what are the importance of research paper

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Research Paper

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

• How to write a research paper

Last updated

11 January 2024

Reviewed by

With proper planning, knowledge, and framework, completing a research paper can be a fulfilling and exciting experience. 

Though it might initially sound slightly intimidating, this guide will help you embrace the challenge. 

By documenting your findings, you can inspire others and make a difference in your field. Here's how you can make your research paper unique and comprehensive.

• What is a research paper?

Research papers allow you to demonstrate your knowledge and understanding of a particular topic. These papers are usually lengthier and more detailed than typical essays, requiring deeper insight into the chosen topic.

To write a research paper, you must first choose a topic that interests you and is relevant to the field of study. Once you’ve selected your topic, gathering as many relevant resources as possible, including books, scholarly articles, credible websites, and other academic materials, is essential. You must then read and analyze these sources, summarizing their key points and identifying gaps in the current research.

You can formulate your ideas and opinions once you thoroughly understand the existing research. To get there might involve conducting original research, gathering data, or analyzing existing data sets. It could also involve presenting an original argument or interpretation of the existing research.

Writing a successful research paper involves presenting your findings clearly and engagingly, which might involve using charts, graphs, or other visual aids to present your data and using concise language to explain your findings. You must also ensure your paper adheres to relevant academic formatting guidelines, including proper citations and references.

Overall, writing a research paper requires a significant amount of time, effort, and attention to detail. However, it is also an enriching experience that allows you to delve deeply into a subject that interests you and contribute to the existing body of knowledge in your chosen field.

• How long should a research paper be?

Research papers are deep dives into a topic. Therefore, they tend to be longer pieces of work than essays or opinion pieces. 

However, a suitable length depends on the complexity of the topic and your level of expertise. For instance, are you a first-year college student or an experienced professional? 

Also, remember that the best research papers provide valuable information for the benefit of others. Therefore, the quality of information matters most, not necessarily the length. Being concise is valuable.

Following these best practice steps will help keep your process simple and productive:

1. Gaining a deep understanding of any expectations

Before diving into your intended topic or beginning the research phase, take some time to orient yourself. Suppose there’s a specific topic assigned to you. In that case, it’s essential to deeply understand the question and organize your planning and approach in response. Pay attention to the key requirements and ensure you align your writing accordingly. 

This preparation step entails

Deeply understanding the task or assignment

Being clear about the expected format and length

Familiarizing yourself with the citation and referencing requirements 

Understanding any defined limits for your research contribution

Where applicable, speaking to your professor or research supervisor for further clarification

2. Choose your research topic

Select a research topic that aligns with both your interests and available resources. Ideally, focus on a field where you possess significant experience and analytical skills. In crafting your research paper, it's crucial to go beyond summarizing existing data and contribute fresh insights to the chosen area.

Consider narrowing your focus to a specific aspect of the topic. For example, if exploring the link between technology and mental health, delve into how social media use during the pandemic impacts the well-being of college students. Conducting interviews and surveys with students could provide firsthand data and unique perspectives, adding substantial value to the existing knowledge.

When finalizing your topic, adhere to legal and ethical norms in the relevant area (this ensures the integrity of your research, protects participants' rights, upholds intellectual property standards, and ensures transparency and accountability). Following these principles not only maintains the credibility of your work but also builds trust within your academic or professional community.

For instance, in writing about medical research, consider legal and ethical norms , including patient confidentiality laws and informed consent requirements. Similarly, if analyzing user data on social media platforms, be mindful of data privacy regulations, ensuring compliance with laws governing personal information collection and use. Aligning with legal and ethical standards not only avoids potential issues but also underscores the responsible conduct of your research.

3. Gather preliminary research

Once you’ve landed on your topic, it’s time to explore it further. You’ll want to discover more about available resources and existing research relevant to your assignment at this stage. 

This exploratory phase is vital as you may discover issues with your original idea or realize you have insufficient resources to explore the topic effectively. This key bit of groundwork allows you to redirect your research topic in a different, more feasible, or more relevant direction if necessary. 

Spending ample time at this stage ensures you gather everything you need, learn as much as you can about the topic, and discover gaps where the topic has yet to be sufficiently covered, offering an opportunity to research it further. 

4. Define your research question

To produce a well-structured and focused paper, it is imperative to formulate a clear and precise research question that will guide your work. Your research question must be informed by the existing literature and tailored to the scope and objectives of your project. By refining your focus, you can produce a thoughtful and engaging paper that effectively communicates your ideas to your readers.

5. Write a thesis statement

A thesis statement is a one-to-two-sentence summary of your research paper's main argument or direction. It serves as an overall guide to summarize the overall intent of the research paper for you and anyone wanting to know more about the research.

A strong thesis statement is:

Concise and clear: Explain your case in simple sentences (avoid covering multiple ideas). It might help to think of this section as an elevator pitch.

Specific: Ensure that there is no ambiguity in your statement and that your summary covers the points argued in the paper.

Debatable: A thesis statement puts forward a specific argument––it is not merely a statement but a debatable point that can be analyzed and discussed.

Here are three thesis statement examples from different disciplines:

Psychology thesis example: "We're studying adults aged 25-40 to see if taking short breaks for mindfulness can help with stress. Our goal is to find practical ways to manage anxiety better."

Environmental science thesis example: "This research paper looks into how having more city parks might make the air cleaner and keep people healthier. I want to find out if more green spaces means breathing fewer carcinogens in big cities."

UX research thesis example: "This study focuses on improving mobile banking for older adults using ethnographic research, eye-tracking analysis, and interactive prototyping. We investigate the usefulness of eye-tracking analysis with older individuals, aiming to spark debate and offer fresh perspectives on UX design and digital inclusivity for the aging population."

6. Conduct in-depth research

A research paper doesn’t just include research that you’ve uncovered from other papers and studies but your fresh insights, too. You will seek to become an expert on your topic––understanding the nuances in the current leading theories. You will analyze existing research and add your thinking and discoveries.  It's crucial to conduct well-designed research that is rigorous, robust, and based on reliable sources. Suppose a research paper lacks evidence or is biased. In that case, it won't benefit the academic community or the general public. Therefore, examining the topic thoroughly and furthering its understanding through high-quality research is essential. That usually means conducting new research. Depending on the area under investigation, you may conduct surveys, interviews, diary studies , or observational research to uncover new insights or bolster current claims.

7. Determine supporting evidence

Not every piece of research you’ve discovered will be relevant to your research paper. It’s important to categorize the most meaningful evidence to include alongside your discoveries. It's important to include evidence that doesn't support your claims to avoid exclusion bias and ensure a fair research paper.

8. Write a research paper outline

Before diving in and writing the whole paper, start with an outline. It will help you to see if more research is needed, and it will provide a framework by which to write a more compelling paper. Your supervisor may even request an outline to approve before beginning to write the first draft of the full paper. An outline will include your topic, thesis statement, key headings, short summaries of the research, and your arguments.

9. Write your first draft

Once you feel confident about your outline and sources, it’s time to write your first draft. While penning a long piece of content can be intimidating, if you’ve laid the groundwork, you will have a structure to help you move steadily through each section. To keep up motivation and inspiration, it’s often best to keep the pace quick. Stopping for long periods can interrupt your flow and make jumping back in harder than writing when things are fresh in your mind.

10. Cite your sources correctly

It's always a good practice to give credit where it's due, and the same goes for citing any works that have influenced your paper. Building your arguments on credible references adds value and authenticity to your research. In the formatting guidelines section, you’ll find an overview of different citation styles (MLA, CMOS, or APA), which will help you meet any publishing or academic requirements and strengthen your paper's credibility. It is essential to follow the guidelines provided by your school or the publication you are submitting to ensure the accuracy and relevance of your citations.

11. Ensure your work is original

It is crucial to ensure the originality of your paper, as plagiarism can lead to serious consequences. To avoid plagiarism, you should use proper paraphrasing and quoting techniques. Paraphrasing is rewriting a text in your own words while maintaining the original meaning. Quoting involves directly citing the source. Giving credit to the original author or source is essential whenever you borrow their ideas or words. You can also use plagiarism detection tools such as Scribbr or Grammarly to check the originality of your paper. These tools compare your draft writing to a vast database of online sources. If you find any accidental plagiarism, you should correct it immediately by rephrasing or citing the source.

12. Revise, edit, and proofread

One of the essential qualities of excellent writers is their ability to understand the importance of editing and proofreading. Even though it's tempting to call it a day once you've finished your writing, editing your work can significantly improve its quality. It's natural to overlook the weaker areas when you've just finished writing a paper. Therefore, it's best to take a break of a day or two, or even up to a week, to refresh your mind. This way, you can return to your work with a new perspective. After some breathing room, you can spot any inconsistencies, spelling and grammar errors, typos, or missing citations and correct them. 

• The best research paper format 

The format of your research paper should align with the requirements set forth by your college, school, or target publication. 

There is no one “best” format, per se. Depending on the stated requirements, you may need to include the following elements:

Title page: The title page of a research paper typically includes the title, author's name, and institutional affiliation and may include additional information such as a course name or instructor's name. 

Table of contents: Include a table of contents to make it easy for readers to find specific sections of your paper.

Abstract: The abstract is a summary of the purpose of the paper.

Methods : In this section, describe the research methods used. This may include collecting data , conducting interviews, or doing field research .

Results: Summarize the conclusions you drew from your research in this section.

Discussion: In this section, discuss the implications of your research . Be sure to mention any significant limitations to your approach and suggest areas for further research.

Tables, charts, and illustrations: Use tables, charts, and illustrations to help convey your research findings and make them easier to understand.

Works cited or reference page: Include a works cited or reference page to give credit to the sources that you used to conduct your research.

Bibliography: Provide a list of all the sources you consulted while conducting your research.

Dedication and acknowledgments : Optionally, you may include a dedication and acknowledgments section to thank individuals who helped you with your research.

• General style and formatting guidelines

Formatting your research paper means you can submit it to your college, journal, or other publications in compliance with their criteria.

Research papers tend to follow the American Psychological Association (APA), Modern Language Association (MLA), or Chicago Manual of Style (CMOS) guidelines.

Here’s how each style guide is typically used:

Chicago Manual of Style (CMOS):

CMOS is a versatile style guide used for various types of writing. It's known for its flexibility and use in the humanities. CMOS provides guidelines for citations, formatting, and overall writing style. It allows for both footnotes and in-text citations, giving writers options based on their preferences or publication requirements.

American Psychological Association (APA):

APA is common in the social sciences. It’s hailed for its clarity and emphasis on precision. It has specific rules for citing sources, creating references, and formatting papers. APA style uses in-text citations with an accompanying reference list. It's designed to convey information efficiently and is widely used in academic and scientific writing.

Modern Language Association (MLA):

MLA is widely used in the humanities, especially literature and language studies. It emphasizes the author-page format for in-text citations and provides guidelines for creating a "Works Cited" page. MLA is known for its focus on the author's name and the literary works cited. It’s frequently used in disciplines that prioritize literary analysis and critical thinking.

To confirm you're using the latest style guide, check the official website or publisher's site for updates, consult academic resources, and verify the guide's publication date. Online platforms and educational resources may also provide summaries and alerts about any revisions or additions to the style guide.

Citing sources

When working on your research paper, it's important to cite the sources you used properly. Your citation style will guide you through this process. Generally, there are three parts to citing sources in your research paper: 

First, provide a brief citation in the body of your essay. This is also known as a parenthetical or in-text citation. 

Second, include a full citation in the Reference list at the end of your paper. Different types of citations include in-text citations, footnotes, and reference lists. 

In-text citations include the author's surname and the date of the citation. 

Footnotes appear at the bottom of each page of your research paper. They may also be summarized within a reference list at the end of the paper. 

A reference list includes all of the research used within the paper at the end of the document. It should include the author, date, paper title, and publisher listed in the order that aligns with your citation style.

10 research paper writing tips:

Following some best practices is essential to writing a research paper that contributes to your field of study and creates a positive impact.

These tactics will help you structure your argument effectively and ensure your work benefits others:

Clear and precise language:  Ensure your language is unambiguous. Use academic language appropriately, but keep it simple. Also, provide clear takeaways for your audience.

Effective idea separation:  Organize the vast amount of information and sources in your paper with paragraphs and titles. Create easily digestible sections for your readers to navigate through.

Compelling intro:  Craft an engaging introduction that captures your reader's interest. Hook your audience and motivate them to continue reading.

Thorough revision and editing:  Take the time to review and edit your paper comprehensively. Use tools like Grammarly to detect and correct small, overlooked errors.

Thesis precision:  Develop a clear and concise thesis statement that guides your paper. Ensure that your thesis aligns with your research's overall purpose and contribution.

Logical flow of ideas:  Maintain a logical progression throughout the paper. Use transitions effectively to connect different sections and maintain coherence.

Critical evaluation of sources:  Evaluate and critically assess the relevance and reliability of your sources. Ensure that your research is based on credible and up-to-date information.

Thematic consistency:  Maintain a consistent theme throughout the paper. Ensure that all sections contribute cohesively to the overall argument.

Relevant supporting evidence:  Provide concise and relevant evidence to support your arguments. Avoid unnecessary details that may distract from the main points.

Embrace counterarguments:  Acknowledge and address opposing views to strengthen your position. Show that you have considered alternative arguments in your field.

7 research tips 

If you want your paper to not only be well-written but also contribute to the progress of human knowledge, consider these tips to take your paper to the next level:

Selecting the appropriate topic: The topic you select should align with your area of expertise, comply with the requirements of your project, and have sufficient resources for a comprehensive investigation.

Use academic databases: Academic databases such as PubMed, Google Scholar, and JSTOR offer a wealth of research papers that can help you discover everything you need to know about your chosen topic.

Critically evaluate sources: It is important not to accept research findings at face value. Instead, it is crucial to critically analyze the information to avoid jumping to conclusions or overlooking important details. A well-written research paper requires a critical analysis with thorough reasoning to support claims.

Diversify your sources: Expand your research horizons by exploring a variety of sources beyond the standard databases. Utilize books, conference proceedings, and interviews to gather diverse perspectives and enrich your understanding of the topic.

Take detailed notes: Detailed note-taking is crucial during research and can help you form the outline and body of your paper.

Stay up on trends: Keep abreast of the latest developments in your field by regularly checking for recent publications. Subscribe to newsletters, follow relevant journals, and attend conferences to stay informed about emerging trends and advancements. 

Engage in peer review: Seek feedback from peers or mentors to ensure the rigor and validity of your research . Peer review helps identify potential weaknesses in your methodology and strengthens the overall credibility of your findings.

• The real-world impact of research papers

Writing a research paper is more than an academic or business exercise. The experience provides an opportunity to explore a subject in-depth, broaden one's understanding, and arrive at meaningful conclusions. With careful planning, dedication, and hard work, writing a research paper can be a fulfilling and enriching experience contributing to advancing knowledge.

How do I publish my research paper? 

Many academics wish to publish their research papers. While challenging, your paper might get traction if it covers new and well-written information. To publish your research paper, find a target publication, thoroughly read their guidelines, format your paper accordingly, and send it to them per their instructions. You may need to include a cover letter, too. After submission, your paper may be peer-reviewed by experts to assess its legitimacy, quality, originality, and methodology. Following review, you will be informed by the publication whether they have accepted or rejected your paper. 

What is a good opening sentence for a research paper? 

Beginning your research paper with a compelling introduction can ensure readers are interested in going further. A relevant quote, a compelling statistic, or a bold argument can start the paper and hook your reader. Remember, though, that the most important aspect of a research paper is the quality of the information––not necessarily your ability to storytell, so ensure anything you write aligns with your goals.

Research paper vs. a research proposal—what’s the difference?

While some may confuse research papers and proposals, they are different documents. 

A research proposal comes before a research paper. It is a detailed document that outlines an intended area of exploration. It includes the research topic, methodology, timeline, sources, and potential conclusions. Research proposals are often required when seeking approval to conduct research. 

A research paper is a summary of research findings. A research paper follows a structured format to present those findings and construct an argument or conclusion.

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

Start for free today, add your research, and get to key insights faster

Editor’s picks

Last updated: 18 April 2023

Last updated: 27 February 2023

Last updated: 22 August 2024

Last updated: 5 February 2023

Last updated: 16 August 2024

Last updated: 9 March 2023

Last updated: 30 April 2024

Last updated: 12 December 2023

Last updated: 11 March 2024

Last updated: 4 July 2024

Last updated: 6 March 2024

Last updated: 5 March 2024

Last updated: 13 May 2024

Latest articles

Related topics, .css-je19u9{-webkit-align-items:flex-end;-webkit-box-align:flex-end;-ms-flex-align:flex-end;align-items:flex-end;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;-webkit-box-flex-wrap:wrap;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;row-gap:0;text-align:center;max-width:671px;}@media (max-width: 1079px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}}@media (max-width: 799px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}} decide what to .css-1kiodld{max-height:56px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}@media (max-width: 1079px){.css-1kiodld{display:none;}} build next, decide what to build next.

• 10 research paper

Log in or sign up

Get started for free

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Research paper

Writing a Research Paper Introduction | Step-by-Step Guide

Published on September 24, 2022 by Jack Caulfield . Revised on March 27, 2023.

The introduction to a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your topic and get the reader interested
• Provide background or summarize existing research
• Position your own approach
• Detail your specific research problem and problem statement
• Give an overview of the paper’s structure

The introduction looks slightly different depending on whether your paper presents the results of original empirical research or constructs an argument by engaging with a variety of sources.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Step 1: introduce your topic, step 2: describe the background, step 3: establish your research problem, step 4: specify your objective(s), step 5: map out your paper, research paper introduction examples, frequently asked questions about the research paper introduction.

The first job of the introduction is to tell the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening hook.

The hook is a striking opening sentence that clearly conveys the relevance of your topic. Think of an interesting fact or statistic, a strong statement, a question, or a brief anecdote that will get the reader wondering about your topic.

For example, the following could be an effective hook for an argumentative paper about the environmental impact of cattle farming:

A more empirical paper investigating the relationship of Instagram use with body image issues in adolescent girls might use the following hook:

Don’t feel that your hook necessarily has to be deeply impressive or creative. Clarity and relevance are still more important than catchiness. The key thing is to guide the reader into your topic and situate your ideas.

Scribbr Citation Checker New

The AI-powered Citation Checker helps you avoid common mistakes such as:

• Missing commas and periods
• Incorrect usage of “et al.”
• Ampersands (&) in narrative citations
• Missing reference entries

This part of the introduction differs depending on what approach your paper is taking.

In a more argumentative paper, you’ll explore some general background here. In a more empirical paper, this is the place to review previous research and establish how yours fits in.

Argumentative paper: Background information

After you’ve caught your reader’s attention, specify a bit more, providing context and narrowing down your topic.

Provide only the most relevant background information. The introduction isn’t the place to get too in-depth; if more background is essential to your paper, it can appear in the body .

Empirical paper: Describing previous research

For a paper describing original research, you’ll instead provide an overview of the most relevant research that has already been conducted. This is a sort of miniature literature review —a sketch of the current state of research into your topic, boiled down to a few sentences.

This should be informed by genuine engagement with the literature. Your search can be less extensive than in a full literature review, but a clear sense of the relevant research is crucial to inform your own work.

Begin by establishing the kinds of research that have been done, and end with limitations or gaps in the research that you intend to respond to.

The next step is to clarify how your own research fits in and what problem it addresses.

Argumentative paper: Emphasize importance

In an argumentative research paper, you can simply state the problem you intend to discuss, and what is original or important about your argument.

Empirical paper: Relate to the literature

In an empirical research paper, try to lead into the problem on the basis of your discussion of the literature. Think in terms of these questions:

• What research gap is your work intended to fill?
• What limitations in previous work does it address?
• What contribution to knowledge does it make?

You can make the connection between your problem and the existing research using phrases like the following.

Now you’ll get into the specifics of what you intend to find out or express in your research paper.

The way you frame your research objectives varies. An argumentative paper presents a thesis statement, while an empirical paper generally poses a research question (sometimes with a hypothesis as to the answer).

Argumentative paper: Thesis statement

The thesis statement expresses the position that the rest of the paper will present evidence and arguments for. It can be presented in one or two sentences, and should state your position clearly and directly, without providing specific arguments for it at this point.

Empirical paper: Research question and hypothesis

The research question is the question you want to answer in an empirical research paper.

Present your research question clearly and directly, with a minimum of discussion at this point. The rest of the paper will be taken up with discussing and investigating this question; here you just need to express it.

A research question can be framed either directly or indirectly.

• This study set out to answer the following question: What effects does daily use of Instagram have on the prevalence of body image issues among adolescent girls?
• We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls.

If your research involved testing hypotheses , these should be stated along with your research question. They are usually presented in the past tense, since the hypothesis will already have been tested by the time you are writing up your paper.

For example, the following hypothesis might respond to the research question above:

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

The final part of the introduction is often dedicated to a brief overview of the rest of the paper.

In a paper structured using the standard scientific “introduction, methods, results, discussion” format, this isn’t always necessary. But if your paper is structured in a less predictable way, it’s important to describe the shape of it for the reader.

If included, the overview should be concise, direct, and written in the present tense.

• This paper will first discuss several examples of survey-based research into adolescent social media use, then will go on to …
• This paper first discusses several examples of survey-based research into adolescent social media use, then goes on to …

Full examples of research paper introductions are shown in the tabs below: one for an argumentative paper, the other for an empirical paper.

• Argumentative paper
• Empirical paper

Are cows responsible for climate change? A recent study (RIVM, 2019) shows that cattle farmers account for two thirds of agricultural nitrogen emissions in the Netherlands. These emissions result from nitrogen in manure, which can degrade into ammonia and enter the atmosphere. The study’s calculations show that agriculture is the main source of nitrogen pollution, accounting for 46% of the country’s total emissions. By comparison, road traffic and households are responsible for 6.1% each, the industrial sector for 1%. While efforts are being made to mitigate these emissions, policymakers are reluctant to reckon with the scale of the problem. The approach presented here is a radical one, but commensurate with the issue. This paper argues that the Dutch government must stimulate and subsidize livestock farmers, especially cattle farmers, to transition to sustainable vegetable farming. It first establishes the inadequacy of current mitigation measures, then discusses the various advantages of the results proposed, and finally addresses potential objections to the plan on economic grounds.

The rise of social media has been accompanied by a sharp increase in the prevalence of body image issues among women and girls. This correlation has received significant academic attention: Various empirical studies have been conducted into Facebook usage among adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014). These studies have consistently found that the visual and interactive aspects of the platform have the greatest influence on body image issues. Despite this, highly visual social media (HVSM) such as Instagram have yet to be robustly researched. This paper sets out to address this research gap. We investigated the effects of daily Instagram use on the prevalence of body image issues among adolescent girls. It was hypothesized that daily Instagram use would be associated with an increase in body image concerns and a decrease in self-esteem ratings.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2023, March 27). Writing a Research Paper Introduction | Step-by-Step Guide. Scribbr. Retrieved August 30, 2024, from https://www.scribbr.com/research-paper/research-paper-introduction/

Is this article helpful?

Jack Caulfield

Other students also liked, writing strong research questions | criteria & examples, writing a research paper conclusion | step-by-step guide, research paper format | apa, mla, & chicago templates, what is your plagiarism score.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

• Privacy Policy

Home » Significance of the Study – Examples and Writing Guide

Significance of the Study – Examples and Writing Guide

Table of Contents

Significance of the Study

Definition:

Significance of the study in research refers to the potential importance, relevance, or impact of the research findings. It outlines how the research contributes to the existing body of knowledge, what gaps it fills, or what new understanding it brings to a particular field of study.

In general, the significance of a study can be assessed based on several factors, including:

• Originality : The extent to which the study advances existing knowledge or introduces new ideas and perspectives.
• Practical relevance: The potential implications of the study for real-world situations, such as improving policy or practice.
• Theoretical contribution: The extent to which the study provides new insights or perspectives on theoretical concepts or frameworks.
• Methodological rigor : The extent to which the study employs appropriate and robust methods and techniques to generate reliable and valid data.
• Social or cultural impact : The potential impact of the study on society, culture, or public perception of a particular issue.

Types of Significance of the Study

The significance of the Study can be divided into the following types:

Theoretical Significance

Theoretical significance refers to the contribution that a study makes to the existing body of theories in a specific field. This could be by confirming, refuting, or adding nuance to a currently accepted theory, or by proposing an entirely new theory.

Practical Significance

Practical significance refers to the direct applicability and usefulness of the research findings in real-world contexts. Studies with practical significance often address real-life problems and offer potential solutions or strategies. For example, a study in the field of public health might identify a new intervention that significantly reduces the spread of a certain disease.

Significance for Future Research

This pertains to the potential of a study to inspire further research. A study might open up new areas of investigation, provide new research methodologies, or propose new hypotheses that need to be tested.

How to Write Significance of the Study

Here’s a guide to writing an effective “Significance of the Study” section in research paper, thesis, or dissertation:

• Background : Begin by giving some context about your study. This could include a brief introduction to your subject area, the current state of research in the field, and the specific problem or question your study addresses.
• Identify the Gap : Demonstrate that there’s a gap in the existing literature or knowledge that needs to be filled, which is where your study comes in. The gap could be a lack of research on a particular topic, differing results in existing studies, or a new problem that has arisen and hasn’t yet been studied.
• State the Purpose of Your Study : Clearly state the main objective of your research. You may want to state the purpose as a solution to the problem or gap you’ve previously identified.
• Contributes to the existing body of knowledge.
• Addresses a significant research gap.
• Offers a new or better solution to a problem.
• Impacts policy or practice.
• Leads to improvements in a particular field or sector.
• Identify Beneficiaries : Identify who will benefit from your study. This could include other researchers, practitioners in your field, policy-makers, communities, businesses, or others. Explain how your findings could be used and by whom.
• Future Implications : Discuss the implications of your study for future research. This could involve questions that are left open, new questions that have been raised, or potential future methodologies suggested by your study.

Significance of the Study in Research Paper

The Significance of the Study in a research paper refers to the importance or relevance of the research topic being investigated. It answers the question “Why is this research important?” and highlights the potential contributions and impacts of the study.

The significance of the study can be presented in the introduction or background section of a research paper. It typically includes the following components:

• Importance of the research problem: This describes why the research problem is worth investigating and how it relates to existing knowledge and theories.
• Potential benefits and implications: This explains the potential contributions and impacts of the research on theory, practice, policy, or society.
• Originality and novelty: This highlights how the research adds new insights, approaches, or methods to the existing body of knowledge.
• Scope and limitations: This outlines the boundaries and constraints of the research and clarifies what the study will and will not address.

Suppose a researcher is conducting a study on the “Effects of social media use on the mental health of adolescents”.

The significance of the study may be:

“The present study is significant because it addresses a pressing public health issue of the negative impact of social media use on adolescent mental health. Given the widespread use of social media among this age group, understanding the effects of social media on mental health is critical for developing effective prevention and intervention strategies. This study will contribute to the existing literature by examining the moderating factors that may affect the relationship between social media use and mental health outcomes. It will also shed light on the potential benefits and risks of social media use for adolescents and inform the development of evidence-based guidelines for promoting healthy social media use among this population. The limitations of this study include the use of self-reported measures and the cross-sectional design, which precludes causal inference.”

Significance of the Study In Thesis

The significance of the study in a thesis refers to the importance or relevance of the research topic and the potential impact of the study on the field of study or society as a whole. It explains why the research is worth doing and what contribution it will make to existing knowledge.

For example, the significance of a thesis on “Artificial Intelligence in Healthcare” could be:

• With the increasing availability of healthcare data and the development of advanced machine learning algorithms, AI has the potential to revolutionize the healthcare industry by improving diagnosis, treatment, and patient outcomes. Therefore, this thesis can contribute to the understanding of how AI can be applied in healthcare and how it can benefit patients and healthcare providers.
• AI in healthcare also raises ethical and social issues, such as privacy concerns, bias in algorithms, and the impact on healthcare jobs. By exploring these issues in the thesis, it can provide insights into the potential risks and benefits of AI in healthcare and inform policy decisions.
• Finally, the thesis can also advance the field of computer science by developing new AI algorithms or techniques that can be applied to healthcare data, which can have broader applications in other industries or fields of research.

Significance of the Study in Research Proposal

The significance of a study in a research proposal refers to the importance or relevance of the research question, problem, or objective that the study aims to address. It explains why the research is valuable, relevant, and important to the academic or scientific community, policymakers, or society at large. A strong statement of significance can help to persuade the reviewers or funders of the research proposal that the study is worth funding and conducting.

Here is an example of a significance statement in a research proposal:

Title : The Effects of Gamification on Learning Programming: A Comparative Study

Significance Statement:

This proposed study aims to investigate the effects of gamification on learning programming. With the increasing demand for computer science professionals, programming has become a fundamental skill in the computer field. However, learning programming can be challenging, and students may struggle with motivation and engagement. Gamification has emerged as a promising approach to improve students’ engagement and motivation in learning, but its effects on programming education are not yet fully understood. This study is significant because it can provide valuable insights into the potential benefits of gamification in programming education and inform the development of effective teaching strategies to enhance students’ learning outcomes and interest in programming.

Examples of Significance of the Study

Here are some examples of the significance of a study that indicates how you can write this into your research paper according to your research topic:

Research on an Improved Water Filtration System : This study has the potential to impact millions of people living in water-scarce regions or those with limited access to clean water. A more efficient and affordable water filtration system can reduce water-borne diseases and improve the overall health of communities, enabling them to lead healthier, more productive lives.

Study on the Impact of Remote Work on Employee Productivity : Given the shift towards remote work due to recent events such as the COVID-19 pandemic, this study is of considerable significance. Findings could help organizations better structure their remote work policies and offer insights on how to maximize employee productivity, wellbeing, and job satisfaction.

Investigation into the Use of Solar Power in Developing Countries : With the world increasingly moving towards renewable energy, this study could provide important data on the feasibility and benefits of implementing solar power solutions in developing countries. This could potentially stimulate economic growth, reduce reliance on non-renewable resources, and contribute to global efforts to combat climate change.

Research on New Learning Strategies in Special Education : This study has the potential to greatly impact the field of special education. By understanding the effectiveness of new learning strategies, educators can improve their curriculum to provide better support for students with learning disabilities, fostering their academic growth and social development.

Examination of Mental Health Support in the Workplace : This study could highlight the impact of mental health initiatives on employee wellbeing and productivity. It could influence organizational policies across industries, promoting the implementation of mental health programs in the workplace, ultimately leading to healthier work environments.

Evaluation of a New Cancer Treatment Method : The significance of this study could be lifesaving. The research could lead to the development of more effective cancer treatments, increasing the survival rate and quality of life for patients worldwide.

When to Write Significance of the Study

The Significance of the Study section is an integral part of a research proposal or a thesis. This section is typically written after the introduction and the literature review. In the research process, the structure typically follows this order:

• Title – The name of your research.
• Abstract – A brief summary of the entire research.
• Introduction – A presentation of the problem your research aims to solve.
• Literature Review – A review of existing research on the topic to establish what is already known and where gaps exist.
• Significance of the Study – An explanation of why the research matters and its potential impact.

In the Significance of the Study section, you will discuss why your study is important, who it benefits, and how it adds to existing knowledge or practice in your field. This section is your opportunity to convince readers, and potentially funders or supervisors, that your research is valuable and worth undertaking.

Advantages of Significance of the Study

The Significance of the Study section in a research paper has multiple advantages:

• Establishes Relevance: This section helps to articulate the importance of your research to your field of study, as well as the wider society, by explicitly stating its relevance. This makes it easier for other researchers, funders, and policymakers to understand why your work is necessary and worth supporting.
• Guides the Research: Writing the significance can help you refine your research questions and objectives. This happens as you critically think about why your research is important and how it contributes to your field.
• Attracts Funding: If you are seeking funding or support for your research, having a well-written significance of the study section can be key. It helps to convince potential funders of the value of your work.
• Opens up Further Research: By stating the significance of the study, you’re also indicating what further research could be carried out in the future, based on your work. This helps to pave the way for future studies and demonstrates that your research is a valuable addition to the field.
• Provides Practical Applications: The significance of the study section often outlines how the research can be applied in real-world situations. This can be particularly important in applied sciences, where the practical implications of research are crucial.
• Enhances Understanding: This section can help readers understand how your study fits into the broader context of your field, adding value to the existing literature and contributing new knowledge or insights.

Limitations of Significance of the Study

The Significance of the Study section plays an essential role in any research. However, it is not without potential limitations. Here are some that you should be aware of:

• Subjectivity: The importance and implications of a study can be subjective and may vary from person to person. What one researcher considers significant might be seen as less critical by others. The assessment of significance often depends on personal judgement, biases, and perspectives.
• Predictability of Impact: While you can outline the potential implications of your research in the Significance of the Study section, the actual impact can be unpredictable. Research doesn’t always yield the expected results or have the predicted impact on the field or society.
• Difficulty in Measuring: The significance of a study is often qualitative and can be challenging to measure or quantify. You can explain how you think your research will contribute to your field or society, but measuring these outcomes can be complex.
• Possibility of Overstatement: Researchers may feel pressured to amplify the potential significance of their study to attract funding or interest. This can lead to overstating the potential benefits or implications, which can harm the credibility of the study if these results are not achieved.
• Overshadowing of Limitations: Sometimes, the significance of the study may overshadow the limitations of the research. It is important to balance the potential significance with a thorough discussion of the study’s limitations.
• Dependence on Successful Implementation: The significance of the study relies on the successful implementation of the research. If the research process has flaws or unexpected issues arise, the anticipated significance might not be realized.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Data Verification – Process, Types and Examples

Scope of the Research – Writing Guide and...

Future Research – Thesis Guide

Research Report – Example, Writing Guide and...

Thesis Statement – Examples, Writing Guide

Literature Review – Types Writing Guide and...

How to Write a Research Paper: Parts of the Paper

• Choosing Your Topic
• Citation & Style Guides This link opens in a new window
• Critical Thinking
• Evaluating Information
• Parts of the Paper
• Writing Tips from UNC-Chapel Hill
• Librarian Contact

Parts of the Research Paper Papers should have a beginning, a middle, and an end. Your introductory paragraph should grab the reader's attention, state your main idea, and indicate how you will support it. The body of the paper should expand on what you have stated in the introduction. Finally, the conclusion restates the paper's thesis and should explain what you have learned, giving a wrap up of your main ideas.

1. The Title The title should be specific and indicate the theme of the research and what ideas it addresses. Use keywords that help explain your paper's topic to the reader. Try to avoid abbreviations and jargon. Think about keywords that people would use to search for your paper and include them in your title.

2. The Abstract The abstract is used by readers to get a quick overview of your paper. Typically, they are about 200 words in length (120 words minimum to  250 words maximum). The abstract should introduce the topic and thesis, and should provide a general statement about what you have found in your research. The abstract allows you to mention each major aspect of your topic and helps readers decide whether they want to read the rest of the paper. Because it is a summary of the entire research paper, it is often written last. 

3. The Introduction The introduction should be designed to attract the reader's attention and explain the focus of the research. You will introduce your overview of the topic,  your main points of information, and why this subject is important. You can introduce the current understanding and background information about the topic. Toward the end of the introduction, you add your thesis statement, and explain how you will provide information to support your research questions. This provides the purpose and focus for the rest of the paper.

4. Thesis Statement Most papers will have a thesis statement or main idea and supporting facts/ideas/arguments. State your main idea (something of interest or something to be proven or argued for or against) as your thesis statement, and then provide your supporting facts and arguments. A thesis statement is a declarative sentence that asserts the position a paper will be taking. It also points toward the paper's development. This statement should be both specific and arguable. Generally, the thesis statement will be placed at the end of the first paragraph of your paper. The remainder of your paper will support this thesis.

Students often learn to write a thesis as a first step in the writing process, but often, after research, a writer's viewpoint may change. Therefore a thesis statement may be one of the final steps in writing. 

Examples of Thesis Statements from Purdue OWL

5. The Literature Review The purpose of the literature review is to describe past important research and how it specifically relates to the research thesis. It should be a synthesis of the previous literature and the new idea being researched. The review should examine the major theories related to the topic to date and their contributors. It should include all relevant findings from credible sources, such as academic books and peer-reviewed journal articles. You will want  to:

• Explain how the literature helps the researcher understand the topic.
• Try to show connections and any disparities between the literature.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.

More about writing a literature review. . .

6. The Discussion ​The purpose of the discussion is to interpret and describe what you have learned from your research. Make the reader understand why your topic is important. The discussion should always demonstrate what you have learned from your readings (and viewings) and how that learning has made the topic evolve, especially from the short description of main points in the introduction.Explain any new understanding or insights you have had after reading your articles and/or books. Paragraphs should use transitioning sentences to develop how one paragraph idea leads to the next. The discussion will always connect to the introduction, your thesis statement, and the literature you reviewed, but it does not simply repeat or rearrange the introduction. You want to: 

• Demonstrate critical thinking, not just reporting back facts that you gathered.
• If possible, tell how the topic has evolved over the past and give it's implications for the future.
• Fully explain your main ideas with supporting information.
• Explain why your thesis is correct giving arguments to counter points.

7. The Conclusion A concluding paragraph is a brief summary of your main ideas and restates the paper's main thesis, giving the reader the sense that the stated goal of the paper has been accomplished. What have you learned by doing this research that you didn't know before? What conclusions have you drawn? You may also want to suggest further areas of study, improvement of research possibilities, etc. to demonstrate your critical thinking regarding your research.

• << Previous: Evaluating Information
• Next: Research >>
• Last Updated: Feb 13, 2024 8:35 AM
• URL: https://libguides.ucc.edu/research_paper

• Link to facebook
• Link to linkedin
• Link to twitter
• Link to youtube
• Writing Tips

How to Discuss the Significance of Your Research

6-minute read

• 10th April 2023

Introduction

Research papers can be a real headache for college students . As a student, your research needs to be credible enough to support your thesis statement. You must also ensure you’ve discussed the literature review, findings, and results.

However, it’s also important to discuss the significance of your research . Your potential audience will care deeply about this. It will also help you conduct your research. By knowing the impact of your research, you’ll understand what important questions to answer.

If you’d like to know more about the impact of your research, read on! We’ll talk about why it’s important and how to discuss it in your paper.

What Is the Significance of Research?

This is the potential impact of your research on the field of study. It includes contributions from new knowledge from the research and those who would benefit from it. You should present this before conducting research, so you need to be aware of current issues associated with the thesis before discussing the significance of the research.

Why Does the Significance of Research Matter?

Potential readers need to know why your research is worth pursuing. Discussing the significance of research answers the following questions:

●  Why should people read your research paper ?

●  How will your research contribute to the current knowledge related to your topic?

●  What potential impact will it have on the community and professionals in the field?

Not including the significance of research in your paper would be like a knight trying to fight a dragon without weapons.

Where Do I Discuss the Significance of Research in My Paper?

As previously mentioned, the significance of research comes before you conduct it. Therefore, you should discuss the significance of your research in the Introduction section. Your reader should know the problem statement and hypothesis beforehand.

Steps to Discussing the Significance of Your Research

Discussing the significance of research might seem like a loaded question, so we’ve outlined some steps to help you tackle it.

Step 1: The Research Problem

The problem statement can reveal clues about the outcome of your research. Your research should provide answers to the problem, which is beneficial to all those concerned. For example, imagine the problem statement is, “To what extent do elementary and high school teachers believe cyberbullying affects student performance?”

Learning teachers’ opinions on the effects of cyberbullying on student performance could result in the following:

●  Increased public awareness of cyberbullying in elementary and high schools

●  Teachers’ perceptions of cyberbullying negatively affecting student performance

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

●  Whether cyberbullying is more prevalent in elementary or high schools

The research problem will steer your research in the right direction, so it’s best to start with the problem statement.

Step 2: Existing Literature in the Field

Think about current information on your topic, and then find out what information is missing. Are there any areas that haven’t been explored? Your research should add new information to the literature, so be sure to state this in your discussion. You’ll need to know the current literature on your topic anyway, as this is part of your literature review section .

Step 3: Your Research’s Impact on Society

Inform your readers about the impact on society your research could have on it. For example, in the study about teachers’ opinions on cyberbullying, you could mention that your research will educate the community about teachers’ perceptions of cyberbullying as it affects student performance. As a result, the community will know how many teachers believe cyberbullying affects student performance.

You can also mention specific individuals and institutions that would benefit from your study. In the example of cyberbullying, you might indicate that school principals and superintendents would benefit from your research.

Step 4: Future Studies in the Field

Next, discuss how the significance of your research will benefit future studies, which is especially helpful for future researchers in your field. In the example of cyberbullying affecting student performance, your research could provide further opportunities to assess teacher perceptions of cyberbullying and its effects on students from larger populations. This prepares future researchers for data collection and analysis.

Discussing the significance of your research may sound daunting when you haven’t conducted it yet. However, an audience might not read your paper if they don’t know the significance of the research. By focusing on the problem statement and the research benefits to society and future studies, you can convince your audience of the value of your research.

Remember that everything you write doesn’t have to be set in stone. You can go back and tweak the significance of your research after conducting it. At first, you might only include general contributions of your study, but as you research, your contributions will become more specific.

You should have a solid understanding of your topic in general, its associated problems, and the literature review before tackling the significance of your research. However, you’re not trying to prove your thesis statement at this point. The significance of research just convinces the audience that your study is worth reading.

Finally, we always recommend seeking help from your research advisor whenever you’re struggling with ideas. For a more visual idea of how to discuss the significance of your research, we suggest checking out this video .

1. Do I need to do my research before discussing its significance?

No, you’re discussing the significance of your research before you conduct it. However, you should be knowledgeable about your topic and the related literature.

2. Is the significance of research the same as its implications?

No, the research implications are potential questions from your study that justify further exploration, which comes after conducting the research.

 3. Discussing the significance of research seems overwhelming. Where should I start?

We recommend the problem statement as a starting point, which reveals clues to the potential outcome of your research.

4. How can I get feedback on my discussion of the significance of my research?

Our proofreading experts can help. They’ll check your writing for grammar, punctuation errors, spelling, and concision. Submit a 500-word document for free today!

Share this article:

Post A New Comment

Got content that needs a quick turnaround? Let us polish your work. Explore our editorial business services.

5-minute read

Free Email Newsletter Template (2024)

Promoting a brand means sharing valuable insights to connect more deeply with your audience, and...

How to Write a Nonprofit Grant Proposal

If you’re seeking funding to support your charitable endeavors as a nonprofit organization, you’ll need...

9-minute read

How to Use Infographics to Boost Your Presentation

Is your content getting noticed? Capturing and maintaining an audience’s attention is a challenge when...

8-minute read

Why Interactive PDFs Are Better for Engagement

Are you looking to enhance engagement and captivate your audience through your professional documents? Interactive...

7-minute read

Seven Key Strategies for Voice Search Optimization

Voice search optimization is rapidly shaping the digital landscape, requiring content professionals to adapt their...

4-minute read

Five Creative Ways to Showcase Your Digital Portfolio

Are you a creative freelancer looking to make a lasting impression on potential clients or...

Make sure your writing is the best it can be with our expert English proofreading and editing.

• Board Members
• Management Team
• Become a Contributor
• Volunteer Opportunities
• Code of Ethical Practices

KNOWLEDGE NETWORK

• Search Engines List
• Suggested Reading Library
• Web Directories
• Research Papers
• Industry News

• Become a Member
• Associate Membership
• Certified Membership
• Membership Application
• Corporate Application

• CIRS Certification Program
• CIRS Certification Objectives
• CIRS Certification Benefits
• CIRS Certification Exam
• Maintain Your Certification

• Upcoming Events
• Live Classes
• Classes Schedule
• Webinars Schedules

• Latest Articles
• Internet Research
• Search Techniques
• Research Methods
• Business Research
• Search Engines
• Research & Tools
• Investigative Research
• Internet Search
• Work from Home
• Internet Ethics
• Internet Privacy

Six Reasons Why Research is Important

Everyone conducts research in some form or another from a young age, whether news, books, or browsing the Internet. Internet users come across thoughts, ideas, or perspectives - the curiosity that drives the desire to explore. However, when research is essential to make practical decisions, the nature of the study alters - it all depends on its application and purpose. For instance, skilled research offered as a  research paper service  has a definite objective, and it is focused and organized. Professional research helps derive inferences and conclusions from solving problems. visit the HB tool services for the amazing research tools that will help to solve your problems regarding the research on any project.

What is the Importance of Research?

The primary goal of the research is to guide action, gather evidence for theories, and contribute to the growth of knowledge in data analysis. This article discusses the importance of research and the multiple reasons why it is beneficial to everyone, not just students and scientists.

On the other hand, research is important in business decision-making because it can assist in making better decisions when combined with their experience and intuition.

Reasons for the Importance of Research

• Acquire Knowledge Effectively
• Research helps in problem-solving
• Provides the latest information
• Builds credibility
• Helps in business success
• Discover and Seize opportunities

1-  Acquire Knowledge Efficiently through Research

The most apparent reason to conduct research is to understand more. Even if you think you know everything there is to know about a subject, there is always more to learn. Research helps you expand on any prior knowledge you have of the subject. The research process creates new opportunities for learning and progress.

2- Research Helps in Problem-solving

Problem-solving can be divided into several components, which require knowledge and analysis, for example,  identification of issues, cause identification,  identifying potential solutions, decision to take action, monitoring and evaluation of activity and outcomes.

You may just require additional knowledge to formulate an informed strategy and make an informed decision. When you know you've gathered reliable data, you'll be a lot more confident in your answer.

3- Research Provides the Latest Information

Research enables you to seek out the most up-to-date facts. There is always new knowledge and discoveries in various sectors, particularly scientific ones. Staying updated keeps you from falling behind and providing inaccurate or incomplete information. You'll be better prepared to discuss a topic and build on ideas if you have the most up-to-date information. With the help of tools and certifications such as CIRS , you may learn internet research skills quickly and easily. Internet research can provide instant, global access to information.

4- Research Builds Credibility

Research provides a solid basis for formulating thoughts and views. You can speak confidently about something you know to be true. It's much more difficult for someone to find flaws in your arguments after you've finished your tasks. In your study, you should prioritize the most reputable sources. Your research should focus on the most reliable sources. You won't be credible if your "research" comprises non-experts' opinions. People are more inclined to pay attention if your research is excellent.

5-  Research Helps in Business Success

R&D might also help you gain a competitive advantage. Finding ways to make things run more smoothly and differentiate a company's products from those of its competitors can help to increase a company's market worth.

6-  Research Discover and Seize Opportunities

People can maximize their potential and achieve their goals through various opportunities provided by research. These include getting jobs, scholarships, educational subsidies, projects, commercial collaboration, and budgeted travel. Research is essential for anyone looking for work or a change of environment. Unemployed people will have a better chance of finding potential employers through job advertisements or agencies. 

How to Improve Your Research Skills

Start with the big picture and work your way down.

It might be hard to figure out where to start when you start researching. There's nothing wrong with a simple internet search to get you started. Online resources like Google and Wikipedia are a great way to get a general idea of a subject, even though they aren't always correct. They usually give a basic overview with a short history and any important points.

Identify Reliable Source

Not every source is reliable, so it's critical that you can tell the difference between the good ones and the bad ones. To find a reliable source, use your analytical and critical thinking skills and ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this topic?

Validate Information from Various Sources

Take in new information.

The purpose of research is to find answers to your questions, not back up what you already assume. Only looking for confirmation is a minimal way to research because it forces you to pick and choose what information you get and stops you from getting the most accurate picture of the subject. When you do research, keep an open mind to learn as much as possible.

Facilitates Learning Process

Learning new things and implementing them in daily life can be frustrating. Finding relevant and credible information requires specialized training and web search skills due to the sheer enormity of the Internet and the rapid growth of indexed web pages. On the other hand, short courses and Certifications like CIRS make the research process more accessible. CIRS Certification offers complete knowledge from beginner to expert level. You can become a Certified Professional Researcher and get a high-paying job, but you'll also be much more efficient and skilled at filtering out reliable data. You can learn more about becoming a Certified Professional Researcher.

Stay Organized

You'll see a lot of different material during the process of gathering data, from web pages to PDFs to videos. You must keep all of this information organized in some way so that you don't lose anything or forget to mention something properly. There are many ways to keep your research project organized, but here are a few of the most common:  Learning Management Software , Bookmarks in your browser, index cards, and a bibliography that you can add to as you go are all excellent tools for writing.

Make Use of the library's Resources

If you still have questions about researching, don't worry—even if you're not a student performing academic or course-related research, there are many resources available to assist you. Many high school and university libraries, in reality, provide resources not only for staff and students but also for the general public. Look for research guidelines or access to specific databases on the library's website. Association of Internet Research Specialists enjoys sharing informational content such as research-related articles , research papers , specialized search engines list compiled from various sources, and contributions from our members and in-house experts.

of Conducting Research

Latest from erin r. goodrich.

• Strategies for Job Hunting in the Digital Age for 2024
• Enhancing Efficiency: The Role of Technology in Personal Injury Case Management
• The Evolution and Future of Workplace Benefit Administration

Live Classes Schedule

• SEP 20 CIRS Certification Internet Research Training Program Live Classes Online

World's leading professional association of Internet Research Specialists - We deliver Knowledge, Education, Training, and Certification in the field of Professional Online Research. The AOFIRS is considered a major contributor in improving Web Search Skills and recognizes Online Research work as a full-time occupation for those that use the Internet as their primary source of information.

Get Exclusive Research Tips in Your Inbox

• Privacy Policy
• Terms & Conditions
• Advertising Opportunities
• Knowledge Network

How To Write Significance of the Study (With Examples) 

Whether you’re writing a research paper or thesis, a portion called Significance of the Study ensures your readers understand the impact of your work. Learn how to effectively write this vital part of your research paper or thesis through our detailed steps, guidelines, and examples.

Related: How to Write a Concept Paper for Academic Research

Table of Contents

What is the significance of the study.

The Significance of the Study presents the importance of your research. It allows you to prove the study’s impact on your field of research, the new knowledge it contributes, and the people who will benefit from it.

Related: How To Write Scope and Delimitation of a Research Paper (With Examples)

Where Should I Put the Significance of the Study?

The Significance of the Study is part of the first chapter or the Introduction. It comes after the research’s rationale, problem statement, and hypothesis.

Related: How to Make Conceptual Framework (with Examples and Templates)

Why Should I Include the Significance of the Study?

The purpose of the Significance of the Study is to give you space to explain to your readers how exactly your research will be contributing to the literature of the field you are studying 1 . It’s where you explain why your research is worth conducting and its significance to the community, the people, and various institutions.

How To Write Significance of the Study: 5 Steps

Below are the steps and guidelines for writing your research’s Significance of the Study.

1. Use Your Research Problem as a Starting Point

Your problem statement can provide clues to your research study’s outcome and who will benefit from it 2 .

Ask yourself, “How will the answers to my research problem be beneficial?”. In this manner, you will know how valuable it is to conduct your study. 

Let’s say your research problem is “What is the level of effectiveness of the lemongrass (Cymbopogon citratus) in lowering the blood glucose level of Swiss mice (Mus musculus)?”

Discovering a positive correlation between the use of lemongrass and lower blood glucose level may lead to the following results:

• Increased public understanding of the plant’s medical properties;
• Higher appreciation of the importance of lemongrass  by the community;
• Adoption of lemongrass tea as a cheap, readily available, and natural remedy to lower their blood glucose level.

Once you’ve zeroed in on the general benefits of your study, it’s time to break it down into specific beneficiaries.

2. State How Your Research Will Contribute to the Existing Literature in the Field

Think of the things that were not explored by previous studies. Then, write how your research tackles those unexplored areas. Through this, you can convince your readers that you are studying something new and adding value to the field.

3. Explain How Your Research Will Benefit Society

In this part, tell how your research will impact society. Think of how the results of your study will change something in your community. 

For example, in the study about using lemongrass tea to lower blood glucose levels, you may indicate that through your research, the community will realize the significance of lemongrass and other herbal plants. As a result, the community will be encouraged to promote the cultivation and use of medicinal plants.

4. Mention the Specific Persons or Institutions Who Will Benefit From Your Study

Using the same example above, you may indicate that this research’s results will benefit those seeking an alternative supplement to prevent high blood glucose levels.

5. Indicate How Your Study May Help Future Studies in the Field

You must also specifically indicate how your research will be part of the literature of your field and how it will benefit future researchers. In our example above, you may indicate that through the data and analysis your research will provide, future researchers may explore other capabilities of herbal plants in preventing different diseases.

Tips and Warnings

• Think ahead . By visualizing your study in its complete form, it will be easier for you to connect the dots and identify the beneficiaries of your research.
• Write concisely. Make it straightforward, clear, and easy to understand so that the readers will appreciate the benefits of your research. Avoid making it too long and wordy.
• Go from general to specific . Like an inverted pyramid, you start from above by discussing the general contribution of your study and become more specific as you go along. For instance, if your research is about the effect of remote learning setup on the mental health of college students of a specific university , you may start by discussing the benefits of the research to society, to the educational institution, to the learning facilitators, and finally, to the students.
• Seek help . For example, you may ask your research adviser for insights on how your research may contribute to the existing literature. If you ask the right questions, your research adviser can point you in the right direction.
• Revise, revise, revise. Be ready to apply necessary changes to your research on the fly. Unexpected things require adaptability, whether it’s the respondents or variables involved in your study. There’s always room for improvement, so never assume your work is done until you have reached the finish line.

Significance of the Study Examples

This section presents examples of the Significance of the Study using the steps and guidelines presented above.

Example 1: STEM-Related Research

Research Topic: Level of Effectiveness of the Lemongrass ( Cymbopogon citratus ) Tea in Lowering the Blood Glucose Level of Swiss Mice ( Mus musculus ).

Significance of the Study .

This research will provide new insights into the medicinal benefit of lemongrass ( Cymbopogon citratus ), specifically on its hypoglycemic ability.

Through this research, the community will further realize promoting medicinal plants, especially lemongrass, as a preventive measure against various diseases. People and medical institutions may also consider lemongrass tea as an alternative supplement against hyperglycemia. 

Moreover, the analysis presented in this study will convey valuable information for future research exploring the medicinal benefits of lemongrass and other medicinal plants.  

Example 2: Business and Management-Related Research

Research Topic: A Comparative Analysis of Traditional and Social Media Marketing of Small Clothing Enterprises.

Significance of the Study:

By comparing the two marketing strategies presented by this research, there will be an expansion on the current understanding of the firms on these marketing strategies in terms of cost, acceptability, and sustainability. This study presents these marketing strategies for small clothing enterprises, giving them insights into which method is more appropriate and valuable for them. 

Specifically, this research will benefit start-up clothing enterprises in deciding which marketing strategy they should employ. Long-time clothing enterprises may also consider the result of this research to review their current marketing strategy.

Furthermore, a detailed presentation on the comparison of the marketing strategies involved in this research may serve as a tool for further studies to innovate the current method employed in the clothing Industry.

Example 3: Social Science -Related Research.

Research Topic:  Divide Et Impera : An Overview of How the Divide-and-Conquer Strategy Prevailed on Philippine Political History.

Significance of the Study :

Through the comprehensive exploration of this study on Philippine political history, the influence of the Divide et Impera, or political decentralization, on the political discernment across the history of the Philippines will be unraveled, emphasized, and scrutinized. Moreover, this research will elucidate how this principle prevailed until the current political theatre of the Philippines.

In this regard, this study will give awareness to society on how this principle might affect the current political context. Moreover, through the analysis made by this study, political entities and institutions will have a new approach to how to deal with this principle by learning about its influence in the past.

In addition, the overview presented in this research will push for new paradigms, which will be helpful for future discussion of the Divide et Impera principle and may lead to a more in-depth analysis.

Example 4: Humanities-Related Research

Research Topic: Effectiveness of Meditation on Reducing the Anxiety Levels of College Students.

Significance of the Study: 

This research will provide new perspectives in approaching anxiety issues of college students through meditation. 

Specifically, this research will benefit the following:

 Community – this study spreads awareness on recognizing anxiety as a mental health concern and how meditation can be a valuable approach to alleviating it.

Academic Institutions and Administrators – through this research, educational institutions and administrators may promote programs and advocacies regarding meditation to help students deal with their anxiety issues.

Mental health advocates – the result of this research will provide valuable information for the advocates to further their campaign on spreading awareness on dealing with various mental health issues, including anxiety, and how to stop stigmatizing those with mental health disorders.

Parents – this research may convince parents to consider programs involving meditation that may help the students deal with their anxiety issues.

Students will benefit directly from this research as its findings may encourage them to consider meditation to lower anxiety levels.

Future researchers – this study covers information involving meditation as an approach to reducing anxiety levels. Thus, the result of this study can be used for future discussions on the capabilities of meditation in alleviating other mental health concerns.

Frequently Asked Questions

1. what is the difference between the significance of the study and the rationale of the study.

Both aim to justify the conduct of the research. However, the Significance of the Study focuses on the specific benefits of your research in the field, society, and various people and institutions. On the other hand, the Rationale of the Study gives context on why the researcher initiated the conduct of the study.

Let’s take the research about the Effectiveness of Meditation in Reducing Anxiety Levels of College Students as an example. Suppose you are writing about the Significance of the Study. In that case, you must explain how your research will help society, the academic institution, and students deal with anxiety issues through meditation. Meanwhile, for the Rationale of the Study, you may state that due to the prevalence of anxiety attacks among college students, you’ve decided to make it the focal point of your research work.

2. What is the difference between Justification and the Significance of the Study?

In Justification, you express the logical reasoning behind the conduct of the study. On the other hand, the Significance of the Study aims to present to your readers the specific benefits your research will contribute to the field you are studying, community, people, and institutions.

Suppose again that your research is about the Effectiveness of Meditation in Reducing the Anxiety Levels of College Students. Suppose you are writing the Significance of the Study. In that case, you may state that your research will provide new insights and evidence regarding meditation’s ability to reduce college students’ anxiety levels. Meanwhile, you may note in the Justification that studies are saying how people used meditation in dealing with their mental health concerns. You may also indicate how meditation is a feasible approach to managing anxiety using the analysis presented by previous literature.

3. How should I start my research’s Significance of the Study section?

– This research will contribute… – The findings of this research… – This study aims to… – This study will provide… – Through the analysis presented in this study… – This study will benefit…

Moreover, you may start the Significance of the Study by elaborating on the contribution of your research in the field you are studying.

4. What is the difference between the Purpose of the Study and the Significance of the Study?

The Purpose of the Study focuses on why your research was conducted, while the Significance of the Study tells how the results of your research will benefit anyone.

Suppose your research is about the Effectiveness of Lemongrass Tea in Lowering the Blood Glucose Level of Swiss Mice . You may include in your Significance of the Study that the research results will provide new information and analysis on the medical ability of lemongrass to solve hyperglycemia. Meanwhile, you may include in your Purpose of the Study that your research wants to provide a cheaper and natural way to lower blood glucose levels since commercial supplements are expensive.

5. What is the Significance of the Study in Tagalog?

In Filipino research, the Significance of the Study is referred to as Kahalagahan ng Pag-aaral.

• Draft your Significance of the Study. Retrieved 18 April 2021, from http://dissertationedd.usc.edu/draft-your-significance-of-the-study.html
• Regoniel, P. (2015). Two Tips on How to Write the Significance of the Study. Retrieved 18 April 2021, from https://simplyeducate.me/2015/02/09/significance-of-the-study/

Written by Jewel Kyle Fabula

in Career and Education , Juander How

Jewel Kyle Fabula

Jewel Kyle Fabula is a Bachelor of Science in Economics student at the University of the Philippines Diliman. His passion for learning mathematics developed as he competed in some mathematics competitions during his Junior High School years. He loves cats, playing video games, and listening to music.

Browse all articles written by Jewel Kyle Fabula

Copyright Notice

All materials contained on this site are protected by the Republic of the Philippines copyright law and may not be reproduced, distributed, transmitted, displayed, published, or broadcast without the prior written permission of filipiknow.net or in the case of third party materials, the owner of that content. You may not alter or remove any trademark, copyright, or other notice from copies of the content. Be warned that we have already reported and helped terminate several websites and YouTube channels for blatantly stealing our content. If you wish to use filipiknow.net content for commercial purposes, such as for content syndication, etc., please contact us at legal(at)filipiknow(dot)net

Educational resources and simple solutions for your research journey

7 Benefits of Reading Research Papers Regularly

Understanding the benefits of reading research papers and developing a regular reading habit is an advantage, irrespective of the profession you’re in, but especially so if you’re an academic. However, this is often easier said than done given the many tasks and professional commitments researchers need to juggle every day. The constant rush to meet deadlines while balancing personal responsibilities often means researchers deprioritize research reading. Additionally, many researchers, regardless of where they are in their career, find it challenging to keep up with the overwhelming volume of literature being produced; consequently they end up reading selective journals or giving articles a cursory run through. This can prove counterproductive.  

Table of Contents

Key benefits of reading research papers  

It is critical for researchers to develop a habit of reading research papers from the very beginning of their careers. Take a look at the benefits of reading research articles regularly.  

1. Enhances knowledge and fuels scientific curiosity

Research reading is an integral part of research. By embracing a rigorous approach to reading research papers, academics can add to their existing knowledge and improve their overall understanding of a subject. Research reading also helps scholars understand previous studies on their subject and identify questions that remain unanswered. It also fuels a sense of scientific curiosity, encouraging researchers to delve into or even question ideas that contradict your line of thought. This can prove useful for researchers trying to identify an interesting and novel research topic.  

2.Encourages inter-disciplinary opportunities

By cultivating an active research reading habit, researchers can also gain insights into the latest scientific tools and techniques being used in their own and related fields. One of the other major benefits of reading research papers is that it exposes academics to potential opportunities and developments across disciplines, which could spark ideas for their own research and open the door for multiple fruitful inter-disciplinary collaborations.  

3. Builds on scientific innovations

Scientific knowledge is constantly evolving and growing. There is a constant cycle of learning and unlearning that takes place based on emerging technologies and new processes. In fact, a study of scholarly literature over time forms an archive of scientific innovations, including developing methodologies, evolving processes, and cutting-edge technologies. A sustained habit of reading scientific literature helps researchers learn from and build on past work.  

4. Creates a rich repository of relevant references

Research reading is imperative for researchers, and one of the key benefits of research reading is being able to create a library of data. Using keywords to find relevant research papers, critically reading and analyzing the data, and saving the most useful articles to your reference library can prove invaluable for researchers. Instead of starting from scratch, having a rich library of potential references gives those conducting research or writing a manuscript a head-start – one of the benefits of reading scholarly articles and papers that usually goes unrecognized .

5. Develops critical thinking

Another key benefit of reading research papers is that it helps you develop critical thinking abilities by creating and strengthening synaptic connections between your brain’s nerve cells and strengthening neural pathways that already exist. 1 This significantly enhances your ability to retain and use important information and helps you in your own research.

6.Teaches you how to identify credible information

Given the sheer quantum of information available in the public domain, it’s sometimes difficult to distinguish information that comes from reliable and credible sources. An important benefit of reading research papers is that you will, over time, be able to discern between what is reliable and what is not. This ensures you read and engage with trusted scientific articles, which can then form the basis of your own work and further strengthen your profile as a researcher.  

7. Builds professional relationships and stronger networks

The last but one of the most important benefits of reading research papers is that it allows you to build professional connections with like-minded peers and colleagues. Connect with and actively discuss ideas with authors of ground-breaking research, which will help you enrich the existing knowledge but also allow for an exchange of new ideas and opportunities in the field.  

We hope the points above reiterate the importance and benefits of reading research paper s as a habit. Reading research papers on different scientific topics gives you a deeper appreciation of the work of peers, helps build wider perspectives, allows you to see things in new light, and gives you the confidence to think outside the box. So while research reading may seem daunting, it’s an integral part of the research process and cannot be ignored. Happy reading!  

• Fernyhough E. How reading changes your brain. The Brave Writer, Medium, January 8, 2021. [Accessed on November 12, 2022] Available on https://medium.com/the-brave-writer/how-reading-changes-your-brain-b00cc7f8eb2c#:~:text=When%20you%20read%2C%20your%20brain,neural%20pathways%20that%20already%20exist

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

Try R Discovery Prime FREE for 1 week or upgrade at just US$72 a year to access premium features that let you listen to research on the go, read in your language, collaborate with peers, auto sync with reference managers, and much more. Choose a simpler, smarter way to find and read research – Download the app and start your free 7-day trial today !  

Related Posts

Research in Shorts: R Discovery’s New Feature Helps Academics Assess Relevant Papers in 2mins 

How Does R Discovery’s Interplatform Capability Enhance Research Accessibility 

• U.S. Locations
• UMGC Europe
• Learn Online
• Find Answers
• 855-655-8682
• Current Students

Online Guide to Writing and Research

The research process, explore more of umgc.

• Online Guide to Writing

Structuring the Research Paper

Formal research structure.

These are the primary purposes for formal research:

enter the discourse, or conversation, of other writers and scholars in your field

learn how others in your field use primary and secondary resources

find and understand raw data and information

For the formal academic research assignment, consider an organizational pattern typically used for primary academic research.  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

Usually, research papers flow from the general to the specific and back to the general in their organization. The introduction uses a general-to-specific movement in its organization, establishing the thesis and setting the context for the conversation. The methods and results sections are more detailed and specific, providing support for the generalizations made in the introduction. The discussion section moves toward an increasingly more general discussion of the subject, leading to the conclusions and recommendations, which then generalize the conversation again.

Sections of a Formal Structure

The introduction section.

Many students will find that writing a structured  introduction  gets them started and gives them the focus needed to significantly improve their entire paper. 

Introductions usually have three parts:

presentation of the problem statement, the topic, or the research inquiry

purpose and focus of your paper

summary or overview of the writer’s position or arguments

In the first part of the introduction—the presentation of the problem or the research inquiry—state the problem or express it so that the question is implied. Then, sketch the background on the problem and review the literature on it to give your readers a context that shows them how your research inquiry fits into the conversation currently ongoing in your subject area. 

In the second part of the introduction, state your purpose and focus. Here, you may even present your actual thesis. Sometimes your purpose statement can take the place of the thesis by letting your reader know your intentions. 

The third part of the introduction, the summary or overview of the paper, briefly leads readers through the discussion, forecasting the main ideas and giving readers a blueprint for the paper. 

The following example provides a blueprint for a well-organized introduction.

Example of an Introduction

Entrepreneurial Marketing: The Critical Difference

In an article in the Harvard Business Review, John A. Welsh and Jerry F. White remind us that “a small business is not a little big business.” An entrepreneur is not a multinational conglomerate but a profit-seeking individual. To survive, he must have a different outlook and must apply different principles to his endeavors than does the president of a large or even medium-sized corporation. Not only does the scale of small and big businesses differ, but small businesses also suffer from what the Harvard Business Review article calls “resource poverty.” This is a problem and opportunity that requires an entirely different approach to marketing. Where large ad budgets are not necessary or feasible, where expensive ad production squanders limited capital, where every marketing dollar must do the work of two dollars, if not five dollars or even ten, where a person’s company, capital, and material well-being are all on the line—that is, where guerrilla marketing can save the day and secure the bottom line (Levinson, 1984, p. 9).

By reviewing the introductions to research articles in the discipline in which you are writing your research paper, you can get an idea of what is considered the norm for that discipline. Study several of these before you begin your paper so that you know what may be expected. If you are unsure of the kind of introduction your paper needs, ask your professor for more information.  The introduction is normally written in present tense.

THE METHODS SECTION

The methods section of your research paper should describe in detail what methodology and special materials if any, you used to think through or perform your research. You should include any materials you used or designed for yourself, such as questionnaires or interview questions, to generate data or information for your research paper. You want to include any methodologies that are specific to your particular field of study, such as lab procedures for a lab experiment or data-gathering instruments for field research. The methods section is usually written in the past tense.

THE RESULTS SECTION

How you present the results of your research depends on what kind of research you did, your subject matter, and your readers’ expectations. 

Quantitative information —data that can be measured—can be presented systematically and economically in tables, charts, and graphs. Quantitative information includes quantities and comparisons of sets of data. 

Qualitative information , which includes brief descriptions, explanations, or instructions, can also be presented in prose tables. This kind of descriptive or explanatory information, however, is often presented in essay-like prose or even lists.

There are specific conventions for creating tables, charts, and graphs and organizing the information they contain. In general, you should use them only when you are sure they will enlighten your readers rather than confuse them. In the accompanying explanation and discussion, always refer to the graphic by number and explain specifically what you are referring to; you can also provide a caption for the graphic. The rule of thumb for presenting a graphic is first to introduce it by name, show it, and then interpret it. The results section is usually written in the past tense.

THE DISCUSSION SECTION

Your discussion section should generalize what you have learned from your research. One way to generalize is to explain the consequences or meaning of your results and then make your points that support and refer back to the statements you made in your introduction. Your discussion should be organized so that it relates directly to your thesis. You want to avoid introducing new ideas here or discussing tangential issues not directly related to the exploration and discovery of your thesis. The discussion section, along with the introduction, is usually written in the present tense.

THE CONCLUSIONS AND RECOMMENDATIONS SECTION

Your conclusion ties your research to your thesis, binding together all the main ideas in your thinking and writing. By presenting the logical outcome of your research and thinking, your conclusion answers your research inquiry for your reader. Your conclusions should relate directly to the ideas presented in your introduction section and should not present any new ideas.

You may be asked to present your recommendations separately in your research assignment. If so, you will want to add some elements to your conclusion section. For example, you may be asked to recommend a course of action, make a prediction, propose a solution to a problem, offer a judgment, or speculate on the implications and consequences of your ideas. The conclusions and recommendations section is usually written in the present tense.

Key Takeaways

• For the formal academic research assignment, consider an organizational pattern typically used for primary academic research. 
•  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy .

Significance of a Study: Revisiting the “So What” Question

• Open Access
• First Online: 03 December 2022

Cite this chapter

You have full access to this open access chapter

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

24k Accesses

Every researcher wants their study to matter—to make a positive difference for their professional communities. To ensure your study matters, you can formulate clear hypotheses and choose methods that will test them well, as described in Chaps. 1, 2, 3 and 4. You can go further, however, by considering some of the terms commonly used to describe the importance of studies, terms like significance, contributions, and implications. As you clarify for yourself the meanings of these terms, you learn that whether your study matters depends on how convincingly you can argue for its importance. Perhaps most surprising is that convincing others of its importance rests with the case you make before the data are ever gathered. The importance of your hypotheses should be apparent before you test them. Are your predictions about things the profession cares about? Can you make them with a striking degree of precision? Are the rationales that support them compelling? You are answering the “So what?” question as you formulate hypotheses and design tests of them. This means you can control the answer. You do not need to cross your fingers and hope as you collect data.

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

Part I. Setting the Groundwork

One of the most common questions asked of researchers is “So what?” What difference does your study make? Why are the findings important? The “so what” question is one of the most basic questions, often perceived by novice researchers as the most difficult question to answer. Indeed, addressing the “so what” question continues to challenge even experienced researchers. It is not always easy to articulate a convincing argument for the importance of your work. It can be especially difficult to describe its importance without falling into the trap of making claims that reach beyond the data.

That this issue is a challenge for researchers is illustrated by our analysis of reviewer comments for JRME . About one-third of the reviews for manuscripts that were ultimately rejected included concerns about the importance of the study. Said another way, reviewers felt the “So what?” question had not been answered. To paraphrase one journal reviewer, “The manuscript left me unsure of what the contribution of this work to the field’s knowledge is, and therefore I doubt its significance.” We expect this is a frequent concern of reviewers for all research journals.

Our goal in this chapter is to help you navigate the pressing demands of journal reviewers, editors, and readers for demonstrating the importance of your work while staying within the bounds of acceptable claims based on your results. We will begin by reviewing what we have said about these issues in previous chapters. We will then clarify one of the confusing aspects of developing appropriate arguments—the absence of consensus definitions of key terms such as significance, contributions, and implications. Based on the definitions we propose, we will examine the critical role of alignment for realizing the potential significance of your study. Because the importance of your study is communicated through your evolving research paper, we will fold suggestions for writing your paper into the discussion of creating and executing your study.

We laid the groundwork in Chap. 1 for what we consider to be important research in education:

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 support the improvement of learning opportunities for all students…. If there is no way to imagine a connection to improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Of course, you might prefer another “ultimate purpose” for research in education. That’s fine. The critical point is that the argument for the importance of the hypotheses you are testing should be connected to the value of a long-term goal you can describe. As long as most of the educational community agrees with this goal, and you can show how testing your hypotheses will move the field forward to achieving this goal, you will have developed a convincing argument for the importance of your work.

In Chap. 2 , we argued the importance of your hypotheses can and should be established before you collect data. Your theoretical framework should carry the weight of your argument because it should describe how your hypotheses will extend what is already known. Your methods should then show that you will test your hypotheses in an appropriate way—in a way that will allow you to detect how the results did, and did not, confirm the hypotheses. This will, in turn, allow you to formulate revised hypotheses. We described establishing the importance of your study by saying, “The importance can come from the fact that, based on the results, you will be able to offer revised hypotheses that help the field better understand an issue relevant for improving all students’ learning opportunities.”

The ideas from Chaps. 1 , 2 , and 3 go a long way toward setting the parameters for what counts as an important study and how its importance can be determined. Chapter 4 focused on ensuring that the importance of a study can be realized. The next section fills in the details by proposing definitions for the most common terms used to claim importance: significance, contributions, and implications.

You might notice that we do not have a chapter dedicated to discussing the presentation of the findings—that is, a “results” chapter. We do not mean to imply that presenting results is trivial. However, we believe that if you follow our recommendations for writing your evolving research paper, presenting the results will be quite straightforward. The key is to present your results so they can be most easily compared with your predictions. This means, among other things, organizing your presentation of results according to your earlier presentation of hypotheses.

Part II. Clarifying Importance by Revisiting the Definitions of Key Terms

What does it mean to say your findings are significant? Statistical significance is clear. There are widely accepted standards for determining the statistical significance of findings. But what about educational significance? Is this the same as claiming that your study makes an important contribution? Or, that your study has important implications? Different researchers might answer these questions in different ways. When key terms like these are overused, their definitions gradually broaden or shift, and they can lose their meaning. That is unfortunate, because it creates confusion about how to develop claims for the importance of a study.

By clarifying the definitions, we hope to clarify what is required to claim that a study is significant , that it makes a contribution , and that it has important implications . Not everyone defines the terms as we do. Our definitions are probably a bit narrower or more targeted than those you may encounter elsewhere. Depending on where you want to publish your study, you may want to adapt your use of these terms to match more closely the expectations of a particular journal. But the way we define and address these terms is not antithetical to common uses. And we believe ridding the terms of unnecessary overlap allows us to discriminate among different key concepts with respect to claims for the importance of research studies. It is not necessary to define the terms exactly as we have, but it is critical that the ideas embedded in our definitions be distinguished and that all of them be taken into account when examining the importance of a study.

We will use the following definitions:

Significance: The importance of the problem, questions, and/or hypotheses for improving the learning opportunities for all students (you can substitute a different long-term goal if its value is widely shared). Significance can be determined before data are gathered. Significance is an attribute of the research problem , not the research findings .

Contributions : The value of the findings for revising the hypotheses, making clear what has been learned, what is now better understood.

Implications : Deductions about what can be concluded from the findings that are not already included in “contributions.” The most common deductions in educational research are for improving educational practice. Deductions for research practice that are not already defined as contributions are often suggestions about research methods that are especially useful or methods to avoid.

Significance

The significance of a study is built by formulating research questions and hypotheses you connect through a careful argument to a long-term goal of widely shared value (e.g., improving learning opportunities for all students). Significance applies both to the domain in which your study is located and to your individual study. The significance of the domain is established by choosing a goal of widely shared value and then identifying a domain you can show is connected to achieving the goal. For example, if the goal to which your study contributes is improving the learning opportunities for all students, your study might aim to understand more fully how things work in a domain such as teaching for conceptual understanding, or preparing teachers to attend to all students, or designing curricula to support all learners, or connecting learning opportunities to particular learning outcomes.

The significance of your individual study is something you build ; it is not predetermined or self-evident. Significance of a study is established by making a case for it, not by simply choosing hypotheses everyone already thinks are important. Although you might believe the significance of your study is obvious, readers will need to be convinced.

Significance is something you develop in your evolving research paper. The theoretical framework you present connects your study to what has been investigated previously. Your argument for significance of the domain comes from the significance of the line of research of which your study is a part. The significance of your study is developed by showing, through the presentation of your framework, how your study advances this line of research. This means the lion’s share of your answer to the “So what?” question will be developed as part of your theoretical framework.

Although defining significance as located in your paper prior to presenting results is not a definition universally shared among educational researchers, it is becoming an increasingly common view. In fact, there is movement toward evaluating the significance of a study based only on the first sections of a research paper—the sections prior to the results (Makel et al., 2021 ).

In addition to addressing the “So what?” question, your theoretical framework can address another common concern often voiced by readers: “What is so interesting? I could have predicted those results.” Predictions do not need to be surprising to be interesting and significant. The significance comes from the rationales that show how the predictions extend what is currently known. It is irrelevant how many researchers could have made the predictions. What makes a study significant is that the theoretical framework and the predictions make clear how the study will increase the field’s understanding toward achieving a goal of shared value.

An important consequence of interpreting significance as a carefully developed argument for the importance of your research study within a larger domain is that it reveals the advantage of conducting a series of connected studies rather than single, disconnected studies. Building the significance of a research study requires time and effort. Once you have established significance for a particular study, you can build on this same argument for related studies. This saves time, allows you to continue to refine your argument across studies, and increases the likelihood your studies will contribute to the field.

Contributions

As we have noted, in fields as complicated as education, it is unlikely that your predictions will be entirely accurate. If the problem you are investigating is significant, the hypotheses will be formulated in such a way that they extend a line of research to understand more deeply phenomena related to students’ learning opportunities or another goal of shared value. Often, this means investigating the conditions under which phenomena occur. This gets complicated very quickly, so the data you gather will likely differ from your predictions in a variety of ways. The contributions your study makes will depend on how you interpret these results in light of the original hypotheses.

Contributions Emerge from Revisions to your Hypotheses

We view interpreting results as a process of comparing the data with the predictions and then examining the way in which hypotheses should be revised to more fully account for the results. Revising will almost always be warranted because, as we noted, predictions are unlikely to be entirely accurate. For example, if researchers expect Outcome A to occur under specified conditions but find that it does not occur to the extent predicted or actually does occur but without all the conditions, they must ask what changes to the hypotheses are needed to predict more accurately the conditions under which Outcome A occurred. Are there, for example, essential conditions that were not anticipated and that should be included in the revised hypotheses?

Consider an example from a recently published study (Wang et al., 2021 ). A team of researchers investigated the following research question: “How are students’ perceptions of their parents’ expectations related to students’ mathematics-related beliefs and their perceived mathematics achievement?” The researchers predicted that students’ perceptions of their parents’ expectations would be highly related to students’ mathematics-related beliefs and their perceived mathematics achievement. The rationale was based largely on prior research that had consistently found parents’ general educational expectations to be highly correlated with students’ achievement.

The findings showed that Chinese high school students’ perceptions of their parents’ educational expectations were positively related to these students’ mathematics-related beliefs. In other words, students who believed their parents expected them to attain higher levels of education had more desirable mathematics-related beliefs.

However, students’ perceptions of their parents’ expectations about mathematics achievement were not related to students’ mathematics-related beliefs in the same way as the more general parental educational expectations. Students who reported that their parents had no specific expectations possessed more desirable mathematics-related beliefs than all other subgroups. In addition, these students tended to perceive their mathematics achievement rank in their class to be higher on average than students who reported that their parents expressed some level of expectation for mathematics achievement.

Because this finding was not predicted, the researchers revised the original hypothesis. Their new prediction was that students who believe their parents have no specific mathematics achievement expectations possess more positive mathematics-related beliefs and higher perceived mathematics achievement than students who believe their parents do have specific expectations. They developed a revised rationale that drew on research on parental pressure and mathematics anxiety, positing that parents’ specific mathematics achievement expectations might increase their children’s sense of pressure and anxiety, thus fostering less positive mathematics-related beliefs. The team then conducted a follow-up study. Their findings aligned more closely with the new predictions and affirmed the better explanatory power of the revised rationale. The contributions of the study are found in this increased explanatory power—in the new understandings of this phenomenon contained in the revisions to the rationale.

Interpreting findings in order to revise hypotheses is not a straightforward task. Usually, the rationales blend multiple constructs or variables and predict multiple outcomes, with different outcomes connected to different research questions and addressed by different sets of data. Nevertheless, the contributions of your study depend on specifying the differences between your original hypotheses and your revised hypotheses. What can you explain now that you could not explain before?

We believe that revising hypotheses is an optimal response to any question of contributions because a researcher’s initial hypotheses plus the revisions suggested by the data are the most productive way to tie a study into the larger chain of research of which it is a part. Revised hypotheses represent growth in knowledge. Building on other researchers’ revised hypotheses and revising them further by more explicitly and precisely describing the conditions that are expected to influence the outcomes in the next study accumulates knowledge in a form that can be recorded, shared, built upon, and improved.

The significance of your study is presented in the opening sections of your evolving research paper whereas the contributions are presented in the final section, after the results. In fact, the central focus in this “Discussion” section should be a specification of the contributions (note, though, that this guidance may not fully align with the requirements of some journals).

Contributions Answer the Question of Generalizability

A common and often contentious, confusing issue that can befuddle novice and experienced researchers alike is the generalizability of results. All researchers prefer to believe the results they report apply to more than the sample of participants in their study. How important would a study be if the results applied only to, say, two fourth-grade classrooms in one school, or to the exact same tasks used as measures? How do you decide to which larger population (of students or tasks) your results could generalize? How can you state your claims so they are precisely those justified by the data?

To illustrate the challenge faced by researchers in answering these questions, we return to the JRME reviewers. We found that 30% of the reviews expressed concerns about the match between the results and the claims. For manuscripts that ultimately received a decision of Reject, the majority of reviewers said the authors had overreached—the claims were not supported by the data. In other words, authors generalized their claims beyond those that could be justified.

The Connection Between Contributions and Generalizability

In our view, claims about contributions can be examined productively alongside considerations of generalizability. To make the case for this view, we need to back up a bit. Recall that the purpose of research is to understand a phenomenon. To understand a phenomenon, you need to determine the conditions under which it occurs. Consequently, productive hypotheses specify the conditions under which the predictions hold and explain why and how these conditions make a difference. And the conditions set the parameters on generalizability. They identify when, where, and for whom the effect or situation will occur. So, hypotheses describe the extent of expected generalizability, and revised hypotheses that contain the contributions recalibrate generalizability and offer new predictions within these parameters.

An Example That Illustrates the Connection

In Chap. 4 , we introduced an example with a research question asking whether second graders improve their understanding of place value after a specially designed instructional intervention. We suggested asking a few second and third graders to complete your tasks to see if they generated the expected variation in performance. Suppose you completed this pilot study and now have satisfactory tasks. What conditions might influence the effect of the intervention? After careful study, you developed rationales that supported three conditions: the entry level of students’ understanding, the way in which the intervention is implemented, and the classroom norms that set expectations for students’ participation.

Suppose your original hypotheses predicted the desired effect of the intervention only if the students possessed an understanding of several concepts on which place value is built, only if the intervention was implemented with fidelity to the detailed instructional guidelines, and only if classroom norms encouraged students to participate in small-group work and whole-class discussions. Your claims of generalizability will apply to second-grade settings with these characteristics.

Now suppose you designed the study so the intervention occurred in five second-grade classrooms that agreed to participate. The pre-intervention assessment showed all students with the minimal level of entry understanding. The same well-trained teacher was employed to teach the intervention in all five classrooms, none of which included her own students. And you learned from prior observations and reports of the classroom teachers that three of the classrooms operated with the desired classroom norms, but two did not. Because of these conditions, your study is now designed to test one of your hypotheses—the desired effect will occur only if classroom norms encouraged students to participate in small-group work and whole-class discussions. This is the only condition that will vary; the other two (prior level of understanding and fidelity of implementation) are the same across classrooms so you will not learn how these affect the results.

Suppose the classrooms performed equally well on the post-intervention assessments. You expected lower performance in the two classrooms with less student participation, so you need to revise your hypotheses. The challenge is to explain the higher-than-expected performance of these students. Because you were interested in understanding the effects of this condition, you observed several lessons in all the classrooms during the intervention. You can now use this information to explain why the intervention worked equally well in classrooms with different norms.

Your revised hypothesis captures this part of your study’s contribution. You can now say more about the ways in which the intervention can help students improve their understanding of place value because you have different information about the role of classroom norms. This, in turn, allows you to specify more precisely the nature and extent of the generalizability of your findings. You now can generalize your findings to classrooms with different norms. However, because you did not learn more about the impact of students’ entry level understandings or of different kinds of implementation, the generalizability along these dimensions remains as limited as before.

This example is simplified. In many studies, the findings will be more complicated, and more conditions will likely be identified, some of which were anticipated and some of which emerged while conducting the study and analyzing the data. Nevertheless, the point is that generalizability should be tied to the conditions that are expected to affect the results. Further, unanticipated conditions almost always appear, so generalizations should be conservative and made with caution and humility. They are likely to change after testing the new predictions.

Contributions Are Assured When Hypotheses Are Significant and Methods Are Appropriate and Aligned

We have argued that the contributions of your study are produced by the revised hypotheses you can formulate based on your results. Will these revisions always represent contributions to the field? What if the revisions are minor? What if your results do not inform revisions to your hypotheses?

We will answer these questions briefly now and then develop them further in Part IV of this chapter. The answer to the primary question is “yes,” your revisions will always be a contribution to the field if (1) your hypotheses are significant and (2) you crafted appropriate methods to test the hypotheses. This is true even if your revisions are minor or if your data are not as informative as you expected. However, this is true only if you meet the two conditions in the earlier sentence. The first condition (significant hypotheses) can be satisfied by following the suggestions in the earlier section on significance. The second condition (appropriate methods) is addressed further in Part III in this chapter.

Implications

Before examining the role of methods in connecting significance with important contributions, we elaborate briefly our definition of “implications.” We reserve implications for the conclusions you can logically deduce from your findings that are not already presented as contributions. This means that, like contributions, implications are presented in the Discussion section of your research paper.

Many educational researchers present two types of implications: implications for future research and implications for practice. Although we are aware of this common usage, we believe our definition of “contributions” cover these implications. Clarifying why we call these “contributions” will explain why we largely reserve the word “implications” for recommendations regarding methods.

Implications for Future Research

Implications for future research often include (1) recommendations for empirical studies that would extend the findings of this study, (2) inferences about the usefulness of theoretical constructs, and (3) conclusions about the advisability of using particular kinds of methods. Given our earlier definitions, we prefer to label the first two types of implications as contributions.

Consider recommendations for empirical studies. After analyzing the data and presenting the results, we have suggested you compare the results with those predicted, revise the rationales for the original predictions to account for the results, and make new predictions based on the revised rationales. It is precisely these new predictions that can form the basis for recommending future research. Testing these new predictions is what would most productively extend this line of research. It can sometimes sound as if researchers are recommending future studies based on hunches about what research might yield useful findings. But researchers can do better than this. It would be more productive to base recommendations on a careful analysis of how the predictions of the original study could be sharpened and improved.

Now consider inferences about the usefulness of theoretical constructs. Our argument for labeling these inferences as contributions is similar. Rationales for predictions are where the relevant theoretical constructs are located. Revisions to these rationales based on the differences between the results and the predictions reveal the theoretical constructs that were affirmed to support accurate predictions and those that must be revised. In our view, usefulness is determined through this revision process.

Implications that do not come under our meaning of contributions are in the third type of implications, namely the appropriateness of methods for generating rich contributions. These kinds of implications are produced by your evaluation of your methods: research design, sampling procedures, tasks, data collection procedures, and data analyses. Although not always included in the discussion of findings, we believe it would be helpful for researchers to identify particular methods that were useful for conducting their study and those that should be modified or avoided. We believe these are appropriately called implications.

Implications for Practice

If the purpose of research is to better understand how to improve learning opportunities for all students, then it is appropriate to consider whether implications for improving educational practice can be drawn from the results of a study. How are these implications formulated? This is an important question because, in our view, these claims often come across as an afterthought, “Oh, I need to add some implications for practice.” But here is the sobering reality facing researchers: By any measure, the history of educational research shows that identifying these implications has had little positive effect on practice.

Perhaps the most challenging task for researchers who attempt to draw implications for practice is to interpret their findings for appropriate settings. A researcher who studied the instructional intervention for second graders on place value and found that average performance in the intervention classrooms improved more than in the textbook classrooms might be tempted to draw implications for practice. What should the researcher say? That second-grade teachers should adopt the intervention? Such an implication would be an overreach because, as we noted earlier, the findings cannot be generalized to all second-grade classrooms. Moreover, an improvement in average performance does not mean the intervention was better for all students.

The challenge is to identify the conditions under which the intervention would improve the learning opportunities for all students. Some of these conditions will be identified as the theoretical framework is built because the predictions need to account for these conditions. But some will be unforeseen, and some that are identified will not be informed by the findings. Recall that, in the study described earlier, a condition of entry level of understanding was hypothesized but the design of the study did not allow the researcher to draw any conclusions about its effect.

What can researchers say about implications for practice given the complexities involved in generalizing findings to other settings? We offer two recommendations. First, because it is difficult to specify all the conditions under which a phenomenon occurs, it is rarely appropriate to prescribe an educational practice. Researchers cannot anticipate the conditions under which individual teachers operate, conditions that often require adaptation of a suggested practice rather than implementation of a practice as prescribed.

Our second recommendation comes from returning to the purpose for educational research—to understand more fully how to improve learning opportunities for all students (or to achieve another goal of widely shared value). As we have described, understanding comes primarily from building and reevaluating rationales for your predictions. If you reach a new understanding related to improving learning opportunities, an understanding that could have practical implications, we recommend you share this understanding as an implication for practice.

For example, suppose the researcher who found better average performance of second graders after the intervention on place value had also studied several conditions under which performance improved. And suppose the researcher found that most students who did not improve their performance misunderstood a concept that appeared early in the intervention (e.g., the multiplicative relationship between positional values of a numeral). An implication for practice the researcher might share would be to describe the potential importance of understanding this concept early in the sequence of activities if teachers try out this intervention.

If you use our definitions, these implications for practice would be presented as contributions because they emerge directly from reevaluating and revising your rationales. We believe it is appropriate to use “Contributions” as the heading for this section in the Discussion section of your research paper. However, if editors prefer “Implications” we recommend following their suggestion.

We want to be clear that the terms you use for the different ways your study is important is not critical. We chose to define the terms significance, contributions, and implications in very specific and not universally shared ways to distinguish all the meanings of importance you should consider. Some of these can be established through your theoretical framework, some by the revisions of your hypotheses, and some by reflecting on the value of particular methods. The important thing, from our point of view, is that the ideas we defined for each of these terms are distinguished and recognized as specific ways of determining the importance of your study.

Part III. The Role of Methods in Determining Contributions

We have argued that every part of the study (and of the evolving research paper) should be aligned. All parts should be connected through a coherent chain of reasoning. In this chapter, we argue that the chain of reasoning is not complete until the methods are presented and the results are interpreted and discussed. The methods of the study create a bridge that connects the introductory material (research questions, theoretical framework, literature review, hypotheses) with the results and interpretations.

The role that methods play in scientific inquiry is to ensure that your hypotheses will be tested appropriately so the significance of your study will yield its potential contributions. To do this, the methods must do more than follow the standard guidelines and be technically correct (see Chap. 4 ). They must also fit with the surrounding parts of the study. We call this coherence.

Coherence Across the Phases of Scientific Inquiry

Coherence means the parts of a whole are fully aligned. When doing scientific inquiry, the early parts or phases should motivate the later phases. The methods you use should be motivated or explained by the earlier phases (e.g., research questions, theoretical framework, hypotheses). Your methods, in turn, should produce results that can be interpreted by comparing them with your predictions. Methods are aligned with earlier phases when you can use the rationales contained in your hypotheses to decide what kinds of data are needed to test your predictions, how best to gather these kinds of data, and what analyses should be performed (see Chap. 4 and Cai et al., 2019a ).

For a visual representation of this coherence, see Fig. 5.1 . Each box identifies an aspect of scientific inquiry. Hypotheses (shown in Box 1) include the rationales and predictions. Because the rationales encompass the theoretical framework and the literature review, Box 1 establishes the significance of the study. Box 2 represents the methods, which we defined in Chap. 4 as the entire set of procedures you will use, including the basic design, measures for collecting data, and analytic approaches. In Fig. 5.1 , the hypothesis in Box 1 points you to the methods you will use. That is, you will choose methods that provide data for analyses that will generate results or findings (Box 3) that allow you to make comparisons against your predictions. Based on those comparisons, you will revise your hypotheses and derive the contributions and implications of your study (Box 4).

The Chain of Coherence That Runs Through All Parts of a Research Study

We intend Fig. 5.1 to carry several messages. One is that coherence of a study and the associated research paper require all aspects of the study to flow from one into the other. Each set of prior entries must motivate and justify the next one. For example, the data and analyses you intend to gather and use in Box 2 (Methods) must be those that are motivated and explained by the research question and hypothesis (prediction and rationale) in Box 1.

A second message in the figure is that coherence includes Box 4, “Discussion.” Aligned with the first three boxes, the fourth box flows from these boxes but is also constrained by them. The contributions and implications authors describe in the Discussion section of the paper cannot go beyond what is allowed by the original hypotheses and the revisions to these hypotheses indicated by the findings.

Methods Enable Significance to Yield Contributions

We begin this section by identifying a third message conveyed in Fig. 5.1 . The methods of the study, represented by Box 2, provide a bridge that connects the significance of the study (Box 1) with the contributions of the study (Box 4). The results (Box 3) indicate the nature of the contributions by determining the revisions to the original hypotheses.

In our view, the connecting role played by the methods is often underappreciated. Crafting appropriate methods aligned with the significance of the study, on one hand, and the interpretations, on the other, can determine whether a study is judged to make a contribution.

If the hypotheses are established as significant, and if appropriate methods are used to test the predictions, the study will make important contributions even if the data are not statistically significant. We can say this another way. When researchers establish the significance of the hypotheses (i.e., convince readers they are of interest to the field) and use methods that provide a sound test of these hypotheses, the data they present will be of interest regardless of how they turn out. This is why Makel et al. ( 2021 ) endorse a review process for publication that emphasizes the significance of the study as presented in the first sections of a research paper.

Treating the methods as connecting the introductory arguments to the interpretations of data prevent researchers from making a common mistake: When writing the research paper, some researchers lose track of the research questions and/or the predictions. In other words, results are presented but are not interpreted as answers to the research questions or compared with the predictions. It is as if the introductory material of the paper begins one story, and the interpretations of results ends a different story. Lack of alignment makes it impossible to tell one coherent story.

A final point is that the alignment of a study cannot be evaluated and appreciated if the methods are not fully described. Methods must be described clearly and completely in the research paper so readers can see how they flow from the earlier phases of the study and how they yield the data presented. We suggested in Chap. 4 a rule of thumb for deciding whether the methods have been fully described: “Readers should be able to replicate the study if they wish.”

Part IV. Special Considerations that Affect a Study’s Contributions

We conclude Chap. 5 by addressing two additional issues that can affect how researchers interpret the results and make claims about the contributions of a study. Usually, researchers deal with these issues in the Discussion section of their research paper, but we believe it is useful to consider them as you plan and conduct your study. The issues can be posed as questions: How should I treat the limitations of my study? How should I deal with findings that are completely unexpected?

Limitations of a Study

We can identify two kinds of limitations: (1) limitations that constrain your ability to interpret your results because of unfortunate choices you made, and (2) limitations that constrain your ability to generalize your results because of missing variables you could not fit into the scope of your study or did not anticipate. We recommend different ways of dealing with these.

Limitations Due to Unfortunate Choices

All researchers make unfortunate choices. These are mistakes that could have been prevented. Often, they are choices in how a study was designed and/or executed. Maybe the sample did not have the characteristics assumed, or a task did not assess what was expected, or the intervention was not implemented as planned. Although many unfortunate choices can be prevented by thinking through the consequences of every decision or by conducting a well-designed pilot study or two, some will occur anyway. How should you deal with them?

The consequence of unfortunate choices is that the data do not test the hypotheses as precisely or completely as hoped. When this happens, the data must be interpreted with these constraints in mind. Almost always, this limits the researcher to making fewer or narrower claims than desired about differences and similarities between the results and the predictions. Usually this means conclusions about the ways in which the rationales must be revised require extra qualifications. In other words, claims about contributions of the study must be made with extra caution.

Research papers frequently include a subsection in the Discussion called “Limitations of the Study.” Researchers often use this subsection to identify the study’s limitations by describing the unfortunate choices, but they do not always spell out how these limitations should affect the contributions of the paper. Sometimes, it appears that researchers are simply checking off a requirement to identify the limitations by saying something like “The results should be interpreted with caution.” But this does not help readers understand exactly what cautions should be applied and it does not hold researchers accountable for the limitations.

We recommend something different. We suggest you do the hard work of figuring out how the data should be interpreted in light of the limitations and share these details with the readers. You might do this when the results are presented or when you interpret them. Rather than presenting your claims about the contributions of the study and then saying readers should interpret these with “caution” because of the study’s limitations, we suggest presenting only those interpretations and claims of contributions that can be made with the limitations in mind.

One way to think about the constraints you will likely need to impose on your interpretations is in terms of generalizability. Recall that earlier in this chapter, we described the close relationship between contributions and generalizability. When generalizability is restricted, so are contributions.

Limitations Due to Missing Variables

Because of the complexity of problems, questions, and hypotheses explored in educational research, researchers are unlikely to anticipate in their studies all the variables that affect the data and results. In addition, tradeoffs often must be made. Researchers cannot study everything at once, so decisions must be made about which variables to study carefully and which to either control or ignore.

In the earlier example of studying whether second graders improve their understanding of place value after a specially designed instructional intervention, the researcher identified three variables that were expected to influence the effect of the intervention: students’ entry level of understanding, implementation of the intervention, and norms of the classrooms in which the intervention was implemented. The researcher decided to control the implementation variable by hiring one experienced teacher to implement the intervention in all the classrooms. This meant the variable of individual teacher differences was not included in the study and the researcher could not generalize to classrooms with these differences.

Some researchers might see controlling the implementation of the intervention as a limitation. We do not. As a factor that is not allowed to vary, it constrains the generalizations a researcher can make, but we believe these kinds of controlled variables are better treated as opportunities for future research. Perhaps the researcher’s observations in the classroom provided information that could be used to make some predictions about which elements of the intervention are essential and which are optional—about which aspects of the intervention must be implemented as written and which can vary with different teachers. When revising the rationales to show what was learned in this study, the researcher could include rationales for new, tentative predictions about the effects of the intervention in classrooms where implementation differed in specified ways. These predictions create a genuine contribution of the study. If you use our definitions, these new predictions, often presented under “implications for future research,” would be presented as “contributions.”

Notice that if you follow our advice, you would not need to include a separate section in the Discussion of your paper labeled “Limitations.” We acknowledge, however, that some journal editors recommend such a subsection. In this case, we suggest you include this subsection along with treating the two different kinds of limitations as we recommend. You can do both.

Dealing with Unexpected Findings

Researchers are often faced with unexpected and perhaps surprising results, even when they have developed a convincing theoretical framework, posed research questions tightly connected to this framework, presented predictions about expected outcomes, and selected methods that appropriately test these predictions. Indeed, the unexpected findings can be the most interesting and valuable products of the study. They can range from mildly surprising to “Wow. I didn’t expect that.” How should researchers treat such findings? Our answer is based on two principles.

The first principle is that the value of research does not lie in whether the predictions are completely accurate but in helping the field learn more about the explanatory power of theoretical frameworks. That is, the value lies in the increased understanding of phenomena generated by examining the ability of theoretical frameworks (or rationales) to predict outcomes and explain results. The second principle, a corollary to the first, is to treat unexpected findings in a way that is most educative for the reader.

Based on our arguments to this point, you could guess we will say there will always be unexpected findings. Predicted answers to significant research questions in education will rarely, if ever, be entirely accurate. So, you can count on dealing with unexpected findings.

Consistent with the two principles above, your goal should be to use unexpected findings to understand more fully the phenomenon under investigation. We recommend one of three different paths. The choice of which path to take depends on what you decide after reflecting again on the decisions you made at each phase of the study.

The first path is appropriate when researchers reexamine their theoretical framework in light of the unexpected findings and decide that it is still a compelling framework based on previous work. They reason that readers are likely to have been convinced by this framework and would likely have made similar predictions. In this case, we believe that it is educative for researchers to (a) summarize their initial framework, (b) present the findings and distinguish those that were aligned with the predictions from those that were not, and (c) explain why the theoretical framework was inadequate and propose changes to the framework that would have created more alignment with the unexpected findings.

Revisions to initial hypotheses are especially useful if they include explanations for why a researcher might have been wrong (and researchers who ask significant questions in domains as complex as education are almost always wrong in some way). Depending on the ways in which the revised framework differs from the original, the authors have two options. If the revised framework is an expansion of the original, it would be appropriate for the authors to propose directions for future research that would extend this study. Alternatively, if the revised framework is still largely within the scope of the original study and consists of revisions to the original hypotheses, the revisions could guide a second study to check the adequacy of the revisions. This second study could be conducted by the same researchers (perhaps before the final manuscript is written and presented as two parts of the same report) or it could be proposed in the Discussion as a specific study that could be conducted by other researchers.

The second path is appropriate when researchers reexamine their theoretical framework in light of the unexpected findings and recognize serious flaws in the framework. The flaws could result from a number of factors, including defining elements of the framework in too general a way to formulate well-grounded hypotheses, failing to include a variable, or not accounting carefully enough for the previous work in this domain, both theoretical and empirical. In many of these cases, readers would not be well served by reading a poorly developed framework and then learning that the framework, which had not been convincing, did not accurately predict the results. Before scrapping the study and starting over, we suggest stepping back and reexamining the framework. Is it possible to develop a more coherent, complete, and convincing framework? Would this framework predict the results more accurately? If the findings remain unexpected based on the predictions generated by this revised, more compelling framework, then the first path applies.

It is likely that the new framework will better predict the findings. After all, the researchers now know the findings they will report. However, it is unlikely that the framework will accurately predict all the findings. This is because the framework is not built around the findings of this study of which authors are now aware (but have not yet been presented). Frameworks are built on research and theory already published. This means the redesigned framework is built from exactly the same empirical findings and theoretical arguments available before the study was conducted. The redesigned framework also is constrained by needing to justify exactly those methods used in the study. The redesigned framework cannot justify different methods or even slightly altered methods. The task for researchers is to show how the new theoretical framework necessarily generates, using the same methods, the predictions they present in the research paper. Just as before, it is unlikely this framework can account for all the findings. Just as before, after presenting the results the researchers should explain why they believe particular hypotheses were confirmed and why others should be revised, even in small ways, based on the findings reported. Researchers can now use these findings to revise the hypotheses presented in the paper. The point we are making is that we believe it is acceptable to reconstruct frameworks before writing research reports if doing so would be more educative for the reader.

Finally, the third path becomes appropriate when researchers, in reexamining their theoretical framework, trace the problem to a misalignment between the methods they used and the theoretical framework or the research questions. Perhaps the researchers recognize that the tasks they used did not yield data that could test the predictions and address the research questions. Or perhaps the researchers realize that the sample they selected would likely have been heavily influenced by a factor they failed to take into account. In other words, the researchers decide that the unexpected findings were due to a problem with the methods they used, not with the framework or the accompanying predictions. In this case, we recommend that the researchers correct the methodological problems and conduct the study again.

Part V. A Few Suggestions for Structuring Your Discussion Section

Writing the Discussion section of your research paper can be overwhelming given all our suggestions about what to include in this section. Here are a few tips that might help you create a simple template for this section.

We recommend the Discussion begin with a brief summary of the main results, especially those you will interpret in this section. This summary should not contain new data or results not previously presented in the paper.

The Discussion could then move to presenting the contributions in the ways we have described. To do this you could point out the ways in which the results differed from the predictions and suggest revisions to your rationales that would have better predicted the results. Doing this will show how the contributions of your study extend what is known beyond the research you drew on to build your original rationale. You can then propose how to extend your contributions to research by proposing future research studies that would test your new predictions. If you believe the revisions you make to your rationales produce new insights or understandings that could be helpful for educational practitioners, you can identify these contributions to practice as well. This comprises the bulk of the Discussion section.

If you have embedded the limitations in earlier sections of the paper, you will have presented your results and interpreted your findings constrained by these limitations. If you choose (or are asked) to describe limitations in the Discussion, you could identify the limitations and then point to the ways they affected your interpretations of the findings. Finally, the Discussion could conclude with the implications of the study for methodological choices that could improve research in the domain in which your study is located or how future studies could overcome the limitations you identified.

Because we are providing guidance on writing your research paper for publication, we will reiterate here that you should investigate the expectations and conventions of the journal to which you will submit your paper. Usually, it will be acceptable to use the terms “significance,” “contributions,” and “implications” as we have defined them. However, if the editors expect you to use the terms differently, follow the editors’ expectations. Our definitions in this chapter are meant to help you think clearly about the different ways you can make a case for the importance of your research. What matters is that you have carefully built and described a coherent chain of scientific inquiry that allows your study to translate the significance of your research problem into contributions to the field.

We began the chapter with the “So what?” question. The question looks simple and straightforward but is challenging and complicated. Its simple appearance can lead researchers to believe it should have a simple answer. But it almost never does. In this chapter, we tried to address the many complications that arise when answering the question. We hope you now have some new insights and new tools for answering the question in your next study.

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J. (2019a). Choosing and justifying robust methods for educational research. Journal for Research in Mathematics Education, 50 (4), 342–348. https://doi.org/10.5951/jresematheduc.50.2.0114

Article   Google Scholar  

Makel, M. C., Hodges, J., Cook, G. B., & Plucker, J. A. (2021). Both questionable and open research practices are prevalent in education research. Educational Researcher, 50 (8), 493–504.

Wang, G., Zhang, S., & Cai, J. (2021). How are parental expectations related to students’ beliefs and their perceived achievement? Educational Studies in Mathematics., 108 , 429–450. https://doi.org/10.1007/s10649-021-10073-w

Download references

Author information

Authors and affiliations.

School of Education, University of Delaware, Newark, DE, USA

James Hiebert, Anne K Morris & Charles Hohensee

Department of Mathematical Sciences, University of Delaware, Newark, DE, USA

Jinfa Cai & Stephen Hwang

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Reprints and permissions

Copyright information

© 2023 The Author(s)

About this chapter

Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). Significance of a Study: Revisiting the “So What” Question. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_5

Download citation

DOI : https://doi.org/10.1007/978-3-031-19078-0_5

Published : 03 December 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-19077-3

Online ISBN : 978-3-031-19078-0

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• _Mathematics
• _Environment
• _Data Science
• _Artificial Intelligence
• _App Development
• _Cybersecurity
• Latest Updates
• _Digital Marketing
• _Psychology

Importance of Research Paper Writing for Students

Writing a research paper is very important for students to demonstrate their ability to understand how to start future scholarly works, find an answer to a question scientifically, relate what has been learned, receive critical peer feedback, and learn more strategically and effectively.

Let's take a look at the importance of research paper writing for students and how to write a good research paper.

Why Research Paper Writing is Important for Students and How to Write a Good Research Paper?

All the assignments written by students serve a certain purpose. All assignments develop various life skills and help young people to become better. One of the most complicated and important pieces of writing is a research paper. It is a complex piece that requires good writing skills, in-depth research skills, time, patience, and knowledge. Not all students can handle it properly and frequently complain about it. They do not understand the value and importance of research paper writing. You will be content with what they told about the benefits for all learners. Therefore, read on to define how research paper writing benefits all students.

Read Here: Best Essay Writing Services for Students in California

Development of Writing Skills

As students have to write research papers, they surely develop their writing skills. Even though they need some scientific data, it must be explained plainly on paper. They have to use technical writing. It is applied by skilled writers to explain people without proper knowledge of some specific and complex phenomena. This task isn’t easy, but thanks to research paper writing, it becomes possible. 

While writing a research paper, students improve:

• Active vocabulary;
• The ability to connect various ideas;
• The ability to explain complex terms in simple words.

Don't forget about useful phrases. 

Improvement of Research Skills

The name of this assignment also tells that students develop research skills. To disclose a certain topic, you have to operate with scientific data. Thus, in-depth research is required. Thanks to research, you learn how to identify what facts are relevant and which ones do not suit the purpose of your project.

A Boost in Other Academic Skills

The process of writing a research paper likewise triggers other academic skills. You simply cannot write a perfect research paper without involving the next skills:

• Analytical;
• Problem-solving;
• Critical thinking;
• Communication skills ;
• Listening, etc.

You will surely read a lot, and good reading comprehension is very vital. However, you may require good listening skills because you may deal with videos. You will use your critical thinking and analytical skill to define how to represent the data you have found. Thanks to problem-solving skills , you will understand how to find the solution to the issue.

Enhanced Knowledge and Experience

During the process of writing and researching a research paper, students always learn something new. It helps to get more experienced and enlarge their knowledge. Every new topic brings new information. Oftentimes, students have to define data about other related topics and so it is possible to learn more about various themes and improve their communication skills .

An Ability to Handle Complex Tasks

The accomplishment of a research paper is a complicated task. We have already talked about its complexity and what it demands at the beginning of the article. You have to use various skills and spend heaps of precious time to get the answers. All these struggles make you stronger, more experienced and build your self-confidence . In time you will be able to handle similar tasks, as well as non-academic tasks. It is an enormous benefit for the whole lifespan.

Some Tips to Write a Good Research Paper

Now, we want to offer a short guide with smart tips about how to write a good research paper. There are several important stages you should know about. We will explain how to complete them properly.

Choose a good topic

Everything begins with a selection of a topic. It is supposed to be interesting to your readers. Try to get in their heads and ask yourself what would be useful to disclose and learn about. You will have to study the latest trends in the direction you have chosen for your research project. After you find relevant ideas, choose the one that appeals to you because your opinion matters as well! You are supposed to be enthusiastic about what you research.

Research and outline

Once you get the idea of what can be covered, research it! Be sure you use only reliable and useful sources. Otherwise, your project will be worthless. Therefore, always verify all the sites, articles, journals, and other pieces of information to be sure they are 100% trustworthy.

Take smart notes of what you’ve found and use them in your outline. Your outline should contain all the writing stages, with some brief instructions about what should be done there. Decide where and how to use the facts you’ve found. You may also add deadlines for each stage to control the process of writing and meet your deadline.

Craft a thesis statement

It is vital to have a “working” thesis statement. We have used the word “working” because the initial thesis may change when you finish writing the main parts of your project. Sometimes the thesis statement is changed entirely. That’s why you should have some version to start with.

Write and edit

Once you’re through the preliminary stages, you should go to writing. Be specific in every stage and don’t go astray. It is a scientific paper, and you cannot go in circles until you come to the point. 

Here are a few vital tips for writing proper research paper sections:

• Write short sentences;
• Break long paragraphs into smaller chunks;
• Cover one point or idea per paragraph;
• Be straightforward and concise;
• Avoid using unknown words, slang, jargon, etc.;
• Always explain all technical terms you had to use;
• Make smooth transitions and end your opinions logically;
• Stick to the passive voice.

Do not submit your project before it’s revised. No one is perfect, and some mistakes are inevitable, especially when you write such complicated papers. Revise and edit your projects twice or even thrice. 

Apply various methods to do that:

• Read in your head and read aloud;
• Read from the last line to the first line;
• Ask others to review your paper;
• Use at least one grammar checker.

When you use various methods, you surely have more chances to define some weaknesses in your argumentation, clarify, or simply grammar. It is very good when you find someone competent to review your project. Oftentimes, another person sees the gaps you have omitted.

Use technology as well. A good plagiarism checker may show the mistakes you have no idea of. It saves heaps of precious time because the smart tool scans the text in less than a minute and shows all the mistakes.

Read Here: Top 5 Pro Tips To Craft A Science Essay

As you can see, writing research papers is very useful for every student. It gives them a huge boost in various academic skills. Besides, young people can learn new information in various aspects of life and thus become experienced. It surely has many potential dividends for their future careers.

Read Also: 15 Copywriting Tips for Industry Newcomers

نموذج الاتصال