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Definition of research

 (Entry 1 of 2)

Definition of research  (Entry 2 of 2)

transitive verb

intransitive verb

• disquisition
• examination
• exploration
• inquisition
• investigation
• delve (into)
• inquire (into)
• investigate
• look (into)

Examples of research in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'research.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Middle French recerche , from recercher to go about seeking, from Old French recerchier , from re- + cerchier, sercher to search — more at search

1577, in the meaning defined at sense 3

1588, in the meaning defined at transitive sense 1

Phrases Containing research

• marketing research
• market research
• operations research
• oppo research

research and development

• research park
• translational research

Dictionary Entries Near research

Cite this entry.

“Research.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/research. Accessed 9 Jul. 2024.

Kids Definition

Kids definition of research.

Kids Definition of research  (Entry 2 of 2)

More from Merriam-Webster on research

Nglish: Translation of research for Spanish Speakers

Britannica English: Translation of research for Arabic Speakers

Britannica.com: Encyclopedia article about research

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• research (noun)
• research (verb)
• research and development (noun)
• research park (noun)
• market research (noun)
• cancer/AIDS/drug research
• medical/scientific/scholarly research
• She conducts research into/on the causes of Alzheimer's disease.
• Recent research shows/indicates that the disease is caused in part by bad nutrition.
• The study is an important piece of research .
• research data/findings
• a research group/organization/scientist
• a research assistant
• a research program/project
• a research lab/laboratory/library/center
• a research paper/report
• ( formal + old-fashioned ) We read about Sigmund Freud's researches into the human psyche.
• He did a lot of research before buying his car.

— researcher

• Medical researchers say that the drug is useless.
• She is researching [= investigating ] the relationship between stress and heart disease.
• He spent the summer researching his dissertation.
• Before going out to eat, she researched area restaurants.
• The reporter made hundreds of telephone calls while researching the story.

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Home Market Research

What is Research: Definition, Methods, Types & Examples

The search for knowledge is closely linked to the object of study; that is, to the reconstruction of the facts that will provide an explanation to an observed event and that at first sight can be considered as a problem. It is very human to seek answers and satisfy our curiosity. Let’s talk about research.

Content Index

What is Research?

What are the characteristics of research.

• Comparative analysis chart

Qualitative methods

Quantitative methods, 8 tips for conducting accurate research.

Research is the careful consideration of study regarding a particular concern or research problem using scientific methods. According to the American sociologist Earl Robert Babbie, “research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon. It involves inductive and deductive methods.”

Inductive methods analyze an observed event, while deductive methods verify the observed event. Inductive approaches are associated with qualitative research , and deductive methods are more commonly associated with quantitative analysis .

Research is conducted with a purpose to:

• Identify potential and new customers
• Understand existing customers
• Set pragmatic goals
• Develop productive market strategies
• Address business challenges
• Put together a business expansion plan
• Identify new business opportunities
• Good research follows a systematic approach to capture accurate data. Researchers need to practice ethics and a code of conduct while making observations or drawing conclusions.
• The analysis is based on logical reasoning and involves both inductive and deductive methods.
• Real-time data and knowledge is derived from actual observations in natural settings.
• There is an in-depth analysis of all data collected so that there are no anomalies associated with it.
• It creates a path for generating new questions. Existing data helps create more research opportunities.
• It is analytical and uses all the available data so that there is no ambiguity in inference.
• Accuracy is one of the most critical aspects of research. The information must be accurate and correct. For example, laboratories provide a controlled environment to collect data. Accuracy is measured in the instruments used, the calibrations of instruments or tools, and the experiment’s final result.

What is the purpose of research?

There are three main purposes:

• Exploratory: As the name suggests, researchers conduct exploratory studies to explore a group of questions. The answers and analytics may not offer a conclusion to the perceived problem. It is undertaken to handle new problem areas that haven’t been explored before. This exploratory data analysis process lays the foundation for more conclusive data collection and analysis.

LEARN ABOUT: Descriptive Analysis

• Descriptive: It focuses on expanding knowledge on current issues through a process of data collection. Descriptive research describe the behavior of a sample population. Only one variable is required to conduct the study. The three primary purposes of descriptive studies are describing, explaining, and validating the findings. For example, a study conducted to know if top-level management leaders in the 21st century possess the moral right to receive a considerable sum of money from the company profit.

LEARN ABOUT: Best Data Collection Tools

• Explanatory: Causal research or explanatory research is conducted to understand the impact of specific changes in existing standard procedures. Running experiments is the most popular form. For example, a study that is conducted to understand the effect of rebranding on customer loyalty.

Here is a comparative analysis chart for a better understanding:

It begins by asking the right questions and choosing an appropriate method to investigate the problem. After collecting answers to your questions, you can analyze the findings or observations to draw reasonable conclusions.

When it comes to customers and market studies, the more thorough your questions, the better the analysis. You get essential insights into brand perception and product needs by thoroughly collecting customer data through surveys and questionnaires . You can use this data to make smart decisions about your marketing strategies to position your business effectively.

To make sense of your study and get insights faster, it helps to use a research repository as a single source of truth in your organization and manage your research data in one centralized data repository .

Types of research methods and Examples

Research methods are broadly classified as Qualitative and Quantitative .

Both methods have distinctive properties and data collection methods .

Qualitative research is a method that collects data using conversational methods, usually open-ended questions . The responses collected are essentially non-numerical. This method helps a researcher understand what participants think and why they think in a particular way.

Types of qualitative methods include:

• One-to-one Interview
• Focus Groups
• Ethnographic studies
• Text Analysis

Quantitative methods deal with numbers and measurable forms . It uses a systematic way of investigating events or data. It answers questions to justify relationships with measurable variables to either explain, predict, or control a phenomenon.

Types of quantitative methods include:

• Survey research
• Descriptive research
• Correlational research

LEARN MORE: Descriptive Research vs Correlational Research

Remember, it is only valuable and useful when it is valid, accurate, and reliable. Incorrect results can lead to customer churn and a decrease in sales.

It is essential to ensure that your data is:

• Valid – founded, logical, rigorous, and impartial.
• Accurate – free of errors and including required details.
• Reliable – other people who investigate in the same way can produce similar results.
• Timely – current and collected within an appropriate time frame.
• Complete – includes all the data you need to support your business decisions.

Gather insights

• Identify the main trends and issues, opportunities, and problems you observe. Write a sentence describing each one.
• Keep track of the frequency with which each of the main findings appears.
• Make a list of your findings from the most common to the least common.
• Evaluate a list of the strengths, weaknesses, opportunities, and threats identified in a SWOT analysis .
• Prepare conclusions and recommendations about your study.
• Act on your strategies
• Look for gaps in the information, and consider doing additional inquiry if necessary
• Plan to review the results and consider efficient methods to analyze and interpret results.

Review your goals before making any conclusions about your study. Remember how the process you have completed and the data you have gathered help answer your questions. Ask yourself if what your analysis revealed facilitates the identification of your conclusions and recommendations.

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Look up a word, learn it forever.

Other forms: researches; researching; researched

In their spare time, teenagers LOVE doing extra research , by investigating the facts of a certain subject and studying and recording what they learn. And if you believe that, you need to do more research on the habits of teenagers.

Research comes from the Old French word recercher , meaning "seek out," or "search closely." When you do research, you are searching for knowledge and facts. Although you write plenty of research papers in college, on anything from the Industrial Revolution to the meaning behind a fur-lined teacup, the term is often used when talking about science, because scientists use step-by-step research to prove what is true, or not true, in their line of work.

• noun a search for knowledge “their pottery deserves more research than it has received” synonyms: enquiry , inquiry see more see less types: show 11 types... hide 11 types... nature study the study of animals and plants in the natural world (usually at an elementary level) experiment , experimentation the testing of an idea empirical research an empirical search for knowledge investigation , probe an inquiry into unfamiliar or questionable activities canvass , opinion poll , poll , public opinion poll , survey an inquiry into public opinion conducted by interviewing a random sample of people heraldry the study and classification of armorial bearings and the tracing of genealogies pilot experiment a preliminary experiment whose outcome can lead to a more extensive experiment test , trial , trial run , tryout trying something to find out about it fishing expedition an investigation undertaken in the hope (but not the stated purpose) of discovering information exit poll a poll of voters as they leave the voting place; usually taken by news media in order to predict the outcome of an election straw poll , straw vote an unofficial vote taken to determine opinion on some issue type of: problem solving the thought processes involved in solving a problem
• noun systematic investigation to establish facts see more see less types: show 15 types... hide 15 types... operations research research designed to determine most efficient way to do something field work an investigation carried out in the field rather than in a laboratory or headquarters market research , marketing research research that gathers and analyzes information about the moving of good or services from producer to consumer microscopy research with the use of microscopes probe an investigation conducted using a flexible surgical instrument to explore an injury or a body cavity research project , scientific research research into questions posed by scientific theories and hypotheses big science scientific research that requires massive capital investment but is expected to yield very significant results biological research scientific research conducted by biologists experiment , experimentation the act of conducting a controlled test or investigation market analysis marketing research that yields information about the marketplace product research marketing research that yields information about desired characteristics of the product or service consumer research marketing research that yields information about the motives and needs of different classes of consumers electron microscopy microscopy with the use of electron microscopes dark field illumination , dark ground illumination a form of microscopic examination of living material by scattered light; specimens appear luminous against a dark background fluorescence microscopy light microscopy in which the specimen is irradiated at wavelengths that excite fluorochromes type of: investigating , investigation the work of inquiring into something thoroughly and systematically
• verb inquire into “the students had to research the history of the Second World War for their history project” synonyms: delve , explore , search see more see less types: show 5 types... hide 5 types... prospect explore for useful or valuable things or substances, such as minerals google search the internet (for information) using the Google search engine mapquest search for a location and directions by means of the MapQuest program re-explore explore anew beat about , cast about , cast around search anxiously type of: investigate , look into investigate scientifically
• verb attempt to find out in a systematic and scientific manner “The student researched the history of that word” see more see less types: consult , look up , refer seek information from type of: investigate , look into investigate scientifically

Vocabulary lists containing research

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Definition of research noun from the Oxford Advanced Learner's Dictionary

• scientific/medical/academic research
• They are raising money for cancer research.
• to do/conduct/undertake research
• I've done some research to find out the cheapest way of travelling there.
• research into something He has carried out extensive research into renewable energy sources.
• research on something/somebody Recent research on deaf children has produced some interesting findings about their speech.
• Research on animals has led to some important medical advances.
• according to research According to recent research, more people are going to the movies than ever before.
• Their latest research project will be funded by the government.
• Are you hoping to get a research grant ?
• a research fellow/assistant/scientist
• a research institute/centre/laboratory
• The research findings were published in the Journal of Environmental Quality.
• formulate/​advance a theory/​hypothesis
• build/​construct/​create/​develop a simple/​theoretical/​mathematical model
• develop/​establish/​provide/​use a theoretical/​conceptual framework
• advance/​argue/​develop the thesis that…
• explore an idea/​a concept/​a hypothesis
• make a prediction/​an inference
• base a prediction/​your calculations on something
• investigate/​evaluate/​accept/​challenge/​reject a theory/​hypothesis/​model
• design an experiment/​a questionnaire/​a study/​a test
• do research/​an experiment/​an analysis
• make observations/​measurements/​calculations
• carry out/​conduct/​perform an experiment/​a test/​a longitudinal study/​observations/​clinical trials
• run an experiment/​a simulation/​clinical trials
• repeat an experiment/​a test/​an analysis
• replicate a study/​the results/​the findings
• observe/​study/​examine/​investigate/​assess a pattern/​a process/​a behaviour
• fund/​support the research/​project/​study
• seek/​provide/​get/​secure funding for research
• collect/​gather/​extract data/​information
• yield data/​evidence/​similar findings/​the same results
• analyse/​examine the data/​soil samples/​a specimen
• consider/​compare/​interpret the results/​findings
• fit the data/​model
• confirm/​support/​verify a prediction/​a hypothesis/​the results/​the findings
• prove a conjecture/​hypothesis/​theorem
• draw/​make/​reach the same conclusions
• read/​review the records/​literature
• describe/​report an experiment/​a study
• present/​publish/​summarize the results/​findings
• present/​publish/​read/​review/​cite a paper in a scientific journal
• a debate about the ethics of embryonic stem cell research
• For his PhD he conducted field research in Indonesia.
• Further research is needed.
• Future research will hopefully give us a better understanding of how garlic works in the human body.
• Dr Babcock has conducted extensive research in the area of agricultural production.
• the funding of basic research in biology, chemistry and genetics
• Activists called for a ban on animal research.
• Work is under way to carry out more research on the gene.
• She returned to Jamaica to pursue her research on the African diaspora.
• Bad punctuation can slow down people's reading speeds, according to new research carried out at Bradford University.
• He focused his research on the economics of the interwar era.
• Most research in the field has concentrated on the effects on children.
• One paper based on research conducted at Oxford suggested that the drug may cause brain damage.
• Research demonstrates that women are more likely than men to provide social support to others.
• She's doing research on Czech music between the wars.
• The research does not support these conclusions.
• They are carrying out research into the natural flow patterns of water.
• They lack the resources to do their own research.
• What has their research shown?
• Funding for medical research has been cut quite dramatically.
• a startling piece of historical research
• pioneering research into skin disease
• They were the first to undertake pioneering research into the human genome.
• There is a significant amount of research into the effects of stress on junior doctors.
• He's done a lot of research into the background of this story.
• research which identifies the causes of depression
• spending on military research and development
• the research done in the 1950s that linked smoking with cancer
• The children are taking part in a research project to investigate technology-enabled learning.
• The Lancet published a research paper by the scientist at the centre of the controversy.
• Who is directing the group's research effort?
• She is chief of the clinical research program at McLean Hospital.
• James is a 24-year-old research student from Iowa.
• You will need to describe your research methods.
• Before a job interview, do your research and find out as much as you can about the company.
• Most academic research is carried out in universities.
• This is a piece of research that should be taken very seriously.
• This is an important area of research.
• There's a large body of research linking hypertension directly to impaired brain function.
• In the course of my researches, I came across some of my grandfather's old letters.
• demonstrate something
• find something
• identify something
• programme/​program
• research in
• research into
• research on
• an area of research
• focus your research on something
• somebody’s own research

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* Research Basics *

• Introduction

So What Do We Mean By “Formal Research?”

• Guide License
• Types of Research
• Secondary Research | Literature Review
• Developing Your Topic
• Using and Evaluating Sources
• Ethics & Responsible Conduct of Research
• More Information

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A good working definition of research might be:

Research is the deliberate, purposeful, and systematic gathering of data, information, facts, and/or opinions for the advancement of personal, societal, or overall human knowledge.

Based on this definition, we all do research all the time. Most of this research is casual research. Asking friends what they think of different restaurants, looking up reviews of various products online, learning more about celebrities; these are all research.

Formal research includes the type of research most people think of when they hear the term “research”: scientists in white coats working in a fully equipped laboratory. But formal research is a much broader category that just this. Most people will never do laboratory research after graduating from college, but almost everybody will have to do some sort of formal research at some point in their careers.

Casual research is inward facing: it’s done to satisfy our own curiosity or meet our own needs, whether that’s choosing a reliable car or figuring out what to watch on TV. Formal research is outward facing. While it may satisfy our own curiosity, it’s primarily intended to be shared in order to achieve some purpose. That purpose could be anything: finding a cure for cancer, securing funding for a new business, improving some process at your workplace, proving the latest theory in quantum physics, or even just getting a good grade in your Humanities 200 class.

What sets formal research apart from casual research is the documentation of where you gathered your information from. This is done in the form of “citations” and “bibliographies.” Citing sources is covered in the section "Citing Your Sources."

Formal research also follows certain common patterns depending on what the research is trying to show or prove. These are covered in the section “Types of Research.”

• Next: Types of Research >>
• Last Updated: Jul 3, 2024 12:55 PM
• URL: https://guides.library.iit.edu/research_basics

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

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

What is Research?

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

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

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

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

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

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

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

Definitions of Research:

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

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

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

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

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

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

Objectives of Research:

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

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

Types of Research:

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

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

Significance of Research:

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

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

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

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

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

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

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

References: 

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

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What is Research? Definition, Types, Methods, and Examples

Academic research is a methodical way of exploring new ideas or understanding things we already know. It involves gathering and studying information to answer questions or test ideas and requires careful thinking and persistence to reach meaningful conclusions. Let’s try to understand what research is.   

Table of Contents

Why is research important?    

Whether it’s doing experiments, analyzing data, or studying old documents, research helps us learn more about the world. Without it, we rely on guesswork and hearsay, often leading to mistakes and misconceptions. By using systematic methods, research helps us see things clearly, free from biases. (1)   

What is the purpose of research?  

In the real world, academic research is also a key driver of innovation. It brings many benefits, such as creating valuable opportunities and fostering partnerships between academia and industry. By turning research into products and services, science makes meaningful improvements to people’s lives and boosts the economy. (2)(3)  

What are the characteristics of research?    

The research process collects accurate information systematically. Logic is used to analyze the collected data and find insights. Checking the collected data thoroughly ensures accuracy. Research also leads to new questions using existing data.   

Accuracy is key in research, which requires precise data collection and analysis. In scientific research, laboratories ensure accuracy by carefully calibrating instruments and controlling experiments. Every step is checked to maintain integrity, from instruments to final results. Accuracy gives reliable insights, which in turn help advance knowledge.   

Types of research    

The different forms of research serve distinct purposes in expanding knowledge and understanding:    

• Exploratory research ventures into uncharted territories, exploring new questions or problem areas without aiming for conclusive answers. For instance, a study may delve into unexplored market segments to better understand consumer behaviour patterns.   
• Descriptive research delves into current issues by collecting and analyzing data to describe the behaviour of a sample population. For instance, a survey may investigate millennials’ spending habits to gain insights into their purchasing behaviours.   
• Explanatory research, also known as causal research, seeks to understand the impact of specific changes in existing procedures. An example might be a study examining how changes in drug dosage over some time improve patients’ health.   
• Correlational research examines connections between two sets of data to uncover meaningful relationships. For instance, a study may analyze the relationship between advertising spending and sales revenue.   
• Theoretical research deepens existing knowledge without attempting to solve specific problems. For example, a study may explore theoretical frameworks to understand the underlying principles of human behaviour.   
• Applied research focuses on real-world issues and aims to provide practical solutions. An example could be a study investigating the effectiveness of a new teaching method in improving student performance in schools.  (4)

Types of research methods

• Qualitative Method: Qualitative research gathers non-numerical data through interactions with participants. Methods include one-to-one interviews, focus groups, ethnographic studies, text analysis, and case studies. For example, a researcher interviews cancer patients to understand how different treatments impact their lives emotionally.    
• Quantitative Method: Quantitative methods deal with numbers and measurable data to understand relationships between variables. They use systematic methods to investigate events and aim to explain or predict outcomes. For example, Researchers study how exercise affects heart health by measuring variables like heart rate and blood pressure in a large group before and after an exercise program. (5)  

Basic steps involved in the research process    

Here are the basic steps to help you understand the research process:   

• Choose your topic: Decide the specific subject or area that you want to study and investigate. This decision is the foundation of your research journey.   
• Find information: Look for information related to your research topic. You can search in journals, books, online, or ask experts for help.   
• Assess your sources: Make sure the information you find is reliable and trustworthy. Check the author’s credentials and the publication date.   
• Take notes: Write down important information from your sources that you can use in your research.   
• Write your paper: Use your notes to write your research paper. Broadly, start with an introduction, then write the body of your paper, and finish with a conclusion.   
• Cite your sources: Give credit to the sources you used by including citations in your paper.   
• Proofread: Check your paper thoroughly for any errors in spelling, grammar, or punctuation before you submit it. (6)

How to ensure research accuracy?  

Ensuring accuracy in research is a mix of several essential steps:    

• Clarify goals: Start by defining clear objectives for your research. Identify your research question, hypothesis, and variables of interest. This clarity will help guide your data collection and analysis methods, ensuring that your research stays focused and purposeful.   
• Use reliable data: Select trustworthy sources for your information, whether they are primary data collected by you or secondary data obtained from other sources. For example, if you’re studying climate change, use data from reputable scientific organizations with transparent methodologies.   
• Validate data: Validate your data to ensure it meets the standards of your research project. Check for errors, outliers, and inconsistencies at different stages, such as during data collection, entry, cleaning, or analysis.    
• Document processes: Documenting your data collection and analysis processes is essential for transparency and reproducibility. Record details such as data collection methods, cleaning procedures, and analysis techniques used. This documentation not only helps you keep track of your research but also enables others to understand and replicate your work.   
• Review results: Finally, review and verify your research findings to confirm their accuracy and reliability. Double-check your analyses, cross-reference your data, and seek feedback from peers or supervisors. (7) 

Research is crucial for better understanding our world and for social and economic growth. By following ethical guidelines and ensuring accuracy, researchers play a critical role in driving this progress, whether through exploring new topics or deepening existing knowledge.   

References:  

• Why is Research Important – Introductory Psychology – Washington State University  
• The Role Of Scientific Research In Driving Business Innovation – Forbes  
• Innovation – Royal Society  
• Types of Research – Definition & Methods – Bachelor Print  
• What Is Qualitative vs. Quantitative Study? – National University  
• Basic Steps in the Research Process – North Hennepin Community College  
• Best Practices for Ensuring Data Accuracy in Research – LinkedIn  

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What Is Research, and Why Do People Do It?

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• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
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Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

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

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

Part I. What Is Research?

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

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

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

Exercise 1.1

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

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

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

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

Exercise 1.2

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

Creating an Image of Scientific Inquiry

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

Descriptor 1. Experience Carefully Planned in Advance

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

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

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

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

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

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

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

Exercise 1.3

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

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

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

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

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

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

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

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

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

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

Doing Scientific Inquiry

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

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

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

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

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

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

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

Exercise 1.4

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

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.5

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

Exercise 1.6

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

Learning from Doing Scientific Inquiry

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

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

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

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

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

Part II. Why Do Educators Do Research?

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

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

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

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

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

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

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

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

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

Exercise 1.7

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

Part III. Conducting Research as a Practice of Failing Productively

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

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

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

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

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

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

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

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

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

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

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

Exercise 1.8

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

Exercise 1.9

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

Part IV. Preview of Chap. 2

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

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

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• He has dedicated his life to scientific research.
• He emphasized that all the people taking part in the research were volunteers .
• The state of Michigan has endowed three institutes to do research for industry .
• I'd like to see the research that these recommendations are founded on.
• It took months of painstaking research to write the book .
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• modularization
• nanotechnology
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• the mother of something idiom
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• study What do you plan on studying at university?
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• cram She's cramming for her history exam.
• revise UK I'm revising for tomorrow's test.
• review US We're going to review for the test tomorrow night.
• research Scientists are researching possible new treatments for cancer.
• The amount of time and money being spent on researching this disease is pitiful .
• We are researching the reproduction of elephants .
• She researched a wide variety of jobs before deciding on law .
• He researches heart disease .
• The internet has reduced the amount of time it takes to research these subjects .
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What Is Research? Types and Methods

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Research is the process of examining a hypothesis to make discoveries. Practically every career involves research in one form or another. Accountants research their client’s history and financial documents to understand their financial situation, and data scientists perform research to inform data-driven decisions. 

In this guide, we’ll go over: 

Research Definition

Types of research , research methods, careers in research, showing research skills on resumes.

Research is an investigation into a topic or idea to discover new information. There’s no all-encompassing definition for research because it’s an incredibly varied approach to finding discoveries. For example, research can be as simple as seeking to answer a question that already has a known answer, like reading an article to learn why the sky is blue. 

Research can also be much broader, seeking to answer questions that have never before been asked. For instance, a lot of research looks for ways to deepen our collective understanding of social, physical, and biological phenomena. Besides broadening humanity’s knowledge, research is a great tool for businesses and individuals to learn new things.

Why Does Research Matter?

While some research seeks to uncover ground-breaking information on its own, other research forms building blocks that allow for further development. For example, Tony Gilbert of the Masonic Medical Research Institute (MMRI) says that Dr. Gordon K. Moe, a co-founder and director of research at MMRI, led early studies of heart rhythms and arrhythmia.  

Gilbert notes that this research “allowed other scientists and innovators to develop inventions like the pacemaker and defibrillator (AED). So, while Dr. Moe did not invent the pacemaker or the AED, the basic research produced at the MMRI lab helped make these devices possible, and this potentially benefitted millions of people.”

Of course, not every researcher is hunting for medical innovations and cures for diseases. In fact, most companies, regardless of industry or purpose, use research every day.  

“Access to the latest information enables you to make informed decisions to help your business succeed,” says Andrew Pickett, trial attorney at Andrew Pickett Law, PLLC.

Showcase new skills

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Scientific Research

Scientific research utilizes a systematic approach to test hypotheses. Researchers plan their investigation ahead of time, and peers test findings to ensure the analysis was performed accurately. 

Foundational research in sciences, often referred to as “basic science,” involves much of the research done at medical research organizations. Research done by the MMRI falls into this category, seeking to uncover “new information and insights for scientists and medical researchers around the world.”

Scientific research is a broad term; studies can be lab-based, clinical, quantitative, or qualitative. Studies can also switch between different settings and methods, like translational research. 

“Translational research moves research from lab-settings to the settings in which they will provide direct impact (for example, moving bench science to clinical settings),” says Laren Narapareddy, faculty member and researcher at Emory University.

ThermoFisher Scientific Genetic Studies

Learn how scientists research and analyze diagnostic data with this free job simulation.

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Skills you’ll build: Data analysis, research, understanding PCR results, cycle thresholds, limit of detection

Historical Research

Historical research involves studying past events to determine how they’ve affected the course of time, using historical data to explain or anticipate current and future events, and filling in gaps in history. Researchers can look at past socio-political events to hypothesize how similar events could pan out in the future.  

However, historical research can also focus on figuring out what actually happened at a moment in time, like reading diary entries to better understand life in England in the 14th century. 

In many ways, research by data, financial, and marketing analysts can be considered historical because these analysts look at past trends to predict future outcomes and make business decisions. 

User Research

User research is often applied in business and marketing to better understand a customer base. Researchers and analysts utilize surveys, interviews, and feedback channels to evaluate their clients’ and customers’ wants, needs, and motivations. Analysts may also apply user research techniques to see how customers respond to a product’s user experience (UX) design and test the efficacy of marketing campaigns. 

>>MORE: See how user and market research inform marketing decisions with Lululemon’s Omnichannel Marketing Job Simulation .

Market Research

Market research utilizes methods similar to user research but seeks to look at a customer base more broadly. Studies of markets take place at an intersection between economic trends and customer decision-making. 

Market research “allows you to stay up-to-date with industry trends and changes so that you can adjust your business strategies accordingly,” says Pickett. 

A primary goal in market research is finding competitive advantages over other businesses. Analysts working in market research may conduct surveys, focus groups, or historical analysis to predict how a demographic will act (and spend) in the future. 

Other Types of Research

The world of research is constantly expanding. New technologies bring new ways to ask and answer unique questions, creating the need for different types of research. Additionally, certain studies or questions may not be easily answered by one kind of research alone, and researchers can approach hypotheses from a variety of directions. So, more niche types of research seek to solve some of the more complex questions. 

For instance, “multidisciplinary research brings experts in different disciplines together to ask and answer questions at the intersection of their fields,” says Narapareddy.

Research doesn’t happen in a bubble, though. To foster better communication between researchers and the public, types of research exist that bring together both scientists and non-scientists. 

“Community-based participatory research is a really important and equitable model of research that involves partnerships among researchers, communities and organizations at all stages of the research process,” says Narapareddy.

Accenture Client Research and Problem Identification

Explore how consultants use research to help their clients achieve goals with Accenture's free job simulation.

Avg. Time: 4-5 hours

Skills you’ll build: Planning, client communication, interviewing, stakeholder analysis, visualization, presentations

Regardless of the type of research or the study’s primary goal, researchers usually use quantitative or qualitative methods. 

Qualitative Methods

Qualitative research focuses on descriptive information, such as people’s beliefs and emotional responses. Researchers often use focus groups, interviews, and surveys to gather qualitative data. 

This approach to research is popular in sociology, political science, psychology, anthropology, and software engineering . For instance, determining how a user feels about a website’s look isn’t easily put into numbers (quantitative data). So, when testing UX designs, software engineers rely on qualitative research. 

Quantitative Methods

Quantitative research methods focus on numerical data like statistics, units of time, or percentages. Researchers use quantitative methods to determine concrete things, like how many customers purchased a product. Analysts and researchers gather quantitative data using surveys, censuses, A/B tests, and random data sampling. 

Practically every industry or field uses quantitative methods. For example, a car manufacturer testing the effectiveness of new airbag technology looks for quantitative data on how often the airbags deploy properly. Additionally, marketing analysts look for increased sales numbers to see if a marketing campaign was successful. 

JPMorgan Quantitative Research

Discover how bankers use quantitative methods to analyze businesses and industry trends with this free job simulation.

Avg. Time: 4-6 hours

Skills you’ll build: Programming, data analysis, Python, critical thinking, statistics, dynamic programming

Mixed-Methods

Answering a question or testing a hypothesis may require a mixture of qualitative and quantitative methods. To see if your customers like your website, for instance, you’ll likely apply qualitative methods, like asking them how they feel about the site’s look and visual appeal, and quantitative methods, like seeing how many customers use the website daily. Research that involves qualitative and quantitative methods is called mixed-method research. 

Researching ideas and hypotheses is a common task in many different careers. For example, working in sales requires understanding quantitative research methods to determine if certain actions improve sales numbers. Some research-intensive career paths include:

• Data science
• Investment banking
• Product management
• Civil rights law
• Actuarial science  

OliverWyman Financial Services: Climate Change

Perform net-zero emissions research and see how risk management combined and climate science can facilitate a smooth transition to a low-carbon economy in this free job simulation.

Avg. Time: 4 to 5 hours

Skills you’ll build: Research, critical thinking, data analysis, communication

Working in Research

Once you have the fundamentals of researching down, the subject matter may evolve or change over the course of your career. 

“My first research experience was assessing fall risk in firefighters — and I now use multi-omic methods [a type of molecular cell analysis] to understand fertility and reproductive health outcomes in women,” notes Narapareddy.

For those considering a career in research, it’s important to “take the time to explore different research methods and techniques to gain a better understanding of what works best for them,” says Pickett. 

Remember that research is exploratory by nature, so don’t be afraid to fail. 

“The work of scientists who came before us helps guide the path for future research, including both their hits and misses,” says Gilbert.

You can show off your research skills on your resume by listing specific research methods in your skills section. You can also call out specific instances you used research skills, and the impact your research had, in the description of past job or internship experiences. For example, you could talk about a time you researched competitors’ marketing strategies and used your findings to suggest a new campaign. 

Your cover letter is another great place to discuss your experience with research. Here, you can talk about large-scale research projects you completed during school or at previous jobs and explain how your research skills would help you in the job you’re applying for. If you have experience collecting and collating data from research surveys during college, for instance, that can translate into data analysis and organizational skills. 

Grow your skills and get job-ready with Forage’s free job simulations . 

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research noun 1

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What does the noun research mean?

There are seven meanings listed in OED's entry for the noun research , three of which are labelled obsolete. See ‘Meaning & use’ for definitions, usage, and quotation evidence.

How common is the noun research ?

How is the noun research pronounced?

British english, u.s. english, where does the noun research come from.

Earliest known use

The earliest known use of the noun research is in the late 1500s.

OED's earliest evidence for research is from 1577, in ‘F. de L'Isle’'s Legendarie .

research is apparently formed within English, by derivation; modelled on a French lexical item.

Etymons: re- prefix , search n.

Nearby entries

• rescuing, adj. 1574–
• resculpt, v. 1926–
• resculpting, n. 1940–
• rescussee, n. 1652–1823
• rescusser, n. 1632–1704
• rese, n. Old English–1600
• rese, v.¹ Old English–1450
• rese, v.² Old English–1582
• reseal, v. 1624–
• resealable, adj. 1926–
• research, n.¹ 1577–
• re-search, n.² 1605–
• research, v.¹ 1588–
• re-search, v.² 1708–
• researchable, adj. 1927–
• research and development, n. 1892–
• researched, adj. 1636–
• researcher, n. 1615–
• researchful, adj. a1834–
• research hospital, n. 1900–
• researching, n. 1611–

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Home » Research – Types, Methods and Examples

Research – Types, Methods and Examples

Table of Contents

Definition:

Research refers to the process of investigating a particular topic or question in order to discover new information , develop new insights, or confirm or refute existing knowledge. It involves a systematic and rigorous approach to collecting, analyzing, and interpreting data, and requires careful planning and attention to detail.

History of Research

The history of research can be traced back to ancient times when early humans observed and experimented with the natural world around them. Over time, research evolved and became more systematic as people sought to better understand the world and solve problems.

In ancient civilizations such as those in Greece, Egypt, and China, scholars pursued knowledge through observation, experimentation, and the development of theories. They explored various fields, including medicine, astronomy, and mathematics.

During the Middle Ages, research was often conducted by religious scholars who sought to reconcile scientific discoveries with their faith. The Renaissance brought about a renewed interest in science and the scientific method, and the Enlightenment period marked a major shift towards empirical observation and experimentation as the primary means of acquiring knowledge.

The 19th and 20th centuries saw significant advancements in research, with the development of new scientific disciplines and fields such as psychology, sociology, and computer science. Advances in technology and communication also greatly facilitated research efforts.

Today, research is conducted in a wide range of fields and is a critical component of many industries, including healthcare, technology, and academia. The process of research continues to evolve as new methods and technologies emerge, but the fundamental principles of observation, experimentation, and hypothesis testing remain at its core.

Types of Research

Types of Research are as follows:

• Applied Research : This type of research aims to solve practical problems or answer specific questions, often in a real-world context.
• Basic Research : This type of research aims to increase our understanding of a phenomenon or process, often without immediate practical applications.
• Experimental Research : This type of research involves manipulating one or more variables to determine their effects on another variable, while controlling all other variables.
• Descriptive Research : This type of research aims to describe and measure phenomena or characteristics, without attempting to manipulate or control any variables.
• Correlational Research: This type of research examines the relationships between two or more variables, without manipulating any variables.
• Qualitative Research : This type of research focuses on exploring and understanding the meaning and experience of individuals or groups, often through methods such as interviews, focus groups, and observation.
• Quantitative Research : This type of research uses numerical data and statistical analysis to draw conclusions about phenomena or populations.
• Action Research: This type of research is often used in education, healthcare, and other fields, and involves collaborating with practitioners or participants to identify and solve problems in real-world settings.
• Mixed Methods Research : This type of research combines both quantitative and qualitative research methods to gain a more comprehensive understanding of a phenomenon or problem.
• Case Study Research: This type of research involves in-depth examination of a specific individual, group, or situation, often using multiple data sources.
• Longitudinal Research: This type of research follows a group of individuals over an extended period of time, often to study changes in behavior, attitudes, or health outcomes.
• Cross-Sectional Research : This type of research examines a population at a single point in time, often to study differences or similarities among individuals or groups.
• Survey Research: This type of research uses questionnaires or interviews to gather information from a sample of individuals about their attitudes, beliefs, behaviors, or experiences.
• Ethnographic Research : This type of research involves immersion in a cultural group or community to understand their way of life, beliefs, values, and practices.
• Historical Research : This type of research investigates events or phenomena from the past using primary sources, such as archival records, newspapers, and diaries.
• Content Analysis Research : This type of research involves analyzing written, spoken, or visual material to identify patterns, themes, or messages.
• Participatory Research : This type of research involves collaboration between researchers and participants throughout the research process, often to promote empowerment, social justice, or community development.
• Comparative Research: This type of research compares two or more groups or phenomena to identify similarities and differences, often across different countries or cultures.
• Exploratory Research : This type of research is used to gain a preliminary understanding of a topic or phenomenon, often in the absence of prior research or theories.
• Explanatory Research: This type of research aims to identify the causes or reasons behind a particular phenomenon, often through the testing of theories or hypotheses.
• Evaluative Research: This type of research assesses the effectiveness or impact of an intervention, program, or policy, often through the use of outcome measures.
• Simulation Research : This type of research involves creating a model or simulation of a phenomenon or process, often to predict outcomes or test theories.

Data Collection Methods

• Surveys : Surveys are used to collect data from a sample of individuals using questionnaires or interviews. Surveys can be conducted face-to-face, by phone, mail, email, or online.
• Experiments : Experiments involve manipulating one or more variables to measure their effects on another variable, while controlling for other factors. Experiments can be conducted in a laboratory or in a natural setting.
• Case studies : Case studies involve in-depth analysis of a single case, such as an individual, group, organization, or event. Case studies can use a variety of data collection methods, including interviews, observation, and document analysis.
• Observational research : Observational research involves observing and recording the behavior of individuals or groups in a natural setting. Observational research can be conducted covertly or overtly.
• Content analysis : Content analysis involves analyzing written, spoken, or visual material to identify patterns, themes, or messages. Content analysis can be used to study media, social media, or other forms of communication.
• Ethnography : Ethnography involves immersion in a cultural group or community to understand their way of life, beliefs, values, and practices. Ethnographic research can use a range of data collection methods, including observation, interviews, and document analysis.
• Secondary data analysis : Secondary data analysis involves using existing data from sources such as government agencies, research institutions, or commercial organizations. Secondary data can be used to answer research questions, without collecting new data.
• Focus groups: Focus groups involve gathering a small group of people together to discuss a topic or issue. The discussions are usually guided by a moderator who asks questions and encourages discussion.
• Interviews : Interviews involve one-on-one conversations between a researcher and a participant. Interviews can be structured, semi-structured, or unstructured, and can be conducted in person, by phone, or online.
• Document analysis : Document analysis involves collecting and analyzing written documents, such as reports, memos, and emails. Document analysis can be used to study organizational communication, policy documents, and other forms of written material.

Data Analysis Methods

Data Analysis Methods in Research are as follows:

• Descriptive statistics : Descriptive statistics involve summarizing and describing the characteristics of a dataset, such as mean, median, mode, standard deviation, and frequency distributions.
• Inferential statistics: Inferential statistics involve making inferences or predictions about a population based on a sample of data, using methods such as hypothesis testing, confidence intervals, and regression analysis.
• Qualitative analysis: Qualitative analysis involves analyzing non-numerical data, such as text, images, or audio, to identify patterns, themes, or meanings. Qualitative analysis can be used to study subjective experiences, social norms, and cultural practices.
• Content analysis: Content analysis involves analyzing written, spoken, or visual material to identify patterns, themes, or messages. Content analysis can be used to study media, social media, or other forms of communication.
• Grounded theory: Grounded theory involves developing a theory or model based on empirical data, using methods such as constant comparison, memo writing, and theoretical sampling.
• Discourse analysis : Discourse analysis involves analyzing language use, including the structure, function, and meaning of words and phrases, to understand how language reflects and shapes social relationships and power dynamics.
• Network analysis: Network analysis involves analyzing the structure and dynamics of social networks, including the relationships between individuals and groups, to understand social processes and outcomes.

Research Methodology

Research methodology refers to the overall approach and strategy used to conduct a research study. It involves the systematic planning, design, and execution of research to answer specific research questions or test hypotheses. The main components of research methodology include:

• Research design : Research design refers to the overall plan and structure of the study, including the type of study (e.g., observational, experimental), the sampling strategy, and the data collection and analysis methods.
• Sampling strategy: Sampling strategy refers to the method used to select a representative sample of participants or units from the population of interest. The choice of sampling strategy will depend on the research question and the nature of the population being studied.
• Data collection methods : Data collection methods refer to the techniques used to collect data from study participants or sources, such as surveys, interviews, observations, or secondary data sources.
• Data analysis methods: Data analysis methods refer to the techniques used to analyze and interpret the data collected in the study, such as descriptive statistics, inferential statistics, qualitative analysis, or content analysis.
• Ethical considerations: Ethical considerations refer to the principles and guidelines that govern the treatment of human participants or the use of sensitive data in the research study.
• Validity and reliability : Validity and reliability refer to the extent to which the study measures what it is intended to measure and the degree to which the study produces consistent and accurate results.

Applications of Research

Research has a wide range of applications across various fields and industries. Some of the key applications of research include:

• Advancing scientific knowledge : Research plays a critical role in advancing our understanding of the world around us. Through research, scientists are able to discover new knowledge, uncover patterns and relationships, and develop new theories and models.
• Improving healthcare: Research is instrumental in advancing medical knowledge and developing new treatments and therapies. Clinical trials and studies help to identify the effectiveness and safety of new drugs and medical devices, while basic research helps to uncover the underlying causes of diseases and conditions.
• Enhancing education: Research helps to improve the quality of education by identifying effective teaching methods, developing new educational tools and technologies, and assessing the impact of various educational interventions.
• Driving innovation: Research is a key driver of innovation, helping to develop new products, services, and technologies. By conducting research, businesses and organizations can identify new market opportunities, gain a competitive advantage, and improve their operations.
• Informing public policy : Research plays an important role in informing public policy decisions. Policy makers rely on research to develop evidence-based policies that address societal challenges, such as healthcare, education, and environmental issues.
• Understanding human behavior : Research helps us to better understand human behavior, including social, cognitive, and emotional processes. This understanding can be applied in a variety of settings, such as marketing, organizational management, and public policy.

Importance of Research

Research plays a crucial role in advancing human knowledge and understanding in various fields of study. It is the foundation upon which new discoveries, innovations, and technologies are built. Here are some of the key reasons why research is essential:

• Advancing knowledge: Research helps to expand our understanding of the world around us, including the natural world, social structures, and human behavior.
• Problem-solving: Research can help to identify problems, develop solutions, and assess the effectiveness of interventions in various fields, including medicine, engineering, and social sciences.
• Innovation : Research is the driving force behind the development of new technologies, products, and processes. It helps to identify new possibilities and opportunities for improvement.
• Evidence-based decision making: Research provides the evidence needed to make informed decisions in various fields, including policy making, business, and healthcare.
• Education and training : Research provides the foundation for education and training in various fields, helping to prepare individuals for careers and advancing their knowledge.
• Economic growth: Research can drive economic growth by facilitating the development of new technologies and innovations, creating new markets and job opportunities.

When to use Research

Research is typically used when seeking to answer questions or solve problems that require a systematic approach to gathering and analyzing information. Here are some examples of when research may be appropriate:

• To explore a new area of knowledge : Research can be used to investigate a new area of knowledge and gain a better understanding of a topic.
• To identify problems and find solutions: Research can be used to identify problems and develop solutions to address them.
• To evaluate the effectiveness of programs or interventions : Research can be used to evaluate the effectiveness of programs or interventions in various fields, such as healthcare, education, and social services.
• To inform policy decisions: Research can be used to provide evidence to inform policy decisions in areas such as economics, politics, and environmental issues.
• To develop new products or technologies : Research can be used to develop new products or technologies and improve existing ones.
• To understand human behavior : Research can be used to better understand human behavior and social structures, such as in psychology, sociology, and anthropology.

Characteristics of Research

The following are some of the characteristics of research:

• Purpose : Research is conducted to address a specific problem or question and to generate new knowledge or insights.
• Systematic : Research is conducted in a systematic and organized manner, following a set of procedures and guidelines.
• Empirical : Research is based on evidence and data, rather than personal opinion or intuition.
• Objective: Research is conducted with an objective and impartial perspective, avoiding biases and personal beliefs.
• Rigorous : Research involves a rigorous and critical examination of the evidence and data, using reliable and valid methods of data collection and analysis.
• Logical : Research is based on logical and rational thinking, following a well-defined and logical structure.
• Generalizable : Research findings are often generalized to broader populations or contexts, based on a representative sample of the population.
• Replicable : Research is conducted in a way that allows others to replicate the study and obtain similar results.
• Ethical : Research is conducted in an ethical manner, following established ethical guidelines and principles, to ensure the protection of participants’ rights and well-being.
• Cumulative : Research builds on previous studies and contributes to the overall body of knowledge in a particular field.

Advantages of Research

Research has several advantages, including:

• Generates new knowledge: Research is conducted to generate new knowledge and understanding of a particular topic or phenomenon, which can be used to inform policy, practice, and decision-making.
• Provides evidence-based solutions : Research provides evidence-based solutions to problems and issues, which can be used to develop effective interventions and strategies.
• Improves quality : Research can improve the quality of products, services, and programs by identifying areas for improvement and developing solutions to address them.
• Enhances credibility : Research enhances the credibility of an organization or individual by providing evidence to support claims and assertions.
• Enables innovation: Research can lead to innovation by identifying new ideas, approaches, and technologies.
• Informs decision-making : Research provides information that can inform decision-making, helping individuals and organizations make more informed and effective choices.
• Facilitates progress: Research can facilitate progress by identifying challenges and opportunities and developing solutions to address them.
• Enhances understanding: Research can enhance understanding of complex issues and phenomena, helping individuals and organizations navigate challenges and opportunities more effectively.
• Promotes accountability : Research promotes accountability by providing a basis for evaluating the effectiveness of policies, programs, and interventions.
• Fosters collaboration: Research can foster collaboration by bringing together individuals and organizations with diverse perspectives and expertise to address complex issues and problems.

Limitations of Research

Some Limitations of Research are as follows:

• Cost : Research can be expensive, particularly when large-scale studies are required. This can limit the number of studies that can be conducted and the amount of data that can be collected.
• Time : Research can be time-consuming, particularly when longitudinal studies are required. This can limit the speed at which research findings can be generated and disseminated.
• Sample size: The size of the sample used in research can limit the generalizability of the findings to larger populations.
• Bias : Research can be affected by bias, both in the design and implementation of the study, as well as in the analysis and interpretation of the data.
• Ethics : Research can present ethical challenges, particularly when human or animal subjects are involved. This can limit the types of research that can be conducted and the methods that can be used.
• Data quality: The quality of the data collected in research can be affected by a range of factors, including the reliability and validity of the measures used, as well as the accuracy of the data entry and analysis.
• Subjectivity : Research can be subjective, particularly when qualitative methods are used. This can limit the objectivity and reliability of the findings.
• Accessibility : Research findings may not be accessible to all stakeholders, particularly those who are not part of the academic or research community.
• Interpretation : Research findings can be open to interpretation, particularly when the data is complex or contradictory. This can limit the ability of researchers to draw firm conclusions.
• Unforeseen events : Unexpected events, such as changes in the environment or the emergence of new technologies, can limit the relevance and applicability of research findings.

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What is Research?

Research is an often-misused term, its usage in everyday language very different from the strict scientific meaning.

This article is a part of the guide:

• Definition of Research
• Research Basics
• Steps of the Scientific Method
• Purpose of Research
• What is the Scientific Method?

Browse Full Outline

• 1 Research Basics
• 2.1 What is Research?
• 2.2 What is the Scientific Method?
• 2.3 Empirical Research
• 3.1 Definition of Research
• 3.2 Definition of the Scientific Method
• 3.3 Definition of Science
• 4 Steps of the Scientific Method
• 5 Scientific Elements
• 6 Aims of Research
• 7 Purpose of Research
• 8 Science Misconceptions

In the field of science, it is important to move away from the looser meaning and use it only in its proper context. Scientific research adheres to a set of strict protocols and long established structures.

Definition of the Scientific Method

Often, we will talk about conducting internet research or say that we are researching in the library. In everyday language, it is perfectly correct grammatically, but in science , it gives a misleading impression. The correct and most common term used in science is that we are conducting a literature review .

The Guidelines

What is research ? For a successful career in science, you must understand the methodology behind any research and be aware of the correct protocols.

Science has developed these guidelines over many years as the benchmark for measuring the validity of the results obtained.

Failure to follow the guidelines will prevent your findings from being accepted and taken seriously. These protocols can vary slightly between scientific disciplines, but all follow the same basic structure.

Aims of Research

The general aims of research are:

Observe and Describe

Determination of the Causes

Purpose of Research - Why do we conduct research? Why is it necessary?

Steps of the Scientific Process

The steps of the scientific process has a structure similar to an hourglass - The structure starts with general questions, narrowing down to focus on one specific aspect , then designing research where we can observe and analyze this aspect. At last, the hourglass widens and the researcher concludes and generalizes the findings to the real world.

• Summary of the Elements in Scientific Research

1) Setting a Goal

Research in all disciplines and subjects, not just science, must begin with a clearly defined goal . This usually, but not always, takes the form of a hypothesis .

For example, an anthropological study may not have a specific hypothesis or principle, but does have a specific goal, in studying the culture of a certain people and trying to understand and interpret their behavior.

The whole study is designed around this clearly defined goal, and it should address a unique issue, building upon previous research and scientifically accepted fundamentals. Whilst nothing in science can be regarded as truth, basic assumptions are made at all stages of the research, building upon widely accepted knowledge.

2) Interpretation of the Results

Research does require some interpretation and extrapolation of results.

In scientific research, there is always some kind of connection between data (information gathered) and why the scientist think that the data looks as it does. Often the researcher looks at the data gathered, and then comes to a conclusion of why the data looks like it does.

A history paper, for example, which just reorganizes facts and makes no commentary on the results, is not research but a review .

If you think of it this way, somebody writing a school textbook is not performing research and is offering no new insights. They are merely documenting pre-existing data into a new format.

If the same writer interjects their personal opinion and tries to prove or disprove a hypothesis , then they are moving into the area of genuine research. Science tends to use experimentation to study and interpret a specific hypothesis or question, allowing a gradual accumulation of knowledge that slowly becomes a basic assumption.

3) Replication and Gradual Accumulation

For any study, there must be a clear procedure so that the experiment can be replicated and the results verified.

Again, there is a bit of a grey area for observation-based research , as is found in anthropology, behavioral biology and social science, but they still fit most of the other criteria.

Planning and designing the experimental method , is an important part of the project and should revolve around answering specific predictions and questions . This will allow an exact duplication and verification by independent researchers, ensuring that the results are accepted as real.

Most scientific research looks at an area and breaks it down into easily tested pieces.

The gradual experimentation upon these individual pieces will allow the larger questions to be approached and answered, breaking down a large and seemingly insurmountable problem, into manageable chunks.

True research never gives a definitive answer but encourages more research in another direction. Even if a hypothesis is disproved, that will give an answer and generate new ideas, as it is refined and developed.

Research is cyclical, with the results generated leading to new areas or a refinement of the original process.

4) Conclusion

The term, research , is much stricter in science than in everyday life.

It revolves around using the scientific method to generate hypotheses and provide analyzable results. All scientific research has a goal and ultimate aim , repeated and refined experimentation gradually reaching an answer.

These results are a way of gradually uncovering truths and finding out about the processes that drive the universe around us. Only by having a rigid structure to experimentation, can results be verified as acceptable contributions to science.

Some other areas, such as history and economics, also perform true research, but tend to have their own structures in place for generating solid results. They also contribute to human knowledge but with different processes and systems.

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Martyn Shuttleworth (Feb 2, 2008). What is Research?. Retrieved Jul 08, 2024 from Explorable.com: https://explorable.com/what-is-research

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Methodology

• What Is Qualitative Research? | Methods & Examples

What Is Qualitative Research? | Methods & Examples

Published on June 19, 2020 by Pritha Bhandari . Revised on June 22, 2023.

Qualitative research involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or generate new ideas for research.

Qualitative research is the opposite of quantitative research , which involves collecting and analyzing numerical data for statistical analysis.

Qualitative research is commonly used in the humanities and social sciences, in subjects such as anthropology, sociology, education, health sciences, history, etc.

• How does social media shape body image in teenagers?
• How do children and adults interpret healthy eating in the UK?
• What factors influence employee retention in a large organization?
• How is anxiety experienced around the world?
• How can teachers integrate social issues into science curriculums?

Table of contents

Approaches to qualitative research, qualitative research methods, qualitative data analysis, advantages of qualitative research, disadvantages of qualitative research, other interesting articles, frequently asked questions about qualitative research.

Qualitative research is used to understand how people experience the world. While there are many approaches to qualitative research, they tend to be flexible and focus on retaining rich meaning when interpreting data.

Common approaches include grounded theory, ethnography , action research , phenomenological research, and narrative research. They share some similarities, but emphasize different aims and perspectives.

Note that qualitative research is at risk for certain research biases including the Hawthorne effect , observer bias , recall bias , and social desirability bias . While not always totally avoidable, awareness of potential biases as you collect and analyze your data can prevent them from impacting your work too much.

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Each of the research approaches involve using one or more data collection methods . These are some of the most common qualitative methods:

• Observations: recording what you have seen, heard, or encountered in detailed field notes.
• Interviews:  personally asking people questions in one-on-one conversations.
• Focus groups: asking questions and generating discussion among a group of people.
• Surveys : distributing questionnaires with open-ended questions.
• Secondary research: collecting existing data in the form of texts, images, audio or video recordings, etc.
• You take field notes with observations and reflect on your own experiences of the company culture.
• You distribute open-ended surveys to employees across all the company’s offices by email to find out if the culture varies across locations.
• You conduct in-depth interviews with employees in your office to learn about their experiences and perspectives in greater detail.

Qualitative researchers often consider themselves “instruments” in research because all observations, interpretations and analyses are filtered through their own personal lens.

For this reason, when writing up your methodology for qualitative research, it’s important to reflect on your approach and to thoroughly explain the choices you made in collecting and analyzing the data.

Qualitative data can take the form of texts, photos, videos and audio. For example, you might be working with interview transcripts, survey responses, fieldnotes, or recordings from natural settings.

Most types of qualitative data analysis share the same five steps:

• Prepare and organize your data. This may mean transcribing interviews or typing up fieldnotes.
• Review and explore your data. Examine the data for patterns or repeated ideas that emerge.
• Develop a data coding system. Based on your initial ideas, establish a set of codes that you can apply to categorize your data.
• Assign codes to the data. For example, in qualitative survey analysis, this may mean going through each participant’s responses and tagging them with codes in a spreadsheet. As you go through your data, you can create new codes to add to your system if necessary.
• Identify recurring themes. Link codes together into cohesive, overarching themes.

There are several specific approaches to analyzing qualitative data. Although these methods share similar processes, they emphasize different concepts.

Qualitative research often tries to preserve the voice and perspective of participants and can be adjusted as new research questions arise. Qualitative research is good for:

• Flexibility

The data collection and analysis process can be adapted as new ideas or patterns emerge. They are not rigidly decided beforehand.

• Natural settings

Data collection occurs in real-world contexts or in naturalistic ways.

• Meaningful insights

Detailed descriptions of people’s experiences, feelings and perceptions can be used in designing, testing or improving systems or products.

• Generation of new ideas

Open-ended responses mean that researchers can uncover novel problems or opportunities that they wouldn’t have thought of otherwise.

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Researchers must consider practical and theoretical limitations in analyzing and interpreting their data. Qualitative research suffers from:

• Unreliability

The real-world setting often makes qualitative research unreliable because of uncontrolled factors that affect the data.

• Subjectivity

Due to the researcher’s primary role in analyzing and interpreting data, qualitative research cannot be replicated . The researcher decides what is important and what is irrelevant in data analysis, so interpretations of the same data can vary greatly.

• Limited generalizability

Small samples are often used to gather detailed data about specific contexts. Despite rigorous analysis procedures, it is difficult to draw generalizable conclusions because the data may be biased and unrepresentative of the wider population .

• Labor-intensive

Although software can be used to manage and record large amounts of text, data analysis often has to be checked or performed manually.

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

• Chi square goodness of fit test
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to systematically measure variables and test hypotheses . Qualitative methods allow you to explore concepts and experiences in more detail.

There are five common approaches to qualitative research :

• Grounded theory involves collecting data in order to develop new theories.
• Ethnography involves immersing yourself in a group or organization to understand its culture.
• Narrative research involves interpreting stories to understand how people make sense of their experiences and perceptions.
• Phenomenological research involves investigating phenomena through people’s lived experiences.
• Action research links theory and practice in several cycles to drive innovative changes.

Data collection is the systematic process by which observations or measurements are gathered in research. It is used in many different contexts by academics, governments, businesses, and other organizations.

There are various approaches to qualitative data analysis , but they all share five steps in common:

• Prepare and organize your data.
• Review and explore your data.
• Develop a data coding system.
• Assign codes to the data.
• Identify recurring themes.

The specifics of each step depend on the focus of the analysis. Some common approaches include textual analysis , thematic analysis , and discourse analysis .

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The Research Error That Gave Us the Phrase ‘Missionary Position’

By ellen gutoskey | may 4, 2024.

In his 1972 sex manual The Joy of Sex , author Alex Comfort described “matrimonial” sex, in which a man is on top of a supine woman, as “the good old Adam and Eve missionary position.”

Though missionary is by no means exclusive to that gender pairing, the fact that some people just recently learned so while watching 2023’s Red, White & Royal Blue proves that Comfort’s representation from over half a century ago still has some gas in the cultural relevance tank.

Missionary position, if in stereotype only, is the kind of vanilla sex favored by husbands and wives either too in love to unlock eyes or too lazy to try something else. It’s chaste enough to have made the final cut of a Marvel movie and so strongly associated with baby-making ( sans scientific evidence , mind you) that even the medieval Catholic Church gave it a gold stamp . 

With that perception in mind, you can see how the position, in all its Adam-and-Eve glory, ended up with a religious nickname.

But that’s not how it happened. In fact, missionaries were mostly involved in this christening by mistake.

“The Way Squares Peg Round Holes”

Many a modern reader could glance at some datasets from Alfred Kinsey ’s 1948 book Sexual Behavior in the Human Male or its 1953 follow-up, Sexual Behavior in the Human Female , and spot flaws in the research (e.g. nearly all the survey participants were white). But for an American society starved for candid discussions about sex , the Kinsey reports were easy to take at face value when they first hit shelves. Both volumes achieved something not many statistical studies ever aspire to, let alone accomplish: They became bestsellers.

Even as researchers turned a critic’s eye on Kinsey’s work during the back half of the 20th century, certain details escaped further interrogation. One of them was the origin of the phrase missionary position .

In Sexual Behavior in the Human Male , to illustrate that the missionary position—or “the English-American position”—was far from global, Kinsey referenced anthropologist Bronisław Malinowski’s 1929 text about the Indigenous communities of Papua New Guinea’s Trobriand Islands. Malinowski, Kinsey wrote , “notes that caricatures of the English-American position are performed around the communal campfires, to the great amusement of the natives who refer to the position as the ‘missionary position.’” The implication was that the Indigenous islanders had learned this ridiculous copulation formation from Christian missionaries.

By the time English speakers embraced the term missionary position in full force during the sexual revolution, some had also begun to scorn the thing itself. Plenty of sexually liberated women continued to favor the bottom spot, but reactionaries tended to fixate on the notion that all this experimentation made missionary seem stuffy and uncool. One 1970 piece in The Guardian called it “the tatty old missionary position,” while a 1973 one in The Montreal Star described it as “the way squares peg round holes.”

It wasn’t just the phrase that got picked up from the Kinsey reports. Its origin story did, too, repeated (and often embellished) in everything from academic articles to newspaper advice columns. In a 1976 edition of The Ottawa Citizen , for example, advisor Dr. Aaron Rutledge asserted that missionary “was taught to Pacific Islanders and African tribespeople as the one religiously approved approach to husband-wife sexuality.”

But even if the good doctor hadn’t botched Kinsey’s account, he still would have accidentally been spreading misinformation —because Kinsey’s account wasn’t accurate in the first place.

“Sketchy and Flabby Movements”

Around the early 2000s, anthropologist and missiologist Robert J. Priest did something that countless scholars before him apparently hadn’t troubled to do: He read Malinowski’s 1929 book to locate the original reference to missionary position .

Curiously, not once does that exact term appear in the text. What Priest did find, which he laid out in a 2001 paper published in Current Anthropology , were other elements of Kinsey’s anecdote.

At one point, Malinowski chronicled the Trobriand people convening under a full moon (not around campfires, as Kinsey said) to play games and sing songs that sometimes involved sexual jokes . At another point, while outlining the islanders’ customary sex positions, Malinowski mentioned that they “despise the European position and consider it unpractical and improper.” He wasn’t talking about all arrangements wherein a woman is lying on her back—many of which were popular in the community—but specifically the one where the man subjects her to his whole body weight. In their words, per Malinowski, “he presses her heavily downwards, she cannot respond.”

“Altogether the natives are certain that white men do not know how to carry out intercourse effectively,” he wrote. They did, as Kinsey alluded to, enjoy caricaturing what Malinowski described as “the sketchy and flabby movements” and “the brevity and lack of vigour of the European performance.” 

Though they reportedly learned those ways from “white traders, planters, or officials,” Malinowski did mention missionaries in a later section about public displays of affection like “holding hands, leaning against each other, [and] embracing.” A man named Tokolibeba told him that this frowned-upon behavior, which some Trobriander couples had adopted from missionaries, was called “ misinari si bubunela ,” or “missionary fashion.”

In short, it seems that Kinsey may have conflated several true stories into one succinct and specious one. As Priest put it, “Kinsey apparently invented a legend while believing himself to be reporting historical fact and coined a new expression while thinking he was reporting an old one.”

It’s a mark of Kinsey’s influence that the expression’s origin went more or less unquestioned for so long. And also an indicator that most people thinking about sex probably aren’t too hung up on how any given position got its name.

Discover More Fascinating Phrase Origins:

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Medical terms in lay language.

Please use these descriptions in place of medical jargon in consent documents, recruitment materials and other study documents. Note: These terms are not the only acceptable plain language alternatives for these vocabulary words.

This glossary of terms is derived from a list copyrighted by the University of Kentucky, Office of Research Integrity (1990).

For clinical research-specific definitions, see also the Clinical Research Glossary developed by the Multi-Regional Clinical Trials (MRCT) Center of Brigham and Women’s Hospital and Harvard  and the Clinical Data Interchange Standards Consortium (CDISC) .

Alternative Lay Language for Medical Terms for use in Informed Consent Documents

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ABDOMEN/ABDOMINAL body cavity below diaphragm that contains stomach, intestines, liver and other organs ABSORB take up fluids, take in ACIDOSIS condition when blood contains more acid than normal ACUITY clearness, keenness, esp. of vision and airways ACUTE new, recent, sudden, urgent ADENOPATHY swollen lymph nodes (glands) ADJUVANT helpful, assisting, aiding, supportive ADJUVANT TREATMENT added treatment (usually to a standard treatment) ANTIBIOTIC drug that kills bacteria and other germs ANTIMICROBIAL drug that kills bacteria and other germs ANTIRETROVIRAL drug that works against the growth of certain viruses ADVERSE EFFECT side effect, bad reaction, unwanted response ALLERGIC REACTION rash, hives, swelling, trouble breathing AMBULATE/AMBULATION/AMBULATORY walk, able to walk ANAPHYLAXIS serious, potentially life-threatening allergic reaction ANEMIA decreased red blood cells; low red cell blood count ANESTHETIC a drug or agent used to decrease the feeling of pain, or eliminate the feeling of pain by putting you to sleep ANGINA pain resulting from not enough blood flowing to the heart ANGINA PECTORIS pain resulting from not enough blood flowing to the heart ANOREXIA disorder in which person will not eat; lack of appetite ANTECUBITAL related to the inner side of the forearm ANTIBODY protein made in the body in response to foreign substance ANTICONVULSANT drug used to prevent seizures ANTILIPEMIC a drug that lowers fat levels in the blood ANTITUSSIVE a drug used to relieve coughing ARRHYTHMIA abnormal heartbeat; any change from the normal heartbeat ASPIRATION fluid entering the lungs, such as after vomiting ASSAY lab test ASSESS to learn about, measure, evaluate, look at ASTHMA lung disease associated with tightening of air passages, making breathing difficult ASYMPTOMATIC without symptoms AXILLA armpit

BENIGN not malignant, without serious consequences BID twice a day BINDING/BOUND carried by, to make stick together, transported BIOAVAILABILITY the extent to which a drug or other substance becomes available to the body BLOOD PROFILE series of blood tests BOLUS a large amount given all at once BONE MASS the amount of calcium and other minerals in a given amount of bone BRADYARRHYTHMIAS slow, irregular heartbeats BRADYCARDIA slow heartbeat BRONCHOSPASM breathing distress caused by narrowing of the airways

CARCINOGENIC cancer-causing CARCINOMA type of cancer CARDIAC related to the heart CARDIOVERSION return to normal heartbeat by electric shock CATHETER a tube for withdrawing or giving fluids CATHETER a tube placed near the spinal cord and used for anesthesia (indwelling epidural) during surgery CENTRAL NERVOUS SYSTEM (CNS) brain and spinal cord CEREBRAL TRAUMA damage to the brain CESSATION stopping CHD coronary heart disease CHEMOTHERAPY treatment of disease, usually cancer, by chemical agents CHRONIC continuing for a long time, ongoing CLINICAL pertaining to medical care CLINICAL TRIAL an experiment involving human subjects COMA unconscious state COMPLETE RESPONSE total disappearance of disease CONGENITAL present before birth CONJUNCTIVITIS redness and irritation of the thin membrane that covers the eye CONSOLIDATION PHASE treatment phase intended to make a remission permanent (follows induction phase) CONTROLLED TRIAL research study in which the experimental treatment or procedure is compared to a standard (control) treatment or procedure COOPERATIVE GROUP association of multiple institutions to perform clinical trials CORONARY related to the blood vessels that supply the heart, or to the heart itself CT SCAN (CAT) computerized series of x-rays (computerized tomography) CULTURE test for infection, or for organisms that could cause infection CUMULATIVE added together from the beginning CUTANEOUS relating to the skin CVA stroke (cerebrovascular accident)

DERMATOLOGIC pertaining to the skin DIASTOLIC lower number in a blood pressure reading DISTAL toward the end, away from the center of the body DIURETIC "water pill" or drug that causes increase in urination DOPPLER device using sound waves to diagnose or test DOUBLE BLIND study in which neither investigators nor subjects know what drug or treatment the subject is receiving DYSFUNCTION state of improper function DYSPLASIA abnormal cells

ECHOCARDIOGRAM sound wave test of the heart EDEMA excess fluid collecting in tissue EEG electric brain wave tracing (electroencephalogram) EFFICACY effectiveness ELECTROCARDIOGRAM electrical tracing of the heartbeat (ECG or EKG) ELECTROLYTE IMBALANCE an imbalance of minerals in the blood EMESIS vomiting EMPIRIC based on experience ENDOSCOPIC EXAMINATION viewing an  internal part of the body with a lighted tube  ENTERAL by way of the intestines EPIDURAL outside the spinal cord ERADICATE get rid of (such as disease) Page 2 of 7 EVALUATED, ASSESSED examined for a medical condition EXPEDITED REVIEW rapid review of a protocol by the IRB Chair without full committee approval, permitted with certain low-risk research studies EXTERNAL outside the body EXTRAVASATE to leak outside of a planned area, such as out of a blood vessel

FDA U.S. Food and Drug Administration, the branch of federal government that approves new drugs FIBROUS having many fibers, such as scar tissue FIBRILLATION irregular beat of the heart or other muscle

GENERAL ANESTHESIA pain prevention by giving drugs to cause loss of consciousness, as during surgery GESTATIONAL pertaining to pregnancy

HEMATOCRIT amount of red blood cells in the blood HEMATOMA a bruise, a black and blue mark HEMODYNAMIC MEASURING blood flow HEMOLYSIS breakdown in red blood cells HEPARIN LOCK needle placed in the arm with blood thinner to keep the blood from clotting HEPATOMA cancer or tumor of the liver HERITABLE DISEASE can be transmitted to one’s offspring, resulting in damage to future children HISTOPATHOLOGIC pertaining to the disease status of body tissues or cells HOLTER MONITOR a portable machine for recording heart beats HYPERCALCEMIA high blood calcium level HYPERKALEMIA high blood potassium level HYPERNATREMIA high blood sodium level HYPERTENSION high blood pressure HYPOCALCEMIA low blood calcium level HYPOKALEMIA low blood potassium level HYPONATREMIA low blood sodium level HYPOTENSION low blood pressure HYPOXEMIA a decrease of oxygen in the blood HYPOXIA a decrease of oxygen reaching body tissues HYSTERECTOMY surgical removal of the uterus, ovaries (female sex glands), or both uterus and ovaries

IATROGENIC caused by a physician or by treatment IDE investigational device exemption, the license to test an unapproved new medical device IDIOPATHIC of unknown cause IMMUNITY defense against, protection from IMMUNOGLOBIN a protein that makes antibodies IMMUNOSUPPRESSIVE drug which works against the body's immune (protective) response, often used in transplantation and diseases caused by immune system malfunction IMMUNOTHERAPY giving of drugs to help the body's immune (protective) system; usually used to destroy cancer cells IMPAIRED FUNCTION abnormal function IMPLANTED placed in the body IND investigational new drug, the license to test an unapproved new drug INDUCTION PHASE beginning phase or stage of a treatment INDURATION hardening INDWELLING remaining in a given location, such as a catheter INFARCT death of tissue due to lack of blood supply INFECTIOUS DISEASE transmitted from one person to the next INFLAMMATION swelling that is generally painful, red, and warm INFUSION slow injection of a substance into the body, usually into the blood by means of a catheter INGESTION eating; taking by mouth INTERFERON drug which acts against viruses; antiviral agent INTERMITTENT occurring (regularly or irregularly) between two time points; repeatedly stopping, then starting again INTERNAL within the body INTERIOR inside of the body INTRAMUSCULAR into the muscle; within the muscle INTRAPERITONEAL into the abdominal cavity INTRATHECAL into the spinal fluid INTRAVENOUS (IV) through the vein INTRAVESICAL in the bladder INTUBATE the placement of a tube into the airway INVASIVE PROCEDURE puncturing, opening, or cutting the skin INVESTIGATIONAL NEW DRUG (IND) a new drug that has not been approved by the FDA INVESTIGATIONAL METHOD a treatment method which has not been proven to be beneficial or has not been accepted as standard care ISCHEMIA decreased oxygen in a tissue (usually because of decreased blood flow)

LAPAROTOMY surgical procedure in which an incision is made in the abdominal wall to enable a doctor to look at the organs inside LESION wound or injury; a diseased patch of skin LETHARGY sleepiness, tiredness LEUKOPENIA low white blood cell count LIPID fat LIPID CONTENT fat content in the blood LIPID PROFILE (PANEL) fat and cholesterol levels in the blood LOCAL ANESTHESIA creation of insensitivity to pain in a small, local area of the body, usually by injection of numbing drugs LOCALIZED restricted to one area, limited to one area LUMEN the cavity of an organ or tube (e.g., blood vessel) LYMPHANGIOGRAPHY an x-ray of the lymph nodes or tissues after injecting dye into lymph vessels (e.g., in feet) LYMPHOCYTE a type of white blood cell important in immunity (protection) against infection LYMPHOMA a cancer of the lymph nodes (or tissues)

MALAISE a vague feeling of bodily discomfort, feeling badly MALFUNCTION condition in which something is not functioning properly MALIGNANCY cancer or other progressively enlarging and spreading tumor, usually fatal if not successfully treated MEDULLABLASTOMA a type of brain tumor MEGALOBLASTOSIS change in red blood cells METABOLIZE process of breaking down substances in the cells to obtain energy METASTASIS spread of cancer cells from one part of the body to another METRONIDAZOLE drug used to treat infections caused by parasites (invading organisms that take up living in the body) or other causes of anaerobic infection (not requiring oxygen to survive) MI myocardial infarction, heart attack MINIMAL slight MINIMIZE reduce as much as possible Page 4 of 7 MONITOR check on; keep track of; watch carefully MOBILITY ease of movement MORBIDITY undesired result or complication MORTALITY death MOTILITY the ability to move MRI magnetic resonance imaging, diagnostic pictures of the inside of the body, created using magnetic rather than x-ray energy MUCOSA, MUCOUS MEMBRANE moist lining of digestive, respiratory, reproductive, and urinary tracts MYALGIA muscle aches MYOCARDIAL pertaining to the heart muscle MYOCARDIAL INFARCTION heart attack

NASOGASTRIC TUBE placed in the nose, reaching to the stomach NCI the National Cancer Institute NECROSIS death of tissue NEOPLASIA/NEOPLASM tumor, may be benign or malignant NEUROBLASTOMA a cancer of nerve tissue NEUROLOGICAL pertaining to the nervous system NEUTROPENIA decrease in the main part of the white blood cells NIH the National Institutes of Health NONINVASIVE not breaking, cutting, or entering the skin NOSOCOMIAL acquired in the hospital

OCCLUSION closing; blockage; obstruction ONCOLOGY the study of tumors or cancer OPHTHALMIC pertaining to the eye OPTIMAL best, most favorable or desirable ORAL ADMINISTRATION by mouth ORTHOPEDIC pertaining to the bones OSTEOPETROSIS rare bone disorder characterized by dense bone OSTEOPOROSIS softening of the bones OVARIES female sex glands

PARENTERAL given by injection PATENCY condition of being open PATHOGENESIS development of a disease or unhealthy condition PERCUTANEOUS through the skin PERIPHERAL not central PER OS (PO) by mouth PHARMACOKINETICS the study of the way the body absorbs, distributes, and gets rid of a drug PHASE I first phase of study of a new drug in humans to determine action, safety, and proper dosing PHASE II second phase of study of a new drug in humans, intended to gather information about safety and effectiveness of the drug for certain uses PHASE III large-scale studies to confirm and expand information on safety and effectiveness of new drug for certain uses, and to study common side effects PHASE IV studies done after the drug is approved by the FDA, especially to compare it to standard care or to try it for new uses PHLEBITIS irritation or inflammation of the vein PLACEBO an inactive substance; a pill/liquid that contains no medicine PLACEBO EFFECT improvement seen with giving subjects a placebo, though it contains no active drug/treatment PLATELETS small particles in the blood that help with clotting POTENTIAL possible POTENTIATE increase or multiply the effect of a drug or toxin (poison) by giving another drug or toxin at the same time (sometimes an unintentional result) POTENTIATOR an agent that helps another agent work better PRENATAL before birth PROPHYLAXIS a drug given to prevent disease or infection PER OS (PO) by mouth PRN as needed PROGNOSIS outlook, probable outcomes PRONE lying on the stomach PROSPECTIVE STUDY following patients forward in time PROSTHESIS artificial part, most often limbs, such as arms or legs PROTOCOL plan of study PROXIMAL closer to the center of the body, away from the end PULMONARY pertaining to the lungs

QD every day; daily QID four times a day

RADIATION THERAPY x-ray or cobalt treatment RANDOM by chance (like the flip of a coin) RANDOMIZATION chance selection RBC red blood cell RECOMBINANT formation of new combinations of genes RECONSTITUTION putting back together the original parts or elements RECUR happen again REFRACTORY not responding to treatment REGENERATION re-growth of a structure or of lost tissue REGIMEN pattern of giving treatment RELAPSE the return of a disease REMISSION disappearance of evidence of cancer or other disease RENAL pertaining to the kidneys REPLICABLE possible to duplicate RESECT remove or cut out surgically RETROSPECTIVE STUDY looking back over past experience

SARCOMA a type of cancer SEDATIVE a drug to calm or make less anxious SEMINOMA a type of testicular cancer (found in the male sex glands) SEQUENTIALLY in a row, in order SOMNOLENCE sleepiness SPIROMETER an instrument to measure the amount of air taken into and exhaled from the lungs STAGING an evaluation of the extent of the disease STANDARD OF CARE a treatment plan that the majority of the medical community would accept as appropriate STENOSIS narrowing of a duct, tube, or one of the blood vessels in the heart STOMATITIS mouth sores, inflammation of the mouth STRATIFY arrange in groups for analysis of results (e.g., stratify by age, sex, etc.) STUPOR stunned state in which it is difficult to get a response or the attention of the subject SUBCLAVIAN under the collarbone SUBCUTANEOUS under the skin SUPINE lying on the back SUPPORTIVE CARE general medical care aimed at symptoms, not intended to improve or cure underlying disease SYMPTOMATIC having symptoms SYNDROME a condition characterized by a set of symptoms SYSTOLIC top number in blood pressure; pressure during active contraction of the heart

TERATOGENIC capable of causing malformations in a fetus (developing baby still inside the mother’s body) TESTES/TESTICLES male sex glands THROMBOSIS clotting THROMBUS blood clot TID three times a day TITRATION a method for deciding on the strength of a drug or solution; gradually increasing the dose T-LYMPHOCYTES type of white blood cells TOPICAL on the surface TOPICAL ANESTHETIC applied to a certain area of the skin and reducing pain only in the area to which applied TOXICITY side effects or undesirable effects of a drug or treatment TRANSDERMAL through the skin TRANSIENTLY temporarily TRAUMA injury; wound TREADMILL walking machine used to test heart function

UPTAKE absorbing and taking in of a substance by living tissue

VALVULOPLASTY plastic repair of a valve, especially a heart valve VARICES enlarged veins VASOSPASM narrowing of the blood vessels VECTOR a carrier that can transmit disease-causing microorganisms (germs and viruses) VENIPUNCTURE needle stick, blood draw, entering the skin with a needle VERTICAL TRANSMISSION spread of disease

WBC white blood cell

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Audit techniques guide: Credit for Increasing Research Activities (i.e. Research Tax Credit) IRC § 41* - Qualified research activities

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Publication date: June 2005

* Unless otherwise indicated, all section references are to the Internal Revenue Code of 1986, as amended, and the treasury regulations.

Note: This guide is current through the publication date.  Since changes may have occurred after the publication date that would affect the accuracy of this document, no guarantees are made concerning the technical accuracy after the publication date.

Chapter 4 | Table of contents | Chapter 6

5. Qualified research activities

A. in general.

In order for an activity to qualify for the research credit, the taxpayer must show that it meets all the requirements as described in section 41(d). Under section 41(d), the term "qualified research" means research:

• With respect to which expenditures may be treated as expenses under section 174, (also known as the section 174 test);
• Which is undertaken for the purpose of discovering information which is technological in nature, (also known as the discovering technological information test);
• The application of which is intended to be useful in the development of a new or improved business component of the taxpayer (also known as the business component test); and
• Substantially all of the activities of which constitutes elements of a process of experimentation for a qualified purpose (also known as the process of experimentation test).

To be considered “qualified research”, the taxpayer must be able to establish that the research activity being performed meets ALL four of the above tests. 11 These tests must be applied separately to each business component of the taxpayer.  Activities listed in section 41(d)(4) are not qualified research.  Infra.

(1). The Section 174 test

In order to meet the section 174 test, the expenditure must (1) be incurred in connection with the taxpayer’s trade or business, and (2) represent a research and development cost in the experimental or laboratory sense.

Expenditures represent research and development costs in the experimental or laboratory sense if they are for activities intended to discover information that would eliminate uncertainty concerning the development or improvement of a product.  Uncertainty exists if the information available to the taxpayer does not establish the capability or method for developing or improving the product or the appropriate design of the product.

Whether expenditures qualify as research or experimental expenditures depends on the nature of the activity to which the expenditures relate, not the nature of the product or improvement being developed or the level of technological advancement the product or improvement represents.

Section 174 treatment is allowed only to the extent that the amount is reasonable under the circumstances.  Expenditures for land and depreciable property are not allowed under section 174, although in certain cases, depreciation may be treated as a section 174 expense.  (Depreciation is not a QRE under section 41).  Exploration expenditures do not qualify as section 174 expenses.  Furthermore, the provisions of section 174 are not applicable to any expenditure paid or incurred for the purpose of ascertaining the existence, location, extent, or quality of any deposit of ore, oil, gas, or other mineral.  Refer to the regulations under section 174 for further explanation on specific expense disallowances.

Treasury Regulation section 1.174-2(a)(3) disallows section 174 treatment for certain activities, including:

• The ordinary testing or inspection of materials or products for quality control;
• Efficiency surveys;
• Management studies;
• Consumer surveys;
• Advertising or promotions;
• The acquisition of another’s patent, model, production or process; or
• Research in connection with literary, historical, or similar projects.

Since section 41 is more restrictive than section 174, expenses allowable under section 174 will still have to meet the other requirements of section 41(b) and (d) to be a QRE.  For example, patent procurement expenses generally qualify under section 174 but would not qualify under section 41.

(2). The discovering technological information test

Final regulations, issued in January 2004 (TD 9104),  12 mirror the 2001 proposed regulations with respect to the discovering technological information test.  There is no “discovery” requirement under section 41 separate and apart from that already required under Treasury Regulation section 1.174-2(a)(1) (i.e., was the research undertaken to eliminate uncertainty concerning the development or improvement of a business component).  The final regulations, like the proposed regulations, abandon the requirement that the research activities be undertaken to obtain knowledge that exceeds, expands or refines the common knowledge of skilled professionals in a particular field of science or engineering.

Research is undertaken for the purpose of discovering information if it is intended to eliminate uncertainty concerning the development or improvement of a business component.  Uncertainty exists if the information available to the taxpayer does not establish the capability or method for developing or improving the business component, or the appropriate design of the business component.

In order to satisfy the technological in nature requirement for qualified research, the process of experimentation used to discover information must fundamentally rely on principles of the physical or biological sciences, engineering, or computer science.  A taxpayer may employ existing technologies and may rely on existing principles of the physical or biological sciences, engineering, or computer science to satisfy this requirement.

The final regulations state that the issuance of a patent by the Patent and Trademark Office under 35 USC sections 51 is conclusive evidence that a taxpayer has discovered information that is technological in nature that is intended to eliminate uncertainty concerning the development or improvement of a business component.  This is known as the “patent safe-harbor”.  Be aware that the issuance of a patent is not conclusive evidence of qualified research, as the taxpayer still has to meet all the other activity requirements of section 41(d).  Examiners should note that the securing of a patent usually occurs sometime after the actual research year(s).

(3). The business component test

The taxpayer must intend to apply the information being discovered to develop a new or improved business component of the taxpayer.  A business component is any product, process, computer software, technique, formula, or invention, which is to be held for sale, lease, license, or used in a trade or business of the taxpayer.  Often times, taxpayers group all research in one broad category and do not identify the specific business component to which the business relates.  A taxpayer must be able to tie the research it is claiming for the credit to the relevant business component.  The ‘substantially all’ test is applied at the business component level.

(4). The process of experimentation test

The final research credit regulations provide rules on the “process of experimentation test”, which requires that qualified research be research “substantially all of the activities of which constitute elements of a process of experimentation”.

The final regulations clarify the requirement that a process of experimentation is a process designed to evaluate one or more alternatives to achieve a result where the capability or the method of achieving that result, or the appropriate design of that result, is uncertain as of the beginning of the taxpayer’s research activities.  Examiners are encouraged to read the preamble to these regulations to get a better understanding of the changes made.  A taxpayer may undertake a process of experimentation if there is no uncertainty concerning the taxpayer's capability or method of achieving the desired result, so long as the appropriate design of the desired result is uncertain as of the beginning of the taxpayer's research activities.  Uncertainty exists if the information available to the taxpayer does not establish the capability or method for developing or improving the business component, or the appropriate design of the business component.

The final regulations articulate the core elements of a process of experimentation.  In addition to requiring that the research be undertaken for the purpose of discovering information that is technological in nature, the taxpayer must:

• Identify the uncertainty regarding the development or improvement of a business component that is the object of the taxpayer’s research activities;
• Identify one or more alternatives intended to eliminate that uncertainty; and
• Identify and conduct a process of evaluating the alternatives.

The key difference regarding “uncertainty” in sections 41 and 174 is that, under section 41, uncertainly must relate to a qualified purpose, and must be resolved through a 3-element process of experimentation, fundamentally relying on the principles of the hard sciences, engineering, or computer science.  The regulations clarify that merely demonstrating that uncertainty has been eliminated is insufficient to satisfy the process of experimentation test.  Focus upon developing facts necessary to determine whether the taxpayer’s activities meet these requirements and the core elements.

The preamble to the final regulations states that because of the clarifications made, the readily discernible and applicable provision in the 2001 proposed regulations is no longer necessary, because those activities do not constitute a process of experimentation under the final regulations.  Accordingly, examiners who properly applied the “readily discernible and applicable” rule as a basis for disallowing the research credit have made proper adjustments.  In pending and future examinations, however, the readily discernible and applicable standard should not be applied to a taxpayer’s activities.

In order for activities to constitute qualified research under section 41(d)(1), 80 percent or more of taxpayer’s research activities, measured on a cost or other consistently applied reasonable basis (and without regard to Treasury Regulation section 1.41-2(d)(2)), must constitute elements of a process of experimentation for a qualified purpose.  The regulations provide that, if this substantially all requirement is met, then the balance of the research activities may qualify, if the remaining balance meets the requirements of section 41(d)(1)(A) (with respect to which expenditures may be treated as expenses under section 174), and if they are not excluded activities under section 41(d)(4) (such as research after commercial production, adaptation or duplication of an existing business component, etc.).

Although the final regulations are effective for taxable years ending after December 31, 2003, the Service will not challenge return positions that are consistent with the final regulations.  As these final regulations merely clarify the proposed regulations upon which taxpayers are already relying, the Service’s administrative approach will follow these final rules for all open years.

The process of experimentation must be conducted for a “qualified purpose”, i.e., it must relate to a new or improved function, performance, reliability, or quality of the business component.  The process of experimentation is not for a qualified purpose if it relates to style, taste, cosmetic, or seasonal design factors.  I.R.C. § 41(d)(3)(B).  Accordingly, be alert to claimed QREs for research related to non-functional aspects of the business component.

b. Shrink back

The requirements of section 41(d) are to be applied first at the level of the discrete business component, i.e., the product, process, computer software, technique, formula, or invention to be held for sale, lease, or license, or used by the taxpayer in its trade or business.

If the requirements for credit eligibility are met at that first level, then some, or all, of the taxpayer's research activities are eligible for the credit.  If all aspects of such requirements are not met at that level, the test applies at the most significant subset of elements of the product, process, computer software, technique, formula, or invention to be held for sale, lease, or license.  This “shrinking back” is to continue until either a subset of elements of the business component that satisfies the requirements is reached, or the most basic element of the business component is reached and such element fails to satisfy the test.

The burden is on the taxpayer to establish that all of the section 41(d)(1) requirements have been met.  The examiner should issue an IDR requesting a list of each qualifying project or activity, along with a complete description of that activity or project as a starting point in the evaluation, including the business component to which each research activity relates.  As with the evaluation of wages, interviews should be considered to supplement and corroborate information obtained from the review of existing records.

c. Exclusions

There are certain research activities that are specifically excluded from qualified research under section 41(d)(4).  It is critical to look at the underlying facts to see if the exclusions apply.  Taxpayer labels are not controlling.  The following activities are not qualified research:

1. Exclusion for research after commercial production

Section 41(d) (4) states that qualified research does not include any research conducted after the beginning of commercial production.  A business component is considered ready for commercial production when it is developed to the point where it is ready for use or meets the basic functional and economic requirements of the taxpayer.  In some cases, there may be “product release” documents where all responsible managers sign off that the new product and or new production method is now released for production, which may be helpful in the application of this exclusion.

The following activities are deemed to occur after the commencement of commercial production:

• Preproduction planning for a finished business component,
• Tooling up for production,
• Trial production runs,
• Troubleshooting involving detecting faults in production equipment or processes,
• Accumulating data relating to production processes, and
• Debugging flaws in a business component.

This per se list includes “debugging” activities, but not “correction of flaws”.  Treasury Regulation section 1.41 4(c)(10), Examples 1 and 2, illustrate the application of the exclusion for research after commercial production.

2. Exclusion for adaptation

This exclusion applies if the taxpayer's activities relate to adapting an existing business component to a particular customer's requirement or need.  This exclusion does not apply merely because a business component is intended for a specific customer.  A contractor’s adaptation of an existing business component to a taxpayer’s particular requirement or need is not qualified research.

Treasury Regulation section 1.41 4(c)(10), Examples 3 7, illustrates the application of the adaptation exclusion.

3. Exclusion for duplication

This exclusion applies if the taxpayer reproduced an existing business component, in whole or in part, from a physical examination of the business component, plans, blueprints, detailed specifications, or publicly available information with respect to such component.  This exclusion does not apply merely because the taxpayer evaluates another's business component in the course of developing its own business component. 

Treasury Regulation section 1.41 4(c)(10), Example 8, illustrates the application of the duplication exclusion. 

4. Exclusion for surveys, studies, research relating to management functions

The following activities are excluded under this provision:

• Management functions or techniques, including such items as preparation of  financial data and analysis, development of employee training programs and management organization plans, and management based changes in production processes (such as rearranging work stations on an assembly line);
• Market research, testing, or development (including advertising or promotions);
• Routine data collections; or
• Routine or ordinary testing or inspections for quality control. 

Treasury Regulation section 41 4(c)(10), Example 9, illustrates the application of this exclusion.

Note that it is the activity which governs, not the intended end result.  For example, the development of a new production process, which met all the tests for qualified research, would not be excluded simply because the activity was preceded by a management efficiency survey.

5. Exclusion for internal-use software

This exclusion is beyond the scope of this ATG. 

6. Exclusion for foreign research

Qualified research does not include any research conducted outside the United States, Puerto Rico, or any possession of the United States. 13   This exclusion applies to in-house, as well as contract research.  The foreign research disallowance applies even if the research is done by American researchers, or performed for an American taxpayer.

7. Exclusion for research in the social sciences, etc.

Qualified research does not include research in the social sciences (including economics, business management, and behavioral sciences, arts, or humanities).

Treasury Regulation section 1.41 4(c)(10), Example 10, illustrates the application of this exclusion.  Note that the process, not the end result, governs.  The development of new formulation of artists’ paint would not be excluded simply because it benefited the arts, while research into Van Gogh’s life would be excluded under this rule.

8. Exclusion for funded research 

The exclusion for "funded research" under section 41(d)(4)(H) provides that the credit shall not be available for qualified research to the extent funded by a contract, grant, or otherwise by another person (or governmental entity).

All agreements (not only research contracts) entered into between the taxpayer performing the research and other persons are to be considered in determining the extent to which the research is funded.  As a result, the examiner should request a complete copy of all contracts (including modifications), agreements, letters of understanding or similar documents where funding is an issue. These contracts and similar documents will need to be reviewed to determine whether, and to what, extent the research is to be considered funded.  A “fixed-price” contract, where the customer agrees to pay a set price for a deliverable, and a “cost-plus” contract, where the customer agrees to pay the actual costs incurred by the contractor in acquiring/constructing the deliverable plus an additional amount for profit, are examples of the different contracts you may encounter.  Counsel can be helpful in securing and interpreting these agreements.  In the case of documents that are “classified” by a government agency, contact the Classified Contract Technical Advisor or a Research Credit Technical Advisor for further assistance.

In order to determine if the contractor’s research expenditures are “funded”, you must resolve the following issues:

• Is payment for the contractor’s research activities “contingent upon the success of the research” under Treasury Regulation section 1.41-4A(d)(1)? 
• Does the contractor retain “substantial rights” in the results of the research activities within the meaning of Treasury Regulation section 1.41-4A(d)(2)?

If the answer to either question is no, then the research is treated as funded.  Amounts payable under any agreements that are contingent on the success of the research (thus considered to be paid for the product or result of the research) are treated as funded research.  If a contractor retains substantial rights in the results of the research, and if payment to him is contingent on the success of the research, then the contract is not funded and the contractor is eligible to claim the credit.

 Note that, if the contractor performing research for another person does not retain substantial rights in the research, and if the research payments are contingent on the contractor’s success, neither the contractor nor the person paying for the research is eligible to claim the credit.

 If a taxpayer performing qualified research for another person retains substantial rights in the research under the agreement providing for the research, the research is funded to the extent of the payments (and fair market value of any property) to which the taxpayer becomes entitled by performing the research.  A taxpayer does not retain substantial rights in the research if the taxpayer must pay for the right to use the results of the research.

Frequently, taxpayers make some sort of funding allocation between “qualified research” and “non-qualified research” expenditures incurred in certain types of contracts, e.g., cost-share or cost overrun situations.  In so doing, taxpayers often overlook the “pro rata allocation” requirements of Treasury Regulation section 1.41-4A(d)(3)(ii).

The general rule is that funding is to be allocated 100 percent to otherwise qualified research expenses (as provided by Treasury Regulation section 1.41-4A(d)(3)(i)) unless the taxpayer can meet the pro rata allocation requirements of Treasury Regulation section 1.41-4A(d)(3)(ii).

Pursuant to Treasury Regulation section 1.41-4A(d)(3)(ii), the taxpayer may allocate funding pro rata to nonqualified, and otherwise qualified research expenses, rather than allocating it 100 percent to otherwise qualified research expenses, if the taxpayer can establish to the satisfaction of the Service:

• the total amount of research expenses,
• that the total amount of research expenses exceed the funding, and
• that the otherwise qualified research expenses (that is, the expenses that would be qualified research expenses if there were no funding) exceed 65 percent of the funding.

In no event, however, shall less than 65 percent of the funding be applied against the otherwise qualified research expenses.  Material adjustments may be warranted if the specific requirements of Treasury Regulation section 1.41-4A(d)(3)(ii) have not been met.

Funding is determinable only in the subsequent taxable year.  Treasury Regulation section 1.41-4A(d)(5) states that if, at the time the taxpayer files its return for a taxable year, it is impossible to determine to what extent particular research performed by the taxpayer during the year may be funded, then the taxpayer shall treat the research as completely funded for purposes of completing that return.  When the amount of funding is finally determined, the taxpayer should amend the return and any interim returns to reflect the proper amount of funding.

11   In the case of certain software developed for internal use, taxpayers must meet the requirements of an additional three-part “high threshold of innovation” test.  See Prop. Treas. Reg. § 1.41-4(c)(6)(vi). See also the ANPRM relating to the section 41(d)(4)(E) internal use software exclusion.

12   Final Regulations for the Definition of Qualified Research under section 41(d) (doc, 90kb), also in HTML (htm, 137kb) and Adobe (pdf, 65kb), T.D. 9104.

13 Section 41(d)(4)(F) was modified by P.L. 106-170 section 502(c)(1) which added the Commonwealth of Puerto Rico and any possession of the United States for amounts paid or incurred after June 30, 1999.  Prior to amendment, section 41(d)(4)(F) applied only to the United States.

Chapter 4  | Table of Contents  | Chapter 6

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regreSSHion: Remote Unauthenticated Code Execution Vulnerability in OpenSSH server

Last updated on: July 3, 2024

Table of Contents

About openssh: securing enterprise communications and infrastructure, affected openssh versions:, potential impact of regresshion, immediate steps to mitigate risk, technical details, qualys qid coverage, discover vulnerable assets using qualys cybersecurity asset management (csam), enhance your security posture with qualys vulnerability management, detection, and response (vmdr).

• Gain exposure visibility and remediation tracking with the regreSSHion Unified Dashboard
• Automatically Patch regreSSHion vulnerability With Qualys Patch Management

Detect and remediate CVE-2024-6387 with Qualys TotalCloud Container Security

Qualys products and customer responsibilities, frequently asked questions (faqs).

The  Qualys Threat Research Unit (TRU)  has discovered a Remote Unauthenticated Code Execution (RCE) vulnerability in OpenSSH’s server (sshd) in glibc-based Linux systems. CVE assigned to this vulnerability is CVE-2024-6387.

The vulnerability, which is a signal handler race condition in OpenSSH’s server (sshd), allows unauthenticated remote code execution (RCE) as root on glibc-based Linux systems; that presents a significant security risk. This race condition affects sshd in its default configuration.

Based on searches using Censys and Shodan, we have identified over 14 million potentially vulnerable OpenSSH server instances exposed to the Internet. Anonymized data from Qualys CSAM 3.0 with External Attack Surface Management data reveals that approximately 700,000 external internet-facing instances are vulnerable. This accounts for 31% of all internet-facing instances with OpenSSH in our global customer base. Interestingly, over 0.14% of vulnerable internet-facing instances with OpenSSH service have an End-Of-Life/End-Of-Support version of OpenSSH running.

In our security analysis, we identified that this vulnerability is a regression of the previously patched vulnerability CVE-2006-5051, which was reported in 2006. A regression in this context means that a flaw, once fixed, has reappeared in a subsequent software release, typically due to changes or updates that inadvertently reintroduce the issue. This incident highlights the crucial role of thorough regression testing to prevent the reintroduction of known vulnerabilities into the environment. This regression was introduced in October 2020 (OpenSSH 8.5p1).

Qualys has developed a working exploit for the regreSSHion vulnerability. As part of the disclosure process, we successfully demonstrated the exploit to the OpenSSH team to assist with their understanding and remediation efforts. We do not release our exploits, as we must allow time for patches to be applied. However, even though the exploit is complex, we believe that other independent researchers will be able to replicate our results.

OpenSSH (Open Secure Shell) is a suite of secure networking utilities based on the Secure Shell (SSH) protocol, which is vital for secure communication over unsecured networks. It provides robust encryption to ensure privacy and secure file transfers, making it an essential tool for remote server management and secure data communication. Known for its extensive security and authentication features, OpenSSH supports various encryption technologies and is standard on multiple Unix-like systems, including macOS and Linux.

OpenSSH’s implementation serves as a critical tool for secure communication. Its enterprise value lies in its scalability and the ability to enforce robust access controls and secure automated processes across various environments. This includes everything from automated backups and batch processing to complex DevOps practices, which involve the secure handling of sensitive data across multiple systems and locations. Its continued development and widespread adoption highlight its importance in maintaining the confidentiality and integrity of network communications worldwide.

OpenSSH stands as a benchmark in software security, exemplifying a robust defense-in-depth approach. Despite the recent vulnerability, its overall track record remains exceptionally strong, serving as both a model and an inspiration in the field.

• OpenSSH versions earlier than 4.4p1 are vulnerable to this signal handler race condition unless they are patched for CVE-2006-5051 and CVE-2008-4109.
• Versions from 4.4p1 up to, but not including, 8.5p1 are not vulnerable due to a transformative patch for CVE-2006-5051, which made a previously unsafe function secure.
• The vulnerability resurfaces in versions from 8.5p1 up to, but not including, 9.8p1 due to the accidental removal of a critical component in a function.

OpenBSD systems are unaffected by this bug, as OpenBSD developed a secure mechanism in 2001 that prevents this vulnerability.

This vulnerability, if exploited, could lead to full system compromise where an attacker can execute arbitrary code with the highest privileges, resulting in a complete system takeover, installation of malware, data manipulation, and the creation of backdoors for persistent access. It could facilitate network propagation, allowing attackers to use a compromised system as a foothold to traverse and exploit other vulnerable systems within the organization.

Moreover, gaining root access would enable attackers to bypass critical security mechanisms such as firewalls, intrusion detection systems, and logging mechanisms, further obscuring their activities. This could also result in significant data breaches and leakage, giving attackers access to all data stored on the system, including sensitive or proprietary information that could be stolen or publicly disclosed.

This vulnerability is challenging to exploit due to its remote race condition nature, requiring multiple attempts for a successful attack. This can cause memory corruption and necessitate overcoming Address Space Layout Randomization (ASLR). Advancements in deep learning may significantly increase the exploitation rate, potentially providing attackers with a substantial advantage in leveraging such security flaws.

Addressing the regreSSHion vulnerability in OpenSSH, which enables remote code execution on Linux systems, demands a focused and layered security approach. Here are concise steps and strategic recommendations for enterprises to safeguard against this significant threat:

• Patch Management : Quickly apply available patches for OpenSSH and prioritize ongoing update processes.
• Enhanced Access Control : Limit SSH access through network-based controls to minimize the attack risks.
• Network Segmentation and Intrusion Detection : Divide networks to restrict unauthorized access and lateral movements within critical environments and deploy systems to monitor and alert on unusual activities indicative of exploitation attempts.
• Custom Assessment and Remediation: Quickly execute mitigation script on required assets. To find out more, check out the FAQ section ‘Are there any mitigations for this vulnerability?’

You can find the technical details of this vulnerability at:  

https://www.qualys.com/2024/07/01/cve-2024-6387/regresshion.txt

Qualys is releasing the QIDs in the table below as they become available, starting with vulnsigs version VULNSIGS-2.6.83-4 and in Linux Cloud Agent manifest version LX_MANIFEST-2.6.83.4-5

It is recommended that Qualys customers use OS-specific QIDs to scan for backported packages on supported Linux distributions.

Please check the Qualys Vulnerability Knowledgebase for the full list of coverage for this vulnerability.

The initial and crucial step in managing this critical vulnerability and mitigating associated risks involves pinpointing all assets susceptible to this specific issue. Use CSAM 3.0 with External Attack Surface Management to identify your organization’s internet-facing instances that have vulnerable versions of OpenSSH or are at their End of Life (EOL) or End of Support (EOS).

Identify internet-facing instances with vulnerable versions of OpenSSH

In the following example, we aim to identify all assets running the OpenSSH:

Qualys VMDR  offers comprehensive coverage and visibility into vulnerabilities, empowering organizations to rapidly respond to, prioritize, and mitigate the associated risks. Additionally, Qualys customers can leverage Qualys Patch Management to remediate these vulnerabilities effectively.

Leverage the power of Qualys VMDR alongside TruRisk and the Qualys Query Language (QQL) to efficiently identify and prioritize vulnerable assets, effectively addressing the vulnerabilities highlighted above.

Try Qualys VMDR at no cost for 30 days

Use this QQL statement:

Gain exposure visibility and remediation tracking with the “regreSSHion” Unified Dashboard

With the Qualys Unified Dashboard, you can track the vulnerability exposure within your organization and view your impacted hosts, their status, distribution across environments, and overall management in real time, allowing you to see your mean time to remediation (MTTR).

To make it easier for customers to track and manage regreSSHion vulnerability in their subscriptions, we have created the Manage regreSSHion dashboard , which you can download and import into your subscription.

Automatically Patch “regreSSHion” vulnerability With Qualys Patch Management

We expect vendors to release patches for this vulnerability shortly. Qualys Patch Management can  automatically deploy those patches to vulnerable assets, when available.

Customers can use the “patch now” button found to the right of the vulnerability to add regreSSHion to a patch job. Once patches are released, Qualys will find the relevant patches for this vulnerability and automatically add those patches to a patch job. This will allow customers to deploy those patches to vulnerable devices, all from the Qualys Cloud Platform.

Qualys Patch Management No-Cost 45-Day Trial

Qualys TotalCloud Container Security offers comprehensive coverage and visibility into vulnerabilities across all your container environments, including managed Kubernetes and on-premises Kubernetes. This empowers organizations to rapidly respond to, prioritize, and mitigate associated risks effectively.

Leverage the power of Qualys TotalCloud Container Security and the Qualys Query Language (QQL) to efficiently identify and prioritize vulnerable assets, ensuring prompt and effective remediation of the vulnerabilities highlighted by CVE-2024-6387.

Qualys is cutting the release cycle short for certain products that are deployed on customer premises. At least one of those products depends on a supplier that will publish a fix release shortly. We intend to release fixes for this Severity HIGH CVE in the coming days to ensure that customers are safe from regreSSHion. Once builds have cleared Quality Assurance, we will provide updates to help customers patch.

Will the Qualys Research Team publish exploit code or include proof-of-concept code for this vulnerability?

No, as part of our commitment to responsible disclosure and maintaining high-security standards, we will not publish exploit codes. Given the complexity of this vulnerability, it is crucial to allow organizations to apply patches effectively without the immediate pressure of public exploits.

Are there any mitigations for this vulnerability?

If sshd can’t be updated or recompiled, set LoginGraceTime to 0 in the config file. This exposes sshd to a denial of service by using up all MaxStartups connections, but it prevents the remote code execution risk.

Using Qualys Custom Assessment and Remediation (CAR), you can easily apply this mitigation across affected assets in one go. Just follow these easy steps:

1. Go to CAR Library, look for Zero Day Utilities, and import the mitigation script.

2. You can approve while importing or later on.

3. Execute it across required assets/asset tags.

To execute this mitigation, enable your free trial of CAR – https://www.qualys.com/forms/custom-assessment-remediation/

Is this vulnerability remotely exploitable?

Yes, this vulnerability can be exploited remotely and allows unauthenticated remote code execution (RCE) as root, posing a significant security risk.

Why is the vulnerability named “regreSSHion”?

This is a pun/reference to this being a regression bug affecting OpenSSH.

Should organizations patch these vulnerabilities urgently?

Yes, we would encourage organizations to patch this vulnerability urgently, especially on their internet-facing assets.

How will the new security fix be implemented for different versions?

This fix is part of a major update, making it challenging to backport. Consequently, users will have two update options: upgrading to the latest version released on Monday, July 1st (9.8p1) or applying a fix to older versions as outlined in the advisory, which is the approach most vendors will take.

Does this vulnerability affect macOS or Windows?

While it is likely that the vulnerability exists in both macOS and Windows, its exploitability on these platforms remains uncertain. Further analysis is required to determine the specific impact.

How can users identify exploitation attempts of this vulnerability?

Exploitation attempts for this vulnerability can be identified by seeing many many lines of “Timeout before authentication” in the logs.

What is the exposure to Qualys infrastructure?

The Qualys security team has taken immediate steps to protect our corporate infrastructure and products from any impact regarding the exploitation of this vulnerability. At this time, we have not experienced any negative impacts or detected any exploitation attempts. In addition, the Qualys security team has implemented enhanced monitoring and response plans to detect and respond to future exploit attempts. Emergency patching procedures have been initiated to fully remediate the vulnerability. To further help the broader security community, we are sharing our detection logic (see FAQ: “How to identify exploitation attempts of this vulnerability?”) to help customers respond should attacks occur before patching and mitigation efforts are completed.

How can users identify systems vulnerable to the OpenSSH regreSSHion vulnerability?

Users can determine if their systems are vulnerable by verifying the version of the OpenSSH server installed. Systems running affected versions should be considered at risk and prioritized for updates.

Under what circumstances might QID 42046 fail to report accurately?

Accurate detection with QID 42046 requires root privileges, as the command used only runs with root access.

Why is a QID categorized as a confirmed or potential vulnerability?

A QID is reported as confirmed in authenticated scan results because these scans can access detailed information that verifies the vulnerability more reliably. On the other hand, remote unauthenticated scans categorize a QID as potential because they primarily depend on the information presented by the OpenSSH service banner. This banner might display a partial version of details, leading to less definitive conclusions about the presence of a vulnerability.

When will the Qualys Detection Score (QDS) be updated?

As the vulnerability begins to trend across various threat intelligence sources, our QDS will utilize these intelligent feeds for dynamic updates. We expect its effectiveness to reach a score of 90 or above.

Has the threat feed been updated to include the regreSSHion vulnerability?

Yes, the Qualys threat feed is updated when emerging threats are tracked and reported from the dark web and other sources. The update activates as soon as a vulnerability trends across various threat intelligence platforms.

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No record found for this QID or CVE in Qualys KB. Great job on reporting however the data set is not published.

“Immediate Steps to Mitigate Risk” there’s a config-based mitigation, this section is just marketing nonsense and it’s irresponsible of you to hide the actual immediate mitigation in the “technical details”

This website helped me to learn about Remote Unauthenticated Code Execution Vulnerability in the OpenSSH server. It made it easy to work on the OpenSSH server.

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