research topic and formulating research questions

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• J Indian Assoc Pediatr Surg
• v.24(1); Jan-Mar 2019

Formulation of Research Question – Stepwise Approach

Simmi k. ratan.

Department of Pediatric Surgery, Maulana Azad Medical College, New Delhi, India

1 Department of Community Medicine, North Delhi Municipal Corporation Medical College, New Delhi, India

2 Department of Pediatric Surgery, Batra Hospital and Research Centre, New Delhi, India

Formulation of research question (RQ) is an essentiality before starting any research. It aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to discuss the process of formulation of RQ with stepwise approach. The characteristics of good RQ are expressed by acronym “FINERMAPS” expanded as feasible, interesting, novel, ethical, relevant, manageable, appropriate, potential value, publishability, and systematic. A RQ can address different formats depending on the aspect to be evaluated. Based on this, there can be different types of RQ such as based on the existence of the phenomenon, description and classification, composition, relationship, comparative, and causality. To develop a RQ, one needs to begin by identifying the subject of interest and then do preliminary research on that subject. The researcher then defines what still needs to be known in that particular subject and assesses the implied questions. After narrowing the focus and scope of the research subject, researcher frames a RQ and then evaluates it. Thus, conception to formulation of RQ is very systematic process and has to be performed meticulously as research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.

I NTRODUCTION

A good research question (RQ) forms backbone of a good research, which in turn is vital in unraveling mysteries of nature and giving insight into a problem.[ 1 , 2 , 3 , 4 ] RQ identifies the problem to be studied and guides to the methodology. It leads to building up of an appropriate hypothesis (Hs). Hence, RQ aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. A good RQ helps support a focused arguable thesis and construction of a logical argument. Hence, formulation of a good RQ is undoubtedly one of the first critical steps in the research process, especially in the field of social and health research, where the systematic generation of knowledge that can be used to promote, restore, maintain, and/or protect health of individuals and populations.[ 1 , 3 , 4 ] Basically, the research can be classified as action, applied, basic, clinical, empirical, administrative, theoretical, or qualitative or quantitative research, depending on its purpose.[ 2 ]

Research plays an important role in developing clinical practices and instituting new health policies. Hence, there is a need for a logical scientific approach as research has an important goal of generating new claims.[ 1 ]

C HARACTERISTICS OF G OOD R ESEARCH Q UESTION

“The most successful research topics are narrowly focused and carefully defined but are important parts of a broad-ranging, complex problem.”

A good RQ is an asset as it:

• Details the problem statement
• Further describes and refines the issue under study
• Adds focus to the problem statement
• Guides data collection and analysis
• Sets context of research.

Hence, while writing RQ, it is important to see if it is relevant to the existing time frame and conditions. For example, the impact of “odd-even” vehicle formula in decreasing the level of air particulate pollution in various districts of Delhi.

A good research is represented by acronym FINERMAPS[ 5 ]

Interesting.

• Appropriate
• Potential value and publishability
• Systematic.

Feasibility means that it is within the ability of the investigator to carry out. It should be backed by an appropriate number of subjects and methodology as well as time and funds to reach the conclusions. One needs to be realistic about the scope and scale of the project. One has to have access to the people, gadgets, documents, statistics, etc. One should be able to relate the concepts of the RQ to the observations, phenomena, indicators, or variables that one can access. One should be clear that the collection of data and the proceedings of project can be completed within the limited time and resources available to the investigator. Sometimes, a RQ appears feasible, but when fieldwork or study gets started, it proves otherwise. In this situation, it is important to write up the problems honestly and to reflect on what has been learned. One should try to discuss with more experienced colleagues or the supervisor so as to develop a contingency plan to anticipate possible problems while working on a RQ and find possible solutions in such situations.

This is essential that one has a real grounded interest in one's RQ and one can explore this and back it up with academic and intellectual debate. This interest will motivate one to keep going with RQ.

The question should not simply copy questions investigated by other workers but should have scope to be investigated. It may aim at confirming or refuting the already established findings, establish new facts, or find new aspects of the established facts. It should show imagination of the researcher. Above all, the question has to be simple and clear. The complexity of a question can frequently hide unclear thoughts and lead to a confused research process. A very elaborate RQ, or a question which is not differentiated into different parts, may hide concepts that are contradictory or not relevant. This needs to be clear and thought-through. Having one key question with several subcomponents will guide your research.

This is the foremost requirement of any RQ and is mandatory to get clearance from appropriate authorities before stating research on the question. Further, the RQ should be such that it minimizes the risk of harm to the participants in the research, protect the privacy and maintain their confidentiality, and provide the participants right to withdraw from research. It should also guide in avoiding deceptive practices in research.

The question should of academic and intellectual interest to people in the field you have chosen to study. The question preferably should arise from issues raised in the current situation, literature, or in practice. It should establish a clear purpose for the research in relation to the chosen field. For example, filling a gap in knowledge, analyzing academic assumptions or professional practice, monitoring a development in practice, comparing different approaches, or testing theories within a specific population are some of the relevant RQs.

Manageable (M): It has the similar essence as of feasibility but mainly means that the following research can be managed by the researcher.

Appropriate (A): RQ should be appropriate logically and scientifically for the community and institution.

Potential value and publishability (P): The study can make significant health impact in clinical and community practices. Therefore, research should aim for significant economic impact to reduce unnecessary or excessive costs. Furthermore, the proposed study should exist within a clinical, consumer, or policy-making context that is amenable to evidence-based change. Above all, a good RQ must address a topic that has clear implications for resolving important dilemmas in health and health-care decisions made by one or more stakeholder groups.

Systematic (S): Research is structured with specified steps to be taken in a specified sequence in accordance with the well-defined set of rules though it does not rule out creative thinking.

Example of RQ: Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? This question fulfills the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant.

Types of research question

A RQ can address different formats depending on the aspect to be evaluated.[ 6 ] For example:

• Existence: This is designed to uphold the existence of a particular phenomenon or to rule out rival explanation, for example, can neonates perceive pain?
• Description and classification: This type of question encompasses statement of uniqueness, for example, what are characteristics and types of neuropathic bladders?
• Composition: It calls for breakdown of whole into components, for example, what are stages of reflux nephropathy?
• Relationship: Evaluate relation between variables, for example, association between tumor rupture and recurrence rates in Wilm's tumor
• Descriptive—comparative: Expected that researcher will ensure that all is same between groups except issue in question, for example, Are germ cell tumors occurring in gonads more aggressive than those occurring in extragonadal sites?
• Causality: Does deletion of p53 leads to worse outcome in patients with neuroblastoma?
• Causality—comparative: Such questions frequently aim to see effect of two rival treatments, for example, does adding surgical resection improves survival rate outcome in children with neuroblastoma than with chemotherapy alone?
• Causality–Comparative interactions: Does immunotherapy leads to better survival outcome in neuroblastoma Stage IV S than with chemotherapy in the setting of adverse genetic profile than without it? (Does X cause more changes in Y than those caused by Z under certain condition and not under other conditions).

How to develop a research question

• Begin by identifying a broader subject of interest that lends itself to investigate, for example, hormone levels among hypospadias
• Do preliminary research on the general topic to find out what research has already been done and what literature already exists.[ 7 ] Therefore, one should begin with “information gaps” (What do you already know about the problem? For example, studies with results on testosterone levels among hypospadias
• What do you still need to know? (e.g., levels of other reproductive hormones among hypospadias)
• What are the implied questions: The need to know about a problem will lead to few implied questions. Each general question should lead to more specific questions (e.g., how hormone levels differ among isolated hypospadias with respect to that in normal population)
• Narrow the scope and focus of research (e.g., assessment of reproductive hormone levels among isolated hypospadias and hypospadias those with associated anomalies)
• Is RQ clear? With so much research available on any given topic, RQs must be as clear as possible in order to be effective in helping the writer direct his or her research
• Is the RQ focused? RQs must be specific enough to be well covered in the space available
• Is the RQ complex? RQs should not be answerable with a simple “yes” or “no” or by easily found facts. They should, instead, require both research and analysis on the part of the writer
• Is the RQ one that is of interest to the researcher and potentially useful to others? Is it a new issue or problem that needs to be solved or is it attempting to shed light on previously researched topic
• Is the RQ researchable? Consider the available time frame and the required resources. Is the methodology to conduct the research feasible?
• Is the RQ measurable and will the process produce data that can be supported or contradicted?
• Is the RQ too broad or too narrow?
• Create Hs: After formulating RQ, think where research is likely to be progressing? What kind of argument is likely to be made/supported? What would it mean if the research disputed the planned argument? At this step, one can well be on the way to have a focus for the research and construction of a thesis. Hs consists of more specific predictions about the nature and direction of the relationship between two variables. It is a predictive statement about the outcome of the research, dictate the method, and design of the research[ 1 ]
• Understand implications of your research: This is important for application: whether one achieves to fill gap in knowledge and how the results of the research have practical implications, for example, to develop health policies or improve educational policies.[ 1 , 8 ]

Brainstorm/Concept map for formulating research question

• First, identify what types of studies have been done in the past?
• Is there a unique area that is yet to be investigated or is there a particular question that may be worth replicating?
• Begin to narrow the topic by asking open-ended “how” and “why” questions
• Evaluate the question
• Develop a Hypothesis (Hs)
• Write down the RQ.

Writing down the research question

• State the question in your own words
• Write down the RQ as completely as possible.

For example, Evaluation of reproductive hormonal profile in children presenting with isolated hypospadias)

• Divide your question into concepts. Narrow to two or three concepts (reproductive hormonal profile, isolated hypospadias, compare with normal/not isolated hypospadias–implied)
• Specify the population to be studied (children with isolated hypospadias)
• Refer to the exposure or intervention to be investigated, if any
• Reflect the outcome of interest (hormonal profile).

Another example of a research question

Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? Apart from fulfilling the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant, it also details about the intervention done (topical skin application of oil), rationale of intervention (as a skin barrier), population to be studied (preterm infants), and outcome (reduces hypothermia).

Other important points to be heeded to while framing research question

• Make reference to a population when a relationship is expected among a certain type of subjects
• RQs and Hs should be made as specific as possible
• Avoid words or terms that do not add to the meaning of RQs and Hs
• Stick to what will be studied, not implications
• Name the variables in the order in which they occur/will be measured
• Avoid the words significant/”prove”
• Avoid using two different terms to refer to the same variable.

Some of the other problems and their possible solutions have been discussed in Table 1 .

Potential problems and solutions while making research question

G OING B EYOND F ORMULATION OF R ESEARCH Q UESTION–THE P ATH A HEAD

Once RQ is formulated, a Hs can be developed. Hs means transformation of a RQ into an operational analog.[ 1 ] It means a statement as to what prediction one makes about the phenomenon to be examined.[ 4 ] More often, for case–control trial, null Hs is generated which is later accepted or refuted.

A strong Hs should have following characteristics:

• Give insight into a RQ
• Are testable and measurable by the proposed experiments
• Have logical basis
• Follows the most likely outcome, not the exceptional outcome.

E XAMPLES OF R ESEARCH Q UESTION AND H YPOTHESIS

Research question-1.

• Does reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients?

Hypothesis-1

• Reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients
• In pediatric patients with esophageal atresia, gap of <2 cm between two segments of the esophagus and proper mobilization of proximal pouch reduces the morbidity and mortality among such patients.

Research question-2

• Does application of mitomycin C improves the outcome in patient of corrosive esophageal strictures?

Hypothesis-2

In patients aged 2–9 years with corrosive esophageal strictures, 34 applications of mitomycin C in dosage of 0.4 mg/ml for 5 min over a period of 6 months improve the outcome in terms of symptomatic and radiological relief. Some other examples of good and bad RQs have been shown in Table 2 .

Examples of few bad (left-hand side column) and few good (right-hand side) research questions

R ESEARCH Q UESTION AND S TUDY D ESIGN

RQ determines study design, for example, the question aimed to find the incidence of a disease in population will lead to conducting a survey; to find risk factors for a disease will need case–control study or a cohort study. RQ may also culminate into clinical trial.[ 9 , 10 ] For example, effect of administration of folic acid tablet in the perinatal period in decreasing incidence of neural tube defect. Accordingly, Hs is framed.

Appropriate statistical calculations are instituted to generate sample size. The subject inclusion, exclusion criteria and time frame of research are carefully defined. The detailed subject information sheet and pro forma are carefully defined. Moreover, research is set off few examples of research methodology guided by RQ:

• Incidence of anorectal malformations among adolescent females (hospital-based survey)
• Risk factors for the development of spontaneous pneumoperitoneum in pediatric patients (case–control design and cohort study)
• Effect of technique of extramucosal ureteric reimplantation without the creation of submucosal tunnel for the preservation of upper tract in bladder exstrophy (clinical trial).

The results of the research are then be available for wider applications for health and social life

C ONCLUSION

A good RQ needs thorough literature search and deep insight into the specific area/problem to be investigated. A RQ has to be focused yet simple. Research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.

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• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

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

Methodology

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

 Statistics

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

Research bias

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

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McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved April 2, 2024, from https://www.scribbr.com/research-process/research-question-examples/

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Choosing a topic

The hardest part of research is getting started! Choosing a topic can be challenging, especially in introductory classes, when you don't really know much about the subject. The most important thing to remember is this: you are doing research, so don't make a statement about what you want to prove and then go looking for evidence to support your claim. Instead, start out with an interest, read some articles on the topic and then take a stance on the subject based on what you have learned.

Here are some tips to get you started when choosing a topic:

1. Think about the topics in your class that have interested you so far. Or, if it is the beginning of the semester, think about what you expect the course will cover and what you expect to enjoy about the class. When you added this class, what made you think it might be interesting?

2. Flip through your textbooks and look for chapter titles or subheadings that interest you.

3. Look at a magazine or journal in your subject area and look for interesting articles that might inspire you.

4. Think about controversies or current events in your subject area. Could they lead to a potential research question? If you don't know any controversies or current events for your subject, Google "Controversies in XYZ," "Disagreements in XYZ," or "Current hot topics in XYX" and see if something you find interests you.

5. Think about what you’re studying in other classes. Are there interesting ways in which they might intersect with or relate to this class?

5. Brainstorm with your classmates. Talking to each other is a good way to figure out what interests you.

Some things to consider when choosing a topic:

How long does your paper need to be?

A shorter paper will need a more narrowly focused idea. A longer paper will allow for a more complex exploration of a topic.      How much time do you have?

If you have several weeks, it’s likely your instructor is expecting you to do a lot of research.

Do you need a a particular number or type of references?

Scholarly books and articles take time to write and publish, so topics focused narrowly on a very recent event can be problematic. If you need primary sources, choosing a topic focused on a region whose language you do not speak will be difficult.

Narrowing your topic

When you first begin working on a writing assignment, it is fine to start out with a really broad idea. For example, if you are writing a paper for an introductory computer science class, you might want to focus on cyber security because that is the work field you plan to enter. That is a good starting point - choosing to do more research on an aspect of your future profession is a great idea. But cyber security is too broad of a topic.

How do you know if your topic is too broad?

Here are some strategies you might use to decide if your topic is too broad:

1. Type the topic (like cyber security) into a library search engine. If you get thousands of results, your topic is probably too broad. Look at some of the titles of those results to get an idea of "sub-topics" you might focus on.

2. If you type the topic into a search engine and you find whole books are written on the topic, it is definitely too broad. But scan the chapter titles of several of those books to get an idea of something more specific to focus on.

3. Sit down and brainstorm all the different angles you might take on your topic (ex. cyber security: encryption methods, types of malware, device security, types a social engineering etc). If you can list lots of different angles, any one of those might be a good way to narrow your topic - but it definitely needs to be narrower.

Why is it a big deal if my topic is too broad? Doesn't that make it easier to find lots of information?

Finding lots of information may make you feel more comfortable at first, but here are some reasons why its important to make sure you topic is narrow enough:

1. If your topic is too broad you'll have so much information to include in your paper that you won't know how to organize it or even where to start.

2. If your topic is too broad, your reader may expect you to talk about aspects of the topic that you never address.

3. If your topic is too broad, you'll have to write more pages than your instructor assigned to cover everything you need to say. Most instructors won't accept that. Or they may take off points for it. So, you'll end up having to cut material you took time to write in order to make your paper fit the proper length.

4.  If your topic is too broad, you will spend a lot of time finding articles or gathering data you will never use because you eventually have to cut material as in #3 above.

5. If your topic is too broad, it will be difficult to identify and apply the proper methods needed to analyze all the information/data you gather.

So,in short, making sure your topic is properly narrow saves you from wasting a lot of time!

How can you narrow your topic?

We suggest two great ways to narrow your topic:

1. One option is to ask yourself who, what, where, when, why and how questions about your topic. Using cyber security as an example of a "too broad" topic, we can ask who? (what countries are responsible for hacking? who performs hacking for corporate espionage?) and how? (types of malware, types of social engineering) and where? (on networks, computers, phones, smart devices). If we were writing a historical overview of cyber security, we might have narrowed our focus by asking "when". Then our topic might have narrowed like this: A comparison of how hacking has evolved since the dawn of the Internet of Things (ex. smart refrigerators, coffee pots etc).

Below is a video of how this might work using an example from an American history class:

2. A second option is to create a concept map. To create a concept map, write down your broad topic in the middle of a piece of paper. Then brainstorm associated ideas. The terms you write down will likely be good directions to take when narrowing your topic. Here is an example of a concept map:

Here is a video showing how to develop a concept map and use it to create a research statement:

So, returning to our example of cyber security, we might finally decide to write about user education (who? - users) to prevent phishing attacks (what? - phishing attacks)?

What is a research question?

Once you have done enough research to narrow your topic to something manageable, you are probably ready to formulate your research question. For college-level research, you will start out with a question, look at all the evidence and then draw a conclusion based on that evidence. Therefore, your research must begin with a research question - a statement that identifies what you are going to study.

How do you formulate a research question?

To formulate your research question you might:

1. Start with the topic that you have decided upon and then list all the questions that you'd like answered about it yourself. Brainstorm, alone or with another student or with your professor, on all the questions the topic raises in your mind.

2. For beginning researchers, a good way to identify possible research questions is to look at previous studies on the topic. While reading the research studies, look for places where the authors of the studies mention "more research is needed" or "XYZ angle was not included in this study." These statements might indicate gaps in the current research.

3. Another way to use existing studies is to identify a type of study that has been done on one population, but not another. For example, referring again to our computer science research project on which types of user education mitigate social engineering attacks, what if your preliminary research showed there have been many studies on "white collar" workers but none that focused on "blue collar" workers. A study that focused on blue collar workers might offer a new angle for research.

4. A final way to use existing research studies to identify a research question is to look for indications of controversy. If numerous recent studies mention a particular angle of research on the topic is controversial, that indicates there is still a need for study on that angle.

What are the characteristics of a good research question?

Your individual classes will address in depth the characteristics of a good research question in your discipline. We can make a few generalizations about good research questions at the introductory level here. A good research question:

1. Can be answered objectively, with evidence. It is not solely value-based.

2. Can be answered with evidence that already exists or with evidence that can be gathered through experimentation you can design.

3. Is adequately focused.

4. Is significant.

What is all this about being able to test and analyze? Or in other words: A quick introduction to the concept of Methodology

The type of methodology you will use for your research depends greatly on your field of study. Biologists, economists, historians, literature scholars - they all have vastly different methods of gathering evidence that suit their fields. For now, it would help to understand that in some fields, especially the humanities (literature, history, religion etc), research is often "qualitative." Qualitative research focuses on relationships between people or texts. It seeks to to understand people's beliefs, experiences, attitudes, behavior, and interactions in a non-numeric way. For example, a scholar of literature might exam a wide body of medieval texts to answer the question: How was the LGBTQ+  community portrayed in the writings of a certain author. To answer that question, the scholar will examine a body of texts for all references to LGBTQ+ characters or interactions and how they were portrayed/perceived by other characters. They will then draw a conclusion based on that evidence on the perception of LGBTQ+ characters by that author in that time period.

Physical and social scientists (ex. biologists, psychologists, economists), in contrast, typically conduct quantitative research . Quantitative research emphasizes objective measurements and the statistical, mathematical, or numerical analysis of data collected through direct experiments, polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques. Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Quantitative research designs are either descriptive [subjects usually measured once] or experimental [subjects measured before and after a treatment]. A descriptive study establishes only associations between variables; an experimental study establishes causality.

You will focus on discipline-appropriate methodologies in your classes, but having at least this introduction will help you understand why certain questions aren't really research questions - they can't be tested and they don't allow for analysis or conclusions.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Quantitative Research Methods . Writing@CSU. Colorado State University; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Once you have developed your research question and you have done some preliminary reading on your topic, you are ready to form your thesis statement or hypothesis. Depending on your discipline, your thesis or hypothesis will have very specific requirements. You will learn about those requirements in your classes. Here, we will make a general introduction to the thesis or hypothesis statement.

A thesis statement may be seen in quantitative, qualitative, and mixed methods research.

A thesis statement is a short, direct sentence that summarizes the main point or claim of an essay or research paper. It  It is developed, supported, and explained in the body of the essay or research report by means of examples and evidence.

A good thesis statement:

• is stated in declarative form.
• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the research question.
• makes a claim that others might dispute and that you will support with evidence.

The following is an example of a strong thesis statement in the context of the introduction paragraphs of a history paper:

Ritchie, Daniel. “War, Religion and Anti-Slavery Ideology: Isaac Nelson’s Radical Abolitionist Examination of the American Civil War.” Historical Research , vol. 89, no. 246, Nov. 2016,   pp. 799–823. EBSCOhost , doi:10.1111/1468-2281.12134.

Hypotheses are typically used in quantitative research.

A hypothesis is a formal statement that predicts a measurable relationship between two or more variables. A well stated, researchable hypothesis:

• Is stated in declarative form
• Uses precise terminology and is stated as concisely as possible
• Aligns with the research question and problem statement and is consistent with known fact, previous research and theory
• Is testable
• Is a statement of relationship between variables

Types of variables:

To properly formulate a hypothesis, it is helpful to understand the different types of variables that it must operationalize:

Dependent variable : the target organism; who or what is affected. Independent variable: who or what will affect the target organism; the variable the researcher will manipulate to see if it will make the dependent variable change. Control variable(s ): variables that must be held constant to ensure that the independent variable is the only variable affecting the dependent variable.

Types of hypothesis

There are several types of hypotheses that you might formulate:

Simple hypothesis - predicts the relationship between a single independent variable (IV) and a single dependent variable (DV).

For example:  Computer-based training (IV) is associated with lower susceptibility to social engineering attacks (DV).  

Complex hypothesis - predicts the relationship between two or more independent variables, and two or more dependent variables.

For example: The implementation of a computer-based training program (IV) will result in (DV):

     decreased user susceptibility to social engineering attacks;      increased user confidence in the ability to recognize social engineering attacks;

Null hypotheses - the hypothesis that there is no significant correlation or difference between specified populations, any observed difference being due to sampling or experimental error.

For example: Computer-based training will have no significant effect on susceptibility to social engineering attacks.

Directional hypothesis - predicts positive or negative correlation or change.

For example:

There is a positive correlation between user education and user confidence in the ability to recognize a social engineering attack. Users receiving computer-based training will succumb less frequently to phishing attacks than users who do not receive training.

Nondirectional hypothesis - predicts the independent variable will affect the dependent variable, but the direction of the effect is not specified.

For example: There will be a difference in how users trained by computer-based methods and face-to-face training methods respond to social engineering attacks. (As opposed to: Users trained with face-to-face methods will succumb to fewer social engineering attacks than users trained with computer-based methods).

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Clarifying the review question leads to specifying what type of studies can best address that question and setting out criteria for including such studies in the review. This is often called inclusion criteria or eligibility criteria. The criteria could relate to the review topic, the research methods of the studies, specific populations, settings, date limits, geographical areas, types of interventions, or something else.

Systematic reviews address clear and answerable research questions, rather than a general topic or problem of interest. They also have clear criteria about the studies that are being used to address the research questions. This is often called inclusion criteria or eligibility criteria.

Six examples of types of question are listed below, and the examples show different questions that a review might address based on the topic of influenza vaccination. Structuring questions in this way aids thinking about the different types of research that could address each type of question. Mneumonics can help in thinking about criteria that research must fulfil to address the question. The criteria could relate to the context, research methods of the studies, specific populations, settings, date limits, geographical areas, types of interventions, or something else.

Examples of review questions

• Needs - What do people want? Example: What are the information needs of healthcare workers regarding vaccination for seasonal influenza?
• Impact or effectiveness - What is the balance of benefit and harm of a given intervention? Example: What is the effectiveness of strategies to increase vaccination coverage among healthcare workers. What is the cost effectiveness of interventions that increase immunisation coverage?
• Process or explanation - Why does it work (or not work)? How does it work (or not work)?  Example: What factors are associated with uptake of vaccinations by healthcare workers?  What factors are associated with inequities in vaccination among healthcare workers?
• Correlation - What relationships are seen between phenomena? Example: How does influenza vaccination of healthcare workers vary with morbidity and mortality among patients? (Note: correlation does not in itself indicate causation).
• Views / perspectives - What are people's experiences? Example: What are the views and experiences of healthcare workers regarding vaccination for seasonal influenza?
• Service implementation - What is happening? Example: What is known about the implementation and context of interventions to promote vaccination for seasonal influenza among healthcare workers?

Examples in practice :  Seasonal influenza vaccination of health care workers: evidence synthesis / Loreno et al. 2017

Example of eligibility criteria

Research question: What are the views and experiences of UK healthcare workers regarding vaccination for seasonal influenza?

• Population: healthcare workers, any type, including those without direct contact with patients.
• Context: seasonal influenza vaccination for healthcare workers.
• Study design: qualitative data including interviews, focus groups, ethnographic data.
• Date of publication: all.
• Country: all UK regions.
• Studies focused on influenza vaccination for general population and pandemic influenza vaccination.
• Studies using survey data with only closed questions, studies that only report quantitative data.

Consider the research boundaries

It is important to consider the reasons that the research question is being asked. Any research question has ideological and theoretical assumptions around the meanings and processes it is focused on. A systematic review should either specify definitions and boundaries around these elements at the outset, or be clear about which elements are undefined. 

For example if we are interested in the topic of homework, there are likely to be pre-conceived ideas about what is meant by 'homework'. If we want to know the impact of homework on educational attainment, we need to set boundaries on the age range of children, or how educational attainment is measured. There may also be a particular setting or contexts: type of school, country, gender, the timeframe of the literature, or the study designs of the research.

Research question: What is the impact of homework on children's educational attainment?

• Scope : Homework - Tasks set by school teachers for students to complete out of school time, in any format or setting.
• Population: children aged 5-11 years.
• Outcomes: measures of literacy or numeracy from tests administered by researchers, school or other authorities.
• Study design: Studies with a comparison control group.
• Context: OECD countries, all settings within mainstream education.
• Date Limit: 2007 onwards.
• Any context not in mainstream primary schools.
• Non-English language studies.

Mnemonics for structuring questions

Some mnemonics that sometimes help to formulate research questions, set the boundaries of question and inform a search strategy.

Intervention effects

PICO  Population – Intervention– Outcome– Comparison

Variations: add T on for time, or ‘C’ for context, or S’ for study type,

Policy and management issues

ECLIPSE : Expectation – Client group – Location – Impact ‐ Professionals involved – Service

Expectation encourages  reflection on what the information is needed for i.e. improvement, innovation or information.  Impact looks at what  you would like to achieve e.g. improve team communication .

• How CLIP became ECLIPSE: a mnemonic to assist in searching for health policy/management information / Wildridge & Bell, 2002

Analysis tool for management and organisational strategy

PESTLE:  Political – Economic – Social – Technological – Environmental ‐ Legal

An analysis tool that can be used by organizations for identifying external factors which may influence their strategic development, marketing strategies, new technologies or organisational change.

• PESTLE analysis / CIPD, 2010

Service evaluations with qualitative study designs

SPICE:  Setting (context) – Perspective– Intervention – Comparison – Evaluation

Perspective relates to users or potential users. Evaluation is how you plan to measure the success of the intervention.

• Clear and present questions: formulating questions for evidence based practice / Booth, 2006

Read more about some of the frameworks for constructing review questions:

• Formulating the Evidence Based Practice Question: A Review of the Frameworks / Davis, 2011
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How to Establish a Research Topic: Easy Writing Tips

Last Updated: December 15, 2022 Fact Checked

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. There are 9 references cited in this article, which can be found at the bottom of the page. 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 109,806 times.

With a world of possibilities out there, choosing a research topic can be a daunting task. However, selecting a worthy subject is half the battle when it comes to producing valuable original research. If you take some time to attentively brainstorm possibilities and refine them down into a solid, focused research question, you’ll come away with a topic that’s manageable, worthwhile, and, most importantly, interesting to you.

Picking a Topic

• One way to ensure you have a topic that’s of interest to you to pick a subject to which you have a personal connection. For instance, if your sister has Crohn's Disease, you may be interested in investigating it. Or, if you went on an exchange program to Croatia, you might be keen to know more about its history or culture.
• Another way to trim down your possibilities is to see if there any patterns that emerge from the longer list. For example, if you wrote down “Gertrude Stein” and “Djuna Barnes,” you could focus on lesbian expat authors.

• You want to choose a topic that has some, but not too much information available on it. If there are some substantive related resources out there, you know you’re on the right track; if there are pages and pages of relevant search results, you can tell that plenty of people have already gone down that road or that the topic is likely too big to cover and you will need to narrow it further.

• For instance, if you are interested in the mapping of the human genome, read about the general history of the scientific advances that have allowed us to map DNA and see if there’s a particular subtopic that catches your eye. Instead of trying to cover the entire subject, limit your scope to focus on the discovery of a gene related to a specific trait or disease or on a particular application, like the regulation of gene therapy for unborn fetuses.

Kim Gillingham, MA

Use your interests to narrow your focus. Retired librarian, Kim Gillingham, adds: "You can start with a general topic such as Outer Space. Then ask yourself specific questions such as 'What am I interested in about Outer Space?' It could be the history of space exploration, the technology of space exploration, or 'Is Pluto a planet or not?' As always, librarians can be of immense help in narrowing down a topic through a technique called the Reference Interview — try asking your librarian about it!"

• When you meet with or email them, explain the research that you’ve already conducted to show them that you’ve done your homework. Then, ask something like, “I’m most interested in looking into coming of age rituals in contemporary indigenous cultures, and I was wondering if you think that’s a good topic to pursue and if you had any suggestions for specific case studies or other resources related to it.”
• Remember: they may be able to point you in a more specific direction based on your general interests, but don’t expect them to do the whole selection process for you.
• If you’re doing independent research to earn a degree (rather than to fulfill the requirements of a particular class), you should also ask them about the potential marketability of your subject since your topic will be setting the direction for your future career.

Developing Your Research Question

• After you conduct your preliminary research, think about the gaps that you noticed in the information available on the subject that you’ve been investigating. Devise a question that could address that missing information.
• One concrete way to do this is to explore the relationship between two ideas, concepts, phenomena, or events that came up in your research but whose relationship has not been fully investigated. For example, “how did political radicals influence popular representations of sexuality in the 1920s United States?”
• Another concrete way to formulate your question is to consider how an existing methodology or concept applies to a new, specific context or case study. For instance, you could think of how Sigmund Freud’s idea of the “appendage” applies to a specific virtual reality game.

• For example, if your question requires conducting a study that’s not feasible given your timeframe or the resources available to you, then you need to find a way to revise your question so that you can answer it.
• Sometimes if your topic is too new, there won’t be a substantial enough body of research available for you to do a comprehensive analysis of it. In that case, you may need to revise or broaden your question so that you can actually answer it. [5] X Research source

• If your question is not narrow enough, refine your focus further by limiting your topic according to a given historical era, theoretical approach, geographical region, demographic or culture, industry or field. For example, if you’re interested in refugees, you might limit your scope by honing in on a particular event (World War II) and/or time period (the 1940s), a specific location (England) and/or population (Jewish people from Austria). [6] X Research source

Making Sure that You’re on the Right Track

• You might have a brilliant research question, but, if it’s about genetic disorders and the grant you’re applying for only funds research on communicable diseases, you’ll need to go back to the drawing board.
• Also be sure to take the required length of the project into consideration. For instance, if your question is too narrow or specific, you might not be able to hit the 250-page requirement for a doctoral thesis.

• Start by listing the various research methods that you’ll use, such as a literature review, interviews, and qualitative analysis. Then, create a timeline for when you’ll be doing each kind of research, being sure to leave enough time for yourself to complete the writing.

• You can order topics chronologically (for instance, if you’re studying a historical event). Most often, you’ll order them according to the progression of your argument, with one idea building on the last.
• Your research may change the structure or content of your outline, but it’s still useful to have a well-developed starting point.

Community Q&A

• If you have no idea of where to begin, consider going through old notes and textbooks or speaking to classmates to get some inspiration. Or, browse through the most recently published journals in your field to see what the latest trends in research are. Thanks Helpful 1 Not Helpful 0

• Since research is a demanding process, the most important thing is that you choose a topic that will sustain your enthusiasm and curiosity. Thanks Helpful 5 Not Helpful 1

You Might Also Like

• ↑ https://writingcenter.unc.edu/tips-and-tools/brainstorming/
• ↑ http://libguides.mit.edu/select-topic
• ↑ https://bowvalleycollege.libguides.com/research-help/topics
• ↑ https://libraries.indiana.edu/sites/default/files/Develop_a_Research_Question.pdf
• ↑ http://libguides.mit.edu/c.php?g=175961&p=1160160#s-lg-box-wrapper-4114979
• ↑ http://libguides.mit.edu/c.php?g=175961&p=1160160#791450
• ↑ https://files.bucknell.edu/Documents/ISR/topic.pdf
• ↑ Alexander Ruiz, M.Ed.. Educational Consultant. Expert Interview. 18 June 2020.
• ↑ http://libguides.usc.edu/writingguide/outline

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English 101/102 Research Guide: Formulate a research topic

• The Research Process
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Formulating a research topic

Choosing a topic, narrowing your topic.

• Developing your research problem and question
• State your working thesis

The hardest part of research is getting started! Choosing a topic can be intimidating, especially in introductory classes, when you don't really know much about the subject. The most important thing to remember is this: you are doing research, so don't make a statement about what you want to prove and then go looking for evidence to support your claim. Instead, start out with an interest, read some articles on the topic and then take a stance on the subject based on what you have learned.

Here are some tips to get you started:

1. Think about the topics in your class that have interested you so far. Or, if it is the beginning of the semester, think about what you expect the course will cover and what you expect to enjoy about the class. When you added this class, what made you think it might be interesting?

2. Flip through your textbooks and look for chapter titles or subheadings that interest you. Or, look at a magazine or journal (online or in print) in your subject area and look for interesting article.

3. Think about controversies or current events in your subject area. Could they lead to a potential research question? If you don't know any controversies or current events for your subject, Google "Controversies in XYZ," "Disagreements in XYZ," or "Current hot topics in XYX" and see if something you find interests you.

4. Think about what you’re studying in other classes. Are there interesting ways in which they might intersect with or relate to this class?

5. Talk to your classmates. Find out what ideas they’re considering. Talking to each other is a good way to brainstorm and to figure out what interests you.

6. Talk to your instructor. They may have suggestions, or can give you examples of the sort of ideas that have made for good papers for other students.

Some things to consider when choosing a topic:

How long does your paper need to be?

A shorter paper will need a more narrowly focused idea, and a longer paper a broader one.      How much time do you have?

If you have several weeks, it’s likely your instructor is expecting you to do a lot of research.

Do you need a a particular number or type of references?

Scholarly books and articles take time to write and publish, so topics focused narrowly on a very recent event can be problematic.

Once you have a general idea what you want to write about, you need to make sure your topic is narrow enough to be workable. You do not want your topic to be so broad you could write a whole book on it or so narrow you can't find any information.

What is an example of narrowing your topic?

How can you narrow your topic?

1. Ask yourself who, what, where, when, why and how questions about your topic. Using the above "Too Broad" topic as an example, when thinking about teaching reading, we can ask who? (early chapter book readers) and how? (active learning strategies). If we were writing a historical overview of strategies for teaching reading, we might have narrowed our focus by asking "when". Then our topic might have narrowed like this: A comparison of how reading was taught in the 1970's vs 21st century strategies. If we were interested in comparing how reading is taught in other countries, we might have narrowed our topic by asking "where." Then, our topic might have been: Teaching reading in third world countries.

2. Create a mind map. Write down your broad topic in the middle of a piece of paper. Then brainstorm associated ideas. The terms you write down will likely be good directions to take when narrowing your topic. Here is an example:

What is a research question?

Once you have done enough research to narrow your topic to something manageable, you are probably ready to formulate your research question. A Research Question is a statement that identifies the phenomenon to be studied. For example, "Does education play a role in reducing juvenile delinquents' return to crime?" Your research question will drive your research. You will be looking for the answer to your question and that answer will become the thesis statement of your final paper.

Where do you start when formulating a research question?

Start with the topic that your have decided upon and then list all the questions that you'd like answered about it yourself.

What makes a good research question?

1. It is researchable. A question that can be answered with yes/no or a simple fact is not a research question.

2. It is unbiased. A good research question does not lead a researcher to a particular conclusion. It allows for investigation. Conclusions are based on that investigation.

3. It is manageable. "What effects do electronic devices have on people?" is a researchable, unbiased question, but it is not manageable. "Electronic devices" and "people" are too broad. A better question would be, "What effects does television have on children between the ages of 2-10?"

4. It is interesting. Hopefully, you started out with a topic that was interesting to you. Your research question should lead you to investigate something you don't already know about and something you'd like to learn about. Along those same lines, it should be significant to people in general. Your research question should ask an important question. Finally, it should be unique to some degree. Ask yourself, "Has my professor read 100 papers on this topic?" If you fear the answer might be yes, try to think of some unique angle to investigate. This usually leads you to narrow your topic a little further.

Examples of  research questions:

Considering the information above, the following provides examples of flawed research questions as well as questions that are well-designed:

Once you have your research question and you have done some preliminary reading on your topic, you are ready to form your thesis statement. The working thesis should summarize the answer to your main research question, and will likely change after you do some research.

A good thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.
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Research 101

1c. formulate research questions, craft your questions.

Once you have selected a topic, find a question that clearly identifies what you hope to learn. With a definite question in mind, you can focus your research.

Well-crafted questions guide the systematic planning of research. Formulating your questions precisely enables you to design a study with a good chance of answering them. Light, et al. , 1990 , p. 13

Note. From Creating a Research Question , by J. Ostrow, 2013 , YouTube ( https://youtu .be /AIJDfS33IWw ). Copyright 2013 by Jill Ostrow.

How to Formulate the Question

Once you have selected an initial topic, ask a question that identifies what you hope to learn.

Write down what you know or don’t know about the topic.

Using the information you wrote down, develop questions you’d like to answer.

Use probing questions such as why? how? what if? should?

Avoid questions that can be answered with yes or no .

Ask open-ended questions.

Yes / no questions can usually be answered quickly without leaving room for further exploration. Instead, ask questions you can effectively examine.

Avoid loaded language.

Phrase your question in a way that is value-neutral so that it does not presuppose an expected answer.

Avoid over-long questions.

An ideal research question is brief and to the point, not so broad as to be vague but not so narrow as to give you room for exploration.

From Topic to Research Question

Use tips from the document below to craft an effective question.

Note. This brief guide explains how to move from general information to a specific research question. Adapted from “ From Topic to Research Question ,” by Indiana University Bloomington, 2019 ( https://libraries .indiana .edu /file /topic-research-question-pdf ). Copyright 2008 by George Mason University. Used with permission.

Research as Inquiry

• Spark & Research as Inquiry
• Students & Research
• Research Questions from Academic Articles
• Research Questions - Formulate
• Resources - Videos
• Exploring Topics - Resources
• Other Resources

Research Questions - Activities & Materials

#1 Combine Internal (personal interest) + External Information (class materials, other sources) ;  See Exploring Topics -- Resources.

• course theme(s)
• jigsaw activities
• independent information finding

#3 Using a Reading to Choose a Research Topic -- Worksheet (PDF) , Hayden and Margolin at Hunter College Libraries

• Uses an article to go through the process of coming up with additional research questions.  Students read Sherry Turkle's " Can You Hear Me Now" (2007) from Forbes .   The PDF is found at " Asking a Research Question" .
• The starting question is "How is technology affecting us?"  Students ask asked to be more specific about defining technology, what the affects may be (affecting what?), and defining the population (us).
• This moves the students from the broader questions to narrower questions.  Examples of narrower research questions are given.

#4 Stases as a Research Method and Student Stases Worksheet (PDF) , Hayden and Margolin at Hunter College Libraries

• This methods ask six questions about an issue.  The worksheet gives 3 examples of research questions starting with "Does a problem exist?" (Existence). 

#5 "How Do I Create Research Questions?" (PDF) , student handout from Sonoma State University Library

• A) I am studying ... B) In order to find out ... C) In order to help my reader understand D) Research Question: The second page asks students to evaluate research questions by interest, focus, scope and feasibility.
• The library guide also provides examples of research questions, both those with problems and those that are improved.

#6 Building Research Questions (PDF) , brainstorming activity for students with handout (PDF)

• Students generate possible research questions through the video/brainstorming activity. Then they use the handout in pairs to dive deeper into a conversation about their potential research questions.
• Video: Mapping Your Research Ideas (UCLA Library); larger lesson adapted from Research Exploration Exercise from Archambault listed below
• Note:  Word documents of these activities are linked below in case you'd like to edit them

#7 Research Exploration Exercise , Susan Archambault at Loyola Marymount University (LMU) Library

• An extensive handout (8 pgs.) leading students through identifying a research topic, conducting background reading, noting social justice themes, concept mapping, identifying related scholarly conversations, incorporating other viewpoints, etc. Note that there are references to materials at LMU Library.

#8 Developing a Research Questions , materials developed for Teaching Research and Information Literacy (TRAIL) with Writing 10 at UC Merced

• example of research questions for discussion; chart emphasizes moving from issue (topic) to narrower questions.  It asks students to identify the underlying problem, the social significance and a possible proposal/solution.  Students may need to investigate more before they can articulate a solution.

#9 Teaching the Craft of Writing an Effective Research Question , a series of lesson place from Rachel Dineen and Brianne Markowski at the University of Northern Colorado (UNC)

• Characteristics of Effective Research Questions - Students review evaluative criteria from the Student's Guide to Writing College Papers (though it can be done without the chapter.)  Criteria is reviewed in class.  They work in pairs to improve upon a sample research question.
• Peer Review Research Questions -- Criteria for effective research questions is reviewed.  Characteristics of effective feedback are given, Students review each other's questions and reflect on the process.
• Moving Beyond Scenarios -- Students take a scenario and create a research question from it using this fill-in-the-blank statement. I am working on the topic of _______________ because I want to find out _______________ so I can suggest to _______________ what to do to improve _______________.
• Topic Brainstorm -- Students think about how their specific interest links to a larger (societal) issue with three concentric circles of Me, Community, and Nation. 
• Narrowing a Topic Brainstorm -- Students are encouraged to develop a topic based on sources frm three peer-reviewed articles selected by the instructor related to a specific topic e.g. sustainable agriculture.  Students create a topic mindmap.
• Building Research Questions Lesson Plan
• Building Research Questions Handout
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Top 10 research topics for students.

Table of Contents

Is your dissertation just around the corner? Are you spending all day thinking about “research topic ideas for students”? What topic would make you stand out from the crowd? That’s a tough question, but definitely not an impossible one! In this blog, we will help you find research topic examples for students, or give you a direction for it. Let’s begin! 

What is a Research Paper?

In the 21st century, writing a research paper has become one of the most crucial parts of most academic degrees. While it may not be necessary, it is best to write one as your research paper can get you into your dream college sometimes! 

A Research Paper is a kind of academic writing that provides data, interpretation, and analysis of a Research Question. In some universities, writing a research paper is often a part of their academic curriculum, that is often referred to as ‘Dissertation”. 

Why should students write research papers?

You might sometimes wonder how a research paper will help you in life? The truth is, there are many reasons why students should engage in research writing early in their studies. Some of these benefits include:

• It helps students excel at research writing for their higher studies.
• Enables students to acquire firsthand knowledge, discover new facts, and even get published.
• Students get a chance to make useful connections with professors and other researchers.
• Writing a unique research paper gives students recognition and credits in many universities.

What makes a Research good?

Writing a good research paper requires a lot of effort and critical thinking. But imagine, if a class of 115 students is writing research papers, then whose paper will stand out? There are some factors that make a research paper unique and recognized. Let’s see what they are.

• Research Topic must be crisp, self-explanatory, and unique.
• The paper must be reliable and valid.
• Appropriate research methods must be used as per the topic.
• The objective of the research must be clearly stated.
• The collection of data and interpretation must be done in the right manner.

What are some research topics for students?

Choosing a research topic can become a tiring process, especially when you have no idea which direction to go in. In this section of the blog, we will help you with some research title examples for students, and how to choose your choice of research topic. 

To choose a research topic of your choice:

• Lean into your interest in the topic : For example, if you are interested in studying human psychology, then narrow it down to the field of psychology you would like to research about. 
• Look for topics : Now suppose, you have narrowed down your choice to Child Psychology. The next step is to look for topics that have enough information for research, and ones that are easily accessible.
• Guidelines & Ethics : Make sure the topic that you are finalising falls in line with the guidelines that your university/guide/professor has provided. For example, researching “Autism in Children” will not help you if your guidelines clearly state research on adults.

Given below are some Research Topic examples that you can choose for your paper, or get an idea from. Let’s dive in and get you that A+ and your dream university!

• Religion and Globalization – Students can choose this topic to study if there is any relationship between religion and globalisation, and how religions are making use of global communications.
• Body Shaming & Its Impact on Mental Wellness and Emotional Expressivity – Many people are victims of body shaming from a very young age. Research on how body shaming impacts a person’s self-worth and other factors can be studied.
• AI and its impact on various businesses – How is Artificial Intelligence impacting different businesses? Is it a boon or a bane for certain businesses?
• Relationship between multilingualism and socialization – Can being multilingual boost socialization among people? Do people feel more safe and comfortable around people who speak the same language in a different country?
• LGBTQ+ – What are the rights of people who are a part of the LGBTQ+ community? How accepting is today’s society towards the community?
• Impact of Climate Change on Happiness – Can climate change impact a person’s happiness? Does it have a significant impact on how a person feels?
• Work-Life Balance – What are workplaces doing to maintain work-life balance? Why is it important?
• Relationship between Technology and Risk Management? – How can technology play a role in Risk management? How does it help?
• Parenting Styles and its Impact on Children – Different parenting styles can have different impacts on children. Research about the consequences of different styles.
• Rapid Urbanization and its Social Impact – What are the positive and negative impacts of urbanisation?

Final Words

Finding a perfect research topic often seems impossible, and a very hectic task. But we hope this blog has helped you in finding your research interest, and formulating a topic. Writing a research paper can help students in various ways, such as developing academic writing skills. Moreover, many international universities appreciate and prefer students who have published their own research, as it portrays innovation and leadership skills. So, what are you waiting for? Get started on your research now! And if you still feel stuck deciding the topic, then you can refer to some AI tools as well. To know more about these tools, read this blog on Best AI Tools for Students in 2024 .

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Research: How Different Fields Are Using GenAI to Redefine Roles

• Maryam Alavi

Examples from customer support, management consulting, professional writing, legal analysis, and software and technology.

The interactive, conversational, analytical, and generative features of GenAI offer support for creativity, problem-solving, and processing and digestion of large bodies of information. Therefore, these features can act as cognitive resources for knowledge workers. Moreover, the capabilities of GenAI can mitigate various hindrances to effective performance that knowledge workers may encounter in their jobs, including time pressure, gaps in knowledge and skills, and negative feelings (such as boredom stemming from repetitive tasks or frustration arising from interactions with dissatisfied customers). Empirical research and field observations have already begun to reveal the value of GenAI capabilities and their potential for job crafting.

There is an expectation that implementing new and emerging Generative AI (GenAI) tools enhances the effectiveness and competitiveness of organizations. This belief is evidenced by current and planned investments in GenAI tools, especially by firms in knowledge-intensive industries such as finance, healthcare, and entertainment, among others. According to forecasts, enterprise spending on GenAI will increase by two-fold in 2024 and grow to $151.1 billion by 2027 .

• Maryam Alavi is the Elizabeth D. & Thomas M. Holder Chair & Professor of IT Management, Scheller College of Business, Georgia Institute of Technology .

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Student-led Showcase Puts Innovative Art Research on Display at CMU

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With forsythia petals canopied in archlike form above these words in Korean, Bethany Hwang pays homage to a loved one lost during the pandemic: “The meaning of life prevails despite the disappearance of existence.” In a different model, bearing the same vibrant yellow, handmade simulacra of these flowers rise and fall, timed to the exact breaths of her late grandmother. On sheets of paper covering walls, the flower’s form pushes through abstractions of black and gray, persisting in spite of dark conditions.

Hwang joined six other Carnegie Mellon University students to showcase transdisciplinary research during six-minute sessions in the B*A series. The presentations were held in the Frank-Ratchye STUDIO for Creative Inquiry on March 1 (opens in new window) . The event spanned two hours and allowed presenters in the College of Fine Arts to mingle, share artistic discoveries and creations, and consider the work of their peers.

What goes into a B*A presentation?

B*A presentations give students the chance to explore topics that they may not have the chance to in the traditional four-year structure offered by most universities. The yearly presentations also provide an opportunity for students to show progress, potential and outcomes of their personal research work.

The presentations do not have to relate to students’ current degree programs or coursework. They have full discretion to present research on a topic through a medium of their choosing. “It’s great for students who are self-motivated, and believe their interests will persist regardless of their status as a student,” said Harrison Apple (opens in new window) , associate director for the STUDIO. “They can put something out into the world, and have a chance to talk about their work without the pressure of evaluation.”

Emmanuel Lugo (opens in new window) , a senior pursuing a bachelor of fine arts, ran this year’s B*A event alongside College of Fine Arts junior Dariyah Scott. Both Lugo and Scott gave presentations this year in addition to organizing the event: Lugo on world-renowned biologist Lynn Margulis (discoverer of endosymbiosis) and her descent into conspiracy theories, and Scott on a technical demonstration of audio engineering techniques. 

“Being able to present and also hear what other people are doing and gain inspiration from them is really useful,” Scott said. “I have experience doing live performances, but this was an opportunity to try something new.”

Some of the presentations, more theoretical in nature, showed the value of exploring specific concepts. Ilyas Khan, a sophomore pursuing a bachelor of humanities and arts (opens in new window) ,   presented on the local history of art and activism and his work with Sunrise Movement Pittsburgh. Anastasia Jungle-Wagner, another sophomore from the School of Art, briefly explored the idea and conditions of “kitsch.”

Other talks focused on works of art created by the students. Scott Liu, a sophomore from the School of Art, showcased outcomes of practice across various styles. Sophomore Lorie Chen, who is pursuing a Bachelor of Science and Arts degree (opens in new window) , explored the idea of creating bloblike shapes via computational means.

“You have six guaranteed minutes of everyone’s attention. It’s a really great place to practice speaking skills,” Jungle-Wagner said.“It’s an informal way of networking, and for a few people, it’s their first time even doing something like that.” 

The Past and Future of B*A

“These students are the reason that it keeps going,” Apple said. “It’s word-of-mouth and part of the culture of the STUDIO.”

Many presenters choose to participate in B*A because of the already-interdisciplinary nature of their studies. Several are enrolled in CMU’s BXA Intercollege Degree Programs (opens in new window) , which sponsored the event and allows students to pursue coursework and research across multiple schools and colleges. While it borrows its naming convention from the program, B*A is not limited to participation by BXA students. Many are CFA students. 

“B*A grew out of the fact that there’s this independent, self-motivated drive among students to take their research and explain what they find interesting to other people,” Apple said.

Because this drive takes so many different forms, the event’s organizers said more students outside of the College of Fine Arts should feel encouraged to participate in the future. “We’ve talked about it being more open to those outside of the School of Art,” Scott said. “There are opportunities for things to become interdisciplinary, and for collaboration, even if they’re not at that point yet.”

In addition to more participation, Lugo said he’d like to see changes made to the structure of B*A to give students more flexibility in what and how they present. “Across the whole university, what does cross-disciplinary art look like?” he said. “I would like to see it not so afraid to get technically focused or in the weeds of certain things. What we do now is great, but there might be room for other fields like STEM.”

Jungle-Wagner plans on participating again. They said B*A is an example of why having more presentation options for students outside of the lecture hall or classroom is important. “People can really come as they are,” they said. “They can share their interests beyond the critique setting, and people will be excited to hear it.”

Thanks to a pledged gift from STUDIO alumnus Dan Moore, B*A will receive an endowment in 2024. The Moore Family Fund will be the first dedicated source of funding for the event’s operations, and will allow a random participant to receive a monetary award for participating.

What is the Frank-Ratchye STUDIO?

The Frank-Ratchye STUDIO for Creative Inquiry was created under the Office of the Dean of the College of Fine Arts in 1989. For over 30 years, it has supported boundary-pushing research across the arts, science, technology and culture through artist residencies, courses, event programming, workshops and exhibitions. The STUDIO supports CMU faculty and staff through multiple grant-funding streams including the Frank-Ratchye Further Fund, the Steiner Visitor Invitation Grant, the XRTC Creative Research Grant and the STUDIO’s Director’s Fund. Each year the STUDIO’s team stewards over $100,000 in creative research support and programming support across the College of Fine Arts’ five schools and throughout the university as a whole.

“What brought me to all of these different things was the STUDIO,” Scott said. “I think it’s the perfect place for people who want to do a lot of different things. Having people find it can be difficult, but if you’re one of those people who wants to find a community, then we are your community. There’s so much equipment, so much support, that the skills you can learn from being there are invaluable.”

Apple said the event is an important opportunity to bring students into an independent and open environment like the STUDIO.

“Students aren’t doing this in order to secure a spot in a class or have their GPA rise. There’s not a prize. You can’t win,” Apple said. “This is so much more focused on what would happen if you were to give your time to your classmates, and really helps participants learn how to share their interests as research for research’s sake.”

“I think it’s really a big part of what makes coming to CMU’s College of Fine Arts worth it,” Apple said.

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MIT economics to launch new predoctoral fellowship program

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The MIT Department of Economics is launching a new program this year that will pair faculty with predoctoral fellows.

“MIT economics right now is historically strong,” says Jon Gruber, the Ford Professor of Economics and department head of MIT economics. “To remain in that position involves having the resources to stay on the cutting edge of the research frontier, and that requires the use of predocs.”

The nature of economic research has changed enormously, adds Gruber, due to factors like the use of large datasets, innovations in experiment design, and comprehensive data analysis, all of which require the support of predocs. This new research model empowers economists to address national and global challenges in profound and much more effective ways.

The new predoc program is made possible by an ongoing major fundraising initiative in the department. 

Gruber gave credit to Glenn Ellison, the Gregory K. Palm (1970) Professor of Economics and former department chair, for working closely with Roger Altman, MIT Corporation member and the former head and current member of the visiting committee, to craft a vision for the future of the department that will ultimately include up to 24 predocs that would work for economics faculty at MIT. 

“It’s a great vision. They put a lot of work into it,” Gruber says.

With significant support from the Altman Family Fund, Gruber explains, the predoc program will be able to ramp up, providing predocs to the department’s junior faculty. He expects six predocs to start in the department this fall.

“We’ll have a wide range of junior faculty who will be using these predocs for a bunch of really interesting and important questions that are very data- and research-intensive,” Gruber says.

Tobias Salz, the Castle Krob Career Development Associate Professor of Economics, is one of the faculty members already benefiting from a pilot of the new program. He’s working on a large project on the search engine market.

“I am working with a predoctoral research fellow who has been instrumental in many parts of the project, including the design of an experiment and data analysis,” says Salz. “Initially, I was only able to hire him for one year, but with the new funding I am able to extend his contract. The predoctoral program has therefore helped ensure continuity on this project, which has made a big difference.”

Nina Roussille, assistant professor of economics, says her work will greatly benefit from collaborating with a predoc. Several of her projects either require the analysis of large, administrative datasets or the implementation of large-scale experiments.

“This kind of work will be greatly enhanced and streamlined with the help of a predoc to construct, clean, and analyze the data, as well as to set up the experiments and study their effects. This will free up some of my time to participate in more projects and allow me to focus my efforts on high-yield tasks, such as data analysis and paper writing,” says Roussille.

Roussille adds that she’s excited about the opportunity to mentor a young economist on the path to a PhD.

“They’ll greatly benefit from the vibrant research environment of the MIT economics department,” she said.

Gruber sees the program as mutually beneficial for both the predocs and the faculty.

“The advantage for the predoc is they get research experience and they get to know a faculty member,” adds Gruber. “The advantage for the faculty is they get to work with someone who wants to excel and make an impression with the person they research for.”

Beyond establishing the predoc program, this current fundraising initiative prioritizes building resources for faculty research in the Department of Economics. In addition to the gift from the Altman Family Fund to establish the predoctoral fellowship program, this fundraising initiative has secured several other significant contributions, including:  

• the creation of the Daniel (1972) and Gail Rubinfeld Professorship Fund, through the support of Dan Rubinfeld, PhD ’72;
• the Thapanee Sirivadhanabhakdi Techajareonvikul (1999) Professorship Fund, established by economics undergraduate alumna and her husband, Aswin Techajareonvkul MBA ’02;
• another endowed professorship in the department, through the support of an anonymous donor;
• the creation of the Locher Economics Fund, which will provide discretionary resources to support faculty research for the department, through the support of Kurt ’88, SM ’89, and Anne Stark Locher; and
• a gift to create the Dr. James A. Berkovec (1977) Memorial Faculty Research Fund in Economics, established by Ben Golub, ’78, SM ’82, PhD ’84.

To date, almost $30 million has been secured for these purposes, and efforts are ongoing.

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Key facts about asian americans living in poverty.

Asian Americans are often portrayed as educationally and financially successful when compared with other racial or ethnic groups. However, Asian origin groups in the United States vary widely in their economic status and education level . Indeed, more than 2.3 million Asian Americans – about one-in-ten – lived in poverty in 2022, according to a Pew Research Center analysis of U.S. Census Bureau data.

Learn more about Asian Americans’ experiences with economic hardship in  our data essay  and  short film .

Here are nine facts about Asian Americans living in poverty.

Pew Research Center conducted this analysis to better understand the characteristics, experiences and views of Asian Americans living in poverty today. It is part of a three-part study that includes an analysis of 18 focus groups conducted with 144 Asians living with economic hardship completed in February 2023 and a short film about Asian families who have experienced economic hardship .

This analysis is based on two main data sources. The first data source is the U.S. Census Bureau’s 2022 American Community Survey (ACS) provided through Integrated Public Use Microdata Series (IPUMS) from the University of Minnesota. In this analysis, poverty status is determined using the 2022 federal poverty line for the 48 contiguous states and the District of Columbia, Alaska, or Hawaii, depending on respondents’ state of residence, published by the U.S. Department of Health and Human Services. For example, a family of four living in 48 contiguous states and the District of Columbia were categorized as living “in poverty” if they make a yearly income of $27,750 or less.

The second data source is Pew Research Center’s 2022-23 survey of Asian American adults, conducted from July 2022 to January 2023 in six languages among 7,006 respondents. The survey analysis included 561 Asian adults whose approximate family income is at or below the 2022 federal poverty line for the 48 contiguous states and the District of Columbia, regardless of their state of residence. For more details, refer to the survey methodology . For questions used in this analysis, refer to the topline questionnaire .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. The Center’s Asian American portfolio was funded by The Pew Charitable Trusts, with generous support from The Asian American Foundation; Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; the Doris Duke Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

We would also like to thank the Leaders Forum for its thoughtful leadership and valuable assistance in helping make this survey possible.

The strategic communications campaign used to promote the research was made possible with generous support from the Doris Duke Foundation.

The terms Asians and Asian Americans  are used interchangeably throughout this post to refer to individuals who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

The terms living in poverty and living near or below the federal poverty line are used interchangeably throughout this post to refer to those whose family income is close to or below the 2022 federal poverty line.

• For results on Asian adults from the survey , this refers to adults whose approximate family income falls at or below 100% of the federal poverty line.
• For data on the total U.S. Asian population from the U.S. Census Bureau , this refers to all Asian Americans whose family income is at or below 100% of the federal poverty line.

The term U.S. born refers to people who are U.S. citizens at birth, including people born in the 50 U.S. states, the District of Columbia, Puerto Rico, or other U.S. territories, as well as those born elsewhere to at least one parent who is a U.S. citizen.

The term immigrants , when referring to Census Bureau data, includes those who were not U.S. citizens at birth – in other words, those born outside the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories to parents who were not U.S. citizens. When referring to survey respondents, this group only includes those born outside the 50 U.S. States or the District of Columbia, Puerto Rico or other U.S. territories.

About 10% of Asian Americans overall live in poverty, but poverty rates vary widely across origin groups. Burmese (19%) and Hmong Americans (17%) were among the Asian origin groups with the highest poverty rates in 2022. Meanwhile, Filipino (7%) and Indian Americans (6%) were among the groups with the lowest poverty rates.

A third of Asian Americans ages 25 and older who live in poverty have a bachelor’s degree. By comparison, among non-Asians 25 and older who live in poverty, only 14% have a bachelor’s degree.

Asian Americans 25 and older with at least a bachelor’s degree are still less likely to live in poverty (5%) than those with less formal education (13%).

Nearly six-in-ten Asian Americans who live in poverty are immigrants. And relatively few of these immigrants speak English proficiently.

Among Asian immigrants ages 5 and older living below the poverty line, 44% are proficient in English (meaning they either speak only English or speak the language very well). By comparison, 61% of those immigrants above the poverty line speak English proficiently.

About 1 million Asians who are below the poverty line live in 10 U.S. metropolitan areas. In fact, more than 500,000 live in just three metropolitan areas: New York City, Los Angeles and San Francisco. These metro areas each have about 100,000 or more Asians living in poverty, and together they hold 26% of all Asian Americans living in poverty.

Fresno, California (19%), Buffalo, New York (18%) and Pittsburgh, Pennsylvania (15%) are among the metro areas with the highest poverty rates among Asian Americans. Still, Asian Americans who live in poverty largely reside in places with larger Asian populations than these metro areas.

Refer to a downloadable spreadsheet for detailed data on the number and share of Asians living in poverty by metro area.

Around eight-in-ten Asian adults who live in poverty (79%) have experienced financial challenges in some way in the past 12 months, according to a Pew Research Center survey of Asian adults conducted in 2022 and 2023. By contrast, 48% of Asian adults living above the poverty line say they have experienced the same. Among the specific financial challenges they faced:

• 57% of Asian adults living in poverty were unable to save for emergencies, compared with 40% of Asian adults living above the poverty line.
• 42% had trouble paying their bills, more than twice the share of Asian adults living above the poverty line who said the same (17%).
• 38% have gotten food from a food bank or charitable organization, about six times the share among Asians living above the poverty line (6%).

Financial difficulties tend to come in bundles: Among those living in poverty who say they experienced at least one of the financial challenges asked about, 65% experienced two or more.

A majority of Asian adults who live in poverty (61%) have turned to family or friends for help with bills, housing, food or employment.

A large share (49%) also say they have sought help from local, state or federal governments. Smaller shares have sought help from religious institutions such as churches or temples (21%) or Asian community groups (13%).

However, 19% of Asian adults living in poverty say they have not sought help from any of the sources asked about in the survey.

Why Asian immigrants came to the U.S. is linked to whether they have received help from the government. For example, a third of all Asian immigrants, regardless of poverty status, who came to the U.S. due to conflict or persecution in their home country have received help with bills, housing, food or employment from governments (33%). By comparison, smaller shares of Asian immigrants who came for educational opportunities (14%) or economic opportunities (16%) or who migrated to be with family (25%) say the same.

Roughly half of Asian Americans who live in poverty (47%) say the American dream is out of reach, but others say they have achieved it (15%) or are on their way to achieving it (36%). By comparison, Asians living above the poverty line are more optimistic about their chances of achieving the American dream: 26% say it is out of reach for them, while 27% say they have achieved it and 46% say they are on their way to achieving it.

Asian adults who live below the poverty line and those who live above it have similar views on what’s important to achieving the American dream. For Asians living in poverty, the vast majority say having freedom of choice in how to live one’s life (91%), a good family life (91%), children having the best opportunities (91%) and retiring comfortably (90%) are important to their view of the American dream. Among Asian adults living above the poverty line, similar shares say these elements are important.

Homeownership is also seen as key: 81% of Asian adults living in poverty and 87% of those living above the poverty line say owning a home is important to their view of the American dream. However, Asian adults in poverty are much less likely than those above the poverty line to be homeowners (40% vs. 71%), according to Census Bureau data.

Note: For more details, refer to the survey methodology . For questions used in this analysis, refer to the topline questionnaire .

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Key facts about asian americans, a diverse and growing population, key facts about asian origin groups in the u.s., asian americans are the fastest-growing racial or ethnic group in the u.s., demographic and economic data on the thai immigrant and u.s.-born populations in the united states., most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .