how to present research findings in a report

• Chapter Seven: Presenting Your Results

This chapter serves as the culmination of the previous chapters, in that it focuses on how to present the results of one's study, regardless of the choice made among the three methods. Writing in academics has a form and style that you will want to apply not only to report your own research, but also to enhance your skills at reading original research published in academic journals. Beyond the basic academic style of report writing, there are specific, often unwritten assumptions about how quantitative, qualitative, and critical/rhetorical studies should be organized and the information they should contain. This chapter discusses how to present your results in writing, how to write accessibly, how to visualize data, and how to present your results in person.  

• Chapter One: Introduction
• Chapter Two: Understanding the distinctions among research methods
• Chapter Three: Ethical research, writing, and creative work
• Chapter Four: Quantitative Methods (Part 1)
• Chapter Four: Quantitative Methods (Part 2 - Doing Your Study)
• Chapter Four: Quantitative Methods (Part 3 - Making Sense of Your Study)
• Chapter Five: Qualitative Methods (Part 1)
• Chapter Five: Qualitative Data (Part 2)
• Chapter Six: Critical / Rhetorical Methods (Part 1)
• Chapter Six: Critical / Rhetorical Methods (Part 2)

Written Presentation of Results

Once you've gone through the process of doing communication research – using a quantitative, qualitative, or critical/rhetorical methodological approach – the final step is to  communicate  it.

The major style manuals (the APA Manual, the MLA Handbook, and Turabian) are very helpful in documenting the structure of writing a study, and are highly recommended for consultation. But, no matter what style manual you may use, there are some common elements to the structure of an academic communication research paper.

Title Page :

This is simple: Your Paper's Title, Your Name, Your Institutional Affiliation (e.g., University), and the Date, each on separate lines, centered on the page. Try to make your title both descriptive (i.e., it gives the reader an idea what the study is about) and interesting (i.e., it is catchy enough to get one's attention).

For example, the title, "The uncritical idealization of a compensated psychopath character in a popular book series," would not be an inaccurate title for a published study, but it is rather vague and exceedingly boring. That study's author fortunately chose the title, "A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight ," which is more precisely descriptive, and much more interesting (Merskin, 2011). The use of the colon in academic titles can help authors accomplish both objectives: a catchy but relevant phrase, followed by a more clear explanation of the article's topic.

In some instances, you might be asked to write an abstract, which is a summary of your paper that can range in length from 75 to 250 words. If it is a published paper, it is useful to include key search terms in this brief description of the paper (the title may already have a few of these terms as well). Although this may be the last thing your write, make it one of the best things you write, because this may be the first thing your audience reads about the paper (and may be the only thing read if it is written badly). Summarize the problem/research question, your methodological approach, your results and conclusions, and the significance of the paper in the abstract.

Quantitative and qualitative studies will most typically use the rest of the section titles noted below. Critical/rhetorical studies will include many of the same steps, but will often have different headings. For example, a critical/rhetorical paper will have an introduction, definition of terms, and literature review, followed by an analysis (often divided into sections by areas of investigation) and ending with a conclusion/implications section. Because critical/rhetorical research is much more descriptive, the subheadings in such a paper are often times not generic subheads like "literature review," but instead descriptive subheadings that apply to the topic at hand, as seen in the schematic below. Because many journals expect the article to follow typical research paper headings of introduction, literature review, methods, results, and discussion, we discuss these sections briefly next.

Introduction:

As you read social scientific journals (see chapter 1 for examples), you will find that they tend to get into the research question quickly and succinctly. Journal articles from the humanities tradition tend to be more descriptive in the introduction. But, in either case, it is good to begin with some kind of brief anecdote that gets the reader engaged in your work and lets the reader understand why this is an interesting topic. From that point, state your research question, define the problem (see Chapter One) with an overview of what we do and don't know, and finally state what you will do, or what you want to find out. The introduction thus builds the case for your topic, and is the beginning of building your argument, as we noted in chapter 1.

By the end of the Introduction, the reader should know what your topic is, why it is a significant communication topic, and why it is necessary that you investigate it (e.g., it could be there is gap in literature, you will conduct valuable exploratory research, or you will provide a new model for solving some professional or social problem).

Literature Review:

The literature review summarizes and organizes the relevant books, articles, and other research in this area. It sets up both quantitative and qualitative studies, showing the need for the study. For critical/rhetorical research, the literature review often incorporates the description of the historical context and heuristic vocabulary, with key terms defined in this section of the paper. For more detail on writing a literature review, see Appendix 1.

The methods of your paper are the processes that govern your research, where the researcher explains what s/he did to solve the problem. As you have seen throughout this book, in communication studies, there are a number of different types of research methods. For example, in quantitative research, one might conduct surveys, experiments, or content analysis. In qualitative research, one might instead use interviews and observations. Critical/rhetorical studies methods are more about the interpretation of texts or the study of popular culture as communication. In creative communication research, the method may be an interpretive performance studies or filmmaking. Other methods used sometimes alone, or in combination with other methods, include legal research, historical research, and political economy research.

In quantitative and qualitative research papers, the methods will be most likely described according to the APA manual standards. At the very least, the methods will include a description of participants, data collection, and data analysis, with specific details on each of these elements. For example, in an experiment, the researcher will describe the number of participants, the materials used, the design of the experiment, the procedure of the experiment, and what statistics will be used to address the hypotheses/research questions.

Critical/rhetorical researchers rarely have a specific section called "methods," as opposed to quantitative and qualitative researchers, but rather demonstrate the method they use for analysis throughout the writing of their piece.

Helping your reader understand the methods you used for your study is important not only for your own study's credibility, but also for possible replication of your study by other researchers. A good guideline to keep in mind is  transparency . You want to be as clear as possible in describing the decisions you made in designing your study, gathering and analyzing your data so that the reader can retrace your steps and understand how you came to the conclusions you formed. A research study can be very good, but if it is not clearly described so that others can see how the results were determined or obtained, then the quality of the study and its potential contributions are lost.

After you completed your study, your findings will be listed in the results section. Particularly in a quantitative study, the results section is for revisiting your hypotheses and reporting whether or not your results supported them, and the statistical significance of the results. Whether your study supported or contradicted your hypotheses, it's always helpful to fully report what your results were. The researcher usually organizes the results of his/her results section by research question or hypothesis, stating the results for each one, using statistics to show how the research question or hypothesis was answered in the study.

The qualitative results section also may be organized by research question, but usually is organized by themes which emerged from the data collected. The researcher provides rich details from her/his observations and interviews, with detailed quotations provided to illustrate the themes identified. Sometimes the results section is combined with the discussion section.

Critical/rhetorical researchers would include their analysis often with different subheadings in what would be considered a "results" section, yet not labeled specifically this way.

Discussion:

In the discussion section, the researcher gives an appraisal of the results. Here is where the researcher considers the results, particularly in light of the literature review, and explains what the findings mean. If the results confirmed or corresponded with the findings of other literature, then that should be stated. If the results didn't support the findings of previous studies, then the researcher should develop an explanation of why the study turned out this way. Sometimes, this section is called a "conclusion" by researchers.

References:

In this section, all of the literature cited in the text should have full references in alphabetical order. Appendices: Appendix material includes items like questionnaires used in the study, photographs, documents, etc. An alphabetical letter is assigned for each piece (e.g. Appendix A, Appendix B), with a second line of title describing what the appendix contains (e.g. Participant Informed Consent, or  New York Times  Speech Coverage). They should be organized consistently with the order in which they are referenced in the text of the paper. The page numbers for appendices are consecutive with the paper and reference list.

Tables/Figures:

Tables and figures are referenced in the text, but included at the end of the study and numbered consecutively. (Check with your professor; some like to have tables and figures inserted within the paper's main text.) Tables generally are data in a table format, whereas figures are diagrams (such as a pie chart) and drawings (such as a flow chart).

Accessible Writing

As you may have noticed, academic writing does have a language (e.g., words like heuristic vocabulary and hypotheses) and style (e.g., literature reviews) all its own. It is important to engage in that language and style, and understand how to use it to  communicate effectively in an academic context . Yet, it is also important to remember that your analyses and findings should also be written to be accessible. Writers should avoid excessive jargon, or—even worse—deploying jargon to mask an incomplete understanding of a topic.

The scourge of excessive jargon in academic writing was the target of a famous hoax in 1996. A New York University physics professor submitted an article, " Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity ," to a special issue of the academic journal  Social Text  devoted to science and postmodernism. The article was designed to point out how dense academic jargon can sometimes mask sloppy thinking. As the professor, Alan Sokal, had expected, the article was published. One sample sentence from the article reads:

It has thus become increasingly apparent that physical "reality", no less than social "reality", is at bottom a social and linguistic construct; that scientific "knowledge", far from being objective, reflects and encodes the dominant ideologies and power relations of the culture that produced it; that the truth claims of science are inherently theory-laden and self-referential; and consequently, that the discourse of the scientific community, for all its undeniable value, cannot assert a privileged epistemological status with respect to counter-hegemonic narratives emanating from dissident or marginalized communities. (Sokal, 1996. pp. 217-218)

According to the journal's editor, about six reviewers had read the article but didn't suspect that it was phony. A public debate ensued after Sokal revealed his hoax. Sokal said he worried that jargon and intellectual fads cause academics to lose contact with the real world and "undermine the prospect for progressive social critique" ( Scott, 1996 ). The APA Manual recommends to avoid using technical vocabulary where it is not needed or relevant or if the technical language is overused, thus becoming jargon. In short, the APA argues that "scientific jargon...grates on the reader, encumbers the communication of information, and wastes space" (American Psychological Association, 2010, p. 68).

Data Visualization

Images and words have long existed on the printed page of manuscripts, yet, until recently, relatively few researchers possessed the resources to effectively combine images combined with words (Tufte, 1990, 1983). Communication scholars are only now becoming aware of this dimension in research as computer technologies have made it possible for many people to produce and publish multimedia presentations.

Although visuals may seem to be anathema to the primacy of the written word in research, they are a legitimate way, and at times the best way, to present ideas. Visual scholar Lester Faigley et al. (2004) explains how data visualizations have become part of our daily lives:

Visualizations can shed light on research as well. London-based David McCandless specializes in visualizing interesting research questions, or in his words "the questions I wanted answering" (2009, p. 7). His images include a graph of the  peak times of the year for breakups  (based on Facebook status updates), a  radiation dosage chart , and some  experiments with the Google Ngram Viewer , which charts the appearance of keywords in millions of books over hundreds of years.

The  public domain image  below creatively maps U.S. Census data of the outflow of people from California to other states between 1995 and 2000.

Visualizing one's research is possible in multiple ways. A simple technology, for example, is to enter data into a spreadsheet such as Excel, and select  Charts  or  SmartArt  to generate graphics. A number of free web tools can also transform raw data into useful charts and graphs.  Many Eyes , an open source data visualization tool (sponsored by IBM Research), says its goal "is to 'democratize' visualization and to enable a new social kind of data analysis" (IBM, 2011). Another tool,  Soundslides , enables users to import images and audio to create a photographic slideshow, while the program handles all of the background code. Other tools, often open source and free, can help visual academic research into interactive maps; interactive, image-based timelines; interactive charts; and simple 2-D and 3-D animations. Adobe Creative Suite (which includes popular software like Photoshop) is available on most computers at universities, but open source alternatives exist as well.  Gimp  is comparable to Photoshop, and it is free and relatively easy to use.

One online performance studies journal,  Liminalities , is an excellent example of how "research" can be more than just printed words. In each issue, traditional academic essays and book reviews are often supported photographs, while other parts of an issue can include video, audio, and multimedia contributions. The journal, founded in 2005, treats performance itself as a methodology, and accepts contribution in html, mp3, Quicktime, and Flash formats.

For communication researchers, there is also a vast array of visual digital archives available online. Many of these archives are located at colleges and universities around the world, where digital librarians are spearheading a massive effort to make information—print, audio, visual, and graphic—available to the public as part of a global information commons. For example, the University of Iowa has a considerable digital archive including historical photos documenting American railroads and a database of images related to geoscience. The University of Northern Iowa has a growing Special Collections Unit that includes digital images of every UNI Yearbook between 1905 and 1923 and audio files of UNI jazz band performances. Researchers at he University of Michigan developed  OAIster , a rich database that has joined thousands of digital archives in one searchable interface. Indeed, virtually every academic library is now digitizing all types of media, not just texts, and making them available for public viewing and, when possible, for use in presenting research. In addition to academic collections, the  Library of Congress  and the  National Archives  offer an ever-expanding range of downloadable media; commercial, user-generated databases such as Flickr, Buzznet, YouTube and Google Video offer a rich resource of images that are often free of copyright constraints (see Chapter 3 about Creative Commons licenses) and nonprofit endeavors, such as the  Internet Archive , contain a formidable collection of moving images, still photographs, audio files (including concert recordings), and open source software.

Presenting your Work in Person

As Communication students, it's expected that you are not only able to communicate your research project in written form but also in person.

Before you do any oral presentation, it's good to have a brief "pitch" ready for anyone who asks you about your research. The pitch is routine in Hollywood: a screenwriter has just a few minutes to present an idea to a producer. Although your pitch will be more sophisticated than, say, " Snakes on a Plane " (which unfortunately was made into a movie), you should in just a few lines be able to explain the gist of your research to anyone who asks. Developing this concise description, you will have some practice in distilling what might be a complicated topic into one others can quickly grasp.

Oral presentation

In most oral presentations of research, whether at the end of a semester, or at a research symposium or conference, you will likely have just 10 to 20 minutes. This is probably not enough time to read the entire paper aloud, which is not what you should do anyway if you want people to really listen (although, unfortunately some make this mistake). Instead, the point of the presentation should be to present your research in an interesting manner so the listeners will want to read the whole thing. In the presentation, spend the least amount of time on the literature review (a very brief summary will suffice) and the most on your own original contribution. In fact, you may tell your audience that you are only presenting on one portion of the paper, and that you would be happy to talk more about your research and findings in the question and answer session that typically follows. Consider your presentation the beginning of a dialogue between you and the audience. Your tone shouldn't be "I have found everything important there is to find, and I will cram as much as I can into this presentation," but instead "I found some things you will find interesting, but I realize there is more to find."

Turabian (2007) has a helpful chapter on presenting research. Most important, she emphasizes, is to remember that your audience members are listeners, not readers. Thus, recall the lessons on speech making in your college oral communication class. Give an introduction, tell them what the problem is, and map out what you will present to them. Organize your findings into a few points, and don't get bogged down in minutiae. (The minutiae are for readers to find if they wish, not for listeners to struggle through.) PowerPoint slides are acceptable, but don't read them. Instead, create an outline of a few main points, and practice your presentation.

Turabian  suggests an introduction of not more than three minutes, which should include these elements:

• The research topic you will address (not more than a minute).
• Your research question (30 seconds or less)
• An answer to "so what?" – explaining the relevance of your research (30 seconds)
• Your claim, or argument (30 seconds or less)
• The map of your presentation structure (30 seconds or less)

As Turabian (2007) suggests, "Rehearse your introduction, not only to get it right, but to be able to look your audience in the eye as you give it. You can look down at notes later" (p. 125).

Poster presentation

In some symposiums and conferences, you may be asked to present at a "poster" session. Instead of presenting on a panel of 4-5 people to an audience, a poster presenter is with others in a large hall or room, and talks one-on-one with visitors who look at the visual poster display of the research. As in an oral presentation, a poster highlights just the main point of the paper. Then, if visitors have questions, the author can informally discuss her/his findings.

To attract attention, poster presentations need to be nicely designed, or in the words of an advertising professor who schedules poster sessions at conferences, "be big, bold, and brief" ( Broyles , 2011). Large type (at least 18 pt.), graphics, tables, and photos are recommended.

A poster presentation session at a conference, by David Eppstein (Own work) [CC-BY-SA-3.0 ( www.creativecommons.org/licenses/by-sa/3.0 )], via Wikimedia Commons]

The Association for Education in Journalism and Mass Communication (AEJMC) has a  template for making an effective poster presentation . Many universities, copy shops, and Internet services also have large-scale printers, to print full-color research poster designs that can be rolled up and transported in a tube.

Judging Others' Research

After taking this course, you should have a basic knowledge of research methods. There will still be some things that may mystify you as a reader of other's research. For example, you may not be able to interpret the coefficients for statistical significance, or make sense of a complex structural equation. Some specialized vocabulary may still be difficult.

But, you should understand how to critically review research. For example, imagine you have been asked to do a blind (i.e., the author's identity is concealed) "peer review" of communication research for acceptance to a conference, or publication in an academic journal. For most  conferences  and  journals , submissions are made online, where editors can manage the flow and assign reviews to papers. The evaluations reviewers make are based on the same things that we have covered in this book. For example, the conference for the AEJMC ask reviewers to consider (on a five-point scale, from Excellent to Poor) a number of familiar research dimensions, including the paper's clarity of purpose, literature review, clarity of research method, appropriateness of research method, evidence presented clearly, evidence supportive of conclusions, general writing and organization, and the significance of the contribution to the field.

Beyond academia, it is likely you will more frequently apply the lessons of research methods as a critical consumer of news, politics, and everyday life. Just because some expert cites a number or presents a conclusion doesn't mean it's automatically true. John Allen Paulos, in his book  A Mathematician reads the newspaper , suggests some basic questions we can ask. "If statistics were presented, how were they obtained? How confident can we be of them? Were they derived from a random sample or from a collection of anecdotes? Does the correlation suggest a causal relationship, or is it merely a coincidence?" (1997, p. 201).

Through the study of research methods, we have begun to build a critical vocabulary and understanding to ask good questions when others present "knowledge." For example, if Candidate X won a straw poll in Iowa, does that mean she'll get her party's nomination? If Candidate Y wins an open primary in New Hampshire, does that mean he'll be the next president? If Candidate Z sheds a tear, does it matter what the context is, or whether that candidate is a man or a woman? What we learn in research methods about validity, reliability, sampling, variables, research participants, epistemology, grounded theory, and rhetoric, we can consider whether the "knowledge" that is presented in the news is a verifiable fact, a sound argument, or just conjecture.

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Broyles, S. (2011). "About poster sessions." AEJMC.  http://www.aejmc.org/home/2013/01/about-poster-sessions/ .

Faigley, L., George, D., Palchik, A., Selfe, C. (2004).  Picturing texts . New York: W.W. Norton & Company.

IBM (2011). Overview of Many Eyes.  http://www.research.ibm.com/social/projects_manyeyes.shtml .

McCandless, D. (2009).  The visual miscellaneum . New York: Collins Design.

Merskin, D. (2011). A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight. Journal of Communication Inquiry  35: 157-178. doi:10.1177/0196859911402992

Paulos, J. A. (1997).  A mathematician reads the newspaper . New York: Anchor.

Scott, J. (1996, May 18). Postmodern gravity deconstructed, slyly.  New York Times , http://www.nytimes.com/books/98/11/15/specials/sokal-text.html .

Sokal, A. (1996). Transgressing the boundaries: towards a transformative hermeneutics of quantum gravity.  Social Text  46/47, 217-252.

Tufte, E. R. (1990).  Envisioning information . Cheshire, CT: Graphics Press.

Tufte, E. R. (1983).  The visual display of quantitative information . Cheshire, CT: Graphics Press.

Turabian, Kate L. (2007).  A manual for writers of research papers, theses, and dissertations: Chicago style guide for students and researchers  (7th ed.). Chicago: University of Chicago Press.

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

How to Write the Results/Findings Section in Research

What is the research paper Results section and what does it do?

The Results section of a scientific research paper represents the core findings of a study derived from the methods applied to gather and analyze information. It presents these findings in a logical sequence without bias or interpretation from the author, setting up the reader for later interpretation and evaluation in the Discussion section. A major purpose of the Results section is to break down the data into sentences that show its significance to the research question(s).

The Results section appears third in the section sequence in most scientific papers. It follows the presentation of the Methods and Materials and is presented before the Discussion section —although the Results and Discussion are presented together in many journals. This section answers the basic question “What did you find in your research?”

What is included in the Results section?

The Results section should include the findings of your study and ONLY the findings of your study. The findings include:

• Data presented in tables, charts, graphs, and other figures (may be placed into the text or on separate pages at the end of the manuscript)
• A contextual analysis of this data explaining its meaning in sentence form
• All data that corresponds to the central research question(s)
• All secondary findings (secondary outcomes, subgroup analyses, etc.)

If the scope of the study is broad, or if you studied a variety of variables, or if the methodology used yields a wide range of different results, the author should present only those results that are most relevant to the research question stated in the Introduction section .

As a general rule, any information that does not present the direct findings or outcome of the study should be left out of this section. Unless the journal requests that authors combine the Results and Discussion sections, explanations and interpretations should be omitted from the Results.

How are the results organized?

The best way to organize your Results section is “logically.” One logical and clear method of organizing research results is to provide them alongside the research questions—within each research question, present the type of data that addresses that research question.

Let’s look at an example. Your research question is based on a survey among patients who were treated at a hospital and received postoperative care. Let’s say your first research question is:

“What do hospital patients over age 55 think about postoperative care?”

This can actually be represented as a heading within your Results section, though it might be presented as a statement rather than a question:

Attitudes towards postoperative care in patients over the age of 55

Now present the results that address this specific research question first. In this case, perhaps a table illustrating data from a survey. Likert items can be included in this example. Tables can also present standard deviations, probabilities, correlation matrices, etc.

Following this, present a content analysis, in words, of one end of the spectrum of the survey or data table. In our example case, start with the POSITIVE survey responses regarding postoperative care, using descriptive phrases. For example:

“Sixty-five percent of patients over 55 responded positively to the question “ Are you satisfied with your hospital’s postoperative care ?” (Fig. 2)

Include other results such as subcategory analyses. The amount of textual description used will depend on how much interpretation of tables and figures is necessary and how many examples the reader needs in order to understand the significance of your research findings.

Next, present a content analysis of another part of the spectrum of the same research question, perhaps the NEGATIVE or NEUTRAL responses to the survey. For instance:

  “As Figure 1 shows, 15 out of 60 patients in Group A responded negatively to Question 2.”

After you have assessed the data in one figure and explained it sufficiently, move on to your next research question. For example:

  “How does patient satisfaction correspond to in-hospital improvements made to postoperative care?”

This kind of data may be presented through a figure or set of figures (for instance, a paired T-test table).

Explain the data you present, here in a table, with a concise content analysis:

“The p-value for the comparison between the before and after groups of patients was .03% (Fig. 2), indicating that the greater the dissatisfaction among patients, the more frequent the improvements that were made to postoperative care.”

Let’s examine another example of a Results section from a study on plant tolerance to heavy metal stress . In the Introduction section, the aims of the study are presented as “determining the physiological and morphological responses of Allium cepa L. towards increased cadmium toxicity” and “evaluating its potential to accumulate the metal and its associated environmental consequences.” The Results section presents data showing how these aims are achieved in tables alongside a content analysis, beginning with an overview of the findings:

“Cadmium caused inhibition of root and leave elongation, with increasing effects at higher exposure doses (Fig. 1a-c).”

The figure containing this data is cited in parentheses. Note that this author has combined three graphs into one single figure. Separating the data into separate graphs focusing on specific aspects makes it easier for the reader to assess the findings, and consolidating this information into one figure saves space and makes it easy to locate the most relevant results.

Following this overall summary, the relevant data in the tables is broken down into greater detail in text form in the Results section.

• “Results on the bio-accumulation of cadmium were found to be the highest (17.5 mg kgG1) in the bulb, when the concentration of cadmium in the solution was 1×10G2 M and lowest (0.11 mg kgG1) in the leaves when the concentration was 1×10G3 M.”

Captioning and Referencing Tables and Figures

Tables and figures are central components of your Results section and you need to carefully think about the most effective way to use graphs and tables to present your findings . Therefore, it is crucial to know how to write strong figure captions and to refer to them within the text of the Results section.

The most important advice one can give here as well as throughout the paper is to check the requirements and standards of the journal to which you are submitting your work. Every journal has its own design and layout standards, which you can find in the author instructions on the target journal’s website. Perusing a journal’s published articles will also give you an idea of the proper number, size, and complexity of your figures.

Regardless of which format you use, the figures should be placed in the order they are referenced in the Results section and be as clear and easy to understand as possible. If there are multiple variables being considered (within one or more research questions), it can be a good idea to split these up into separate figures. Subsequently, these can be referenced and analyzed under separate headings and paragraphs in the text.

To create a caption, consider the research question being asked and change it into a phrase. For instance, if one question is “Which color did participants choose?”, the caption might be “Color choice by participant group.” Or in our last research paper example, where the question was “What is the concentration of cadmium in different parts of the onion after 14 days?” the caption reads:

 “Fig. 1(a-c): Mean concentration of Cd determined in (a) bulbs, (b) leaves, and (c) roots of onions after a 14-day period.”

Steps for Composing the Results Section

Because each study is unique, there is no one-size-fits-all approach when it comes to designing a strategy for structuring and writing the section of a research paper where findings are presented. The content and layout of this section will be determined by the specific area of research, the design of the study and its particular methodologies, and the guidelines of the target journal and its editors. However, the following steps can be used to compose the results of most scientific research studies and are essential for researchers who are new to preparing a manuscript for publication or who need a reminder of how to construct the Results section.

Step 1 : Consult the guidelines or instructions that the target journal or publisher provides authors and read research papers it has published, especially those with similar topics, methods, or results to your study.

• The guidelines will generally outline specific requirements for the results or findings section, and the published articles will provide sound examples of successful approaches.
• Note length limitations on restrictions on content. For instance, while many journals require the Results and Discussion sections to be separate, others do not—qualitative research papers often include results and interpretations in the same section (“Results and Discussion”).
• Reading the aims and scope in the journal’s “ guide for authors ” section and understanding the interests of its readers will be invaluable in preparing to write the Results section.

Step 2 : Consider your research results in relation to the journal’s requirements and catalogue your results.

• Focus on experimental results and other findings that are especially relevant to your research questions and objectives and include them even if they are unexpected or do not support your ideas and hypotheses.
• Catalogue your findings—use subheadings to streamline and clarify your report. This will help you avoid excessive and peripheral details as you write and also help your reader understand and remember your findings. Create appendices that might interest specialists but prove too long or distracting for other readers.
• Decide how you will structure of your results. You might match the order of the research questions and hypotheses to your results, or you could arrange them according to the order presented in the Methods section. A chronological order or even a hierarchy of importance or meaningful grouping of main themes or categories might prove effective. Consider your audience, evidence, and most importantly, the objectives of your research when choosing a structure for presenting your findings.

Step 3 : Design figures and tables to present and illustrate your data.

• Tables and figures should be numbered according to the order in which they are mentioned in the main text of the paper.
• Information in figures should be relatively self-explanatory (with the aid of captions), and their design should include all definitions and other information necessary for readers to understand the findings without reading all of the text.
• Use tables and figures as a focal point to tell a clear and informative story about your research and avoid repeating information. But remember that while figures clarify and enhance the text, they cannot replace it.

Step 4 : Draft your Results section using the findings and figures you have organized.

• The goal is to communicate this complex information as clearly and precisely as possible; precise and compact phrases and sentences are most effective.
• In the opening paragraph of this section, restate your research questions or aims to focus the reader’s attention to what the results are trying to show. It is also a good idea to summarize key findings at the end of this section to create a logical transition to the interpretation and discussion that follows.
• Try to write in the past tense and the active voice to relay the findings since the research has already been done and the agent is usually clear. This will ensure that your explanations are also clear and logical.
• Make sure that any specialized terminology or abbreviation you have used here has been defined and clarified in the  Introduction section .

Step 5 : Review your draft; edit and revise until it reports results exactly as you would like to have them reported to your readers.

• Double-check the accuracy and consistency of all the data, as well as all of the visual elements included.
• Read your draft aloud to catch language errors (grammar, spelling, and mechanics), awkward phrases, and missing transitions.
• Ensure that your results are presented in the best order to focus on objectives and prepare readers for interpretations, valuations, and recommendations in the Discussion section . Look back over the paper’s Introduction and background while anticipating the Discussion and Conclusion sections to ensure that the presentation of your results is consistent and effective.
• Consider seeking additional guidance on your paper. Find additional readers to look over your Results section and see if it can be improved in any way. Peers, professors, or qualified experts can provide valuable insights.

One excellent option is to use a professional English proofreading and editing service  such as Wordvice, including our paper editing service . With hundreds of qualified editors from dozens of scientific fields, Wordvice has helped thousands of authors revise their manuscripts and get accepted into their target journals. Read more about the  proofreading and editing process  before proceeding with getting academic editing services and manuscript editing services for your manuscript.

As the representation of your study’s data output, the Results section presents the core information in your research paper. By writing with clarity and conciseness and by highlighting and explaining the crucial findings of their study, authors increase the impact and effectiveness of their research manuscripts.

For more articles and videos on writing your research manuscript, visit Wordvice’s Resources page.

Wordvice Resources

• How to Write a Research Paper Introduction 
• Which Verb Tenses to Use in a Research Paper
• How to Write an Abstract for a Research Paper
• How to Write a Research Paper Title
• Useful Phrases for Academic Writing
• Common Transition Terms in Academic Papers
• Active and Passive Voice in Research Papers
• 100+ Verbs That Will Make Your Research Writing Amazing
• Tips for Paraphrasing in Research Papers

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

Share this:

• Share on Tumblr

• UNC Libraries
• HSL Academic Process
• Evaluating Information in the Research Process

Step 8: Present Findings

Evaluating information in the research process: step 8: present findings, created by health science librarians.

• Evaluation Criteria
• Step 1: Do Initial Planning
• Step 2: Choose a Topic
• Step 3: Do Initial Search
• Step 4: Refine Topic / Refine Search
• Step 5: Identify Key Sources
• Step 6: Study Key Sources
• Step 7: Integrate Notes and Ideas
• Issues and Tips

Step 8: Write and Present Fndings

Choose a medium.

Choose the medium (paper, article, slide show, blog, website, poster, video, etc.) you will use to present your findings. 

Consider your goals, audience, and experience. If you don’t have much time, choose a medium you are familiar with. Learning to create in a new medium is a major project in itself. 

You should be familiar with software for the medium you choose. For example, word processing or page layout software for papers or posters, web design software or a blog platform for online publishing, video editing software for videos, or presentation software for stand-up presentations. 

Some design issues are related to the medium. For web design, good resources include the Yale C/AIM Web Style Guide . See also the  Web Usability Alertbox  by Jakob Nielsen at  https://www.nngroup.com/articles/alertbox-200/ . 

For posters, see Designing Effective Posters (HSL Guide) at https://guides.lib.unc.edu/posters

For papers and articles, refer to the handouts at the UNC Writing Center: http://writingcenter.unc.edu/handouts/  

Create Diagrams and Graphics

Visual thinking is extremely valuable in facilitating conceptualization and creativity. Try creating diagrams or illustrations to represent the ideas you are working with. In so doing, you may clarify your thinking and come up with new ideas. 

Mind maps and concept maps are are diagrams that represent the relationships between ideas visually. For more visual maps and aspects of visual thinking, see the HSL Introduction to Visual Literacy  guide at  https://guides.lib.unc.edu/visual-literacy .

Create an Outline or Storyboard

Put your notes and ideas in sequence by creating an outline.  An outline or other organizing tool is important for this stage. 

An outline should not make the writing process feel constrained or unnatural. Feel free to modify your outline as you go along.      Some word processing programs include an integrated outliner. This valuable feature allows you to quickly restructure your document and immediately see the results. Standalone outlining programs can also help facilitate the process.

After you have created an outline you can focus on individual pieces of content without having to worry too much about how each piece will fit in with all the other pieces. 

If you are creating a multimedia, movie, or web-based presentation, consider creating a storyboard or prototype. For example, you could create a storyboard that shows the screens the user will see, with the major headings and visual elements. For more about how to create a storyboard, see the discussion of how to create storyboards at the University of Houston Educational Uses of Digital Storytelling site:  http://digitalstorytelling.coe.uh.edu (under the "How To" tab).

Write a Draft 

DON'T worry about perfection when writing your draft! Trying to make an absolutely perfect first draft will slow you down and can cause writer's block. You can correct errors later when you edit your work.

The notes you already created make up the bulk of your first draft.  Depending on how detailed your notes are, you may also need to write passages that expand on their content.  The main task that remains is to write transitions between notes (Atchity, 1986, p. 91).

Transitions link one note to another, so that your text flows in a natural way that shows how the chunks of information and ideas are related to each other.  

Once you have completed a draft, take a break. Getting away from the work for a day or two will be refreshing and help you be more effective when you come back to edit your draft. 

Edit and Revise

Carefully review your draft and make improvements and corrections. If you know a good editor, have that person take a look at your draft as well. It helps to have another pair of eyes review your work.  

Review the content. Look for the same things you look for in evaluating a source, including credibility, accuracy, and significance. Are there errors, omissions, or weak arguments that you can improve?

Review the writing and design. Is it readable and understandable? Are there problems with grammar or spelling? Does the organization make sense? Is it wordy or redundant? Is it aesthetically appealing? 

Verify the accuracy of all quotations, and make sure all references are listed according to appropriate style guidelines. (Check with your instructor if you aren’t sure which style guidelines to use).  Have someone who belongs to your target audience look at your work. Listen to their feedback and incorporate any valuable suggestions. 

Proof your final document or product. Run a spelling check with your word processor, but keep in mind that spell check doesn't catch everything. Check for any mistakes you may have made in entering revisions.

Outcomes for Step 8: Present Findings

Diagrams or illustrations 

Outline or prototype 

Draft 

Finished product 

Satisfaction of a job well done!  

• << Previous: Step 7: Integrate Notes and Ideas
• Next: Issues and Tips >>
• Last Updated: Aug 14, 2023 9:45 AM
• URL: https://guides.lib.unc.edu/evaluating-info

How To Write The Results/Findings Chapter

S o, you’ve collected and analysed your qualitative data, and it’s time to write up your results chapter. But where do you start? In this post, we’ll guide you through the qualitative results chapter (also called the findings chapter), step by step.

Overview: Qualitative Results Chapter

• What (exactly) the qualitative results chapter is
• What to include in your results chapter
• How to write up your results chapter
• A few tips and tricks to help you along the way
• Free results chapter template

What exactly is the results chapter?

The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods ). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and discuss its meaning), depending on your university’s preference.  We’ll treat the two chapters as separate, as that’s the most common approach.

In contrast to a quantitative results chapter that presents numbers and statistics, a qualitative results chapter presents data primarily in the form of words . But this doesn’t mean that a qualitative study can’t have quantitative elements – you could, for example, present the number of times a theme or topic pops up in your data, depending on the analysis method(s) you adopt.

Adding a quantitative element to your study can add some rigour, which strengthens your results by providing more evidence for your claims. This is particularly common when using qualitative content analysis. Keep in mind though that qualitative research aims to achieve depth, richness and identify nuances , so don’t get tunnel vision by focusing on the numbers. They’re just cream on top in a qualitative analysis.

So, to recap, the results chapter is where you objectively present the findings of your analysis, without interpreting them (you’ll save that for the discussion chapter). With that out the way, let’s take a look at what you should include in your results chapter.

What should you include in the results chapter?

As we’ve mentioned, your qualitative results chapter should purely present and describe your results , not interpret them in relation to the existing literature or your research questions . Any speculations or discussion about the implications of your findings should be reserved for your discussion chapter.

In your results chapter, you’ll want to talk about your analysis findings and whether or not they support your hypotheses (if you have any). Naturally, the exact contents of your results chapter will depend on which qualitative analysis method (or methods) you use. For example, if you were to use thematic analysis, you’d detail the themes identified in your analysis, using extracts from the transcripts or text to support your claims.

While you do need to present your analysis findings in some detail, you should avoid dumping large amounts of raw data in this chapter. Instead, focus on presenting the key findings and using a handful of select quotes or text extracts to support each finding . The reams of data and analysis can be relegated to your appendices.

While it’s tempting to include every last detail you found in your qualitative analysis, it is important to make sure that you report only that which is relevant to your research aims, objectives and research questions .  Always keep these three components, as well as your hypotheses (if you have any) front of mind when writing the chapter and use them as a filter to decide what’s relevant and what’s not.

Need a helping hand?

How do I write the results chapter?

Now that we’ve covered the basics, it’s time to look at how to structure your chapter. Broadly speaking, the results chapter needs to contain three core components – the introduction, the body and the concluding summary. Let’s take a look at each of these.

Section 1: Introduction

The first step is to craft a brief introduction to the chapter. This intro is vital as it provides some context for your findings. In your introduction, you should begin by reiterating your problem statement and research questions and highlight the purpose of your research . Make sure that you spell this out for the reader so that the rest of your chapter is well contextualised.

The next step is to briefly outline the structure of your results chapter. In other words, explain what’s included in the chapter and what the reader can expect. In the results chapter, you want to tell a story that is coherent, flows logically, and is easy to follow , so make sure that you plan your structure out well and convey that structure (at a high level), so that your reader is well oriented.

The introduction section shouldn’t be lengthy. Two or three short paragraphs should be more than adequate. It is merely an introduction and overview, not a summary of the chapter.

Pro Tip – To help you structure your chapter, it can be useful to set up an initial draft with (sub)section headings so that you’re able to easily (re)arrange parts of your chapter. This will also help your reader to follow your results and give your chapter some coherence.  Be sure to use level-based heading styles (e.g. Heading 1, 2, 3 styles) to help the reader differentiate between levels visually. You can find these options in Word (example below).

Section 2: Body

Before we get started on what to include in the body of your chapter, it’s vital to remember that a results section should be completely objective and descriptive, not interpretive . So, be careful not to use words such as, “suggests” or “implies”, as these usually accompany some form of interpretation – that’s reserved for your discussion chapter.

The structure of your body section is very important , so make sure that you plan it out well. When planning out your qualitative results chapter, create sections and subsections so that you can maintain the flow of the story you’re trying to tell. Be sure to systematically and consistently describe each portion of results. Try to adopt a standardised structure for each portion so that you achieve a high level of consistency throughout the chapter.

For qualitative studies, results chapters tend to be structured according to themes , which makes it easier for readers to follow. However, keep in mind that not all results chapters have to be structured in this manner. For example, if you’re conducting a longitudinal study, you may want to structure your chapter chronologically. Similarly, you might structure this chapter based on your theoretical framework . The exact structure of your chapter will depend on the nature of your study , especially your research questions.

As you work through the body of your chapter, make sure that you use quotes to substantiate every one of your claims . You can present these quotes in italics to differentiate them from your own words. A general rule of thumb is to use at least two pieces of evidence per claim, and these should be linked directly to your data. Also, remember that you need to include all relevant results , not just the ones that support your assumptions or initial leanings.

In addition to including quotes, you can also link your claims to the data by using appendices , which you should reference throughout your text. When you reference, make sure that you include both the name/number of the appendix , as well as the line(s) from which you drew your data.

As referencing styles can vary greatly, be sure to look up the appendix referencing conventions of your university’s prescribed style (e.g. APA , Harvard, etc) and keep this consistent throughout your chapter.

Section 3: Concluding summary

The concluding summary is very important because it summarises your key findings and lays the foundation for the discussion chapter . Keep in mind that some readers may skip directly to this section (from the introduction section), so make sure that it can be read and understood well in isolation.

In this section, you need to remind the reader of the key findings. That is, the results that directly relate to your research questions and that you will build upon in your discussion chapter. Remember, your reader has digested a lot of information in this chapter, so you need to use this section to remind them of the most important takeaways.

Importantly, the concluding summary should not present any new information and should only describe what you’ve already presented in your chapter. Keep it concise – you’re not summarising the whole chapter, just the essentials.

Tips for writing an A-grade results chapter

Now that you’ve got a clear picture of what the qualitative results chapter is all about, here are some quick tips and reminders to help you craft a high-quality chapter:

• Your results chapter should be written in the past tense . You’ve done the work already, so you want to tell the reader what you found , not what you are currently finding .
• Make sure that you review your work multiple times and check that every claim is adequately backed up by evidence . Aim for at least two examples per claim, and make use of an appendix to reference these.
• When writing up your results, make sure that you stick to only what is relevant . Don’t waste time on data that are not relevant to your research objectives and research questions.
• Use headings and subheadings to create an intuitive, easy to follow piece of writing. Make use of Microsoft Word’s “heading styles” and be sure to use them consistently.
• When referring to numerical data, tables and figures can provide a useful visual aid. When using these, make sure that they can be read and understood independent of your body text (i.e. that they can stand-alone). To this end, use clear, concise labels for each of your tables or figures and make use of colours to code indicate differences or hierarchy.
• Similarly, when you’re writing up your chapter, it can be useful to highlight topics and themes in different colours . This can help you to differentiate between your data if you get a bit overwhelmed and will also help you to ensure that your results flow logically and coherently.

If you have any questions, leave a comment below and we’ll do our best to help. If you’d like 1-on-1 help with your results chapter (or any chapter of your dissertation or thesis), check out our private dissertation coaching service here or book a free initial consultation to discuss how we can help you.

Learn More About Qualitative:

Triangulation: The Ultimate Credibility Enhancer

Triangulation is one of the best ways to enhance the credibility of your research. Learn about the different options here.

Structured, Semi-Structured & Unstructured Interviews

Learn about the differences (and similarities) between the three interview approaches: structured, semi-structured and unstructured.

Qualitative Coding Examples: Process, Values & In Vivo Coding

See real-world examples of qualitative data that has been coded using process coding, values coding and in vivo coding.

In Vivo Coding 101: Full Explainer With Examples

Learn about in vivo coding, a popular qualitative coding technique ideal for studies where the nuances of language are central to the aims.

Process Coding 101: Full Explainer With Examples

Learn about process coding, a popular qualitative coding technique ideal for studies exploring processes, actions and changes over time.

📄 FREE TEMPLATES

Research Topic Ideation

Proposal Writing

Literature Review

Methodology & Analysis

Academic Writing

Referencing & Citing

Apps, Tools & Tricks

The Grad Coach Podcast

24 Comments

This was extremely helpful. Thanks a lot guys

Hi, thanks for the great research support platform created by the gradcoach team!

I wanted to ask- While “suggests” or “implies” are interpretive terms, what terms could we use for the results chapter? Could you share some examples of descriptive terms?

I think that instead of saying, ‘The data suggested, or The data implied,’ you can say, ‘The Data showed or revealed, or illustrated or outlined’…If interview data, you may say Jane Doe illuminated or elaborated, or Jane Doe described… or Jane Doe expressed or stated.

I found this article very useful. Thank you very much for the outstanding work you are doing.

What if i have 3 different interviewees answering the same interview questions? Should i then present the results in form of the table with the division on the 3 perspectives or rather give a results in form of the text and highlight who said what?

I think this tabular representation of results is a great idea. I am doing it too along with the text. Thanks

That was helpful was struggling to separate the discussion from the findings

this was very useful, Thank you.

Very helpful, I am confident to write my results chapter now.

It is so helpful! It is a good job. Thank you very much!

Very useful, well explained. Many thanks.

Hello, I appreciate the way you provided a supportive comments about qualitative results presenting tips

I loved this! It explains everything needed, and it has helped me better organize my thoughts. What words should I not use while writing my results section, other than subjective ones.

Thanks a lot, it is really helpful

Thank you so much dear, i really appropriate your nice explanations about this.

Thank you so much for this! I was wondering if anyone could help with how to prproperly integrate quotations (Excerpts) from interviews in the finding chapter in a qualitative research. Please GradCoach, address this issue and provide examples.

what if I’m not doing any interviews myself and all the information is coming from case studies that have already done the research.

Very helpful thank you.

This was very helpful as I was wondering how to structure this part of my dissertation, to include the quotes… Thanks for this explanation

This is very helpful, thanks! I am required to write up my results chapters with the discussion in each of them – any tips and tricks for this strategy?

For qualitative studies, can the findings be structured according to the Research questions? Thank you.

Do I need to include literature/references in my findings chapter?

This was very helpful

this was very helpful. Now I am relieved from the stress I encountered not knowing where to start.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Submit Comment

• Print Friendly

• Privacy Policy

Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Assignment – Types, Examples and Writing Guide

Research Recommendations – Examples and Writing...

Research Questions – Types, Examples and Writing...

Critical Analysis – Types, Examples and Writing...

Background of The Study – Examples and Writing...

Data Interpretation – Process, Methods and...

The Guide to Interview Analysis

• What is Interview Analysis?
• Advantages of Interviews in Research
• Disadvantages of Interviews in Research
• Ethical Considerations in Interviews
• Preparing a Research Interview
• Recruitment & Sampling for Research Interviews
• Interview Design
• How to Formulate Interview Questions
• Rapport in Interviews
• Social Desirability Bias
• Interviewer Effect
• Types of Research Interviews
• Face-to-Face Interviews
• Focus Group Interviews
• Email Interviews
• Telephone Interviews
• Stimulated Recall Interviews
• Interviews vs. Surveys
• Interviews vs Questionnaires
• Interviews and Interrogations
• How to Transcribe Interviews?
• Verbatim Transcription
• Clean Interview Transcriptions
• Manual Interview Transcription
• Automated Interview Transcription
• How to Annotate Research Interviews?
• Formatting and Anonymizing Interviews
• Analyzing Interviews
• Coding Interviews

Introduction

How to report interview data, reporting & presenting interview findings.

In qualitative research, reporting interview findings is a critical step in showcasing the depth and richness of the data collected. It is not only about presenting what participants said, but also interpreting and organizing the information in a way that highlights key insights. This article will walk you through the process of writing up interview findings, focusing on aligning findings with the research question, creating visuals to organize and structure data, and presenting the findings in a clear and structured format.

In qualitative research, reporting interview findings is a crucial step in transforming raw data into meaningful insights. Unlike quantitative research, which relies heavily on statistical analysis, qualitative research focuses on interpreting rich, narrative data gathered from interviews. This involves not only capturing the essence of participants’ responses but also presenting qualitative data in a way that addresses the research question and enhances the reader's understanding. Presenting findings from qualitative interviews requires careful organization and interpretation of interview transcripts, audio, and video recordings to highlight the main findings and ensure the information is relevant to the study's objectives.

A well-structured research article in the social sciences will include a comprehensive research design and methods section, outlining how interviews were conducted and analyzed. Then, by effectively presenting findings, researchers can communicate their results in a way that makes the most of the qualitative data, offering deep insights that contribute to the broader field. AI tools have also become increasingly useful in helping researchers manage and analyze interview data, allowing for a more efficient approach to extracting key themes. Ultimately, the challenge lies in turning these rich, detailed accounts into a cohesive narrative that resonates with the research paper’s audience.

In qualitative research, there are many possibilities for presenting interview data in a research article. As always, we recommend looking at other published studies from top journals in your area for inspiration. To offer some helpful practical guidance here, we turn to the excellent advice provided by Rockman and Vough (2023). They describe that the process of translating raw data into compelling findings involves multiple stages, with pre-writing and composing being crucial phases (Rockmann & Vough, 2023).

Pre-writing phase

The pre-writing phase is essential for organizing and structuring qualitative data before drafting the findings section. One of the primary tools introduced in this phase is the claim table, which helps researchers categorize quotes based on their relevance and strength. The quotes are classified into four categories—anchor, workhorse, tantalizing, and partial. Anchor quotes are the most vivid and comprehensive, serving as the backbone of the argument, while workhorse quotes provide strong supporting evidence. Tantalizing quotes add intrigue but may lack comprehensiveness, and partial quotes contribute to the narrative but need further context.

Another key tool in this phase is storyboarding, a method for mapping out claims and ensuring a logical flow between them. Storyboarding helps researchers plan the structure of the findings section, visualizing how each claim will be supported by data and how the narrative will transition between different points. This process ensures that the findings are not only well-organized but also that each claim is clearly connected to the others, creating a cohesive and persuasive argument.

Composing phase

Once the data is organized through claim tables and storyboarding, the composing phase begins. This phase involves inserting the researcher’s voice into the findings, effectively linking the quotes to the claims being made. A critical balance between "showing" and "telling" is emphasized here—showing refers to presenting the quotes themselves, while telling involves providing the necessary context and interpretation to guide the reader.

The authors stress the importance of weaving the narrative around the data. Simply presenting quotes without interpretation can leave the findings feeling incomplete, while too much explanation without supporting quotes may seem unconvincing. The goal is to craft a narrative where the researcher’s insights and the participants’ voices work together to illustrate key findings.

Guidelines for using quotes

Using quotes effectively in a qualitative research paper requires careful consideration when it comes to selecting, editing, and placing quotes in a way that convincingly supports the claims. Quotes should not be chosen at random but based on their vividness and comprehensiveness. Vivid quotes capture the reader's attention and convey rich detail, while comprehensive quotes fully represent the claim being made.

When presenting qualitative data, editing quotes is sometimes necessary to maintain clarity, but this must be done without distorting the participant's original meaning. Additionally, placement in the research paper is crucial; quotes should be strategically positioned within the text to enhance the argument, with stronger, more vivid quotes taking prominence, while shorter, supporting quotes can be used in tables or supplementary materials.

Reporting interview findings in qualitative research is a nuanced and essential process that turns raw data into meaningful insights aligned with the study’s purpose. By effectively organizing and interpreting data collected from interview recordings, researchers can highlight main findings and respond directly to the research question. This process goes beyond merely presenting what participants said; it requires synthesizing information in a way that reveals deeper understanding and provides relevant information in participants' own words, thereby adding authenticity and depth to the narrative.

Key techniques such as claim tables and storyboarding help researchers systematically arrange their findings, ensuring that each piece of data supports the research question and contributes to a coherent flow. Claim tables categorize quotes by their strength and relevance, helping researchers to identify anchor quotes that vividly capture core themes and supporting quotes that reinforce these themes. Meanwhile, storyboarding helps in visualizing and mapping the progression of main findings, offering a logical pathway for readers to follow the study’s insights. Through this approach, researchers can create a seamless narrative that guides the reader through the insights uncovered.

Presenting quotes from interview and audio recordings is also a significant part of this process. To effectively convey the findings, it’s essential to balance direct quotes with the researcher’s interpretation, allowing participants' voices to shine while contextualizing them within the broader study. This balance ensures that the findings are not just a collection of statements but are interwoven with analysis that deepens the reader’s understanding. By carefully selecting and positioning quotes, researchers give prominence to those that best illustrate the study's core messages and maintain the richness of participants' contributions in their own words.

By transforming interview recordings into a structured, insightful narrative, researchers create a document that not only addresses the research question but also leaves a lasting impact on the audience. This detailed, interpretative approach to presenting qualitative data enhances the study's significance, inviting further inquiry and adding valuable perspectives to the field. With these techniques, researchers can ensure their findings resonate with the study's objectives and provide a foundation for ongoing exploration and understanding in qualitative research.

• Rockmann, K. W., & Vough, H. C. (2023). Using quotes to present claims: Practices for the writing stages of qualitative research. Organizational Research Methods. https://doi.org/10.1177/10944281231210558

Get the best insights of your interviews with ATLAS.ti

Start your free trial of ATLAS.ti today.

Product Design (UX/UI) Bundle and save

User Research

Content Design

UX Design Fundamentals

Software and Coding Fundamentals for UX

• UX training for teams
• Hire our alumni
• Student Stories
• State of UX Hiring Report 2024
• Our mission
• Advisory Council

Education for every phase of your UX career

Professional Diploma

Learn the full user experience (UX) process from research to interaction design to prototyping.

Combine the UX Diploma with the UI Certificate to pursue a career as a product designer.

Professional Certificates

Learn how to plan, execute, analyse and communicate user research effectively.

Master content design and UX writing principles, from tone and style to writing for interfaces.

Understand the fundamentals of UI elements and design systems, as well as the role of UI in UX.

Short Courses

Gain a solid foundation in the philosophy, principles and methods of user experience design.

Learn the essentials of software development so you can work more effectively with developers.

Give your team the skills, knowledge and mindset to create great digital products.

Join our hiring programme and access our list of certified professionals.

Learn about our mission to set the global standard in UX education.

Meet our leadership team with UX and education expertise.

Members of the council connect us to the wider UX industry.

Our team are available to answer any of your questions.

Fresh insights from experts, alumni and the wider design community.

Success stories from our course alumni building thriving careers.

Discover a wealth of UX expertise on our YouTube channel.

Latest industry insights. A practical guide to landing a job in UX.

A complete guide to presenting UX research findings

In this complete guide to presenting UX research findings, we’ll cover what you should include in a UX research report, how to present UX research findings and tips for presenting your UX research.

Free course: Introduction to UX Design

What is UX? Why has it become so important? Could it be a career for you? Learn the answers, and more, with a free 7-lesson video course.

User experience research sets out to identify the problem that a product or service needs to solve and finds a way to do just that. Research is the first and most important step to optimising user experience.

UX researchers do this through interviews, surveys, focus groups, data analysis and reports. Reports are how UX researchers present their work to other stakeholders in a company, such as designers, developers and executives.

In this guide, we’ll cover what you should include in a UX research report, how to present UX research findings and tips for presenting your UX research.

Components of a UX research report

How to write a ux research report, 5 tips on presenting ux research findings.

Ready to present your research findings? Let’s dive in.

[GET CERTIFIED IN USER RESEARCH]

There are six key components to a UX research report.

Introduction

The introduction should give an overview of your UX research . Then, relate any company goals or pain points to your research. Lastly, your introduction should briefly touch on how your research could affect the business.

Research goals

Simply put, your next slide or paragraph should outline the top decisions you need to make, the search questions you used, as well as your hypothesis and expectations.

Business value

In this section, you can tell your stakeholders why your research matters. If you base this research on team-level or product development goals, briefly touch on those.

Methodology

Share the research methods you used and why you chose those methods. Keep it concise and tailored to your audience. Your stakeholders probably don’t need to hear everything that went into your process.

Key learnings

This section will be the most substantial part of your report or presentation. Present your findings clearly and concisely. Share as much context as possible while keeping your target audience – your stakeholders – in mind.

Recommendations

In the last section of your report, make actionable recommendations for your stakeholders. Share possible solutions or answers to your research questions. Make your suggestions clear and consider any future research studies that you think would be helpful.

1. Define your audience

Most likely, you’ll already have conducted stakeholder interviews when you were planning your research. Taking those interviews into account, you should be able to glean what they’re expecting from your presentation.

Tailor your presentation to the types of findings that are most relevant, how those findings might affect their work and how they prefer to receive information. Only include information they will care about the most in a medium that’s easy for them to understand.

Do they have a technical understanding of what you’re doing or should you keep it a non-technical presentation? Make sure you keep the terminology and data on a level they can understand.

What part of the business do they work in? Executives will want to know about how it affects their business, while developers will want to know what technological changes they need to make.

2. Summarise

As briefly as possible, summarise your research goals, business value and methodology. You don’t need to go into too much detail for any of these items. Simply share the what, why and how of your research.

Answer these questions:

• What research questions did you use, and what was your hypothesis?
• What business decision will your research assist with?
• What methodology did you use?

You can briefly explain your methods to recruit participants, conduct interviews and analyse results. If you’d like more depth, link to interview plans, surveys, prototypes, etc.

3. Show key learnings

Your stakeholders will probably be pressed for time. They won’t be able to process raw data and they usually don’t want to see all of the work you’ve done. What they’re looking for are key insights that matter the most to them specifically. This is why it’s important to know your audience.

Summarise a few key points at the beginning of your report. The first thing they want to see are atomic research nuggets. Create condensed, high-priority bullet points that get immediate attention. This allows people to reference it quickly. Then, share relevant data or artefacts to illustrate your key learnings further.

Relevant data:

• Recurring trends and themes
• Relevant quotes that illustrate important findings
• Data visualisations

Relevant aspects of artefacts:

• Quotes from interviews
• User journey maps
• Affinity diagrams
• Storyboards

For most people you’ll present to, a summary of key insights will be enough. But, you can link to a searchable repository where they can dig deeper. You can include artefacts and tagged data for them to reference.

[GET CERTIFIED IN UX]

4. Share insights and recommendations

Offer actionable recommendations, not opinions. Share clear next steps that solve pain points or answer pending decisions. If you have any in mind, suggest future research options too. If users made specific recommendations, share direct quotes.

5. Choose a format

There are two ways you could share your findings in a presentation or a report. Let’s look at these two categories and see which might be the best fit for you.

Usually, a presentation is best for sharing data with a large group and when presenting to non-technical stakeholders. Presentations should be used for visual communication and when you only need to include relevant information in a brief summary.

A presentation is usually formatted in a:

• Case studies
• Atomic research nuggets
• Pre-recorded video

If you’re presenting to a smaller group, technical stakeholder or other researchers, you might want to use a report. This gives you the capacity to create a comprehensive record. Further, reports could be categorised based on their purpose as usability, analytics or market research reports.

A report is typically formatted in a:

• Notion or Confluence page
• Slack update

You might choose to write a report first, then create a presentation. After the presentation, you can share a more in-depth report. The report could also be used for records later.

1. Keep it engaging

When you’re presenting your findings, find ways to engage those you’re presenting to. You can ask them questions about their assumptions or what you’re presenting to get them more involved.

For example, “What do you predict were our findings when we asked users to test the usability of the menu?” or “What suggestions do you think users had for [a design problem]?”

If you don’t want to engage them with questions, try including alternative formats like videos, audio clips, visualisations or high-fidelity prototypes. Anything that’s interactive or different will help keep their engagement. They might engage with these items during or after your presentation.

Another way to keep it engaging is to tell a story throughout your presentation. Some UX researchers structure their presentations in the form of Joseph Campbell’s Hero’s Journey . Start in the middle with your research findings and then zoom out to your summary, insights and recommendations.

2. Combine qualitative and quantitative data

When possible, use qualitative data to back up quantitative data. For example, include a visualisation of poll results with a direct quote about that pain point.

Use this opportunity to show the value of the work you do and build empathy for your users. Translate your findings into a format that your stakeholders – designers, developers or executives – will be able to understand and act upon.

3. Make it actionable

Actionable presentations are engaging and they should have some business value . That means they need to solve a problem or at least move toward a solution to a problem. They might intend to optimise usability, find out more about the market or analyse user data.

Here are a few ways to make it actionable:

• Include a to-do list at the end
• Share your deck and repository files for future reference
• Recommend solutions for product or business decisions
• Suggest what kind of research should happen next (if any)
• Share answers to posed research questions

4. Keep it concise and effective

Make it easy for stakeholders to dive deeper if they want to but make it optional. Yes, this means including links to an easily searchable repository and keeping your report brief.

Humans tend to focus best on just 3-4 things at a time. So, limit your report to three or four major insights. Additionally, try to keep your presentation down to 20-30 minutes.

Remember, you don’t need to share everything you learned. In your presentation, you just need to show your stakeholders what they are looking for. Anything else can be sent later in your repository or a more detailed PDF report.

5. Admit the shortcomings of UX research

If you get pushback from stakeholders during your presentation, it’s okay to share your constraints.

Your stakeholders might not understand that your sample size is big enough or how you chose the users in your study or why you did something the way you did. While qualitative research might not be statistically significant, it’s usually representative of your larger audience and it’s okay to point that out.

Because they aren’t researchers, it’s your job to explain your methodology to them but also be upfront about the limitations UX research can pose. When all of your cards are on the table, stakeholders are more likely to trust you.

When it comes to presenting your UX research findings, keep it brief and engaging. Provide depth with external resources after your presentation. This is how you get stakeholders to find empathy for your users. This is how you master the art of UX.

Need to go back to the basics and learn more about UX research? Dive into these articles:

What is UX research? The 9 best UX research tools to use in 2022

Subscribe to our newsletter

Get the best UX insights and career advice direct to your inbox each month.

Thanks for subscribing to our newsletter

You'll now get the best career advice, industry insights and UX community content, direct to your inbox every month.

Upcoming courses

Professional diploma in ux design.

Learn the full UX process, from research to design to prototyping.

Professional Certificate in UI Design

Master key concepts and techniques of UI design.

Certificate in Software and Coding Fundamentals for UX

Collaborate effectively with software developers.

Certificate in UX Design Fundamentals

Get a comprehensive introduction to UX design.

Professional Certificate in Content Design

Learn the skills you need to start a career in content design.

Professional Certificate in User Research

Master the research skills that make UX professionals so valuable.

Upcoming course

Build your UX career with a globally-recognised, industry-approved certification. Get the mindset, the skills and the confidence of UX designers.

You may also like

What are the Gestalt principles and how do designers use them

The 9 best UI design courses to consider in 2024

The importance of ethnography in user research

Build your UX career with a globally recognised, industry-approved qualification. Get the mindset, the confidence and the skills that make UX designers so valuable.

5 November 2024

No products in the cart.

Preparing the presentation of qualitative findings: considering your roles and goals

Dr. Philip Adu is a Methodology Expert at The Chicago School of Professional Psychology (TCSPP). In this post he explains the things to consider when presenting your research findings.

This post follows on from his previous blog post “Perfecting the art of qualitative coding” in which he took us through the stages of qualitative coding and, along the way, outlined the features he found most useful.

In my previous blog post, I presented on making good use of the innovative features of NVivo across the three main stages of qualitative analysis. Expounding on the third stage which is the ‘ Post-Coding stage (Presenting your findings) ’, I want to throw light on things to consider when drafting and refining your presentation. The moment you reach a milestone of successfully using NVivo 12 (Version 12.1.249; QSR International Pty Ltd, 2018) to complete the data analysis process, the reality of preparing all of this data so you can present your findings sets in (Adu, 2016). Your methodical review of the qualitative data and development of codes, categories and themes has yielded massive and interesting NVivo outputs. The outcomes include but are not limited to; codes/nodes, categories/themes, Word Clouds, Word Tree, Framework Matrices, Cluster Tree, code-case matrices, and code-attribute matrices (see Figure 1). These findings need to be carefully examined – selecting the ones that will be useful in drafting a meaningful presentation. You can watch the presentation I developed below:

Source: https://www.youtube.com/watch?v=xEyGGFtVQFw

Note, not all of this information (i.e. the outcomes) needs to be presented to your audience (see Adu, 2019 ). Other questions that may arise as you develop your presentation include; what kind of results should you present? How do you engage with your audience when presenting your findings? How would you help your audience to understand and believe your findings?

In this post, I will discuss the three pertinent components a good presentation of qualitative findings should have. They are; background information, data analysis process and main findings.

Figure 1. Presentation of findings

Presenting background information

Participants’ past and current situations influence the information they provide to you. Due to this, there is the need to provide readers a summary of who participants are and any background information which may help them to put the findings into the proper context. Also, as a researcher analyzing qualitative data, there is the likelihood of your own background impacting the data analysis process. In the same way, you need to let readers know who you are, what your background is and how you ‘bracketed’ them from not having an effect on the findings ( Adu, 2019 ).

Presenting the data analysis process

Qualitative analysis doesn’t only involve engaging in subjective development of codes and categories, but also promoting transparency in the coding and categorization process (Greckhamer & Cilesiz, 2014). Due to this, you are expected to describe the main and detailed steps you took to analyze your data to arrive at your findings and their respective outcomes. Addressing the following questions would be great:

• What coding strategy did you use?
• What kinds of codes did you assign to relevant excerpts of the data?
• What are the examples of codes you generated?
• What categorization technique did you use?
• How did you develop categories/themes out of the codes?

Your audience’s aim is not only consuming what you found but also learning more about how you came up with the results.

Presenting main findings

When it comes to the presentation of findings, there are two main structures you could choose from. You could present them based on the themes generated or based on the cases (participants or groups of participants) you have. The decision to either structure depends on the kind of research question(s) or the research purpose you have. For a detailed explanation of the types of presentation formats and how to select an appropriate structure, see Chapter 13 of the book, “ A Step-by-Step Guide to Qualitative Data Coding ”.

Considering your roles and goals

As you plan on how to communicate the above components, make sure you accomplish your goals and carry out your role as a communicator of qualitative data analysis outcomes (See Figure 1). Your roles are; to thoughtfully arrange the data analysis outcomes and to adequately address your research questions.

Liken the presentation of your findings to sharing a puzzle which has been solved. Your goal is to prevent a situation where the burden is put on the audience to piece together the puzzle of findings. In other words, you are expected to present the findings in a meaningful way that would enhance the audience’s understanding of the data analysis outcomes (Adu, 2016 & 2019). By so doing, they are more likely to trust what you found.

Let’s summarize the action items:

• Out of a pool of qualitative analysis outcomes, select the ones that would allow you to address your research questions and meaningfully communicate your findings.
• Decide on how you want to structure the presentation of the findings.
• Irrespective of the presentation format you choose, make sure you include background information, the data analysis process and main findings in your presentation.
• Make sure you are ‘narrating’ participants’ stories or what you found – making the numeric outputs include the tables and charts generated play a supporting role when presenting the main findings.

Adu, P. (2016). Presenting Qualitative Findings Using NVivo Output to Tell the Story. [PowerPoint slides]. SlideShare. Retrieved from https://www.slideshare.net/kontorphilip/presenting-qualitative-findings-using-nvivo-output-to-tell-the-story

QSR International Pty Ltd. (2018). NVivo 12. Version 12.1.249 [Computer software]. Retrieved from https://qsrinternational.com/nvivo-qualitative-data-analysis-software

Adu, P. (2019). A Step-by-Step Guide to Qualitative Data Coding . Oxford: Routledge

Greckhamer, T., & Cilesiz, S. (2014). Rigor, Transparency, Evidence, and Representation in Discourse Analysis: Challenges and Recommendations. International Journal of Qualitative Methods, 13(1), 422-443. doi:10.1177/160940691401300123

ABOUT THE AUTHOR

Dr. Philip Adu is a Methodology Expert at The Chicago School of Professional Psychology (TCSPP). His role is to provide support to dissertating students in TCSPP addressing their methodology related concerns. You could access some of his webinars at the ‘Methodology Related Presentations – TCSPP’ YouTube Channel. He completed his Doctoral degree in Education with a concentration in Learning, Instructional Design and Technology from West Virginia University (WVU). Dr. Adu recently authored a book titled, “A Step-by-Step Guide to Qualitative Data Coding” (available on routledge.com or amazon.com ). You could reach Dr. Adu at [email protected] and @drphilipadu on twitter.

Recent Articles

11 Tips on How to Present Research Findings

This post was originally submitted to the National Council for Voluntary Organisations blog here in September 2010.

A network I participate in was recently asked the question: Had anyone on the list has gone from academia into policy research of any kind and has given presentations based on academic research to think tanks, government departments, NGOs or similar and had any useful insights? Now it’s some time since I was part of the academic world (I daren’t call myself a former academic), but on the basis that I am no expert, the following seem to work for me.  What would you add?

• Know your audience in advance – know who is there, their interests/jobs/methodological bugbears, and their names. It’s great in a Q&A when a presenter responds to a question and begins with the name of the person who asked.
• Tailor your presentation to that audience – surprisingly, many don’t do this and just present ‘their research’ and expect people to want to think through why it is relevant
• If there is a  policy or practice context , highlight this – more so than theoretical/methodological context (though you should briefly allude to these to highlight you know your onions)
• If there are  policy or practice recommendations , you must draw these out – at the end of the day, people in these organisations are using research-based evidence as a means to making decisions – so help them make those decisions
• Include  recommendations that are actionable and that help your audience. Don’t just have recommendations that say 1) we need to do more research and 2) my research has highlighted that this issue needs more funds. Both are acceptable as part of wider recommendations; the latter needs to explain how funds would be spent and on what
• Time and practise what you do – if you have a 10m slot, pace out the sections (context/meat/conclusions) so that you don’t spend 8m on context and then overrun
• Avoid powerpointlessness. Focus should be you, not your over-detailed slides. When I see someone with a 10-minute slot and 20 slides I groan (NB: #guilty). Just because a paragraph has a bullet point in front of it, it doesn’t mean it is a bullet point. Try www.prezi.com as a ppt alternative. Its cool.  Here’s my attempt at a prezi .
• Visualise your data : try infographics! Look at  manyeyes and informationisbeautiful for inspiration. If you’ve got data tables, make sure they are ledgible from 10ft! If you put your data tables on google docs it also means your audience can then access them.
• This is difficult, but  keep it simple , avoid jargon. People will probably only remember 3 points at the most.
• Don’t conclude its all just about the methodology you have used. From my experience, people don’t want to be told that different methods produce different results, that the evidence is inconclusive – ie all the richness that researchers care about. Hopefully you can bring this out in the Q&A.
• Before and after. The actual ‘presentation’ is only part of it. Put your slides on  www.slideshare.net or your blog so that afterwards people can get them  and comment on them. Ask them for questions in advance. Connect with them on  www.LinkedIn.com afterwards.

Finally, this is good:  15 and a half ways to improve your presentation .

Karl Wilding

Related articles.

Emerson College Pollsters Explain How Pollsters Do What They Do

Diving Into OSTP’s ‘Blueprint’ for Using Social and Behavioral Science in Policy

Eighth Edition of ‘The Evidence’: How Sexist Abuse Undermines Political Representation 

Revisiting the ‘Research Parasite’ Debate in the Age of AI

Partnership Marks Milestone in Advancing Black Scholarship 

Three years ago, on the heels of a Black Lives Matter Movement energized after the horror of George Floyd’s murder, the global academic publisher Sage partnered with the Black-owned Universal Write Publications (UWP).  

Seventh Edition of ‘The Evidence’: The Rise of Unsafe Abortions after Roe v Wade 

In this month’s edition of The Evidence newsletter, Josephine Lethbridge explores reproductive rights after the end of Roe v Wade, highlighting research on the potentially unsafe methods used in self-managed abortions. 

Where Did We Get the Phrase ‘Publish or Perish’?

The origin of the phrase “publish or perish” has been intriguing since this question was first raised by Eugene Garfield in 1996. Vladimir Moskovkinl talks about the evolution of the meaning of this phrase and shows the earliest use known at this point.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Webinar: Enhancing Safety through Social Sciences – Insights for Industry

Growing up digital: how today’s youth navigate life on screens and at school, all change 2024 – a year of elections: campaign for social science annual sage lecture, cspc 2024: 16th canadian science policy conference.

Customize your experience

Select your preferred categories.

• Announcements
• Business and Management INK

Communication

Higher education reform, open access, recent appointments, research ethics, interdisciplinarity, international debate.

• Academic Funding

Public Engagement

• Recognition

Presentations

Sage research methods, science & social science, social science bites, the data bulletin.

New Fellowship for Community-Led Development Research of Latin America and the Caribbean Now Open

Thanks to a collaboration between the Inter-American Foundation (IAF) and the Social Science Research Council (SSRC), applications are now being accepted for […]

Social, Behavioral Scientists Eligible to Apply for NSF S-STEM Grants

Solicitations are now being sought for the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Mathematics program, and in an unheralded […]

With COVID and Climate Change Showing Social Science’s Value, Why Cut it Now?

What are the three biggest challenges Australia faces in the next five to ten years? What role will the social sciences play in resolving these challenges? The Academy of the Social Sciences in Australia asked these questions in a discussion paper earlier this year. The backdrop to this review is cuts to social science disciplines around the country, with teaching taking priority over research.

Alondra Nelson Named to U.S. National Science Board

Sociologist Alondra Nelson, who until last year was deputy (and at times acting) director of the White House Office of Science and […]

Felice Levine to Leave AERA in 2025

Social psychologist Felice Levine, who has served as executive director of the American Educational Research Association for more than 22 years, will step down in 2025.

Karine Morin Takes Helm of Canada’s Federation for the Humanities and Social Sciences

Karine Morin, whose experience in the policy world spans health and health research, the physical sciences and equity, diversity, and inclusion, has been named the new president and CEO of Canada’s Federation for the Humanities and Social Sciences

New Podcast Series Applies Social Science to Social Justice Issues

Sage (the parent of Social Science Space) and the Surviving Society podcast have launched a collaborative podcast series, Social Science for Social […]

Big Think Podcast Series Launched by Canadian Federation of Humanities and Social Sciences

The Canadian Federation of Humanities and Social Sciences has launched the Big Thinking Podcast, a show series that features leading researchers in the humanities and social sciences in conversation about the most important and interesting issues of our time.

The We Society Explores Intersectionality and Single Motherhood

In a recently released episode of The We Society podcast, Ann Phoenix, a psychologist at University College London’s Institute of Education, spoke […]

Just in time for this past summer’s reading list, in May 2024 the White House Office of Science and Technology Policy (technically, […]

In this month’s issue of The Evidence newsletter, Josephine Lethbridge explores rising levels of abuse directed towards women in politics, spotlighting research […]

A Social Scientist Looks at the Irish Border and Its Future

‘What Do We Know and What Should We Do About the Irish Border?’ is a new book from Katy Hayward that applies social science to the existing issues and what they portend.

Brexit and the Decline of Academic Internationalism in the UK

Brexit seems likely to extend the hostility of the UK immigration system to scholars from European Union countries — unless a significant change of migration politics and prevalent public attitudes towards immigration politics took place in the UK. There are no indications that the latter will happen anytime soon.

Brexit and the Crisis of Academic Cosmopolitanism

A new report from the Royal Society about the effects on Brexit on science in the United Kingdom has our peripatetic Daniel Nehring mulling the changes that will occur in higher education and academic productivity.

Turning to Glitter in Management Studies – Why We Should Take ‘Unserious’ Glitter Serious to Understand New Management Practices

In this article, author Jette Sandager reflects on the inspiration behind her research article, “The sensuous governmentality of glitter: Educating managing women scientists […]

Utilizing Academic-Practitioner Partnering for Societal Impact

In this article, co-authors Natalie Slawinski, Bruna Brito, Jennifer Brenton, and Wendy Smith reflect on the inspiration behind their research article, “Reflections on deep academic–practitioner partnering for generative societal impact,” published in Strategic Organization.

Trippin’ Forward: Management Research and the Development of Psychedelics

Charlie Smith reflects on his interest in psychedelic research, the topic of his research article, “Psychedelics, Psychedelic-Assisted Therapy and Employees’ Wellbeing,” published in Journal of Management Inquiry.

National Academies Seeks Experts to Assess 2020 U.S. Census

The National Academies’ Committee on National Statistics seeks nominations for members of an ad hoc consensus study panel — sponsored by the U.S. Census Bureau — to review and evaluate the quality of the 2020 Census.

Will the 2020 Census Be the Last of Its Kind?

Could the 2020 iteration of the United States Census, the constitutionally mandated count of everyone present in the nation, be the last of its kind?

Will We See A More Private, But Less Useful, Census?

Census data can be pretty sensitive – it’s not just how many people live in a neighborhood, a town, a state or […]

As the U.S. presidential election approaches, news reports and social media feeds are increasingly filled with data from public opinion polls. How […]

Free Online Course Reveals The Art of ChatGPT Interactions

You’ve likely heard the hype around artificial intelligence, or AI, but do you find ChatGPT genuinely useful in your professional life? A free course offered by Sage Campus could change all th

Lee Miller: Ethics, photography and ethnography

Kate Winslet’s biopic of Lee Miller, the pioneering woman war photographer, raises some interesting questions about the ethics of fieldwork and their […]

NSF Seeks Input on Research Ethics

In a ‘Dear Colleague’ letter released September 9, the NSF issued a ‘request for information,’ or RFI, from those interested in research ethics.

Let’s Return to Retractions Being Corrective, Not Punitive

The retraction of academic papers often functions as an indictment against a researcher’s reputation. Tim Kersjes argues that for retractions to function as an effective corrective to the scholarly record, they need shed this punitive reputation.

Institute for Social Research 75th Anniversary Symposium

In celebration of the 75th anniversary of the Institute for Social Research at the University of Michigan, ISR will host a free […]

This webinar will delve into the crucial aspects of safety culture and risk abatement across four key industries: healthcare, mine safety, offshore […]

With over 50 countries around the world holding major elections during 2024 it has been a hugely significant year for democracy as […]

Exploring ‘Lost Person Behavior’ and the Science of Search and Rescue

What is the best strategy for finding someone missing in the wilderness? It’s complicated, but the method known as ‘Lost Person Behavior’ seems to offers some hope.

New Opportunity to Support Government Evaluation of Public Participation and Community Engagement Now Open

The President’s Management Agenda Learning Agenda: Public Participation & Community Engagement Evidence Challenge is dedicated to forming a strategic, evidence-based plan that federal agencies and external researchers can use to solve big problems.

AI Upskilling Can and Should Empower Business School Faculty

If schools provide the proper support and resources, they will help educators move from anxiety to empowerment when integrating AI into the classroom.

Reflections of a Former Student Body President: ‘Student Government is a Thankless Job’

Christopher Everett, outgoing student body president at the University of North Carolina, reflects on the role of student governance in the modern, and conflicted, university

Universities Should Reimagine Governance Along Co-Operative Lines

Instead of adhering to a corporate model based on individual achievement, the authors argue that universities need to shift towards co-operative governance that fosters collaborative approaches to teaching and research

Research Assessment, Scientometrics, and Qualitative v. Quantitative Measures

The creation of the Coalition for Advancing Research Assessment (CoARA) has led to a heated debate on the balance between peer review and evaluative metrics in research assessment regimes. Luciana Balboa, Elizabeth Gadd, Eva Mendez, Janne Pölönen, Karen Stroobants, Erzsebet Toth Cithra and the CoARA Steering Board address these arguments and state CoARA’s commitment to finding ways in which peer review and bibliometrics can be used together responsibly.

Paper to Advance Debate on Dual-Process Theories Genuinely Advanced Debate

Psychologists Jonathan St. B. T. Evans and Keith E. Stanovich have a history of publishing important research papers that resonate for years.

Webinar: Fundamentals of Research Impact

Whether you’re in a research leadership position, working in research development, or a researcher embarking on their project, creating a culture of […]

The large language models, or LLMs, that underlie generative AI tools such as OpenAI’s ChatGPT, have an ethical challenge in how they parasitize freely available data.

This Anthropology Course Looks at Built Environment From Animal Perspective

Title of course: Space/Power/Species What prompted the idea for the course? A few years ago, I came across the architect Joyce Hwang’s […]

The Public’s Statistics Should Serve, Well, the Public

Paul Allin sets out why the UK’s Royal Statistical Society is launching a new campaign for public statistics.

Infrastructure

Exploring the ‘Publish or Perish’ Mentality and its Impact on Research Paper Retractions

When scientists make important discoveries, both big and small, they typically publish their findings in scientific journals for others to read. This […]

2024 Henry and Bryna David Lecture: K-12 Education in the Age of AI

The slow, relentless creep of computing is currently in overdrive with powerful artificial intelligence tools impacting every aspect of our lives. What […]

Philosophy Has Been – and Should Be – Integral to AI

Philosophy has been instrumental to AI since its inception, and should still be an important contributor as artificial intelligence evolves..

The Cult of Donald Trump

David Canter considers the parallels between religious beliefs, and cults, with  those followers of  ex-President Trump who have a faith that he can be considered God-like.

Viewing 2024 Economics Nobel Through Lens of Colonialism’s Impact on Institutions

This year’s Nobel memorial prize in economics has gone to Daron Acemoglu and Simon Johnson of the Massachusetts Institute of Technology and […]

Nick Camp on Trust in the Criminal Justice System

The relationship between citizens and their criminal justice systems comes down to just that – relationships. And those relations generally start with […]

The Future of Business is Interdisciplinary 

By actively collaborating with industry, developing interdisciplinary programs and investing in hands-on learning opportunities, business schools can equip graduates with the specific skills and experiences that employers are seeking.

Civilisation – and Some Discontents

The TV series Civilisation shows us many beautiful images and links them with a compelling narrative. But it is a narrative of its time and place.

‘Settler Colonialism’ and the Promised Land

The term ‘settler colonialism’ was coined by an Australian historian in the 1960s to describe the occupation of a territory with a […]

Video Interview: Analyzing, Understanding, and Interpreting Qualitative Research from Interviews

Qualitative data analysis is a way of creating insight and empathy. Strategies for data analysis and interpretation are tools for meaning-making and […]

Video Interview: Exploring Visual Research with Gillian Rose

Sometimes a book jumps off my shelf and comes to life. Visual research is easier said than done. It seems simple, in […]

A Behavioral Scientist’s Take on the Dangers of Self-Censorship in Science

The word censorship might bring to mind authoritarian regimes, book-banning, and restrictions on a free press, but Cory Clark, a behavioral scientist at […]

Deadline Nears for Comment on Republican Revamp Proposal for NIH

Republican legislators in the U.S. House of Representatives, arguing that “the American people’s trust in the National Institute of Health has been broken,” have released a blueprint for reforming the agency.

NSF Looks Headed for a Half-Billion Dollar Haircut

Funding for the U.S. National Science Foundation would fall by a half billion dollars in this fiscal year if a proposed budget the House of Representatives’ Appropriations Committee takes effect – the first cut to the agency’s budget in several years.

Digital Transformation Needs Organizational Talent and Leadership Skills to Be Successful

Who drives digital change – the people of the technology? Katharina Gilli explains how her co-authors worked to address that question.

Six Principles for Scientists Seeking Hiring, Promotion, and Tenure

The negative consequences of relying too heavily on metrics to assess research quality are well known, potentially fostering practices harmful to scientific research such as p-hacking, salami science, or selective reporting. To address this systemic problem, Florian Naudet, and collegues present six principles for assessing scientists for hiring, promotion, and tenure.

Book Review: The Oxford Handbook of Creative Industries

Candace Jones, Mark Lorenzen, Jonathan Sapsed , eds.: The Oxford Handbook of Creative Industries. Oxford: Oxford University Press, 2015. 576 pp. $170.00, […]

Canadian Librarians Suggest Secondary Publishing Rights to Improve Public Access to Research

The Canadian Federation of Library Associations recently proposed providing secondary publishing rights to academic authors in Canada.

Webinar: How Can Public Access Advance Equity and Learning?

The U.S. National Science Foundation and the American Association for the Advancement of Science have teamed up present a 90-minute online session examining how to balance public access to federally funded research results with an equitable publishing environment.

Open Access in the Humanities and Social Sciences in Canada: A Conversation

Five organizations representing knowledge networks, research libraries, and publishing platforms joined the Federation of Humanities and Social Sciences to review the present and the future of open access — in policy and in practice – in Canada

The Added Value of Latinx and Black Teachers

As the U.S. Congress debates the reauthorization of the Higher Education Act, a new paper in Policy Insights from the Behavioral and Brain Sciences urges lawmakers to focus on provisions aimed at increasing the numbers of black and Latinx teachers.

A Collection: Behavioral Science Insights on Addressing COVID’s Collateral Effects

To help in decisions surrounding the effects and aftermath of the COVID-19 pandemic, the the journal ‘Policy Insights from the Behavioral and Brain Sciences’ offers this collection of articles as a free resource.

Susan Fiske Connects Policy and Research in Print

Psychologist Susan Fiske was the founding editor of the journal Policy Insights from the Behavioral and Brain Sciences. In trying to reach a lay audience with research findings that matter, she counsels stepping a bit outside your academic comfort zone.

Mixed Methods As A Tool To Research Self-Reported Outcomes From Diverse Treatments Among People With Multiple Sclerosis

What does heritage mean to you?

Personal Information Management Strategies in Higher Education

Working Alongside Artificial Intelligence Key Focus at Critical Thinking Bootcamp 2022

SAGE Publishing — the parent of Social Science Space – will hold its Third Annual Critical Thinking Bootcamp on August 9. Leaning more and register here

Watch the Forum: A Turning Point for International Climate Policy

On May 13, the American Academy of Political and Social Science hosted an online seminar, co-sponsored by SAGE Publishing, that featured presentations […]

Event: Living, Working, Dying: Demographic Insights into COVID-19

On Friday, April 23rd, join the Population Association of America and the Association of Population Centers for a virtual congressional briefing. The […]

The Decameron Revisited – Pandemic as Farce

After viewing the the televised version of the The Decameron, our Robert Dingwall asks what the farce set during the Black Death says about a more recent pandemic.

Pandemic Nemesis: Illich reconsidered

An unexpected element of post-pandemic reflections has been the revival of interest in the work of Ivan Illich, a significant public intellectual […]

Public Policy

Daron Acemoglu on Artificial Intelligence

Economist Daron Acemoglu, professor at the Massachusetts Institute of Technology, discusses the history of technological revolutions in the last millennium and what they may tell us about artificial intelligence today.

Economist Kaye Husbands Fealing to Lead NSF’s Social Science Directorate

Kaye Husbands Fealing, an economist who has done pioneering work in the “science of broadening participation,” has been named the new leader of the U.S. National Science Foundation’s Directorate for Social, Behavioral and Economic Sciences.

Jane M. Simoni Named New Head of OBSSR

Clinical psychologist Jane M. Simoni has been named to head the U.S. National Institutes of Health’s Office of Behavioral and Social Sciences Research

Canada’s Federation For Humanities and Social Sciences Welcomes New Board Members

Annie Pilote, dean of the faculty of graduate and postdoctoral studies at the Université Laval, was named chair of the Federation for the Humanities and Social Sciences at its 2023 virtual annual meeting last month. Members also elected Debra Thompson as a new director on the board.

A Milestone Dataset on the Road to Self-Driving Cars Proves Highly Popular

The idea of an autonomous vehicle – i.e., a self-driving car – isn’t particularly new. Leonardo da Vinci had some ideas he […]

National Academies Looks at How to Reduce Racial Inequality In Criminal Justice System

To address racial and ethnic inequalities in the U.S. criminal justice system, the National Academies of Sciences, Engineering and Medicine just released “Reducing Racial Inequality in Crime and Justice: Science, Practice and Policy.”

Survey Examines Global Status Of Political Science Profession

The ECPR-IPSA World of Political Science Survey 2023 assesses political science scholar’s viewpoints on the global status of the discipline and the challenges it faces, specifically targeting the phenomena of cancel culture, self-censorship and threats to academic freedom of expression.

Report: Latest Academic Freedom Index Sees Global Declines

The latest update of the global Academic Freedom Index finds improvements in only five countries

Analyzing the Impact: Social Media and Mental Health 

The social and behavioral sciences supply evidence-based research that enables us to make sense of the shifting online landscape pertaining to mental health. We’ll explore three freely accessible articles (listed below) that give us a fuller picture on how TikTok, Instagram, Snapchat, and online forums affect mental health. 

The Risks Of Using Research-Based Evidence In Policymaking

With research-based evidence increasingly being seen in policy, we should acknowledge that there are risks that the research or ‘evidence’ used isn’t suitable or can be accidentally misused for a variety of reasons. 

Surveys Provide Insight Into Three Factors That Encourage Open Data and Science

Over a 10-year period Carol Tenopir of DataONE and her team conducted a global survey of scientists, managers and government workers involved in broad environmental science activities about their willingness to share data and their opinion of the resources available to do so (Tenopir et al., 2011, 2015, 2018, 2020). Comparing the responses over that time shows a general increase in the willingness to share data (and thus engage in Open Science).

Megan Stevenson on Why Interventions in the Criminal Justice System Don’t Work

Megan Stevenson’s work finds little success in applying reforms derived from certain types of social science research on criminal justice.

How ‘Dad Jokes’ Help Children Learn How To Handle Embarrassment

Yes, dad jokes can be fun. They play an important role in how we interact with our kids. But dad jokes may also help prepare them to handle embarrassment later in life.

Developing AFIRE – Platform Connects Research Funders with Innovative Experiments

The Accelerator For Innovation and Research Funding Experimentation (AFIRE) is a new tool dedicated to boosting and revitalizing the design, synthesis, and implementation of experiments through innovation and research funding.

Using Video Data Analysis in the 21st Century

In 2011, anti-government protests and uprisings erupted in Northern Africa and the Middle East in what is often called the “Arab Spring.” […]

Exploring Hybrid Ethnography with Liz Przybylski

Dr. Liz Przybylski was thinking ahead when she wrote Hybrid Ethnography: Online, Offline, and In Between. They unwittingly predicted that we would […]

Iris Berent on the Innate in Human Nature

How much of our understanding of the world comes built-in? More than you’d expect. That’s the conclusion that Iris Berent, a professor of psychology at Northeastern University and head of the Language and Mind Lab there, has come to after years of research

Responsible Management Education Week 2024: Sage Asks ‘What Does It Mean to You?’

Sage used the opportunity of Responsible Business Management week 2024 to ask its authors, editors, and contacts what responsible management education means to them.

Tejendra Pherali on Education and Conflict

Tejendra Pherali, a professor of education, conflict and peace at University College London, researches the intersection of education and conflict around the world.

Immigration Court’s Active Backlog Surpasses One Million

In the first post from a series of bulletins on public data that social and behavioral scientists might be interested in, Gary Price links to an analysis from the Transactional Records Access Clearinghouse.

Webinar Discusses Promoting Your Article

The next in SAGE Publishing’s How to Get Published webinar series focuses on promoting your writing after publication. The free webinar is set for November 16 at 4 p.m. BT/11 a.m. ET/8 a.m. PT.

Webinar Examines Open Access and Author Rights

The next in SAGE Publishing’s How to Get Published webinar series honors International Open Access Week (October 24-30). The free webinar is […]

Ping, Read, Reply, Repeat: Research-Based Tips About Breaking Bad Email Habits

At a time when there are so many concerns being raised about always-on work cultures and our right to disconnect, email is the bane of many of our working lives.

AI Database Created Specifically to Support Social Science Research

A new database houses more 250 different useful artificial intelligence applications that can help change the way researchers conduct social science research.

New Tool Promotes Responsible Hiring, Promotion, and Tenure in Research Institutions

Modern-day approaches to understanding the quality of research and the careers of researchers are often outdated and filled with inequalities. These approaches […]

Watch The Lecture: The ‘E’ In Science Stands For Equity

According to the National Science Foundation, the percentage of American adults with a great deal of trust in the scientific community dropped […]

Watch a Social Scientist Reflect on the Russian Invasion of Ukraine

“It’s very hard,” explains Sir Lawrence Freedman, “to motivate people when they’re going backwards.”

Dispatches from Social and Behavioral Scientists on COVID

Has the ongoing COVID-19 pandemic impacted how social and behavioral scientists view and conduct research? If so, how exactly? And what are […]

Contemporary Politics Focus of March Webinar Series

This March, the Sage Politics team launches its first Politics Webinar Week. These webinars are free to access and will be delivered by contemporary politics experts —drawn from Sage’s team of authors and editors— who range from practitioners to instructors.

New Thought Leadership Webinar Series Opens with Regional Looks at Research Impact

Research impact will be the focus of a new webinar series from Epigeum, which provides online courses for universities and colleges. The […]

• Impact metrics
• Early Career
• In Memorium
• Curated-Collection Page Links
• Science communication
• A Black History Addendum to the American Music Industry
• Addressing the United Kingdom’s Lack of Black Scholars
• Societal Impact of Social Sciences, Humanities, and Arts 2024
• Alex Edmans on Confirmation Bias 

Subscribe to our mailing list

Get the latest news from the social and behavioral science community delivered straight to your inbox.

Thanks! Please check your inbox or spam folder to confirm your subscription.

An official website of the United States government

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock icon ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Publications
• Account settings
• Advanced Search
• Journal List

How to present and summarize a scientific journal article

Thomas cox , psyd, cristie columbus , md, dio, kashif ahmed , md, julie higginbotham , ma.

• Author information
• Article notes
• Copyright and License information

The authors report no funding or conflicts of interest.

Corresponding author : Thomas Cox, PsyD, Faculty Development and Research Education, Baylor University Medical Center, 3500 Gaston Ave., Dallas, TX 75246 (e-mail: [email protected] ).

Received 2024 May 13; Accepted 2024 Jun 7; Collection date 2024.

The success of a journal club hinges on the presentation of articles that are both relevant and scientifically robust. It’s insufficient for presenters to merely read through an article and highlight a few points without a clear focus. A strong presentation should thoroughly describe the relevance and validity of the study, offer a critique, suggest how further research might address the issue, and discuss the implications for patient care. Selecting the right article is crucial. It is recommended to begin the presentation with a case scenario to emphasize the article’s clinical relevance and to revisit the case at the conclusion of the presentation. The components of the article presentation should include background information, methodology and results, and the authors’ discussion. Additionally, the presenter should critique the article’s validity, noting any potential biases, evaluating the risks and costs of the proposed intervention, and assessing how well the article supports its hypothesis. The presentation should conclude with a summary statement that includes conclusions, implications, and future directions. Having a structured process for journal club presentations guides presenters and ensures that attendees derive maximum benefit from the educational activity. This organized approach fosters a deeper understanding and encourages critical thinking among participants.

Keywords: Critique, graduate medical education, journal club, presentation, research

An important part of our training programs is to help trainees critically analyze and evaluate a journal article so they can consider its relevance and apply it to clinical practice. Being able to differentiate high-quality clinical scientific journal articles from low-quality articles is a valuable skill. To achieve this goal, it is helpful to utilize a didactic flow process for a formal presentation of a medical journal article. We begin with a history of medical journal clubs, followed by a method for article selection and presentation. Presentation components include a case-based scenario, article critique/summary, discussion, review of outcomes, conclusions, implications, and future directions. Table 1 reviews the steps necessary for preparation of a clinical article at journal club.

Key points for selection, appraisal, and presentation of an article

HISTORY OF MEDICAL JOURNAL CLUBS

The first recorded journal clubs were formed by Sir William Osler at McGill University in 1875. Dr. Osler, a Canadian physician known as the father of modern medicine, is best known for creating the foundation of the discipline of internal medicine and was instrumental in developing the system of clinical medical education. Also, Sir James Paget in the mid 19th century is credited for the first teaching-module type of journal club; he was a British surgeon and pathologist credited for discovering in human muscle the parasitic worm that causes trichinosis. Dr. Osler and Dr. Paget initiated medical journal clubs for different reasons.

The journal club as a formal educational modality was recorded in the early 1900s in Germany. The 20th century saw significant improvement in scientific reporting and research, with the development of journals for subspecialties. Journals also evolved into a forum for continuing medical education. Today journal clubs are designed to teach critical appraisal skills to physicians in training and offer continuing education for practicing physicians. While this educational tool is not formally incorporated into the undergraduate medical education curriculum, that could be considered, based on the value and importance of journal clubs at more advanced levels of medical training.

ARTICLE SELECTION

The foundation of an outstanding journal club presentation rests on the choice of an interesting and well-written paper. Before presenting a journal article, we recommend that a trainee have the proposed article reviewed by one or two program staff members to get feedback on the article’s educational significance, relevance for practice, and validity. Randomized controlled trials are typically the best to choose; however, other types of studies such as cohort studies, case-controlled studies, and meta-analyses can also be chosen. It is best to avoid case reports and review articles. Figure 1 reviews the various types of studies in medical research, both primary and secondary. While past landmark cases that provide some foundations of current clinical practice can be considered, the general recommendation is to choose an article published within the past 3 to 6 months. Look for articles that have provocative or unexpected results or that could lead to a dramatic shift in knowledge or clinical practice that will grab the audience’s attention.

Classification of study types. +1 Sometimes known as experimental research; +2 analogous term: interventional; +3 analogous term: noninterventional or nonexperimental. Used with permission of Deutscher Ärzteverlag GmbH from Röhrig et al 1 ; permission conveyed through Copyright Clearance Center, Inc.

Numerous tools are available to aid in article selection, including tools from the American College of Physicians and the McMaster Online Rating of Evidence (MORE) system. Physicians can check online whether a potential article has been reviewed by experts. This process can help ensure that the paper meets the criteria for high scientific merit. In addition, articles that have passed this screening are rated on two 7-point scales by clinicians on relevance and value to their clinical discipline and newsworthiness. These scales can be used as informal guidelines to ensure that a chosen article merits presentation.

ARTICLE APPRAISAL

Once an article is selected, it is time to critically appraise it. There are different approaches to critiquing articles. One recommended way is to apply JAMA’s series of users’ guides to the medical literature (see the list at https://guides.library.vcu.edu/ebm/criticalappraisal ). These guides provide fundamental questions that the reader should address. Key points to focus on in the assessment of the validity of the study include randomization of patients between control and treatment groups, concealment of allocation, use of the intention-to-treat principle, and follow-up of the study. If methodological flaws are found in the appraisal, it does not mean that the article should not be presented, because there is value in discussing points about research design and methodology.

Next, it is important to discuss the results of the study. Understanding basic statistics such as odds ratios and relative risks, as well as calculation of number needed to treat and/or number needed to harm, can help to quantify the results. In addition, it is just as important to evaluate the clinical significance of the results and applicability to patient care; statistical significance does not necessarily indicate clinical significance. Often the first table in an article describes study participant demographics, which can help the reader decide whether results, if clinically significant, can be applied to their own patient population. Finally, one should assess the article for bias, including funding and disclosures, which might affect the study’s credibility. Table 2 contains a summary of key questions a reader should reflect upon and attempt to answer as he or she analytically reads an article. If an editorial accompanies the paper, it is important to read it before the presentation, because editorials often emphasize key points and controversial topics that, together with the presenter’s own analysis, can be used to prompt discussion.

Key questions to address when analyzing an article

ARTICLE PRESENTATION

In preparation for a journal club presentation, one key suggestion is to avoid slide overload. The best approach is to focus only on several key areas and provide the relevant table or data. Be prepared on the day of the presentation. It is beneficial to practice beforehand or have an outline to follow during the presentation to avoid exceeding the time limit. Additionally, the presenter needs to know the audience. Some audiences may have all levels of learners—faculty, fellows, residents, and/or students—making it necessary to briefly explain or review some clinical techniques, processes, or terms in case an audience member is not familiar with it. Also, in preparing a presentation, remember that it is not necessary to provide a detailed description of the article. The audience should have already read the article, so all they need is a review of the main ideas.

The introduction of the article provides the audience with the necessary information in context so they can follow the article’s presentation. The presenter first needs to state why this article was selected. It is helpful to explicitly define the research question or hypothesis, the targeted objectives of the study, the study’s clinical relevance, and why the topic is worthy of study. A well-built research question has four basic components (PICO):.

P opulation: Who was studied

I ntervention or exposure: The therapy, risk factor, tests, etc.

C omparison or control: The alternative to intervention or exposure

O utcome: Clinical, functional, economic outcomes

It can also be useful to highlight any research done before the study to show the developmental process. This portion of the presentation concludes by describing informally what the authors hoped to prove with this research. It is also good practice to discuss the data supporting the current standard of care against which the study intervention is being measured.

Moving to the methodology , presenters should accurately describe the research tools and methods used in the study. Is it a randomized controlled trial? Is it prospective or retrospective? Is it blinded? Or is it cross-sectional or longitudinal? It is also important to describe the study population, including inclusion and exclusion criteria. A diagrammatic schema is recommended to construct and clearly illustrate treatment arms; software is available to help with this process. It is recommended that presenters broadly explain how the research question was addressed. Finally, the statistical methods and the power calculation to determine subject numbers should be presented.

The results can be highlighted using statistical methods that can be more quickly and easily grasped by the audience, such as means, medians, modes, standard deviations, and correlations. The goal is not to exclude any data but to avoid losing the audience with too much detail.

Following the presentation flow, the next major area is to review the authors’ discussion and their perspectives on the study results. This section should include explanations of inconsistent or unexpected results and consider whether the conclusions are supported by the data.

ARTICLE CRITIQUE

The next segment of the article presentation is a critique of the article from a viewpoint of validity. The audience wants to hear the presenter’s critique of the article. It is crucial at this point to present the support or criticisms of the study method and conclusions and point out any potential biases. It is also good practice to discuss the tradeoffs between the potential benefits of the study intervention versus the potential risks and costs. This element creates good discussion and debate in journal clubs. While a comprehensive discussion is often beyond the scope of an article presentation, the critique should define any incidence rates of clinically significant toxicities within the study. Finally, describe what the authors accomplished with their work. This may involve a sophisticated analysis of the study’s impact on clinical practice or new research methodology. One useful question is whether this study will impact or change the way you practice medicine. At this point, any study limitations can be outlined, even in bullet form.

Other questions that can be addressed during the critique are as follows: Were the authors successful in accomplishing their objectives? Did they answer their research question? Were their controls properly set up? Was the data accurately presented? Was this study powered correctly? What conclusions did the authors draw from the research? Was the research and study significant to impact change, or was it informational in its approach? Presenters can summarize the implications of the article for practice in their field, ensuring that the summary covers the research question. These are also features of a commentary that is solicited by the journal editor.

IMPLICATIONS AND CONCLUSION

There are two areas of focus for the conclusion of the discussion: (1) the implications for medicine, science, research, and health care; and (2) whether the journal article revealed any secondary results or endpoints that weren’t in the original research question. At the end, the presenters will want to restate the authors’ take-home message followed by their interpretation of the study and provide a personal perspective, detailing why they found the paper interesting and important. Then presenters can also reflect on whether they envision the study results redirecting research in this field and changing the landscape of clinical practice. Often the discussion leads to specific recommendations for future research. For example, how would you change the research question or change the study? How would you change the protocol to get a clear answer or to get an answer to a more appropriate question? For clinical practice, can this study yield results that can be applied to your patients? If the presenter began with a case scenario, in conclusion, he or she should return to that case and discuss whether it changed the decision-making process. Presenters should watch the time to allow for questions at the end. It is always beneficial to ensure a specific faculty member, maybe a mentor, can attend and make comments or pose audience questions to promote more discussion.

This article has outlined a formal process for presenting journal articles, which can greatly benefit both presenters and audience members. By adhering to this structured approach, presenters can better prepare their presentations, ensuring they are clear and comprehensive. Audience members, in turn, will know what to expect, making these sessions more productive and engaging. Implementing a formal presentation process in journal clubs can enhance their effectiveness, contributing more significantly to collective understanding and education.

Moreover, presenting journal articles not only facilitates peer discussion on new developments or landmark cases in a specialty but also enhances the analytical and presentation skills of the presenters. These skills are integral to clinical practice, as they enable practitioners to critically evaluate new information and communicate their insights effectively. Thus, the practice of presenting journal articles serves as a valuable exercise in professional development within the clinical community.

DISCLOSURE STATEMENT

• 1. Röhrig B, Du Prel JB, Wachtlin D, Blettner M.. Types of study in medical research: part 3 of a series on evaluation of scientific publications. Dtsch Arztebl Int . 2009;106(15):262–268. doi: 10.3238/arztebl.2009.0262. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 2. Syed AF, Ahmed J.. How to prepare an outstanding journal club presentation in Unani post graduation. Int J Adv Health Sci . 2016;3(3):208–212. [ Google Scholar ]
• 3. Linzer M. The journal club and medical education: over one hundred years of unrecorded history. Postgrad Med J . 1987;63(740):475–478. doi: 10.1136/pgmj.63.740.475. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ]
• 4. Judd S, Antaki F.. Approach to presenting a clinical journal club. Gastroenterology . 2014;146(7):1591–1593. doi: 10.1053/j.gastro.2014.04.024. [ DOI ] [ PubMed ] [ Google Scholar ]
• 5. McMaster University . McMaster health knowledge refinery: our process. Accessed June 17, 2024. https://hiru.mcmaster.ca/MORE/physicians/sentinel_reader.html .
• 6. Schwartz MD, Dowell D, Aperi J, Kalet AL.. Improving journal club presentations, or, I can present that paper in under 10 minutes. Evid Based Med . 2007;12(3):66–68. doi: 10.1136/ebm.12.3.66-a. [ DOI ] [ PubMed ] [ Google Scholar ]
• View on publisher site
• PDF (474.6 KB)
• Collections

Similar articles

Cited by other articles, links to ncbi databases.

• Download .nbib .nbib
• Format: AMA APA MLA NLM

EU competitiveness: Looking ahead

Introduction

Today, Europe stands united in its pursuit of inclusive economic growth, focusing on 

• sustainable competitiveness
• economic security
• open strategic autonomy
• fair competition

They all serve as pillars of prosperity. 

The vision that drives Europe forward is to create conditions where businesses thrive, the environment is protected, and everyone has an equal chance at success.

Sustainable competitiveness should make sure businesses are productive and environmentally friendly. Economic security ensures that our economy can handle challenges and protect jobs. With open strategic autonomy, Europe is not just open for business; but is shaping a better, fairer world.

Way forward for EU’s competitiveness

Europe's strong system of rights and values offers equal opportunities and leads the way in social inclusion. Our institutions, economic frameworks, and commitment to the rule of law create an environment where businesses can thrive and people can prosper. Top-notch infrastructure and a skilled workforce give Europe its competitive edge.

In a changing world with new challenges, the European Union is focused on staying competitive and prosperous. We're working hard to maintain our leadership globally and to make sure we have control over our own future.

Therefore Europe needs to look further ahead and set out how to remain competitive. 

This is why Mario Draghi – former European Central Bank President and one of Europe's great economic minds – was tasked by the European Commission to prepare a report of his personal vision on the future of European competitiveness. 

The future of European competitiveness: Report by Mario Draghi

The report looks at the challenges faced by the industry and companies in the Single Market. 

The findings of the report will contribute to the Commission’s work on a new plan for Europe’s sustainable prosperity and competitiveness. And in particular, to the development of the new Clean Industrial Deal for competitive industries and quality jobs, which will be presented in the first 100 days of the new Commission mandate.

• 9 SEPTEMBER 2024
• 17 SEPTEMBER 2024

Related links

Strengthening European competitiveness

Share this page

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

Americans’ Social Media Use

Youtube and facebook are by far the most used online platforms among u.s. adults; tiktok’s user base has grown since 2021, table of contents.

• Which social media sites do Americans use most?
• TikTok sees growth since 2021
• Stark age differences in who uses each app or site
• Other demographic differences in use of online platforms
• Acknowledgments
• 2023 National Public Opinion Reference Survey (NPORS) Methodology

To better understand Americans’ social media use, Pew Research Center surveyed 5,733 U.S. adults from May 19 to Sept. 5, 2023. Ipsos conducted this National Public Opinion Reference Survey (NPORS) for the Center using address-based sampling and a multimode protocol that included both web and mail. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race and ethnicity, education and other categories.

Polls from 2000 to 2021 were conducted via phone. For more on this mode shift, read our Q&A .

Here are the questions used for this analysis , along with responses, and  its methodology ­­­.

A note on terminology: Our May-September 2023 survey was already in the field when Twitter changed its name to “X.” The terms  Twitter  and  X  are both used in this report to refer to the same platform.

Social media platforms faced a range of controversies in recent years, including concerns over misinformation and data privacy . Even so, U.S. adults use a wide range of sites and apps, especially YouTube and Facebook. And TikTok – which some Congress members previously called to ban – saw growth in its user base.

These findings come from a Pew Research Center survey of 5,733 U.S. adults conducted May 19-Sept. 5, 2023.

YouTube by and large is the most widely used online platform measured in our survey. Roughly eight-in-ten U.S. adults (83%) report ever using the video-based platform.

While a somewhat lower share reports using it, Facebook is also a dominant player in the online landscape. Most Americans (68%) report using the social media platform.

Additionally, roughly half of U.S. adults (47%) say they use Instagram .

The other sites and apps asked about are not as widely used , but a fair portion of Americans still use them:

• 27% to 35% of U.S. adults use Pinterest, TikTok, LinkedIn, WhatsApp and Snapchat.
• About one-in-five say they use Twitter (recently renamed “X”) and Reddit.  

This year is the first time we asked about BeReal, a photo-based platform launched in 2020. Just 3% of U.S. adults report using it.

Recent Center findings show that YouTube also dominates the social media landscape among U.S. teens .

One platform – TikTok – stands out for growth of its user base. A third of U.S. adults (33%) say they use the video-based platform, up 12 percentage points from 2021 (21%).

The other sites asked about had more modest or no growth over the past couple of years. For instance, while YouTube and Facebook dominate the social media landscape, the shares of adults who use these platforms has remained stable since 2021.

The Center has been tracking use of online platforms for many years. Recently, we shifted from gathering responses via telephone to the web and mail. Mode changes can affect study results in a number of ways, therefore we have to take a cautious approach when examining how things have – or have not – changed since our last study on these topics in 2021. For more details on this shift, please read our Q&A .

Adults under 30 are far more likely than their older counterparts to use many of the online platforms. These findings are consistent with previous Center data .

Age gaps are especially large for Instagram, Snapchat and TikTok – platforms that are used by majorities of adults under 30. For example:

• 78% of 18- to 29-year-olds say they use Instagram, far higher than the share among those 65 and older (15%).
• 65% of U.S. adults under 30 report using Snapchat, compared with just 4% of the oldest age cohort.
• 62% of 18- to 29-year-olds say they use TikTok, much higher than the share among adults ages 65 years and older (10%).
• Americans ages 30 to 49 and 50 to 64 fall somewhere in between for all three platforms.

YouTube and Facebook are the only two platforms that majorities of all age groups use. That said, there is still a large age gap between the youngest and oldest adults when it comes to use of YouTube. The age gap for Facebook, though, is much smaller.

Americans ages 30 to 49 stand out for using three of the platforms – LinkedIn, WhatsApp and Facebook – at higher rates. For instance, 40% of this age group uses LinkedIn, higher than the roughly three-in-ten among those ages 18 to 29 and 50 to 64. And just 12% of those 65 and older say the same. 

Overall, a large majority of the youngest adults use multiple sites and apps. About three-quarters of adults under 30 (74%) use at least five of the platforms asked about. This is far higher than the shares of those ages 30 to 49 (53%), 50 to 64 (30%), and ages 65 and older (8%) who say the same.  

Refer to our social media fact sheet for more detailed data by age for each site and app.

A number of demographic differences emerge in who uses each platform. Some of these include the following:

• Race and ethnicity: Roughly six-in-ten Hispanic (58%) and Asian (57%) adults report using Instagram, somewhat higher than the shares among Black (46%) and White (43%) adults. 1
• Gender: Women are more likely than their male counterparts to say they use the platform.
• Education: Those with some college education and those with a college degree report using it at somewhat higher rates than those who have a high school degree or less education.
• Race and ethnicity: Hispanic adults are particularly likely to use TikTok, with 49% saying they use it, higher than Black adults (39%). Even smaller shares of Asian (29%) and White (28%) adults say the same.
• Gender: Women use the platform at higher rates than men (40% vs. 25%).
• Education: Americans with higher levels of formal education are especially likely to use LinkedIn. For instance, 53% of Americans with at least a bachelor’s degree report using the platform, far higher than among those who have some college education (28%) and those who have a high school degree or less education (10%). This is the largest educational difference measured across any of the platforms asked about.

Twitter (renamed “X”)

• Household income: Adults with higher household incomes use Twitter at somewhat higher rates. For instance, 29% of U.S. adults who have an annual household income of at least $100,000 say they use the platform. This compares with one-in-five among those with annual household incomes of $70,000 to $99,999, and around one-in-five among those with annual incomes of less than $30,000 and those between $30,000 and $69,999.
• Gender: Women are far more likely to use Pinterest than men (50% vs. 19%).
• Race and ethnicity: 54% of Hispanic adults and 51% of Asian adults report using WhatsApp. This compares with 31% of Black adults and even smaller shares of those who are White (20%).

• Estimates for Asian adults are representative of English speakers only. ↩

Sign up for our weekly newsletter

Fresh data delivery Saturday mornings

Sign up for The Briefing

Weekly updates on the world of news & information

• Internet & Technology
• Social Media
• Twitter (X)

More Americans – especially young adults – are regularly getting news on TikTok

Many israelis say social media content about the israel-hamas war should be censored, whatsapp and facebook dominate the social media landscape in middle-income nations, germans stand out for their comparatively light use of social media, majorities in most countries surveyed say social media is good for democracy, most popular, report materials.

901 E St. NW, Suite 300 Washington, DC 20004 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan, nonadvocacy fact tank that informs the public about the issues, attitudes and trends shaping the world. It does not take policy positions. The Center conducts public opinion polling, demographic research, computational social science research and other data-driven research. Pew Research Center is a subsidiary of The Pew Charitable Trusts , its primary funder.

© 2024 Pew Research Center

• Share full article

Advertisement

Supported by

U.S. Study on Puberty Blockers Goes Unpublished Because of Politics, Doctor Says

The leader of the long-running study said that the drugs did not improve mental health in children with gender distress and that the finding might be weaponized by opponents of the care.

By Azeen Ghorayshi

An influential doctor and advocate of adolescent gender treatments said she had not published a long-awaited study of puberty-blocking drugs because of the charged American political environment.

The doctor, Johanna Olson-Kennedy, began the study in 2015 as part of a broader, multimillion-dollar federal project on transgender youth. She and colleagues recruited 95 children from across the country and gave them puberty blockers , which stave off the permanent physical changes — like breasts or a deepening voice — that could exacerbate their gender distress, known as dysphoria.

The researchers followed the children for two years to see if the treatments improved their mental health. An older Dutch study had found that puberty blockers improved well-being, results that inspired clinics around the world to regularly prescribe the medications as part of what is now called gender-affirming care.

But the American trial did not find a similar trend, Dr. Olson-Kennedy said in a wide-ranging interview. Puberty blockers did not lead to mental health improvements, she said, most likely because the children were already doing well when the study began.

“They’re in really good shape when they come in, and they’re in really good shape after two years,” said Dr. Olson-Kennedy, who runs the country’s largest youth gender clinic at the Children’s Hospital of Los Angeles.

That conclusion seemed to contradict an earlier description of the group, in which Dr. Olson-Kennedy and her colleagues noted that one quarter of the adolescents were depressed or suicidal before treatment.

In the nine years since the study was funded by the National Institutes of Health, and as medical care for this small group of adolescents became a searing issue in American politics, Dr. Olson-Kennedy’s team has not published the data. Asked why, she said the findings might fuel the kind of political attacks that have led to bans of the youth gender treatments in more than 20 states, one of which will soon be considered by the Supreme Court.

“I do not want our work to be weaponized,” she said. “It has to be exactly on point, clear and concise. And that takes time.”

She said that she intends to publish the data, but that the team had also been delayed because the N.I.H. had cut some of the project’s funding. She attributed that cut, too, to politics, which the N.I.H. denied. (The broader project has received $9.7 million in government support to date.)

Dr. Olson-Kennedy is one of the country’s most vocal advocates of adolescent gender treatments and has served as an expert witness in many legal challenges to the state bans. She said she was concerned the study’s results could be used in court to argue that “we shouldn’t use blockers because it doesn’t impact them,” referring to transgender adolescents.

Other researchers, however, were alarmed by the idea of delaying results that would have immediate implications for families around the world.

“I understand the fear about it being weaponized, but it’s really important to get the science out there,” said Amy Tishelman, a clinical and research psychologist at Boston College who was one of the study’s original researchers.

Dr. Tishelman also noted that, even if the drugs did not lead to psychological improvements, they may have prevented some of the children from getting worse. “No change isn’t necessarily a negative finding — there could be a preventative aspect to it,” she said. “We just don’t know without more investigation.”

In the 1990s and 2000s, doctors in the Netherlands began studying a small group of children who had experienced intense gender dysphoria since early childhood. For most of these children, the negative feelings dissipated by puberty. For others, puberty made them feel worse.

For those who struggled, the researchers began prescribing puberty blockers, which had long been used to treat children whose puberty began unusually early. The Dutch scientists reasoned that by preventing the permanent changes of puberty, transgender adolescents would fare better psychologically and fit in more comfortably in society as adults.

In 2011, the researchers reported on the first 70 children who were treated with the so-called Dutch Protocol. The children were thoroughly assessed to make sure that they had persistent dysphoria and supportive parents and that they did not have serious psychiatric conditions that might interfere with treatment.

These patients showed some psychological improvements after puberty blockers: fewer depressive symptoms, as well as significant declines in behavioral and emotional problems. All the patients chose to continue their gender transitions by taking testosterone or estrogen.

The findings were highly influential even before they were published, and clinics around the world opened to treat transgender adolescents with puberty blockers and hormones.

England’s youth gender clinic in 2011 tried to replicate the Dutch results with a study of 44 children. But at a conference five years later, the British researchers reported that puberty blockers had not changed volunteers’ well-being, including rates of self-harm. Those results were not made public until 2020, years after puberty blockers had become the standard treatment for children with gender dysphoria in England.

In 2020, Dr. Olson-Kennedy’s group described the initial psychological profile of the children enrolled in the U.S. study of puberty blockers, whose average age was 11. Before receiving the drugs, around one quarter of the group reported depression symptoms and significant anxiety, and one quarter reported ever having thoughts of suicide. Eight percent reported a past suicide attempt.

In a progress report submitted to the N.I.H. at that time, Dr. Olson-Kennedy outlined her hypothesis of how the children would fare after two years on puberty blockers: that they would show “decreased symptoms of depression, anxiety, trauma symptoms, self-injury, and suicidality, and increased body esteem and quality of life over time.”

That hypothesis does not seem to have borne out. “They have good mental health on average,” Dr. Olson-Kennedy said in the interview with The New York Times. “They’re not in any concerning ranges, either at the beginning or after two years.” She reiterated this idea several times.

When asked in follow-up emails to clarify how the children could have good initial mental health when her preliminary findings had showed one quarter of them struggling, Dr. Olson-Kennedy said that, in the interview, she was referring to data averages and that she was still analyzing the full data set.

Dr. Hilary Cass, a pediatrician who this year published an extensive review of youth gender services in England, said that the delays from the American and British research groups had led the public to believe that puberty blockers improved mental health, even though scant evidence backed up that conclusion.

“It’s really important we get results out there so we understand whether it’s helpful or not, and for whom,” Dr. Cass said.

Her report found weak evidence for puberty blockers and noted some risks, including lags in bone growth and fertility loss in some patients. It prompted the National Health Service in England to stop prescribing the drugs outside of a new clinical trial , following similar pullbacks in several other European countries .

An N.I.H. spokesman said that while the agency generally encourages the publication of data supported by its grants, researchers decide how and when to do so.

Dr. Olson-Kennedy’s collaborators have also not yet published data they collected on how puberty blockers affected the adolescents’ bone development .

But many other papers have been published from the wider N.I.H. project, including a 2023 study of older transgender and nonbinary adolescents who took estrogen or testosterone to aid their gender transition. After two years on hormones, the volunteers showed improvements in life and body satisfaction, and patients taking testosterone showed declines in depression and anxiety. (Two of the 315 patients died by suicide, a rate much higher than the general population.)

Dr. Olson-Kennedy noted that doctors’ clinical experience was often undervalued in discussions of research. She has prescribed puberty blockers and hormonal treatments to transgender children and adolescents for 17 years, she said, and has observed how profoundly beneficial they can be.

Although the N.I.H. studies are large, she said, “these are minuscule compared to the amount of people that we’ve taken care of.”

Christina Jewett and Jane Ackermann contributed reporting.

Azeen Ghorayshi covers the intersection of sex, gender and science for The Times. More about Azeen Ghorayshi

Discover More in Health and Science

A Psychiatric Rescue Mission:  In Los Angeles, the crisis of homelessness is pushing American psychiatry to places it has not gone before — like sidewalk injections of antipsychotics .

 Concrete, the Ancient Roman Way:  By learning the secrets of 2,000-year-old cement, researchers are trying to devise greener, more durable modern options .

Hearing Aids in Your Pocket:  With the help of new software authorized by the F.D.A., Apple is preparing to turn its AirPods Pro 2 into easy-to-use aids  for people with mild to moderate hearing loss.

Birds’ Mysterious Migration:  Some birds migrate thousands of miles every autumn. Scientists are using a hypobaric wind tunnel  to find out how they manage these long-haul journeys.

When Two Sea Aliens Become One:  Researchers have found that comb jellies, the primitive animals that are some of the strangest creatures on earth, can fuse their bodies together .