research methods for the social sciences

Social Science Research: Principles, Methods and Practices - (Revised edition)

(43 reviews)

Anol Bhattacherjee, University of South Florida

ISBN 13: 9781475146127

Publisher: University of Southern Queensland

Language: English

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Reviewed by Kelle DeBoth Foust, Associate Professor, Cleveland State University on 6/22/23

Comprehensiveness rating: 5 see less

The text really seems to do as it claims; provides the basic overview of the research material needed for graduate students without a lot of other “fluff.” It’s written very clearly, easy to understand and many figures and charts that enhance learning. It covers the majority of the topics that I need it to cover for OTH 740/Research I, at about the level of detail that the students should be able to digest. In particular, I like the sections on survey research, experimental research and that it covers quantitative and qualitative analyses.

Content Accuracy rating: 4

As far as I can tell reading through it, the content is accurate and unbiased (will be able to review further once actually implemented in the intended course).

Relevance/Longevity rating: 4

The content is current at least regarding how we continue to teach and use it in our field. Some of the references are a little outdated, although not much has changed in this world in recent years. I also recognize I can pull more recent literature in order to make the examples up to date and relevant for my particular students.

Clarity rating: 5

This book is written very clearly. I feel that the diagrams really help to add and make sense of higher level concepts that students may struggle with. Concepts that are challenging are recognized as such within the text, with appropriate examples that enhance clarity (will be able to review further once actually implemented in the intended course)

Consistency rating: 5

Yes, the text appears to be internally consistent in terms of terminology and framework.

Modularity rating: 5

The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader. – Yes. The division of the content makes sense, and how smaller modules are paired (e.g., qualitative and quantitative analysis paired back to back) is logical to facilitate learning.

Organization/Structure/Flow rating: 5

The text and chapters are laid out in an order that makes sense and provides good flow and continuity between the concepts and analytical applications. In particular, I like how research is introduced, moving into research design and then analysis all within the same text. Will make this more manageable for students.

Interface rating: 5

The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader. – Very well put together, no issues with the interface. I would consider this to be very user/student friendly. In particular, the authors made a point to keep it “short and sweet” so students should not be intimidated by the length of the chapters (which is excellent for helping to convince the students to actually read them).

Grammatical Errors rating: 5

The text contains no grammatical errors. – None detected.

Cultural Relevance rating: 5

The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds. – No offensive content noted, the majority of the examples used do not have cultural significance and therefore the amount of diversity is sufficient.

This review was written based on a preliminary review of the text prior to use and implementation within the intended course. I will update the review if it significantly differs once students have used it for their course study.

Reviewed by Ingrid Carter, Professor, Metropolitan State University of Denver on 4/14/23

The textbook includes many of the important elements of a foundational social science research course. A key element of the course I teach which is not included in the text is how to search for literature to inform the research, how to synthesize... read more

Comprehensiveness rating: 4 see less

Content Accuracy rating: 3

The content appears to be mostly accurate and unbiased. There is a large emphasis on positivist approaches, and more post-positivist and innovative research approaches should be added to the content.

The text is relevant to foundational/introductory social science research courses. As mentioned previously, broader and more diverse perspectives of research are missing.

Clarity rating: 4

The content is presented clearly.

Consistency rating: 4

The text is presented with a consistent framework and format. The variety of frameworks included could be greater, with at minimum a presentation of different research paradigms and ideally with discussion or questions to grapple with related to various research paradigms and approaches.

As the author indicates, the textbook consists of 16 chapters which can be used in a 16-week semester. These can be easily assigned for weekly readings.

The textbook is well-organized.

Interface rating: 4

The interface is relatively clear

No grammatical errors were found in my initial review. I have not yet used the textbook for the course I am teaching, and therefore have not reviewed the textbook page by page nor line by line.

Cultural Relevance rating: 3

More diverse and culturally relevant example to a diverse audience could be embedded. I did not encounter offensive material.

Reviewed by Sanaa Riaz, Associate Professor, Metropolitan State University of Denver on 3/27/23

Comprehensiveness rating: 3 see less

While not meant for advanced graduate and doctoral students, this text is an excellent introductory resource for learning about paradigms in research methods and data analysis and prepares the learner to begin writing a successful research project proposal. The text largely privileges the scientific method and labels diverse social science research methods as such. However, the preparatory considerations in beginning social science research have been discussed. The book contains important terms in bold to guide a beginner reader as well as sample syllabi for incorporating it at the graduate level. However, the text could be made more comprehensive with the inclusion of an effective index and/or glossary.

Content Accuracy rating: 5

The text is a quick guide to considerations and terminologies used in social science research. The content is accurate, error-free and unbiased.

The text provides a basic introduction to research methods in the social sciences. Updates in social science inquiry with respect to social media and popular culture platforms and mixed methods research should be easy to incorporate.

The text has been written from the point of view of a non-expert. It is free of technical jargon and is meant to provide the essentials of social science inquiry and research considerations.

Consistency rating: 3

The text is internally consistent in terms of terminology within a chapter section. However, it is strongly recommended that the framework is revisited for chapters discussing qualitative research methods and approaches. Qualitative data analysis has not been explored in depth and the basic framework for Chapter 13 will need to be substantially expanded to provide for a smoother transition from a discussion on grounded theory to content analysis and hermeneutic analysis and to incorporate information on other analyses undertaken in qualitative research.

Chapters and sections in the text can be easily reorganized and assigned as per needs of the instructor and the course without causing disruption to the reader.

Organization/Structure/Flow rating: 3

Chapter sections of the book covering qualitative research are not presented in a logical manner. It is highly recommended that the readers are told about the place of exploratory and other research in social science research inquiry, rather than labeling them as scientific research. Moreover, mixed methods and qualitative visual and social media platform research needs to be discussed. The book overall shies away from delving into approaches and methods in non-empirical research in the social sciences.

The text is easy to navigate. All words, sections and tables are easily searchable.

The book is free of grammatical errors.

The text does not contain any culturally insensitive information as there are hardly any research project examples incorporated.

Incorporating examples and case studies across social science disciplines (after introducing the disciplines in which social science research is employed in the first chapter) would allow readers to see the applicability of one social science research approach, method and data analysis over another based on the research project focus.

Reviewed by Cahit Kaya, ASSISTANT PROFESSOR, University of Texas Rio Grande Valley on 10/17/22

I LIKE THE FIGURE EXPLAINING RELIABILITY AND VALIDITY ON PAGE 55. read more

Comprehensiveness rating: 2 see less

I LIKE THE FIGURE EXPLAINING RELIABILITY AND VALIDITY ON PAGE 55.

IT SEEMED ACCURATE

Relevance/Longevity rating: 3

IT IS RELEVANT

IT IS CLEAR

IT IS CONSISTENT

Modularity rating: 3

IT NEEDS MORE MODULES

Organization/Structure/Flow rating: 2

IT CAN BE OGRANIZED BETTER

YES BUT EVEN THOUGH IT CAN BE IMPROVED

Grammatical Errors rating: 4

I DID NOT SEE IT

MORE CULTURAL DIVERSE EXAMPLES CAN BE GIVEN

Reviewed by Dawn DeVries, Associate Professor, Grand Valley State University on 12/9/21

The text provides a complete summary of the research process. While discussions are brief and concise, the text addresses the main issues and processes providing an overview and general understanding of the research process for social science fields. Two areas could be more in-depth, specifically the IRB discussion and the chapter on surveys. Information provided is accurate and succinct as the author intended, providing a comprehensive overview of the research process.

The content is accurate and presented in an objective manner. There was no perception of bias or conflict that would impact accuracy. The chapters offer a variety of examples, inclusive of a variety of social science fields.

Written in 2012, the information remains relevant with few areas that would ever need to change. The research process and research methods stay fairly consistent with little variation; thus, the text would not need regular updating. Updates, if and when needed, would be easy to implement due to the concise and objective writing and the logical organization of the textbook. One area needing updating (or that instructors would need to supplement) is Chapter 9 on Survey Research. The chapter refers to mail surveys, which in 2021, are almost obsolete. Little is presented or discussed on electronic surveys, survey platforms, or the use of social media in recruitment, survey distribution or every survey completion. Furthermore, there is no mention of the ethical issues related to social media research.

Key terminology is bolded with the definition following, making it easy to identify. Definitions are clear and adequate to facilitate understanding of the concepts and terms. The text presents the research process in a logical and understandable way using scaffolding.

The chapter structure, framework, and style are consistent.

Modularity rating: 4

The chapters provide easily divisible readings of 8-10 pages. The chapters are ordered in a logical fashion and flow easily, yet they could be rearranged to fit instructor preferences for order. Chapters are concise, allowing the combination of multiple chapters for a week’s reading if needed. The text is designed for a 16-week semester, but again, because the chapters are not long, several chapters could be read as one assignment. It would be difficult to reduce chapter readings (say, using only 5 pages of the chapter) because of the conciseness of the information and the shortness of the chapters.

The text is logical and has flow. It starts general (with How to Think Like a Researcher) and builds to specific, more detailed content (Inferential Statistics).

There are no observed problems with the interface of the text. Images used are clear and display without difficulty. No hyperlinks are used.

No observed issues or concerns related to grammar or mechanics.

No concerns about inclusivity or offensiveness. The text is clear and concise, offering a variety of short examples specific to various social science professions.

The text reminds me of my Research Methods textbook from my doctoral program. It addresses the differences between scientific research and social science methods in a clear and concise manner. While it is an overview of the information, it is specific and concise enough for students who need to understand the research process but won’t be engaging in research as their full-time profession. Content is brief in a few areas as mentioned, which will allow the instructor to provide supplemental reading or lecture content specific to the university (i.e., IRB) or to the profession. As the author suggests, certain chapters could be skipped depending on the program. For example, chapters 13 – 15 on statistics could easily be omitted if the program has a research statistics course. A nice add is the sample syllabus for a doctoral program.

Reviewed by David Denton, Associate Professor, Seattle Pacific University on 5/3/21

I use this book with graduate students in education taking an initial course in education research. Dr. Bhattacherjee notes the book is organized for semesters with supplemental readings, as shown by the sample syllabus in the appendix. Nevertheless, I have found the book is excellent in meeting objectives for an introductory course in education research, though it is necessary to add education context and examples. Some of the course objectives I have developed from the textbook include i) distinguishing between questionnaire survey method and interview survey method and ii) summarizing criteria for developing effective questionnaire items, among many others. There are some sections that exceed student knowledge without some background in statistics (e.g. description of factor analysis) but omitting these sections as required reading is easy since there are many subheadings used to segment chapters.

Dr. Bhattacherjee has done an excellent job of clearly communicating the content with accuracy. For example, the textbook distinguishes between qualitative and quantitative analysis (rather than qualitative and quantitative research, an appropriate distinction). The textbook makes other distinctions in a way that helps students comprehend concepts (e.g. survey interview and survey questionnaire). At the same time, the textbook does not over-emphasize research methods or design, which might mislead students to think inflexibly about the topic.

Relevance/Longevity rating: 5

One of the advantages of the book, in my view, is that it will not become obsolete anytime soon. It addresses all major topics of interest for instructors needing to develop student background knowledge in social science research methodology. For example, some topics for which the book provides helpful structure include i) Thinking Like a Researcher, ii) The Research Process, iii) Research Design, iv) and Sampling. In addition, an instructor can easily supplement or provide subject-specific examples where needed since the book is thoroughly segmented by chapter and chapter subheadings.

Dr. Bhattacherjee does a fine job of defining terms concisely. I do not recall use of jargon, or if there are complicated terms, the text provides enough elaboration so that students can at least attain a conceptual understanding. In some instances, definitions are so concise that I find it necessary to elaborate with examples. This, however, is a part of instruction and would be done in any case.

The textbook is highly coherent, in my view. Similar to modularity, consistency is a strength. For example, chapters are grouped into four sections: Introduction to Research, Basics of Empirical Research, Data Collection, and Data Analysis. Further, chapters within major sections are sequential, such as chapters on Science and Scientific Research, followed by Thinking Like a Researchers, followed by The Research Process. In addition, content within chapters is consistent, such as Dr. Bhattacherjee’s logical progression of concepts: empiricism, to positivism, to forms of analysis (qualitative and quantitative), etc

Modularity is one of the clear strengths, again in my view. From a structural perspective, neither the chapters nor subsections are very long because Dr. Bhattacherjee writes concisely. Both chapters and subordinate subsections lend themselves to various kinds of divisions. For example, students in need of supplemental instruction on descriptive statistics, such as content about the normal distribution, can be assigned the subsection on Statistics of Sampling in chapter 8, followed by the subsection on Central tendency in chapter 14. Some non-sequential reading is required if students do not have any background in statistics, but this is not difficult to manage using page numbers or subheadings as reference.

Organization/Structure/Flow rating: 4

The textbook is well organized. Nevertheless, there are some sections that I found helpful to have students read out of sequence. For example, there is a short section at the end of chapter 5, Scale Reliability and Validity, which is perhaps best read after students cover correlation and normal distribution, dealt with in chapter 14. Again, I did not find it difficult to assign sections out of sequence using either page numbers or chapter subheadings as reference.

The textbook does not have interface issues. Chapter titles are hyperlinked within PDF copies to simplify navigation. Some may judge a few of the images as low resolution, but if this is a defect it is not one that interferes with communicating concepts, which is the purpose of the images.

There are a few minor grammatical errors in the 2nd edition, 2012. For example, on p. 126, Dr. Bhattacherjee notes “five female students” when the Chi-square table appears to show four. This is minor, but if students are new to reading Chi-square tables they may not detect the error and believe interpreting a Chi-square table is different than interpreting a typical data table.

The textbook presents appropriate information without prejudice or unfairness. As mentioned, instructors will likely need to include examples that are specific to their course objectives and student populations. For example, chapter 11. Case Research provides exemplars that focus on business and marketing domains. This seems entirely appropriate given Dr. Bhattacherjee’s research area. Instructors using the text for other domains, such as education research, will be interested in elaborating on concepts using examples specific to the needs of their students.

I greatly appreciate that Dr. Bhattacherjee has shared his book as an Open Textbook.

Reviewed by Elizabeth Moore, Associate Professor, University of Indianapolis on 4/24/21

In Chapter 5 on Research Design there isn't any discussion on how to improve content and statistical conclusion validity. There isn't a discussion of threats associated with the four types of validity. The chapter also does not present how the research design and threats to validity are interconnected. There is a lack of comprehensiveness in the presentation of qualitative research as qualitative research rigor is not addressed.

The content is accurate, error-free, and unbiased. I would like more examples focused on social sciences. Some of the examples are related to business/industry. There are many social science examples that could be used.

Many of the examples should be updated. With everything that is (has been) happening in the U.S. and world, there are many examples that can come from the social sciences. For example, there are several examples that could represent the concept of technostress, especially with many professionals having to move into online environments. Students would be more likely to read assigned chapters and understand the material presented if the examples were relevant to their profession.

The book is clear and has high readability. There are several accessibility issues in the document. This should be checked and fixed. There are 5 issues in the document, 4 in tables, 5 in alternative text, etc. Accessibility is a big issue right now. All documents have to be accessible to all students.

While there is consistency within the textbook, in some topics there is a lock of consistency in how some of the terms and material relate to what is actually used in social science disciplines. For example, in basic social science textbooks in chapters presenting an introduction to measurement of constructs, descriptive statistics that are unfamiliar and rarely used, such as geometric mean and harmonic mean, should not be introduced. This information is usually difficult for novice researchers to understand without adding more advanced descriptive statistics.

It is confusing as to why research validity is in Chapter 5 - Research Design. There is not a discussion of how different research types are affected by different types and threats of research validity. The title of Chapter 7 is misleading. The word "scale" is associated with scale of measurement. It would be better to use designing measurement tools/instruments in the chapter name since the types of validity and reliability discussed are related to creating and developing measurement tools/instruments. I also think Chapter 6 - Measurement of Construction should not come before Chapter 7 - Scale Reliability and Validity since measurement of constructs and scale reliability and validity are related to qualitative research.

I like the organization. It follows the current syllabus I use so it will require very little modifications.

As mentioned below, bookmarks would improve navigation of the pdf file. Also, having links from the table of contents to chapters would be helpful. Including some of the important subsections of the chapters would also improve navigation of the pdf version of the book. Tables and charts are helpful and supplement the text. Use of images would break-up the text.

None were noted.

Cultural Relevance rating: 4

See comments above about the relevancy of the material. While it is important to make sure a book is culturally sensitive and not offensive, it is also important to not ignore what is known about social injustices which are well-documented. Look at the lack of diversity in many professions and organizations, this is important to address.

It would be helpful if bookmarks were placed in the pdf version. While this is a social science textbook, it would be helpful to have subsection in Chapter 4 that introduces at least a couple of the main health behavior theories. These are commonly used by many researchers in social sciences.

Reviewed by Barbara Molargik-Fitch, Adjunct Professor, Trine University on 3/6/21

This textbook provides a nice overview of several topics related to social science specific research. read more

This textbook provides a nice overview of several topics related to social science specific research.

The textbook seems to be accurate and error free.

The text seems to be accurate, relevant, and useful.

The text is organized well and had a professional and academic tone while also understandable.

Text seemed to be internally consistent.

Text is easily divisible to be assigned as different points within the course.

Text is well organized.

The text is free of significant interface issues that would distract or confuse the reader.

I did not see grammatical errors.

I did not see any cultural issues.

I will be using this textbook for one of my classes. I am looking forward to using it. I think it has a lot to offer students looking to develop their research skills.

Reviewed by Kenneth Gentry, Assistant Professor, Radford University on 6/2/20

This text provides a great overview of core concepts relevant to health-science research. An overview of theory, designs, sampling, data collection, data analysis, and ethics are provided. It may be helpful in future editions to add additional content relating to qualitative research (i.e. additional types of designs, as well as how trustworthiness and rigor are addressed [for example, what specific steps can be taken by researchers to address dependability, credibility, confirmability and transferability]).

Information presented appears accurate and unbiased.

While much of the content is 'durable' (not likely to soon become obsolete), the relevance is dependent upon the focus of the instructor/course. For example, if the emphasis of the course will be on quantitative research, then this text is highly relevant, however, if the emphasis is on an equal balance between the traditions of qualitative and quantitative, then this text is slightly less relevant due to the more limited nature of its content in qualitative (in comparison to content on quantitative). That is not to say that this text does not address content relevant to qualitative research, however, it does so with decidedly less depth and breadth than quantitative.

While a subjective interpretation of clarity is highly dependent upon the reader, I found this text to strike a good balance between a scholarly, academic tone, and commonly-understood, easily-relatable descriptions of key concepts. There were times where I wish that the latter had been more so, however, considering the target audience of this text, I feel that the author struck a good balance. Occasionally, there were concepts that I anticipated would require additional clarification (beyond the reading) for my graduate students.

Overall, I found the text to be generally consistent in its approach to the content. Occasionally, there were instances when the flow made sense at the chapter level, however, content might have been spread between chapters (i.e. theory is discussed in Chapters 1, 2 and 4).

This ties in with my comments on consistency. Since some concepts are discussed in more than one place, it might be difficult to identify a single reading for a specific topic ... one might need to assign several readings from more than one chapter. However, having said that, I anticipate that those instances would be infrequent. On the whole, the text demonstrates a fairly good degree of modularity.

At the chapter level (i.e. main topics), and within each chapter, information appears well organized. It is the appearance of content in multiple places that was occasionally problematic for me as I read (i.e. when reading about reliability and validity, I questioned why the author did not discuss the types of reliability and validity ... I later found that content in a subsequent chapter).

Interface rating: 3

While images were viewable, many appeared 'pixelated'/'grainy' (low resolution). This was more of a cosmetic issue, and did not affect the overall interpretation of the image.

Overall, the content was grammatically strong.

Content was not culturally insensitive or offensive.

My sincere thanks to this author, and to the Open Textbook Library and Scholar Commons for this text. I truly appreciate the investment of resources that were invested. I just completed instructing 2 semester courses on research in a graduate health science degree program ... I plan to adopt this text the next time I am rotated into those courses again!

Reviewed by Wendy Bolyard, Clinical Assistant Professor, University of Colorado Denver on 4/30/20

This text presents all the topics, and more, that I cover in my master's-level research and analytic methods course. A glossary would be helpful as students often need to reference basic definitions as they learn these new concepts. I would have... read more

The concepts were presented accurately and often with citations.

The great thing about research methods is that the content ages well (does not change over time). The examples were relevant and should not make the text obsolete. Any instructor should be able to provide current, real-world examples to compare and contrast to those in the text. Although the sample syllabus if for a business class, I did not find the text to be relevant only to business students. The authors uses broad social science illustrations that cross disciplines. This text is definitely relevant to public affairs/public administration.

The text is well-written and provides clear yet concise context.

When students are learning a new language - research methods - they may be confused when definitions vary. Causality is explained with slightly different language which may be misunderstood by students.

One chapter includes a summary section. It would have been helpful to include a summary of key takeaways for each chapter, and perhaps include a list of key terms and definitions (since the text does not include a glossary).

The text follows the linear, systematic research process very well.

The font, size, and spacing varied in some sections. The images were a bit blurred.

A few typos, but otherwise well-written and very clear.

Culturally sensitive with relevant and inclusive cases provided.

I will be adopting this text to supplement other readings assigned in my master's-level research and analytic methods course. I appreciate the clear and helpful context it provides on key concepts that students must understand to become effective researchers. The text is comprehensive yet concise and would not overwhelm students.

Reviewed by Valerie Young, Associate Professor, Hanover College on 12/19/19

I really appreciate the broad focus and examples from social science fields. As a fellow social scientist from a high growth area (communication studies), I would appreciate even more breadth! I supplement with many field-specific resources, so this critique is very minor. An appropriate place and reference might be within the first chapter, under the heading Types of Scientific Research, to give a nod to some of the social science fields and the importance of interdisciplinary questions across disciplinary lines.

I did not find any errors in the content of the book. One critique is that the author rarely cites any sources for assertions or materials. I get the impression that the author is relying on "commonly known" ideas regarding research methods and processes, but I have to consistently remind my students to cite all non-original information, and that example is lacking in this text. As an example, regarding evaluating measurement scales for internal consistency, the author references commonly-accepted factor loadings (>.60) but does not reference or provide linked resources for readers to corroborate this or seek additional readings.

The text content is relevant and the author has taken care to provide relatively timeless sample research examples throughout. Some examples include areas of social and political interest (conflict, crime), business and marketing, and social psychology. The contents of the text are not dated and the author does a fantastic job of offering a variety of relevant examples so that readers of all backgrounds can relate to the content.

Incredibly clear and concise. Main ideas are clearly articulated in headings. Bullet point lists are used infrequently, but appropriately. The writing style is professional, academic in tone, yet relate-able. There is little, if any, discipline-specific references that a graduate student from any area of social sciences could not comprehend; however, this book is empirically-grounded and quantitatively focused. For our readers in fields with lower quantitative literacy, some of the terminology in chapters is better suited for students with basic statistical experience, some research methods or theory coursework completed.

This text is consistent and detailed in the use of interdisciplinary, social scientific terminology.

The layout of materials and the concise writing style contribute to an easy-to-visualize text. The page layout and brief chapters make it appropriate to assign supplemental readings along with the chapter topics. Some areas for improvement: use hyperlinks to reference forward and backward within the text so that readers can pop back and forth to related concepts. Include links in the text to reputable online materials or publications. See my comment below in Organization feedback concerning chapter ordering.

One thing that strikes me as amazing and also challenging about this text is the concision and simplicity for which Bhattacherjee integrates complex information. The chapters are very brief- about half of what would be a typical, field-specific textbook, but the content is simultaneously dense and clear. For example, Chapter 7 addresses scale reliability and validity. In just a few short pages, we get an incredible density of information and terminology, from a formula and brief explanation of Chronbach's alpha to exploratory factor analysis as a method to demonstrate convergent and discriminant validity. There is an appropriate number of tables to visually demonstrate complex topics in-text. Overall, the chapters are well-organized and easy to follow with a working knowledge of basic stats. The introductory chapters have been intentionally placed to introduce readers to basic principles. The following chapters could be assigned as readings in any order that fit with the student's needs (but I find the order of these chapters appropriate, as-is): Chapter 9 Survey Research, Chapter 10 Experimental Research, Chapter 11 Case Research, Chapter 12 Interpretive Research, Chapter 13 Qualitative Analysis, Chapter 14 Quantitative Descriptive Statistics, Chapter 15 Quantitative Inferential Statistics. The final chapter, 16, covers Research Ethics, which seems to have been lopped on at the end of the text. It would be a better fit in the first third; perhaps integrated into one of the first several chapters with a nod toward the evolution of social research.

Regarding navigation, the pdf online version does not allow for creative navigation through the document. Graphics and charts are clear and easy to see in the online pdf version. They are a little smaller than I would like on the page, but the text is clear and the tables and graphs are visually appealing. It looks like most of the graphics were created using PowerPoint. One odd thing I noticed is that the paragraph spacing is inconsistent. In one section, the spacing between paragraph lines seems to be set at 1.25, and then, for no apparent reason, the line spacing moves back to single space. This is not visually distracting, just peculiar. Overall, the graphics in the online version are much clearer than in the softcover print version, which prints only in greyscale, with quite a bit of granulated distortion in the figures.

I did not notice any writing errors.

The research topic examples represented a diverse array of research topics, methods, fields, etc. The overview of science, scientific research, and social science was welcomed and unique to this text. Some areas for improvement would be to include historical scientific figures who are not all male, and link critical methodology in a clearer manner with specific critical and cultural examples of this form of research.

Reviewed by Lee Bidgood, Associate Professor, East Tennessee State University on 10/29/19

The text seems comprehensive, covers a wide range of research approaches, and parts of the research process. I will have to supplement with more of the area-specific writing that my students need, but this is easily added in the adapted version... read more

This text seems to follow the path of other texts that outline research design and methods, such as the Creswell book that I have used for several semesters. I do not detect bias in the text, or any significant errors.

I will discuss disciplinary relevance rather than chronological applicability (which other reviewers have already addressed thoroughly). The course for which I seek a textbook is meant to prepare students in a non-discipline-specific regional studies context, and for a range of methodologies and research design possibilities, mostly in the social sciences and humanities. This text is most relevant to the potential research programs of our students in discussions of the precursors to research design in Chapter 2 (“Thinking like a researcher”) and of the using and creating of theory in Chapter 4 (“Theories in Scientific Research”).

The authors’ prose is clear and easily comprehensible. Definitions are clear, and sufficient (jargon is explained). There could be more examples to clarify and assure comprehension of concepts, I plan to add these in my adaptation.

There is not an overt intra-chapter organization scheme that is consistent from chapter to chapter--each chapter differs in the sorts of content, that some sort of generic outline would feel forced, I think. The “feel” of the text, though, is consistent, and effectively conveys the content.

Because it uses footnote citations instead of endnotes / parenthetical citations, each page contains all of the references contained on it, which helps with modularity. The portions of the text that are less relevant to the course I teach (i.e. the more technical and statistical chapters, such as Chapters 6, 7, 8, 14, and 15 are easily omitted; I will be able to adapt portions of this text (i.e. the discussion of sampling in Chapter 8) without needing to provide all of the chapters. Some of the more technical vocabulary will require editing and explanation, but this seems manageable for me as an adapter.

The book is logically organized and the topics make sense in the order presented. I agree with another reviewer that the ethics portion seems like an appendix, rather than an essential and structural part of the book. As I adapt this text, I would address ethics at the beginning (as I do in my current teaching of research methods) and infuse the topic through other sections to address ethics-related concerns at all stages of research design and implementation. The author’s choice to use footnotes for references is not the one that seemed logical to me at first - it seems “elegant” to put all the references in a list at the rear of a book; now, reading through the whole text, however, I see some value to having the entirety of a citation at hand when reading through the main body of the text. Still, I miss the comprehensive list of works cited at the end of the book, which I would add to a text that I create, since an e-text is not limited by the economics of physically-printed books.

The text is workable as presented in the PDF document that I downloaded. Charts and other imagery are usable. There are no extra navigation features (a link to take a reader to the table of contents in a header or footer, etc.). I am left wondering if, in a PDF form, an OER textbook would be more useful with more navigation features, or if they might make the document buggy, cluttered, or otherwise affect use.

I did not detect any issues with grammar, usage, etc. in the text.

There is a lack of specific examples that might lend a sense of wide scope / global appeal to the textbook, and create an inclusive atmosphere for a reader/student. The author has stated that they hope to translate and widely distribute the text - perhaps, as is the case in the syllabus that the author provides, the hope is that in use for a course, additional readings will provide local knowledge and place-, culture-, and discipline-specific details and context.

This is a solid text that will provide a framework for adaptation in another disciplinary / area context.

Reviewed by Kevin Deitle, Adjunct Associate Professor, TRAILS on 10/6/19

I am pleased with the coverage in the text; it includes the history and foundations of research, as well as chapters on ethics and a sample syllabus. The structure and arrangement of the book differs from my own understandings of research and how I present it in class, but all the material covered in my class appears in the text, and it can be ordered to fit my syllabus. This text spends more time with statistics than I include in a research course, but again, that can be omitted or just used for reference. The book does not include either an index or a glossary, which is unfortunate for anyone who wants a paper version. Of course, most students seem to prefer an electronic text, so I assume they use a search function rather than an index.

I have not spotted any glaring errors, other than an occasional grammatical slip or a cumbersome edit. The author includes a few citations, usually following APA style, but employs footnotes instead of a reference section. The content mostly aligns with my own conceptions of research, although it does have a different arrangement from my presentation in class. This does not suggest that the content is wrong, only that I would likely rearrange it to suit my instructional sequence. I sense no bias in the presentation, including the historical or ethical portions, or sections that mention religion. I’m comfortable that I could rely on this book in class without worrying over slanted content or editorialization.

Research is something of a traditional topic, in the sense that changes or evolutions move at a comfortably slow pace. I expect there is very little of this text that is likely to become obsolete any time soon. The flip side is there is little in this book that is necessarily cutting-edge, but that is not the fault of the author at all. And in the unforeseeable situation where a new protocol or a new advance in either statistics or research warrants an update, I think the organization and the modular design will allow that to happen without major upheavals in the structure or arrangement of the text.

As mentioned elsewhere, the writing is comfortably academic without becoming dense or burdensome. I have seen introductions to research that were more casual and probably fit a beginner audience better than this would, but I daresay this is intended as a core text for a graduate-level class, and for that reason, can be expected to sound less approachable and more authoritative. The text employs features for fast visual reference, to include breaks in the text to allow for visual elements, and bolded text where key terms are introduced or defined. While this would probably not be a particularly exciting text for a self-study course, it will sit well with classes that need a reference text that takes the time to explain concepts with some authority.

Structurally the author has a style and sticks to it throughout the text. Visually this book is sparse, and it will require some effort on the part of the professor to make the content digestible in a classroom environment. However, that also suggests that the arrangement and format remain predictable from the first page to the last, without any surprises in presentation or discourse. Research has a tendency to step on its own toes when it comes to terminology, but this text follows those conventions for the most part, making it mostly congruent with other research texts I have seen. I think this book would complement other research texts without causing too many difficulties in terminology or arrangement.

The author suggests in the preface that the work was intended to be rearranged by sections, and I can appreciate how the chapters and structure support that statement. I do see this more as a foundational reference for a graduate-level course than a self-study text though, and it has the feel of a reference work to it. Text appears in large blocks, is illustrated sparsely, and has no callout texts or pull quotes. Key words are bolded but get no more embellishment, which again suggests a reference rather than an instructional work. I’m sure this material could be the groundwork for a more reader-friendly presentation, if someone wanted less of a reference and more of a textbook.

This might be the most appealing point of the text for me. As I mentioned earlier, I like the overall sequence that the author follows, but at the same time I can appreciate how the sections can be detached and still stand alone. The logic follows principles and theory through to fundamentals, then diverges to cover the details that fit more complex or esoteric versions of research. There is enough statistical explanation to avoid vague generalizations, but at points I expect it would overwhelm a beginner. I would prefer ethics was near the start of the text, rather than an epilogue; our course is arranged to require students to complete ethics training before they may pursue later assignments. But this is easily solved.

On the whole the text is satisfactory, the layout from page to page is acceptable, but there’s a minimum of graphic elements or visual components. Some of the statistical formulas or graphs are low-quality, or have suffered compression artifacts. Their appearance in the text is logical though, and the few tables or diagrams that do appear are in color, with arrows or labels to ease interpretation. The table of contents is primitive, and there is no way to navigate specific tables or diagrams except moving page by page in sequence. External sites are hyperlinked, and the table of contents has been designed for electronic use, but there are no cross-reference features. This gives the text the feel of a word processed document converted to a PDF format, intended to be printed. Overall, the core content is strong, as a printed book it is probably acceptable, but as an electronic textbook it lacks some contemporary features.

I have found very few grammatical errors or incomplete sentences, and none of those were so flagrant as to make the text unusable. If this had been submitted as an academic work it would likely earn some criticism for style or grammar (the author seems to follow APA style, but tends to footnote references simultaneously), but this never impedes the delivery. The text is readable at a collegiate level without becoming over-academic, or for that matter, casual.

The text manages to broach sensitive issues in a level and balanced format; in particular the ethics section manages to discuss some well-known failings in past research without becoming overly critical of the researcher or the participants. Arguably, research and its underlying processes are mostly mechanical (or at least standardized), meaning it is possible for individual researchers to violate cultural, ethnic, racial, or other boundaries, but the underlying science is generally unconcerned with those issues. In that sense, the book has very few opportunities to broach hot-button topics except when dealing with historical or ethical examples.

I appreciate this text as a starting point for a more accessible design, or as a background reference for a full course introducing social science research. I see it as a foundation text or an external source for students who seek a concise fallback for lessons, and with content that is compatible with other textbooks. In many ways it needs much more to compete with established textbooks or dedicated electronic learning tools, and in some places I would like more references for the material that is included. On the whole though, I would consider this as the core text for my next introductory research course.

Reviewed by Krystin Krause, Assistant Professor, Emory and Henry College on 4/10/19

This text covers the core elements of a social science research methods course at the undergraduate level. While the notes state it is intended for graduate coursework, I would have no problem teaching in my undergraduate courses. The concise chapters are undergraduate-friendly and will make a solid foundation with the addition of supplemental reading assignments that show examples of the concepts discussed in the textbook. There is no glossary or index, but keyword searching in the pdf copy is simple and effective.

The text seems to be an accurate reflection of social science research methods, particularly when considering causal inference and hypothesis testing. If your course is also covering descriptive inference, you would want to supplement the text with additional material.

Research methods is not a subject that changes quickly, and thus this text will not become obsolete quickly. The only things that may need updating over time are any links that lead to pages that no longer exist. Any other updates will be relatively easy and straightforward to implement.

The text is written in a style that is accessible for undergraduates. It follows the conventions of including relevant key words and phrases in bold and includes easy to follow definitions of terms. I anticipate that undergraduates will also appreciate how concise the text is.

The chapters are consistent in both terminology and framework. It offers a unified organization that also allows for mixing and matching chapters if an instructor wishes to teach the chapters out of order.

The organization of the text lends itself to be adapted to any introductory social science research methods course, regardless of what order the instructor wants to place the topics being discussed. Chapters could be taught out of order and can be subdivided accordingly.

While it is certainly possible to break apart to teach the text in a different order than how the chapters are originally offered, the progression of the text from the introduction to the chapters on qualitative data analysis is both logical and clear.

The text is free of interface issues, and charts and images appear to be clear and correct. The only exception to this are the links found in the sample syllabus at the end of the book. I was only able to get one of the links to work.

No grammatical errors jumped out at me. There are a few here and there, but they are not distracting for the reader.

The text is not culturally insensitive or offensive.

Because the book is concise, I would recommend its use in addition to other supplementary resources such as class lectures, academic articles that demonstrate the methods discussed in the textbook, and projects that allow students to experience the methods first-hand. It would make a good alternative to more elaborate basic research methods textbooks when the instructor wishes to keep costs for the students low.

Reviewed by Mari Sakiyama, Assistant Professor, Western Oregon University on 4/5/19

The textbook covers the major key elements that are essential in research methods for social science. However, both the breadth and depth of information might be too elementary for Ph.D. and graduate students. With the use of additional reading... read more

I did not notice any errors or unbiased content. The author had provided accurate information with simple/straightforward examples that can be understood by students with various discipline in social science.

Given the nature of the subject, the content is considered to be up-to-date. However, although there will not be too many changed expected in the research strategies and designs, it is important to note that some of the sampling procedure have been facing some changes in recent years (e.g., telephone survey, online sampling frame).

The textbook provided the content in a clear and concise manner. The author, instead of providing a complex list of academic jargon/technical terminologies, but rather clarified and explained these terms in a simple and straightforward fashion.

Overall, the content was consistent throughout the textbook. Starting with a broad/general statement of each chapter topic, the author narrowed it down to smaller element which is easy for the reader to follow and understand. As he provided in CH.6, it might be even more helpful to have summaries for each chapter.

This textbook is certainly divided into smaller segments, but maybe too small (short). However, as mentioned above, this problem can be solved by adapting additional readings.

The textbook is significantly reader-friendly and well-structured. Although some instructors prefer to cover some chapters earlier (or later) in their semester/term than others, this is just a personal preference. There are no issues with the author’s organization of the textbook.

Overall, the use of indentations, bolding, italicization, and bullet points, was consistent. However, many of the images were blurry (e.g., Figure 8.2, Table 14.1) and some fonts were smaller than others (i.e., pg. 34).

I did not notice any grammatical errors. Even I had missed some, they would not be destructions for the reader. (Note: The scale is confusing. What I mean by '5' is the least amount of grammatical errors were found)

The author did not use any concept that was insensitive or offended people and/or subjects from various backgrounds. (Note: The scale is confusing. What I mean by '5' is the least amount of cultural insensitivity or offensiveness were found)

See my comments above.

Reviewed by Candace Bright, Assistant Professor, East Tennessee State University on 11/7/18

There are some key elements that I would expect to be in a social science research methods book that are missing in this book. I think this comprehensiveness may be appropriate for an undergraduate course (with some supplementation), but the text... read more

The information in the book seems accurate. When necessary, it is cited appropriately.

The content is very relevant. Because the book focuses on methods, it does not need too much change over time. It was published in 2012. The main area that might need to be updated in the discussion regarding the Internet and how it impacts our research options. Perhaps more could be added on machine learning, AI, web-scraping, and social media in general. I increasingly see studies conducted either using social media content or recruiting through social media; neither of these are addressed in this book.

I really like the way the book is laid out. In particular, the qualitative and quantitative analysis sections are well organized. They succinctly cover a lot of information is a way that is very consumable. There were some instances, however, where I thought wording lacked clarity or definitions needed further explanation.

I do not see any issues with consistency.

I like the organization of this book and each chapter does a good job of standing alone on important topics within research methods. The sections within the chapters are clearly marked and logically organized.

The organization is clear and logical. It covers important concepts in research methods in the same order in which they are typically taught, with the exception of ethics. In this book, ethics comes last, whereas I would have taught it earlier.

This might be minor, but I noticed some places where the spacing was different and it was a little distracting. Overall, it is well formatted.

I didn't notice any grammatical errors.

Overall, the text book could use more examples and applied examples, but when present, I find them culturally appropriate.

I have mixed feeling on the image on the cover and the limited visuals within the book. I also don't feel like this textbook has enough visuals or figures that could be used to support comprehension of the materials. More examples would also be helpful. Overall, however, the author has presented a lot of information succinctly and I look forward to using this text (in parts) in future methods courses.

Reviewed by Alysia Roehrig, Associate Professor , Florida State University on 11/5/18

This text provides an overview of many important issues for my graduate research methods course in education. There are a few important topics missing, however. In particular, types of correlational designs and mixed-methods designs would be important to include. Likewise, single-subject designs are not mentioned at all. I will have to supplement these areas with other readings. I also think more about specific threats to internal and external validity should be provided, along with information about when and how certain threats are avoided. There is no glossary but being an online text, it is simple enough to search for certain terms.

Content seems to be error-free and unbiased for the most part. However, I have an issues with the language in chapter 2 about about strong and weak hypotheses because it seems to treat the experimental/causal hypotheses preferentially. The author also states that hypotheses should have IVs and DVs...but what about non-experimental hypotheses?? I think students could be misled by this and I think this requires a lot of unpacking. Thus, I do sense somewhat of a prejudicial treatment of quantitative and experimental research methods. I plan to add information to pages 13 and 15 about how qualitative methods do not involve testing hypotheses though the results might be an inductively derived hypothesis or nascent theory.

The content covered is pretty standard and basic and so not likely to be out-dated soon.

The writing is straightforward and easy to follow.

The use of terms and framework seems to be consistent throughout the book.

The chapter and subject headers all seem to be clear. They will make it easy to select sections for assignment or reordering if revising for use.

The order of topics makes sense and is aligned with the process of conducting research.

The hotlinks in the table of content are nice, but additional navigational aids would be helpful. For example, a back to the Table of Contents (TOC) button would be nice, as well we a list of all subsections (hotlinked) added to a long version of the TOC.

I have not noticed any egregious problems.

There are not many examples, which means there is little opportunity to offend.

Reviewed by Eddie T. C. Lam, Associate Professor/Editor-in-Chief, Cleveland State University on 9/12/18

The book provides ample information for a research course, but it may not meet the needs of every instructor. For this reason, the book should include a few more chapters so that course instructors can have more options for a semester-long research course. For instance, at least one chapter should be on nonparametric statistics and their applications on research studies, while another chapter should be on research paper writing (e.g., what should be included in the Introduction, Methods, Results, Discussion, and so on). For the Appendix, it is nice to provide a sample syllabus for the instructors, but the students may want a sample research paper in proper journal or thesis/dissertation format.

Most of the information presented in this book is accurate. The author has mentioned in Chapter 5 (p. 37) that “construct validity” will be described in the next chapter, but I don’t see any construct validity in Chapter 6 or Chapter 7. In addition, the author may want to emphasize what “alpha is set to 0.05” means. Does it mean the p-value has to be less than 0.05 (p. 125) or p ≤ 0.05 (p. 130) to reject the null hypothesis?

In terms of content, the book has fairly good amount of information. However, it is also obvious that many terms appeared in the last few decades are missing from the book. For example, Survey Monkey and social media can be included in Chapter 9 (Survey Research) and structure equation modeling can be introduced in Chapter 15.

The information is presented in layman’s terms without any jargon. New terms are bolded with clear definition, and sometimes they are illustrated with examples.

The terminology and framework are consistent throughout the text.

The chapters are logically presented and they are grouped under different sections. As mentioned before, the text should add a few more chapters for the course instructors to select from.

In my opinion, “Chapter 16 Research Ethics” should not be standalone (under the “Epilogue”) and it could be part of the “Introduction to Research” (i.e., the first few chapters).

The text does not have any significant interface issues, though the font size of the figures can be larger (e.g., they should not smaller than the font size of the text).

Overall, the text contains very few grammatical errors. However, in a number of occasions, a comma is added for no reason, such as “. . . we must understand that sometimes, these constructs are not real . . .” (p. 44). It is also unnecessary to always add a comma before the word “because.”

The content of the text is not culturally insensitive, and the author does not present any offensive statements or comments anywhere in the text.

It’s time to have a second edition.

Reviewed by Amy Thompson, Associate Professor, University of South Florida on 6/19/18

This text is a nice overview of some of the key points in social science research. There are useful definitions of key terms throughout the book, although none of the chapters go into much depth. It should be noted that there is more of a focus on... read more

Overall, the text seems accurate. There are some cases when the author gives advice that I don't agree with (i.e. advises against even-numbered Likert scale items, p. 48; encourages people not to do "trendy" research, such as that on new technology, p. 24). Even so, most of the information seems to be accurate.

The book is relevant. It gives a good overview of the theories and methods, which change little over time. I would suggest a few updates, however. Currently, there is controversy on the over-reliance of the p-value, and it would be useful to include some of this discussion on p. 125. Also, on p. 73, the author talks about "mail-in" and "telephone" surveys as a research method, and even goes on to say on p. 74 that most survey research is done by self-administered mail-in surveys with a pre-paid return envelop. This information needs to be updated, as currently, much of the survey research is done via online platforms.

The book is quite clear and provides succinct definitions.

The book seems consistent throughout.

The chapters are short and very readable. There would be no problem dividing the chapters up for a class, or using a portion of the book.

The topics are presented in a logical manner.

The text in some of the tables is blurry, especially when enlarging the PDF. Perhaps the print copy is clearer. The text outside of the tables is clear.

I didn't have any trouble reading or understanding the text.

This book is not offensive.

Overall, this is a good book to have as a reference or an additional text for a class. For my field, it wouldn't be sufficient to use as a stand-alone text. Although its intended audience is graduate students, it's a bit too basic for Ph.D. students, in my opinion. It would be a good text for an intro to research class at the UG or MA level, as a supplemental text. I would recommend it to Ph.D. students to use as a reference because of the key terms included. It's great that a resource like this is available for free to students and faculty in a wide variety of disciplines.

Reviewed by Huili Hao, Assistant Professor, University of North Carolina Wilmington on 5/21/18

This book provides an introductory and broad review of some of the key topics in social science research including research theories, research design, data collection, data analysis and research ethics Students from different disciplines in social science will find these topics useful in developing their research method skills. However, the book falls short on the depth of the essential concepts. It would also benefit from offering more practical examples for some of the theories or terminology. A glossary is not found within the text, although the table of content lists the topics covered in each of the modules.

Overall, this textbooks seems to be accurate.

The relevancy and longevity of this book are great. It focuses on fundamental research methods as well as incorporates current research approaches. Given the nature of research method that does not change drastically, content is up-to-date and won’t make the text obsolete within a short period of time. The topics are written in the way that necessary updates will be relatively easy and straightforward to implement.

The text is written in a logical and concise fashion. The text is easy to follow. I did not find any jargon or technical terminology used without explanation.

The text consistently matches the topics outlined in the table of content.

The text is clearly organized into five modules: introduction to research, basics of empirical research, data collection, data analysis, and research ethics. It also includes a course syllabus, which is nice and useful. Each of the modules / chapters can also be used as subunits of a research method course without putting the reader at a disadvantage.

The table of content is clear and the chapters are organized in a logic order.

I downloaded the PDF version of the textbook and find it easy to read offline. The formatting, navigation and images/charts seems clear and appropriate.

I had no trouble reading or understanding the textbook.

Overall, this is a good textbook that covers a broad range of topics important in research method. As this textbook is designed as a succinct overview of research design and process, more practical topics are not included in much detail such as how to conduct different statistical analyses using SPSS or SAS, or how to interpret statistical analysis results. It would require additional materials / textbooks for graduate level research method courses.

Reviewed by Jenna Wintemberg, Assistant Teaching Professor, University of Missouri on 5/21/18

I use almost the entire text in an undergraduate Health Science research methods course. I do supplement the text with additional readings on: -selecting a research topic -developing a research question -how to read scholarly articles -how to search the literature -mixed methods research -community-based participatory research -disseminating research findings -evidence-based practice

I have found this text to be accurate, error-free and unbiased.

The content is written in a way that will allow for longevity of use. I compliment this text with current peer-reviewed journal articles which are relevant to my students' career paths and can be updated more regularly.

I have found the book to be clearly written and appropriate for upper-level Health Science undergraduate students. Technical terminology is sufficiently defined.

The text uses a consistent framework throughout.

The text is easily divisible into smaller reading sections. I assign the chapters in an alternative order and students have not had problems with this.

I assign the chapters in an alternative order for my undergraduate students. For example, I have students read chapter 1 following by chapter 16 (research ethics).

There are no interface issues.

The text is free of grammatical errors

The text is not culturally offensive.

Because of the basic nature of the materials presented and clear writing, my upper level undergraduate students have done well with this text. The brevity of the chapters and bolded key terms particularly appeal to the students. I do have to supplement the text with journal articles and other materials. However, I am pleased with this straight-forward text and will continue to use it as the main text in my course moving forward.

Reviewed by Amy Thompson , Associate Professor, University of South Florida on 3/27/18

Reviewed by Debra Mowery, Assistant Professor, University of South Florida on 3/27/18

The text covers all of the areas of basic research information that I cover when I teach research and research methods in the social sciences. The table of contents is straight forward, and the chapters are arranged in a fluid, logical order. The nice thing with this text is that you could rearrange as you see fit for your course without an issue. There is also a sample syllabus in the appendix which could be useful when setting up a course. I feel this text is great for students who may not necessarily be interested in research as a job prospect (their interests may be more clinical in nature) but need the basics of research in a clear, easy to understand, and straight forward format.

I felt the content of this text is accurate, unbiased, and free of any glaring errors..

This text appears to be up-to-date including issues such as web-based or internet surveys and questionnaires. I did see that the copyright for this text was 2012 so not sure if revisions or updates to the original have happened or not. It seems that there should be a way to document if this is the latest version of the text. This may be useful information for users of this text.

This textbook is written in a concise and easy to read and understand manner - it is very user-friendly. This is a plus for students - it means they may actually read the text! Jargon and acronyms were appropriately defined with an explanation of how the terms originated and came to be utilized in research. This is appealing to me as an instructor so there is background information for the students.

The consistency of this text is uniform throughout. One appealing issue I liked was the use of social science examples when explaining topics like theories or paradigms. In some research texts examples are utilized but they may not necessarily be in the discipline that you are teaching.

I do like that this text is divided into 16 chapters which is perfect for a 15/16 week semester. The chapters are not so overwhelming that other supporting readings cannot be assigned to students as well to assist with explanation of the weekly topic. The text serves as a great base for building weekly assignments/readings for students.

The majority of the text is presented in a logical format. One issue I had with the order of the chapters in the text was including Ethics at the end in the Epilogue as if it was an after thought. Ethics, ethical behavior, and rigor are a must in research and should be addressed early on in the research process. Having said this, I feel the chapter on Ethics should be moved up further in the chapter line-up (possibly to chapter 2 or 3).

I did not experience any navigation problems. There was however, distortion with many of the images especially the graphics that were utilized throughout the text. A review of the images/graphics and an update to them would be useful. If this e-text has not been updated since 2012 this may be the issue for the distorted figures.

There are a few grammar/spelling/word choice errors. The errors do not effect the content of the text but when reading it makes you pause and think - what is trying to be said here? It might be useful to the author to have the text proofread or copy edited to resolve these issues.

In reviewing this text I did not see any examples that might be deemed offensive or insensitive to other cultures, orientations, ethnicities, etc,

Reviewed by Kendall Bustad, Clinical Assistant Professor, University of Maryland, College Park on 2/1/18

This book covers all the important topics in social science research and is approachable regardless of discipline and course level (high school, undergraduate, graduate, and even post-graduate). It provides an introduction to philosophy as well as components of research. You'll find yourself returning to the basics, and it gives strong foundations. Specifically, I find that the book provides a very comprehensive introduction to research philosophy and research designs, particularly in addressing how to come up with research questions, which is often a challenge for new doctoral students. However, due to the succinct nature of the book, some sections seemed lacking. Particularly, in the more practical steps of the research process (the data collection and data analysis sections)

The text does not seem to be biased in any way.

The content of the book is up-to-date. The text included relevant descriptions of current software commonly used in research.

If you want to have a compressed body of knowledge of social science research, you may read this one. Beneficial.

The text consistently matches the book outline. Terms were used consistently throughout the text.

Each chapter can stand along as a separate lecture. The headings, subheadings, an bold items are great additions that highlight important topics or definitions.

Most of the text flows in a logical, clear fashion. However, it may be clearer to have quantitative data analysis methods immediately follow quantitative data collection methods, and similarly for the qualitative data collection and analysis.

No issues noted.

There are a few grammatical errors.

There does not seem to be any culturally insensitive or offensive text.

Reviewed by Jason Giersch, Assistant Professor, UNC Charlotte on 2/1/18

The biggest challenge faced when writing a book about research methods is the decision about what NOT to include. Instructors and disciplines within the social sciences vary widely in terms of their expectations of students in an introductory methods course, and thus their needs from a textbook also vary. This textbook does an excellent job setting the stage for what we mean by "research" in the social sciences. Students will develop a solid foundation in the goals and rationales behind the methods social scientists employ. Students will also develop a comprehensive vocabulary in social science research methods. However, the book falls short in the development of students' research skills. Learning about methods is important, but not much is gained from that knowledge unless the student also learns how to execute at least some techniques. Furthermore, there is little guidance for the student regarding how to properly write a research paper, something that many instructors will find disappointing. This book is probably comprehensive enough for a 3-credit methods course with test-based assessments in a program where few students pursue graduate work. But if teaching students to actually conduct and write up research is important to the course, there are much better books out there (although at significant cost).

Content is accurate and unbiased.

The relevance and longevity are strong. This book describes some of the most current methods but still focuses on the foundations of research that will be appropriate for the foreseeable future. Updates could be easily made every five years or so to keep up with methodology.

The writing is very easy to follow with helpful examples. Prose is direct and to the point, giving only the essential information so as to allow the learner to develop a grasp of fundamentals. The section on theory, for example, is refreshingly clear for learners. Graphics aid in understanding the material in many parts.

This textbook uses consistent terminology and framework.

The textbook is appropriately structured for a standard 15 week course and even recommends a syllabus. Adapting it to other formats, like a 5 or 10 week summer course, might be tricky. There are ample headings and sub-headings, however, that allow the text to be divided into smaller chunks, which is nice to see given how many students feel overwhelmed by this topic.

Organization and flow is excellent. From an education and instructional standpoint, I wouldn't change the organization.

The simplicity of design is a strength -- students should have no difficulty opening and viewing the text on a wide variety of devices. On the downside, there are no bells and whistles that many some students have come to expect from online textbooks.

The casual writing style makes it very accessible, but one consequence is the very occasional grammar problem. It's a trade-off, I think, that is worth making.

Research methods are pretty "culturally-neutral", so there's nothing in it I would see as insensitive or offensive. That being said, the text recommends SPSS and SAS as software to use while neglecting free options (like R) or more ubiquitous programs (like Excel). For a textbook intended to keep costs at zero, these are glaring omissions.

I could certainly see this book being used as an accessible and low-stress introduction to the world of research methods in the social sciences. The main improvements I would like to see would be (1) sidebars throughout that guide students through the paper-writing process and (2) activities using datasets for students to actually perform some of their own quantitative analyses. Perhaps a companion volume could address these needs.

Reviewed by Nathan Favero, Assistant Professor, American University on 2/1/18

This text provides a fairly comprehensive coverage of topics. It is broad, hitting most of the major topics I need to cover in an intro PhD seminar for social science research methods (I'm teaching public administration/policy, political science, and criminology students). That said, there is not a ton of depth in this textbook. I don't view that as a negative; I prefer having a textbook that gives a basic outline of essential concepts and then fleshing this out with supplemental readings, but some might prefer a textbook that goes into more depth.

Overall, this textbook is accurate but not perfect. Sometimes I wish it was a bit more precise, particularly in coverage of quantitative topics. But I use another textbook to more fully cover quantitative topics anyway for my course.

I would say this textbook reads as modern and relevant, although perhaps it could do more to address emerging methodological concerns in social science disciplines (p-hacking, replication, pre-registration of research designs, etc.).

The textbooks is very accessible and easy to read for someone new to the disciplines of social science.

The book appears to be consistent.

I've assigned students to read the chapters in a different order than they are presented in the text had have not encountered any problems. Chapters are coherently organized into distinct topics.

The organization of the book is logical.

Overall, this book is easy to read and use. Graphs are not always high-resolution, but they are readable.

I have not noticed many grammatical errors.

I have not noticed any clear biases or insensitive handling of material in the book.

I'm delighted to have found this book. It's a great starting point for teaching my students to think about the basics of social science research and provides a nice skeleton on which I can layer more in-depth material for my course.

Reviewed by Holly Gould, Associate Professor, Lynchburg College on 8/15/17

The author states that the text is not designed to go in-depth into the subject matter but rather give a basic understanding of the material. I believe the author covers the necessary topics with enough depth to give the reader a basic... read more

I found no errors in content and no observable bias in any of the chapters.

This text will continue to be relevant because of the nature of the subject matter. Updates may be needed to reflect more current research or trends, but no major changes should be necessary.

The text is written clearly and succinctly. The text is understandable for those who are new to the subject matter.

I found no inconsistencies in the text.

The text is divided into logical chapters, and subheadings seem to be appropriate. Chapters can be read fairly easily in isolation without putting the reader at a disadvantage.

The topics are presented in a logical fashion. Some of the chapters have summaries or conclusions, while other chapters seem to end abruptly. It would be helpful to the reader to have a summary statement at the end of each chapter.

I downloaded and read the text in a PDF reader and had no trouble with formatting, navigation, or images/charts.

The text contains some grammatical errors but the errors are minor and do not distract the reader.

This text is well written and I would recommend it to an individual looking for a bare bones book on basic research methods. It contains information essential to understanding quantitative and qualitative research. The charts and images provided enhance the understanding of the text. At times, the author digs a little deeper into background and formulas for certain statistical ideas, which may be unnecessary to someone looking to understand the basics (e.g. the formula for Cronbach's alpha). Some chapters seem to end abruptly while other chapters have excellent summaries or conclusions. There is one recommendation that goes against the prevailing wisdom on survey design. On page 77, the author indicates that a survey should begin with non-threatening questions such as demographic information. Many experts have written that these types of questions, when asked at the beginning of a questionnaire or survey, can affect the respondents' answers to subsequent questions and should be saved for the end. Aside from these minor issues, this text is a great resource and I recommend it.

Reviewed by Virginia Chu, Assistant Professor, Virginia Commonwealth University on 4/11/17

The text offers an introductory overview to scientific research for PhD and graduate students in social sciences. It covers a broad range of topics, research theories, research process, research design, data collection methods, qualitative and quantitative research, statistical analysis, and research ethics. This book touches on many important topics related to the scientific research process that is typically found in several different text. As the author stated in the preface, this is an introductory book that is minimalist by design, it does not contain in-depth discussions or many examples. This is both a plus and a minus, as it makes the book more compact and allow it to be used by many different disciplines, but may be harder for students to relate. The comprehensive nature of the book allows the reader to be exposed to all the necessary topics, or provides a structure for a course instructor, who then supplements with additional materials to create the depth that is specifically tailored for their discipline. Specifically, I find that the book provides a very comprehensive introduction to research philosophy and research designs, particularly in addressing how to come up with research questions, which is often a challenge for new doctoral students. However, due to the succinct nature of the book, some sections seemed lacking. Particularly, in the more practical steps of the research process (the data collection and data analysis sections), as a new doctoral student will certainly need more details than what is provided in the text to begin their first research endeavor. For example, in the quantitative analysis section, only a handful of basic analysis were discussed in detail (univariate analysis, hypothesis testing, t-test, regression). I would like to see a more practical discussion of ANOVA, as it is a very commonly used statistical analysis tool. These topics may also be more discipline specific, where instructors of research classes can supplement with additional materials. The discussion on research ethics is certainly a nice addition to the book where many other research methods texts lack. An index/glossary is not included with the text, but the table of content clearly outlines the topics discussed for each module.

The book is overall accurate and unbiased. The book covered different social science research methods fairly. I did notice a discrepancy in Figure 5.1, where “single case study” is plotted on the graph as high in external validity, but the rest of the text frequently brought up case studies (especially single case studies) having the difficulty with generalizability which should have low external validity.

The content of the book is up-to-date. The text included relevant descriptions of current softwares commonly used in research. It will also stand against the test of time as research methods do not change drastically. The content can also be updated to reflect new technological updates. One needed update noticed is on page 120, where the authors cautioned that only smaller datasets can be stored in Excel and larger datasets needs a more elaborate database system. While the statement is still relevant, the numbers the author cited appear to be old and Excel has since been updated to handle larger datasets (1,000,000 observations and 16,000 items) than what the author had listed.

The content is written in a very clear and concise manner. It is easy to read and to follow the author’s arguments. I did not notice any jargon or technical term that was used without explanation.

The book has a modular organization, with each chapter designed to be used for a different lecture. Each chapter is a self contained unit that can be used as its own reading. Each chapter also has subsections that are clearly marked with subheadings. Important terms are also highlighted by bolding, making it easy for the reader to identify the important concepts.

The chapters of the book flows logically from one to the next. The current layout of the text groups all the data collection methods together and all the data analysis methods together. It may be clearer to have quantitative data analysis methods immediately follow quantitative data collection methods, and similarly for the qualitative data collection and analysis. This could be easily done based on the course instructor preference.

No interface issues noted.

The text is generally free of grammatical and spelling errors, with the exception of 2 minor typos noticed on page 139 (“Rik”, “riska”).

The text and examples provided are not culturally insensitive or offensive.

The text is easy to read and covers a broad and comprehensive range of topics important for research. I particularly enjoyed the discussion on research ethics which is often missing in many research methods texts. I would recommend discussing that topic earlier, together with research design, as many of these ethical issues and IRB requirements come up during research design phase. As the text is a meant to be a concise overview of the research process, the more practical topics are not covered in as much detail and would require supplementary material.

Reviewed by Brock Rozich, Instructor, University of Texas at Arlington on 4/11/17

The textbook covers the majority of what would be expected for a research methods course. It builds upon basic topics to more advanced concepts, so students from various backgrounds of research experience should still find the text useful. The glossary for the text is clear and a sample syllabus is provided by the author for individuals wishing to use this text for their course. The text was lacking an index, which would prove helpful for students.

The text is accurate and up-to-date with research methods in the social sciences. A variety of data collection methods and concepts are discussed in an easy to understand manor.

The content is up-to-date with research methods in the social sciences. The text should be able to prove useful for a research methods or as supplementary material for a statistics course for the foreseeable future. While I looked through this text with a focus on using it for a psychology course, I feel that this text would be useful across other fields as well.

The book was clear and built upon concepts in a thorough manner. Technical terms were well defined, though as mentioned previously, an index would be helpful for this text for students to look up key terms if they became lost. The text would be useful for an upper-level undergraduate or introductory graduate level course.

The text is consistent throughout. There were no notable deficiencies in any of the content provided in each chapter.

The course is broken down into logical subsections and chapters. Introductory topics relating to research methods are provided early and are built upon in subsequent chapters. A sample syllabus and course outline are provided for instructors who wish to utilize the text for their class.

The book is constructed in a well-organized fashion, without any issues of chapter structure.

The PDF version of the text worked wonderfully on a laptop, with no issues of navigation or distortion of images. This text was not, however, viewed on a tablet or e-reader, which many students use for classes. Based solely on use of a PDF file on a laptop, the interface was flawless, however, if you are considering using this for a class, I would test it out on an e-reader/tablet first to make sure there are no issues with format/text size, etc.

The book did not appear to have any noticeable grammar or syntactical errors.

There were no notable instances of cultural insensitivity throughout the text. Examples were broad and not specific to an individual race or culture.

This is a wonderful open source option for a main text for a research methods course or as a supplementary option for a statistics course that also focuses on data collection.

Reviewed by Divya Varier, Assistant Professor, Virginia Commonwealth University on 2/8/17

The textbook adequately covers most fundamental concepts related to research methods in the social sciences. Areas that would need attention: a chapter introducing mixed methods research, and a deeper discussion on Research Ethics. More social science based examples on specific research designs, experimental research would be great. The research process could include steps involved in academic research with information on the publishing and peer review process.

Content is accurate for the most part. I would have liked a more nuanced discussion of reliability and validity concepts- introducing the concept of validity as conceptualized by Messick/Kane is needed. In social science, especially education (the field I work in), masters/ doctoral students need to be introduced to the complex nature of establishing reliability and validity. While the content covered is detailed, a more critical introduction of the concepts as being situated in the obtained scores as opposed to the instrument itself would have made the chapter stronger.

Content is for the most part up to date (see above comments for specific areas: reliability, validity, mixed methods); some examples may become outdated very soon (example of political movements in middle eastern countries for example).

The writing is excellent in terms of clarity. I appreciate the use of straight forward language to explain the multitude of concepts!

The text is consistent in its overall approach to research methods as well as consistent in its use of terminology.

Bold font for key terms is appreciated. More insets/boxes within chapters would be a great addition visually. Addition of research studies and discussion questions would be great.

The chapters are well-organized. Only suggestion would be to introduce research ethics early on in the book.

No issues whatsoever in this regard.

No issues with grammar

The text is best suited for universities in western countries although I did not identify any insensitivity that would hinder teaching and learning of research methods using this textbook elsewhere.

Specific chapters in this book will be useful for me, from an instructor's perspective. For example, Chapter 2 - 'thinking like a researcher' is wonderfully written. The chapter on Interpretive Research and Qual. Data Analysis are thorough and clear in presentation of concepts- I definitely would use these chapters in my Research Methods class.

Reviewed by Rachel Lucas-Thompson, Assistant Professor, Colorado State University on 12/5/16

As acknowledged by the author in the preface, this is intended as a survey book that doesn't cover all topics in great detail. The upside is that this is a flexible text that can be used in many disciplines; the down side is that the text is short on examples, which reduces readability. I also prefer a textbook that provides a more detailed discussion of the following issues, but could supplement the textbook with these discussion in class: a) confounding variables, b) writing a research report, and the parts of a research report, c) evaluating the internal and external validity of a study, d) how we handle Likert and Likert-type scales (with better reflection of the rich controversy about this issue), e) historical background that has informed our current ethical guidelines, and f) more detail about manipulated vs. observed independent variables. Also, the 'research process' section doesn't include a step for going through IRB review and approval, so overlooks an important step in social science research. I think more detail is provided about paradigms and theories than is necessary, but those chapters and sections could be left out of course reading assignments quite easily.

In general, I think this textbook would be best suited to a course where the textbook is seen as an overview to supplement course discussions rather than a detailed coverage of research methods principles.

As far as I can tell, the book is accurate. There are some terms that the author uses that are not widely used in my field (developmental psychology, human development & family studies) but the descriptions are clear enough that I think students will be able to understand what is meant (however, it would be great to acknowledge and discuss some of these variations in terminology so the burden isn't entirely on the students who are still learning these concepts).

Research methods and statistics content are unlikely to change rapidly, although with the increasing use of ecological momentary assessments, daily diaries, and internet sampling techniques, it might be useful down the road to include more detail about those techniques.

The book is easy to read and follow, although the lack of examples to clarify concepts sometimes reduces the clarity of ideas (but is in keeping with the philosophy of the book).

I haven't spotted any problems with internal consistency.

It would be very easy to divide this into smaller reading sections and assign at different time points.

In general the organization makes sense; the only exception is having research ethics as an epilogue, when ethical issues need to be considered before a study is completed.

My two suggestions for increasing are a) hyperlinking the table of contents so that it was easier to find exactly what you want in the textbook, and b) providing a more detailed table of contents (with subheadings) so it's easier to determine where in chapters you should reference.

I haven't found any grammatical errors.

The text is neither culturally insensitive nor offensive.

I think this book is very well-suited for intro graduate level courses in research methods, as long as instructors are comfortable with this as an overview supplement rather than a detailed stand alone resource for students.

Reviewed by Robin Bartlett, Professor, University of North Carolina at Greensboro on 12/5/16

Generally the major topics are covered. The table of contents (chapter listing) makes it easy to find content. Occasionally I found what I thought was a topic covered only minimally in a chapter - but then found additional information in a later chapter (e.g., treats to internal validity). Overall I'd say in comparison to most other texts with which I am familiar that most all topics are covered, to some degree, but some topics are covered less than I would expect in a doctoral level textbook.

I found no errors in fact in the textbook. I found it to be written in an accurate and unbiased manner.

Primarily due to the topic covered (research methods), I do not believe the text will become obsolete in a short period of time. I think updates could be easily added, and if the author decided to cover some topics more thoroughly, that could be accomplished relatively easily, too.

The book is written in an easy to read style. It is easy to understand. Technical terminology is explained appropriately. The author puts many words in bold type and then defines or describes the word. Students will like this approach.

I had no issues as I reviewed the book in terms of consistency of terms used. The text is internally consistent.

The chapters of the book are separated by natural divisions. It would be easy to use this book in a course on research methods, in fact, there is a syllabus included at the end of the book that could be used by a faculty member when course creating.

The textbook topics are presented in a logical fashion. The ordering isn't necessarily the same order I have seen in other texts, but the order is reasonable.

I had no major interface problems as I reviewed the book. Some of the diagrams in the book are a little out of focus, but, they are still readable.

I found no grammatical errors in the sections of the book that I read.

I found no cultural insensitivity in the text. I noticed the examples cited were from articles written by authors from different countries.

The book is easy to read and fairly comprehensive in terms of topics covered. Some topics are covered in less detail than in some other books I've had the chance to read / review. I am most accustomed to finding discussion of theories in separate texts and presentation of statistics that might be used to analyze quantitative data in separate texts. There are even a couple of chapters on qualitative methods in this book. So, the book covers a wide variety of topics and introduces them in a clear way. Topics are not covered in as comprehensive way as in many texts.

Reviewed by Kelly Pereira, Assistant Professor, The University of North Carolina at Greensboro on 12/5/16

This text offers a comprehensive overview of social science research methods appropriate for advanced undergraduate and graduate students. The text covers the basic concepts in theory, research design and analysis that one would expect of a text geared toward the social sciences in general. The text could be easily adapted and/or supplemented to fit any discipline-specific needs. While the text covers a broad array of topics, it is a bit superficial and lacks depth in some areas. More examples and case studies, for example, could improve the text's thoroughness. The text also lacks an index, glossary and discussion questions, all of which would have been quite useful for a text of this nature. I do like that it includes a chapter on research ethics and an appendix with a sample syllabus, however.

Based on my review, the text's content is accurate, error-free and unbiased. I liked that it presented both qualitative and quantitative research methods fairly, as this divide is often a source of bias.

The text contains up-to-date approaches to research methods and presents classic theoretical debates. The methods presented should not become obsolete in the near future. Any new trends in research methodology could be easily updated in future versions of this text. I feel the text will be relevant and useful for multiple years.

The text is generally well written. It presents the information in a clear and concise way. I find it provides sufficient contextualization and examples for graduate students with some background already in research methods. Undergraduates will likely require supplemental materials and additional case studies to grasp some of the concepts covered. The illustrations do help guide understanding of concepts presented.

The terminology and research methods frameworks presented in the text are consistent. The use of bolded terms and illustrations throughout the text provide additional consistency.

The division of the text into the following sections: theoretical foundations, concepts in research design, data collection and data analysis, make it easy for instructors to structure a course and assign readings based on these main foundational areas. This format also enables instructors to easily supplement with other materials.

Overall, this is a well-organized text. Bolded words/phrases throughout the text provide some structure to guide reading. The text is divided into 16 chapters, which corresponds seamlessly with a 16-week semester. This enables instructors to cover one chapter per week, if they so desire, or optionally spend more time on chapters relevant to their course and exclude others. As mentioned earlier, the logical division of the text chapters into the areas of theory, research design, data collection and data analysis, lends to a soundly-structured course and facilitates the assignment of readings and other coursework.

I did not experience any issues with the text's interface, navigation or displays of images/illustrations. The text is in PDF format.

I did not notice any grammatical errors that impeded reading of the text.

I did not come across any culturally-insensitive or offensive passages in the text.

Reviewed by Peter Harris, Assistant Professor, Colorado State University on 12/5/16

This is a comprehensive overview of research design and research methods in the social sciences. The book's introductory sections offer a discussion of the philosophy of science, the history of science, and definitions of some key terms and concepts, which will help students to contextualize their own endeavors - and their own discipline(s) - inside a larger framework. It also tackles the more familiar topics of research design - conceptualization, measurement, sampling, and so forth - and several specific approaches to data-collection. Overall, then, the book is to be commended for tackling both the philosophical issues at stake in research design as well as the 'nuts and bolts' (or 'brass tacks') of actually doing research.

One of the book's touted selling-points is its focus on phases of research that precede data collection. That is, the book aims to train students not only in research methods, but also in the critical tasks of theorizing problems, generating research questions, and designing scientific inquiries - what the author refers to as 'thinking like a researcher.' This is certainly a welcome addition to a textbook on research design, and ought to help students to overcome some familiar stumbling blocks that seem to present themselves during graduate programs.

Because of its breadth, however, parts of the book can sometimes seem thin and underdeveloped. In particular, the chapters on data collection (specific research methods) are less detailed and comprehensive than other books manage to provide. It is hard to give a detailed 'how to' guide to either survey research, experiments, case studies, or interpretive methods in just 10 pages. As a result, instructors will almost certainly want to supplement this book with more detailed material, perhaps tailored to their specific discipline.

Even so, this book is an excellent backbone for an undergraduate or graduate class on research methods. It will have to be read in conjunction with discipline-specific guides to conducting research (and, most likely, alongside examples of good and bad research), but this does nothing to detract from the book's own value: it will certainly offer a valuable overview of key concepts, ideas, and problems in research design and data-collection, and will serve students throughout the duration of their studies and not just for one class.

This book is accurate, error-free, and as unbiased as it is possible to be in the social sciences. Of course, it is possible to imagine those who simply hold different views about what social science "is" or should be; some scholars might bristle at the notion that only knowledge produced according to the narrow strictures of the scientific method can be considered "scientific knowledge," for example, while others might balk at interpretivism being given parity of esteem with what they see as more rigorous methodological practices. But for the broad mainstream of the social sciences, there will be little in this book that stands out as unusual, controversial, or one-sided.

On the whole, the content of this book will remain relevant for a long time. After all, the basics of the scientific method and the fundamentals of research design seem unlikely to change in the foreseeable future. New and cutting-edge strategies of data collection and theory-testing do emerge, of course, but these are probably best delivered to students in the form of discipline-specific books or articles that could be assigned to complement this textbook, which deals more with foundations than it does with current debates.

The book is organized well and information is presented in a clear way. The prose is accessible and each chapter proceeds methodically.

This text is certainly consistent, and proceeds according to a methodical and logical structure. Key terms and concepts are introduced early on, and there are no 'surprises' in later chapters.

This book is organized into chapters, each of which could be used as the keystone reading for a given class session, and each chapter is broken down in easy-to-digest sections, making the book as accessible as possible. The fact that there are 16 chapters mean that the book could support 16 separate class sessions - that is, just enough to orient classroom discussion for an entire semester. That said, each module does not comprise sufficient material for a whole week; the chapters will need to be supplemented with extra reading material, especially in graduate seminars. It is unlikely that instructors will want to assign only part of a given chapter. Overall, the text reads well as a whole and in terms of its individual chapters.

The chapters for this book are organized into five sections: the introductory section, a section dealing with the basics of empirical research, sections on data collection and data analysis, and a final section that deals with ethics in research. This is a sensible and logical structure for the book, and nothing seems out of place. Again, the book is an accessible and smooth read; it will pose no challenges to an informed reader, and there will be nothing in the organization of the book that will be distracting or irritating.

As a single PDF, this book is easy to navigate.

I noticed no spelling or grammatical errors in this well-written book.

I can detect no culturally insensitive or offensive remarks in this book.

It is worth mentioning that this text ought to serve students well throughout their undergraduate studies, graduate careers, and beyond. It is a timeless - if necessarily limited - resource, and be returned to again and again.

Reviewed by Tamara Falicov, Associate Professor, University of Kansas on 8/21/16

The book is divided into sixteen chapters, which seemed a bit intimidating at first. I later realized that they are not necessarily very long chapters; it varies in terms of the topic. This makes the book quite comprehensive in that the book could be used for the length of the semester, one chapter per week. This is a useful model and one can add or subtract if needed. For example, the beginning chapter which discusses what science is and uses vocabulary from the hard or natural sciences may not necessarily be relevant in a social science course, but the author is being comprehensive by explaining the origins of science and the creation of the scientific method.The vocabulary in bold is extremely effective throughout the book.

The book is meticulously researched and I did not note any egregious statements or inaccuracies. There was one strange sentence when the author was trying to contrast a liberal to a conservative’s viewpoint on page 18 that made this reader feel a bit uncomfortable in how one ideological viewpoint was portrayed, but I’m not sure it was necessarily bias; perhaps just the writing was a bit heavy handed

The book makes sure of updated case examples, discusses how students utilize the internet for research, etc. The theories outlined here are the classic important debates, and the breadth of knowledge the author imparts is extremely comprehensive and up to date. this book could definitely stand on its own for many years before changes in the field might necessitate updating.

I found the textbook to be a refreshing read. The writing is very accessible and clear, but can be dense at times (though not in a problematic way—it means that with some of the more challenging material, the students will have to dig a little deeper to glean the information. The writing was very crisp, and to the point.

The book is written in a careful, consistent manner. As mentioned earlier, the vocabulary words in bold are consistent signposts, and there are citations (not too many, not too few) that help structure the book and provide a cogent framework. Sometimes there are summaries and bullet points, and other times there aren’t, so this is not exactly consistent, but it doesn’t detract from the overall work.

The chapters are excellent stand alone essays that could be used interchangeably. Some of them, such as the first chapter, is historical and philosophical, but not essential to understanding social science research methods. The second and third chapters are excellent for the researcher who is just starting out to formulate a research question. It helps them to think about the various theories and approaches available to them in terms of the angle, focus and methodology selected. The later chapters explain in greater detail various kinds of methods such as how to measure constructs, and scale reliability. These are higher order concepts which would be useful to graduate students—chapters 1-3 could not only work for graduate students, but also for upper division undergraduates.

The book was structured in a logical progression. There were no problems there. There was some repetition with various terms such as Occum’s razor, but this is because there is some overlap with concepts which I think is fine, given that some chapters may not be used in the course of a semester.

No problems with typeface, the diagrams and graphs are incredibly useful in breaking down more complex research methods.

There were no problems with syntax, grammar, spelling that I came across, except for a minor typo in chapter 9 in the table of contents.

I felt that the author was careful in his selection of case students to try to be inclusive and culturally sensitive. There was that one sentence that raised eyebrows about liberals versus democrats that I mentioned previously, but it wasn’t a major deal.

I found this book to be extremely useful and of high quality. I will to recommend it to a colleague who is teaching research methods next semester in a different department.

Reviewed by Yen-Chu Weng, Lecturer, University of Washington on 8/21/16

Dr. Bhattacherjee’s book, Social Science Research, is a good introductory textbook for upper-level undergraduate students and graduate students to learn about the research process. Whereas most research methods textbooks either focus on “research design” or on “data analysis”, this book covers the whole research process – from theories and conceptual frameworks to research design, data collection, and analysis. This book is structured as four modules and is very adaptable to instructors who want to teach any portions of the book.

Social science is a quite diverse field, including studies of socio-economic data, human behaviors, values, perceptions, and many others. Not only are the topics wide-ranging, but the research methods and the underlying philosophy of science also vary. Therefore, it is extremely difficult to write a textbook that includes everything. Dr. Bhattacherjee’s book is a nice overview of all these different methods commonly used in the social sciences. It aims for breadth, but not depth. Once could use this book as an entry to the field, but would need to seek additional resources for specific methods or analytical skills.

Based on my review of the book, the content is accurate, error-free and unbiased. However, better consistency with terminology often used in other related fields (such as statistics) would lessen students’ confusion with concepts.

Research methods are not time-sensitive topics and are not expected to change much in the near future. The inclusion of some cases or examples showcasing how social science research methods can be applied to current events or topics would help illustrate the relevance of this book (and social science research).

The book is very clear and accessible. It’s written in a way that is easy to understand. Important terminologies are bolded and these are good signposts for key concepts. A glossary summarizing definitions for the key terminologies would help students understand these key concepts. The book includes some helpful figures illustrating concepts in research design and statistics.

Overall, the book is very consistent.

The author, Dr. Bhattacherjee, structured the book following the research process – from theories, to research design, data collection, and analysis. Each module can be a standalone unit and is very adaptable to instructors who want to teach with either the whole book or individual modules. Although each module is mostly self-contained, it is impossible not to refer to other chapters since research is an iterative process. However, I do not expect this to be a huge problem for someone who wants to teach only a section of the book.

The fact that this book is structured as modules also makes it expandable. For those who want to teach only the philosophy of science or only the research design portion, they can add more details and in-depth discussion to these topics.

The book is well-organized and flows well with the research process. The chapters are clearly titled as well as the subheadings. Some numbering with the subheadings would help with navigation. In addition, a chapter summary/conclusion would also help with summarizing the main concepts of a chapter (some chapters do have a summary, but not all chapters).

The flow of the first module (Introduction to Research) is sometimes confusing – the book jumps between big ideas (scientific reasoning, conceptual framework) and specific details (variables, units of analysis) several times in the first four chapters. I thought that reorganizing the chapters as Ch1, Ch4, Ch3, Ch2 would flow better (from big ideas to specific details).

Since the book is organized by the research process, not by the type of research (qualitative vs. quantitative), Module 3 (Data Collection) and Module 4 (Data Analysis) cover both types of research. As a result, the flow/connection between each chapter are less clear. By reorganizing these two modules into “qualitative research methods and data analysis” and “quantitative research methods and data analysis”, not only would improve the flow of the book, but also better serve researchers who are interested in a particular type of research.

There are no major problems with the book’s interface. Each chapter is clearly titled. I would like to see the subheadings being numbered as well. If the PDF could have the Table of Contents on the sidebar, it would improve the navigation even more.

There are no grammatical errors noticed.

There are no culturally insensitive or offensive materials noticed. The few examples used in the book are very general and not controversial.

This book is a nice walk-through guide for researchers new to the field of social science research. One thing I would recommend adding is examples and cases. With more examples and cases, students would be able to put research methods into context and practice how they can apply the methods to their own research projects.

Reviewed by Dana Whippo, Assistant Professor of Political Science and Economics, Dickinson State University on 1/7/16

For its purpose, as introduced by the author, this is appropriately comprehensive. However, it is much more brief, more concise, than traditional research methods texts for undergraduates – which the text does not claim to be. It lays a sufficient foundation, with room and expectation for the professor to supplement with additional materials. Supplementing would be important if using this in an undergraduate classroom. I appreciate that the author emphasizes the process of research, and takes the time to address, in the first four chapters, the logic and process of research in a way that allows the text to be used in multiple disciplines. Indeed, this is one of the strengths of the book: that it can be used broadly within the social sciences. The text does not provide either an index or a glossary. This is more challenging when planning for its use in an undergraduate research methods class; however, I think that the strengths of this book outweigh the weaknesses.

I have not noticed any errors or bias. The only issue I’ve noticed, as indicated in other parts of the review, is depth. Doctoral students would bring in a sufficient foundation for reading this on their own; undergraduates will need scaffolding and additional resources to competently understand the complexity inherent in research.

The content does not read in a way that seems (either now or in the future) likely to read as dated or obsolete. The discussion of survey methodology and analysis programs will change with technology, but that should be easy to update. One of the book’s strengths is its focus on the foundation of research methods: the relationship between theory and observation, the understanding of science, and the logic that underlies the process of research.

The book is well-written and concise. Bearing in mind the author’s stated target audience of graduate and doctoral students, it is entirely reasonable that this would require additional work and instructor support (extra time and explanations for definitions and examples, for instance) when used in an undergraduate classroom.

The terminology is consistent throughout.

Faculty would be able to easily divide the text into smaller sections, which would be useful as those smaller reading sections could be combined with targeted supplementary materials.

The topics generally flow well as presented; the only exception is having the section on research ethics at the end. However, this chapter would be easy to assign earlier in the semester.

I did not have any problems with respect to interface issues.

I did not notice any grammatical errors that interfered with the reading process.

I did not notice any offensive comments or examples. The book is brief by design; it does not include the numerous examples that populate the traditional undergraduate research methods text. I did not find it offensive or insensitive.

Reviewed by Andrew Knight, Assistant Professor of Music Therapy, Colorado State University on 1/7/16

I have not seen a more comprehensive text for this topic area, and yet it retains a concision that I would have appreciated as a PhD student when I took courses in research methods. I think that the text may lend itself to several different types of courses. The early chapters can by used for more theoretical research courses, especially for new researchers and fundamentals of research courses. The later chapters can be used for "nuts and bolts" courses for addressing specific methodological issues. The appendices are an especially nice touch and added value for faculty to understand how the author uses this text and creates a syllabus to complement it.

There are very few typographical errors, and overall, the text is rigorously unbiased in its scientific method claims and explanations.

The overwhelming majority of the content in this text is classical understandings of research and methodologies that are essential to all graduate students, particularly in business and the social sciences. There is no indication that any of the content will suffer from claims that it is obsolete or irrelevant.

The clarity of the text is sound partly due to the concision of the book. Shorter chapters, easily navigable paragraphs, and other compositional devices make the text accessible to most levels of graduate students. The bolded words invite the reader to create a self-guided glossary, not any different than a textbook in an 8th grade student collection, which is helpful to counter the sometimes sophisticated nature of research theory.

No consistency issues noted.

The chapters have a nice flow to them, and can be "chunked" out for use in more beginner or more advanced courses. One preference of this reviewer would be to assign the ethics in research chapter earlier in the course calendar, and thus earlier in the textbook, so it is part of the foundational aspects of understanding social science inquiry. Meanwhile, the qualitative and two separate quantitative chapters play well together for students who will want to review them before exams or after the course is finished while they pursue a thesis/dissertation.

Again, I think the ethics chapter should be earlier, but that is simply a personal choice and can be altered by my syllabus. One issue that I wonder if graduate students might prefer is if they are not already 13 chapters into a text/course and only then are they getting to a basic concept such as measures of central tendency. Offering some of the nuts and bolts of research methods earlier in the text and tying them into the more theoretical concepts might help with clarity of flow for the typical graduate student.

No issues, nice charts and graphics throughout.

Very few noted.

This text is not insensitive in any way. As a matter of fact, pointing out historical issues in research ethics using some sensitive vignettes actually heightens the importance of research in everyday life.

I'm looking forward to adopting it for courses and using it for my own reflections on research!

Reviewed by Allison White, Assistant Professor, Colorado State University on 1/7/16

This text covers a wide array of topics relevant to social science research, including some that are not traditionally included but are welcome additions, such as a chapter dedicated to research ethics. A sample syllabus for a graduate course on research design is also offered at the end of the book, facilitating course development. The book is comprehensive in its treatment of the central components of research design and the different methodological strategies that researchers can leverage to investigate various research questions. Notably absent, however, is an index, glossary of terms, or questions for discussion, which are frequently included in textbooks devoted to research design.

The content is accurate and unbiased, which may be particularly important for texts on research design, as many fields within social science are intractably polarized between quantitative and qualitative approaches. The book goes a long way toward bridging that gap by treating the multitude of methodological orientations fairly and without obvious preference for one or another.

This book will stand the test of time due to its comprehensiveness and fair and balanced approach to research design. Both cutting-edge and classic approaches to research are discussed and the book may be easily updated as warranted by important developments in the social sciences.

The text is written clearly and accessibly, providing adequate context for most of the jargon and technical terminology that is covered. For this reason, it seems suitable for a variety of graduate-level courses, including research design survey courses and more advanced courses focusing on specific approaches.

The text is internally consistent in terms of terminology and framework.

The book neatly compartmentalizes the topics, making it easily divisible into smaller reading sections that can be assigned at different points within the course. The individual chapters stand on their own and do not require contextualization. Numerous sub-headings throughout each chapter flag the central themes.

The topics in the text are presented in a logical, clear fashion. The topics build productively throughout the textbook, beginning with the basic concepts of research design and culminating with different strategies to approach research.

The book's interface is seamless. Charts and images appear appropriately sized and undistorted and the text is free from navigation problems.

The text does not contain conspicuous grammatical errors.

The text and examples provided in it are not culturally insensitive or offensive in any way. Examples are drawn from universal theories rather than research that is culturally-specific.

Reviewed by Jim Hutchinson, Lecturer, University of Minnesota on 6/10/15

This text covers all the basic concepts expected in a book on social science research. However, it does so at a fairly superficial level. The author says this was intentional in order to provide coverage of essential topics and not distract students. As such, the book seems to do a good job introducing all the essential concepts for graduate research, but supplemental materials are likely needed depending on instructor or student needs.

The book seems to free of errors and bias.

Social science research isn't likely to change greatly so this text should remain relevant for some time and can easily be updated to accommodate new techniques as they arise.

The book is generally well-written and accessible. The writing is clear and there are sufficient examples to help students grasp concepts.

The text appears consistent with others in the field.

The text may be best used as an overview of the research process in social sciences rather than a reference. However, various chapters could also be used alone or as supplement to other materials and excluding chapters not relevant to a particular course should not cause any issues. The author even mentions excluding certain chapters that are actually full courses where he teaches.

The organization and sequence seems very logical.

I accessed the PDF version and did not experience any issues with text or graphics.

I think a good proofread would help. There are a number of places where extraneous words were left in (perhaps when rewriting and changing the structure of a sentence) or where words are not quite right. For example:

"...a researcher looking at the world through a “rational lens” will look for rational explanations of the problem such as inadequate technology or poor fit between technology and the task context where it is being utilized, while another research[er] looking at the same problem through a “social lens” may seek out social deficiencies..."

Such errors are not really problematic but they are a bit distracting at times.

I did not find the book to be insensitive or offensive. Examples used are fairly benign. For example, when discussing the tendency of lay people to view a scientific theory as mere speculation the author uses an example of teacher practice instead of a more charged example such as evolution.

Overall, this is a good book to introduce graduate (and even undergraduate) students to social science research. It is not comprehensive enough to be the only text students encounter, but it would be sufficient for say master's level programs that focus more on capstone or practical "informed by research" projects. Students planning to conduct original research, analyze data and interpret results will likely find this insufficient.

Reviewed by Paul Goren, Professor, University of Minnesota on 7/15/14

This text introduces social science doctoral students to the research process. It can be used in sociology, political science, education public health, and related disciplines. The book does an excellent job covering topics that are too often neglected in research methods classes. Standard texts devote most of their attention to different modes of data collection (e.g, lab experiments, field experiments, quasi-experiments, survey research, aggregate data collection, interpretive and case study methods, etc.). This book covers these materials but also devotes a lot of time to steps in the research process that precede data collection. These steps include formulating a research question, concept definition, theory elaboration, measurement (including reliability and validity) and sampling. There is also cursory coverage of descriptive statistics and inferential statistics (a chapter on each) as well as chapter on research ethics. In terms of coverage, then, the text can be described as comprehensive in terms of topics. In terms of depth of coverage of the topics, the text takes a minimalist approach. That is, the fundamentals of each topic are covered, but there is little discussion beyond the basics. Teachers looking for the perfect text that nails all the key points should look elsewhere or make heavy use of supplements. For instance, in the discussion on concepts, constructs, and variables, the text does not distinguish between latent variables, which are unobservable, and manifest variables, which are observable, as is common in the structural equation modeling tradition used in sociology and psychology. This is a minor omission and there are others one might quibble with. The bottom line is that most key topics in the research process are covered, but the coverage is not terribly deep.

From what I can tell, the book is accurate in terms of what it covers. There are some things that should probably be included in subsequent revisions.

The social science research process is unlikely to change in any signfiicant way for some time; therefore, I suspect the book will be relevant for years to come. The key will be ensuring that the latest research trends/improvements/refinements are added to the book. For instance, internet sampling techniques have come a long way over the past decade and there are now pollng firms that can admister online surveys to representative samples of the broader U.S. population. So long as the author keeps on these develops, this will serve as a useful introductory text for the foreseable future.

This text is extremely and unusually well-written and clear. This is one of the text's greatest selling points. No complaints on this score.

The book is very consistent from what I can see.

This book can work in a number of ways. A teacher can sample the germane chapters and incorporate them without difficulty in any research methods class.

The organization is fine. The book presents all the topics in an appropriate sequence.

The interface is fine. I didn't experience any problems.

I didn't see any errors, it looks fine.

The book is not culturally offensive.

Teachers looking for a text that they can use to introduce students to the research process and cover the foundational components of the research process should find this manuscript sufficient for their needs. Simple additions on slides or class room commentary can easily take care of the various omissions that pepper the text. Indeed, one could use this text in conjunction with discipline specific supplements quite effectively. For instance, in chapter 3 on the research process, the author devotes 5 paragraphs to common mistakes in the research process, such as pursuing trivial research questions or blind data mining. I can see how psychologists, sociologists and political scientists could provide discipline-specific examples to tailor this to their students particular needs. More generally, I suspect that the text could be used in conjunction with germane discipline specific materials quite effectively in research methodology classes. The book is not perfect. I wish there was more discussion on field experiments in the experiment chapter. Other than a brief mention that these are relatively rare, there was nothing. These are indeed relatively rare but that seems to be changing in some fields (e.g. economic, political science), and I think more discussion of this technique is warranted. The chapter on case study methods would benefit from discussion on the historical and comparative methods that are used in various social science disciplines, as well as some discussion on case selection methods. The statistical coverage is very thin and should not serve as the primary source material in any class that covers statistics. For instance, the discussion on the empirical assessment of reliability (for items or scales) does not discuss in depth the assumptions that underlie the various methods nor the modifications that need to be made across different levels of measurement. To take another example, the author presents the formulae for the variance and standard deviation on p. 122 with the customary n-1 in the denominator. Students often ask me why we divide the mean squared deviation by n-1 instead of n, which is what we do for the mean. Professors will need to make sure that their slides include discussion of the degrees of freedom idea and perhaps some discussion on unbiasedness as well. In the inferential statistics chapter there's no discussion on desirable properties of estimators (unbiasedness and efficiency). This is an unfortunate oversight. These could be added very easily using simple graphs. One thing that's lacking is a chapter on statistical graphics. The book makes great use of graphics and other visual aids throughout the chapters, but I wish there as a standalone chapter that introduces simple plots for univariate and bivariate data. This can be supplemented easily enough, but the omission seems odd. Again, this book can serve as an compact introduction in a graduate research methodology class for students across the social sciences, but it would work best in conjunction with deeper and more discipline specific materials prepared by the professor.

Reviewed by Anika Leithner, Associate Professor, California Polytechnic State University on 7/15/14

This text certainly covers all the basic concepts and processes I would expect to find in an introduction to social sciences research. What I liked in particular is that the author includes information on the ENTIRE research process, including critical thinking and research ethics, in addition to the "nuts and bolts" of research such as operationalization, data collection, and data analysis. I also find it useful that the author includes sections on both qualitative and quantitative research, which is great for an introductory level course. In general, readers can expect to find information on theory- and hypothesis building, operationalization/measurements, sampling, research design, various data collection strategies (e.g. surveys, experiments, etc.), as well as data analysis. The primary reason I did not give this text 5 stars is that the author does not provide a great amount of detail for a lot of the book's sections. He explains in the preface that he purposefully chose to reduce the text to the basics in order to keep the text compact and clutter-free. In general, I tend to agree with this approach, as so many methodology textbooks seem to get lost in examples and case studies without clearly illustrating the research process as a whole. However, as I was reading through this book, I kept thinking that I would need to supplement multiple areas of this book with more information in order to make it truly accessible to my students. To be fair, I think that A) anyone who has taught methods before would be able to use the "bones" of this book to prepare students sufficiently well for class and then easily fill in the blanks, and B) it appears that this text was written primarily with graduate students in mind, whereas I most teach undergraduates. In all, I still think that this is a great free alternative to many textbooks out there, but if your teaching style depends on your text including a lot of explanation and examples (or even applications), then this is likely not the text for you. Finally, this book does NOT include an index or a glossary. Personally, I did not find this to be a problem, as the outline/table of contents is very useful, but perhaps students using the text could benefit from an index that would allow them to quickly look up what they need to know.

I did not detect any errors or any purposeful bias in this textbook! Some readers might find that the author's choice of terminology does not necessarily match what I would consider standard practices in the broader social sciences (e.g. the use of the term "mediating variables" instead of "intervening variables"), but it is always clear what the book is referring to and it shouldn't be too difficult to bridge this "terminology gap." Occasionally, I was a bit puzzled by a definition or an explanation. For instance, the author states that "control variables" are not pertinent to explaining the dependent variable, but need to be taken into consideration because they may have "some impact" on it. I'm assuming the author means that they are not pertinent to the hypothesis being tested (as opposed to them not being pertinent to the explanation of the dependent variable). This type of ambiguity does not occur very often in the textbook and it does not necessarily represent an error. It merely seems to be an issue of miscommunication. Overall, I very much liked this text for its accuracy.

Luckily, research methods do not change drastically in a short period of time, so I expect the longevity of this book to be very high. In my experience, the biggest factor that can make a research text outdated is the use of up-to-date examples and case studies. This text includes very few of either, so I think this text could be used for many years to come.

The book is very clear and accessible, probably largely due to its minimalist approach. Aside from the above-mentioned deviations from broader social sciences terminology on a few occasions, I did not encounter any problems with the jargon/technical terminology used. The only minor problem I noted (which made me I've a ranking of 4 as opposed to 5) was a certain amount of repetitiveness in the earlier chapters, specifically with regard to positivism/post-positivism and the discussion of theory/hypothesis creation and testing.

The book is very consistent. It has a clear outline that matches the natural research process and the author very consistently adhere to this outline. Chapters naturally flow from one another and are logical.

This book is very well organized and easily accessible due to its division into logical chapters and sub-sections. In addition, the author highlights important concepts in bold, making it even easier to follow along. I would have no problem assigning smaller reading sections throughout the quarter/semester.

As mentioned above, the text is very well organized and flows naturally/logically. It follows the research process from critical thinking, conceptualization, to operationalization/measurements, research design, data collection, and data analysis. Research ethics are discussed in an appendix/addendum.

There are no major problems with the book's interface. Occasionally, graphs and tables are not as crisp and visually appealing as they might be in an expensive textbook, but personally, the ability to assign an open source text to my students far outweighs any concerns I might have about the visual attractiveness of a book. This text is easy to read and quite user-friendly.

I detected no grammatical errors.

The text includes very few examples and it is hard to imagine how research methods in general could be offensive to anyone (unless it is the practice of science itself that offends them), but for completeness' sake, allow me to state that I found no instances of insensitivity or offense in this textbook.

This text covers all the basics of the research process. It does not contain a lot of the "bells and whistles" that the expensive traditional textbooks have (e.g. lots of examples, fancy graphs, text boxes with case studies and applications, etc.), but it certainly gets the job done. Personally, I appreciate the compact nature of this text and I would much rather fill in a few gaps on my end, if it means that I can assign my students an open textbook.

Reviewed by Brendan Watson, Assistant Professor, University of Minnesota on 7/15/14

See overall comments. read more

See overall comments.

Dr. Bhattacherjee's "Social Science Research: Principles, Methods, and Practices," is a comprehensive, but a bare-boned (and generic) introduction to social science research. In this case "generic" is actually a positive attribute: because the text covers social science research broadly, rather than sociology, psychology, etc. specifically, this text can easily be adapted to the needs of basic research methods courses in allied disciplines. (I teach an introductory quantitative research course for master's and Ph.D. students in a School of Journalism & Mass Communication). I describe the text as comprehensive, because if my students got a basic grasp of all of the concepts in the book, they'd be well positioned to continue on to more advanced research courses (though the text is less valuable as a reference than more comprehensive introductory texts). But while Dr. Bhattacherjee's introduction says that the book is bare-boned by design -- "I decided to focus only on essential concepts, and not fill pages with clutter that can divert the students' attention to less relevant or tangential issues" -- some topics deserve more attention. For example, Institutional Review Boards (IRB) receive only two short paragraphs, and there is no mention of the history of why such boards were deemed necessary and play an important role in the research process. I'd consider such knowledge essential for students, and this is the type of information I would like a text to focus on so that I can spend class time reviewing more complicated concepts students might have trouble grasping on their own. (Generally I found the writing to be approachable, and concepts to be well explained, though extensive examples are also part of the "clutter" omitted from this book). Another topic I would have liked to see developed further - and perhaps is especially important to the more digitally-savvy crowd interested in the open textbook movement - is the expanding role of the Internet and digital technologies in the research process itself, particularly in the era of "big data." The text, for example, mentions Internet surveys, but there is no conversation about tools one can use to build an Internet survey; how Internet surveys differ from traditional modes of surveying; or the practice of weighting Internet survey results to make them "representative" of the larger population. That said, I am balancing using this text versus a more comprehensive, but much more expensive, commercially produced text. Another thing that this book is missing are instructional resources that commercial publishers provide, but ultimately by using this text I can contribute to creating greater value for my students. However, it would have to be supplemented heavily with other materials, as well as lectures, which is not without a trade-off cost. It's certainly doable, but ultimately means a greater investment of my time, and I have to weigh investing my time in creating hands-on learning opportunities and providing students with thorough feedback on their work with the time I'd have to invest in using a text that is complete, but needs to be much more heavily supplemented with additional materials. Ideally, several faculty with similar teaching needs would team up to combine and adapt several open texts to their courses' needs. Adapting and supplementing this text for my purposes by myself, however, remains a steep, if not insurmountable task for a tenure-track professor. This text, however, is thorough enough to maintain my interested in trying to find a way to make it work.

About the book.

Part I. Main Body

Science and scientific research
Thinking like a researcher
The research process
Theories in scientific research
Research design
Measurement of constructs
Scale reliability and validity
Survey research
Experimental research
Case research
Interpretive research
Qualitative analysis
Quantitative analysis: Descriptive statistics
Quantitative analysis: Inferential statistics
Research ethics

Ancillary Material

This book is designed to introduce doctoral and postgraduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioural research, and can serve as a standalone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently being used as a research text at universities in 216 countries, across six continents and has been translated into seven different languages. To receive updates on this book, including the translated versions, please follow the author on Facebook or Twitter @Anol_B.

About the Contributors

Anol Bhattacherjee is a professor of information systems and Citigroup/Hidden River Fellow at the University of South Florida, USA. He is one of the top ten information systems researchers in the world, ranked eighth based on research published in the top two journals in the discipline, MIS Quarterly and Information Systems Research , over the last decade (2001-2010). In a research career spanning 15 years, Dr. Bhattacherjee has published over 50 refereed journal papers and two books that have received over 4,000 citations on Google Scholar. He also served on the editorial board of MIS Quarterly for four years and is frequently invited to present his research or build new research programs at universities all over the world. More information about Dr. Bhattacherjee can be obtained from his webpage at http://ab2020.weebly.com .

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Research Methods for the Social Sciences (Pelz)

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William Pelz
Herkimer College via Lumen Learning

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This book is designed to introduce students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This text will introduce you to the fascinating and important study of the methods of inquiry in the Social Sciences. You will learn both the logic behind – and the procedures for – a wide variety of research methods, including correlational and experimental designs. If you are the curious type, and if you like to think rationally, I believe you will enjoy this course.

Basic Research Strategies for the Social Sciences: Research Methods

Research Strategies
Research Methods
Systematic Reviews vs. Literature Reviews
Background Information
Evaluate Your Sources
Scholarly vs. Non-scholarly Articles
Finding Journals
Journal Articles
SU Libraries' Catalog
Maps & Statistical Sources
Videos/DVD's
Links & Feeds
Interlibrary Loan

Sage Research Methods Online (SRMO)

SAGE Research Methods Online

Sage Research Methods Online (SRMO). SRMO provides access to information about research methods compiled from a variety of Sage publications, including books/handbooks, articles, and the “Little Green Book” series, Quantitative Applications in the Social Sciences . SRMO is searchable and browsable by author, and it includes a methods map, as well as video tutorials. Results can be refined to focus on specific academic disciplines of interest.

Great resource for learning more about what comprises a specific research method, with a view into how that method was applied within actual published scholarly literature.

analysis of variance (ANOVA)
ethnography
focus groups
mixed methods
narrative analysis
qualitative research
quantitative data analysis
social network analysis
structural equation modeling
time-series analysis
visual representations
... and more

Research Methodologies

There are a variety of methods you can adopt for your research strategy, depending on your subject area or the outcome of your research. Research methodology will differ depending on whether:

you are doing an empirical study, using quantitative data or qualitative information, or mixed methods approach
If you are seeking very current sources, or
historical research
critical analysis

Your strategies will be different as will the type of information sources you will seek and find.

See some databases below that offer examples of research methods, datasets or cases:

Sage Research Methods: Data Visualization Video, text, and datasets to teach researchers the fundamentals of data visualization and design.
Sage Research Methods: Foundations Introductory information about research methods and design.
SAGE Research Methods Cases Teaching cases in which a variety of research methods are used in a number of social sciences subject areas. Cases are incorporated into SAGE Research Methods Online.
SAGE Research Methods Datasets Datasets for teaching qualitative and quantitative research methods. Datasets are incorporated into SAGE Research Methods Online, and include sample sets, with a description of the research project and instructions regarding the method.
SAGE Research Methods Online Information about research methods and design; includes Sage Datasets and Sage Cases, and the qualitative and quantitative methods series, "Little Green Books" and “Little Blue Books.”

Research Integrity

SU - Office of Research and Integrity The Office of Research and Integrity provides administrative services to university researchers to facilitate research and ensure regulatory compliance with applicable federal regulations, laws and University policies, including administrative support and regulatory advisement to the University’s Institutional Review Board (IRB) and Institutional Animal Care and Use Committee (IACUC).

Qualitative Data Repository

Research methods for social sciences.

research methods for the social sciences

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The Cambridge Handbook of Research Methods and Statistics for the Social and Behavioral Sciences

The Cambridge Handbook of Research Methods and Statistics for the Social and Behavioral Sciences

Volume 1: building a program of research.

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Edited by Austin Lee Nichols , Central European University, Vienna , John Edlund , Rochester Institute of Technology, New York
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Book description

The first of three volumes, the five sections of this book cover a variety of issues important in developing, designing, and analyzing data to produce high-quality research efforts and cultivate a productive research career. First, leading scholars from around the world provide a step-by-step guide to doing research in the social and behavioral sciences. After discussing some of the basics, the various authors next focus on the important building blocks of any study. In section three, various types of quantitative and qualitative research designs are discussed, and advice is provided regarding best practices of each. The volume then provides an introduction to a variety of important and cutting-edge statistical analyses. In the last section of the volume, nine chapters provide information related to what it takes to have a long and successful research career. Throughout the book, example and real-world research efforts from dozens of different disciplines are discussed.

‘This is an impressive volume with chapters written by well-qualified scholars on a wide variety of topics covering every step along the way of a research project, from theoretical foundations to study design to data collection to data analysis to career advice. I am glad to have this handbook at my fingertips.’

Brad J. Bushman - The Ohio State University, USA

‘This methods handbook wonderfully covers all aspects of research methods including topics that similar volumes often miss like theory development, working outside of academia, and how to be a successful scholar. It is a great read and wonderful addition to any scholar’s library.’

Bradley M. Okdie - The Ohio State University, USA

‘This book covers many topics in methodology and statistics from a wide variety of voices and perspectives. Collectively, they comprise what might be the most comprehensive single book about how to conduct social-behavioral research. Even more than covering the design and conduct of research, the book situates the reader in their role as a scholar, teacher, reviewer, and colleague in advancing rigorous and credible research.’

Brian Nosek - University of Virginia, USA

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The Cambridge Handbook of Research Methods and Statistics for the Social and Behavioral Sciences pp i-i

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Cambridge Handbooks in Psychology - Series page pp ii-ii

The cambridge handbook of research methods and statistics for the social and behavioral sciences - title page pp iii-iii, copyright page pp iv-iv, dedication pp v-vi, contents pp vii-ix, figures pp x-xiii, tables pp xiv-xv, contributors pp xvi-xviii, preface pp xix-xx, part i - from idea to reality: the basics of research pp 1-176, 1 - promises and pitfalls of theory pp 3-24.

By Yzar S. Wehbe , Todd K. Shackelford , Laith Al-Shawaf

2 - Research Ethics for the Social and Behavioral Sciences pp 25-46

By Ignacio Ferrero , Javier Pinto

3 - Getting Good Ideas and Making the Most of Them pp 47-64

By Christian S. Crandall , Mark Schaller

4 - Literature Review pp 65-84

By Rachel Adams Goertel

5 - Choosing a Research Design pp 85-102

By Glynis M. Breakwell

6 - Building the Study pp 103-124

By Martin Schnuerch , Edgar Erdfelder

7 - Analyzing Data pp 125-155

By Roger Watt , Elizabeth Collins

8 - Writing the Paper pp 156-176

By John F. Dovidio

Part II - The Building Blocks of a Study pp 177-266

9 - participant recruitment pp 179-201.

By Jesse Chandler

10 - Informed Consent to Research pp 202-223

By David S. Festinger , Karen L. Dugosh , Hannah R. Callahan , Rachel A. Hough

11 - Experimenter Effects pp 224-243

By Jocelyn Parong , Mariya Vodyanyk , C. Shawn Green , Susanne M. Jaeggi , Aaron R. Seitz

12 - Debriefing and Post-Experimental Procedures pp 244-266

By Travis D. Clark , Ginette Blackhart

Part III - Data Collection pp 267-440

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“The 24 chapters in this Handbook span a wide range of topics, presenting the latest quantitative developments in scaling theory, measurement, categorical data analysis, multilevel models, latent variable models, and foundational issues. Each chapter reviews the historical context for the topic and then describes current work, including illustrative examples where appropriate. The level of presentation throughout the book is detailed enough to convey genuine understanding without overwhelming the reader with technical material. Ample references are given for readers who wish to pursue topics in more detail. The book will appeal to both researchers who wish to update their knowledge of specific quantitative methods, and students who wish to have an integrated survey of state-of- the-art quantitative methods.”

“This handbook discusses important methodological tools and topics in quantitative methodology in easy to understand language. It is an exhaustive review of past and recent advances in each topic combined with a detailed discussion of examples and graphical illustrations. It will be an essential reference for social science researchers as an introduction to methods and quantitative concepts of great use.”

“David Kaplan and SAGE Publications are to be congratulated on the development of a new handbook on quantitative methods for the social sciences. The Handbook is more than a set of methodologies, it is a journey. This methodological journey allows the reader to experience scaling, tests and measurement, and statistical methodologies applied to categorical, multilevel, and latent variables. The journey concludes with a number of philosophical issues of interest to researchers in the social sciences. The new Handbook is a must purchase.”

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Published: 08 June 2024

Demand and satisfaction analysis of short health videos among Chinese urban youth: A mixed-methods study based on the KANO model

Zehang Xie 1 ,
Wu Li ORCID: orcid.org/0000-0002-1633-2363 1 ,
Yunxiang Xie 2 &
Lingbo Wang 1

Humanities and Social Sciences Communications volume 11 , Article number: 740 ( 2024 ) Cite this article

Metrics details

Cultural and media studies
Health humanities

Short videos have become a powerful medium in health communication. This study explores the information needs and satisfaction of Chinese urban youth regarding short health videos, guided by the KANO model. The research was conducted in four stages: text mining, online survey, demand analysis, and emotional strategy analysis. During the text mining stage, we used GooSeeker software to extract 26,108 health-tagged short video entries from Douyin and identified 21 unique themes through a collinear network analysis. In the online survey stage, we gathered data on urban youth’s preferences for these themes. Using the KANO model and Better-Worse analysis in the demand analysis stage, we categorized health video demands and gained insights into the preferred content. In the emotional strategy analysis stage, we examined how different emotional strategies like appeals to fear and hope influenced content effectiveness. Findings show that content related to health science, tea drinking, popular news, and food safety significantly enhances satisfaction. Conversely, information on refuting rumors, epidemic prevention, and control, as well as authoritative views, tends to lower satisfaction, possibly due to a trust crisis caused by a mismatch between demand and supply. This study suggests that content creators can boost engagement and satisfaction by focusing on preferred themes. It also highlights the varying impacts of information sources and emotional strategies on the health video preferences of Chinese urban youth. The insights from this research provide a foundation for user-centric content creation and platform development in health communication.

Introduction

As media technologies continue to evolve, short videos have gained immense popularity, especially among young audiences, for their concise, engaging, and dynamic content (Wu et al. 2021 ). Unlike traditional, dense medical texts and newspapers, short health videos offer an accessible and entertaining form of communication (Cuesta-Valino et al. 2022 ). These videos play a crucial role in disease prevention, health promotion, and managing public health crises. For example, TikTok, a leading global short video platform, effectively disseminates critical public health messages to diverse populations, enhancing health knowledge, and mental well-being, and promoting healthy lifestyle choices (Basch et al. 2021 ; Yang et al. 2021 ). Furthermore, short health videos have proven effective in improving living or eating habits (Liang and Pang, 2022 ), boosting physical and mental health among older adults (Basch et al. 2021 ), and in vaccine promotion among young people (Gao et al. 2022 ).

Over the past decade, the exponential growth of short video platforms has captured significant academic interest. Research has primarily focused on the information quality and credibility of health-related content (K. Chen et al. 2022 ; Enver et al. 2020 ; Li et al. 2020 ), factors influencing the perceived usefulness of short health videos (Campbell and Rudan, 2020 ), viewing behaviors of specific videos by different demographics (Rosenthal et al. 2021 ), and content analyses focusing on communication characteristics and strategies (Han et al. 2022 ; Wu et al. 2022 ; Yurdaisik, 2020 ). However, the specific health information needs within the short video context remain underexplored. Among the limited published literature, studies have been constrained to health needs of specific groups such as patients with neurodevelopmental disorders or cancer (Eklund et al. 2018 ; Lehmann et al. 2022 ), pregnant adolescents (Owusu-Addo et al. 2016 ), commercially sexually exploited young women (Barnert et al. 2019 ), young parents caring for infants (Hong and Zhao, 2020 ), and young people in prison (Lennox, 2014 ). Moreover, these topics are predominantly focused on situations in Western countries (Ou et al. 2017 ).

However, with the rapid modernization of society, Chinese urban youth are navigating increasingly stressful lifestyles due to rapid urbanization, competitive job markets, and educational pressures. This has led to a surge in lifestyle-related diseases, mental health disorders, and poor physical fitness among this demographic. The health concerns of Chinese urban youth have thus gained significant importance. Recently, short videos have become increasingly popular among young people in China, with Douyin (the Chinese version of TikTok) leading as the premier short video platform (Zhu et al. 2023 ). As of December 2023, Douyin boasts over 800 million users in Mainland China, with more than 600 million monthly active users (JiemianNews, 2023). TikTok has become a vital channel for contemporary individuals to inquire about and obtain health information (Li et al. 2023 ; Xiong et al. 2023 ). Therefore, exploring the potential of such platforms to address these health issues is crucial. In our study, we focus on analyzing the information demand and satisfaction levels of Chinese urban youth regarding short videos.

Analytical framework: KANO model

In this study, we utilized the KANO model to explore and verify the health short video demands and preferences of Chinese urban youth (Fig. 1 ). The KANO model, developed by Japanese scholar Noriaki Kano and his colleagues, is a two-dimensional cognitive model that categorizes product quality attributes based on customer satisfaction. This model, which derives from Frederick Herzberg’s two-factor theory, identifies five categories of service attributes: must-be qualities, one-dimensional qualities, attractive qualities, indifferent qualities, and reverse qualities. Must-be qualities are essential features that, if absent, cause dissatisfaction but do not enhance satisfaction when present. One-dimensional qualities affect satisfaction directly and proportionally, attractive qualities significantly boost satisfaction if included, indifferent qualities impact satisfaction minimally, and reverse qualities decrease satisfaction when present (Ku and Shang, 2020 ).

The KANO model.

The KANO model has been applied across various studies to assess patient demands in healthcare settings, including medical institutions serving the general public and older adults, new health facilities, digital medical applications, and daily medical services (Barrios-Ipenza et al. 2021 ; Mao et al. 2022 ; Gimpel et al. 2021 ; Lacerda et al. 2022 ), as well as to evaluate the impact of gamification elements in health and fitness applications (Yin et al. 2022 ). Additionally, the model has been used to prioritize quality principles in daily medical practice (Malinka et al. 2022 ) and to assess the need for health information services in libraries (Meng et al. 2021 ). Given its effectiveness in analyzing user needs within health communication, we adopted the KANO model to examine the specific health demands of Chinese urban youth regarding short health videos.

Previous research has explored various aspects of health media, revealing preferences for short, free, comprehensible, and visually supported health science videos among Chinese populations (Xiao et al. 2023 ), and the impact of design elements like progress bars and background music on the viewing experience of short health videos (Xu et al. 2023 ). However, there is a gap in research specifically addressing which health information topics can best meet the needs of urban youth. Uses and gratifications theory, which posits that individuals actively select media to fulfill their unique needs and motivations (Katz et al. 1973 ), supports the relevance of the KANO model in this context. The model provides a clear and intuitive understanding of how media content correlates with viewer preferences, particularly important for addressing prevalent health issues among young people in Chinese cities such as obesity, depression, anxiety, and chronic diseases that are increasingly affecting younger populations (Zhu et al. 2019 ; Duan et al. 2020 ; Pang et al. 2017 ; Huang and Zhao, 2020 ). This study aims to provide a nuanced understanding of health information preferences and needs among urban youth, offering actionable insights for health communicators and digital platform designers to optimize content and delivery strategies. This could enhance the relevance, uptake, and effectiveness of health messages, positively influencing health outcomes for urban youth in China.

Therefore, the research questions for this study are:

RQ1: What are the specific short health video demands of urban youth in China?

RQ2: Which themes in short health videos are most likely to satisfy Chinese urban youth?

In addressing these questions, we will also examine the sources of short health videos and their emotional strategies to provide a more comprehensive answer to our research questions.

This study was executed in four sequential stages: text mining, online survey, demand analysis, and emotional strategy analysis. In the text mining stage, we combined web scraping, data cleaning, theme clustering, and expert evaluation to identify various theme categories, laying the foundation for subsequent item development. The online survey stage involved distributing surveys to our target population and testing the reliability and validity of our questionnaire. In the demand analysis stage, we applied the KANO model to comprehensively categorize the demands for short health videos. The final stage, emotional strategy analysis, assessed the impact of emotional strategies used in short health videos by analyzing content for emotional cues of fear and hope and their influence on user satisfaction and demand.

Text mining

First, on November 30, 2022, we used GooSeeker software to scrape 30,901 short health video entries tagged with “health” from Douyin. After removing irrelevant content and advertisements, 26,108 entries were retained. Using KH Coder software, we processed the dataset by removing particles and prepositions unrelated to our theme, then performed a clustering process to generate collinear networks and theme words. Based on the data size prompts from KH Coder (Gil et al. 2020 ), we set the minimum frequency for theme words at 80, delineating the first 400 permutations and extracting 371 theme words that met the conditions. These words were clustered into 40 categories, and after removing duplicates and invalid clusters, 22 categories remained (Fig. 2 ).

Collinear network diagram of short health video themes.

Second, to enhance the accuracy and reliability of our text mining process, we selected three PhD candidates and two professors from the clinical medicine program at Shanghai Jiao Tong University School of Medicine. This program is renowned for its top-ranking status in China (ShanghaiRanking, 2023 ). These experts were chosen for their profound expertise in the health domain, ensuring an authoritative evaluation of our thematic classifications. Prior to conducting the interviews, we clearly articulated the objectives of our study to the experts and provided a comprehensive introduction to the KANO model to align their assessments with our research goals. Interviews were conducted online independently, respecting pandemic-related constraints. To mitigate potential biases, we employed structured interview protocols and encouraged open-ended responses to ensure that the experts could express their views without leading questions. During these discussions, it was collectively decided to exclude “medical information” as a category due to its overly broad nature, which encompassed more specific themes like cancer knowledge and traditional Chinese medicine practices. This refinement led to the establishment of 21 well-defined categories (Table 1 ), enhancing the clarity and parallelism of our thematic analysis.

Additionally, the Douyin platform distinguishes between different types of information publishers. Accounts that upload credentials and receive verification are categorized as party and government agencies, national media, local media, and professional self-media, among others. Party and government agencies (PGA) mainly include national and local government bodies, national media (NM) refers to accounts of national-level television stations, news agencies, newspapers, etc., and local media (LM) includes those of provincial-level and below, like local TV stations and newspapers. In this study, professional self-media (PSM) encompasses doctors and health science popularization accounts. All unverified accounts are classified as other self-media (OSM). We used the GooSeeker software to scrape health short video source tags and employed KH Coder’s automated frequency counting feature to statistically analyze the publishers. Among the 26,108 pieces of short health video data, there were 7820 publishers. Of these, party and government agencies comprised 122, accounting for 1.56%. National media included 98, accounting for 1.25%. Local media had 564, representing 7.21%. There were 1982 professional self-media accounts, accounting for 25.35%, and 5054 other self-media accounts, making up 64.63%. Subsequently, using Python’s Pandas library, we automatically tagged each of the 26,108 health short videos with thematic classification labels and calculated the primary sources of the 21 categories of short health videos. For reposted videos, we counted the source of publication based on the original publisher.

Online survey

Utilizing the 21 themes identified from the text mining stage, we developed an online questionnaire based on the KANO model. We employed both forward and reverse questioning techniques for each theme category. Forward questions were phrased as, “If you are provided with this theme in short health videos, you will feel…”, while reverse questions were, “If you are not provided with this theme in short health videos, you will feel…”. These questions aimed to measure the “functional form” and “dysfunctional form” of responses, respectively, using a five-point Likert scale (1 = dislike, 2 = live with, 3 = neutral, 4 = must be, 5 = like it). The analysis of the survey responses resulted in 25 distinct outcomes, which are comprehensively classified in Table 2 , known as the Kano evaluation table.

The target demographic of our survey comprised Chinese urban youth, specifically defined as individuals aged 18 to 34 years, according to the National Bureau of Statistics of China. To accurately reflect the demands for short health videos among this group, we engaged Wenjuanxing, China’s largest survey agency, to perform proportional stratified sampling across the 31 provinces, municipalities, and autonomous regions of Mainland China. This approach helped minimize potential sampling biases. In December 2022, the Wenjuanxing platform was used to distribute the questionnaires. Wenjuanxing is the largest and most widely used online survey platform in China, renowned for its authority and rigor. Previous studies have confirmed the robustness of its sample pool (Li et al. 2021 ; Ning et al. 2020 ), and the broad and representative sample distribution in our research further validates this point. The sampling from each province was proportional to the urban youth population in that region relative to the total urban youth population of Mainland China, based on data from the seventh national population census (NBS, 2021 ). The study was approved by the Institutional Review Board at the authors’ institution (code B2022328I). To validate respondents, an initial screening question regarding age and experience with short health videos was posed. Only those who were 18–34 years old and had watched short health videos were allowed to proceed. To maximize response rates, participants were incentivized with a 2 yuan RMB reward. Of the 2800 responses received, 2371 were considered valid for data analysis after filtering out responses with missing or inconsistent answers. The demographic characteristics of the respondents are detailed in Table 3 .

Before performing the demand analysis based on the KANO model, we assessed the reliability and validity of the questionnaire using SPSS 25.0. The Cronbach’s alpha values for the forward questions and reverse questions were 0.802 and 0.817, respectively. Both values exceeded the threshold of 0.7, indicating that the questionnaire has high reliability (JM, 1997 ). Additionally, the KMO (Kaiser-Meyer-Olkin) value for the forward questions was 0.820, and the significance of Bartlett’s test of sphericity was p < 0.001, indicating that the data is suitable for factor analysis. Similarly, the KMO value of the reverse questions was 0.845, and the p-value was also less than 0.001, further affirming the appropriateness of performing factor analysis. The results of factor analysis further demonstrated that the scales are well-validated, showing good construct validity. (Jackson, 1993 ).

Demand analysis

After gathering data from the online survey, we proceeded with a demand analysis using the KANO model. During this phase, we classified health video demands into attributes as defined in the KANO model: must-be, one-dimensional, attractive, indifferent, and reverse. We adhered to the division rules of the KANO model, assigning elements to categories based on the maximum frequency of responses (Lo, 2021 ).

In instances where no dominant category emerged, the attribute was classified as mixed. To refine the traditional KANO model classification, we introduced two metrics: Total Strength (TS), reflecting user satisfaction with specific content, and Category Strength (CS), indicating user recognition of a required attribute for the content. These metrics help determine mixed-type demands, defined by conditions TS ≥ 60% and CS ≤ 6% (Lee, 1997 ).

Furthermore, to capture the specific preferences of Chinese urban youth, we utilized the Better–Worse four-quadrant index for demand satisfaction analysis (Chen and Kuo, 2011 ). The Better value measures how much satisfaction among Chinese urban youth improves when a theme is included in short health videos. A value closer to 1 indicates a significant improvement in satisfaction. Conversely, the Worse value measures the decrease in demand satisfaction when a theme is absent, with values approaching 1 indicating a substantial decrease in satisfaction.

For detailed calculations of these values, please refer to Eqs. 3 and 4 in the Appendix . Equation 3 calculates the Better value, representing the enhancement in user satisfaction when a feature is present. Eq. 4 calculates the “Worse” value, reflecting the reduction in satisfaction when a feature is absent, thereby highlighting the feature’s critical role in overall satisfaction.

Emotional strategy analysis

To further analyze user demands and satisfaction, we expanded the KANO model from the perspective of information sources. This involved analyzing the emotional strategies adopted by these sources in health short videos, thereby delving deeper into the underlying mechanisms of user satisfaction. Specifically, previous research on health information dissemination often focused on the effects of fear- and hope-driven messages, as seen in various studies (Chua and Banerjee, 2015 , 2018 ). Integrating the KANO model, we assessed the impact of health short videos that appeal to fear and hope on user needs and satisfaction. We utilized the emotional lexicon ontology developed by the Dalian University of Technology to identify vocabulary associated with fear and hope. Using Python, we analyzed the content of health short videos from various sources gathered via GooSeeker. By comparing the frequency of fear- and hope-related emotional words, we discerned the emotional strategies of different sources, such as party and government agencies, national media, local media, professional self-media, and other self-media, in their health short video content.

Sources of various health short video themes

Table 4 presents the proportions of the top three publishing sources for 21 categories of health short video themes. In health video themes closely related to daily life, other self-media dominate in terms of publication volume, with professional self-media and local media also showing considerable interest. For instance, in health science popularization, OSM accounts for 65.8%, PSM for 20.6%, and LM for 9.5%; Exercise and fitness features OSM at 73.3%, PSM at 15.9%, and LM at 7.7%; Lose weight and fat shows OSM at 82.1%, PSM at 13.2%, and LM at 2.9%. However, in more specialized health fields, professional self-media become the predominant publisher. For example, in cancer knowledge, PSM accounts for 69.5%, OSM for 19.8%, and LM for 6.1%; Replenish Qi and blood see PSM at 72.4%, OSM at 22.7%, and LM at 4.4%; Invigorate the spleen and stomach is led by PSM at 73.5%, OSM at 16.2%, and LM at 8.8%. When it comes to major national events aimed at stabilizing public sentiment, national media and party and government agencies, though less in number in the health short video information sources, dominate the publication of such videos. For instance, in refute a rumor, NM represents 80.8%, PGA 10.6%, and PSM 7.5%; in epidemic prevention and control, NM stands at 55.4%, PGA at 31.2%, and LM at 13.3%; in authoritative views, NM accounts for 68.8%, PGA for 17.9%, and PSM for 11.2%.

Demand analysis of short health videos for Chinese urban youth

As shown in Table 5 , the values in columns A, O, M, I, R, and Q indicate attractive attributes, one-dimensional (excitement-type) attributes, must-be attributes, indifferent attributes, reverse attributes, and questionable frequency of answers, respectively. According to the division rules of the KANO model, the class with the maximum frequency is the class to which an element belongs (Lo, 2021 ). In this analysis, five attractive attributes (A) were identified: family dietotherapy, drinking tea, traditional Chinese medicine culture, invigorating the spleen and stomach, and intestinal protection. Food safety served as the only one-dimensional (excitement-type) attribute (O), and there were five must-be attributes (M): health science popularization, exercise and fitness, lose weight and fat, sleep well, and popular news. Seven indifferent attributes (I) were noted: dispel dampness, secrets of longevity, cancer knowledge, replenish Qi and blood, tonify kidneys, soften blood vessels, protect the heart, and intestinal protection. There were three reverse attributes (R)—refute a rumor, epidemic prevention and control, and authoritative views - and no questionable answers.

Different from the traditional KANO category analysis, the improved KANO category analysis reveals changes in some users’ demands. As shown in Table 5 , invigorating the spleen and stomach and intestinal protection shifted from being classified solely as attractive attributes (A) to a mixed demand encompassing both attractive attributes (A) and indifferent attributes (I). This shows that, for Chinese urban youth, these two types of short health video theme demands may not always be attractive to them and, in some cases, may hold little significance. Furthermore, food safety transformed from a one-dimensional (excitement-type) attribute (O) to a mixed demand comprising both one-dimensional (O) and attractive attributes (A). This indicates that the short health videos on a food safety theme not only generate excitement among Chinese urban youth but also capture their interest.

Analysis of the Demand Satisfaction Index

Prior to conducting the Better-Worse analysis, we excluded three reverse attributes—refute a rumor, epidemic prevention and control, and authoritative views—from the study. These themes were identified as reverse demands, indicating that increased provision of these health short video themes correlates with decreased user satisfaction. Consequently, these themes were categorized as topics that should not be provided, thus eliminating the need for further satisfaction analysis.

We then calculated the Better and Worse values for various short health video themes using the data from Table 5 , employing the specified formulae (see appendix ). The resulting Better-Worse index is presented in Table 6 . We used the absolute values of Better and Worse to establish horizontal and vertical coordinates, setting the average Better value (0.44) and the absolute Worse value (0.41) derived from the 18 video themes as benchmarks to partition the coordinates into four quadrants, illustrated in Fig. 3 .

Notes. Guided by the KANO model, the more the reverse attributes (17. refute a rumor, 18. epidemic prevention and control, 20. authoritative views) are provided, the more they lead to user dissatisfaction. Therefore, reverse attributes are classified as items not to be provided, eliminating the need for Better–Worse analysis.

The first quadrant of the Better-Worse matrix is characterized by high Better values and high absolute values of Worse . Themes falling within this quadrant significantly improve satisfaction among Chinese urban youth when provided, and their absence results in a noticeable decrease in demand satisfaction. The second quadrant features themes with low Better values and high absolute values of Worse; here, the provision of a theme does not significantly enhance satisfaction, but its absence leads to a notable decrease. The third quadrant, characterized by low Better and low absolute values of Worse, indicates that both the provision and absence of a theme from this quadrant have minimal impact on satisfaction. Conversely, the fourth quadrant includes themes with high Better values and low absolute values of Worse, where provision significantly boosts satisfaction, though their absence does not markedly reduce it.

According to our findings, the prioritization of short health video content should be as follows: themes from the first quadrant are of the utmost importance, followed by those in the second and fourth quadrants. Themes in the third quadrant should be given the lowest priority. Notably, themes in the first quadrant, such as health science popularization, drinking tea, popular news, and food safety, significantly impact satisfaction levels and are crucial in meeting the demands of Chinese urban youth. Themes in the second and fourth quadrants, such as exercise and fitness, losing weight and fat, family dietotherapy, sleeping well, and traditional Chinese medicine culture, among others, also strongly influence satisfaction, especially when provided. Conversely, themes from the third quadrant, including dispelling dampness, secrets of longevity, cancer knowledge, replenishing Qi and blood, tonifying kidneys, softening blood vessels, and protecting the heart, do not significantly impact satisfaction, suggesting a relative indifference among Chinese urban youth towards these themes. This indicates that providing such content through short health videos may not be a priority.

Emotional strategies in different sources of short health videos

Our emotional strategy analysis revealed distinct patterns in the approach to health communication adopted by different sources of short health videos. The results, as depicted in the Fig. 4 , indicate that PGA and NM predominantly employ an appeal-to-hope strategy in their health short video content. This approach is characterized by a positive tone and focuses on the beneficial outcomes of health behaviors, aiming to inspire and motivate the audience towards better health practices. On the other hand, OSM primarily adopts an appeal-to-fear strategy. This strategy emphasizes the negative consequences of unhealthy behaviors or health risks, seeking to provoke a change in the audience’s behavior through concern or fear of adverse outcomes. LM and PSM demonstrate a more neutral emotional strategy. Their content tends to balance between positive and negative messaging or may focus on delivering factual health information without a strong emotional appeal to fear or hope.

PGA Party and government agencies, NM National media, LM Local media, PSM Professional self-media, OSM Other self-media.

In an era dominated by digital content consumption, our study leverages the KANO model to closely examine the health information preferences and needs of Chinese urban youth, specifically within the context of short health videos. By identifying the key themes and elements that resonate with this demographic, our research outlines a detailed taxonomy of health video demands, shedding light on the complex nature of short health video consumption among urban youth.

The findings from our survey, as detailed in Table 5 , categorize three topics as “reverse qualities,” indicating themes that should be avoided as they lead to decreased satisfaction when provided more frequently. Conversely, four themes in the first quadrant are identified as “must-be qualities,” which are essential for satisfying this audience. Seven themes spread across the second and fourth quadrants are recognized as “attractive qualities,” showing significant potential to enhance satisfaction when included. Meanwhile, seven themes in the third quadrant are deemed “indifferent qualities,” reflecting a neutral impact on viewer satisfaction.

Reverse qualities

As delineated in Table 5 , our study categorizes themes such as refuting rumors, epidemic prevention and control, and authoritative views as “reverse qualities.” This classification reveals that an increased focus on these themes in short health videos is inversely related to user satisfaction. This counterintuitive finding necessitates an exploration of the underlying factors through the lens of media trust theory.

Media trust refers to the belief in the media’s capacity to accurately portray events (Basch et al. 2021 ). Chaffee et al. ( 1991 ) broadened this definition to include trust in the entire media ecosystem, not just isolated segments. The COVID-19 outbreak severely tested China’s disease prevention and risk communication systems, established in response to past crises like SARS, highlighting the critical need for reliable health information (Geurts et al. 2023 ; Schaefer et al. 2017 ). Since the 2003 SARS crisis, the media landscape has transformed dramatically with the widespread adoption of mobile and social media, diversification of information sources, and a rise in user-generated content (Raj and Meel, 2022 ). These transformations have led to fragmentation and an often overwhelming proliferation of health information, which has, in turn, sometimes resulted in the spread of misinformation (Chin et al. 2022 ). During major national events, which are key moments for stabilizing public sentiment, national media (NM) and party and government agencies (PGA) predominantly publish short health videos. However, these themes have faced a credibility crisis on short video platforms, attributed to several factors. Firstly, the excessive availability of health-related content during crises can lead to information fatigue, reducing viewer satisfaction (Guan et al. 2023 ). Secondly, the presence of misleading or incorrect information under these themes can significantly damage their perceived trustworthiness, causing users to question the authenticity of the content (Peng et al. 2022 ). Additionally, NM and PGA’s frequent use of an “appeal-to-hope” emotional strategy during health crises can generate cognitive dissonance among Chinese urban youth, especially when such optimistic messaging clashes with their personal experiences, potentially fostering dissatisfaction and resentment (Chen et al. 2021 ).

This analysis, underpinned by media trust theory, suggests that a discrepancy between the hopeful communications issued by health authorities and the actual experiences of the audience during public health emergencies can precipitate a trust crisis. This misalignment may compel the audience to seek alternative, more reliable health information sources, emphasizing the critical need for accurate and trustworthy health communication strategies. In the current era, marked by rapid digital media evolution and an ever-increasing flow of information, the implications of such a trust crisis are even more significant. As audiences become more adept at accessing diverse information channels, their tolerance for discrepancies in official communications diminishes. This dynamic environment requires health communicators to not only provide timely and accurate information but also to consistently maintain transparency and address misinformation promptly. Enhancing media trust in this way becomes crucial, as it directly influences public compliance with health advisories and intervention measures. Consequently, public health organizations must adapt their communication strategies to be more responsive and engaging, ensuring that they are viewed as reliable sources amidst a plethora of available information. This strategic shift is essential to manage public sentiment effectively and foster a cooperative attitude towards health measures, particularly in times of crisis.

Must-be qualities

In the context of service or product offerings, “must-be qualities” represent fundamental attributes that customers expect as standard. They’re the inherent features that customers take for granted. If these qualities are not met, they could lead to significant dissatisfaction among users. In this study, we identified four main themes in the realm of short health videos that urban Chinese youth consider “must-be qualities”: the popularization of health science, tea drinking, popular news, and food safety.

Why do these themes hold such importance? A deeper exploration of the cultural habits and lifestyle needs of urban Chinese youth provides us with the answer. Tea drinking, for instance, is more than just a casual habit; it’s a significant component of traditional Chinese culture. The act of tea drinking extends beyond being a mere dietary routine; it encapsulates a way of life and a means of cultural expression (Pan et al. 2022 ). It’s intertwined with the daily life of Chinese people, hence explaining its categorization as a “must-be quality”.

Similarly, food safety is an essential concern for urban youth. Food safety, a pivotal concern for urban youth in China. It is deeply rooted in the broader context of national crises that threaten the physical and psychological well-being of Chinese citizens. The year 2022 witnessed numerous food safety scandals, reinforcing the urgency and importance of this issue. High-profile cases, such as the use of clenbuterol in sheep meat in Qing County, Hebei Province, and hygiene issues in well-known restaurant chains like Xiaolongkan Hot Pot and Nayuki’s Tea, have intensified public awareness and concern. These incidents highlight the critical need for vigilance and regulation in the food industry. Similarly, the detection of contaminants in Anutric’s infant formula points to the vulnerabilities in even the most sensitive food products (CharmingPingyuan, 2023 ). These events not only draw attention to the specific incidents but also reflect a larger systemic problem within China’s food safety ecosystem. For urban youth, these incidents are not mere news stories; they represent a direct threat to their health and well-being (Qin et al. 2022 ). Therefore, short health videos focusing on food safety are indispensable for Chinese urban youth. The extensive reporting and discussions surrounding these food safety failures have elevated health awareness among this demographic, leading them to seek greater transparency and assurance of safety in their dietary choices.

Popular news and health science popularization are also key themes for this demographic. With the high-pressure lifestyle of urban living, staying updated with current events becomes necessary, and health knowledge is equally crucial for maintaining a healthy lifestyle. These topics cater to both the emotional need for connectivity and the practical need for health consciousness among urban youth (Kaplan-Rakowski, 2021 ).

These four themes, therefore, reside in the first quadrant, indicating high demand and high satisfaction potential. In today’s rapidly evolving digital and health landscape, the emphasis on themes such as health science popularization, tea drinking, popular news, and food safety in short health videos is crucial. These themes not only meet the high demand and satisfaction potential among Chinese urban youth but also enhance the relevance and trustworthiness of content platforms. By delivering timely health updates, connecting viewers with their cultural roots through traditional practices like tea drinking, engaging them with significant current affairs, and addressing critical issues such as food safety, content providers can significantly boost user satisfaction and loyalty. This strategic focus effectively meets the explicit and implicit expectations of urban youth, making it essential for platforms aiming to thrive in a digital era characterized by quick information dissemination and heightened health consciousness.

Understanding the significance of these must-be qualities in health short videos among Chinese urban youth also involves examining their primary sources. A closer look at the sources for these four key themes reveals that Other Self-Media (OSM) are the predominant publishers. OSM tends to focus on content that is closely related to daily life, which aligns with the nature of these must-be themes: health science popularization, tea drinking, popular news, and food safety. OSM often employs an appeal-to-fear emotional strategy in its content. This approach is effective in capturing audience attention and engagement, as fear can be a powerful motivator. Fear-based messaging tends to resonate more with viewers, drawing their focus towards the issues being discussed. This strategy by OSM is in line with existing literature, which highlights the impact of fear appeals in health communication (Chua and Banerjee, 2015 , 2018 ). The use of such emotional strategies can enhance the relevance and urgency of the content, thereby aligning with the audience’s concerns and interests. However, it’s important to note the delicate balance required in utilizing fear appeals. While they can be effective in drawing attention, excessive or misdirected fear messaging can lead to anxiety or desensitization among viewers. Therefore, for these must-be qualities to maintain their high demand and satisfaction potential, it is crucial for OSM and other content providers to carefully craft their messages. The goal should be to inform and engage viewers without causing undue distress, thereby ensuring a positive and constructive impact on their health awareness and behaviors.

Attractive qualities

In our study, themes categorized as “attractive qualities” are those that can significantly enhance user satisfaction when provided, though their absence does not necessarily lead to dissatisfaction. For the urban Chinese youth demographic, the themes identified as attractive qualities include exercise and fitness, weight and fat loss, family diet therapy, sleeping well, traditional Chinese medicine culture, invigorating the spleen and stomach, and intestinal protection.

The rationale behind this classification stems from how Chinese urban youth typically engage with short health videos. These users often turn to such content in specific situations, such as during periods of illness or high stress. Under normal circumstances, there may be little active search for content on topics like traditional Chinese medicine or sleep enhancement. However, when health concerns or stress levels rise, the appeal of these themes increases markedly. For example, content on family diet therapy and traditional Chinese medicine culture can provide considerable comfort and support during times of stress or illness. Similarly, information about improving sleep and maintaining regular exercise becomes particularly valuable, given the direct link between these activities and overall well-being.

Thus, these themes are deemed “attractive qualities” because they hold the potential to greatly boost user satisfaction when they are most relevant, but their absence is not typically felt during periods of normalcy. This classification underscores that the demand for these topics is situational rather than constant. For content platforms specializing in short health videos, prioritizing these themes offers a strategic advantage. By tailoring content to include these attractive qualities at moments when they are most likely to resonate—such as during a health scare or a peak stress period—platforms can significantly enhance user engagement and satisfaction. This approach not only meets but anticipates the needs of users, providing them with valuable, situation-specific information that can support their health and wellness precisely when they need it most. Incorporating these themes as dynamic, value-added features could surprise and delight users, substantially enriching their interaction with the platform.

Indifferent qualities

In our study, themes classified under “indifferent qualities” are those toward which users typically exhibit a neutral stance, regardless of whether the content is provided or not. These themes include dispelling dampness, secrets of longevity, cancer knowledge, replenishing Qi and blood, tonifying kidneys, softening blood vessels, and protecting the heart.

These themes predominantly focus on specific health conditions and diseases. Their relevance to urban youth tends to depend on personal or immediate social experiences with these conditions. Without such personal connections, these topics often fail to capture attention, garnering minimal interest among this demographic (Pereira, 2020 ). Moreover, when encountering these health issues for the first time, urban youth are more likely to seek professional medical advice rather than relying on online videos for guidance. This preference is justified given the complexity and highly individualized nature of these health matters, which typically require direct consultation with healthcare professionals for accurate diagnoses and treatment plans (Pugh et al. 2017 ).

Consequently, for the time being, these video themes may not hold substantial immediate value or appeal for Chinese urban youth. They tend to be overshadowed by more urgent or relatable health topics that align more closely with their daily lives and immediate health concerns. Nonetheless, the potential significance of these themes should not be dismissed outright. Health awareness and needs evolve over time, and these topics may become more relevant under certain conditions or at different life stages.

Research contributions and limitations

Our study offers both theoretical and practical insights. From a theoretical standpoint, firstly, our study underscores an overlooked but significant demographic - Chinese urban youth, a group which has been largely neglected in previous health communication research. Through a detailed investigation of this group under the guidance of the KANO model, we gained nuanced insights into their unique health information needs, contributing to a deeper understanding of their preferences and requirements. Secondly, our research offers empirical evidence from an Eastern context, specifically focusing on China’s urban youth. This non-Western perspective adds valuable diversity to the existing body of knowledge on health communication and digital media use. Thirdly, our study employs a diverse array of mixed research methodologies, including text mining, online surveys, demand analysis, and emotional strategy analysis. Additionally, by extending the KANO model to incorporate dimensions such as information sources and emotional strategies, we make a novel contribution to the field of health communication. This enhanced approach not only addresses a critical gap in the traditional application of the KANO model, which predominantly focuses on user-centric analysis, but also offers a more comprehensive and multidimensional framework for understanding user preferences and satisfaction. Such advancements provide a nuanced lens for examining the dynamics of media influence and content strategy, particularly within digital health platforms, enriching the KANO model’s applicability and fostering a deeper understanding of health communication processes.

From a practical standpoint, our research provides two managerial implications. Firstly, for content creators and health communication practitioners, our findings delineate the unique preferences of Chinese urban youth in the realm of short health videos. We offer clear directions on which health themes to prioritize, which ones to handle delicately, and which ones may be less relevant, thereby assisting in crafting engaging, relevant, and impactful content. Secondly, for short video platform developers, our study provides key insights that could inform the enhancement of platform features and recommendation algorithms. By understanding the diverse and dynamic health information needs of urban Chinese youth, platform developers can fine-tune their algorithms to better match these demands, leading to improved user satisfaction and engagement. Additionally, the identified indifference towards certain health topics can assist in managing the information overload problem, further enhancing the user experience on these platforms. In essence, our research contributes towards building a more user-centric and effective digital health communication ecosystem.

Despite its valuable contributions, this study also faces a few limitations. First, the theme classification method employed is based on high-frequency words derived from clustering, which might not fully capture all potential short health video themes. This approach could overlook less common but still important topics, thus limiting the comprehensiveness of our findings. Secondly, while our research’s focus on urban Chinese youth stands as a unique strength, the sample collected may not sufficiently represent the full diversity within this demographic. This limitation could impact the applicability of our findings across the entire group of urban Chinese youth. Future research could address these issues by incorporating a broader range of themes and seeking a more diverse sample within the urban Chinese youth demographic. Additionally, extending this study to include other demographic groups and contexts would further enrich our understanding and could validate or augment our findings.

Utilizing the KANO model, this study explored the preferences for short health video content among Chinese urban youth, a demographic that has been less emphasized in prior research. Our findings illuminate the variety of content themes that resonate with this audience, thereby broadening the theoretical framework of health communication studies. On a practical level, this research offers a strategic roadmap for content creators to develop relevant and engaging short health videos. It also provides essential insights for platform developers to refine algorithms and features specifically tailored to this user group. Ultimately, this study contributes a user-oriented perspective that enriches our understanding of health communication in the digital era, serving as a valuable reference for future investigations.

Data availability

The original data for this article is included within the main text.

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Xie, Z., Li, W., Xie, Y. et al. Demand and satisfaction analysis of short health videos among Chinese urban youth: A mixed-methods study based on the KANO model. Humanit Soc Sci Commun 11 , 740 (2024). https://doi.org/10.1057/s41599-024-03266-0

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Which social media platforms are most common, who uses each social media platform, find out more, social media fact sheet.

Many Americans use social media to connect with one another, engage with news content, share information and entertain themselves. Explore the patterns and trends shaping the social media landscape.

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

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

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

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

YouTube and Facebook are the most-widely used online platforms. About half of U.S. adults say they use Instagram, and smaller shares use sites or apps such as TikTok, LinkedIn, Twitter (X) and BeReal.

Year	YouTube	Facebook	Instagram	Pinterest	TikTok	LinkedIn	WhatsApp	Snapchat	Twitter (X)	Reddit	BeReal	Nextdoor
8/5/2012		54%	9%	10%		16%			13%
8/7/2012									14%
12/9/2012			11%	13%					13%
12/16/2012		57%
5/19/2013									15%
7/14/2013									16%
9/16/2013		57%	14%	17%		17%			14%
9/30/2013									16%
1/26/2014									16%
9/21/2014		58%	21%	22%		23%			19%
4/12/2015		62%	24%	26%		22%			20%
4/4/2016		68%	28%	26%		25%			21%
1/10/2018	73%	68%	35%	29%		25%	22%	27%	24%
2/7/2019	73%	69%	37%	28%		27%	20%	24%	22%	11%
2/8/2021	81%	69%	40%	31%	21%	28%	23%	25%	23%	18%		13%
9/5/2023	83%	68%	47%	35%	33%	30%	29%	27%	22%	22%	3%

Note: The vertical line indicates a change in mode. Polls from 2012-2021 were conducted via phone. In 2023, the poll was conducted via web and mail. For more details on this shift, please read our Q&A . Refer to the topline for more information on how question wording varied over the years. Pre-2018 data is not available for YouTube, Snapchat or WhatsApp; pre-2019 data is not available for Reddit; pre-2021 data is not available for TikTok; pre-2023 data is not available for BeReal. Respondents who did not give an answer are not shown.

Source: Surveys of U.S. adults conducted 2012-2023.

Usage of the major online platforms varies by factors such as age, gender and level of formal education.

% of U.S. adults who say they ever use __ by …

RACE & ETHNICITY
POLITICAL AFFILIATION

	Ages 18-29	30-49	50-64	65+
Facebook	67	75	69	58
Instagram	78	59	35	15
LinkedIn	32	40	31	12
Twitter (X)	42	27	17	6
Pinterest	45	40	33	21
Snapchat	65	30	13	4
YouTube	93	92	83	60
WhatsApp	32	38	29	16
Reddit	44	31	11	3
TikTok	62	39	24	10
BeReal	12	3	1	<1

	Men	Women
Facebook	59	76
Instagram	39	54
LinkedIn	31	29
Twitter (X)	26	19
Pinterest	19	50
Snapchat	21	32
YouTube	82	83
WhatsApp	27	31
Reddit	27	17
TikTok	25	40
BeReal	2	5

	White	Black	Hispanic	Asian*
Facebook	69	64	66	67
Instagram	43	46	58	57
LinkedIn	30	29	23	45
Twitter (X)	20	23	25	37
Pinterest	36	28	32	30
Snapchat	25	25	35	25
YouTube	81	82	86	93
WhatsApp	20	31	54	51
Reddit	21	14	23	36
TikTok	28	39	49	29
BeReal	3	1	4	9

	Less than $30,000	$30,000- $69,999	$70,000- $99,999	$100,000+
Facebook	63	70	74	68
Instagram	37	46	49	54
LinkedIn	13	19	34	53
Twitter (X)	18	21	20	29
Pinterest	27	34	35	41
Snapchat	27	30	26	25
YouTube	73	83	86	89
WhatsApp	26	26	33	34
Reddit	12	23	22	30
TikTok	36	37	34	27
BeReal	3	3	3	5

	High school or less	Some college	College graduate+
Facebook	63	71	70
Instagram	37	50	55
LinkedIn	10	28	53
Twitter (X)	15	24	29
Pinterest	26	42	38
Snapchat	26	32	23
YouTube	74	85	89
WhatsApp	25	23	39
Reddit	14	23	30
TikTok	35	38	26
BeReal	3	4	4

	Urban	Suburban	Rural
Facebook	66	68	70
Instagram	53	49	38
LinkedIn	31	36	18
Twitter (X)	25	26	13
Pinterest	31	36	36
Snapchat	29	26	27
YouTube	85	85	77
WhatsApp	38	30	20
Reddit	29	24	14
TikTok	36	31	33
BeReal	4	4	2

	Rep/Lean Rep	Dem/Lean Dem
Facebook	70	67
Instagram	43	53
LinkedIn	29	34
Twitter (X)	20	26
Pinterest	35	35
Snapchat	27	28
YouTube	82	84
WhatsApp	25	33
Reddit	20	25
TikTok	30	36
BeReal	4	4

This fact sheet was compiled by Research Assistant Olivia Sidoti , with help from Research Analyst Risa Gelles-Watnick , Research Analyst Michelle Faverio , Digital Producer Sara Atske , Associate Information Graphics Designer Kaitlyn Radde and Temporary Researcher Eugenie Park .

Follow these links for more in-depth analysis of the impact of social media on American life.

Americans’ Social Media Use Jan. 31, 2024
Americans’ Use of Mobile Technology and Home Broadband Jan. 31 2024
Q&A: How and why we’re changing the way we study tech adoption Jan. 31, 2024

Find more reports and blog posts related to internet and technology .

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Properties of Urban Soils after Decontamination Measures on the Radioactively Contaminated Territory of the City of Elektrostal

Published: 04 June 2024
Volume 79 , pages 167–176, ( 2024 )

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D. N. Lipatov 1 ,
V. A. Varachenkov 1 ,
D. V. Manakhov 1 ,
G. I. Agapkina 1 &
A. I. Shcheglov 1

We studied the morphological properties, pH, organic carbon content, and specific activity of 137 Cs and natural radionuclides ( 40 K, 226 Ra, 232 Th) in the upper horizons of soils in deactivated and slightly damaged areas of the city. The studies were carried out in the urban ecosystems of the city of Elektrostal (Moscow oblast) in 2019, i.e., 6 years after local precipitation of 137 Cs due to a radiation incident. The morphological features of the upper horizons of urban soils were the following: brownish-gray color, light-loamy composition, and small-lumpy and lumpy structure, with inclusions of construction and household waste. In the upper horizons of urban quasizems and urban soils, a low carbon content (less than 1%) with high coefficients of variation were detected. In the studied urban soils, a wide range of water pH values was noted: from an acidic (4.6–5.5) to highly alkaline (>8.0) reaction. Correlation analysis showed that, in the upper horizons of UR, the content of organic carbon was reduced and alkalinization of the soil environment was observed. The accumulative type of distribution of 137 Cs was recorded for soil profiles of polluted urban ecosystems in which decontamination measures were not carried out. The profiles of urban soils that were subjected to decontamination revealed low values of the specific activity of 137 Cs in surface bulk layers and maxima in buried contaminated horizons. In the bulk horizons of UR, which include a large amount of crushed stone, there was an increase in the specific activity of 226 Ra. Some technogenic horizons of UR and TCH, consisting mainly of quartz sand, are characterized by very low values of specific activities 226 Ra and 40 K. Correlations of chemical and radiation indicators in the profiles of urban soils reflect the different compositions and properties of upper horizons formed as a result of excavation and decontamination work.

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Spatial Variations of the Activity of 137Cs and the Contents of Heavy Metals and Petroleum Products in the Polluted Soils of the City of Elektrostal

Radiological characterization of the area impacted by the Mariana dam disaster, in Mariana City-MG-Brazil

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The research was carried out within the framework of R&D program no. AAAA-A21-121012290189-8 carried out under a state assignment and with the support of the Interdisciplinary Scientific and Educational School of Moscow State University “The Future of the Planet and Global Environmental Changes.”

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Lipatov, D.N., Varachenkov, V.A., Manakhov, D.V. et al. Properties of Urban Soils after Decontamination Measures on the Radioactively Contaminated Territory of the City of Elektrostal. Moscow Univ. Soil Sci. Bull. 79 , 167–176 (2024). https://doi.org/10.3103/S0147687424700030

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People call Long COVID by many names, including Post-COVID Conditions, long-haul COVID, post-acute COVID-19, long-term effects of COVID, and chronic COVID. The term post-acute sequelae of SARS CoV-2 infection (PASC) is also used to refer to a subset of Long COVID.

What You Need to Know

Long COVID is a real illness and can result in chronic conditions that require comprehensive care. There are resources available .
Long COVID can include a wide range of ongoing health problems; these conditions can last weeks, months, or years.
Long COVID occurs more often in people who had severe COVID-19 illness, but anyone who has been infected with the virus that causes COVID-19 can experience it.
People who are not vaccinated against COVID-19 and become infected may have a higher risk of developing Long COVID compared to people who have been vaccinated.
People can be reinfected with SARS-CoV-2, the virus that causes COVID-19, multiple times. Each time a person is infected or reinfected with SARS-CoV-2, they have a risk of developing Long COVID.
While most people with Long COVID have evidence of infection or COVID-19 illness, in some cases, a person with Long COVID may not have tested positive for the virus or known they were infected.
CDC and partners are working to understand more about who experiences Long COVID and why, including whether groups disproportionately impacted by COVID-19 are at higher risk.

In July 2021, Long COVID was added as a recognized condition that could result in a disability under the Americans with Disabilities Act (ADA). Learn more: Guidance on “Long COVID” as a Disability Under the ADA .

About Long COVID

Long COVID is a wide range of new, returning, or ongoing health problems that people experience after being infected with the virus that causes COVID-19. Most people with COVID-19 get better within a few days to a few weeks after infection, so at least 4 weeks after infection is the start of when Long COVID could first be identified. Anyone who was infected can experience Long COVID. Most people with Long COVID experienced symptoms days after first learning they had COVID-19, but some people who later experienced Long COVID did not know when they got infected.

There is no test that determines if your symptoms or condition is due to COVID-19. Long COVID is not one illness. Your healthcare provider considers a diagnosis of Long COVID based on your health history, including if you had a diagnosis of COVID-19 either by a positive test or by symptoms or exposure, as well as based on a health examination.

Science behind Long COVID

RECOVER: Researching COVID to Enhance Recovery

People with Long COVID may experience many symptoms.

People with Long COVID can have a wide range of symptoms that can last weeks, months, or even years after infection. Sometimes the symptoms can even go away and come back again. For some people, Long COVID can last weeks, months, or years after COVID-19 illness and can sometimes result in disability.

Long COVID may not affect everyone the same way. People with Long COVID may experience health problems from different types and combinations of symptoms that may emerge, persist, resolve, and reemerge over different lengths of time. Though most patients’ symptoms slowly improve with time, speaking with your healthcare provider about the symptoms you are experiencing after having COVID-19 could help determine if you might have Long COVID.

People who experience Long COVID most commonly report:

General symptoms ( Not a Comprehensive List)

Tiredness or fatigue that interferes with daily life
Symptoms that get worse after physical or mental effort (also known as “ post-exertional malaise ”)

Respiratory and heart symptoms

Difficulty breathing or shortness of breath
Fast-beating or pounding heart (also known as heart palpitations)

Neurological symptoms

Difficulty thinking or concentrating (sometimes referred to as “brain fog”)
Sleep problems
Dizziness when you stand up (lightheadedness)
Pins-and-needles feelings
Change in smell or taste
Depression or anxiety

Digestive symptoms

Stomach pain

Other symptoms

Joint or muscle pain
Changes in menstrual cycles

Symptoms that are hard to explain and manage

Some people with Long COVID have symptoms that are not explained by tests or easy to manage.

People with Long COVID may develop or continue to have symptoms that are hard to explain and manage. Clinical evaluations and results of routine blood tests, chest X-rays, and electrocardiograms may be normal. The symptoms are similar to those reported by people with myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) and other poorly understood chronic illnesses that may occur after other infections. People with these unexplained symptoms may be misunderstood by their healthcare providers, which can result in a delay in diagnosis and receiving the appropriate care or treatment.

Review these tips to help prepare for a healthcare provider appointment for Long COVID.

Health conditions

Some people experience new health conditions after COVID-19 illness.

Some people, especially those who had severe COVID-19, experience multiorgan effects or autoimmune conditions with symptoms lasting weeks, months, or even years after COVID-19 illness. Multi-organ effects can involve many body systems, including the heart, lung, kidney, skin, and brain. As a result of these effects, people who have had COVID-19 may be more likely to develop new health conditions such as diabetes, heart conditions, blood clots, or neurological conditions compared with people who have not had COVID-19.

People experiencing any severe illness may develop health problems

People experiencing any severe illness, hospitalization, or treatment may develop problems such as post-intensive care syndrome (PICS).

PICS refers to the health effects that may begin when a person is in an intensive care unit (ICU), and which may persist after a person returns home. These effects can include muscle weakness, problems with thinking and judgment, and symptoms of post-traumatic stress disorder (PTSD), a long-term reaction to a very stressful event. While PICS is not specific to infection with SARS-CoV-2, it may occur and contribute to the person’s experience of Long COVID. For people who experience PICS following a COVID-19 diagnosis, it is difficult to determine whether these health problems are caused by a severe illness, the virus itself, or a combination of both.

People More Likely to Develop Long COVID

Some people may be more at risk for developing Long COVID.

Researchers are working to understand which people or groups of people are more likely to have Long COVID, and why. Studies have shown that some groups of people may be affected more by Long COVID. These are examples and not a comprehensive list of people or groups who might be more at risk than other groups for developing Long COVID:

People who have experienced more severe COVID-19 illness, especially those who were hospitalized or needed intensive care.
People who had underlying health conditions prior to COVID-19.
People who did not get a COVID-19 vaccine.

Health Inequities May Affect Populations at Risk for Long COVID

Some people are at increased risk of getting sick from COVID-19 because of where they live or work, or because they can’t get health care. Health inequities may put some people from racial or ethnic minority groups and some people with disabilities at greater risk for developing Long COVID. Scientists are researching some of those factors that may place these communities at higher risk of getting infected or developing Long COVID.

Preventing Long COVID

The best way to prevent Long COVID is to protect yourself and others from becoming infected. For people who are eligible, CDC recommends staying up to date on COVID-19 vaccination , along with improving ventilation, getting tested for COVID-19 if needed, and seeking treatment for COVID-19 if eligible. Additional preventative measures include avoiding close contact with people who have a confirmed or suspected COVID-19 illness and washing hands or using alcohol-based hand sanitizer.

Research suggests that people who get a COVID-19 infection after vaccination are less likely to report Long COVID, compared to people who are unvaccinated.

CDC, other federal agencies, and non-federal partners are working to identify further measures to lessen a person’s risk of developing Long COVID. Learn more about protecting yourself and others from COVID-19 .

Living with Long COVID

Living with Long COVID can be hard, especially when there are no immediate answers or solutions.

People experiencing Long COVID can seek care from a healthcare provider to come up with a personal medical management plan that can help improve their symptoms and quality of life. Review these tips to help prepare for a healthcare provider appointment for Long COVID. In addition, there are many support groups being organized that can help patients and their caregivers.

Although Long COVID appears to be less common in children and adolescents than in adults, long-term effects after COVID-19 do occur in children and adolescents .

Talk to your doctor if you think you or your child has Long COVID. Learn more: Tips for Talking to Your Healthcare Provider about Post-COVID Conditions

Data for Long COVID

Studies are in progress to better understand Long COVID and how many people experience them.

CDC is using multiple approaches to estimate how many people experience Long COVID. Each approach can provide a piece of the puzzle to give us a better picture of who is experiencing Long COVID. For example, some studies look for the presence of Long COVID based on self-reported symptoms, while others collect symptoms and conditions recorded in medical records. Some studies focus only on people who have been hospitalized, while others include people who were not hospitalized. The estimates for how many people experience Long COVID can be quite different depending on who was included in the study, as well as how and when the study collected information. Estimates of the proportion of people who had COVID-19 that go on to experience Long COVID can vary.

CDC posts data on Long COVID and provides analyses, the most recent of which can be found on the U.S. Census Bureau’s Household Pulse Survey .

CDC and other federal agencies, as well as academic institutions and research organizations, are working to learn more about the short- and long-term health effects associated with COVID-19 , who gets them and why.

Scientists are also learning more about how new variants could potentially affect Long COVID. We are still learning to what extent certain groups are at higher risk, and if different groups of people tend to experience different types of Long COVID. CDC has several studies that will help us better understand Long COVID and how healthcare providers can treat or support patients with these long-term effects. CDC will continue to share information with healthcare providers to help them evaluate and manage these conditions.

CDC is working to:

Better identify the most frequent symptoms and diagnoses experienced by patients with Long COVID.
Better understand how many people are affected by Long COVID, and how often people who are infected with COVID-19 develop Long COVID
Better understand risk factors and protective factors, including which groups might be more at risk, and if different groups experience different symptoms.
Help understand how Long COVID limit or restrict people’s daily activity.
Help identify groups that have been more affected by Long COVID, lack access to care and treatment for Long COVID, or experience stigma.
Better understand the role vaccination plays in preventing Long COVID.
Collaborate with professional medical groups to develop and offer clinical guidance and other educational materials for healthcare providers, patients, and the public.

Caring for People with Post-COVID Conditions
Preparing for Appointments for Post-COVID Conditions
Researching COVID to Enhance Recovery
Guidance on “Long COVID” as a Disability Under the ADA

For Healthcare Professionals

Post-COVID Conditions: Healthcare Providers

Search for and find historical COVID-19 pages and files. Please note the content on these pages and files is no longer being updated and may be out of date.

Visit archive.cdc.gov for a historical snapshot of the COVID-19 website, capturing the end of the Federal Public Health Emergency on June 28, 2023.
Visit the dynamic COVID-19 collection to search the COVID-19 website as far back as July 30, 2021.

To receive email updates about COVID-19, enter your email address:

Exit Notification / Disclaimer Policy

The Centers for Disease Control and Prevention (CDC) cannot attest to the accuracy of a non-federal website.
Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website.
You will be subject to the destination website's privacy policy when you follow the link.
CDC is not responsible for Section 508 compliance (accessibility) on other federal or private website.

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Research Methods for the Social Sciences
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The Cambridge Handbook of Research Methods and Statistics for the Social and Behavioral Sciences pp i-i

Cambridge Handbooks in Psychology - Series page pp ii-ii

2 - Research Ethics for the Social and Behavioral Sciences pp 25-46

3 - Getting Good Ideas and Making the Most of Them pp 47-64

4 - Literature Review pp 65-84

5 - Choosing a Research Design pp 85-102

6 - Building the Study pp 103-124

7 - Analyzing Data pp 125-155

8 - Writing the Paper pp 156-176

Part II - The Building Blocks of a Study pp 177-266

10 - Informed Consent to Research pp 202-223

11 - Experimenter Effects pp 224-243

12 - Debriefing and Post-Experimental Procedures pp 244-266

Part III - Data Collection pp 267-440

14 - Quasi-Experimental Research pp 292-313

15 - Non-equivalent Control Group Pretest–Posttest Design in Social and Behavioral Research pp 314-332

16 - Experimental Methods pp 333-356

17 - Longitudinal Research: A World to Explore pp 357-377

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Demand and satisfaction analysis of short health videos among Chinese urban youth: A mixed-methods study based on the KANO model

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