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How to Write a Methods Section for a Psychology Paper

Tips and Examples of an APA Methods Section

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Verywell / Brianna Gilmartin 

The methods section of an APA format psychology paper provides the methods and procedures used in a research study or experiment . This part of an APA paper is critical because it allows other researchers to see exactly how you conducted your research.

Method refers to the procedure that was used in a research study. It included a precise description of how the experiments were performed and why particular procedures were selected. While the APA technically refers to this section as the 'method section,' it is also often known as a 'methods section.'

The methods section ensures the experiment's reproducibility and the assessment of alternative methods that might produce different results. It also allows researchers to replicate the experiment and judge the study's validity.

This article discusses how to write a methods section for a psychology paper, including important elements to include and tips that can help.

What to Include in a Method Section

So what exactly do you need to include when writing your method section? You should provide detailed information on the following:

• Research design
• Participants
• Participant behavior

The method section should provide enough information to allow other researchers to replicate your experiment or study.

Components of a Method Section

The method section should utilize subheadings to divide up different subsections. These subsections typically include participants, materials, design, and procedure.

Participants 

In this part of the method section, you should describe the participants in your experiment, including who they were (and any unique features that set them apart from the general population), how many there were, and how they were selected. If you utilized random selection to choose your participants, it should be noted here.

For example: "We randomly selected 100 children from elementary schools near the University of Arizona."

At the very minimum, this part of your method section must convey:

• Basic demographic characteristics of your participants (such as sex, age, ethnicity, or religion)
• The population from which your participants were drawn
• Any restrictions on your pool of participants
• How many participants were assigned to each condition and how they were assigned to each group (i.e., randomly assignment , another selection method, etc.)
• Why participants took part in your research (i.e., the study was advertised at a college or hospital, they received some type of incentive, etc.)

Information about participants helps other researchers understand how your study was performed, how generalizable the result might be, and allows other researchers to replicate the experiment with other populations to see if they might obtain the same results.

In this part of the method section, you should describe the materials, measures, equipment, or stimuli used in the experiment. This may include:

• Testing instruments
• Technical equipment
• Any psychological assessments that were used
• Any special equipment that was used

For example: "Two stories from Sullivan et al.'s (1994) second-order false belief attribution tasks were used to assess children's understanding of second-order beliefs."

For standard equipment such as computers, televisions, and videos, you can simply name the device and not provide further explanation.

Specialized equipment should be given greater detail, especially if it is complex or created for a niche purpose. In some instances, such as if you created a special material or apparatus for your study, you might need to include an illustration of the item in the appendix of your paper.

In this part of your method section, describe the type of design used in the experiment. Specify the variables as well as the levels of these variables. Identify:

• The independent variables
• Dependent variables
• Control variables
• Any extraneous variables that might influence your results.

Also, explain whether your experiment uses a  within-groups  or between-groups design.

For example: "The experiment used a 3x2 between-subjects design. The independent variables were age and understanding of second-order beliefs."

The next part of your method section should detail the procedures used in your experiment. Your procedures should explain:

• What the participants did
• How data was collected
• The order in which steps occurred

For example: "An examiner interviewed children individually at their school in one session that lasted 20 minutes on average. The examiner explained to each child that he or she would be told two short stories and that some questions would be asked after each story. All sessions were videotaped so the data could later be coded."

Keep this subsection concise yet detailed. Explain what you did and how you did it, but do not overwhelm your readers with too much information.

Tips for How to Write a Methods Section

In addition to following the basic structure of an APA method section, there are also certain things you should remember when writing this section of your paper. Consider the following tips when writing this section:

• Use the past tense : Always write the method section in the past tense.
• Be descriptive : Provide enough detail that another researcher could replicate your experiment, but focus on brevity. Avoid unnecessary detail that is not relevant to the outcome of the experiment.
• Use an academic tone : Use formal language and avoid slang or colloquial expressions. Word choice is also important. Refer to the people in your experiment or study as "participants" rather than "subjects."
• Use APA format : Keep a style guide on hand as you write your method section. The Publication Manual of the American Psychological Association is the official source for APA style.
• Make connections : Read through each section of your paper for agreement with other sections. If you mention procedures in the method section, these elements should be discussed in the results and discussion sections.
• Proofread : Check your paper for grammar, spelling, and punctuation errors.. typos, grammar problems, and spelling errors. Although a spell checker is a handy tool, there are some errors only you can catch.

After writing a draft of your method section, be sure to get a second opinion. You can often become too close to your work to see errors or lack of clarity. Take a rough draft of your method section to your university's writing lab for additional assistance.

A Word From Verywell

The method section is one of the most important components of your APA format paper. The goal of your paper should be to clearly detail what you did in your experiment. Provide enough detail that another researcher could replicate your study if they wanted.

Finally, if you are writing your paper for a class or for a specific publication, be sure to keep in mind any specific instructions provided by your instructor or by the journal editor. Your instructor may have certain requirements that you need to follow while writing your method section.

Frequently Asked Questions

While the subsections can vary, the three components that should be included are sections on the participants, the materials, and the procedures.

• Describe who the participants were in the study and how they were selected.
• Define and describe the materials that were used including any equipment, tests, or assessments
• Describe how the data was collected

To write your methods section in APA format, describe your participants, materials, study design, and procedures. Keep this section succinct, and always write in the past tense. The main heading of this section should be labeled "Method" and it should be centered, bolded, and capitalized. Each subheading within this section should be bolded, left-aligned and in title case.

The purpose of the methods section is to describe what you did in your experiment. It should be brief, but include enough detail that someone could replicate your experiment based on this information. Your methods section should detail what you did to answer your research question. Describe how the study was conducted, the study design that was used and why it was chosen, and how you collected the data and analyzed the results.

Erdemir F. How to write a materials and methods section of a scientific article ? Turk J Urol . 2013;39(Suppl 1):10-5. doi:10.5152/tud.2013.047

Kallet RH. How to write the methods section of a research paper . Respir Care . 2004;49(10):1229-32. PMID: 15447808.

American Psychological Association.  Publication Manual of the American Psychological Association  (7th ed.). Washington DC: The American Psychological Association; 2019.

American Psychological Association. APA Style Journal Article Reporting Standards . Published 2020.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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• How to Write Your Methods

Ensure understanding, reproducibility and replicability

What should you include in your methods section, and how much detail is appropriate?

Why Methods Matter

The methods section was once the most likely part of a paper to be unfairly abbreviated, overly summarized, or even relegated to hard-to-find sections of a publisher’s website. While some journals may responsibly include more detailed elements of methods in supplementary sections, the movement for increased reproducibility and rigor in science has reinstated the importance of the methods section. Methods are now viewed as a key element in establishing the credibility of the research being reported, alongside the open availability of data and results.

A clear methods section impacts editorial evaluation and readers’ understanding, and is also the backbone of transparency and replicability.

For example, the Reproducibility Project: Cancer Biology project set out in 2013 to replicate experiments from 50 high profile cancer papers, but revised their target to 18 papers once they understood how much methodological detail was not contained in the original papers.

What to include in your methods section

What you include in your methods sections depends on what field you are in and what experiments you are performing. However, the general principle in place at the majority of journals is summarized well by the guidelines at PLOS ONE : “The Materials and Methods section should provide enough detail to allow suitably skilled investigators to fully replicate your study. ” The emphases here are deliberate: the methods should enable readers to understand your paper, and replicate your study. However, there is no need to go into the level of detail that a lay-person would require—the focus is on the reader who is also trained in your field, with the suitable skills and knowledge to attempt a replication.

A constant principle of rigorous science

A methods section that enables other researchers to understand and replicate your results is a constant principle of rigorous, transparent, and Open Science. Aim to be thorough, even if a particular journal doesn’t require the same level of detail . Reproducibility is all of our responsibility. You cannot create any problems by exceeding a minimum standard of information. If a journal still has word-limits—either for the overall article or specific sections—and requires some methodological details to be in a supplemental section, that is OK as long as the extra details are searchable and findable .

Imagine replicating your own work, years in the future

As part of PLOS’ presentation on Reproducibility and Open Publishing (part of UCSF’s Reproducibility Series ) we recommend planning the level of detail in your methods section by imagining you are writing for your future self, replicating your own work. When you consider that you might be at a different institution, with different account logins, applications, resources, and access levels—you can help yourself imagine the level of specificity that you yourself would require to redo the exact experiment. Consider:

• Which details would you need to be reminded of? 
• Which cell line, or antibody, or software, or reagent did you use, and does it have a Research Resource ID (RRID) that you can cite?
• Which version of a questionnaire did you use in your survey? 
• Exactly which visual stimulus did you show participants, and is it publicly available? 
• What participants did you decide to exclude? 
• What process did you adjust, during your work? 

Tip: Be sure to capture any changes to your protocols

You yourself would want to know about any adjustments, if you ever replicate the work, so you can surmise that anyone else would want to as well. Even if a necessary adjustment you made was not ideal, transparency is the key to ensuring this is not regarded as an issue in the future. It is far better to transparently convey any non-optimal methods, or methodological constraints, than to conceal them, which could result in reproducibility or ethical issues downstream.

Visual aids for methods help when reading the whole paper

Consider whether a visual representation of your methods could be appropriate or aid understanding your process. A visual reference readers can easily return to, like a flow-diagram, decision-tree, or checklist, can help readers to better understand the complete article, not just the methods section.

Ethical Considerations

In addition to describing what you did, it is just as important to assure readers that you also followed all relevant ethical guidelines when conducting your research. While ethical standards and reporting guidelines are often presented in a separate section of a paper, ensure that your methods and protocols actually follow these guidelines. Read more about ethics .

Existing standards, checklists, guidelines, partners

While the level of detail contained in a methods section should be guided by the universal principles of rigorous science outlined above, various disciplines, fields, and projects have worked hard to design and develop consistent standards, guidelines, and tools to help with reporting all types of experiment. Below, you’ll find some of the key initiatives. Ensure you read the submission guidelines for the specific journal you are submitting to, in order to discover any further journal- or field-specific policies to follow, or initiatives/tools to utilize.

Tip: Keep your paper moving forward by providing the proper paperwork up front

Be sure to check the journal guidelines and provide the necessary documents with your manuscript submission. Collecting the necessary documentation can greatly slow the first round of peer review, or cause delays when you submit your revision.

Randomized Controlled Trials – CONSORT The Consolidated Standards of Reporting Trials (CONSORT) project covers various initiatives intended to prevent the problems of  inadequate reporting of randomized controlled trials. The primary initiative is an evidence-based minimum set of recommendations for reporting randomized trials known as the CONSORT Statement . 

Systematic Reviews and Meta-Analyses – PRISMA The Preferred Reporting Items for Systematic Reviews and Meta-Analyses ( PRISMA ) is an evidence-based minimum set of items focusing  on the reporting of  reviews evaluating randomized trials and other types of research.

Research using Animals – ARRIVE The Animal Research: Reporting of In Vivo Experiments ( ARRIVE ) guidelines encourage maximizing the information reported in research using animals thereby minimizing unnecessary studies. (Original study and proposal , and updated guidelines , in PLOS Biology .) 

Laboratory Protocols Protocols.io has developed a platform specifically for the sharing and updating of laboratory protocols , which are assigned their own DOI and can be linked from methods sections of papers to enhance reproducibility. Contextualize your protocol and improve discovery with an accompanying Lab Protocol article in PLOS ONE .

Consistent reporting of Materials, Design, and Analysis – the MDAR checklist A cross-publisher group of editors and experts have developed, tested, and rolled out a checklist to help establish and harmonize reporting standards in the Life Sciences . The checklist , which is available for use by authors to compile their methods, and editors/reviewers to check methods, establishes a minimum set of requirements in transparent reporting and is adaptable to any discipline within the Life Sciences, by covering a breadth of potentially relevant methodological items and considerations. If you are in the Life Sciences and writing up your methods section, try working through the MDAR checklist and see whether it helps you include all relevant details into your methods, and whether it reminded you of anything you might have missed otherwise.

Summary Writing tips

The main challenge you may find when writing your methods is keeping it readable AND covering all the details needed for reproducibility and replicability. While this is difficult, do not compromise on rigorous standards for credibility!

• Keep in mind future replicability, alongside understanding and readability.
• Follow checklists, and field- and journal-specific guidelines.
• Consider a commitment to rigorous and transparent science a personal responsibility, and not just adhering to journal guidelines.
• Establish whether there are persistent identifiers for any research resources you use that can be specifically cited in your methods section.
• Deposit your laboratory protocols in Protocols.io, establishing a permanent link to them. You can update your protocols later if you improve on them, as can future scientists who follow your protocols.
• Consider visual aids like flow-diagrams, lists, to help with reading other sections of the paper.
• Be specific about all decisions made during the experiments that someone reproducing your work would need to know.

Don’t

• Summarize or abbreviate methods without giving full details in a discoverable supplemental section.
• Presume you will always be able to remember how you performed the experiments, or have access to private or institutional notebooks and resources.
• Attempt to hide constraints or non-optimal decisions you had to make–transparency is the key to ensuring the credibility of your research.
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• How to Write an Abstract
• How to Report Statistics
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• What Is a Research Methodology? | Steps & Tips

What Is a Research Methodology? | Steps & Tips

Published on 25 February 2019 by Shona McCombes . Revised on 10 October 2022.

Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation, or research paper, the methodology chapter explains what you did and how you did it, allowing readers to evaluate the reliability and validity of your research.

It should include:

• The type of research you conducted
• How you collected and analysed your data
• Any tools or materials you used in the research
• Why you chose these methods
• Your methodology section should generally be written in the past tense .
• Academic style guides in your field may provide detailed guidelines on what to include for different types of studies.
• Your citation style might provide guidelines for your methodology section (e.g., an APA Style methods section ).

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Table of contents

How to write a research methodology, why is a methods section important, step 1: explain your methodological approach, step 2: describe your data collection methods, step 3: describe your analysis method, step 4: evaluate and justify the methodological choices you made, tips for writing a strong methodology chapter, frequently asked questions about methodology.

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Your methods section is your opportunity to share how you conducted your research and why you chose the methods you chose. It’s also the place to show that your research was rigorously conducted and can be replicated .

It gives your research legitimacy and situates it within your field, and also gives your readers a place to refer to if they have any questions or critiques in other sections.

You can start by introducing your overall approach to your research. You have two options here.

Option 1: Start with your “what”

What research problem or question did you investigate?

• Aim to describe the characteristics of something?
• Explore an under-researched topic?
• Establish a causal relationship?

And what type of data did you need to achieve this aim?

• Quantitative data , qualitative data , or a mix of both?
• Primary data collected yourself, or secondary data collected by someone else?
• Experimental data gathered by controlling and manipulating variables, or descriptive data gathered via observations?

Option 2: Start with your “why”

Depending on your discipline, you can also start with a discussion of the rationale and assumptions underpinning your methodology. In other words, why did you choose these methods for your study?

• Why is this the best way to answer your research question?
• Is this a standard methodology in your field, or does it require justification?
• Were there any ethical considerations involved in your choices?
• What are the criteria for validity and reliability in this type of research ?

Once you have introduced your reader to your methodological approach, you should share full details about your data collection methods .

Quantitative methods

In order to be considered generalisable, you should describe quantitative research methods in enough detail for another researcher to replicate your study.

Here, explain how you operationalised your concepts and measured your variables. Discuss your sampling method or inclusion/exclusion criteria, as well as any tools, procedures, and materials you used to gather your data.

Surveys Describe where, when, and how the survey was conducted.

• How did you design the questionnaire?
• What form did your questions take (e.g., multiple choice, Likert scale )?
• Were your surveys conducted in-person or virtually?
• What sampling method did you use to select participants?
• What was your sample size and response rate?

Experiments Share full details of the tools, techniques, and procedures you used to conduct your experiment.

• How did you design the experiment ?
• How did you recruit participants?
• How did you manipulate and measure the variables ?
• What tools did you use?

Existing data Explain how you gathered and selected the material (such as datasets or archival data) that you used in your analysis.

• Where did you source the material?
• How was the data originally produced?
• What criteria did you use to select material (e.g., date range)?

The survey consisted of 5 multiple-choice questions and 10 questions measured on a 7-point Likert scale.

The goal was to collect survey responses from 350 customers visiting the fitness apparel company’s brick-and-mortar location in Boston on 4–8 July 2022, between 11:00 and 15:00.

Here, a customer was defined as a person who had purchased a product from the company on the day they took the survey. Participants were given 5 minutes to fill in the survey anonymously. In total, 408 customers responded, but not all surveys were fully completed. Due to this, 371 survey results were included in the analysis.

Qualitative methods

In qualitative research , methods are often more flexible and subjective. For this reason, it’s crucial to robustly explain the methodology choices you made.

Be sure to discuss the criteria you used to select your data, the context in which your research was conducted, and the role you played in collecting your data (e.g., were you an active participant, or a passive observer?)

Interviews or focus groups Describe where, when, and how the interviews were conducted.

• How did you find and select participants?
• How many participants took part?
• What form did the interviews take ( structured , semi-structured , or unstructured )?
• How long were the interviews?
• How were they recorded?

Participant observation Describe where, when, and how you conducted the observation or ethnography .

• What group or community did you observe? How long did you spend there?
• How did you gain access to this group? What role did you play in the community?
• How long did you spend conducting the research? Where was it located?
• How did you record your data (e.g., audiovisual recordings, note-taking)?

Existing data Explain how you selected case study materials for your analysis.

• What type of materials did you analyse?
• How did you select them?

In order to gain better insight into possibilities for future improvement of the fitness shop’s product range, semi-structured interviews were conducted with 8 returning customers.

Here, a returning customer was defined as someone who usually bought products at least twice a week from the store.

Surveys were used to select participants. Interviews were conducted in a small office next to the cash register and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.

Mixed methods

Mixed methods research combines quantitative and qualitative approaches. If a standalone quantitative or qualitative study is insufficient to answer your research question, mixed methods may be a good fit for you.

Mixed methods are less common than standalone analyses, largely because they require a great deal of effort to pull off successfully. If you choose to pursue mixed methods, it’s especially important to robustly justify your methods here.

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Next, you should indicate how you processed and analysed your data. Avoid going into too much detail: you should not start introducing or discussing any of your results at this stage.

In quantitative research , your analysis will be based on numbers. In your methods section, you can include:

• How you prepared the data before analysing it (e.g., checking for missing data , removing outliers , transforming variables)
• Which software you used (e.g., SPSS, Stata or R)
• Which statistical tests you used (e.g., two-tailed t test , simple linear regression )

In qualitative research, your analysis will be based on language, images, and observations (often involving some form of textual analysis ).

Specific methods might include:

• Content analysis : Categorising and discussing the meaning of words, phrases and sentences
• Thematic analysis : Coding and closely examining the data to identify broad themes and patterns
• Discourse analysis : Studying communication and meaning in relation to their social context

Mixed methods combine the above two research methods, integrating both qualitative and quantitative approaches into one coherent analytical process.

Above all, your methodology section should clearly make the case for why you chose the methods you did. This is especially true if you did not take the most standard approach to your topic. In this case, discuss why other methods were not suitable for your objectives, and show how this approach contributes new knowledge or understanding.

In any case, it should be overwhelmingly clear to your reader that you set yourself up for success in terms of your methodology’s design. Show how your methods should lead to results that are valid and reliable, while leaving the analysis of the meaning, importance, and relevance of your results for your discussion section .

• Quantitative: Lab-based experiments cannot always accurately simulate real-life situations and behaviours, but they are effective for testing causal relationships between variables .
• Qualitative: Unstructured interviews usually produce results that cannot be generalised beyond the sample group , but they provide a more in-depth understanding of participants’ perceptions, motivations, and emotions.
• Mixed methods: Despite issues systematically comparing differing types of data, a solely quantitative study would not sufficiently incorporate the lived experience of each participant, while a solely qualitative study would be insufficiently generalisable.

Remember that your aim is not just to describe your methods, but to show how and why you applied them. Again, it’s critical to demonstrate that your research was rigorously conducted and can be replicated.

1. Focus on your objectives and research questions

The methodology section should clearly show why your methods suit your objectives  and convince the reader that you chose the best possible approach to answering your problem statement and research questions .

2. Cite relevant sources

Your methodology can be strengthened by referencing existing research in your field. This can help you to:

• Show that you followed established practice for your type of research
• Discuss how you decided on your approach by evaluating existing research
• Present a novel methodological approach to address a gap in the literature

3. Write for your audience

Consider how much information you need to give, and avoid getting too lengthy. If you are using methods that are standard for your discipline, you probably don’t need to give a lot of background or justification.

Regardless, your methodology should be a clear, well-structured text that makes an argument for your approach, not just a list of technical details and procedures.

Methodology refers to the overarching strategy and rationale of your research. Developing your methodology involves studying the research methods used in your field and the theories or principles that underpin them, in order to choose the approach that best matches your objectives.

Methods are the specific tools and procedures you use to collect and analyse data (e.g. interviews, experiments , surveys , statistical tests ).

In a dissertation or scientific paper, the methodology chapter or methods section comes after the introduction and before the results , discussion and conclusion .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

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

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

A sample is a subset of individuals from a larger population. Sampling means selecting the group that you will actually collect data from in your research.

For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

Statistical sampling allows you to test a hypothesis about the characteristics of a population. There are various sampling methods you can use to ensure that your sample is representative of the population as a whole.

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The methods section describes actions taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and reliability. The methodology section of a research paper answers two main questions: How was the data collected or generated? And, how was it analyzed? The writing should be direct and precise and always written in the past tense.

Kallet, Richard H. "How to Write the Methods Section of a Research Paper." Respiratory Care 49 (October 2004): 1229-1232.

Importance of a Good Methodology Section

You must explain how you obtained and analyzed your results for the following reasons:

• Readers need to know how the data was obtained because the method you chose affects the results and, by extension, how you interpreted their significance in the discussion section of your paper.
• Methodology is crucial for any branch of scholarship because an unreliable method produces unreliable results and, as a consequence, undermines the value of your analysis of the findings.
• In most cases, there are a variety of different methods you can choose to investigate a research problem. The methodology section of your paper should clearly articulate the reasons why you have chosen a particular procedure or technique.
• The reader wants to know that the data was collected or generated in a way that is consistent with accepted practice in the field of study. For example, if you are using a multiple choice questionnaire, readers need to know that it offered your respondents a reasonable range of answers to choose from.
• The method must be appropriate to fulfilling the overall aims of the study. For example, you need to ensure that you have a large enough sample size to be able to generalize and make recommendations based upon the findings.
• The methodology should discuss the problems that were anticipated and the steps you took to prevent them from occurring. For any problems that do arise, you must describe the ways in which they were minimized or why these problems do not impact in any meaningful way your interpretation of the findings.
• In the social and behavioral sciences, it is important to always provide sufficient information to allow other researchers to adopt or replicate your methodology. This information is particularly important when a new method has been developed or an innovative use of an existing method is utilized.

Bem, Daryl J. Writing the Empirical Journal Article. Psychology Writing Center. University of Washington; Denscombe, Martyn. The Good Research Guide: For Small-Scale Social Research Projects . 5th edition. Buckingham, UK: Open University Press, 2014; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008.

Structure and Writing Style

I.  Groups of Research Methods

There are two main groups of research methods in the social sciences:

• The e mpirical-analytical group approaches the study of social sciences in a similar manner that researchers study the natural sciences . This type of research focuses on objective knowledge, research questions that can be answered yes or no, and operational definitions of variables to be measured. The empirical-analytical group employs deductive reasoning that uses existing theory as a foundation for formulating hypotheses that need to be tested. This approach is focused on explanation.
• The i nterpretative group of methods is focused on understanding phenomenon in a comprehensive, holistic way . Interpretive methods focus on analytically disclosing the meaning-making practices of human subjects [the why, how, or by what means people do what they do], while showing how those practices arrange so that it can be used to generate observable outcomes. Interpretive methods allow you to recognize your connection to the phenomena under investigation. However, the interpretative group requires careful examination of variables because it focuses more on subjective knowledge.

II.  Content

The introduction to your methodology section should begin by restating the research problem and underlying assumptions underpinning your study. This is followed by situating the methods you used to gather, analyze, and process information within the overall “tradition” of your field of study and within the particular research design you have chosen to study the problem. If the method you choose lies outside of the tradition of your field [i.e., your review of the literature demonstrates that the method is not commonly used], provide a justification for how your choice of methods specifically addresses the research problem in ways that have not been utilized in prior studies.

The remainder of your methodology section should describe the following:

• Decisions made in selecting the data you have analyzed or, in the case of qualitative research, the subjects and research setting you have examined,
• Tools and methods used to identify and collect information, and how you identified relevant variables,
• The ways in which you processed the data and the procedures you used to analyze that data, and
• The specific research tools or strategies that you utilized to study the underlying hypothesis and research questions.

In addition, an effectively written methodology section should:

• Introduce the overall methodological approach for investigating your research problem . Is your study qualitative or quantitative or a combination of both (mixed method)? Are you going to take a special approach, such as action research, or a more neutral stance?
• Indicate how the approach fits the overall research design . Your methods for gathering data should have a clear connection to your research problem. In other words, make sure that your methods will actually address the problem. One of the most common deficiencies found in research papers is that the proposed methodology is not suitable to achieving the stated objective of your paper.
• Describe the specific methods of data collection you are going to use , such as, surveys, interviews, questionnaires, observation, archival research. If you are analyzing existing data, such as a data set or archival documents, describe how it was originally created or gathered and by whom. Also be sure to explain how older data is still relevant to investigating the current research problem.
• Explain how you intend to analyze your results . Will you use statistical analysis? Will you use specific theoretical perspectives to help you analyze a text or explain observed behaviors? Describe how you plan to obtain an accurate assessment of relationships, patterns, trends, distributions, and possible contradictions found in the data.
• Provide background and a rationale for methodologies that are unfamiliar for your readers . Very often in the social sciences, research problems and the methods for investigating them require more explanation/rationale than widely accepted rules governing the natural and physical sciences. Be clear and concise in your explanation.
• Provide a justification for subject selection and sampling procedure . For instance, if you propose to conduct interviews, how do you intend to select the sample population? If you are analyzing texts, which texts have you chosen, and why? If you are using statistics, why is this set of data being used? If other data sources exist, explain why the data you chose is most appropriate to addressing the research problem.
• Provide a justification for case study selection . A common method of analyzing research problems in the social sciences is to analyze specific cases. These can be a person, place, event, phenomenon, or other type of subject of analysis that are either examined as a singular topic of in-depth investigation or multiple topics of investigation studied for the purpose of comparing or contrasting findings. In either method, you should explain why a case or cases were chosen and how they specifically relate to the research problem.
• Describe potential limitations . Are there any practical limitations that could affect your data collection? How will you attempt to control for potential confounding variables and errors? If your methodology may lead to problems you can anticipate, state this openly and show why pursuing this methodology outweighs the risk of these problems cropping up.

NOTE :   Once you have written all of the elements of the methods section, subsequent revisions should focus on how to present those elements as clearly and as logically as possibly. The description of how you prepared to study the research problem, how you gathered the data, and the protocol for analyzing the data should be organized chronologically. For clarity, when a large amount of detail must be presented, information should be presented in sub-sections according to topic. If necessary, consider using appendices for raw data.

ANOTHER NOTE : If you are conducting a qualitative analysis of a research problem , the methodology section generally requires a more elaborate description of the methods used as well as an explanation of the processes applied to gathering and analyzing of data than is generally required for studies using quantitative methods. Because you are the primary instrument for generating the data [e.g., through interviews or observations], the process for collecting that data has a significantly greater impact on producing the findings. Therefore, qualitative research requires a more detailed description of the methods used.

YET ANOTHER NOTE :   If your study involves interviews, observations, or other qualitative techniques involving human subjects , you may be required to obtain approval from the university's Office for the Protection of Research Subjects before beginning your research. This is not a common procedure for most undergraduate level student research assignments. However, i f your professor states you need approval, you must include a statement in your methods section that you received official endorsement and adequate informed consent from the office and that there was a clear assessment and minimization of risks to participants and to the university. This statement informs the reader that your study was conducted in an ethical and responsible manner. In some cases, the approval notice is included as an appendix to your paper.

III.  Problems to Avoid

Irrelevant Detail The methodology section of your paper should be thorough but concise. Do not provide any background information that does not directly help the reader understand why a particular method was chosen, how the data was gathered or obtained, and how the data was analyzed in relation to the research problem [note: analyzed, not interpreted! Save how you interpreted the findings for the discussion section]. With this in mind, the page length of your methods section will generally be less than any other section of your paper except the conclusion.

Unnecessary Explanation of Basic Procedures Remember that you are not writing a how-to guide about a particular method. You should make the assumption that readers possess a basic understanding of how to investigate the research problem on their own and, therefore, you do not have to go into great detail about specific methodological procedures. The focus should be on how you applied a method , not on the mechanics of doing a method. An exception to this rule is if you select an unconventional methodological approach; if this is the case, be sure to explain why this approach was chosen and how it enhances the overall process of discovery.

Problem Blindness It is almost a given that you will encounter problems when collecting or generating your data, or, gaps will exist in existing data or archival materials. Do not ignore these problems or pretend they did not occur. Often, documenting how you overcame obstacles can form an interesting part of the methodology. It demonstrates to the reader that you can provide a cogent rationale for the decisions you made to minimize the impact of any problems that arose.

Literature Review Just as the literature review section of your paper provides an overview of sources you have examined while researching a particular topic, the methodology section should cite any sources that informed your choice and application of a particular method [i.e., the choice of a survey should include any citations to the works you used to help construct the survey].

It’s More than Sources of Information! A description of a research study's method should not be confused with a description of the sources of information. Such a list of sources is useful in and of itself, especially if it is accompanied by an explanation about the selection and use of the sources. The description of the project's methodology complements a list of sources in that it sets forth the organization and interpretation of information emanating from those sources.

Azevedo, L.F. et al. "How to Write a Scientific Paper: Writing the Methods Section." Revista Portuguesa de Pneumologia 17 (2011): 232-238; Blair Lorrie. “Choosing a Methodology.” In Writing a Graduate Thesis or Dissertation , Teaching Writing Series. (Rotterdam: Sense Publishers 2016), pp. 49-72; Butin, Dan W. The Education Dissertation A Guide for Practitioner Scholars . Thousand Oaks, CA: Corwin, 2010; Carter, Susan. Structuring Your Research Thesis . New York: Palgrave Macmillan, 2012; Kallet, Richard H. “How to Write the Methods Section of a Research Paper.” Respiratory Care 49 (October 2004):1229-1232; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008. Methods Section. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Rudestam, Kjell Erik and Rae R. Newton. “The Method Chapter: Describing Your Research Plan.” In Surviving Your Dissertation: A Comprehensive Guide to Content and Process . (Thousand Oaks, Sage Publications, 2015), pp. 87-115; What is Interpretive Research. Institute of Public and International Affairs, University of Utah; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University; Methods and Materials. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College.

Writing Tip

Statistical Designs and Tests? Do Not Fear Them!

Don't avoid using a quantitative approach to analyzing your research problem just because you fear the idea of applying statistical designs and tests. A qualitative approach, such as conducting interviews or content analysis of archival texts, can yield exciting new insights about a research problem, but it should not be undertaken simply because you have a disdain for running a simple regression. A well designed quantitative research study can often be accomplished in very clear and direct ways, whereas, a similar study of a qualitative nature usually requires considerable time to analyze large volumes of data and a tremendous burden to create new paths for analysis where previously no path associated with your research problem had existed.

To locate data and statistics, GO HERE .

Another Writing Tip

Knowing the Relationship Between Theories and Methods

There can be multiple meaning associated with the term "theories" and the term "methods" in social sciences research. A helpful way to delineate between them is to understand "theories" as representing different ways of characterizing the social world when you research it and "methods" as representing different ways of generating and analyzing data about that social world. Framed in this way, all empirical social sciences research involves theories and methods, whether they are stated explicitly or not. However, while theories and methods are often related, it is important that, as a researcher, you deliberately separate them in order to avoid your theories playing a disproportionate role in shaping what outcomes your chosen methods produce.

Introspectively engage in an ongoing dialectic between the application of theories and methods to help enable you to use the outcomes from your methods to interrogate and develop new theories, or ways of framing conceptually the research problem. This is how scholarship grows and branches out into new intellectual territory.

Reynolds, R. Larry. Ways of Knowing. Alternative Microeconomics . Part 1, Chapter 3. Boise State University; The Theory-Method Relationship. S-Cool Revision. United Kingdom.

Yet Another Writing Tip

Methods and the Methodology

Do not confuse the terms "methods" and "methodology." As Schneider notes, a method refers to the technical steps taken to do research . Descriptions of methods usually include defining and stating why you have chosen specific techniques to investigate a research problem, followed by an outline of the procedures you used to systematically select, gather, and process the data [remember to always save the interpretation of data for the discussion section of your paper].

The methodology refers to a discussion of the underlying reasoning why particular methods were used . This discussion includes describing the theoretical concepts that inform the choice of methods to be applied, placing the choice of methods within the more general nature of academic work, and reviewing its relevance to examining the research problem. The methodology section also includes a thorough review of the methods other scholars have used to study the topic.

Bryman, Alan. "Of Methods and Methodology." Qualitative Research in Organizations and Management: An International Journal 3 (2008): 159-168; Schneider, Florian. “What's in a Methodology: The Difference between Method, Methodology, and Theory…and How to Get the Balance Right?” PoliticsEastAsia.com. Chinese Department, University of Leiden, Netherlands.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

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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What Is Research Methodology? A Plain-Language Explanation & Definition (With Examples)

By Derek Jansen (MBA)  and Kerryn Warren (PhD) | June 2020 (Last updated April 2023)

If you’re new to formal academic research, it’s quite likely that you’re feeling a little overwhelmed by all the technical lingo that gets thrown around. And who could blame you – “research methodology”, “research methods”, “sampling strategies”… it all seems never-ending!

In this post, we’ll demystify the landscape with plain-language explanations and loads of examples (including easy-to-follow videos), so that you can approach your dissertation, thesis or research project with confidence. Let’s get started.

Research Methodology 101

• What exactly research methodology means
• What qualitative , quantitative and mixed methods are
• What sampling strategy is
• What data collection methods are
• What data analysis methods are
• How to choose your research methodology
• Example of a research methodology

What is research methodology?

Research methodology simply refers to the practical “how” of a research study. More specifically, it’s about how  a researcher  systematically designs a study  to ensure valid and reliable results that address the research aims, objectives and research questions . Specifically, how the researcher went about deciding:

• What type of data to collect (e.g., qualitative or quantitative data )
• Who  to collect it from (i.e., the sampling strategy )
• How to  collect  it (i.e., the data collection method )
• How to  analyse  it (i.e., the data analysis methods )

Within any formal piece of academic research (be it a dissertation, thesis or journal article), you’ll find a research methodology chapter or section which covers the aspects mentioned above. Importantly, a good methodology chapter explains not just   what methodological choices were made, but also explains  why they were made. In other words, the methodology chapter should justify  the design choices, by showing that the chosen methods and techniques are the best fit for the research aims, objectives and research questions. 

So, it’s the same as research design?

Not quite. As we mentioned, research methodology refers to the collection of practical decisions regarding what data you’ll collect, from who, how you’ll collect it and how you’ll analyse it. Research design, on the other hand, is more about the overall strategy you’ll adopt in your study. For example, whether you’ll use an experimental design in which you manipulate one variable while controlling others. You can learn more about research design and the various design types here .

Need a helping hand?

What are qualitative, quantitative and mixed-methods?

Qualitative, quantitative and mixed-methods are different types of methodological approaches, distinguished by their focus on words , numbers or both . This is a bit of an oversimplification, but its a good starting point for understanding.

Let’s take a closer look.

Qualitative research refers to research which focuses on collecting and analysing words (written or spoken) and textual or visual data, whereas quantitative research focuses on measurement and testing using numerical data . Qualitative analysis can also focus on other “softer” data points, such as body language or visual elements.

It’s quite common for a qualitative methodology to be used when the research aims and research questions are exploratory  in nature. For example, a qualitative methodology might be used to understand peoples’ perceptions about an event that took place, or a political candidate running for president. 

Contrasted to this, a quantitative methodology is typically used when the research aims and research questions are confirmatory  in nature. For example, a quantitative methodology might be used to measure the relationship between two variables (e.g. personality type and likelihood to commit a crime) or to test a set of hypotheses .

As you’ve probably guessed, the mixed-method methodology attempts to combine the best of both qualitative and quantitative methodologies to integrate perspectives and create a rich picture. If you’d like to learn more about these three methodological approaches, be sure to watch our explainer video below.

What is sampling strategy?

Simply put, sampling is about deciding who (or where) you’re going to collect your data from . Why does this matter? Well, generally it’s not possible to collect data from every single person in your group of interest (this is called the “population”), so you’ll need to engage a smaller portion of that group that’s accessible and manageable (this is called the “sample”).

How you go about selecting the sample (i.e., your sampling strategy) will have a major impact on your study.  There are many different sampling methods  you can choose from, but the two overarching categories are probability   sampling and  non-probability   sampling .

Probability sampling  involves using a completely random sample from the group of people you’re interested in. This is comparable to throwing the names all potential participants into a hat, shaking it up, and picking out the “winners”. By using a completely random sample, you’ll minimise the risk of selection bias and the results of your study will be more generalisable  to the entire population. 

Non-probability sampling , on the other hand,  doesn’t use a random sample . For example, it might involve using a convenience sample, which means you’d only interview or survey people that you have access to (perhaps your friends, family or work colleagues), rather than a truly random sample. With non-probability sampling, the results are typically not generalisable .

To learn more about sampling methods, be sure to check out the video below.

What are data collection methods?

As the name suggests, data collection methods simply refers to the way in which you go about collecting the data for your study. Some of the most common data collection methods include:

• Interviews (which can be unstructured, semi-structured or structured)
• Focus groups and group interviews
• Surveys (online or physical surveys)
• Observations (watching and recording activities)
• Biophysical measurements (e.g., blood pressure, heart rate, etc.)
• Documents and records (e.g., financial reports, court records, etc.)

The choice of which data collection method to use depends on your overall research aims and research questions , as well as practicalities and resource constraints. For example, if your research is exploratory in nature, qualitative methods such as interviews and focus groups would likely be a good fit. Conversely, if your research aims to measure specific variables or test hypotheses, large-scale surveys that produce large volumes of numerical data would likely be a better fit.

What are data analysis methods?

Data analysis methods refer to the methods and techniques that you’ll use to make sense of your data. These can be grouped according to whether the research is qualitative  (words-based) or quantitative (numbers-based).

Popular data analysis methods in qualitative research include:

• Qualitative content analysis
• Thematic analysis
• Discourse analysis
• Narrative analysis
• Interpretative phenomenological analysis (IPA)
• Visual analysis (of photographs, videos, art, etc.)

Qualitative data analysis all begins with data coding , after which an analysis method is applied. In some cases, more than one analysis method is used, depending on the research aims and research questions . In the video below, we explore some  common qualitative analysis methods, along with practical examples.  

Moving on to the quantitative side of things, popular data analysis methods in this type of research include:

• Descriptive statistics (e.g. means, medians, modes )
• Inferential statistics (e.g. correlation, regression, structural equation modelling)

Again, the choice of which data collection method to use depends on your overall research aims and objectives , as well as practicalities and resource constraints. In the video below, we explain some core concepts central to quantitative analysis.

How do I choose a research methodology?

As you’ve probably picked up by now, your research aims and objectives have a major influence on the research methodology . So, the starting point for developing your research methodology is to take a step back and look at the big picture of your research, before you make methodology decisions. The first question you need to ask yourself is whether your research is exploratory or confirmatory in nature.

If your research aims and objectives are primarily exploratory in nature, your research will likely be qualitative and therefore you might consider qualitative data collection methods (e.g. interviews) and analysis methods (e.g. qualitative content analysis). 

Conversely, if your research aims and objective are looking to measure or test something (i.e. they’re confirmatory), then your research will quite likely be quantitative in nature, and you might consider quantitative data collection methods (e.g. surveys) and analyses (e.g. statistical analysis).

Designing your research and working out your methodology is a large topic, which we cover extensively on the blog . For now, however, the key takeaway is that you should always start with your research aims, objectives and research questions (the golden thread). Every methodological choice you make needs align with those three components. 

Example of a research methodology chapter

In the video below, we provide a detailed walkthrough of a research methodology from an actual dissertation, as well as an overview of our free methodology template .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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199 Comments

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I am writing a APA Format paper . I using questionnaire with 120 STDs teacher for my participant. Can you write me mthology for this research. Send it through email sent. Just need a sample as an example please. My topic is ” impacts of overcrowding on students learning

Thanks for your comment.

We can’t write your methodology for you. If you’re looking for samples, you should be able to find some sample methodologies on Google. Alternatively, you can download some previous dissertations from a dissertation directory and have a look at the methodology chapters therein.

All the best with your research.

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Thanks for the kind words, Edward. Good luck with your research!

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Sure. You’re welcome to book an initial consultation with one of our Research Coaches to discuss how we can assist – https://gradcoach.com/book/new/ .

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how do i reference this?

MLA Jansen, Derek, and Kerryn Warren. “What (Exactly) Is Research Methodology?” Grad Coach, June 2021, gradcoach.com/what-is-research-methodology/.

APA Jansen, D., & Warren, K. (2021, June). What (Exactly) Is Research Methodology? Grad Coach. https://gradcoach.com/what-is-research-methodology/

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APA Methods Section – How To Write It With Examples

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The APA methods section is a very important part of your academic paper, displaying how you conducted your research by providing a precise description of the methods and procedures you used for the study. This section ensures transparency, allowing other researchers to see exactly how you conducted your experiments. In APA style , the methods section usually includes subsections on participants, materials or measures, and procedures. This article discusses the APA methods section in detail.

Inhaltsverzeichnis

• 1 APA Methods Section – In a Nutshell
• 2 Definition: APA Methods Section
• 3 APA Methods Section: Structure
• 4 APA Methods Section: Participants
• 5 APA Methods Section: Materials
• 6 APA Methods Section: Procedure

APA Methods Section – In a Nutshell

• The APA methods section covers the participants, materials, and procedures.
• Under the ‘Participants’ heading of the APA methods section, you should state the relevant demographic characteristics of your participants.
• Accurately reporting the facts of the study can help other researchers determine how much the results can be generalized.

Definition: APA Methods Section

The APA methods section describes the procedures you used to carry out your research and explains why particular processes were selected. It allows other researchers to replicate the study and make their own conclusions on the validity of the experiment.

APA Methods Section: Structure

• The main heading of the APA methods section should be written in bold and should be capitalized. It also has to be centered.
• All subheadings should be aligned to the left and must be boldfaced. You should select subheadings that are suitable for your essay, and the most commonly used include ‘Participants’, ‘Materials’, and ‘Procedure’.

Heading formats:

APA format has certain requirements for reporting different research designs. You should go through these guidelines to determine what you should mention for research using longitudinal designs , replication studies, and experimental designs .

APA Methods Section: Participants

Under this subheading, you will have to report on the sample characteristics, the procedures used to collect samples, and the sample size selected.

Subject or Participant Characteristics

In academic studies, ‘participants’ refers to the people who take part in a study. If animals are used instead of human beings, the researcher can use the term ‘subjects’. In this subheading of the APA methods section, you have to describe the demographic characteristics of the participants, including their age, sex, race, ethnic group, education level, and gender identity. Depending on the nature of the study, other characteristics may be important. Some of these include:

• Education levels
• Language preference
• Immigration status

By describing the characteristics of the participants, readers will be able to determine how much the results can be generalized. Make sure you use bias-free language when writing this part of the APA methods section.

The study included 100 homosexual men and 100 homosexual women aged between 30 and 50 years from the city of London, UK.

Sampling Procedures

When selecting participants for your study, you will have to use certain sampling procedures. If the study could access all members of the population, you can say that you used random sampling methods. This section of the APA methods section should cover the percentage of respondents who participated in the research, and how they were chosen. You also need to state how participants were compensated and the ethical standard followed.

• Transgender male students from London were invited to participate in a study.
• Invites were sent to the students via email, social media posts, and posters in the schools.
• Each participant received $10 for the time spent in the study.
• The research obtained ethical approval before the participants were recruited.

Sample Size and Statistical Power

In this part of the APA methods section, you should give details on the sample size and statistical power you aimed at achieving. You should mention whether the final sample was the same as the intended sample. This section should show whether your research had enough statistical power to find any effects.

• The study aimed at a statistical power of 75% to detect an effect of 10% with an alpha of .05.
• 200 participants were required, and the study fulfilled these conditions.

APA Methods Section: Materials

Readers also need to know the materials you used for the study. This part of the APA methods section will give other researchers a good picture of the methods used to conduct the study.

Primary and secondary measures

Here, you should indicate the instruments used in the study, as well as the constructs they were meant to measure. Some of these are inventories, scales, tests, software, and hardware. Make sure you cover the following aspects:

• Reliability
• The Traumatic Stress Schedule (TSS) was used to measure the exposure to traumatic events.
• This 10-item chart requires participants to report lifelong exposure to traumatic stress.
• For example, they could indicate whether they suffered the traumatic death of a loved one.
• The Davidson Trauma Scale was also used to assess the symptoms of trauma.

Under this subheading of the APA methods section, you should also mention covariates or additional variables that can explain the outcomes.

Quality of measurements

You can mention the strategies you applied to ensure data integrity and reliability. These may include:

• Training the interviewers
• Establishing clear data nominalization procedures
• Rigorous data handling and analysis processes
• Having multiple people assess the data

If the data was subjectively coded, you should indicate the interrater reliability scores in the APA methods section.

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APA Methods Section: Procedure

This part of the APA methods section indicates the methods you used to carry out the research, process the data, and analyze the results.

Research Design and Data Collection Methods

Data collection is the systematic gathering of observations and measurements, and you have to describe all procedures used in this process. You can use supplementary materials to describe long and complicated data collection methods.

When reporting the research design, you should mention the framework of the study. This could be experimental, longitudinal, correlational, or descriptive. Additionally, you should mention whether you used a between-subjects design or within-subjects design .

In this part of the APA methods section, you should also mention whether any masking methods were used to hide condition assignments from the participants.

• Participants are told the research takes an hour covers their personal experiences in school.
• They were assured that the reports would be confidential and were asked to give consent.
• The participants were asked to fill in questionnaires .
• The control group was given an unrelated filler task, after which they filled a questionnaire.
• It was determined the experiences of homosexual and CIS-gendered students varied.

Data diagnostics

This part of the APA method section outlines the steps taken to process the data. It includes:

• Methods of identifying and controlling outliers
• Data transformation procedures
• Methods of compensating for missing values

Analytic strategies

This subheading of the APA methods section describes the analytic strategies used, but you shouldn’t mention the outcomes. The primary and secondary hypotheses use past studies or theoretical frameworks , while exploratory hypotheses focus on the data in the study.

We started by assessing the demographic differences between the two groups. We also performed an independent samples t-test on the test scores .

What are the parts of an APA methods section?

In this section, you should include the study participants, the methods used, and the procedures.

What is included in the APA methods section?

The methods section covers the participants or subject characteristics, the sampling procedures, the sample size, the measures used, the data collection methods, the research design, the data analysis strategy, and the data processing method.

Should I use the Oxford comma when writing the APA methods section?

Yes, the serial comma is required when writing the APA methods section.

Should I use the first person to write the APA methods section?

Yes, the APA language guidelines encourage researchers to use first-person pronouns when writing the methods section.

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4 Writing the Materials and Methods (Methodology) Section

The Materials and Methods section briefly describes how you did your research. In other words, what did you do to answer your research question? If there were materials used for the research or materials experimented on you list them in this section. You also describe how you did the research or experiment. The key to a methodology is that another person must be able to replicate your research—follow the steps you take. For example if you used the internet to do a search it is not enough to say you “searched the internet.” A reader would need to know which search engine and what key words you used.

Open this section by describing the overall approach you took or the materials used. Then describe to the readers step-by-step the methods you used including any data analysis performed. See Fig. 2.5 below for an example of materials and methods section.

Writing tips:

• Explain procedures, materials, and equipment used
• Example: “We used an x-ray fluorescence spectrometer to analyze major and trace elements in the mystery mineral samples.”
• Order events chronologically, perhaps with subheadings (Field work, Lab Analysis, Statistical Models)
• Use past tense (you did X, Y, Z)
• Quantify measurements
• Include results in the methods! It’s easy to make this mistake!
• Example: “W e turned on the machine and loaded in our samples, then calibrated the instrument and pushed the start button and waited one hour. . . .”

Technical Writing @ SLCC Copyright © 2020 by Department of English, Linguistics, and Writing Studies at SLCC is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Quantitative Methods in Physics Education Research: Overview and Examples of Studies

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• Italo Testa 6  

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• International Conference on Frontiers of Fundamental Physics

Traditionally, Physics Education Research (PER) embraces several research methods classified as qualitative, quantitative, and mixed methods. These methods help researchers understand students’ and teachers’ ideas and attitudes, as well as evaluate classroom interventions. Quantitative research methods are thoroughly used in all fundamental physics research fields as particle physics or astrophysics. However, in physics education research, quantitative research has not been widespread adopted by PER researchers. While being the norm in educational psychology journals since the 80s, only recently, thanks also to the software availability, rigorous psychometric assessment of new instruments, randomized clinical trials, longitudinal designs and multivariate analyses, have started to appear in PER journals. While quantitative papers can often be difficult to read given some extremely technical parts, they are most likely to promote lasting insights and replicable results to the community. In this paper, I will address foundational techniques in quantitative methods that have traditionally marked social and behavioral sciences—as the Factorial Analysis, Structural Equation Modeling family of methods, and Rasch analysis. Examples of studies recently published will provide a space to examine and challenge current practices, learn how quantitative methods have changed and suggest the latest approaches for the interested researchers.

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Testa, I. (2024). Quantitative Methods in Physics Education Research: Overview and Examples of Studies. In: Aydiner, E., Sidharth, B.G., Michelini, M., Corda, C. (eds) Frontiers of Fundamental Physics FFP16. FFP 2022. Springer Proceedings in Physics, vol 392. Springer, Cham. https://doi.org/10.1007/978-3-031-38477-6_26

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Types of market research: Methods and examples

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Here at GWI we publish a steady stream of blogs, reports, and other resources that dig deep into specific market research topics.

But what about the folks who’d appreciate a more general overview of market research that explains the big picture? Don’t they deserve some love too?

Of course they do. That’s why we’ve created this overview guide focusing on types of market research and examples. With so many market research companies to choose from, having a solid general understanding of how this sector works is essential for any brand or business that wants to pick the right market research partner.

So with that in mind, let’s start at the very beginning and get clear on…

Market research definition

At the risk of stating the slightly obvious, market research is the gathering and analyzing of data on consumers, competitors, distributors, and markets. As such it’s not quite the same as consumer research , but there’s significant overlap.

Market research matters because it can help you take the guesswork out of getting through to audiences. By studying consumers and gathering information on their likes, dislikes, and so on, brands can make evidence-based decisions instead of relying on instinct or experience. 

What is market research?

Market research is the organized gathering of information about target markets and consumers’ needs and preferences. It’s an important component of business strategy and a major factor in maintaining competitiveness.

If a business wants to know – really know – what sort of products or services consumers want to buy, along with where, when, and how those products and services should be marketed, it just makes sense to ask the prospective audience. 

Without the certainty that market research brings, a business is basically hoping for the best. And while we salute their optimism, that’s not exactly a reliable strategy for success.

What are the types of market research?

Primary research .

Primary research is a type of market research you either conduct yourself or hire someone to do on your behalf.

A classic example of primary research involves going directly to a source – typically customers or prospective customers in your target market – to ask questions and gather information about a product or service. Interviewing methods include in-person, online surveys, phone calls, and focus groups.

The big advantage of primary research is that it’s directly focused on your objectives, so the outcome will be conclusive, detailed insights – particularly into customer views – making it the gold standard.

The disadvantages are it can be time-consuming and potentially costly, plus there’s a risk of survey bias creeping in, in the sense that research samples may not be representative of the wider group.

Secondary research 

Primary market research means you collect the data your business needs, whereas the types of market research known as secondary market research use information that’s already been gathered for other purposes but can still be valuable. Examples include published market studies, white papers, analyst reports, customer emails, and customer surveys/feedback.

For many small businesses with limited budgets, secondary market research is their first choice because it’s easier to acquire and far more affordable than primary research.

Secondary research can still answer specific business questions, but with limitations. The data collected from that audience may not match your targeted audience exactly, resulting in skewed outcomes. 

A big benefit of secondary market research is helping lay the groundwork and get you ready to carry out primary market research by making sure you’re focused on what matters most.

Qualitative research

Qualitative research is one of the two fundamental types of market research. Qualitative research is about people and their opinions. Typically conducted by asking questions either one-on-one or in groups, qualitative research can help you define problems and learn about customers’ opinions, values, and beliefs.

Classic examples of qualitative research are long-answer questions like “Why do you think this product is better than competitive products? Why do you think it’s not?”, or “How would you improve this new service to make it more appealing?”

Because qualitative research generally involves smaller sample sizes than its close cousin quantitative research, it gives you an anecdotal overview of your subject, rather than highly detailed information that can help predict future performance.

Qualitative research is particularly useful if you’re developing a new product, service, website or ad campaign and want to get some feedback before you commit a large budget to it.

Quantitative research

If qualitative research is all about opinions, quantitative research is all about numbers, using math to uncover insights about your audience. 

Typical quantitative research questions are things like, “What’s the market size for this product?” or “How long are visitors staying on this website?”. Clearly the answers to both will be numerical.

Quantitative research usually involves questionnaires. Respondents are asked to complete the survey, which marketers use to understand consumer needs, and create strategies and marketing plans.

Importantly, because quantitative research is math-based, it’s statistically valid, which means you’re in a good position to use it to predict the future direction of your business.

Consumer research 

As its name implies, consumer research gathers information about consumers’ lifestyles, behaviors, needs and preferences, usually in relation to a particular product or service. It can include both quantitative and qualitative studies.

Examples of consumer research in action include finding ways to improve consumer perception of a product, or creating buyer personas and market segments, which help you successfully market your product to different types of customers.

Understanding consumer trends , driven by consumer research, helps businesses understand customer psychology and create detailed purchasing behavior profiles. The result helps brands improve their products and services by making them more customer-centric, increasing customer satisfaction, and boosting bottom line in the process.

Product research 

Product research gives a new product (or indeed service, we don’t judge) its best chance of success, or helps an existing product improve or increase market share.

It’s common sense: by finding out what consumers want and adjusting your offering accordingly, you gain a competitive edge. It can be the difference between a product being a roaring success or an abject failure.

Examples of product research include finding ways to develop goods with a higher value, or identifying exactly where innovation effort should be focused. 

Product research goes hand-in-hand with other strands of market research, helping you make informed decisions about what consumers want, and what you can offer them.

Brand research  

Brand research is the process of gathering feedback from your current, prospective, and even past customers to understand how your brand is perceived by the market.

It covers things like brand awareness, brand perceptions, customer advocacy, advertising effectiveness, purchase channels, audience profiling, and whether or not the brand is a top consideration for consumers.

The result helps take the guesswork out of your messaging and brand strategy. Like all types of market research, it gives marketing leaders the data they need to make better choices based on fact rather than opinion or intuition.

Market research methods 

So far we’ve reviewed various different types of market research, now let’s look at market research methods, in other words the practical ways you can uncover those all-important insights.

Consumer research platform 

A consumer research platform like GWI is a smart way to find on-demand market research insights in seconds.

In a world of fluid markets and changing attitudes, a detailed understanding of your consumers, developed using the right research platform, enables you to stop guessing and start knowing.

As well as providing certainty, consumer research platforms massively accelerate speed to insight. Got a question? Just jump on your consumer research platform and find the answer – job done.

The ability to mine data for answers like this is empowering – suddenly you’re in the driving seat with a world of possibilities ahead of you. Compared to the most obvious alternative – commissioning third party research that could take weeks to arrive – the right consumer research platform is basically a magic wand.

Admittedly we’re biased, but GWI delivers all this and more. Take our platform for a quick spin and see for yourself.

And the downside of using a consumer research platform? Well, no data set, however fresh or thorough, can answer every question. If you need really niche insights then your best bet is custom market research , where you can ask any question you like, tailored to your exact needs.

Face-to-face interviews 

Despite the rise in popularity of online surveys , face-to-face survey interviewing – using mobile devices or even the classic paper survey – is still a popular data collection method.

In terms of advantages, face-to-face interviews help with accurate screening, in the sense the interviewee can’t easily give misleading answers about, say, their age. The interviewer can also make a note of emotions and non-verbal cues. 

On the other hand, face-to-face interviews can be costly, while the quality of data you get back often depends on the ability of the interviewer. Also, the size of the sample is limited to the size of your interviewing staff, the area in which the interviews are conducted, and the number of qualified respondents within that area.

Social listening 

Social listening is a powerful solution for brands who want to keep an ear to the ground, gathering unfiltered thoughts and opinions from consumers who are posting on social media. 

Many social listening tools store data for up to a couple of years, great for trend analysis that needs to compare current and past conversations.

Social listening isn’t limited to text. Images, videos, and emojis often help us better understand what consumers are thinking, saying, and doing better than more traditional research methods. 

Perhaps the biggest downside is there are no guarantees with social listening, and you never know what you will (or won’t) find. It can also be tricky to gauge sentiment accurately if the language used is open to misinterpretation, for example if a social media user describes something as “sick”.

There’s also a potential problem around what people say vs. what they actually do. Tweeting about the gym is a good deal easier than actually going. The wider problem – and this may shock you – is that not every single thing people write on social media is necessarily true, which means social listening can easily deliver unreliable results.

Public domain data 

Public domain data comes from think tanks and government statistics or research centers like the UK’s National Office for Statistics or the United States Census Bureau and the National Institute of Statistical Sciences. Other sources are things like research journals, news media, and academic material.

Its advantages for market research are it’s cheap (or even free), quick to access, and easily available. Public domain datasets can be huge, so potentially very rich.

On the flip side, the data can be out of date, it certainly isn’t exclusive to you, and the collection methodology can leave much to be desired. But used carefully, public domain data can be a useful source of secondary market research.

Telephone interviews 

You know the drill – you get a call from a researcher who asks you questions about a particular topic and wants to hear your opinions. Some even pay or offer other rewards for your time.

Telephone surveys are great for reaching niche groups of consumers within a specific geographic area or connected to a particular brand, or who aren’t very active in online channels. They’re not well-suited for gathering data from broad population groups, simply because of the time and labor involved.

How to use market research 

Data isn’t an end in itself; instead it’s a springboard to make other stuff happen. So once you’ve drawn conclusions from your research, it’s time to think of what you’ll actually do based on your findings.

While it’s impossible for us to give a definitive list (every use case is different), here are some suggestions to get you started.

Leverage it . Think about ways to expand the use – and value – of research data and insights, for example by using research to support business goals and functions, like sales, market share or product design.

Integrate it . Expand the value of your research data by integrating it with other data sources, internal and external. Integrating data like this can broaden your perspective and help you draw deeper insights for more confident decision-making.

Justify it . Enlist colleagues from areas that’ll benefit from the insights that research provides – that could be product management, product development, customer service, marketing, sales or many others – and build a business case for using research.

How to choose the right type of market research 

Broadly speaking, choosing the right research method depends on knowing the type of data you need to collect. To dig into ideas and opinions, choose qualitative; to do some testing, it’s quantitative you want.

There are also a bunch of practical considerations, not least cost. If a particular approach sounds great but costs the earth then clearly it’s not ideal for any brand on a budget.

Then there’s how you intend to use the actual research, your level of expertise with research data, whether you need access to historical data or just a snapshot of today, and so on.

The point is, different methods suit different situations. When choosing, you’ll want to consider what you want to achieve, what data you’ll need, the pros and cons of each method, the costs of conducting the research, and the cost of analyzing the results. 

Market research examples

Independent agency Bright/Shift used GWI consumer insights to shape a high-impact go-to-market strategy for their sustainable furniture client, generating £41K in revenue in the first month. Here’s how they made the magic happen .

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Cultural Relativity and Acceptance of Embryonic Stem Cell Research

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There is a debate about the ethical implications of using human embryos in stem cell research, which can be influenced by cultural, moral, and social values. This paper argues for an adaptable framework to accommodate diverse cultural and religious perspectives. By using an adaptive ethics model, research protections can reflect various populations and foster growth in stem cell research possibilities.

INTRODUCTION

Stem cell research combines biology, medicine, and technology, promising to alter health care and the understanding of human development. Yet, ethical contention exists because of individuals’ perceptions of using human embryos based on their various cultural, moral, and social values. While these disagreements concerning policy, use, and general acceptance have prompted the development of an international ethics policy, such a uniform approach can overlook the nuanced ethical landscapes between cultures. With diverse viewpoints in public health, a single global policy, especially one reflecting Western ethics or the ethics prevalent in high-income countries, is impractical. This paper argues for a culturally sensitive, adaptable framework for the use of embryonic stem cells. Stem cell policy should accommodate varying ethical viewpoints and promote an effective global dialogue. With an extension of an ethics model that can adapt to various cultures, we recommend localized guidelines that reflect the moral views of the people those guidelines serve.

Stem cells, characterized by their unique ability to differentiate into various cell types, enable the repair or replacement of damaged tissues. Two primary types of stem cells are somatic stem cells (adult stem cells) and embryonic stem cells. Adult stem cells exist in developed tissues and maintain the body’s repair processes. [1] Embryonic stem cells (ESC) are remarkably pluripotent or versatile, making them valuable in research. [2] However, the use of ESCs has sparked ethics debates. Considering the potential of embryonic stem cells, research guidelines are essential. The International Society for Stem Cell Research (ISSCR) provides international stem cell research guidelines. They call for “public conversations touching on the scientific significance as well as the societal and ethical issues raised by ESC research.” [3] The ISSCR also publishes updates about culturing human embryos 14 days post fertilization, suggesting local policies and regulations should continue to evolve as ESC research develops. [4]  Like the ISSCR, which calls for local law and policy to adapt to developing stem cell research given cultural acceptance, this paper highlights the importance of local social factors such as religion and culture.

I.     Global Cultural Perspective of Embryonic Stem Cells

Views on ESCs vary throughout the world. Some countries readily embrace stem cell research and therapies, while others have stricter regulations due to ethical concerns surrounding embryonic stem cells and when an embryo becomes entitled to moral consideration. The philosophical issue of when the “someone” begins to be a human after fertilization, in the morally relevant sense, [5] impacts when an embryo becomes not just worthy of protection but morally entitled to it. The process of creating embryonic stem cell lines involves the destruction of the embryos for research. [6] Consequently, global engagement in ESC research depends on social-cultural acceptability.

a.     US and Rights-Based Cultures

In the United States, attitudes toward stem cell therapies are diverse. The ethics and social approaches, which value individualism, [7] trigger debates regarding the destruction of human embryos, creating a complex regulatory environment. For example, the 1996 Dickey-Wicker Amendment prohibited federal funding for the creation of embryos for research and the destruction of embryos for “more than allowed for research on fetuses in utero.” [8] Following suit, in 2001, the Bush Administration heavily restricted stem cell lines for research. However, the Stem Cell Research Enhancement Act of 2005 was proposed to help develop ESC research but was ultimately vetoed. [9] Under the Obama administration, in 2009, an executive order lifted restrictions allowing for more development in this field. [10] The flux of research capacity and funding parallels the different cultural perceptions of human dignity of the embryo and how it is socially presented within the country’s research culture. [11]

b.     Ubuntu and Collective Cultures

African bioethics differs from Western individualism because of the different traditions and values. African traditions, as described by individuals from South Africa and supported by some studies in other African countries, including Ghana and Kenya, follow the African moral philosophies of Ubuntu or Botho and Ukama , which “advocates for a form of wholeness that comes through one’s relationship and connectedness with other people in the society,” [12] making autonomy a socially collective concept. In this context, for the community to act autonomously, individuals would come together to decide what is best for the collective. Thus, stem cell research would require examining the value of the research to society as a whole and the use of the embryos as a collective societal resource. If society views the source as part of the collective whole, and opposes using stem cells, compromising the cultural values to pursue research may cause social detachment and stunt research growth. [13] Based on local culture and moral philosophy, the permissibility of stem cell research depends on how embryo, stem cell, and cell line therapies relate to the community as a whole. Ubuntu is the expression of humanness, with the person’s identity drawn from the “’I am because we are’” value. [14] The decision in a collectivistic culture becomes one born of cultural context, and individual decisions give deference to others in the society.

Consent differs in cultures where thought and moral philosophy are based on a collective paradigm. So, applying Western bioethical concepts is unrealistic. For one, Africa is a diverse continent with many countries with different belief systems, access to health care, and reliance on traditional or Western medicines. Where traditional medicine is the primary treatment, the “’restrictive focus on biomedically-related bioethics’” [is] problematic in African contexts because it neglects bioethical issues raised by traditional systems.” [15] No single approach applies in all areas or contexts. Rather than evaluating the permissibility of ESC research according to Western concepts such as the four principles approach, different ethics approaches should prevail.

Another consideration is the socio-economic standing of countries. In parts of South Africa, researchers have not focused heavily on contributing to the stem cell discourse, either because it is not considered health care or a health science priority or because resources are unavailable. [16] Each country’s priorities differ given different social, political, and economic factors. In South Africa, for instance, areas such as maternal mortality, non-communicable diseases, telemedicine, and the strength of health systems need improvement and require more focus. [17] Stem cell research could benefit the population, but it also could divert resources from basic medical care. Researchers in South Africa adhere to the National Health Act and Medicines Control Act in South Africa and international guidelines; however, the Act is not strictly enforced, and there is no clear legislation for research conduct or ethical guidelines. [18]

Some parts of Africa condemn stem cell research. For example, 98.2 percent of the Tunisian population is Muslim. [19] Tunisia does not permit stem cell research because of moral conflict with a Fatwa. Religion heavily saturates the regulation and direction of research. [20] Stem cell use became permissible for reproductive purposes only recently, with tight restrictions preventing cells from being used in any research other than procedures concerning ART/IVF.  Their use is conditioned on consent, and available only to married couples. [21] The community's receptiveness to stem cell research depends on including communitarian African ethics.

c.     Asia

Some Asian countries also have a collective model of ethics and decision making. [22] In China, the ethics model promotes a sincere respect for life or human dignity, [23] based on protective medicine. This model, influenced by Traditional Chinese Medicine (TCM), [24] recognizes Qi as the vital energy delivered via the meridians of the body; it connects illness to body systems, the body’s entire constitution, and the universe for a holistic bond of nature, health, and quality of life. [25] Following a protective ethics model, and traditional customs of wholeness, investment in stem cell research is heavily desired for its applications in regenerative therapies, disease modeling, and protective medicines. In a survey of medical students and healthcare practitioners, 30.8 percent considered stem cell research morally unacceptable while 63.5 percent accepted medical research using human embryonic stem cells. Of these individuals, 89.9 percent supported increased funding for stem cell research. [26] The scientific community might not reflect the overall population. From 1997 to 2019, China spent a total of $576 million (USD) on stem cell research at 8,050 stem cell programs, increased published presence from 0.6 percent to 14.01 percent of total global stem cell publications as of 2014, and made significant strides in cell-based therapies for various medical conditions. [27] However, while China has made substantial investments in stem cell research and achieved notable progress in clinical applications, concerns linger regarding ethical oversight and transparency. [28] For example, the China Biosecurity Law, promoted by the National Health Commission and China Hospital Association, attempted to mitigate risks by introducing an institutional review board (IRB) in the regulatory bodies. 5800 IRBs registered with the Chinese Clinical Trial Registry since 2021. [29] However, issues still need to be addressed in implementing effective IRB review and approval procedures.

The substantial government funding and focus on scientific advancement have sometimes overshadowed considerations of regional cultures, ethnic minorities, and individual perspectives, particularly evident during the one-child policy era. As government policy adapts to promote public stability, such as the change from the one-child to the two-child policy, [30] research ethics should also adapt to ensure respect for the values of its represented peoples.

Japan is also relatively supportive of stem cell research and therapies. Japan has a more transparent regulatory framework, allowing for faster approval of regenerative medicine products, which has led to several advanced clinical trials and therapies. [31] South Korea is also actively engaged in stem cell research and has a history of breakthroughs in cloning and embryonic stem cells. [32] However, the field is controversial, and there are issues of scientific integrity. For example, the Korean FDA fast-tracked products for approval, [33] and in another instance, the oocyte source was unclear and possibly violated ethical standards. [34] Trust is important in research, as it builds collaborative foundations between colleagues, trial participant comfort, open-mindedness for complicated and sensitive discussions, and supports regulatory procedures for stakeholders. There is a need to respect the culture’s interest, engagement, and for research and clinical trials to be transparent and have ethical oversight to promote global research discourse and trust.

d.     Middle East

Countries in the Middle East have varying degrees of acceptance of or restrictions to policies related to using embryonic stem cells due to cultural and religious influences. Saudi Arabia has made significant contributions to stem cell research, and conducts research based on international guidelines for ethical conduct and under strict adherence to guidelines in accordance with Islamic principles. Specifically, the Saudi government and people require ESC research to adhere to Sharia law. In addition to umbilical and placental stem cells, [35] Saudi Arabia permits the use of embryonic stem cells as long as they come from miscarriages, therapeutic abortions permissible by Sharia law, or are left over from in vitro fertilization and donated to research. [36] Laws and ethical guidelines for stem cell research allow the development of research institutions such as the King Abdullah International Medical Research Center, which has a cord blood bank and a stem cell registry with nearly 10,000 donors. [37] Such volume and acceptance are due to the ethical ‘permissibility’ of the donor sources, which do not conflict with religious pillars. However, some researchers err on the side of caution, choosing not to use embryos or fetal tissue as they feel it is unethical to do so. [38]

Jordan has a positive research ethics culture. [39] However, there is a significant issue of lack of trust in researchers, with 45.23 percent (38.66 percent agreeing and 6.57 percent strongly agreeing) of Jordanians holding a low level of trust in researchers, compared to 81.34 percent of Jordanians agreeing that they feel safe to participate in a research trial. [40] Safety testifies to the feeling of confidence that adequate measures are in place to protect participants from harm, whereas trust in researchers could represent the confidence in researchers to act in the participants’ best interests, adhere to ethical guidelines, provide accurate information, and respect participants’ rights and dignity. One method to improve trust would be to address communication issues relevant to ESC. Legislation surrounding stem cell research has adopted specific language, especially concerning clarification “between ‘stem cells’ and ‘embryonic stem cells’” in translation. [41] Furthermore, legislation “mandates the creation of a national committee… laying out specific regulations for stem-cell banking in accordance with international standards.” [42] This broad regulation opens the door for future global engagement and maintains transparency. However, these regulations may also constrain the influence of research direction, pace, and accessibility of research outcomes.

e.     Europe

In the European Union (EU), ethics is also principle-based, but the principles of autonomy, dignity, integrity, and vulnerability are interconnected. [43] As such, the opportunity for cohesion and concessions between individuals’ thoughts and ideals allows for a more adaptable ethics model due to the flexible principles that relate to the human experience The EU has put forth a framework in its Convention for the Protection of Human Rights and Dignity of the Human Being allowing member states to take different approaches. Each European state applies these principles to its specific conventions, leading to or reflecting different acceptance levels of stem cell research. [44]

For example, in Germany, Lebenzusammenhang , or the coherence of life, references integrity in the unity of human culture. Namely, the personal sphere “should not be subject to external intervention.” [45]  Stem cell interventions could affect this concept of bodily completeness, leading to heavy restrictions. Under the Grundgesetz, human dignity and the right to life with physical integrity are paramount. [46] The Embryo Protection Act of 1991 made producing cell lines illegal. Cell lines can be imported if approved by the Central Ethics Commission for Stem Cell Research only if they were derived before May 2007. [47] Stem cell research respects the integrity of life for the embryo with heavy specifications and intense oversight. This is vastly different in Finland, where the regulatory bodies find research more permissible in IVF excess, but only up to 14 days after fertilization. [48] Spain’s approach differs still, with a comprehensive regulatory framework. [49] Thus, research regulation can be culture-specific due to variations in applied principles. Diverse cultures call for various approaches to ethical permissibility. [50] Only an adaptive-deliberative model can address the cultural constructions of self and achieve positive, culturally sensitive stem cell research practices. [51]

II.     Religious Perspectives on ESC

Embryonic stem cell sources are the main consideration within religious contexts. While individuals may not regard their own religious texts as authoritative or factual, religion can shape their foundations or perspectives.

The Qur'an states:

“And indeed We created man from a quintessence of clay. Then We placed within him a small quantity of nutfa (sperm to fertilize) in a safe place. Then We have fashioned the nutfa into an ‘alaqa (clinging clot or cell cluster), then We developed the ‘alaqa into mudgha (a lump of flesh), and We made mudgha into bones, and clothed the bones with flesh, then We brought it into being as a new creation. So Blessed is Allah, the Best of Creators.” [52]

Many scholars of Islam estimate the time of soul installment, marked by the angel breathing in the soul to bring the individual into creation, as 120 days from conception. [53] Personhood begins at this point, and the value of life would prohibit research or experimentation that could harm the individual. If the fetus is more than 120 days old, the time ensoulment is interpreted to occur according to Islamic law, abortion is no longer permissible. [54] There are a few opposing opinions about early embryos in Islamic traditions. According to some Islamic theologians, there is no ensoulment of the early embryo, which is the source of stem cells for ESC research. [55]

In Buddhism, the stance on stem cell research is not settled. The main tenets, the prohibition against harming or destroying others (ahimsa) and the pursuit of knowledge (prajña) and compassion (karuna), leave Buddhist scholars and communities divided. [56] Some scholars argue stem cell research is in accordance with the Buddhist tenet of seeking knowledge and ending human suffering. Others feel it violates the principle of not harming others. Finding the balance between these two points relies on the karmic burden of Buddhist morality. In trying to prevent ahimsa towards the embryo, Buddhist scholars suggest that to comply with Buddhist tenets, research cannot be done as the embryo has personhood at the moment of conception and would reincarnate immediately, harming the individual's ability to build their karmic burden. [57] On the other hand, the Bodhisattvas, those considered to be on the path to enlightenment or Nirvana, have given organs and flesh to others to help alleviate grieving and to benefit all. [58] Acceptance varies on applied beliefs and interpretations.

Catholicism does not support embryonic stem cell research, as it entails creation or destruction of human embryos. This destruction conflicts with the belief in the sanctity of life. For example, in the Old Testament, Genesis describes humanity as being created in God’s image and multiplying on the Earth, referencing the sacred rights to human conception and the purpose of development and life. In the Ten Commandments, the tenet that one should not kill has numerous interpretations where killing could mean murder or shedding of the sanctity of life, demonstrating the high value of human personhood. In other books, the theological conception of when life begins is interpreted as in utero, [59] highlighting the inviolability of life and its formation in vivo to make a religious point for accepting such research as relatively limited, if at all. [60] The Vatican has released ethical directives to help apply a theological basis to modern-day conflicts. The Magisterium of the Church states that “unless there is a moral certainty of not causing harm,” experimentation on fetuses, fertilized cells, stem cells, or embryos constitutes a crime. [61] Such procedures would not respect the human person who exists at these stages, according to Catholicism. Damages to the embryo are considered gravely immoral and illicit. [62] Although the Catholic Church officially opposes abortion, surveys demonstrate that many Catholic people hold pro-choice views, whether due to the context of conception, stage of pregnancy, threat to the mother’s life, or for other reasons, demonstrating that practicing members can also accept some but not all tenets. [63]

Some major Jewish denominations, such as the Reform, Conservative, and Reconstructionist movements, are open to supporting ESC use or research as long as it is for saving a life. [64] Within Judaism, the Talmud, or study, gives personhood to the child at birth and emphasizes that life does not begin at conception: [65]

“If she is found pregnant, until the fortieth day it is mere fluid,” [66]

Whereas most religions prioritize the status of human embryos, the Halakah (Jewish religious law) states that to save one life, most other religious laws can be ignored because it is in pursuit of preservation. [67] Stem cell research is accepted due to application of these religious laws.

We recognize that all religions contain subsets and sects. The variety of environmental and cultural differences within religious groups requires further analysis to respect the flexibility of religious thoughts and practices. We make no presumptions that all cultures require notions of autonomy or morality as under the common morality theory , which asserts a set of universal moral norms that all individuals share provides moral reasoning and guides ethical decisions. [68] We only wish to show that the interaction with morality varies between cultures and countries.

III.     A Flexible Ethical Approach

The plurality of different moral approaches described above demonstrates that there can be no universally acceptable uniform law for ESC on a global scale. Instead of developing one standard, flexible ethical applications must be continued. We recommend local guidelines that incorporate important cultural and ethical priorities.

While the Declaration of Helsinki is more relevant to people in clinical trials receiving ESC products, in keeping with the tradition of protections for research subjects, consent of the donor is an ethical requirement for ESC donation in many jurisdictions including the US, Canada, and Europe. [69] The Declaration of Helsinki provides a reference point for regulatory standards and could potentially be used as a universal baseline for obtaining consent prior to gamete or embryo donation.

For instance, in Columbia University’s egg donor program for stem cell research, donors followed standard screening protocols and “underwent counseling sessions that included information as to the purpose of oocyte donation for research, what the oocytes would be used for, the risks and benefits of donation, and process of oocyte stimulation” to ensure transparency for consent. [70] The program helped advance stem cell research and provided clear and safe research methods with paid participants. Though paid participation or covering costs of incidental expenses may not be socially acceptable in every culture or context, [71] and creating embryos for ESC research is illegal in many jurisdictions, Columbia’s program was effective because of the clear and honest communications with donors, IRBs, and related stakeholders.  This example demonstrates that cultural acceptance of scientific research and of the idea that an egg or embryo does not have personhood is likely behind societal acceptance of donating eggs for ESC research. As noted, many countries do not permit the creation of embryos for research.

Proper communication and education regarding the process and purpose of stem cell research may bolster comprehension and garner more acceptance. “Given the sensitive subject material, a complete consent process can support voluntary participation through trust, understanding, and ethical norms from the cultures and morals participants value. This can be hard for researchers entering countries of different socioeconomic stability, with different languages and different societal values. [72]

An adequate moral foundation in medical ethics is derived from the cultural and religious basis that informs knowledge and actions. [73] Understanding local cultural and religious values and their impact on research could help researchers develop humility and promote inclusion.

IV.     Concerns

Some may argue that if researchers all adhere to one ethics standard, protection will be satisfied across all borders, and the global public will trust researchers. However, defining what needs to be protected and how to define such research standards is very specific to the people to which standards are applied. We suggest that applying one uniform guide cannot accurately protect each individual because we all possess our own perceptions and interpretations of social values. [74] Therefore, the issue of not adjusting to the moral pluralism between peoples in applying one standard of ethics can be resolved by building out ethics models that can be adapted to different cultures and religions.

Other concerns include medical tourism, which may promote health inequities. [75] Some countries may develop and approve products derived from ESC research before others, compromising research ethics or drug approval processes. There are also concerns about the sale of unauthorized stem cell treatments, for example, those without FDA approval in the United States. Countries with robust research infrastructures may be tempted to attract medical tourists, and some customers will have false hopes based on aggressive publicity of unproven treatments. [76]

For example, in China, stem cell clinics can market to foreign clients who are not protected under the regulatory regimes. Companies employ a marketing strategy of “ethically friendly” therapies. Specifically, in the case of Beike, China’s leading stem cell tourism company and sprouting network, ethical oversight of administrators or health bureaus at one site has “the unintended consequence of shifting questionable activities to another node in Beike's diffuse network.” [77] In contrast, Jordan is aware of stem cell research’s potential abuse and its own status as a “health-care hub.” Jordan’s expanded regulations include preserving the interests of individuals in clinical trials and banning private companies from ESC research to preserve transparency and the integrity of research practices. [78]

The social priorities of the community are also a concern. The ISSCR explicitly states that guidelines “should be periodically revised to accommodate scientific advances, new challenges, and evolving social priorities.” [79] The adaptable ethics model extends this consideration further by addressing whether research is warranted given the varying degrees of socioeconomic conditions, political stability, and healthcare accessibilities and limitations. An ethical approach would require discussion about resource allocation and appropriate distribution of funds. [80]

While some religions emphasize the sanctity of life from conception, which may lead to public opposition to ESC research, others encourage ESC research due to its potential for healing and alleviating human pain. Many countries have special regulations that balance local views on embryonic personhood, the benefits of research as individual or societal goods, and the protection of human research subjects. To foster understanding and constructive dialogue, global policy frameworks should prioritize the protection of universal human rights, transparency, and informed consent. In addition to these foundational global policies, we recommend tailoring local guidelines to reflect the diverse cultural and religious perspectives of the populations they govern. Ethics models should be adapted to local populations to effectively establish research protections, growth, and possibilities of stem cell research.

For example, in countries with strong beliefs in the moral sanctity of embryos or heavy religious restrictions, an adaptive model can allow for discussion instead of immediate rejection. In countries with limited individual rights and voice in science policy, an adaptive model ensures cultural, moral, and religious views are taken into consideration, thereby building social inclusion. While this ethical consideration by the government may not give a complete voice to every individual, it will help balance policies and maintain the diverse perspectives of those it affects. Embracing an adaptive ethics model of ESC research promotes open-minded dialogue and respect for the importance of human belief and tradition. By actively engaging with cultural and religious values, researchers can better handle disagreements and promote ethical research practices that benefit each society.

This brief exploration of the religious and cultural differences that impact ESC research reveals the nuances of relative ethics and highlights a need for local policymakers to apply a more intense adaptive model.

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Culturally, autonomy practices follow a relational autonomy approach based on a paternalistic deontological health care model. The adherence to strict international research policies and religious pillars within the regulatory environment is a great foundation for research ethics. However, there is a need to develop locally targeted ethics approaches for research (as called for in Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6), this decision-making approach may help advise a research decision model. For more on the clinical cultural autonomy approaches, see: Alabdullah, Y. Y., Alzaid, E., Alsaad, S., Alamri, T., Alolayan, S. W., Bah, S., & Aljoudi, A. S. (2022). Autonomy and paternalism in Shared decision‐making in a Saudi Arabian tertiary hospital: A cross‐sectional study. Developing World Bioethics , 23 (3), 260–268. https://doi.org/10.1111/dewb.12355 ; Bukhari, A. A. (2017). Universal Principles of Bioethics and Patient Rights in Saudi Arabia (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/124; Ladha, S., Nakshawani, S. A., Alzaidy, A., & Tarab, B. (2023, October 26). Islam and Bioethics: What We All Need to Know . Columbia University School of Professional Studies. https://sps.columbia.edu/events/islam-and-bioethics-what-we-all-need-know

[39] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics.  Research Ethics ,  17 (2), 228-241.  https://doi.org/10.1177/1747016120966779

[40] Ababneh, M. A., Al-Azzam, S. I., Alzoubi, K., Rababa’h, A., & Al Demour, S. (2021). Understanding and attitudes of the Jordanian public about clinical research ethics.  Research Ethics ,  17 (2), 228-241.  https://doi.org/10.1177/1747016120966779

[41] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[42] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[43] The EU’s definition of autonomy relates to the capacity for creating ideas, moral insight, decisions, and actions without constraint, personal responsibility, and informed consent. However, the EU views autonomy as not completely able to protect individuals and depends on other principles, such as dignity, which “expresses the intrinsic worth and fundamental equality of all human beings.” Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

[44] Council of Europe. Convention for the protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (ETS No. 164) https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=164 (forbidding the creation of embryos for research purposes only, and suggests embryos in vitro have protections.); Also see Drabiak-Syed B. K. (2013). New President, New Human Embryonic Stem Cell Research Policy: Comparative International Perspectives and Embryonic Stem Cell Research Laws in France.  Biotechnology Law Report ,  32 (6), 349–356. https://doi.org/10.1089/blr.2013.9865

[45] Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

[46] Tomuschat, C., Currie, D. P., Kommers, D. P., & Kerr, R. (Trans.). (1949, May 23). Basic law for the Federal Republic of Germany. https://www.btg-bestellservice.de/pdf/80201000.pdf

[47] Regulation of Stem Cell Research in Germany . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-germany

[48] Regulation of Stem Cell Research in Finland . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-finland

[49] Regulation of Stem Cell Research in Spain . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-spain

[50] Some sources to consider regarding ethics models or regulatory oversights of other cultures not covered:

Kara MA. Applicability of the principle of respect for autonomy: the perspective of Turkey. J Med Ethics. 2007 Nov;33(11):627-30. doi: 10.1136/jme.2006.017400. PMID: 17971462; PMCID: PMC2598110.

Ugarte, O. N., & Acioly, M. A. (2014). The principle of autonomy in Brazil: one needs to discuss it ...  Revista do Colegio Brasileiro de Cirurgioes ,  41 (5), 374–377. https://doi.org/10.1590/0100-69912014005013

Bharadwaj, A., & Glasner, P. E. (2012). Local cells, global science: The rise of embryonic stem cell research in India . Routledge.

For further research on specific European countries regarding ethical and regulatory framework, we recommend this database: Regulation of Stem Cell Research in Europe . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-europe   

[51] Klitzman, R. (2006). Complications of culture in obtaining informed consent. The American Journal of Bioethics, 6(1), 20–21. https://doi.org/10.1080/15265160500394671 see also: Ekmekci, P. E., & Arda, B. (2017). Interculturalism and Informed Consent: Respecting Cultural Differences without Breaching Human Rights.  Cultura (Iasi, Romania) ,  14 (2), 159–172.; For why trust is important in research, see also: Gray, B., Hilder, J., Macdonald, L., Tester, R., Dowell, A., & Stubbe, M. (2017). Are research ethics guidelines culturally competent?  Research Ethics ,  13 (1), 23-41.  https://doi.org/10.1177/1747016116650235

[52] The Qur'an  (M. Khattab, Trans.). (1965). Al-Mu’minun, 23: 12-14. https://quran.com/23

[53] Lenfest, Y. (2017, December 8). Islam and the beginning of human life . Bill of Health. https://blog.petrieflom.law.harvard.edu/2017/12/08/islam-and-the-beginning-of-human-life/

[54] Aksoy, S. (2005). Making regulations and drawing up legislation in Islamic countries under conditions of uncertainty, with special reference to embryonic stem cell research. Journal of Medical Ethics , 31: 399-403.; see also: Mahmoud, Azza. "Islamic Bioethics: National Regulations and Guidelines of Human Stem Cell Research in the Muslim World." Master's thesis, Chapman University, 2022. https://doi.org/10.36837/ chapman.000386

[55] Rashid, R. (2022). When does Ensoulment occur in the Human Foetus. Journal of the British Islamic Medical Association , 12 (4). ISSN 2634 8071. https://www.jbima.com/wp-content/uploads/2023/01/2-Ethics-3_-Ensoulment_Rafaqat.pdf.

[56] Sivaraman, M. & Noor, S. (2017). Ethics of embryonic stem cell research according to Buddhist, Hindu, Catholic, and Islamic religions: perspective from Malaysia. Asian Biomedicine,8(1) 43-52.  https://doi.org/10.5372/1905-7415.0801.260

[57] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[58] Lecso, P. A. (1991). The Bodhisattva Ideal and Organ Transplantation.  Journal of Religion and Health ,  30 (1), 35–41. http://www.jstor.org/stable/27510629 ; Bodhisattva, S. (n.d.). The Key of Becoming a Bodhisattva . A Guide to the Bodhisattva Way of Life. http://www.buddhism.org/Sutras/2/BodhisattvaWay.htm

[59] There is no explicit religious reference to when life begins or how to conduct research that interacts with the concept of life. However, these are relevant verses pertaining to how the fetus is viewed. (( King James Bible . (1999). Oxford University Press. (original work published 1769))

Jerimiah 1: 5 “Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee…”

In prophet Jerimiah’s insight, God set him apart as a person known before childbirth, a theme carried within the Psalm of David.

Psalm 139: 13-14 “…Thou hast covered me in my mother's womb. I will praise thee; for I am fearfully and wonderfully made…”

These verses demonstrate David’s respect for God as an entity that would know of all man’s thoughts and doings even before birth.

[60] It should be noted that abortion is not supported as well.

[61] The Vatican. (1987, February 22). Instruction on Respect for Human Life in Its Origin and on the Dignity of Procreation Replies to Certain Questions of the Day . Congregation For the Doctrine of the Faith. https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19870222_respect-for-human-life_en.html

[62] The Vatican. (2000, August 25). Declaration On the Production and the Scientific and Therapeutic Use of Human Embryonic Stem Cells . Pontifical Academy for Life. https://www.vatican.va/roman_curia/pontifical_academies/acdlife/documents/rc_pa_acdlife_doc_20000824_cellule-staminali_en.html ; Ohara, N. (2003). Ethical Consideration of Experimentation Using Living Human Embryos: The Catholic Church’s Position on Human Embryonic Stem Cell Research and Human Cloning. Department of Obstetrics and Gynecology . Retrieved from https://article.imrpress.com/journal/CEOG/30/2-3/pii/2003018/77-81.pdf.

[63] Smith, G. A. (2022, May 23). Like Americans overall, Catholics vary in their abortion views, with regular mass attenders most opposed . Pew Research Center. https://www.pewresearch.org/short-reads/2022/05/23/like-americans-overall-catholics-vary-in-their-abortion-views-with-regular-mass-attenders-most-opposed/

[64] Rosner, F., & Reichman, E. (2002). Embryonic stem cell research in Jewish law. Journal of halacha and contemporary society , (43), 49–68.; Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[65] Schenker J. G. (2008). The beginning of human life: status of embryo. Perspectives in Halakha (Jewish Religious Law).  Journal of assisted reproduction and genetics ,  25 (6), 271–276. https://doi.org/10.1007/s10815-008-9221-6

[66] Ruttenberg, D. (2020, May 5). The Torah of Abortion Justice (annotated source sheet) . Sefaria. https://www.sefaria.org/sheets/234926.7?lang=bi&with=all&lang2=en

[67] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.),  Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues  (pp. 79-94). Berkeley: University of California Press.  https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[68] Gert, B. (2007). Common morality: Deciding what to do . Oxford Univ. Press.

[69] World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA , 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053 Declaration of Helsinki – WMA – The World Medical Association .; see also: National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979).  The Belmont report: Ethical principles and guidelines for the protection of human subjects of research . U.S. Department of Health and Human Services.  https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html

[70] Zakarin Safier, L., Gumer, A., Kline, M., Egli, D., & Sauer, M. V. (2018). Compensating human subjects providing oocytes for stem cell research: 9-year experience and outcomes.  Journal of assisted reproduction and genetics ,  35 (7), 1219–1225. https://doi.org/10.1007/s10815-018-1171-z https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6063839/ see also: Riordan, N. H., & Paz Rodríguez, J. (2021). Addressing concerns regarding associated costs, transparency, and integrity of research in recent stem cell trial. Stem Cells Translational Medicine , 10 (12), 1715–1716. https://doi.org/10.1002/sctm.21-0234

[71] Klitzman, R., & Sauer, M. V. (2009). Payment of egg donors in stem cell research in the USA.  Reproductive biomedicine online ,  18 (5), 603–608. https://doi.org/10.1016/s1472-6483(10)60002-8

[72] Krosin, M. T., Klitzman, R., Levin, B., Cheng, J., & Ranney, M. L. (2006). Problems in comprehension of informed consent in rural and peri-urban Mali, West Africa.  Clinical trials (London, England) ,  3 (3), 306–313. https://doi.org/10.1191/1740774506cn150oa

[73] Veatch, Robert M.  Hippocratic, Religious, and Secular Medical Ethics: The Points of Conflict . Georgetown University Press, 2012.

[74] Msoroka, M. S., & Amundsen, D. (2018). One size fits not quite all: Universal research ethics with diversity.  Research Ethics ,  14 (3), 1-17.  https://doi.org/10.1177/1747016117739939

[75] Pirzada, N. (2022). The Expansion of Turkey’s Medical Tourism Industry.  Voices in Bioethics ,  8 . https://doi.org/10.52214/vib.v8i.9894

[76] Stem Cell Tourism: False Hope for Real Money . Harvard Stem Cell Institute (HSCI). (2023). https://hsci.harvard.edu/stem-cell-tourism , See also: Bissassar, M. (2017). Transnational Stem Cell Tourism: An ethical analysis.  Voices in Bioethics ,  3 . https://doi.org/10.7916/vib.v3i.6027

[77] Song, P. (2011) The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation,  New Genetics and Society , 30:2, 141-153, DOI:  10.1080/14636778.2011.574375

[78] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East.  Nature  510, 189. https://doi.org/10.1038/510189a

[79] International Society for Stem Cell Research. (2024). Standards in stem cell research . International Society for Stem Cell Research. https://www.isscr.org/guidelines/5-standards-in-stem-cell-research

[80] Benjamin, R. (2013). People’s science bodies and rights on the Stem Cell Frontier . Stanford University Press.

Mifrah Hayath

SM Candidate Harvard Medical School, MS Biotechnology Johns Hopkins University

Olivia Bowers

MS Bioethics Columbia University (Disclosure: affiliated with Voices in Bioethics)

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Text information security protection method based on computer-generated holograms

Qiuyang Wang, Aiming Ge, Xindi Chen, Jiangbo Wu, Shuo Liu, and Dongsheng Zhu

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Qiuyang Wang, 1, 3 Aiming Ge, 1, * Xindi Chen, 2 Jiangbo Wu, 1 Shuo Liu, 1 and Dongsheng Zhu 2

1 School of Information Science and Technology, Fudan University, Shanghai 200433, China

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• Original Manuscript: March 11, 2024
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Currently, computer-generated holograms (CGHs) based on ray tracing technology are generated faster and faster, and the reconstructed scenes are getting bigger and bigger and contain more and more information. Based on this situation, there are also more applications of using CGHs to hide information, but there is a lack of research on the ability to hide information. To address this issue, this paper proposes a point-sampling CGH method based on ray tracing. Our method utilizes ray tracing techniques to rapidly sample text information at different depths in the scene and hides the depth-encoded text information in the carrier image using discrete cosine transform. The reconstructed image after embedding shows good results, with a peak signal-to-noise ratio (PSNR) of 29.56 dB between the hidden images before and after embedding. The PSNR value between the embedded carrier image and the original carrier image is 51.66 dB, making it difficult for the human eye to distinguish, thereby effectively protecting the generated CGH. We also analyzed the maximum information density and observed that computational holograms obtain the maximum information density at ${200} \times {200}$ resolution.

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• Published: 16 May 2024

Research on sound quality of roller chain transmission system based on multi-source transfer learning

• Jiabao Li 1 ,
• Lichi An 1 ,
• Yabing Cheng 1 &
• Haoxiang Wang 1  

Scientific Reports volume  14 , Article number:  11226 ( 2024 ) Cite this article

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• Engineering
• Mechanical engineering

To establish the sound quality evaluation model of roller chain transmission system, we collect the running noise under different working conditions. After the noise samples are preprocessed, a group of experienced testers are organized to evaluate them subjectively. Mel frequency cepstral coefficient (MFCC) of each noise sample is calculated, and the MFCC feature map is used as an objective evaluation. Combining with the subjective and objective evaluation results of the roller chain system noise, we can get the original dataset of its sound quality research. However, the number of high-quality noise samples is relatively small. Based on the sound quality research of various chain transmission systems, a novel method called multi-source transfer learning convolutional neural network (MSTL-CNN) is proposed. By transferring knowledge from multiple source tasks to target task, the difficulty of small sample sound quality prediction is solved. Compared with the problem that single source task transfer learning has too much error on some samples, MSTL-CNN can give full play to the advantages of all transfer learning models. The results also show that the MSTL-CNN proposed in this paper is significantly better than the traditional sound quality evaluation methods.

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Introduction.

Studies have shown that long-term exposure to noise can seriously affect people’s mental and physical health. Mechanical noise not only makes people cranky, but also can damage hearing and even lead to a higher risk of heart disease 1 , 2 . As an important mechanical basic product, roller chain is widely used in automobiles and motorcycles, which directly affects the noise quality of the whole machine. Nowadays, users pursue higher noise comfort, so how to evaluate the noise of the roller chain transmission system is particularly important. However, previous studies on roller chain noise mainly focus on noise characteristics and noise generation mechanism 3 , 4 . Due to the lack of relevant research on sound quality, a series of noise tests are carried out in this paper to establish the sound quality evaluation model of the roller chain system.

Sound quality research generally includes subjective and objective evaluation content, exploring the user's subjective feeling to noise, mainly the evaluation of comfort degree. The research on sound quality mainly focuses on the field of automobile, and researchers generally use some acoustic parameters (A-weighted sound pressure level, loudness, sharpness, roughness, fluctuation, articulation index and tonality) as objective evaluation. Based on the specific subjective evaluation method, the testers are organized to conduct the auditory evaluation test on the noise samples. Then, researchers often use some machine learning and neural network methods to establish a sound quality evaluation model with objective evaluation as input and subjective evaluation as output 5 , 6 , 7 . Li, D. et al. used the method of multiple linear regression to establish the relationship between subjective discomfort degree and acoustic parameters. The results show that loudness and sharpness have the greatest influence on the comfort of micro commercial vehicles 8 . Wang, Y. et al. proposed a global annoyance level modeling method for pure electric vehicles and established a nonlinear mapping relationship between psychoacoustic indicators and sound quality based on the extreme gradient boost algorithm 9 . Sometimes there is severe multicollinearity between the input features, and the accuracy and performance of the sound quality evaluation model will be reduced. Convolutional neural network (CNN) has strong feature extraction ability and is generally used in the field of image processing. In order to use CNN in the study of sound quality, various feature maps are constructed as objective evaluation of noise 10 , 11 . Mel frequency cepstral coefficient (MFCC) is a commonly used feature representation method in sound signal processing, which has been proved to be used to distinguish sound quality 12 . Using the MFCC feature map as the input of the model, CNN is obviously better than the traditional sound quality modeling method. The above research introduces the development of sound quality research and the improvement of modeling methods in different application scenarios. However, how to improve the accuracy of sound quality prediction model is still a difficult problem when the number of samples is insufficient. Moreover, the constant pursuit of prediction accuracy will inevitably lead to more and more complex models, so it is also important to achieve lightweight sound quality prediction models.

To establish the sound quality evaluation model of roller chain transmission system, we first collect the running noise of the roller chain system under different working conditions and preprocess the noise samples. Secondly, we organize a group of testers to evaluate the noise samples subjectively, and construct feature maps as objective evaluation. To solve the problem of small sample sound quality evaluation, we find and make use of a fuzzy phenomenon in the subjective evaluation of sound quality and propose a data enhancement method called fuzzy generation. However, fuzzy generation can lead to a particular kind of data leakage, and we use transfer learning to eliminate this effect. The basic idea of transfer learning is to accelerate the learning process on the target task by using the knowledge learned in one or more source tasks. This is usually done by using a model that has already been trained on one task as a starting point, and then fine-tuning it to fit the new task 13 , 14 , 15 , 16 . In the study of single-source tasks, Jamil, F. et al., proposed an example-based deep transfer learning method for wind turbine gearbox fault detection to prevent negative migration 17 . Maschler, B. et al. proposed a modular deep learning algorithm for anomaly detection of time series data sets, which realizes deep industrial transfer learning 18 . In the study of multi-source tasks, Rajput, D. S. et al. use multi-source sensing data and fuzzy convolutional neural network for fault classification and prediction, and the accuracy of the model is significantly superior to other machine learning and deep learning methods 19 . Sun, L. et al., proposed a new parameter transfer method to improve training performance in multi-task reinforcement learning 20 . Based on the sound quality study of three chain transmissions (silent chain, Hy-Vo chain and dual-phase Hy-Vo chain), we propose a new method named multi-source transfer learning convolutional neural network (MSTL-CNN). The results show that the proposed model is superior to the traditional sound quality prediction methods.

Data collection and pre-processing

Figure  1 shows the steps of the sound quality evaluation test, including noise acquisition and processing, subjective evaluation test and objective evaluation.

Test procedure.

For the chain transmission system, the roller chain type is 06B, the tooth number of driving sprocket is 19, and the tooth number of driven sprocket is 38. The noise sensor (MINIDSP UMIK-1) is placed at the same height as the center of the driving sprocket, and the noise test is carried out in a closed indoor reverberation field. The measurement distance is the distance between the noise sensor and the chain system, which is 0.5 and 1 m respectively. In the noise test, the speed range is 500–4000 rpm, and the three loads are 500 N, 600 N and 750 N respectively. Starting from the lowest speed (500 rpm), the noise collection is performed every 500 rpm, and the collection time is greater than 30 s each time. We record noise audio using Adobe Audition 2022 software, and the noise is sampled at 48,000 Hz. Finally, we can get 2 × 8 × 3 = 48 noise samples, and randomly intercept 5 s fragments of each sample for subsequent processing.

Figure  2 shows a comparison between the noise of the roller chain transmission system and a silent chain transmission system. The green time-domain waveform on the left is the roller chain system, and the blue one on the right is the silent chain system. Under the same load and measurement distance, the noise of the roller chain system is stronger than that of the silent chain from low speed to high speed. At the low-speed of 1000 rpm, the noise energy of the roller chain system is obviously stronger than that of the silent chain. As the speed increases, the noise energy of the roller chain system decreases at 2500 rpm. The results show that the roller chain system works more smoothly at medium speed, but the noise is still stronger than that of the silent chain system. At the high speed of 4000 rpm, the noise energy of both increases significantly, and the noise of the roller chain system is slightly stronger than that of the silent chain system. Therefore, the noise characteristics of the roller chain system are different from those of the silent chain system, so it is necessary to construct the sound quality evaluation model of the roller chain transmission system.

Comparison of time domain waveform.

Subjective evaluation test

We use the equal interval direct one-dimensional evaluation as a subjective evaluation method, and the noise discomfort level describes the sound quality 21 . As shown in Fig.  3 , there are five discomfort levels for noise, where 0 means extreme discomfort and 10 means no discomfort. The three middle discomfort levels, with three scores for each level, represent the strength of the discomfort level from smallest to largest. Twelve healthy testers with driving experience take part in the auditory perception test, with a ratio (5:1) of men to women. As shown in Fig.  1 d, the tester wears a hi-fi headset for the test, and the same noise audio is played five times by the Groove software. The sound pressure level of the test environment does not exceed 30 dB, and the score is recorded in the table after the tester listens to a noise audio.

Subjective evaluation score chart.

The subjective evaluation scores at each speed are shown in Fig.  4 . Based on the median line, as the speed continues to increase, the score overall shows a downward trend. In the speed range of 500–3000 rpm, the sound quality of the roller chain system decreases with the increase of the speed. However, at 3500 rpm, the score increases, indicating that the roller chain system runs more smoothly at this time. At the limit speed of 4000 rpm, the score is significantly reduced. It should also be noted that the longer the box line means that the sound quality of this speed fluctuates greatly, and there is even an outlier at 2000 rpm. For the same sample, twelve testers should have relatively consistent feelings, so it is necessary to conduct normality test and correlation test on the subjective evaluation results.

Box plot of scores.

Because the sample size is small, Shapiro–Wilk test is used to test the normality of each sample scores, as shown in Fig.  5 . If the test value is greater than 0.05, it is consistent with normality, which is represented by the blue circle, and the red circle indicates that the sample does not conform to the normal distribution. We can see that quite a variety of evaluation results do not conform to the normal distribution, so spearman correlation test is needed to further analyze the subjective evaluation results. The formula for spearman correlation test is as follows:

where x i and y i represent the corresponding elements of the two variables, \(\overline{x}\) and \(\overline{y}\) represent the average value of the corresponding variables. The larger the r value, the stronger the correlation, and the test results are shown in the Fig.  6 .

Normality test.

Correlation test result.

In Fig.  6 , T i ( i  = 1, 2,…,12) represents the number of the twelve testers. The correlation between many testers is less than 0.7, and the weakest correlation between T9 and T6 is only 0.40. To screen reasonable subjective evaluation results, we calculated the average correlation coefficient (ACC) of each tester based on Fig.  6 , as shown in Table 1 .

It can be seen from Table 1 that the ACC of T9 is less than 0.7, so if the results of T9 are excluded, the evaluation results of the remaining testers are all reasonable. The average evaluation scores of the remaining eleven testers are calculated as the final subjective evaluation results, as shown in Table 2 .

Objective evaluation

Mel frequency cepstral coefficient (MFCC) is based on the characteristics of the human auditory system. The sensitivity of the human ear to different frequencies is non-linear: it is more sensitive to low frequency sounds and less sensitive to high frequency sounds. The Mel scale is a frequency measurement method based on the human ear’s perception of pitch, which can convert the actual frequency into the Mel frequency. MFCC is a powerful feature representation method because it is able to capture the main characteristics of speech signals in a compact manner, and to some extent simulates the characteristics of human auditory perception 22 , 23 , 24 . The calculation steps of MFCC are as follows:

The original signal is pre-weighted, the high-frequency part is strengthened, and the high-frequency part of the sound signal is compensated for the loss that may be suffered during transmission.

where x ( t ) is the original signal, y ( t ) is the pre-weighted signal, and α usually takes 0.95 or 0.97.

The signal is divided into N millisecond frames, and the data of each frame is windowed. Window functions usually use Hamming window:

The frequency spectrum is obtained by fast Fourier transform of the data of each frame. A set of Mel filters (usually a triangular filter bank) is applied to the spectrum to simulate the perceptual properties of the human ear. Each filter H m ( k ) is defined as:

where f ( m ) is the central frequency of the filter on the Mel scale. The Mel scale transformation is shown as follows:

where M ( f ) is the representation of the frequency f on the Mel scale.

The output of the filter bank needs to be logarithmic.

where X ( k ) is the spectrum of the frame.

After taking the logarithm of the filter bank output, the discrete cosine transform is used to get the final MFCC.

where C ( n ) is the n -th MFCC, L represents the order of the MFCC, generally 12–16.

In this paper, the MFCC order L is taken as 12, and the length N of each frame is taken as 20 ms, 25 ms and 30 ms respectively. Finally, the 5 s noise sample is divided into F (250,200 and 167) frames. Based on Eqs. ( 2 )–( 7 ), we can calculate the three MFCC for each noise sample. The objective evaluation results generate the input feature space, and the subjective evaluation labels the noise samples. As shown in Fig.  7 , the MFCC feature map is constructed as the input of the sound quality evaluation model. To compare with the traditional modeling method of sound quality evaluation, we also select six acoustic parameters as objective evaluation. As illustrated in Fig.  8 , the Audio toolbox in MATLAB is used to calculate these six parameters: A-weighted sound pressure level (A-SPL), loudness, sharpness, roughness, fluctuation, articulation index (AI).

MFCC feature map.

Six acoustic parameters: ( a ) A-SPL, ( b ) loudness, ( c ) sharpness, ( d ) roughness, ( e ) Fluctuation, ( f ) AI (The upper figure of each subgraph represents the parameters at 0.5 m measuring distance and the lower figure of each subgraph represents the parameters at 1 m measuring distance).

Methodology

Transfer learning (TL) is especially useful in situations where data is scarce, because it allows models to leverage existing knowledge, reducing the need for large amounts of labeled data. TL can be divided into four categories according to different technical methods: instance-based TL, feature-based TL, model-based TL and relation-based TL 25 , 26 . Instance-based TL directly uses the data instances of the source task to assist the learning of the target task, which usually involves reweighting the data of the source task to better adapt to the target task. Feature-based TL learns feature representations that can be transferred between source and target tasks. Model-based TL directly transfers the model parameters of the source task to the target task and adjusts them. Relation-based TL is suitable for situations where both source and target tasks involve relational data, such as knowledge graphs or social networks. These classification methods of TL help to understand its wide application and provide guidance for selecting appropriate transfer learning strategies for specific problems.

In this paper, we take the sound quality evaluation of roller chain transmission system as the target task and choose the sound quality study of silent chain transmission system as the source task. The source task and the target task are the same in feature space and data space, but the data distribution is different. We choose the model-based TL approach, in which the model parameters of the source task are used as the initialization parameters of the target task model 27 . The fine-tuning process can be represented by the following formula:

where θ target is the model parameter of the target task, θ source is the model parameter of the source task, and Δ θ is the parameter adjustment on the target task. As shown in Fig.  9 , by stacking the prediction results of the three target models, the final sound quality evaluation model can be obtained.

MSTL-CNN flowchart.

As a basic model, convolutional neural network (CNN) is generally used to solve classification tasks. To model sound quality evaluation, the number of nodes in the output layer is set to 1, and a continuous value can be obtained without using nonlinear activation function. The convolutional layer in front of the CNN can be regarded as a feature extractor, as shown in the Fig.  10 . In the source model, there are three convolution layers (Conv), one maxpooling layer, one flatten layer, and three fully connected layers (FC). The step size of the maximum pooling layer is 2 with 0 padding, and the step size of the Conv is 1 without 0 padding. In the three FC, the number of nodes is 1024, 128, and 1, respectively. To avoid overfitting, dropout technology is used in FC1, and the dropout rate is set to 0.5. The output layer is the last layer, and the output result is the evaluation score. Except for the last layer, the activation functions of other layers are relu. Some studies have shown that the structure of the source model and the target model should be similar 28 . Therefore, in this paper, the structural parameters of the target model are the same as those of the source model. When the 167 × 12 MFCC feature map is used as input, the structural parameters of the source model are shown in the Table 3 . The transfer learning process from the source model to the target model can be summarized as: First, the source model is trained on the source task, and then the feature extractor of the source model is reused on the target model. Based on the samples of the target task, the parameters of the new fully connected layers can be trained on the target model.

Transfer learning model.

We chose three sound quality research of chain transmission system as the source tasks, which are: silent chain, Hy-Vo chain, and dual-phase Hy-Vo chain. To better train the source model, we need to expand the datasets for these three source tasks. Fuzzy generation is a data enhancement method based on the fuzzy phenomenon in the subjective evaluation of sound quality. After the correlation test, all the subjective evaluation scores are reasonable, but researchers often take the mean as the final score. If the average score is taken as the most correct result, the accuracy of the other scores can be defined. Based on the uncertainty of subjective evaluation results, we introduce fuzzy mathematics to quantify and deal with the fuzziness of this problem. Fuzzy mathematics is an effective mathematical tool for dealing with uncertainty and fuzziness. By introducing the concepts of fuzzy sets and fuzzy logic, it allows mathematical modeling of inaccurate or incomplete information that is prevalent in the real world 29 , 30 , 31 . Combined with the idea of fuzzy mathematics, fuzzy generation is proposed to expand the datasets. First, we can define a fuzzy map on the evaluation score interval as follows:

where I is the value field [0 10], M is the fuzzy interval of I , and M(s) is the membership function.

We treat the average score as having a membership of 1, while the minimum score and the maximum score both have a membership of 0. After constructing different membership functions, the membership degrees of different sizes are selected to divide the fuzzy generation interval. In the fuzzy generation interval, a suitable perturbation method is selected to generate a sufficient number of new samples. In this paper, three membership functions (cusp, ridge and normal) are constructed, and the formula is as follows:

where c is the core point (the average score), m is the left boundary point (the minimum score), n is the right boundary point (the maximum score), r is a random generation point, and M ( s r ) is the membership of r . Equation ( 10 ) is the cusp membership function, Eq. ( 11 ) is the ridge membership function, and Eq. ( 12 ) is the normal membership function. We take three samples of the roller chain transmission system as an example, and the three membership functions are shown in Fig.  11 . In this paper, we use random perturbation to triple the size of the original dataset with three membership degrees (0.9, 0.7 and 0.5).

Three membership functions.

Results and analysis

Based on three source tasks (with 168 samples) and one target task, we build three transfer learning models: Source model 1(silent chain)–Target model 1, Source model 2(Hy-Vo chain)–Target model 2, Source model 3(dual-phase Hy-Vo chain)–Target model 3. On the source model and the target model, the MFCC feature map is input, the evaluation score is output. Since a large dataset is obtained through fuzzy generation, simple segmentation is enough to obtain reliable evaluation. Therefore, for the test method of source model and target model, we choose training-test split, that is, 83% of data sets are randomly selected for training and 17% for testing. Both the source model and the target model use the Adam optimizer, and the root mean squared error is the loss function. The initial learning rate of the source model is 0.005 and the epoch is set to 200. After each source model is trained on the source task, this part including the convolution layers, pooling layer, and flatten layer is regarded as the feature extractor and the parameters of these layers are frozen. By connecting the feature extractor with the new input layer, the new fully connected layers, the new dropout layer, and the new output layer, we can finally get three target models. For the target model, we use the dataset of the roller chain system for training, the initial learning rate is 0.003 and the epoch is set to 100. During the training process, only the parameters of the new fully connected layers are constantly updated, and with the help of the feature extractor, the model can converge with fewer epochs. The final results need to take the mean of five training results, and since there are 3 kinds of feature maps, 3 membership functions and 3 membership values, each transfer learning model needs to be trained 5 × 3 × 3 × 3 = 135 times in total. Three indicators: correlation coefficient (R), root mean squared error (RMSE) and mean absolute error (MAE) are selected to evaluate the transfer learning model, and the formulas are as follows:

where n is the number of samples, x i is the predicted value of the sample, and y i is the true value of the sample. R is used to measure the degree of linear correlation between two variables. The value is between − 1 and 1, where 1 means a completely positive correlation, − 1 means a completely negative correlation, and 0 means no linear correlation. In the prediction of sound quality, R can be used to intuitively show the linear correspondence between the predicted value of the model and the real value. To measure the final predictive effect of transfer learning, we also propose an evaluation formula to select the best situation.

The indicator E can represent the effectiveness of the transferred knowledge on the target model. To ensure that the performance difference between the source model and the target model is not too large, the value of E should be as small as possible. Based on the size of the E value, we can get the best set of source model-target model. Due to the small sample size of the target task, serious underfitting occurs in the model without the use of transfer learning, and the results are not presented because they are meaningless.

The training results of the Source model 1 are shown in Table 4 , and the training results of the Target model 1 are shown in Table 5 . The smaller the evaluation indicator E , the greater the contribution of the source model, and the smaller the prediction error of the target model. As Table 5 shows, the minimum value of evaluation indicator E is 1.745. Therefore, when the membership function is ridge, the membership value is 0.7 and the input size is 167 × 12, the transfer learning effect is the best. The training results of the Source model 2 and Target model 2 are presented in Tables 6 and 7 respectively.

For the Source model 2–Target model 2, as can be seen from the minimum value 1.813 of E in Table 7 , transfer learning has the best effect when the membership function is ridge, the membership value is 0.7 and the input size is 200 × 12. For the last transfer learning model (Source model 3–Target model 3), the results are shown in Tables 8 and 9 .

As can be seen from Table 9 , the minimum value of E is 2.009, indicating that transfer learning has the best effect when the membership function is ridge, the membership value is 0.9 and the input size is 250 × 12. Among the three transfer learning models, the error indicators (RMSE and MAE) of the target model are larger than that of the source model, and we find that the transfer learning effect will be poor on specific samples, as shown in the Fig.  12 .

Error contrast.

In Fig.  12 , the performance of the three transfer learning models differs significantly for different samples. To get the most out of each model, the stacking technique is shown in Fig.  13 . Firstly, we train the three transfer learning models at their best situation, and Fig.  14 shows their convergence curves. Among the three transfer learning models, the initial RMSE of the target model is significantly smaller than that of the source model. It shows that the iteration of the target model is smoother, unlike the source model which has an obvious period of rapid convergence. The three target models are taken as the base model, and the prediction results of the base model are taken as the training data of the meta model. After training the meta model, the prediction of the base model can be effectively integrated. In this paper, the meta model adopts the method of linear regression, and the regression equation is shown as follows:

where P final is the final prediction result of the meta model, p 1 is the prediction result of Target model 1, p 2 is the prediction result of Target model 2, and p 3 is the prediction result of Target model 3. Finally, the prediction results of the meta model are shown in the Table 10 .

Stacking of three models.

Convergence curve of three models: ( a ) source model 1–target model 1, ( b ) source model 2–target model 2, ( c ) source model 3–target model 3.

To compare with the traditional sound quality evaluation methods, we also use lasso regression and support vector regression (SVR) 32 , 33 . Lasso regression is a linear model, which uses L1 penalty term to control variable selection and complexity. This helps reduce the risk of overfitting and enhances the interpretability of the model in data containing multiple related predictors. There are a large number of potential explanatory variables in sound quality prediction, and lasso regression can help identify which features are most important, simplifying the model and improving prediction performance. Unlike lasso regression, SVR is a nonlinear model that deals with linearly indivisible data by using different kernel functions. There are two main advantages of SVR: it has good robustness to outliers and can work effectively in high-dimensional space. For problems such as sound quality that involves complex nonlinear relationships, SVR can provide powerful modeling capabilities. Based on the six acoustic parameters as inputs and the subjective evaluation scores as outputs, we train the lasso regression model and SVR model. For the lasso regression model, five-fold cross validation is used to find the optimal parameter λ is 68. As for the SVR model with radial basis function, five-fold cross validation is also used to find the optimal parameter, the value range is [0.01, 0.1, 1, 10, 100], and the optimal parameters (penalty parameter c  = 100 and kernel parameter g  = 0.01) can be obtained. Due to the small size of the original dataset, we choose the cross-validation approach to get a robust model performance evaluation. Five-fold cross-validation is used as a test method for lasso regression model and SVR model. The prediction results of lasso regression model and SVR model are also shown in the Table 10 . Compared with the three target models, the three indicators of the meta model are significantly better, especially the error indexes (RMSE and MAE) are particularly small. Compared with the two traditional methods, the meta model also has obvious advantages: the maximum correlation coefficient R is 0.993, the minimum RMSE is 0.238, and the minimum MAE is only 0.181. Therefore, the results show that the multi-source transfer learning convolutional neural network (MSTL-CNN) proposed in this paper has the best effect and the most accurate results in the evaluation of sound quality.

In this paper, we do a series of noise tests to establish the sound quality evaluation model of roller chain transmission system. Firstly, 48 noise samples are obtained through noise acquisition test, and all the noise samples are evaluated subjectively and objectively. For the subjective evaluation, the results with poor correlation are excluded. As for the objective evaluation, we calculate the Mel frequency cepstral coefficients and six acoustic parameters.

To solve the problem of small sample sound quality evaluation, we propose a multi-source transfer learning convolutional neural network (MSTL-CNN) based on three source tasks. For the transfer learning model, three membership functions (cusp, ridge and normal) and three membership values (0.9, 0.7 and 0.5) are selected for fuzzy generation. By comparing the transfer learning results in different situations, the optimal conditions of each transfer learning model are found. Since the three transfer learning models behave differently on different samples, we stack their predictions into one meta model. The results of the meta model are not only much better than each transfer learning model, but also better than the traditional methods of sound quality research. In particular, the MSTL-CNN proposed in this paper has the smallest mean absolute error of only 0.181, indicating that the model is the most accurate in the evaluation of sound quality. In the future work, how to remove the stacking steps to simplify the model structure is a research difficulty. Therefore, it is crucial to realize the simultaneous training of three transfer models and timely knowledge sharing for specific samples.

Acknowledgements

This research is supported by The National Natural Science Foundation of China (No. 51775222) and Science and Technology Development Project of Jilin Province in China (No. 20200401136GX).

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Jiabao Li, Lichi An, Yabing Cheng & Haoxiang Wang

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L. J. B. prepared all figures and wrote the main manuscript text, A. L. C. reviewed the manuscript, C. Y. B. provided the funds for the tests and W. H. X. helped with the tests and data processing.

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Correspondence to Yabing Cheng .

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Li, J., An, L., Cheng, Y. et al. Research on sound quality of roller chain transmission system based on multi-source transfer learning. Sci Rep 14 , 11226 (2024). https://doi.org/10.1038/s41598-024-62090-3

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Received : 03 January 2024

Accepted : 13 May 2024

Published : 16 May 2024

DOI : https://doi.org/10.1038/s41598-024-62090-3

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Please note you do not have access to teaching notes, topological optimization in 3d-magnetostatics: development of adjoint methods using the equations of magnetic moments.

COMPEL - The international journal for computation and mathematics in electrical and electronic engineering

ISSN : 0332-1649

Article publication date: 17 May 2024

The purpose of this paper is mainly to develop the adjoint method within the method of magnetic moment (MMM) and thus, to provide an efficient new way to solve topology optimization problems in magnetostatic to design 3D-magnetic circuits.

Design/methodology/approach

First, the MMM is recalled and the optimization design problem is reformulated as a partial derivative equation-constrained optimization problem where the constraint is the Maxwell equation in magnetostatic. From the Karush–Khun–Tucker optimality conditions, a new problem is derived which depends on a Lagrangian parameter. This problem is called the adjoint problem and the Lagrangian parameter is called the adjoint parameter. Thus, solving the direct and the adjoint problems, the values of the objective function as well as its gradient can be efficiently obtained. To obtain a topology optimization code, a semi isotropic material with penalization (SIMP) relaxed-penalization approach associated with an optimization based on gradient descent steps has been developed and used.

In this paper, the authors provide theoretical results which make it possible to compute the gradient via the continuous adjoint of the MMMs. A code was developed and it was validated by comparing it with a finite difference method. Thus, a topology optimization code associating this adjoint based gradient computations and SIMP penalization technique was developed and its efficiency was shown by solving a 3D design problem in magnetostatic.

Research limitations/implications

This research is limited to the design of systems in magnetostatic using the linearity of the materials. The simple examples, the authors provided, are just done to validate our theoretical results and some extensions of our topology optimization code have to be done to solve more interesting design cases.

Originality/value

The problem of design is a 3D magnetic circuit. The 2D optimization problems are well known and several methods of resolution have been introduced, but rare are the problems using the adjoint method in 3D. Moreover, the association with the MMMs has never been treated yet. The authors show in this paper that this association could provide gains in CPU time.

• Optimization
• Sensitivity analysis
• Numerical methods
• Method of magnetic moments
• Volume integral method

Acknowledgements

Funding : This work was supported by ANR – French Research National Agency (ANR-21-CE05-0001-01).

Michel, S. , Messine, F. and Poirier, J.-R. (2024), "Topological optimization in 3D-magnetostatics: development of adjoint methods using the equations of magnetic moments", COMPEL - The international journal for computation and mathematics in electrical and electronic engineering , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/COMPEL-10-2023-0533

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