sample of assumption in research paper

Stating the Obvious: Writing Assumptions, Limitations, and Delimitations

During the process of writing your thesis or dissertation, you might suddenly realize that your research has inherent flaws. Don’t worry! Virtually all projects contain restrictions to your research. However, being able to recognize and accurately describe these problems is the difference between a true researcher and a grade-school kid with a science-fair project. Concerns with truthful responding, access to participants, and survey instruments are just a few of examples of restrictions on your research. In the following sections, the differences among delimitations, limitations, and assumptions of a dissertation will be clarified.

Delimitations

Delimitations are the definitions you set as the boundaries of your own thesis or dissertation, so delimitations are in your control. Delimitations are set so that your goals do not become impossibly large to complete. Examples of delimitations include objectives, research questions, variables, theoretical objectives that you have adopted, and populations chosen as targets to study. When you are stating your delimitations, clearly inform readers why you chose this course of study. The answer might simply be that you were curious about the topic and/or wanted to improve standards of a professional field by revealing certain findings. In any case, you should clearly list the other options available and the reasons why you did not choose these options immediately after you list your delimitations. You might have avoided these options for reasons of practicality, interest, or relativity to the study at hand. For example, you might have only studied Hispanic mothers because they have the highest rate of obese babies. Delimitations are often strongly related to your theory and research questions. If you were researching whether there are different parenting styles between unmarried Asian, Caucasian, African American, and Hispanic women, then a delimitation of your study would be the inclusion of only participants with those demographics and the exclusion of participants from other demographics such as men, married women, and all other ethnicities of single women (inclusion and exclusion criteria). A further delimitation might be that you only included closed-ended Likert scale responses in the survey, rather than including additional open-ended responses, which might make some people more willing to take and complete your survey. Remember that delimitations are not good or bad. They are simply a detailed description of the scope of interest for your study as it relates to the research design. Don’t forget to describe the philosophical framework you used throughout your study, which also delimits your study.

Limitations

Limitations of a dissertation are potential weaknesses in your study that are mostly out of your control, given limited funding, choice of research design, statistical model constraints, or other factors. In addition, a limitation is a restriction on your study that cannot be reasonably dismissed and can affect your design and results. Do not worry about limitations because limitations affect virtually all research projects, as well as most things in life. Even when you are going to your favorite restaurant, you are limited by the menu choices. If you went to a restaurant that had a menu that you were craving, you might not receive the service, price, or location that makes you enjoy your favorite restaurant. If you studied participants’ responses to a survey, you might be limited in your abilities to gain the exact type or geographic scope of participants you wanted. The people whom you managed to get to take your survey may not truly be a random sample, which is also a limitation. If you used a common test for data findings, your results are limited by the reliability of the test. If your study was limited to a certain amount of time, your results are affected by the operations of society during that time period (e.g., economy, social trends). It is important for you to remember that limitations of a dissertation are often not something that can be solved by the researcher. Also, remember that whatever limits you also limits other researchers, whether they are the largest medical research companies or consumer habits corporations. Certain kinds of limitations are often associated with the analytical approach you take in your research, too. For example, some qualitative methods like heuristics or phenomenology do not lend themselves well to replicability. Also, most of the commonly used quantitative statistical models can only determine correlation, but not causation.

Assumptions

Assumptions are things that are accepted as true, or at least plausible, by researchers and peers who will read your dissertation or thesis. In other words, any scholar reading your paper will assume that certain aspects of your study is true given your population, statistical test, research design, or other delimitations. For example, if you tell your friend that your favorite restaurant is an Italian place, your friend will assume that you don’t go there for the sushi. It’s assumed that you go there to eat Italian food. Because most assumptions are not discussed in-text, assumptions that are discussed in-text are discussed in the context of the limitations of your study, which is typically in the discussion section. This is important, because both assumptions and limitations affect the inferences you can draw from your study. One of the more common assumptions made in survey research is the assumption of honesty and truthful responses. However, for certain sensitive questions this assumption may be more difficult to accept, in which case it would be described as a limitation of the study. For example, asking people to report their criminal behavior in a survey may not be as reliable as asking people to report their eating habits. It is important to remember that your limitations and assumptions should not contradict one another. For instance, if you state that generalizability is a limitation of your study given that your sample was limited to one city in the United States, then you should not claim generalizability to the United States population as an assumption of your study. Statistical models in quantitative research designs are accompanied with assumptions as well, some more strict than others. These assumptions generally refer to the characteristics of the data, such as distributions, correlational trends, and variable type, just to name a few. Violating these assumptions can lead to drastically invalid results, though this often depends on sample size and other considerations.

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How to Write Assumptions for a Thesis

Kristina barroso, 25 jun 2018.

They say that when you assume, you make a “donkey” out of “you” and “me.” As a result, making assumptions in everyday life does not typically yield positive results. When it comes to research for a thesis or dissertation, though, assumptions are a critical part of the work’s foundation. Assumptions in a thesis are things that your readers will generally accept as either true or plausible, such as the assumption of honest responses from study participants.

Explore this article

• The Importance of Assumptions in a Thesis
• The Importance of a Structured Thesis
• Identifying Assumptions
• Common Assumptions

1 The Importance of Assumptions in a Thesis

One of the first and most important tasks when writing a thesis is to decide what assumptions your readers are likely to have. Research is built on assumptions, which is why they are so important and necessary for your study to be valid and credible. The research problem itself cannot exist without assumptions because those assumptions directly influence what kind of inferences you can reasonably draw from your research.

2 The Importance of a Structured Thesis

A structured thesis is the roadmap for a structured paper. Your thesis statement should clearly present the central argument, and outline the structure that the rest of the paper will follow. You cannot write a thesis statement without knowing which assumptions you are basing the research problem on.

3 Identifying Assumptions

Making incorrect or unreasonable assumptions will likely result in drawing false conclusions based on those flawed assumptions, which is why it is so important to think critically about which assumptions you should or should not be making in your research efforts. A good assumption is one that can be verified or reasonably justified. A bad assumption, on the other hand, is not easily verified or reasonably justified. To ensure that you are making good assumptions, you must do more than simply state what they are. Explain and give examples of why your assumptions are probably true. For example, if you are assuming that participants will provide honest responses to your questions, explain the data collection process and how you will preserve anonymity and confidentiality to maximize truthfulness.

4 Common Assumptions

The most common assumption for a research study is usually the truthfulness with which participants will respond. However, if the questions asked are of a sensitive nature, it is less plausible to assume honesty than in studies where the questions are more mundane. When participant honesty might be compromised, it should be listed as a limitation of the study rather than an assumption. Assumptions and limitations should never contradict each other. Other common assumptions include how representative a given sample is of the population studied, and the similarity of participants’ characteristics within the study.

• 1 Walden University: Addressing Assumptions

About the Author

Kristina Barroso earned a B.A. in Psychology from Florida International University and works full-time as a classroom teacher in a public school. She teaches middle school English to a wide range of students from struggling readers to advanced and gifted populations. In her spare time, she loves writing articles about education for TheClassroom.com, WorkingMother and other education sites.

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Questions to Ask While Writing a Research Paper

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How to make assumptions in a research paper.

In the academic environment, making assumptions is vital as the research statement of the problem when writing a project dissertation. Assumptions in an essay are those statements your audience will take as true or false. Today, we will be looking at making assumptions in research writing and errors to be avoided during this process.

What is assumption?

In academic writing, an assumption is regarded as unexamined belief; that is what we are considering without realizing it. Inarguably all research works conclude based on the assumption that the authors have not critically examined.

The Importance of Assumptions in a Thesis

Deciding what assumptions might arise in your readers’ minds is one of the primary functions to be carried out when writing a research paper. Without a doubt, assumptions are the foundation of any credible and valid research work. In fact, without assumptions, research problems cannot be found as they determine the conclusions that would be gotten from your research work.

Identifying Assumptions

It is essential to point out that the type of assumption will determine the conclusion gotten from the research. For this reason, you should critically consider the kinds of assumptions you make in your research. What then makes a proper assumption? Being able to be verified and justified. To give a reasonable assumption, you must not just state, but explain and cite examples to justify your premise’s validity. On the other hand, a wrong assumption is not easily valid and justified. Take, for instance, in case you are assuming that participants will provide honest answers to questions you ask them, explain how the data was gotten, and steps you will take to ensure their identity is protected to guarantee truthfulness.

Assumptions and Hypotheses: Similarities and differences

Many people tend to mix up an assumption with a hypothesis. Although these two concepts share specific characteristics, they are quite different. Below we list two significant similarities and differences between an assumption and thesis.

Similarities between assumption and thesis:

1. Both assumption and hypothesis can be proved and disapproved during the course of the research.

2. Like thesis an assumption must always be affirmative, never a question.

Differences between an assumption and hypothesis:

1. Unlike an assumption, the researcher consciously works towards proving the validity of the hypothesis used for the research.

2.The research work begins based on an assumption, whereas a theory is a goal the study aims to achieve.

Having differentiated between these two concepts, the question now evolves in many writers’ minds, what then is a premise in research?

Is Premise and Assumption the same?

A premise is commonly described as the assumption that the arguments depend on ”fly.” In essence, we are saying that an assumption is sometimes referred to as a premise of research work. Let’s check out the example below to understand better:

1. All men are mortal;

2. Socrates is a man;

3. Therefore, Socrates is mortal.

From the above example, it is evident that the first two assertions are premises. Why are they assumptions? Because there is no attempt to prove their validity, everyone just accepts them as reality. However, the last statement depends on the first two sentences; if those are untrue, it is also inaccurate and vice versa.

Types of Assumptions

There are two types of Assumptions when writing a research paper: directly stated assumption (explicit) or indirectly stated but implied (Implicitly). So immediately, you pinpoint an assumption in research work, watch out for the two types.

Often, to make an efficient reading, it is necessary to go beyond what has been said, that is, read between the lines.

For example, observe this statement:

Patricia stopped drinking soda The explicit assumption is, “Patricia stopped drinking soda.” The implicit assumption is, “Patricia used to drink soda before.”

Now, see this other example:

Fortunately, Patricia stopped drinking soda

The explicit assumption is, “Patricia stopped drinking soda.” The word “fortunately” indicates that the speaker has a positive opinion of the fact – that is the implicit assumption.

Common Assumptions in Research

Arguably, perhaps the most frequent assumption in any research is around the participants’ sincerity when answering the questions being asked. It is important to note that if the questions you ask the respondents are quite sensitive, it is best to assume plausible honesty when compared to answering impersonal questions. If there is element of subjectivity and compromise in the answer being provided, it should be listed as a limitation of the research, not an assumption. Limitations and assumptions of the study should not be in contrast to each other.

Another widespread assumption is the similarity of participants’ characteristics within the study. Another common assumption in research is determining the level of representation a sample size is for a population.

Four Ways to Deal with Assumptions

Like we earlier mentioned, regardless of the type of research being carried out, assumptions are vital to its success. Despite the critical role it plays in research writing when you re-evaluate the assumptions you have made, sometimes you feel like they are not accurate enough; hence you want to change the assumption. Below we have highlighted four tips on how to deal with assumptions in research writing.

1. Don’t touch them, leave them as they are;

When you see the assumptions, you have made in your research, you may think about leaving them. However, your confidence will be boosted about choosing not to touch them if carefully review them and the options available.

2. Explain them in more detail (make them explicit)

Indeed when you make an assumption, you will likely feel like that is the right thing to do; however, your research work will be more understood if you expound more about the assumption, although you don’t need to give examples to back it up.

3. Offer evidence (convert them into supported claims)

We know at this point; you are worried about the fact that we are asking you to provide evidence. Nevertheless, it is something you should consider if you think your audience will probably not agree with one of the assumptions you have made with an example to back it up. So, in this situation, it is ideal for you to turn your assumption into a claim that has proof.

4. Change them (revise the larger claim)

In certain situations, even you are not convinced by the assumption you are presenting to your audience even after several attempts to prove. In this case, the best thing to do is to review the assumption and the statement it serves as a backbone.

Three Common Mistakes about assumptions

When evaluating an assumption, there are inevitable mistakes to be careful of:

Mistake #1: The assumption is terrible because there is no evidence

Many people make a mistake of saying that when an assumption does not have proof, it will fail. However, if you look at the definition of assumption, you will notice that lack of evidence pops out.

Mistake #2: I can’t entirely agree because we cannot know if it’s true or not

Another common mistake about assumption is that if we cannot know whether it is true or false, we cannot say it is an assumption because there is no room for agreeing or disagreeing. But the reality is that even if we cannot ascertain the assumption, we can make an educated guess and explain the reasons for making the assumption.

Mistake #3: The assumption is reasonable because there is evidence

A lot of people express that when there is proof for an assumption, it is a good one. However, the truth is, when your supposed assumption has evidence, and the author tries to prove it, it is no longer an assumption.

From the above, it is evident that assumption is an integral part of research writing. We believe you can now identify what it is and make assumptions to back up your research.

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Search catalog, critical thinking and academic research: assumptions.

• Information
• Point of View
• Assumptions
• Implications

Question Assumptions

An assumption is an unexamined belief: what we think without realizing we think it. Our inferences (also called conclusions) are often based on assumptions that we haven't thought about critically. A critical thinker, however, is attentive to these assumptions because they are sometimes incorrect or misguided. Just because we assume something is true doesn't mean it is.

Think carefully about your assumptions when finding and analyzing information but also think carefully about the assumptions of others. Whether you're looking at a website or a scholarly article, you should always consider the author's assumptions. Are the author's conclusions based on assumptions that she or he hasn't thought about logically?

Critical Questions

• What am I taking for granted?
• Am I assuming something I shouldn't?
• How can I determine whether this assumption is accurate?
• What is this author assuming?
• How can I determine if this author's assumptions are accurate?

Consider the following situations, then respond to these questions:

• Do you agree or disagree with the inference/conclusion? Why or why not?
• What assumption(s) may have led to the inference/conclusion?
• What are some alternative ways of thinking about this situation?

Situation #1

Bill needs six scholarly articles for his paper on the psychological effects of domestic violence. He searches Google for "psychological effects of domestic violence," looks through the first few hits, and finds six sources, including some articles on the websites of legitimate organizations. A few of these articles include bibliographies.

• Bill's Inference/Conclusion: I'm going to stop researching because I have my six sources.

Situation #2

Christie is researching representations of gender in popular music. She decides to search Google and, within a few minutes, locates more sources that she could possibly incorporate into her final paper.

• Christie's Inference/Conclusion: I can just use Google for my research.

Situation #3

Jennifer has decided to write her literary analysis paper on drug use in David Foster Wallace's novel, Infinite Jest (1996). She tries a few Google searches for Infinite Jest, drugs, and drug use, but she has trouble finding scholarly sources. She gives up on Google and moves on to EBSCO Academic Search Premier, one of the databases she heard about in a library instruction class. She runs a search for Infinite Jest and drug use, but she still can't find much.

• Jennifer's Inference/Conclusion: I need to change my topic.
• << Previous: Inferences
• Next: Implications >>
• Last Updated: Jul 10, 2023 11:50 AM
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Understanding and Addressing Assumptions in Research Studies

January 23, 2023

Assumptions are underlying beliefs or principles that guide a research study. These assumptions can shape the design and interpretation of the study, and therefore it is important for researchers to identify and address them. Let’s explore the concept of assumptions in research, including what they are, different types of assumptions, how to write and identify them, and examples of assumptions in different types of research studies.

What Are Assumptions In A Research Study?

Assumptions can be defined as the beliefs or principles that guide a research study . These assumptions can be both explicit and implicit, and can be found at various levels of a study, including theoretical, methodological, and statistical assumptions. Theoretical assumptions, for example, refer to the beliefs about the nature of the phenomena being studied, while methodological assumptions refer to the beliefs about how the study should be conducted.

Basic Assumption In Research

Basic assumptions refer to the fundamental principles that shape a research study . These assumptions can include beliefs about causality, objectivity, and generalizability. For example, the assumption of causality assumes that there is a cause-and-effect relationship between variables, while the assumption of objectivity assumes that the research findings are unbiased and free from researcher subjectivity.

How Do You Write An Assumption For A Research Paper?

When writing a research proposal or paper, it is important to identify and clearly state any assumptions that are being made . This can be done by first identifying the assumptions and then clearly and concisely stating them in the proposal or paper. It is also important to consider the potential impact of these assumptions on the design and interpretation of the study.

Related: Understanding The Importance, Risks, And Alternatives Of App Access To Open Network Sockets

Examples of Assumptions

Examples of assumptions can be found in both quantitative and qualitative research studies. In quantitative research, assumptions may include the belief that the data is normally distributed and that a linear relationship exists between variables. In qualitative research, assumptions may include the belief that the researcher’s perspective can influence the data collection and interpretation.

How To Identify Assumptions

There are several techniques that can be used to identify assumptions in a research study. One approach is to critically evaluate the research design and question any underlying beliefs or principles that may be shaping the study. Another approach is to consider the potential impact of the assumptions on the design and interpretation of the study.

Common Assumptions

There are several common assumptions that are often made in research studies. These can include assumptions about the representativeness of the sample, the reliability and validity of the measures, and the generalizability of the findings. It is important for researchers to be aware of these assumptions and to consider their potential impact on the study.

Assumptions in a Research Proposal and Thesis

When writing a research proposal or thesis, it is important to identify and address any assumptions that are being made. This can be done by clearly stating the assumptions in the proposal or thesis and discussing their potential impact on the study.

Assumptions of Qualitative Research

Qualitative research has its own unique set of assumptions, which can include the belief that the researcher’s perspective can influence the data collection and interpretation, and that the findings are context-specific and cannot be generalized to other populations.

Related: Prescaler Ratio In Microcontroller Systems: Definition, Importance, And Calculations

In conclusion, assumptions are underlying beliefs or principles that shape a research study. It is important for researchers to identify and address these assumptions in order to ensure that the study is designed and interpreted accurately. By being aware of the assumptions in a study, researchers can critically evaluate the research design and question any underlying beliefs or principles that may be shaping the study.

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Writing a Paper: Addressing Assumptions

Addressing assumptions.

One of the first decisions writers have to make is to decide on the reader’s knowledge base. Will the reader know what I mean by X, or do I need to define it? Will the reader have a different definition of X than I do? Will the reader agree that X is important, or do I need to justify my study of X?

These kinds of decisions will vary by case, but there are some general guidelines. When deciding what you can assume about the knowledge you might share with your reader, ask yourself these questions:

• Do the journals in my field share a common definition of this concept? For instance, if you plan to discuss a certain trend in your field, can you assume that your colleagues will be familiar with that trend and the language you are using to describe it? A quick review of current journals in your field should help you determine the common practice.
• Could this term or topic be understood differently by different readers? For instance, buzzwords like at-risk and burnout appear in many Walden papers, often with very different implications and contexts. If you plan to use a term that may have different interpretations, be sure to define it clearly for the purposes of your paper.
• Is this an idea that is particularly present in my own environment? Sometimes, writers assume that a reader will be familiar with an idea because it is so prevalent in their own setting. The problem, of course, is that every workplace or region is different, and what may be a pressing issue in one place isn’t even on the radar somewhere else.
• Am I assuming that the reader already believes in the importance of this issue? When writers have a passion for solving a certain problem, they often forget to clarify why it is a problem. Remember that while your reader may share some of your knowledge base, he or she might not share your perspective. Any time you find yourself beginning a sentence with “We all know that ___ is a problem,” you’ll want to stop and examine that assumption.
• Is the term or idea part of current debate and practice? A notion can occupy many people’s minds for a while and then fall out of fashion in favor of a newer idea. When writing, make sure that your vocabulary is current, reflecting changes in thinking that may have occurred very recently.

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Assumptions, Making Recommendations, and Dissemination

This section challenges assumptions, explores making intervention recommendations, and dissemination of findings.

Content includes:

• Assumptions
• Making recommendations

Dissemination

Objectives:

• List two assumptions related to an evidence-based project.
• Check assumptions related to an evidence-based project.
• Describe recommended interventions for an EBP project.

As we move forward with creating your EBP Poster, you will need to really evaluate your own assumptions. As a beginning nursing student, it is fairly reasonable and expected to insert one’s own experiences and assumptions into the published research. It’s easy to “not” see results objectively. This is where the phrase, “Never make assumptions without seeking clarification” comes into play.

What are assumptions? Assumptions   are statements or perceptions thought to be true and taken for granted; a thing that is accepted to be true or certain. Assumptions are ingrained in thinking and are strongly impacted by one’s unique personality and culture. Assumptions are the often used as the basic for thinking. People tend to create assumptions into habits of thinking and doing (Brookfield, 1987). By asking and answering questions, one can develop skills in uncovering assumptions (Paul & Elder, 2008).

Strive to become aware of your assumptions and integrate this cognitive skill into your daily life. This will help you to prevent thinking errors. The act of making assumptions is a good thing, as this is the basis for thinking. However, some assumptions are incorrect, so critical thinkers develop the skill of checking their assumptions. In this module, the meaning of an assumption, how to check assumptions, and how assumptions relate to evidence-based practice is the primary focus. Since assumptions are so ingrained in people, part of being a critical thinker is to practice assumption awareness.

Remember, we would not walk into a room, look at a flat line on a monitor, and simply assume the patient is dead, right? We would assess the situation – airway, breathing, circulation, and so on. In doing so, we are seeking clarification. We are asking, “ Is  that monitor accurate? ” , “ What is going on ?” , “ I need to find out if this what I see is true ” , etc. We would not just pronounce the person dead and move on. Part of clarifying our thinking while performing assessments, having conversations with peers and instructors, and reading research articles is to constantly seek clarification. This takes advanced skill and is not as easy as one might think.

Here is an example.

I made a very erroneous assumption while I was a young nursing student. We had some very important assignments that were due at the end of the semester. It was noted that there were no late grace periods for those assignments as the turnaround for final grades was soon thereafter. I missed the due date. I turned it in the next day. Unfortunately, the instructor could offer no lenient point deduction for that assignment. I received a zero. My course grade dropped from an A to a B. I proceeded to get very angry at her, assuming she had the choice to let my assignment slip by since I had turned everything else in on time all semester and had received great grades on everything. I then proceeded to discuss it with another instructor and was quickly schooled that it was not the choice or decision of that particular instructor, but that it was a program policy due to the assignment being so close to the end of the semester. To this day, I regret my assumption in that the instructor was being mean. My assumption produced negative thoughts and almost resulted in me giving her a bad evaluation. Do you see how quickly it can happen? Assumptions can sometimes lead to very destructive actions that can affect others, including our patients. Assumptions are so often based on our emotions, our previous experiences in life, and others’ influences on us.

Checking Assumptions

A very important point to make is that all people make assumptions. Some assumptions are accurate, and others can really lead to mislead our thinking. The act of checking assumptions is a critical skill for critical thinkers.

Brain Workout: Let’s Practice Being Aware of and Checking Assumptions

What is an assumption you made today?

Did you assume this module was going to be complete? (It might have been blank.)

Did you assume the electricity would work?

Did you assume class would start on time? Get out early? Have a break every 50 minutes?

What is an assumption you made about the PICO statement you wrote for your EBP project?

This is usually very difficult for most people to learn the skill of checking assumptions, because they are so ingrained that people do not realize they are even making assumptions.

One way to improve your skills with checking assumptions is to consciously question your assumptions every single day. Ask me questions in class to seek clarification! I love clarifying questions and it shows me that you are ready to become a critical thinker!

Application Practice

When driving a car and you have to suddenly stop for a red light. What do you do besides brake?

Most people look in the rearview mirror to see if the car behind them is also stopping. This is checking an assumption!

Strive to be aware of checking your assumptions.

When I ride my motorcycle, I assume that I am absolutely invisible. I assume no one can see me. My superpower! My invisibility cloak. I assume that no one can see me, and this mindset helps me to be more aware of myself and cars. Sometimes, assumptions can be of help in life so that we can predict consequences.

Case Study: An Error in Judgment

A nurse stated that patients with diabetes should all be taking their medications and eating as ordered and most of them were non-compliant. She pointed to a patient with diabetes who was admitted with sepsis as an example. She said the patient had a high glucose on admission to the ICU and that is proof they were not being compliant. The patient’s physician came a few minutes later and shared that the patient was one of the most stable patients with diabetes he had ever seen in his practice. He said the patient has had normal A1C values (a lab test that measures the average blood glucose over a 3-month period) at every checkup. He said the patient’s elevated glucose was a result of the massive infection.

The nurse had judged the patient incorrectly, based on false assumptions. Had the nurse checked her assumptions, she would have noted the normal A1C value in the patient’s chart and/or withheld judgment until gathering more information from the physician. A normal A1C value in a patient who is acutely ill usually indicates the patient had been stable with diabetes until becoming acutely ill. The elevated glucose is a sign of the body’s physiological response to stress.

Now You Try! Case Study: The Patient and Pulse

A nurse was assessing a patient with a history of congestive heart failure who was just admitted to the intensive care unit with a heart rate of 30-32 and complete heart block. The physician visited with the nurse about possible causes of the complete heart block and slow heart rate. The patient stated he was faint feeling, and his blood pressure was 102/50. The patient had his medications adjusted about a month ago. The nurse was present in the patient’s room and heard the physician ask the patient if he checks his pulse at home. The patient replied, “Yes, and it is always 60.”

What are two assumptions about this case so far? List two assumptions.

The nurse was curious about the heart rate. Something did not seem right. The nurse wanted to check into how the patient checks his pulse.

What assumption is the nurse checking? (Hint: assumptions are usually the most obvious–but so obvious that they can be missed.)

The nurse asked the patient to show how he checked his pulse and asked him if he could see the clock on the wall with the second hand. He answered yes and told her which number on the clock the second hand was pointing. The nurse was checking his vision–the first assumption she was checking.

Next, the nurse asked the patient to show how he checks his pulse. The nurse felt the patient’s radial pulse while he also checked his radial pulse on his other arm. The nurse watched silently as the patient watched the clock and counted to 60. Then he stopped and said his pulse was 60. However, the nurse counted 30 beats per minute. Then she realized what happened! He watched the clock and counted to 60–he was not counting his pulse!

The nurse was checking the assumption the patient knew how to correctly count his pulse. He did not. Once the patient’s heart rate was improved, he was taught how to correctly count his pulse.

Take time to think about assumptions and EBP projects.

For example, should one assume all the staff nurses will be delighted to implement a EBP project?

Should one assume all nurses understand EBP?

Should one assume all nurses value EBP?

Will the organization support an EBP project?

Assumptions and Evidence-Based Practice

Think about the evidence-based practice topic you have chosen for your EBP project. What are two or three assumptions related to your project? Your project may be hypothetical (we won’t actually be implementing your project in a clinical setting) to learn the steps of EBP in a course. Even for a hypothetical EBP interventional project, think of some assumptions that should be checked. List your assumptions. Remember these are usually so obvious that it is easy to miss them, because they may be taken for granted.

Ideas to help start thinking:

Will supplies be needed for the project? Who will pay for the supplies? Who will order the supplies? Are the supplies expensive?

What permissions will be (if any) required for the EBP project?

Who will be involved with the EBP project?

Will staff want to participate with the EBP project?

Will staff need orientation to the EBP project?

EBP Recommendations for Interventions

Interventions based on research evidence that are suggested as part of an EBP project is one step in the process. Remember from a previous module that EBP interventions are based on research evidence, clinician expertise, and patient/family/community interventions (Schmidt & Brown, 2019). EBP recommendations are founded by current research evidence with findings that support improved outcomes for the patient/family/community. Sometimes EBP recommendations include one single intervention, while other times they are a bundle of interventions. This is where the term bundles came about in EBP. A bundle has a group of interventions implemented together because the best outcomes are found when the interventions are done together.

For the EBP project, you will write statements in the Discussion section explaining the intervention(s) based on the research evidence. Be sure to cite the research evidence on the poster to actually support the intervention choices. State exactly what you are recommending. State in clear and specific terms what is recommended. For example, if you say you recommend an adjustment of how often the central line dressings are changed, will everyone know what you mean?  However, if you say you recommend central line dressing changes be required every 48 hours, this is more specific.  Will in-service/orientation for staff be required? And if so, what will be the time needed to receive the in-service/orientation education about the interventions? The specifics will vary greatly depending on the organization and actual topic/interventions. Insight about these items should be included with the recommendations.

The Words “Proof” and “Proves” and Nursing Science

Again, back to this concept. It cannot be stressed nearly enough. Research evidence only supports what we believe to be true. The word “proof” or “proves” is not used with research as we really do not prove anything (Boswell & Cannon, 2020; Houser, 2018; Siegel, 2017).  Proof is a very strong word that means absolute or definitive. Most nursing science is relative to the times and new innovations. So, research evidence supports what is believed to be true. Avoid using the words proof and proves in nursing science.

For example, years ago, we believed the best way to provide care for patients with acute myocardial infarction was to admit them to a critical care bed with cardiac monitoring and administer morphine sulfate intravenous and xylocaine intravenous drips. Patients would be watched over as they had their myocardial infarctions. We would treat any complications as they happened.  Most patients were quite confused and delirious after the morphine/xylocaine intravenous cocktails. Many patients would describe vivid hallucinations while having their heart attacks!  One lady thought we were at the airport and wanted help with her luggage so she would not miss her flight! She was quite adamant about this hallucination and only after being weaned from her xylocaine intravenous drip, did she stop obsessing about catching the flight.  At the time, this was the best evidence available to help patients. Clinicians literally watched patients have myocardial infarctions and treated the complications as they happen. The goal was to keep them alive.

Today, interventional cardiology is used to treat patients having acute myocardial infarctions with the intent to prevent as much permanent damage as possible.  Patients are taken to the catheter lab for immediate intervention.  This dramatic change in cardiology practice is all due to the application of research evidence.  The point is this:  what we believe to be true is relevant to the time and research evidence available. This is why we avoid using prove or proof in nursing and health sciences. We do not seek to prove; we seek to advance the research evidence and application of research evidence in practice.  We use evidence to support practices that promote the best outcomes for patients/families/communities.

Dissemination is extremely important. It simply means “getting the findings of research to the people who can make use of them”. This step is often either delayed or never occurs. Dissemination usually occurs either by written or spoken word. The traditional means to dissemination include academic publishing (e.g. academic journals) and conferences and workshops (e.g. posters, presentations, etc.). It “seems” easy, right? However, unfortunately, there are many reasons that findings are never shared. Mainly, it takes a lot of effort. It is laborious to get published. It often requires financial backing to attend a conference.

To disseminate our EBP Projects, we will be conducting a semi-formal poster session-style presentation much like at a conference setting. It is recommended that you should introduce your poster presentation with a “1 Minute Pitch” that can sometimes stretch a bit longer than one minute. You don’t want to “give everything away” so to speak, but rather capture the audience’s interest, introduce yourself and the project, and spark a dialogue. We will spend time in class going over the parameters for presentation.

References & Attribution

“ Green check mark ” by rawpixel licensed CC0 .

“ Light bulb doodle ” by rawpixel licensed CC0 .

“ Orange flame ” by rawpixel licensed CC0 .

Boswell, C. & Cannon, S. (2020). Introduction to nursing research: Incorporating evidence-based practice (5th ed.). Jones & Bartlett Learning.

Brookfield, S. (1987). Challenging adults to explore alternative ways of thinking and acting. Jossey-Bass, Inc., Publishers. 

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones & Bartlett Learning.

Paul, R. & Elder, L. (2008).  Critical thinking: The art of Socratic questioning, part III.   Journal of Developmental Education, 31 (3), 34-35.   Retrieved from https://eric.ed.gov/?id=EJ832681

Schmidt, N. A. & Brown, J. M. (2019). Evidence-based practice for nurses: Appraisal and application of research (4th ed.). Jones & Bartlett Learning.

Seigel, E. (2017). Scientific proof is a myth. Forbes , (11), Retrieved from https://www.forbes.com/sites/startswithabang/2017/11/22/scientific-proof-is-a-myth/#3f6972672fb1

Evidence-Based Practice & Research Methodologies Copyright © by Tracy Fawns is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Understanding Science

How science REALLY works...

• Understanding Science 101
• All scientific tests involve making assumptions.
• These assumptions can be independently tested, increasing our confidence in our test results.

Making assumptions

Much as we might like to avoid it, all scientific tests involve making assumptions — many of them justified. For example, imagine a very simple test of the hypothesis that substance A stops bacterial growth. Some Petri dishes are spread with a mixture of substance A and bacterial growth medium, and others are spread with a mixture of inert substance B and bacterial growth medium. Bacteria are spread on all the Petri dishes, and one day later, the plates are examined to see which fostered the growth of bacterial colonies and which did not. This test is straightforward, but still relies on many assumptions: we assume that the bacteria can grow on the growth medium, we assume that substance B does not affect bacterial growth, we assume that one day is long enough for colonies to grow, and we assume that the color pen we use to mark the outside of the dishes is not influencing bacterial growth.

Technically, these are all assumptions, but they are perfectly reasonable ones that can be tested. The scientist performing the experiment described above would justify many of her assumptions by performing additional tests in parallel with the experimental ones. For example, she would separately test whether substance B affects bacterial growth to check that it was indeed inert as she’d assumed. Other assumptions are justified by past tests performed by other scientists. For instance, the question of whether or not bacteria can grow on the growth medium would have been studied by many previous researchers. And some assumptions might remain untested simply because all of our knowledge about the field suggests that the assumption is a safe one (e.g., we know of no reason why bacteria should multiply faster when their dishes are marked with a red, rather than a green, pen). All tests involve assumptions, but most of these are assumptions that can and have been verified separately.

Nevertheless, when evaluating an idea in light of test results, it’s important to keep in mind the test’s assumptions and how well-supported they are. If an expectation generated by an idea is not borne out in a test, it might be because the idea is wrong and should be rejected, or it might be that the idea is right, but an assumption of the test has been violated. And if the test results end up lending support to the idea, it might be because the idea is correct and should be accepted , or it might be because a violated assumption has produced a false positive result.

• Science in action
• Take a sidetrip

Very complex hypotheses — for example, regarding the Earth’s atmosphere — sometimes rely on many sub-hypotheses, or assumptions. To see an example of how changes in these assumptions can affect the over-arching hypothesis, check out the story  Ozone depletion: Uncovering the hidden hazard of hairspray .

• All the assumptions that are part of a particular test are also, in a sense, hypotheses — ideas about how something works that could be correct or incorrect. How does science investigate any single hypothesis if they always get bundled together in our tests? To find out, visit  Bundle up your hypotheses .
• All of science is based on a few fundamental assumptions that transcend any individual experiment or study. To learn what these are, visit  Basic assumptions of science .

Competing ideas: Other considerations

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The Craft of Writing a Strong Hypothesis

Table of Contents

Writing a hypothesis is one of the essential elements of a scientific research paper. It needs to be to the point, clearly communicating what your research is trying to accomplish. A blurry, drawn-out, or complexly-structured hypothesis can confuse your readers. Or worse, the editor and peer reviewers.

A captivating hypothesis is not too intricate. This blog will take you through the process so that, by the end of it, you have a better idea of how to convey your research paper's intent in just one sentence.

What is a Hypothesis?

The first step in your scientific endeavor, a hypothesis, is a strong, concise statement that forms the basis of your research. It is not the same as a thesis statement , which is a brief summary of your research paper .

The sole purpose of a hypothesis is to predict your paper's findings, data, and conclusion. It comes from a place of curiosity and intuition . When you write a hypothesis, you're essentially making an educated guess based on scientific prejudices and evidence, which is further proven or disproven through the scientific method.

The reason for undertaking research is to observe a specific phenomenon. A hypothesis, therefore, lays out what the said phenomenon is. And it does so through two variables, an independent and dependent variable.

The independent variable is the cause behind the observation, while the dependent variable is the effect of the cause. A good example of this is “mixing red and blue forms purple.” In this hypothesis, mixing red and blue is the independent variable as you're combining the two colors at your own will. The formation of purple is the dependent variable as, in this case, it is conditional to the independent variable.

Different Types of Hypotheses‌

Types of hypotheses

Some would stand by the notion that there are only two types of hypotheses: a Null hypothesis and an Alternative hypothesis. While that may have some truth to it, it would be better to fully distinguish the most common forms as these terms come up so often, which might leave you out of context.

Apart from Null and Alternative, there are Complex, Simple, Directional, Non-Directional, Statistical, and Associative and casual hypotheses. They don't necessarily have to be exclusive, as one hypothesis can tick many boxes, but knowing the distinctions between them will make it easier for you to construct your own.

1. Null hypothesis

A null hypothesis proposes no relationship between two variables. Denoted by H 0 , it is a negative statement like “Attending physiotherapy sessions does not affect athletes' on-field performance.” Here, the author claims physiotherapy sessions have no effect on on-field performances. Even if there is, it's only a coincidence.

2. Alternative hypothesis

Considered to be the opposite of a null hypothesis, an alternative hypothesis is donated as H1 or Ha. It explicitly states that the dependent variable affects the independent variable. A good  alternative hypothesis example is “Attending physiotherapy sessions improves athletes' on-field performance.” or “Water evaporates at 100 °C. ” The alternative hypothesis further branches into directional and non-directional.

• Directional hypothesis: A hypothesis that states the result would be either positive or negative is called directional hypothesis. It accompanies H1 with either the ‘<' or ‘>' sign.
• Non-directional hypothesis: A non-directional hypothesis only claims an effect on the dependent variable. It does not clarify whether the result would be positive or negative. The sign for a non-directional hypothesis is ‘≠.'

3. Simple hypothesis

A simple hypothesis is a statement made to reflect the relation between exactly two variables. One independent and one dependent. Consider the example, “Smoking is a prominent cause of lung cancer." The dependent variable, lung cancer, is dependent on the independent variable, smoking.

4. Complex hypothesis

In contrast to a simple hypothesis, a complex hypothesis implies the relationship between multiple independent and dependent variables. For instance, “Individuals who eat more fruits tend to have higher immunity, lesser cholesterol, and high metabolism.” The independent variable is eating more fruits, while the dependent variables are higher immunity, lesser cholesterol, and high metabolism.

5. Associative and casual hypothesis

Associative and casual hypotheses don't exhibit how many variables there will be. They define the relationship between the variables. In an associative hypothesis, changing any one variable, dependent or independent, affects others. In a casual hypothesis, the independent variable directly affects the dependent.

6. Empirical hypothesis

Also referred to as the working hypothesis, an empirical hypothesis claims a theory's validation via experiments and observation. This way, the statement appears justifiable and different from a wild guess.

Say, the hypothesis is “Women who take iron tablets face a lesser risk of anemia than those who take vitamin B12.” This is an example of an empirical hypothesis where the researcher  the statement after assessing a group of women who take iron tablets and charting the findings.

7. Statistical hypothesis

The point of a statistical hypothesis is to test an already existing hypothesis by studying a population sample. Hypothesis like “44% of the Indian population belong in the age group of 22-27.” leverage evidence to prove or disprove a particular statement.

Characteristics of a Good Hypothesis

Writing a hypothesis is essential as it can make or break your research for you. That includes your chances of getting published in a journal. So when you're designing one, keep an eye out for these pointers:

• A research hypothesis has to be simple yet clear to look justifiable enough.
• It has to be testable — your research would be rendered pointless if too far-fetched into reality or limited by technology.
• It has to be precise about the results —what you are trying to do and achieve through it should come out in your hypothesis.
• A research hypothesis should be self-explanatory, leaving no doubt in the reader's mind.
• If you are developing a relational hypothesis, you need to include the variables and establish an appropriate relationship among them.
• A hypothesis must keep and reflect the scope for further investigations and experiments.

Separating a Hypothesis from a Prediction

Outside of academia, hypothesis and prediction are often used interchangeably. In research writing, this is not only confusing but also incorrect. And although a hypothesis and prediction are guesses at their core, there are many differences between them.

A hypothesis is an educated guess or even a testable prediction validated through research. It aims to analyze the gathered evidence and facts to define a relationship between variables and put forth a logical explanation behind the nature of events.

Predictions are assumptions or expected outcomes made without any backing evidence. They are more fictionally inclined regardless of where they originate from.

For this reason, a hypothesis holds much more weight than a prediction. It sticks to the scientific method rather than pure guesswork. "Planets revolve around the Sun." is an example of a hypothesis as it is previous knowledge and observed trends. Additionally, we can test it through the scientific method.

Whereas "COVID-19 will be eradicated by 2030." is a prediction. Even though it results from past trends, we can't prove or disprove it. So, the only way this gets validated is to wait and watch if COVID-19 cases end by 2030.

Finally, How to Write a Hypothesis

Quick tips on writing a hypothesis

1.  Be clear about your research question

A hypothesis should instantly address the research question or the problem statement. To do so, you need to ask a question. Understand the constraints of your undertaken research topic and then formulate a simple and topic-centric problem. Only after that can you develop a hypothesis and further test for evidence.

2. Carry out a recce

Once you have your research's foundation laid out, it would be best to conduct preliminary research. Go through previous theories, academic papers, data, and experiments before you start curating your research hypothesis. It will give you an idea of your hypothesis's viability or originality.

Making use of references from relevant research papers helps draft a good research hypothesis. SciSpace Discover offers a repository of over 270 million research papers to browse through and gain a deeper understanding of related studies on a particular topic. Additionally, you can use SciSpace Copilot , your AI research assistant, for reading any lengthy research paper and getting a more summarized context of it. A hypothesis can be formed after evaluating many such summarized research papers. Copilot also offers explanations for theories and equations, explains paper in simplified version, allows you to highlight any text in the paper or clip math equations and tables and provides a deeper, clear understanding of what is being said. This can improve the hypothesis by helping you identify potential research gaps.

3. Create a 3-dimensional hypothesis

Variables are an essential part of any reasonable hypothesis. So, identify your independent and dependent variable(s) and form a correlation between them. The ideal way to do this is to write the hypothetical assumption in the ‘if-then' form. If you use this form, make sure that you state the predefined relationship between the variables.

In another way, you can choose to present your hypothesis as a comparison between two variables. Here, you must specify the difference you expect to observe in the results.

4. Write the first draft

Now that everything is in place, it's time to write your hypothesis. For starters, create the first draft. In this version, write what you expect to find from your research.

Clearly separate your independent and dependent variables and the link between them. Don't fixate on syntax at this stage. The goal is to ensure your hypothesis addresses the issue.

5. Proof your hypothesis

After preparing the first draft of your hypothesis, you need to inspect it thoroughly. It should tick all the boxes, like being concise, straightforward, relevant, and accurate. Your final hypothesis has to be well-structured as well.

Research projects are an exciting and crucial part of being a scholar. And once you have your research question, you need a great hypothesis to begin conducting research. Thus, knowing how to write a hypothesis is very important.

Now that you have a firmer grasp on what a good hypothesis constitutes, the different kinds there are, and what process to follow, you will find it much easier to write your hypothesis, which ultimately helps your research.

Now it's easier than ever to streamline your research workflow with SciSpace Discover . Its integrated, comprehensive end-to-end platform for research allows scholars to easily discover, write and publish their research and fosters collaboration.

It includes everything you need, including a repository of over 270 million research papers across disciplines, SEO-optimized summaries and public profiles to show your expertise and experience.

If you found these tips on writing a research hypothesis useful, head over to our blog on Statistical Hypothesis Testing to learn about the top researchers, papers, and institutions in this domain.

Frequently Asked Questions (FAQs)

1. what is the definition of hypothesis.

According to the Oxford dictionary, a hypothesis is defined as “An idea or explanation of something that is based on a few known facts, but that has not yet been proved to be true or correct”.

2. What is an example of hypothesis?

The hypothesis is a statement that proposes a relationship between two or more variables. An example: "If we increase the number of new users who join our platform by 25%, then we will see an increase in revenue."

3. What is an example of null hypothesis?

A null hypothesis is a statement that there is no relationship between two variables. The null hypothesis is written as H0. The null hypothesis states that there is no effect. For example, if you're studying whether or not a particular type of exercise increases strength, your null hypothesis will be "there is no difference in strength between people who exercise and people who don't."

4. What are the types of research?

• Fundamental research

• Applied research

• Qualitative research

• Quantitative research

• Mixed research

• Exploratory research

• Longitudinal research

• Cross-sectional research

• Field research

• Laboratory research

• Fixed research

• Flexible research

• Action research

• Policy research

• Classification research

• Comparative research

• Causal research

• Inductive research

• Deductive research

5. How to write a hypothesis?

• Your hypothesis should be able to predict the relationship and outcome.

• Avoid wordiness by keeping it simple and brief.

• Your hypothesis should contain observable and testable outcomes.

• Your hypothesis should be relevant to the research question.

6. What are the 2 types of hypothesis?

• Null hypotheses are used to test the claim that "there is no difference between two groups of data".

• Alternative hypotheses test the claim that "there is a difference between two data groups".

7. Difference between research question and research hypothesis?

A research question is a broad, open-ended question you will try to answer through your research. A hypothesis is a statement based on prior research or theory that you expect to be true due to your study. Example - Research question: What are the factors that influence the adoption of the new technology? Research hypothesis: There is a positive relationship between age, education and income level with the adoption of the new technology.

8. What is plural for hypothesis?

The plural of hypothesis is hypotheses. Here's an example of how it would be used in a statement, "Numerous well-considered hypotheses are presented in this part, and they are supported by tables and figures that are well-illustrated."

9. What is the red queen hypothesis?

The red queen hypothesis in evolutionary biology states that species must constantly evolve to avoid extinction because if they don't, they will be outcompeted by other species that are evolving. Leigh Van Valen first proposed it in 1973; since then, it has been tested and substantiated many times.

10. Who is known as the father of null hypothesis?

The father of the null hypothesis is Sir Ronald Fisher. He published a paper in 1925 that introduced the concept of null hypothesis testing, and he was also the first to use the term itself.

11. When to reject null hypothesis?

You need to find a significant difference between your two populations to reject the null hypothesis. You can determine that by running statistical tests such as an independent sample t-test or a dependent sample t-test. You should reject the null hypothesis if the p-value is less than 0.05.

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Research Paper – Structure, Examples and Writing Guide

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Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

• Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
• Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
• Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
• Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
• Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
• Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
• Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
• Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
• Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

• Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
• Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
• Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

• How often do you use social media per day?
• Less than 30 minutes
• 30 minutes to 1 hour
• 1 to 2 hours
• 2 to 4 hours
• More than 4 hours
• Which social media platforms do you use?
• Others (Please specify)
• How often do you experience the following on social media?
• Social comparison (comparing yourself to others)
• Cyberbullying
• Fear of Missing Out (FOMO)
• Have you ever experienced any of the following mental health problems in the past month?
• Do you think social media use has a positive or negative impact on your mental health?
• Very positive
• Somewhat positive
• Somewhat negative
• Very negative
• In your opinion, which factors contribute to the negative impact of social media on mental health?
• Social comparison
• In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
• Education on healthy social media use
• Counseling for mental health problems caused by social media
• Social media detox programs
• Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

• Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
• Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
• Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
• Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
• Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

• For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
• For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
• To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
• To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

• To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
• To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
• To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
• To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

• Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
• Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
• Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
• Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
• Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
• Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

• Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
• Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
• Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
• Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
• Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
• Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

• Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
• Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
• Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
• Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
• Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
• Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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How to Write Assumptions for a Thesis

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Example Of Assumption In Quantitative Research

The sample paper on Example Of Assumption In Quantitative Research familiarizes the reader with the topic-related facts, theories and approaches. Scroll down to read the entire paper.

Post-positivism allows researchers to examine realities through a variety of measurement tools; thus accessing realities which could elude measurement by direct observation (Giddings & Grant, 2007; Schumacher & Greener, 1992). Regardless of whether the researcher adopts a positivist or post-positivist philosophy, the description of the paradigms begin with assumptions about the researcher’s role and relationship to the setting, and by identifying the epistemological and validity assumptions underlying the choice of the role and relationship.

The conviction that there is a reality existing outside of the researcher, hat this reality can be observed (ontology), and that knowledge of this reality can be measured objectively (epistemology) are foundational assumptions in quantitative research (Hathaway, 1995). Thus the objects of interest are measured by instruments (e. G. , telescope), the data is examined and analyzed to determine if logical patterns are present, and rational theories are constructed to explain and predict a variety of facts (Hathaway, 1995).

Ontologically the researcher assumes that the external reality is comprised of facts that are “law-like” and provide structure or a theoretical framework to this reality. Physics provides an example of this approach.

Methodological and Ontological Assumptions

Writing assumptions in research.

Empirical-analytical inquiry is characterized by the researcher’s detached or objective view from the setting under study. This objectivity or detachment is, in part, due to the assumption that the object under study is separate from or independent of the researcher (Eisner, 1981; Smith, AAA; Smith, Bibb).

Proficient in: Data

“ She followed all my directions. It was really easy to contact her and respond very fast as well. ”

In the empirical analytical view, researchers adhere to the mind-reality duality and the mind is seen as separate from reality (Hathaway, 1995). Another way of considering objectivity is that of being hurry neutral (Schumacher & Greener, 1992). This is an extreme view and within the contemporary empirical analytical view, researchers would claim that most inquiry is theory laden (Smith, Bibb).

However, with objectivity as the goal, the researcher strives to prevent biases throughout the research process and attempts to control the research design for validity, credibility, and reliability (Burns & Grove, 1997). While it is impossible to achieve complete objectivity, cultivating an awareness of potential threats and taking measures to decrease threats whenever possible serves to strengthen the research project. It is important to underscore the intertwined nature of the assumption about objectivity and the assumption that a reality exists outside of the observer. The observer, or researcher, assumes that reality exists outside of the human experience (Carroty, 1998; Polite-O’Hara et al. , 1991).

In other words, there are facts with an objective reality separate from the beliefs of the researcher therefore reality exists regardless of the researcher’s presence (Firestone, 1987). In a contemporary perspective, reality holds a mediated position between the objective and subjective worlds. Reality affects human beings and unman beings effect reality (Schumacher & Greener, 1992). Thus unobservable realities exist and can be represented in theoretical concepts. This line of thinking extends teen assumption AT realty Deanna Tanat wanly can De crossover only Dye slung the senses.

An example of an unobservable reality would be a belief that depression is a reality. Depression is not an object that we can observe. Rather we can observe phenomena such as actions, behaviors, and consequences that may be associated with depression. Given this phenomenon, theoretical Judgments are made about what constitutes a theoretical reality of depression. The theoretical construct enables the researcher to design a research project on the subject of depression.

Linked to the assumption about reality is the assumption that reality consists of facts or truths that can be known (Hathaway, 1995) and these facts provide the researcher with a theoretical framework to help guide the inquiry (Firestone, 1987). The researcher aims to precisely and define categories based on these facts before the study begins and then determines the relationships between them (Firestone, 1987; Smith, Bibb). Hypotheses establishing a relationship between cause and effect are rived from these categories and only the data that is relevant to them are collected and tested.

An extreme critique may be that reality is being actively structured by the researcher’s prosecuted categories and that this methodology is unduly controlled regarding what is relevant to the study. The assumption underlying this point is the deterministic or linear nature of hypothesis testing. Control is inherent in this method of inquiry which is another underlying assumption of quantitative research. Researchers using a more moderate approach within the post positivist paradigm recognize that research is a human endeavor.

They derive their a priori categories from personal beliefs or experience, from theoretical formulation, or from their own or others interpretive research (Hathaway, 1995). Because reality is considered to be relatively stable and researchers are able to observe it, a further assumption is that of objective measurement (Polite-O’Hara et al. , 1991). The purpose of objective measurement is to gain an understanding about the reality of a phenomenon in an objective manner (Giddings & Grant, 2007). Thus, in the act of documenting and measuring, the researcher, in the role of a detached onlooker, reserves objectivity (Hathaway, 1995).

In other words, it is essential that the measurement tool(s) and process are objective to gain closer proximity to true knowledge of the phenomenon. Measurement is an important assumption in quantitative research and measurement tools, if properly designed and applied, can lead the researcher to greater understanding about the phenomenon. Measurement is the process of assigning numbers to the phenomenon using some type of rule (Burns & Grove, 1997). Before assigning numbers there is an assumption that the measurement tool(s) will be accurate in measuring the phenomenon.

For example, if a researcher wants to measure pain, a measurement tool such as a pain scale could be used. Alternatively, the researcher could choose to measure opinions about various pain treatments. In order to measure the opinions, the researcher would assign numbers to the most likely responses observed. In constructing the pain treatment opinion tool(s), it is essential that the measurement tool(s) have an appropriate correspondence to the reality of pain treatment opinions (Polite-O’Hara et al. , 1991). Thus to accurately measure a phenomenon, the measurement tool(s) must be based on a reality and be as objective as possible.

The assumptions of reality, objectivity and measurement are interrelated and integral to the ontology and methodology AT quant I t tattle research. I nose assumptions are essential components in the design of quantitative research projects. An example is if the researcher seeks to understand philosophies of childhood, their assumptions about reality, objectivity, and measurement related to this philosophy are embedded in the designing the research project. There is an assumption that a reality about philosophies of childhood exist.

Additionally, there are assumptions that philosophies of childhood can be measured and done so objectively. The researcher would consider how to objectively measure philosophies of childhood when developing the research design. If there were no existing tool(s) to measure the reality of philosophies of childhood, it would be necessary to develop a measurement tool(s) which could accurately measure the phenomenon. In developing the tool, the researcher would make objective theoretical Judgments about what variables (e. G. , psychological, biological, etc. ) would signify this phenomenon.

In sum, assumptions that the reality (philosophies of childhood) exists, that such realities are measurable, and that the assortment and process of inquiry are as objective as possible are hallmarks in the quantitative approach to research. Epistemological Assumptions Knowledge within the empirical analytical paradigm has utility if it is generalized. The aim of inquiry is to generalize from the particular and apply a theoretical framework that can be applied universally (Hathaway, 1995). Therefore the aim of generalization is served by the development of universal knowledge.

A broad example is research on the efficacy of pain medications. Control and experimental groups are observed to determine the effects of a specific drug. If there is justification to believe it alleviates pain the medication is made available for treating the population at large through a regulated process. Knowledge is also defined by what researchers call data and the selection of meaning. The researcher conducting empirical analytical inquiry makes decisions that will reveal what is generally applicable to all similar situations (Firestone, 1987; Smith, AAA; Smith, Bibb).

Taking a critical stance, Habeas (1971) claimed that such inquiry implies a dissociation of knowledge from human interest (Habeas, 2005) and questions the it with individual contexts, values, and preferences. Caution must be taken when considering that the context of discovery may be quite different than the context of practice. Separating the universal from the particular is accomplished through several processes (e. G. , instrumentation and precision) and methodological assumptions (e. G. , measurement techniques) (Hathaway, 1995).

The researcher, independent of specific situations under study, determines a set of hypothesized categories based on a priori knowledge and conducts a controlled inquiry to give meaning to phenomena that have significance at a generalized level. Data are considered factual or context-free when they have the same meaning across situations and settings (Hathaway, 1995).

The decisions researchers make concerning research methods have a direct impact on how they make meaning of their world. By adopting quantitative research, reality is structured and understood in a particular way. In some ways, the choice of quantitative approaches creates the reality we are attempting to discover.

By making a choice to conduct quantitative inquiry, we choose our paradigm or assumptions auto teen world (Leaner, BIBB; Hathaway, 1 Assumptions Tanat a realty exalts operate from the researcher, that such realities are measurable, and that the measurement and process of inquiry are as objective as possible are hallmarks of quantitative research. References Lender, J. S. (1986). Educational research: A personal and social process.

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