concept mapping condition engaged significantly more in causal explanation and argumentation and used more historical and metahistorical concepts in their reasoning than the students in the summary writing condition. These results are not in line with some previous studies that focused on the learning outcomes in other subjects. For instance, Fechner ( 2009 ) did not find significant differences in learning outcomes between students who collaboratively wrote a summary and students who collaboratively constructed a concept map in chemistry.

Regarding the second research question, we found that the interaction in the semiemty concept mapping condition showed a higher level of transactivity than in the summary writing condition. Interaction in the semiempty concept mapping condition included a much higher percentage of utterances denoting the convergence and integration of the knowledge contributed by the partners in the dyad. According to the collaborative information processing (CIP) model developed by Jorczak ( 2011 ), we can conclude that the pairs who wrote a summary jointly did not, in general, go beyond the initial phase of knowledge externalization. Students showed a typical pattern of copying, imposition, or juxtaposition of contributions, which is usually described by teachers as the main risk of collaborative learning activities (Montanero & Tabares, 2020 ). On the other hand, the transcripts of the verbal interactions that took place during the completion of the concept map showed numerous cyclical processes of revision of one’s own representations, negotiation of discrepancies, and integration of the partner’s input. These are convergence processes, which are often resolved by quick consensus building (learners accept contributions of their peers without further modifications or comments) but also through integration-oriented consensus (involving clarifications and justifications) and, to a lesser extent, conflict-oriented consensus (when the interlocutor’s contributions are explicitly corrected). These last interaction segments are considered indicators of high-quality interaction (Stegmann et al., 2007 ).

One of the categories in our coding scheme targeting different types of transactivity is re-elaboration. It is precisely this category that can be regarded as an indicator of collaborative historical reasoning, because the interaction includes both historical reasoning and co-construction. Students who completed a semiempty concept map produced up to five times more re-elaborations of causal relationships than the students who wrote a summary. Many of these re-elaborations involved justifications in which students explained how a historical condition or event contributed to a later event (causal relations) or what the intentions of historical characters and collectives were when carrying out actions that were relevant in the historical course of events (motivational relations). Sometimes, the discussion around these explanations caused students to resort to the reference texts to justify their reasoning. It is striking that this did not occur in any of the groups that prepared the summary.

There are two reasons that may explain the more collaborative interactions of those students who completed the semiempty concept map. First, the exclusively verbal and linear nature of a summary may not reflect clearly enough the macrostructure of the reference text, especially when students were not able to identify the most important ideas and articulate them adequately, making comprehension and discussion difficult (van Dijk & Kintsch, 1983 ). On the contrary, the concept map provided a very explicit hierarchical representation of the content’s macrostructure. This graphical representation enhances the processing of concepts and ideas (Armbruster & Anderson, 1984 ), as well as the discussion about the relationships among them.

Second, according to cognitive load theory, a relatively complex task such as constructing a summary from long text, when so many ideas must be considered simultaneously, generates an intrinsic cognitive load in the working memory, which may be excessive for students with little experience in such a task (Kirschner et al., 2006 ). This difficulty also affects the construction of multiple external representations (MERs), such as self-generated concept maps (Molinari, 2017 ). It goes without saying that one problem with concept maps is they have no practiced conventions for reading order. English text is always read left to right, top to bottom. After an eye fixation on a node, the reader must decide the next node (or link label) to jump to. This constant low-level decision-making while reading concept maps imposes significant cognitive load when the students are not used to work with them. Another problem when reading concept maps is it’s much easier to forget which nodes have already been visited, so the reader often wastes eye fixations on needless revisitation of nodes. Nevertheless, completing a semiempty concept map might have provided scaffolding that freed up sufficient cognitive resources to enable reasoning about the relationships between ideas. The incomplete concept map in our study focused students on key components of historical reasoning. Many of the ideas that students had to provide to complete the map referred to an intention, an event, or a context (social, economic, political, cultural), which was interpreted as a cause or consequence of other events related to the historical phenomenon of imperialism. As the transcripts of the paired discussion activities clearly showed, this may also have facilitated the construction of self-explanations in which students tried to justify these causal and motivational relationships. In general, therefore, it seems that with the summary task the students limited themselves to externalizing ideas and knowledge about the historical phenomenon, with little elaboration. In contrast, completing the concept map stimulated reflective knowledge-building processes (Roscoe & Chi, 2007 ) that focused mainly on causal reasoning. An analysis of the verbal transcripts revealed that such processes frequently involved the identification and correction of errors through causal justifications and arguments referring to the source on which the map was based.

However, more research is needed to determine the effect of semiempty maps. We need to be cautious because students were asked to complete the semiempty concept maps with letters corresponding to different concepts/phrases that were part of the text they had read. This somehow could undermine the effect of the concept mapping task.

Further research is also needed to investigate whether these findings are still present with similar complex tasks, that is, whether the task of completing a semiempty summary would result in similar advantages as the task of completing a semiempty concept map. Future research could also focus on the use of student-generated concept maps in the context of history education. Another open question that should be explored in future research has to do with the degree of cognitive effort generated by each type of task. Completing a semiempty concept map entailed an effort of knowledge retrieval from memory that was not very intense, since the information that students had to provide was very limited and they also had the possibility of consulting the reference text. The well-known retrieval practice effect has shown that students who use processes involving the mental effort of retrieving information from memory to answer questions or perform a certain task significantly improve their learning with respect to those who, for example, are allowed to reread the text (Karpicke & Blunt, 2011 ; Lechuga et al., 2015 ). When comparing concept mapping with a free recall task (similar to summary writing), several recent studies have found better learning outcomes in both tasks, but only when students do not have access to the text (Blunt & Karpicke, 2014 ; Ortega et al., 2019 ). The verbal records of the arguments identified in our work show that students sometimes based their reasoning on fragments that they had read literally in the text, with little elaboration. It is possible that, had this resource not been accessible to them, the need to retrieve knowledge from memory to complete the map would have involved them more actively in the reasoning and justification of their answers.

In future research, we, therefore, intend to compare the task of completing a map or a mutilated summary, individually and collaboratively, with and without the possibility of consulting the reference text. In this way, it would be possible to confirm whether the collaborative completion of an incomplete map constitutes a task that is truly adjusted to the competences of this student profile, with the aim of achieving an optimal balance between the cognitive load it entails and the cognitive effort it demands.

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Lucero, M., Montanero, M. & van Boxtel, C. Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction. Instr Sci (2024). https://doi.org/10.1007/s11251-024-09659-7

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

Is this some kind of joke? A school facing shortages starts teaching standup comedy

In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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Feeling artsy here's how making art helps your brain.

"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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Is dark matter’s main rival theory dead? There’s bad news from the Cassini spacecraft and other recent tests

Postdoctoral Research Fellow in Astrophysics, University of St Andrews

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One of the biggest mysteries in astrophysics today is that the forces in galaxies do not seem to add up. Galaxies rotate much faster than predicted by applying Newton’s law of gravity to their visible matter, despite those laws working well everywhere in the Solar System.

To prevent galaxies from flying apart, some additional gravity is needed. This is why the idea of an invisible substance called dark matter was first proposed. But nobody has ever seen the stuff. And there are no particles in the hugely successful Standard Model of particle physics that could be the dark matter – it must be something quite exotic.

This has led to the rival idea that the galactic discrepancies are caused instead by a breakdown of Newton’s laws. The most successful such idea is known as Milgromian dynamics or Mond , proposed by Israeli physicist Mordehai Milgrom in 1982. But our recent research shows this theory is in trouble.

The main postulate of Mond is that gravity starts behaving differently to what Newton expected when it becomes very weak, as at the edges of galaxies. Mond is quite successful at predicting galaxy rotation without any dark matter, and it has a few other successes. But many of these can also be explained with dark matter, preserving Newton’s laws.

Read more: Dark matter: our review suggests it's time to ditch it in favour of a new theory of gravity

So how do we put Mond to a definitive test? We have been pursuing this for many years. The key is that Mond only changes the behaviour of gravity at low accelerations, not at a specific distance from an object. You’ll feel lower acceleration on the outskirts of any celestial object – a planet, star or galaxy – than when you are close to it. But it is the amount of acceleration, rather than the distance, that predicts where gravity should be stronger.

This means that, although Mond effects would typically kick in several thousand light years away from a galaxy, if we look at an individual star, the effects would become highly significant at a tenth of a light year. That is only a few thousand times larger than an astronomical unit (AU) – the distance between the Earth and the Sun. But weaker Mond effects should also be detectable at even smaller scales, such as in the outer Solar System.

This brings us to the Cassini mission , which orbited Saturn between 2004 and its final fiery crash into the planet in 2017. Saturn orbits the Sun at 10 AU. Due to a quirk of Mond, the gravity from the rest of our galaxy should cause Saturn’s orbit to deviate from the Newtonian expectation in a subtle way.

This can be tested by timing radio pulses between Earth and Cassini. Since Cassini was orbiting Saturn, this helped to measure the Earth-Saturn distance and allowed us to precisely track Saturn’s orbit. But Cassini did not find any anomaly of the kind expected in Mond. Newton still works well for Saturn.

One of us, Harry Desmond, recently published a study investigating the results in greater depth. Perhaps Mond would fit the Cassini data if we tweaked how we calculate galaxy masses from their brightness? That would affect how much of a boost to gravity Mond has to provide to fit models of galaxy rotation, and thus what we should expect for Saturn’s orbit.

Another uncertainty is the gravity from surrounding galaxies, which has a minor effect. But the study showed that, given how Mond would have to work to fit with models for galaxy rotation, it cannot also fit the Cassini radio tracking results – no matter how we tweak the calculations.

With the standard assumptions considered most likely by astronomers and allowing for a wide range of uncertainties, the chance of Mond matching the Cassini results is the same as a flipped coin landing heads up 59 times in a row. This is more than twice the “5 sigma” gold standard for a discovery in science, which corresponds to about 21 coin flips in a row.

More bad news for Mond

That’s not the only bad news for Mond. Another test is provided by wide binary stars – two stars that orbit a shared centre several thousand AU apart. Mond predicted that such stars should orbit around each other 20% faster than expected with Newton’s laws. But one of us, Indranil Banik, recently led a very detailed study that rules out this prediction. The chance of Mond being right given these results is the same as a fair coin landing heads up 190 times in a row.

Results from yet another team show that Mond also fails to explain small bodies in the distant outer Solar System. Comets coming in from out there have a much narrower distribution in energy than Mond predicts. These bodies also have orbits that are usually only slightly inclined to the plane that all the planets orbit close to. Mond would cause the inclinations to be much larger.

Newtonian gravity is strongly preferred over Mond on length scales below about a light year. But Mond also fails on scales larger than galaxies: it cannot explain the motions within galaxy clusters. Dark matter was first proposed by Fritz Zwicky in the 1930s to account for the random motions of galaxies within the Coma Cluster, which requires more gravity to hold it together than the visible mass can provide.

Mond cannot provide enough gravity either, at least in the central regions of galaxy clusters. But in their outskirts, Mond provides too much gravity. Assuming instead Newtonian gravity, with five times as much dark matter as normal matter, seems to provide a good fit to the data.

The standard dark matter model of cosmology isn’t perfect, however. There are things it struggles to explain , from the universe’s expansion rate to giant cosmic structures. So we may not yet have the perfect model. It seems dark matter is here to stay, but its nature may be different to what the Standard Model suggests. Or gravity may indeed be stronger than we think – but on very large scales only.

Ultimately though, Mond, as presently formulated, cannot be considered a viable alternative to dark matter any more. We may not like it, but the dark side still holds sway.

• Dark matter

Case Management Specialist

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Research Specialist

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• Opening at: May 15 2024 at 16:30 CDT
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The successful candidate will work with Dr. Vivek Prabhakaran's Neuroimaging research program on projects ranging from normal aging to dementia. (S)he/they will be actively engaged in cutting-edge neuroimaging and biomarker research studies in normal aging as well as stroke, epilepsy, and dementia. This position requires analytic thinking, good interpersonal skills, excellent writing skills, the flexibility to work independently and collaboratively, and the ability to communicate effectively with colleagues and study participants. Primary areas of responsibility include data processing, regulatory work which involves working with the IRB liaison, helping team members with scientific writing and preparation of scientific abstracts, posters, papers, and grants.

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Inferring causal cell types of human diseases and risk variants from candidate regulatory elements

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The heritability of human diseases is extremely enriched in candidate regulatory elements (cRE) from disease-relevant cell types. Critical next steps are to infer which and how many cell types are truly causal for a disease (after accounting for co-regulation across cell types), and to understand how individual variants impact disease risk through single or multiple causal cell types. Here, we propose CT-FM and CT-FM-SNP, two methods that leverage cell-type-specific cREs to fine-map causal cell types for a trait and for its candidate causal variants, respectively. We applied CT-FM to 63 GWAS summary statistics (average N = 417K) using nearly one thousand cRE annotations, primarily coming from ENCODE4. CT-FM inferred 81 causal cell types with corresponding SNP-annotations explaining a high fraction of trait SNP-heritability (~2/3 of the SNP-heritability explained by existing cREs), identified 16 traits with multiple causal cell types, highlighted cell-disease relationships consistent with known biology, and uncovered previously unexplored cellular mechanisms in psychiatric and immune-related diseases. Finally, we applied CT-FM-SNP to 39 UK Biobank traits and predicted high confidence causal cell types for 2,798 candidate causal non-coding SNPs. Our results suggest that most SNPs impact a phenotype through a single cell type, and that pleiotropic SNPs target different cell types depending on the phenotype context. Altogether, CT-FM and CT-FM-SNP shed light on how genetic variants act collectively and individually at the cellular level to impact disease risk.

Competing Interest Statement

Steven Gazal reports consulting fees from Eleven Therapeutics unrelated to the present work. The other authors declare no competing interests.

Funding Statement

This research has been funded by the National Institutes of Health grant R35 GM147789.

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

Source data of annotations used in this study is publicly available at: http://screen-beta.wenglab.org/ https://www.engreitzlab.org/resources http://catlas.org/humanenhancer/#!/cellType The GWAS summary statistics used in this study are publicly available. The description of the GWAS files and the appropriate URL links are provided in Supplementary table 1 of this manuscript.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Data Availability

Data availability S-LDSC reference files and GWAS summary statistics used in this study are available at https://zenodo.org/records/10515792. S-LDSC CTS SNP-annotations used in this study are available at https://zenodo.org/records/11194201. Code availability CT-FM/CT-FM-SNP softwares and the code to replicate our analyses are available at https://github.com/ArtemKimUSC/CTFM.

https://zenodo.org/records/11194201

https://zenodo.org/records/10515792

https://github.com/ArtemKimUSC/CTFM

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