limitations in research questions

How to Write Limitations of the Study (with examples)

This blog emphasizes the importance of recognizing and effectively writing about limitations in research. It discusses the types of limitations, their significance, and provides guidelines for writing about them, highlighting their role in advancing scholarly research.

Updated on August 24, 2023

No matter how well thought out, every research endeavor encounters challenges. There is simply no way to predict all possible variances throughout the process.

These uncharted boundaries and abrupt constraints are known as limitations in research . Identifying and acknowledging limitations is crucial for conducting rigorous studies. Limitations provide context and shed light on gaps in the prevailing inquiry and literature.

This article explores the importance of recognizing limitations and discusses how to write them effectively. By interpreting limitations in research and considering prevalent examples, we aim to reframe the perception from shameful mistakes to respectable revelations.

What are limitations in research?

In the clearest terms, research limitations are the practical or theoretical shortcomings of a study that are often outside of the researcher’s control . While these weaknesses limit the generalizability of a study’s conclusions, they also present a foundation for future research.

Sometimes limitations arise from tangible circumstances like time and funding constraints, or equipment and participant availability. Other times the rationale is more obscure and buried within the research design. Common types of limitations and their ramifications include:

• Theoretical: limits the scope, depth, or applicability of a study.
• Methodological: limits the quality, quantity, or diversity of the data.
• Empirical: limits the representativeness, validity, or reliability of the data.
• Analytical: limits the accuracy, completeness, or significance of the findings.
• Ethical: limits the access, consent, or confidentiality of the data.

Regardless of how, when, or why they arise, limitations are a natural part of the research process and should never be ignored . Like all other aspects, they are vital in their own purpose.

Why is identifying limitations important?

Whether to seek acceptance or avoid struggle, humans often instinctively hide flaws and mistakes. Merging this thought process into research by attempting to hide limitations, however, is a bad idea. It has the potential to negate the validity of outcomes and damage the reputation of scholars.

By identifying and addressing limitations throughout a project, researchers strengthen their arguments and curtail the chance of peer censure based on overlooked mistakes. Pointing out these flaws shows an understanding of variable limits and a scrupulous research process.

Showing awareness of and taking responsibility for a project’s boundaries and challenges validates the integrity and transparency of a researcher. It further demonstrates the researchers understand the applicable literature and have thoroughly evaluated their chosen research methods.

Presenting limitations also benefits the readers by providing context for research findings. It guides them to interpret the project’s conclusions only within the scope of very specific conditions. By allowing for an appropriate generalization of the findings that is accurately confined by research boundaries and is not too broad, limitations boost a study’s credibility .

Limitations are true assets to the research process. They highlight opportunities for future research. When researchers identify the limitations of their particular approach to a study question, they enable precise transferability and improve chances for reproducibility. 

Simply stating a project’s limitations is not adequate for spurring further research, though. To spark the interest of other researchers, these acknowledgements must come with thorough explanations regarding how the limitations affected the current study and how they can potentially be overcome with amended methods.

How to write limitations

Typically, the information about a study’s limitations is situated either at the beginning of the discussion section to provide context for readers or at the conclusion of the discussion section to acknowledge the need for further research. However, it varies depending upon the target journal or publication guidelines. 

Don’t hide your limitations

It is also important to not bury a limitation in the body of the paper unless it has a unique connection to a topic in that section. If so, it needs to be reiterated with the other limitations or at the conclusion of the discussion section. Wherever it is included in the manuscript, ensure that the limitations section is prominently positioned and clearly introduced.

While maintaining transparency by disclosing limitations means taking a comprehensive approach, it is not necessary to discuss everything that could have potentially gone wrong during the research study. If there is no commitment to investigation in the introduction, it is unnecessary to consider the issue a limitation to the research. Wholly consider the term ‘limitations’ and ask, “Did it significantly change or limit the possible outcomes?” Then, qualify the occurrence as either a limitation to include in the current manuscript or as an idea to note for other projects. 

Writing limitations

Once the limitations are concretely identified and it is decided where they will be included in the paper, researchers are ready for the writing task. Including only what is pertinent, keeping explanations detailed but concise, and employing the following guidelines is key for crafting valuable limitations:

1) Identify and describe the limitations : Clearly introduce the limitation by classifying its form and specifying its origin. For example:

• An unintentional bias encountered during data collection
• An intentional use of unplanned post-hoc data analysis

2) Explain the implications : Describe how the limitation potentially influences the study’s findings and how the validity and generalizability are subsequently impacted. Provide examples and evidence to support claims of the limitations’ effects without making excuses or exaggerating their impact. Overall, be transparent and objective in presenting the limitations, without undermining the significance of the research. 

3) Provide alternative approaches for future studies : Offer specific suggestions for potential improvements or avenues for further investigation. Demonstrate a proactive approach by encouraging future research that addresses the identified gaps and, therefore, expands the knowledge base.

Whether presenting limitations as an individual section within the manuscript or as a subtopic in the discussion area, authors should use clear headings and straightforward language to facilitate readability. There is no need to complicate limitations with jargon, computations, or complex datasets.

Examples of common limitations

Limitations are generally grouped into two categories , methodology and research process .

Methodology limitations

Methodology may include limitations due to:

• Sample size
• Lack of available or reliable data
• Lack of prior research studies on the topic
• Measure used to collect the data
• Self-reported data

The researcher is addressing how the large sample size requires a reassessment of the measures used to collect and analyze the data.

Research process limitations

Limitations during the research process may arise from:

• Access to information
• Longitudinal effects
• Cultural and other biases
• Language fluency
• Time constraints

The author is pointing out that the model’s estimates are based on potentially biased observational studies.

Final thoughts

Successfully proving theories and touting great achievements are only two very narrow goals of scholarly research. The true passion and greatest efforts of researchers comes more in the form of confronting assumptions and exploring the obscure.

In many ways, recognizing and sharing the limitations of a research study both allows for and encourages this type of discovery that continuously pushes research forward. By using limitations to provide a transparent account of the project's boundaries and to contextualize the findings, researchers pave the way for even more robust and impactful research in the future.

Charla Viera, MS

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21 Research Limitations Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Research limitations refer to the potential weaknesses inherent in a study. All studies have limitations of some sort, meaning declaring limitations doesn’t necessarily need to be a bad thing, so long as your declaration of limitations is well thought-out and explained.

Rarely is a study perfect. Researchers have to make trade-offs when developing their studies, which are often based upon practical considerations such as time and monetary constraints, weighing the breadth of participants against the depth of insight, and choosing one methodology or another.

In research, studies can have limitations such as limited scope, researcher subjectivity, and lack of available research tools.

Acknowledging the limitations of your study should be seen as a strength. It demonstrates your willingness for transparency, humility, and submission to the scientific method and can bolster the integrity of the study. It can also inform future research direction.

Typically, scholars will explore the limitations of their study in either their methodology section, their conclusion section, or both.

Research Limitations Examples

Qualitative and quantitative research offer different perspectives and methods in exploring phenomena, each with its own strengths and limitations. So, I’ve split the limitations examples sections into qualitative and quantitative below.

Qualitative Research Limitations

Qualitative research seeks to understand phenomena in-depth and in context. It focuses on the ‘why’ and ‘how’ questions.

It’s often used to explore new or complex issues, and it provides rich, detailed insights into participants’ experiences, behaviors, and attitudes. However, these strengths also create certain limitations, as explained below.

1. Subjectivity

Qualitative research often requires the researcher to interpret subjective data. One researcher may examine a text and identify different themes or concepts as more dominant than others.

Close qualitative readings of texts are necessarily subjective – and while this may be a limitation, qualitative researchers argue this is the best way to deeply understand everything in context.

Suggested Solution and Response: To minimize subjectivity bias, you could consider cross-checking your own readings of themes and data against other scholars’ readings and interpretations. This may involve giving the raw data to a supervisor or colleague and asking them to code the data separately, then coming together to compare and contrast results.

2. Researcher Bias

The concept of researcher bias is related to, but slightly different from, subjectivity.

Researcher bias refers to the perspectives and opinions you bring with you when doing your research.

For example, a researcher who is explicitly of a certain philosophical or political persuasion may bring that persuasion to bear when interpreting data.

In many scholarly traditions, we will attempt to minimize researcher bias through the utilization of clear procedures that are set out in advance or through the use of statistical analysis tools.

However, in other traditions, such as in postmodern feminist research , declaration of bias is expected, and acknowledgment of bias is seen as a positive because, in those traditions, it is believed that bias cannot be eliminated from research, so instead, it is a matter of integrity to present it upfront.

Suggested Solution and Response: Acknowledge the potential for researcher bias and, depending on your theoretical framework , accept this, or identify procedures you have taken to seek a closer approximation to objectivity in your coding and analysis.

3. Generalizability

If you’re struggling to find a limitation to discuss in your own qualitative research study, then this one is for you: all qualitative research, of all persuasions and perspectives, cannot be generalized.

This is a core feature that sets qualitative data and quantitative data apart.

The point of qualitative data is to select case studies and similarly small corpora and dig deep through in-depth analysis and thick description of data.

Often, this will also mean that you have a non-randomized sample size.

While this is a positive – you’re going to get some really deep, contextualized, interesting insights – it also means that the findings may not be generalizable to a larger population that may not be representative of the small group of people in your study.

Suggested Solution and Response: Suggest future studies that take a quantitative approach to the question.

4. The Hawthorne Effect

The Hawthorne effect refers to the phenomenon where research participants change their ‘observed behavior’ when they’re aware that they are being observed.

This effect was first identified by Elton Mayo who conducted studies of the effects of various factors ton workers’ productivity. He noticed that no matter what he did – turning up the lights, turning down the lights, etc. – there was an increase in worker outputs compared to prior to the study taking place.

Mayo realized that the mere act of observing the workers made them work harder – his observation was what was changing behavior.

So, if you’re looking for a potential limitation to name for your observational research study , highlight the possible impact of the Hawthorne effect (and how you could reduce your footprint or visibility in order to decrease its likelihood).

Suggested Solution and Response: Highlight ways you have attempted to reduce your footprint while in the field, and guarantee anonymity to your research participants.

5. Replicability

Quantitative research has a great benefit in that the studies are replicable – a researcher can get a similar sample size, duplicate the variables, and re-test a study. But you can’t do that in qualitative research.

Qualitative research relies heavily on context – a specific case study or specific variables that make a certain instance worthy of analysis. As a result, it’s often difficult to re-enter the same setting with the same variables and repeat the study.

Furthermore, the individual researcher’s interpretation is more influential in qualitative research, meaning even if a new researcher enters an environment and makes observations, their observations may be different because subjectivity comes into play much more. This doesn’t make the research bad necessarily (great insights can be made in qualitative research), but it certainly does demonstrate a weakness of qualitative research.

6. Limited Scope

“Limited scope” is perhaps one of the most common limitations listed by researchers – and while this is often a catch-all way of saying, “well, I’m not studying that in this study”, it’s also a valid point.

No study can explore everything related to a topic. At some point, we have to make decisions about what’s included in the study and what is excluded from the study.

So, you could say that a limitation of your study is that it doesn’t look at an extra variable or concept that’s certainly worthy of study but will have to be explored in your next project because this project has a clearly and narrowly defined goal.

Suggested Solution and Response: Be clear about what’s in and out of the study when writing your research question.

7. Time Constraints

This is also a catch-all claim you can make about your research project: that you would have included more people in the study, looked at more variables, and so on. But you’ve got to submit this thing by the end of next semester! You’ve got time constraints.

And time constraints are a recognized reality in all research.

But this means you’ll need to explain how time has limited your decisions. As with “limited scope”, this may mean that you had to study a smaller group of subjects, limit the amount of time you spent in the field, and so forth.

Suggested Solution and Response: Suggest future studies that will build on your current work, possibly as a PhD project.

8. Resource Intensiveness

Qualitative research can be expensive due to the cost of transcription, the involvement of trained researchers, and potential travel for interviews or observations.

So, resource intensiveness is similar to the time constraints concept. If you don’t have the funds, you have to make decisions about which tools to use, which statistical software to employ, and how many research assistants you can dedicate to the study.

Suggested Solution and Response: Suggest future studies that will gain more funding on the back of this ‘ exploratory study ‘.

9. Coding Difficulties

Data analysis in qualitative research often involves coding, which can be subjective and complex, especially when dealing with ambiguous or contradicting data.

After naming this as a limitation in your research, it’s important to explain how you’ve attempted to address this. Some ways to ‘limit the limitation’ include:

• Triangulation: Have 2 other researchers code the data as well and cross-check your results with theirs to identify outliers that may need to be re-examined, debated with the other researchers, or removed altogether.
• Procedure: Use a clear coding procedure to demonstrate reliability in your coding process. I personally use the thematic network analysis method outlined in this academic article by Attride-Stirling (2001).

Suggested Solution and Response: Triangulate your coding findings with colleagues, and follow a thematic network analysis procedure.

10. Risk of Non-Responsiveness

There is always a risk in research that research participants will be unwilling or uncomfortable sharing their genuine thoughts and feelings in the study.

This is particularly true when you’re conducting research on sensitive topics, politicized topics, or topics where the participant is expressing vulnerability .

This is similar to the Hawthorne effect (aka participant bias), where participants change their behaviors in your presence; but it goes a step further, where participants actively hide their true thoughts and feelings from you.

Suggested Solution and Response: One way to manage this is to try to include a wider group of people with the expectation that there will be non-responsiveness from some participants.

11. Risk of Attrition

Attrition refers to the process of losing research participants throughout the study.

This occurs most commonly in longitudinal studies , where a researcher must return to conduct their analysis over spaced periods of time, often over a period of years.

Things happen to people over time – they move overseas, their life experiences change, they get sick, change their minds, and even die. The more time that passes, the greater the risk of attrition.

Suggested Solution and Response: One way to manage this is to try to include a wider group of people with the expectation that there will be attrition over time.

12. Difficulty in Maintaining Confidentiality and Anonymity

Given the detailed nature of qualitative data , ensuring participant anonymity can be challenging.

If you have a sensitive topic in a specific case study, even anonymizing research participants sometimes isn’t enough. People might be able to induce who you’re talking about.

Sometimes, this will mean you have to exclude some interesting data that you collected from your final report. Confidentiality and anonymity come before your findings in research ethics – and this is a necessary limiting factor.

Suggested Solution and Response: Highlight the efforts you have taken to anonymize data, and accept that confidentiality and accountability place extremely important constraints on academic research.

13. Difficulty in Finding Research Participants

A study that looks at a very specific phenomenon or even a specific set of cases within a phenomenon means that the pool of potential research participants can be very low.

Compile on top of this the fact that many people you approach may choose not to participate, and you could end up with a very small corpus of subjects to explore. This may limit your ability to make complete findings, even in a quantitative sense.

You may need to therefore limit your research question and objectives to something more realistic.

Suggested Solution and Response: Highlight that this is going to limit the study’s generalizability significantly.

14. Ethical Limitations

Ethical limitations refer to the things you cannot do based on ethical concerns identified either by yourself or your institution’s ethics review board.

This might include threats to the physical or psychological well-being of your research subjects, the potential of releasing data that could harm a person’s reputation, and so on.

Furthermore, even if your study follows all expected standards of ethics, you still, as an ethical researcher, need to allow a research participant to pull out at any point in time, after which you cannot use their data, which demonstrates an overlap between ethical constraints and participant attrition.

Suggested Solution and Response: Highlight that these ethical limitations are inevitable but important to sustain the integrity of the research.

For more on Qualitative Research, Explore my Qualitative Research Guide

Quantitative Research Limitations

Quantitative research focuses on quantifiable data and statistical, mathematical, or computational techniques. It’s often used to test hypotheses, assess relationships and causality, and generalize findings across larger populations.

Quantitative research is widely respected for its ability to provide reliable, measurable, and generalizable data (if done well!). Its structured methodology has strengths over qualitative research, such as the fact it allows for replication of the study, which underpins the validity of the research.

However, this approach is not without it limitations, explained below.

1. Over-Simplification

Quantitative research is powerful because it allows you to measure and analyze data in a systematic and standardized way. However, one of its limitations is that it can sometimes simplify complex phenomena or situations.

In other words, it might miss the subtleties or nuances of the research subject.

For example, if you’re studying why people choose a particular diet, a quantitative study might identify factors like age, income, or health status. But it might miss other aspects, such as cultural influences or personal beliefs, that can also significantly impact dietary choices.

When writing about this limitation, you can say that your quantitative approach, while providing precise measurements and comparisons, may not capture the full complexity of your subjects of study.

Suggested Solution and Response: Suggest a follow-up case study using the same research participants in order to gain additional context and depth.

2. Lack of Context

Another potential issue with quantitative research is that it often focuses on numbers and statistics at the expense of context or qualitative information.

Let’s say you’re studying the effect of classroom size on student performance. You might find that students in smaller classes generally perform better. However, this doesn’t take into account other variables, like teaching style , student motivation, or family support.

When describing this limitation, you might say, “Although our research provides important insights into the relationship between class size and student performance, it does not incorporate the impact of other potentially influential variables. Future research could benefit from a mixed-methods approach that combines quantitative analysis with qualitative insights.”

3. Applicability to Real-World Settings

Oftentimes, experimental research takes place in controlled environments to limit the influence of outside factors.

This control is great for isolation and understanding the specific phenomenon but can limit the applicability or “external validity” of the research to real-world settings.

For example, if you conduct a lab experiment to see how sleep deprivation impacts cognitive performance, the sterile, controlled lab environment might not reflect real-world conditions where people are dealing with multiple stressors.

Therefore, when explaining the limitations of your quantitative study in your methodology section, you could state:

“While our findings provide valuable information about [topic], the controlled conditions of the experiment may not accurately represent real-world scenarios where extraneous variables will exist. As such, the direct applicability of our results to broader contexts may be limited.”

Suggested Solution and Response: Suggest future studies that will engage in real-world observational research, such as ethnographic research.

4. Limited Flexibility

Once a quantitative study is underway, it can be challenging to make changes to it. This is because, unlike in grounded research, you’re putting in place your study in advance, and you can’t make changes part-way through.

Your study design, data collection methods, and analysis techniques need to be decided upon before you start collecting data.

For example, if you are conducting a survey on the impact of social media on teenage mental health, and halfway through, you realize that you should have included a question about their screen time, it’s generally too late to add it.

When discussing this limitation, you could write something like, “The structured nature of our quantitative approach allows for consistent data collection and analysis but also limits our flexibility to adapt and modify the research process in response to emerging insights and ideas.”

Suggested Solution and Response: Suggest future studies that will use mixed-methods or qualitative research methods to gain additional depth of insight.

5. Risk of Survey Error

Surveys are a common tool in quantitative research, but they carry risks of error.

There can be measurement errors (if a question is misunderstood), coverage errors (if some groups aren’t adequately represented), non-response errors (if certain people don’t respond), and sampling errors (if your sample isn’t representative of the population).

For instance, if you’re surveying college students about their study habits , but only daytime students respond because you conduct the survey during the day, your results will be skewed.

In discussing this limitation, you might say, “Despite our best efforts to develop a comprehensive survey, there remains a risk of survey error, including measurement, coverage, non-response, and sampling errors. These could potentially impact the reliability and generalizability of our findings.”

Suggested Solution and Response: Suggest future studies that will use other survey tools to compare and contrast results.

6. Limited Ability to Probe Answers

With quantitative research, you typically can’t ask follow-up questions or delve deeper into participants’ responses like you could in a qualitative interview.

For instance, imagine you are surveying 500 students about study habits in a questionnaire. A respondent might indicate that they study for two hours each night. You might want to follow up by asking them to elaborate on what those study sessions involve or how effective they feel their habits are.

However, quantitative research generally disallows this in the way a qualitative semi-structured interview could.

When discussing this limitation, you might write, “Given the structured nature of our survey, our ability to probe deeper into individual responses is limited. This means we may not fully understand the context or reasoning behind the responses, potentially limiting the depth of our findings.”

Suggested Solution and Response: Suggest future studies that engage in mixed-method or qualitative methodologies to address the issue from another angle.

7. Reliance on Instruments for Data Collection

In quantitative research, the collection of data heavily relies on instruments like questionnaires, surveys, or machines.

The limitation here is that the data you get is only as good as the instrument you’re using. If the instrument isn’t designed or calibrated well, your data can be flawed.

For instance, if you’re using a questionnaire to study customer satisfaction and the questions are vague, confusing, or biased, the responses may not accurately reflect the customers’ true feelings.

When discussing this limitation, you could say, “Our study depends on the use of questionnaires for data collection. Although we have put significant effort into designing and testing the instrument, it’s possible that inaccuracies or misunderstandings could potentially affect the validity of the data collected.”

Suggested Solution and Response: Suggest future studies that will use different instruments but examine the same variables to triangulate results.

8. Time and Resource Constraints (Specific to Quantitative Research)

Quantitative research can be time-consuming and resource-intensive, especially when dealing with large samples.

It often involves systematic sampling, rigorous design, and sometimes complex statistical analysis.

If resources and time are limited, it can restrict the scale of your research, the techniques you can employ, or the extent of your data analysis.

For example, you may want to conduct a nationwide survey on public opinion about a certain policy. However, due to limited resources, you might only be able to survey people in one city.

When writing about this limitation, you could say, “Given the scope of our research and the resources available, we are limited to conducting our survey within one city, which may not fully represent the nationwide public opinion. Hence, the generalizability of the results may be limited.”

Suggested Solution and Response: Suggest future studies that will have more funding or longer timeframes.

How to Discuss Your Research Limitations

1. in your research proposal and methodology section.

In the research proposal, which will become the methodology section of your dissertation, I would recommend taking the four following steps, in order:

• Be Explicit about your Scope – If you limit the scope of your study in your research question, aims, and objectives, then you can set yourself up well later in the methodology to say that certain questions are “outside the scope of the study.” For example, you may identify the fact that the study doesn’t address a certain variable, but you can follow up by stating that the research question is specifically focused on the variable that you are examining, so this limitation would need to be looked at in future studies.
• Acknowledge the Limitation – Acknowledging the limitations of your study demonstrates reflexivity and humility and can make your research more reliable and valid. It also pre-empts questions the people grading your paper may have, so instead of them down-grading you for your limitations; they will congratulate you on explaining the limitations and how you have addressed them!
• Explain your Decisions – You may have chosen your approach (despite its limitations) for a very specific reason. This might be because your approach remains, on balance, the best one to answer your research question. Or, it might be because of time and monetary constraints that are outside of your control.
• Highlight the Strengths of your Approach – Conclude your limitations section by strongly demonstrating that, despite limitations, you’ve worked hard to minimize the effects of the limitations and that you have chosen your specific approach and methodology because it’s also got some terrific strengths. Name the strengths.

Overall, you’ll want to acknowledge your own limitations but also explain that the limitations don’t detract from the value of your study as it stands.

2. In the Conclusion Section or Chapter

In the conclusion of your study, it is generally expected that you return to a discussion of the study’s limitations. Here, I recommend the following steps:

• Acknowledge issues faced – After completing your study, you will be increasingly aware of issues you may have faced that, if you re-did the study, you may have addressed earlier in order to avoid those issues. Acknowledge these issues as limitations, and frame them as recommendations for subsequent studies.
• Suggest further research – Scholarly research aims to fill gaps in the current literature and knowledge. Having established your expertise through your study, suggest lines of inquiry for future researchers. You could state that your study had certain limitations, and “future studies” can address those limitations.
• Suggest a mixed methods approach – Qualitative and quantitative research each have pros and cons. So, note those ‘cons’ of your approach, then say the next study should approach the topic using the opposite methodology or could approach it using a mixed-methods approach that could achieve the benefits of quantitative studies with the nuanced insights of associated qualitative insights as part of an in-study case-study.

Overall, be clear about both your limitations and how those limitations can inform future studies.

In sum, each type of research method has its own strengths and limitations. Qualitative research excels in exploring depth, context, and complexity, while quantitative research excels in examining breadth, generalizability, and quantifiable measures. Despite their individual limitations, each method contributes unique and valuable insights, and researchers often use them together to provide a more comprehensive understanding of the phenomenon being studied.

Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative research , 1 (3), 385-405. ( Source )

Atkinson, P., Delamont, S., Cernat, A., Sakshaug, J., & Williams, R. A. (2021).  SAGE research methods foundations . London: Sage Publications.

Clark, T., Foster, L., Bryman, A., & Sloan, L. (2021).  Bryman’s social research methods . Oxford: Oxford University Press.

Köhler, T., Smith, A., & Bhakoo, V. (2022). Templates in qualitative research methods: Origins, limitations, and new directions.  Organizational Research Methods ,  25 (2), 183-210. ( Source )

Lenger, A. (2019). The rejection of qualitative research methods in economics.  Journal of Economic Issues ,  53 (4), 946-965. ( Source )

Taherdoost, H. (2022). What are different research approaches? Comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations.  Journal of Management Science & Engineering Research ,  5 (1), 53-63. ( Source )

Walliman, N. (2021).  Research methods: The basics . New York: Routledge.

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How to present limitations in research

Last updated

30 January 2024

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Limitations don’t invalidate or diminish your results, but it’s best to acknowledge them. This will enable you to address any questions your study failed to answer because of them.

In this guide, learn how to recognize, present, and overcome limitations in research.

• What is a research limitation?

Research limitations are weaknesses in your research design or execution that may have impacted outcomes and conclusions. Uncovering limitations doesn’t necessarily indicate poor research design—it just means you encountered challenges you couldn’t have anticipated that limited your research efforts.

Does basic research have limitations?

Basic research aims to provide more information about your research topic . It requires the same standard research methodology and data collection efforts as any other research type, and it can also have limitations.

• Common research limitations

Researchers encounter common limitations when embarking on a study. Limitations can occur in relation to the methods you apply or the research process you design. They could also be connected to you as the researcher.

Methodology limitations

Not having access to data or reliable information can impact the methods used to facilitate your research. A lack of data or reliability may limit the parameters of your study area and the extent of your exploration.

Your sample size may also be affected because you won’t have any direction on how big or small it should be and who or what you should include. Having too few participants won’t adequately represent the population or groups of people needed to draw meaningful conclusions.

Research process limitations

The study’s design can impose constraints on the process. For example, as you’re conducting the research, issues may arise that don’t conform to the data collection methodology you developed. You may not realize until well into the process that you should have incorporated more specific questions or comprehensive experiments to generate the data you need to have confidence in your results.

Constraints on resources can also have an impact. Being limited on participants or participation incentives may limit your sample sizes. Insufficient tools, equipment, and materials to conduct a thorough study may also be a factor.

Common researcher limitations

Here are some of the common researcher limitations you may encounter:

Time: some research areas require multi-year longitudinal approaches, but you might not be able to dedicate that much time. Imagine you want to measure how much memory a person loses as they age. This may involve conducting multiple tests on a sample of participants over 20–30 years, which may be impossible.

Bias: researchers can consciously or unconsciously apply bias to their research. Biases can contribute to relying on research sources and methodologies that will only support your beliefs about the research you’re embarking on. You might also omit relevant issues or participants from the scope of your study because of your biases.

Limited access to data : you may need to pay to access specific databases or journals that would be helpful to your research process. You might also need to gain information from certain people or organizations but have limited access to them. These cases require readjusting your process and explaining why your findings are still reliable.

• Why is it important to identify limitations?

Identifying limitations adds credibility to research and provides a deeper understanding of how you arrived at your conclusions.

Constraints may have prevented you from collecting specific data or information you hoped would prove or disprove your hypothesis or provide a more comprehensive understanding of your research topic.

However, identifying the limitations contributing to your conclusions can inspire further research efforts that help gather more substantial information and data.

• Where to put limitations in a research paper

A research paper is broken up into different sections that appear in the following order:

Introduction

Methodology

The discussion portion of your paper explores your findings and puts them in the context of the overall research. Either place research limitations at the beginning of the discussion section before the analysis of your findings or at the end of the section to indicate that further research needs to be pursued.

What not to include in the limitations section

Evidence that doesn’t support your hypothesis is not a limitation, so you shouldn’t include it in the limitation section. Don’t just list limitations and their degree of severity without further explanation.

• How to present limitations

You’ll want to present the limitations of your study in a way that doesn’t diminish the validity of your research and leave the reader wondering if your results and conclusions have been compromised.

Include only the limitations that directly relate to and impact how you addressed your research questions. Following a specific format enables the reader to develop an understanding of the weaknesses within the context of your findings without doubting the quality and integrity of your research.

Identify the limitations specific to your study

You don’t have to identify every possible limitation that might have occurred during your research process. Only identify those that may have influenced the quality of your findings and your ability to answer your research question.

Explain study limitations in detail

This explanation should be the most significant portion of your limitation section.

Link each limitation with an interpretation and appraisal of their impact on the study. You’ll have to evaluate and explain whether the error, method, or validity issues influenced the study’s outcome and how.

Propose a direction for future studies and present alternatives

In this section, suggest how researchers can avoid the pitfalls you experienced during your research process.

If an issue with methodology was a limitation, propose alternate methods that may help with a smoother and more conclusive research project . Discuss the pros and cons of your alternate recommendation.

Describe steps taken to minimize each limitation

You probably took steps to try to address or mitigate limitations when you noticed them throughout the course of your research project. Describe these steps in the limitation section.

• Limitation example

“Approaches like stem cell transplantation and vaccination in AD [Alzheimer’s disease] work on a cellular or molecular level in the laboratory. However, translation into clinical settings will remain a challenge for the next decade.”

The authors are saying that even though these methods showed promise in helping people with memory loss when conducted in the lab (in other words, using animal studies), more studies are needed. These may be controlled clinical trials, for example. 

However, the short life span of stem cells outside the lab and the vaccination’s severe inflammatory side effects are limitations. Researchers won’t be able to conduct clinical trials until these issues are overcome.

• How to overcome limitations in research

You’ve already started on the road to overcoming limitations in research by acknowledging that they exist. However, you need to ensure readers don’t mistake weaknesses for errors within your research design.

To do this, you’ll need to justify and explain your rationale for the methods, research design, and analysis tools you chose and how you noticed they may have presented limitations.

Your readers need to know that even when limitations presented themselves, you followed best practices and the ethical standards of your field. You didn’t violate any rules and regulations during your research process.

You’ll also want to reinforce the validity of your conclusions and results with multiple sources, methods, and perspectives. This prevents readers from assuming your findings were derived from a single or biased source.

• Learning and improving starts with limitations in research

Dealing with limitations with transparency and integrity helps identify areas for future improvements and developments. It’s a learning process, providing valuable insights into how you can improve methodologies, expand sample sizes, or explore alternate approaches to further support the validity of your findings.

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• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Limitations of the Study
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
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• Choosing a Title
• Making an Outline
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• The Research Problem/Question
• Theoretical Framework
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• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
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The limitations of the study are those characteristics of design or methodology that impacted or influenced the interpretation of the findings from your research. Study limitations are the constraints placed on the ability to generalize from the results, to further describe applications to practice, and/or related to the utility of findings that are the result of the ways in which you initially chose to design the study or the method used to establish internal and external validity or the result of unanticipated challenges that emerged during the study.

Price, James H. and Judy Murnan. “Research Limitations and the Necessity of Reporting Them.” American Journal of Health Education 35 (2004): 66-67; Theofanidis, Dimitrios and Antigoni Fountouki. "Limitations and Delimitations in the Research Process." Perioperative Nursing 7 (September-December 2018): 155-163. .

Importance of...

Always acknowledge a study's limitations. It is far better that you identify and acknowledge your study’s limitations than to have them pointed out by your professor and have your grade lowered because you appeared to have ignored them or didn't realize they existed.

Keep in mind that acknowledgment of a study's limitations is an opportunity to make suggestions for further research. If you do connect your study's limitations to suggestions for further research, be sure to explain the ways in which these unanswered questions may become more focused because of your study.

Acknowledgment of a study's limitations also provides you with opportunities to demonstrate that you have thought critically about the research problem, understood the relevant literature published about it, and correctly assessed the methods chosen for studying the problem. A key objective of the research process is not only discovering new knowledge but also to confront assumptions and explore what we don't know.

Claiming limitations is a subjective process because you must evaluate the impact of those limitations . Don't just list key weaknesses and the magnitude of a study's limitations. To do so diminishes the validity of your research because it leaves the reader wondering whether, or in what ways, limitation(s) in your study may have impacted the results and conclusions. Limitations require a critical, overall appraisal and interpretation of their impact. You should answer the question: do these problems with errors, methods, validity, etc. eventually matter and, if so, to what extent?

Price, James H. and Judy Murnan. “Research Limitations and the Necessity of Reporting Them.” American Journal of Health Education 35 (2004): 66-67; Structure: How to Structure the Research Limitations Section of Your Dissertation. Dissertations and Theses: An Online Textbook. Laerd.com.

Descriptions of Possible Limitations

All studies have limitations . However, it is important that you restrict your discussion to limitations related to the research problem under investigation. For example, if a meta-analysis of existing literature is not a stated purpose of your research, it should not be discussed as a limitation. Do not apologize for not addressing issues that you did not promise to investigate in the introduction of your paper.

Here are examples of limitations related to methodology and the research process you may need to describe and discuss how they possibly impacted your results. Note that descriptions of limitations should be stated in the past tense because they were discovered after you completed your research.

Possible Methodological Limitations

• Sample size -- the number of the units of analysis you use in your study is dictated by the type of research problem you are investigating. Note that, if your sample size is too small, it will be difficult to find significant relationships from the data, as statistical tests normally require a larger sample size to ensure a representative distribution of the population and to be considered representative of groups of people to whom results will be generalized or transferred. Note that sample size is generally less relevant in qualitative research if explained in the context of the research problem.
• Lack of available and/or reliable data -- a lack of data or of reliable data will likely require you to limit the scope of your analysis, the size of your sample, or it can be a significant obstacle in finding a trend and a meaningful relationship. You need to not only describe these limitations but provide cogent reasons why you believe data is missing or is unreliable. However, don’t just throw up your hands in frustration; use this as an opportunity to describe a need for future research based on designing a different method for gathering data.
• Lack of prior research studies on the topic -- citing prior research studies forms the basis of your literature review and helps lay a foundation for understanding the research problem you are investigating. Depending on the currency or scope of your research topic, there may be little, if any, prior research on your topic. Before assuming this to be true, though, consult with a librarian! In cases when a librarian has confirmed that there is little or no prior research, you may be required to develop an entirely new research typology [for example, using an exploratory rather than an explanatory research design ]. Note again that discovering a limitation can serve as an important opportunity to identify new gaps in the literature and to describe the need for further research.
• Measure used to collect the data -- sometimes it is the case that, after completing your interpretation of the findings, you discover that the way in which you gathered data inhibited your ability to conduct a thorough analysis of the results. For example, you regret not including a specific question in a survey that, in retrospect, could have helped address a particular issue that emerged later in the study. Acknowledge the deficiency by stating a need for future researchers to revise the specific method for gathering data.
• Self-reported data -- whether you are relying on pre-existing data or you are conducting a qualitative research study and gathering the data yourself, self-reported data is limited by the fact that it rarely can be independently verified. In other words, you have to the accuracy of what people say, whether in interviews, focus groups, or on questionnaires, at face value. However, self-reported data can contain several potential sources of bias that you should be alert to and note as limitations. These biases become apparent if they are incongruent with data from other sources. These are: (1) selective memory [remembering or not remembering experiences or events that occurred at some point in the past]; (2) telescoping [recalling events that occurred at one time as if they occurred at another time]; (3) attribution [the act of attributing positive events and outcomes to one's own agency, but attributing negative events and outcomes to external forces]; and, (4) exaggeration [the act of representing outcomes or embellishing events as more significant than is actually suggested from other data].

Possible Limitations of the Researcher

• Access -- if your study depends on having access to people, organizations, data, or documents and, for whatever reason, access is denied or limited in some way, the reasons for this needs to be described. Also, include an explanation why being denied or limited access did not prevent you from following through on your study.
• Longitudinal effects -- unlike your professor, who can literally devote years [even a lifetime] to studying a single topic, the time available to investigate a research problem and to measure change or stability over time is constrained by the due date of your assignment. Be sure to choose a research problem that does not require an excessive amount of time to complete the literature review, apply the methodology, and gather and interpret the results. If you're unsure whether you can complete your research within the confines of the assignment's due date, talk to your professor.
• Cultural and other type of bias -- we all have biases, whether we are conscience of them or not. Bias is when a person, place, event, or thing is viewed or shown in a consistently inaccurate way. Bias is usually negative, though one can have a positive bias as well, especially if that bias reflects your reliance on research that only support your hypothesis. When proof-reading your paper, be especially critical in reviewing how you have stated a problem, selected the data to be studied, what may have been omitted, the manner in which you have ordered events, people, or places, how you have chosen to represent a person, place, or thing, to name a phenomenon, or to use possible words with a positive or negative connotation. NOTE :   If you detect bias in prior research, it must be acknowledged and you should explain what measures were taken to avoid perpetuating that bias. For example, if a previous study only used boys to examine how music education supports effective math skills, describe how your research expands the study to include girls.
• Fluency in a language -- if your research focuses , for example, on measuring the perceived value of after-school tutoring among Mexican-American ESL [English as a Second Language] students and you are not fluent in Spanish, you are limited in being able to read and interpret Spanish language research studies on the topic or to speak with these students in their primary language. This deficiency should be acknowledged.

Aguinis, Hermam and Jeffrey R. Edwards. “Methodological Wishes for the Next Decade and How to Make Wishes Come True.” Journal of Management Studies 51 (January 2014): 143-174; Brutus, Stéphane et al. "Self-Reported Limitations and Future Directions in Scholarly Reports: Analysis and Recommendations." Journal of Management 39 (January 2013): 48-75; Senunyeme, Emmanuel K. Business Research Methods. Powerpoint Presentation. Regent University of Science and Technology; ter Riet, Gerben et al. “All That Glitters Isn't Gold: A Survey on Acknowledgment of Limitations in Biomedical Studies.” PLOS One 8 (November 2013): 1-6.

Structure and Writing Style

Information about the limitations of your study are generally placed either at the beginning of the discussion section of your paper so the reader knows and understands the limitations before reading the rest of your analysis of the findings, or, the limitations are outlined at the conclusion of the discussion section as an acknowledgement of the need for further study. Statements about a study's limitations should not be buried in the body [middle] of the discussion section unless a limitation is specific to something covered in that part of the paper. If this is the case, though, the limitation should be reiterated at the conclusion of the section.

If you determine that your study is seriously flawed due to important limitations , such as, an inability to acquire critical data, consider reframing it as an exploratory study intended to lay the groundwork for a more complete research study in the future. Be sure, though, to specifically explain the ways that these flaws can be successfully overcome in a new study.

But, do not use this as an excuse for not developing a thorough research paper! Review the tab in this guide for developing a research topic . If serious limitations exist, it generally indicates a likelihood that your research problem is too narrowly defined or that the issue or event under study is too recent and, thus, very little research has been written about it. If serious limitations do emerge, consult with your professor about possible ways to overcome them or how to revise your study.

When discussing the limitations of your research, be sure to:

• Describe each limitation in detailed but concise terms;
• Explain why each limitation exists;
• Provide the reasons why each limitation could not be overcome using the method(s) chosen to acquire or gather the data [cite to other studies that had similar problems when possible];
• Assess the impact of each limitation in relation to the overall findings and conclusions of your study; and,
• If appropriate, describe how these limitations could point to the need for further research.

Remember that the method you chose may be the source of a significant limitation that has emerged during your interpretation of the results [for example, you didn't interview a group of people that you later wish you had]. If this is the case, don't panic. Acknowledge it, and explain how applying a different or more robust methodology might address the research problem more effectively in a future study. A underlying goal of scholarly research is not only to show what works, but to demonstrate what doesn't work or what needs further clarification.

Aguinis, Hermam and Jeffrey R. Edwards. “Methodological Wishes for the Next Decade and How to Make Wishes Come True.” Journal of Management Studies 51 (January 2014): 143-174; Brutus, Stéphane et al. "Self-Reported Limitations and Future Directions in Scholarly Reports: Analysis and Recommendations." Journal of Management 39 (January 2013): 48-75; Ioannidis, John P.A. "Limitations are not Properly Acknowledged in the Scientific Literature." Journal of Clinical Epidemiology 60 (2007): 324-329; Pasek, Josh. Writing the Empirical Social Science Research Paper: A Guide for the Perplexed. January 24, 2012. Academia.edu; Structure: How to Structure the Research Limitations Section of Your Dissertation. Dissertations and Theses: An Online Textbook. Laerd.com; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University.

Writing Tip

Don't Inflate the Importance of Your Findings!

After all the hard work and long hours devoted to writing your research paper, it is easy to get carried away with attributing unwarranted importance to what you’ve done. We all want our academic work to be viewed as excellent and worthy of a good grade, but it is important that you understand and openly acknowledge the limitations of your study. Inflating the importance of your study's findings could be perceived by your readers as an attempt hide its flaws or encourage a biased interpretation of the results. A small measure of humility goes a long way!

Another Writing Tip

Negative Results are Not a Limitation!

Negative evidence refers to findings that unexpectedly challenge rather than support your hypothesis. If you didn't get the results you anticipated, it may mean your hypothesis was incorrect and needs to be reformulated. Or, perhaps you have stumbled onto something unexpected that warrants further study. Moreover, the absence of an effect may be very telling in many situations, particularly in experimental research designs. In any case, your results may very well be of importance to others even though they did not support your hypothesis. Do not fall into the trap of thinking that results contrary to what you expected is a limitation to your study. If you carried out the research well, they are simply your results and only require additional interpretation.

Lewis, George H. and Jonathan F. Lewis. “The Dog in the Night-Time: Negative Evidence in Social Research.” The British Journal of Sociology 31 (December 1980): 544-558.

Yet Another Writing Tip

Sample Size Limitations in Qualitative Research

Sample sizes are typically smaller in qualitative research because, as the study goes on, acquiring more data does not necessarily lead to more information. This is because one occurrence of a piece of data, or a code, is all that is necessary to ensure that it becomes part of the analysis framework. However, it remains true that sample sizes that are too small cannot adequately support claims of having achieved valid conclusions and sample sizes that are too large do not permit the deep, naturalistic, and inductive analysis that defines qualitative inquiry. Determining adequate sample size in qualitative research is ultimately a matter of judgment and experience in evaluating the quality of the information collected against the uses to which it will be applied and the particular research method and purposeful sampling strategy employed. If the sample size is found to be a limitation, it may reflect your judgment about the methodological technique chosen [e.g., single life history study versus focus group interviews] rather than the number of respondents used.

Boddy, Clive Roland. "Sample Size for Qualitative Research." Qualitative Market Research: An International Journal 19 (2016): 426-432; Huberman, A. Michael and Matthew B. Miles. "Data Management and Analysis Methods." In Handbook of Qualitative Research . Norman K. Denzin and Yvonna S. Lincoln, eds. (Thousand Oaks, CA: Sage, 1994), pp. 428-444; Blaikie, Norman. "Confounding Issues Related to Determining Sample Size in Qualitative Research." International Journal of Social Research Methodology 21 (2018): 635-641; Oppong, Steward Harrison. "The Problem of Sampling in qualitative Research." Asian Journal of Management Sciences and Education 2 (2013): 202-210.

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• The Scientist University

How to Present a Research Study’s Limitations

All studies have imperfections, but how to present them without diminishing the value of the work can be tricky..

Nathan Ni holds a PhD from Queens University. He is a science editor for The Scientist’s Creative Services Team who strives to better understand and communicate the relationships between health and disease.

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Scientists work with many different limitations. First and foremost, they navigate informational limitations, work around knowledge gaps when designing studies, formulating hypotheses, and analyzing data. They also handle technical limitations, making the most of what their hands, equipment, and instruments can achieve. Finally, researchers must also manage logistical limitations. Scientists will often experience sample scarcity, financial issues, or simply be unable to access the technology or materials that they want.

All scientific studies have limitations, and no study is perfect. Researchers should not run from this reality, but engage it directly. It is better to directly address the specific limitations of the work in question, and doing so is actually a way to demonstrate an author’s proficiency and aptitude.

Do: Be Transparent

From a practical perspective, being transparent is the main key to directly addressing the specific limitations of a study. Was there an experiment that the researchers wanted to perform but could not, or a sample that existed that the scientists could not obtain? Was there a piece of knowledge that would explain a question raised by the data presented within the current study? If the answer is yes, the authors should mention this and elaborate upon it within the discussion section.

Asking and addressing these questions demonstrates that the authors have knowledge, understanding, and expertise of the subject area beyond what the study directly investigated. It further demonstrates a solid grasp of the existing literature—which means a solid grasp of what others are doing, what techniques they are using, and what limitations impede their own studies. This information helps the authors contextualize where their study fits within what others have discovered, thereby mitigating the perceived effect of a given limitation on the study’s legitimacy. In essence, this strategy turns limitations, often considered weaknesses, into strengths.

For example, in their 2021 Cell Reports study on macrophage polarization mechanisms, dermatologist Alexander Marneros and colleagues wrote the following. 1

A limitation of studying macrophage polarization in vitro is that this approach only partially captures the tissue microenvironment context in which many different factors affect macrophage polarization. However, it is likely that the identified signaling mechanisms that promote polarization in vitro are also critical for polarization mechanisms that occur in vivo. This is supported by our observation that trametinib and panobinostat inhibited M2-type macrophage polarization not only in vitro but also in skin wounds and laser-induced CNV lesions.

This is a very effective structure. In the first sentence ( yellow ), the authors outlined the limitation. In the next sentence ( green ), they offered a rationalization that mitigates the effect of the limitation. Finally, they provided the evidence ( blue ) for this rationalization, using not just information from the literature, but also data that they obtained in their study specifically for this purpose. 

Don't: Be Defensive

It can feel natural to avoid talking about a study’s limitations. Scientists may believe that mentioning the drawbacks still present in their study will jeopardize their chances of publication. As such, researchers will sometimes skirt around the issue. They will present “boilerplate faults”—generalized concerns about sample size/diversity and time limitations that all researchers face—rather than honestly discussing their own study. Alternatively, they will describe their limitations in a defensive manner, positioning their problems as something that “could not be helped”—as something beyond what science can currently achieve.

However, their audience can see through this, because they are largely peers who understand and have experienced how modern research works. They can tell the difference between global challenges faced by every scientific study and limitations that are specific to a single study. Avoiding these specific limitations can therefore betray a lack of confidence that the study is good enough to withstand problems stemming from legitimate limitations. As such, researchers should actively engage with the greater scientific implications of the limitations that they face. Indeed, doing this is actually a way to demonstrate an author’s proficiency and aptitude.

In an example, neurogeneticist Nancy Bonini and colleagues, in their publication in Nature , discussed a question raised by their data that they have elected not to directly investigate in this study, writing “ Among the intriguing questions raised by these data is how senescent glia promote LDs in other glia. ” To show both the legitimacy of the question and how seriously they have considered it, the authors provided a comprehensive summary of the literature in the following seven sentences, offering two hypotheses backed by a combined eight different sources. 2 Rather than shying away from a limitation, they attacked it as something to be curious about and to discuss. This is not just a very effective way of demonstrating their expertise, but it frames the limitation as something that, when overcome, will build upon the present study rather than something that negatively affects the legitimacy of their current findings.

Striking the Right Balance

Scientists have to navigate the fine line between acknowledging the limitations of their study while also not diminishing the effect and value of their own work. To be aware of legitimate limitations and properly assess and dissect them shows a profound understanding of a field, where the study fits within that field, and what the rest of the scientific community are doing and what challenges they face.

All studies are parts of a greater whole. Pretending otherwise is a disservice to the scientific community.

Looking for more information on scientific writing? Check out  The Scientist’ s  TS SciComm  section. Looking for some help putting together a manuscript, a figure, a poster, or anything else?  The Scientist ’s  Scientific Services  may have the professional help that you need.

• He L, et al. Global characterization of macrophage polarization mechanisms and identification of M2-type polarization inhibitors . Cell Rep . 2021;37(5):109955.
• Byrns CN, et al. Senescent glia link mitochondrial dysfunction and lipid accumulation . Nature . 2024.

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How to Present the Limitations of the Study Examples

What are the limitations of a study?

The limitations of a study are the elements of methodology or study design that impact the interpretation of your research results. The limitations essentially detail any flaws or shortcomings in your study. Study limitations can exist due to constraints on research design, methodology, materials, etc., and these factors may impact the findings of your study. However, researchers are often reluctant to discuss the limitations of their study in their papers, feeling that bringing up limitations may undermine its research value in the eyes of readers and reviewers.

In spite of the impact it might have (and perhaps because of it) you should clearly acknowledge any limitations in your research paper in order to show readers—whether journal editors, other researchers, or the general public—that you are aware of these limitations and to explain how they affect the conclusions that can be drawn from the research.

In this article, we provide some guidelines for writing about research limitations, show examples of some frequently seen study limitations, and recommend techniques for presenting this information. And after you have finished drafting and have received manuscript editing for your work, you still might want to follow this up with academic editing before submitting your work to your target journal.

Why do I need to include limitations of research in my paper?

Although limitations address the potential weaknesses of a study, writing about them toward the end of your paper actually strengthens your study by identifying any problems before other researchers or reviewers find them.

Furthermore, pointing out study limitations shows that you’ve considered the impact of research weakness thoroughly and have an in-depth understanding of your research topic. Since all studies face limitations, being honest and detailing these limitations will impress researchers and reviewers more than ignoring them.

Where should I put the limitations of the study in my paper?

Some limitations might be evident to researchers before the start of the study, while others might become clear while you are conducting the research. Whether these limitations are anticipated or not, and whether they are due to research design or to methodology, they should be clearly identified and discussed in the discussion section —the final section of your paper. Most journals now require you to include a discussion of potential limitations of your work, and many journals now ask you to place this “limitations section” at the very end of your article. 

Some journals ask you to also discuss the strengths of your work in this section, and some allow you to freely choose where to include that information in your discussion section—make sure to always check the author instructions of your target journal before you finalize a manuscript and submit it for peer review .

Limitations of the Study Examples

There are several reasons why limitations of research might exist. The two main categories of limitations are those that result from the methodology and those that result from issues with the researcher(s).

Common Methodological Limitations of Studies

Limitations of research due to methodological problems can be addressed by clearly and directly identifying the potential problem and suggesting ways in which this could have been addressed—and SHOULD be addressed in future studies. The following are some major potential methodological issues that can impact the conclusions researchers can draw from the research.

Issues with research samples and selection

Sampling errors occur when a probability sampling method is used to select a sample, but that sample does not reflect the general population or appropriate population concerned. This results in limitations of your study known as “sample bias” or “selection bias.”

For example, if you conducted a survey to obtain your research results, your samples (participants) were asked to respond to the survey questions. However, you might have had limited ability to gain access to the appropriate type or geographic scope of participants. In this case, the people who responded to your survey questions may not truly be a random sample.

Insufficient sample size for statistical measurements

When conducting a study, it is important to have a sufficient sample size in order to draw valid conclusions. The larger the sample, the more precise your results will be. If your sample size is too small, it will be difficult to identify significant relationships in the data.

Normally, statistical tests require a larger sample size to ensure that the sample is considered representative of a population and that the statistical result can be generalized to a larger population. It is a good idea to understand how to choose an appropriate sample size before you conduct your research by using scientific calculation tools—in fact, many journals now require such estimation to be included in every manuscript that is sent out for review.

Lack of previous research studies on the topic

Citing and referencing prior research studies constitutes the basis of the literature review for your thesis or study, and these prior studies provide the theoretical foundations for the research question you are investigating. However, depending on the scope of your research topic, prior research studies that are relevant to your thesis might be limited.

When there is very little or no prior research on a specific topic, you may need to develop an entirely new research typology. In this case, discovering a limitation can be considered an important opportunity to identify literature gaps and to present the need for further development in the area of study.

Methods/instruments/techniques used to collect the data

After you complete your analysis of the research findings (in the discussion section), you might realize that the manner in which you have collected the data or the ways in which you have measured variables has limited your ability to conduct a thorough analysis of the results.

For example, you might realize that you should have addressed your survey questions from another viable perspective, or that you were not able to include an important question in the survey. In these cases, you should acknowledge the deficiency or deficiencies by stating a need for future researchers to revise their specific methods for collecting data that includes these missing elements.

Common Limitations of the Researcher(s)

Study limitations that arise from situations relating to the researcher or researchers (whether the direct fault of the individuals or not) should also be addressed and dealt with, and remedies to decrease these limitations—both hypothetically in your study, and practically in future studies—should be proposed.

Limited access to data

If your research involved surveying certain people or organizations, you might have faced the problem of having limited access to these respondents. Due to this limited access, you might need to redesign or restructure your research in a different way. In this case, explain the reasons for limited access and be sure that your finding is still reliable and valid despite this limitation.

Time constraints

Just as students have deadlines to turn in their class papers, academic researchers might also have to meet deadlines for submitting a manuscript to a journal or face other time constraints related to their research (e.g., participants are only available during a certain period; funding runs out; collaborators move to a new institution). The time available to study a research problem and to measure change over time might be constrained by such practical issues. If time constraints negatively impacted your study in any way, acknowledge this impact by mentioning a need for a future study (e.g., a longitudinal study) to answer this research problem.

Conflicts arising from cultural bias and other personal issues

Researchers might hold biased views due to their cultural backgrounds or perspectives of certain phenomena, and this can affect a study’s legitimacy. Also, it is possible that researchers will have biases toward data and results that only support their hypotheses or arguments. In order to avoid these problems, the author(s) of a study should examine whether the way the research problem was stated and the data-gathering process was carried out appropriately.

Steps for Organizing Your Study Limitations Section

When you discuss the limitations of your study, don’t simply list and describe your limitations—explain how these limitations have influenced your research findings. There might be multiple limitations in your study, but you only need to point out and explain those that directly relate to and impact how you address your research questions.

We suggest that you divide your limitations section into three steps: (1) identify the study limitations; (2) explain how they impact your study in detail; and (3) propose a direction for future studies and present alternatives. By following this sequence when discussing your study’s limitations, you will be able to clearly demonstrate your study’s weakness without undermining the quality and integrity of your research.

Step 1. Identify the limitation(s) of the study

• This part should comprise around 10%-20% of your discussion of study limitations.

The first step is to identify the particular limitation(s) that affected your study. There are many possible limitations of research that can affect your study, but you don’t need to write a long review of all possible study limitations. A 200-500 word critique is an appropriate length for a research limitations section. In the beginning of this section, identify what limitations your study has faced and how important these limitations are.

You only need to identify limitations that had the greatest potential impact on: (1) the quality of your findings, and (2) your ability to answer your research question.

Step 2. Explain these study limitations in detail

• This part should comprise around 60-70% of your discussion of limitations.

After identifying your research limitations, it’s time to explain the nature of the limitations and how they potentially impacted your study. For example, when you conduct quantitative research, a lack of probability sampling is an important issue that you should mention. On the other hand, when you conduct qualitative research, the inability to generalize the research findings could be an issue that deserves mention.

Explain the role these limitations played on the results and implications of the research and justify the choice you made in using this “limiting” methodology or other action in your research. Also, make sure that these limitations didn’t undermine the quality of your dissertation .

Step 3. Propose a direction for future studies and present alternatives (optional)

• This part should comprise around 10-20% of your discussion of limitations.

After acknowledging the limitations of the research, you need to discuss some possible ways to overcome these limitations in future studies. One way to do this is to present alternative methodologies and ways to avoid issues with, or “fill in the gaps of” the limitations of this study you have presented.  Discuss both the pros and cons of these alternatives and clearly explain why researchers should choose these approaches.

Make sure you are current on approaches used by prior studies and the impacts they have had on their findings. Cite review articles or scientific bodies that have recommended these approaches and why. This might be evidence in support of the approach you chose, or it might be the reason you consider your choices to be included as limitations. This process can act as a justification for your approach and a defense of your decision to take it while acknowledging the feasibility of other approaches.

P hrases and Tips for Introducing Your Study Limitations in the Discussion Section

The following phrases are frequently used to introduce the limitations of the study:

• “There may be some possible limitations in this study.”
• “The findings of this study have to be seen in light of some limitations.”
•  “The first is the…The second limitation concerns the…”
•  “The empirical results reported herein should be considered in the light of some limitations.”
• “This research, however, is subject to several limitations.”
• “The primary limitation to the generalization of these results is…”
• “Nonetheless, these results must be interpreted with caution and a number of limitations should be borne in mind.”
• “As with the majority of studies, the design of the current study is subject to limitations.”
• “There are two major limitations in this study that could be addressed in future research. First, the study focused on …. Second ….”

For more articles on research writing and the journal submissions and publication process, visit Wordvice’s Academic Resources page.

And be sure to receive professional English editing and proofreading services , including paper editing services , for your journal manuscript before submitting it to journal editors.

Wordvice Resources

Proofreading & Editing Guide

Writing the Results Section for a Research Paper

How to Write a Literature Review

Research Writing Tips: How to Draft a Powerful Discussion Section

How to Captivate Journal Readers with a Strong Introduction

Tips That Will Make Your Abstract a Success!

APA In-Text Citation Guide for Research Writing

Additional Resources

• Diving Deeper into Limitations and Delimitations (PhD student)
• Organizing Your Social Sciences Research Paper: Limitations of the Study (USC Library)
• Research Limitations (Research Methodology)
• How to Present Limitations and Alternatives (UMASS)

Article References

Pearson-Stuttard, J., Kypridemos, C., Collins, B., Mozaffarian, D., Huang, Y., Bandosz, P.,…Micha, R. (2018). Estimating the health and economic effects of the proposed US Food and Drug Administration voluntary sodium reformulation: Microsimulation cost-effectiveness analysis. PLOS. https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1002551

Xu, W.L, Pedersen, N.L., Keller, L., Kalpouzos, G., Wang, H.X., Graff, C,. Fratiglioni, L. (2015). HHEX_23 AA Genotype Exacerbates Effect of Diabetes on Dementia and Alzheimer Disease: A Population-Based Longitudinal Study. PLOS. Retrieved from https://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1001853

Writing Limitations of Research Study — 4 Reasons Why It Is Important!

It is not unusual for researchers to come across the term limitations of research during their academic paper writing. More often this is interpreted as something terrible. However, when it comes to research study, limitations can help structure the research study better. Therefore, do not underestimate significance of limitations of research study.

Allow us to take you through the context of how to evaluate the limits of your research and conclude an impactful relevance to your results.

Table of Contents

What Are the Limitations of a Research Study?

Every research has its limit and these limitations arise due to restrictions in methodology or research design.  This could impact your entire research or the research paper you wish to publish. Unfortunately, most researchers choose not to discuss their limitations of research fearing it will affect the value of their article in the eyes of readers.

However, it is very important to discuss your study limitations and show it to your target audience (other researchers, journal editors, peer reviewers etc.). It is very important that you provide an explanation of how your research limitations may affect the conclusions and opinions drawn from your research. Moreover, when as an author you state the limitations of research, it shows that you have investigated all the weaknesses of your study and have a deep understanding of the subject. Being honest could impress your readers and mark your study as a sincere effort in research.

Why and Where Should You Include the Research Limitations?

The main goal of your research is to address your research objectives. Conduct experiments, get results and explain those results, and finally justify your research question . It is best to mention the limitations of research in the discussion paragraph of your research article.

At the very beginning of this paragraph, immediately after highlighting the strengths of the research methodology, you should write down your limitations. You can discuss specific points from your research limitations as suggestions for further research in the conclusion of your thesis.

1. Common Limitations of the Researchers

Limitations that are related to the researcher must be mentioned. This will help you gain transparency with your readers. Furthermore, you could provide suggestions on decreasing these limitations in you and your future studies.

2. Limited Access to Information

Your work may involve some institutions and individuals in research, and sometimes you may have problems accessing these institutions. Therefore, you need to redesign and rewrite your work. You must explain your readers the reason for limited access.

3. Limited Time

All researchers are bound by their deadlines when it comes to completing their studies. Sometimes, time constraints can affect your research negatively. However, the best practice is to acknowledge it and mention a requirement for future study to solve the research problem in a better way.

4. Conflict over Biased Views and Personal Issues

Biased views can affect the research. In fact, researchers end up choosing only those results and data that support their main argument, keeping aside the other loose ends of the research.

Types of Limitations of Research

Before beginning your research study, know that there are certain limitations to what you are testing or possible research results. There are different types that researchers may encounter, and they all have unique characteristics, such as:

1. Research Design Limitations

Certain restrictions on your research or available procedures may affect your final results or research outputs. You may have formulated research goals and objectives too broadly. However, this can help you understand how you can narrow down the formulation of research goals and objectives, thereby increasing the focus of your study.

2. Impact Limitations

Even if your research has excellent statistics and a strong design, it can suffer from the influence of the following factors:

• Presence of increasing findings as researched
• Being population specific
• A strong regional focus.

3. Data or statistical limitations

In some cases, it is impossible to collect sufficient data for research or very difficult to get access to the data. This could lead to incomplete conclusion to your study. Moreover, this insufficiency in data could be the outcome of your study design. The unclear, shabby research outline could produce more problems in interpreting your findings.

How to Correctly Structure Your Research Limitations?

There are strict guidelines for narrowing down research questions, wherein you could justify and explain potential weaknesses of your academic paper. You could go through these basic steps to get a well-structured clarity of research limitations:

• Declare that you wish to identify your limitations of research and explain their importance,
• Provide the necessary depth, explain their nature, and justify your study choices.
• Write how you are suggesting that it is possible to overcome them in the future.

In this section, your readers will see that you are aware of the potential weaknesses in your business, understand them and offer effective solutions, and it will positively strengthen your article as you clarify all limitations of research to your target audience.

Know that you cannot be perfect and there is no individual without flaws. You could use the limitations of research as a great opportunity to take on a new challenge and improve the future of research. In a typical academic paper, research limitations may relate to:

1. Formulating your goals and objectives

If you formulate goals and objectives too broadly, your work will have some shortcomings. In this case, specify effective methods or ways to narrow down the formula of goals and aim to increase your level of study focus.

2. Application of your data collection methods in research

If you do not have experience in primary data collection, there is a risk that there will be flaws in the implementation of your methods. It is necessary to accept this, and learn and educate yourself to understand data collection methods.

3. Sample sizes

This depends on the nature of problem you choose. Sample size is of a greater importance in quantitative studies as opposed to qualitative ones. If your sample size is too small, statistical tests cannot identify significant relationships or connections within a given data set.

You could point out that other researchers should base the same study on a larger sample size to get more accurate results.

4. The absence of previous studies in the field you have chosen

Writing a literature review is an important step in any scientific study because it helps researchers determine the scope of current work in the chosen field. It is a major foundation for any researcher who must use them to achieve a set of specific goals or objectives.

However, if you are focused on the most current and evolving research problem or a very narrow research problem, there may be very little prior research on your topic. For example, if you chose to explore the role of Bitcoin as the currency of the future, you may not find tons of scientific papers addressing the research problem as Bitcoins are only a new phenomenon.

It is important that you learn to identify research limitations examples at each step. Whatever field you choose, feel free to add the shortcoming of your work. This is mainly because you do not have many years of experience writing scientific papers or completing complex work. Therefore, the depth and scope of your discussions may be compromised at different levels compared to academics with a lot of expertise. Include specific points from limitations of research. Use them as suggestions for the future.

Have you ever faced a challenge of writing the limitations of research study in your paper? How did you overcome it? What ways did you follow? Were they beneficial? Let us know in the comments below!

Frequently Asked Questions

Setting limitations in our study helps to clarify the outcomes drawn from our research and enhance understanding of the subject. Moreover, it shows that the author has investigated all the weaknesses in the study.

Scope is the range and limitations of a research project which are set to define the boundaries of a project. Limitations are the impacts on the overall study due to the constraints on the research design.

Limitation in research is an impact of a constraint on the research design in the overall study. They are the flaws or weaknesses in the study, which may influence the outcome of the research.

1. Limitations in research can be written as follows: Formulate your goals and objectives 2. Analyze the chosen data collection method and the sample sizes 3. Identify your limitations of research and explain their importance 4. Provide the necessary depth, explain their nature, and justify your study choices 5. Write how you are suggesting that it is possible to overcome them in the future

Excellent article ,,,it has helped me big

This is very helpful information. It has given me an insight on how to go about my study limitations.

Good comments and helpful

the topic is well covered

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How to Identify Limitations in Research

4-minute read

• 7th March 2022

Whether you’re a veteran researcher with years of experience under your belt or a novice to the field that’s feeling overwhelmed with where to start, you must understand that every study has its limitations. These are restrictions that arise from the study’s design, or the methodology implemented during the testing phase. Unfortunately, research limitations will always exist due to the subjective nature of testing a hypothesis. We’ve compiled some helpful information below on how to identify and accept research limitations and use them to your advantage. Essentially, we’ll show you how to make lemonade (a brilliant piece of academic work ) from the lemons you receive (the constraints your study reveals).

Research Limitations

So, let’s dive straight in, shall we? It’s always beneficial (and good practice) to disclose your research limitations . A common thought is that divulging these shortcomings will undermine the credibility and quality of your research. However, this is certainly not the case— stating the facts upfront not only reinforces your reputation as a researcher but also lets the assessor or reader know that you’re confident and transparent about the results and relevance of your study, despite these constraints.

Additionally, it creates a gap for more research opportunities, where you can analyze these limitations and determine how to incorporate or address them in a new batch of tests or create a new hypothesis altogether. Another bonus is that it helps readers to understand the optimum conditions for how to apply the results of your testing. This is a win-win, making for a far more persuasive research paper .

Now that you know why you should clarify your research limitations, let’s focus on which ones take precedence and should be disclosed. Any given research project can be vulnerable to various hindrances, so how do you identify them and single out the most significant ones to discuss? Well, that depends entirely on the nature of your study. You’ll need to comb through your research approach, methodology, testing processes, and expected results to identify the type of limitations your study may be exposed to. It’s worth noting that this understanding can only offer a broad idea of the possible restrictions you’ll face and may potentially change throughout the study.

We’ve compiled a list of the most common types of research limitations that you may encounter so you can adequately prepare for them and remain vigilant during each stage of your study.

Sample Size:

It’s critical that you choose a sample size that accurately represents the population you wish to test your theory on. If a sample is too small, the results cannot reliably be generalized across a large population.

Methodology:

The method you choose before you commence testing might seem effective in theory, but too many stumbling blocks during the testing phase can influence the accuracy and reliability of the results.

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Collection of Data:

The methods you utilize to obtain your research—surveys, emails, in-person interviews, phone calls—will directly influence the type of results your study yields.

Age of Data:

The nature of the information—and how far back it goes—affects the type of assumptions you can make. Extrapolating older data for a current hypothesis can significantly change the outcome of your testing.

Time Constraints:

Working within the deadline of when you need to submit your findings will determine the extent of your research and testing and, therefore, can heavily impact your results. Limited time frames for testing might mean not achieving the scope of results you were originally looking for.

Limited Budget:

Your study may require equipment and other resources that can become extremely costly. Budget constraints may mean you cannot acquire advanced software, programs, or travel to multiple destinations to interview participants. All of these factors can substantially influence your results.

So, now that you know how to determine your research limitations and the types you might experience, where should you document it? It’s commonly disclosed at the beginning of your discussion section , so the reader understands the shortcomings of your study before digging into the juicy bit—your findings. Alternatively, you can detail the constraints faced at the end of the discussion section to emphasize the requirements for the completion of further studies.

We hope this post will prepare you for some of the pitfalls you may encounter when conducting and documenting your research. Once you have a first draft ready, consider submitting a free sample to us for proofreading to ensure that your writing is concise and error-free and your results—despite their limitations— shine through.

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Stating the Obvious: Writing Assumptions, Limitations, and Delimitations

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

Delimitations

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

Limitations

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

Assumptions

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

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Research Limitations & Delimitations

What they are and how they’re different (with examples)

By: Derek Jansen (MBA) | Expert Reviewed By: David Phair (PhD) | September 2022

If you’re new to the world of research, you’ve probably heard the terms “ research limitations ” and “ research delimitations ” being thrown around, often quite loosely. In this post, we’ll unpack what both of these mean, how they’re similar and how they’re different – so that you can write up these sections the right way.

Overview: Limitations vs Delimitations

• Are they the same?
• What are research limitations
• What are research delimitations
• Limitations vs delimitations

First things first…

Let’s start with the most important takeaway point of this post – research limitations and research delimitations are not the same – but they are related to each other (we’ll unpack that a little later). So, if you hear someone using these two words interchangeably, be sure to share this post with them!

Research Limitations

Research limitations are, at the simplest level, the weaknesses of the study , based on factors that are often outside of your control as the researcher. These factors could include things like time , access to funding, equipment , data or participants . For example, if you weren’t able to access a random sample of participants for your study and had to adopt a convenience sampling strategy instead, that would impact the generalizability of your findings and therefore reflect a limitation of your study.

Research limitations can also emerge from the research design itself . For example, if you were undertaking a correlational study, you wouldn’t be able to infer causality (since correlation doesn’t mean certain causation). Similarly, if you utilised online surveys to collect data from your participants, you naturally wouldn’t be able to get the same degree of rich data that you would from in-person interviews .

Simply put, research limitations reflect the shortcomings of a study , based on practical (or theoretical) constraints that the researcher faced. These shortcomings limit what you can conclude from a study, but at the same time, present a foundation for future research . Importantly, all research has limitations , so there’s no need to hide anything here – as long as you discuss how the limitations might affect your findings, it’s all good.

Research Delimitations

Alright, now that we’ve unpacked the limitations, let’s move on to the delimitations .

Research delimitations are similar to limitations in that they also “ limit ” the study, but their focus is entirely different. Specifically, the delimitations of a study refer to the scope of the research aims and research questions . In other words, delimitations reflect the choices you, as the researcher, intentionally make in terms of what you will and won’t try to achieve with your study. In other words, what your research aims and research questions will and won’t include.

As we’ve spoken about many times before, it’s important to have a tight, narrow focus for your research, so that you can dive deeply into your topic, apply your energy to one specific area and develop meaningful insights. If you have an overly broad scope or unfocused topic, your research will often pull in multiple, even opposing directions, and you’ll just land up with a muddy mess of findings .

So, the delimitations section is where you’ll clearly state what your research aims and research questions will focus on – and just as importantly, what they will exclude . For example, you might investigate a widespread phenomenon, but choose to focus your study on a specific age group, ethnicity or gender. Similarly, your study may focus exclusively on one country, city or even organization. As long as the scope is well justified (in other words, it represents a novel, valuable research topic), this is perfectly acceptable – in fact, it’s essential. Remember, focus is your friend.

Need a helping hand?

Conclusion: Limitations vs Delimitations

Ok, so let’s recap.

Research limitations and research delimitations are related in that they both refer to “limits” within a study. But, they are distinctly different. Limitations reflect the shortcomings of your study, based on practical or theoretical constraints that you faced.

Contrasted to that, delimitations reflect the choices that you made in terms of the focus and scope of your research aims and research questions. If you want to learn more about research aims and questions, you can check out this video post , where we unpack those concepts in detail.

Psst... there’s more!

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

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18 Comments

Good clarification of ideas on how a researcher ought to do during Process of choice

Thank you so much for this very simple but explicit explanation on limitation and delimitation. It has so helped me to develop my masters proposal. hope to recieve more from your site as time progresses

Thank you for this explanation – very clear.

Thanks for the explanation, really got it well.

This website is really helpful for my masters proposal

Thank you very much for helping to explain these two terms

I spent almost the whole day trying to figure out the differences

when I came across your notes everything became very clear

thanks for the clearly outlined explanation on the two terms, limitation and delimitation.

Very helpful Many thanks 🙏

Excellent it resolved my conflict .

I would like you to assist me please. If in my Research, I interviewed some participants and I submitted Questionnaires to other participants to answered to the questions, in the same organization, Is this a Qualitative methodology , a Quantitative Methodology or is it a Mixture Methodology I have used in my research? Please help me

How do I cite this article in APA format

Really so great ,finally have understood it’s difference now

Getting more clear regarding Limitations and Delimitation and concepts

I really appreciate your apt and precise explanation of the two concepts namely ; Limitations and Delimitations.

This is a good sources of research information for learners.

thank you for this, very helpful to researchers

Very good explained

Great and clear explanation, after a long confusion period on the two words, i can now explain to someone with ease.

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How to Present the Limitations of a Study in Research?

The limitations of the study convey to the reader how and under which conditions your study results will be evaluated. Scientific research involves investigating research topics, both known and unknown, which inherently includes an element of risk. The risk could arise due to human errors, barriers to data gathering, limited availability of resources, and researcher bias. Researchers are encouraged to discuss the limitations of their research to enhance the process of research, as well as to allow readers to gain an understanding of the study’s framework and value.

Limitations of the research are the constraints placed on the ability to generalize from the results and to further describe applications to practice. It is related to the utility value of the findings based on how you initially chose to design the study, the method used to establish internal and external validity, or the result of unanticipated challenges that emerged during the study. Knowing about these limitations and their impact can explain how the limitations of your study can affect the conclusions and thoughts drawn from your research. 1

Table of Contents

What are the limitations of a study

Researchers are probably cautious to acknowledge what the limitations of the research can be for fear of undermining the validity of the research findings. No research can be faultless or cover all possible conditions. These limitations of your research appear probably due to constraints on methodology or research design and influence the interpretation of your research’s ultimate findings. 2 These are limitations on the generalization and usability of findings that emerge from the design of the research and/or the method employed to ensure validity internally and externally. But such limitations of the study can impact the whole study or research paper. However, most researchers prefer not to discuss the different types of limitations in research for fear of decreasing the value of their paper amongst the reviewers or readers.

Importance of limitations of a study

Writing the limitations of the research papers is often assumed to require lots of effort. However, identifying the limitations of the study can help structure the research better. Therefore, do not underestimate the importance of research study limitations. 3

• Opportunity to make suggestions for further research. Suggestions for future research and avenues for further exploration can be developed based on the limitations of the study.
• Opportunity to demonstrate critical thinking. A key objective of the research process is to discover new knowledge while questioning existing assumptions and exploring what is new in the particular field. Describing the limitation of the research shows that you have critically thought about the research problem, reviewed relevant literature, and correctly assessed the methods chosen for studying the problem.
• Demonstrate Subjective learning process. Writing limitations of the research helps to critically evaluate the impact of the said limitations, assess the strength of the research, and consider alternative explanations or interpretations. Subjective evaluation contributes to a more complex and comprehensive knowledge of the issue under study.

Why should I include limitations of research in my paper

All studies have limitations to some extent. Including limitations of the study in your paper demonstrates the researchers’ comprehensive and holistic understanding of the research process and topic. The major advantages are the following:

• Understand the study conditions and challenges encountered . It establishes a complete and potentially logical depiction of the research. The boundaries of the study can be established, and realistic expectations for the findings can be set. They can also help to clarify what the study is not intended to address.
• Improve the quality and validity of the research findings. Mentioning limitations of the research creates opportunities for the original author and other researchers to undertake future studies to improve the research outcomes.
• Transparency and accountability. Including limitations of the research helps maintain mutual integrity and promote further progress in similar studies.
• Identify potential bias sources.  Identifying the limitations of the study can help researchers identify potential sources of bias in their research design, data collection, or analysis. This can help to improve the validity and reliability of the findings.

Where do I need to add the limitations of the study in my paper

The limitations of your research can be stated at the beginning of the discussion section, which allows the reader to comprehend the limitations of the study prior to reading the rest of your findings or at the end of the discussion section as an acknowledgment of the need for further research.

Types of limitations in research

There are different types of limitations in research that researchers may encounter. These are listed below:

• Research Design Limitations : Restrictions on your research or available procedures may affect the research outputs. If the research goals and objectives are too broad, explain how they should be narrowed down to enhance the focus of your study. If there was a selection bias in your sample, explain how this may affect the generalizability of your findings. This can help readers understand the limitations of the study in terms of their impact on the overall validity of your research.
• Impact Limitations : Your study might be limited by a strong regional-, national-, or species-based impact or population- or experimental-specific impact. These inherent limitations on impact affect the extendibility and generalizability of the findings.
• Data or statistical limitations : Data or statistical limitations in research are extremely common in experimental (such as medicine, physics, and chemistry) or field-based (such as ecology and qualitative clinical research) studies. Sometimes, it is either extremely difficult to acquire sufficient data or gain access to the data. These limitations of the research might also be the result of your study’s design and might result in an incomplete conclusion to your research.

Limitations of study examples

All possible limitations of the study cannot be included in the discussion section of the research paper or dissertation. It will vary greatly depending on the type and nature of the study. These include types of research limitations that are related to methodology and the research process and that of the researcher as well that you need to describe and discuss how they possibly impacted your results.

Common methodological limitations of the study

Limitations of research due to methodological problems are addressed by identifying the potential problem and suggesting ways in which this should have been addressed. Some potential methodological limitations of the study are as follows. 1

• Sample size: The sample size 4 is dictated by the type of research problem investigated. If the sample size is too small, finding a significant relationship from the data will be difficult, as statistical tests require a large sample size to ensure a representative population distribution and generalize the study findings.
• Lack of available/reliable data: A lack of available/reliable data will limit the scope of your analysis and the size of your sample or present obstacles in finding a trend or meaningful relationship. So, when writing about the limitations of the study, give convincing reasons why you feel data is absent or untrustworthy and highlight the necessity for a future study focused on developing a new data-gathering strategy.
• Lack of prior research studies: Citing prior research studies is required to help understand the research problem being investigated. If there is little or no prior research, an exploratory rather than an explanatory research design will be required. Also, discovering the limitations of the study presents an opportunity to identify gaps in the literature and describe the need for additional study.
• Measure used to collect the data: Sometimes, the data gathered will be insufficient to conduct a thorough analysis of the results. A limitation of the study example, for instance, is identifying in retrospect that a specific question could have helped address a particular issue that emerged during data analysis. You can acknowledge the limitation of the research by stating the need to revise the specific method for gathering data in the future.
• Self-reported data: Self-reported data cannot be independently verified and can contain several potential bias sources, such as selective memory, attribution, and exaggeration. These biases become apparent if they are incongruent with data from other sources.

General limitations of researchers

Limitations related to the researcher can also influence the study outcomes. These should be addressed, and related remedies should be proposed.

• Limited access to data : If your study requires access to people, organizations, data, or documents whose access is denied or limited, the reasons need to be described. An additional explanation stating why this limitation of research did not prevent you from following through on your study is also needed.
• Time constraints : Researchers might also face challenges in meeting research deadlines due to a lack of timely participant availability or funds, among others. The impacts of time constraints must be acknowledged by mentioning the need for a future study addressing this research problem.
• Conflicts due to biased views and personal issues : Differences in culture or personal views can contribute to researcher bias, as they focus only on the results and data that support their main arguments. To avoid this, pay attention to the problem statement and data gathering.

Steps for structuring the limitations section

Limitations are an inherent part of any research study. Issues may vary, ranging from sampling and literature review to methodology and bias. However, there is a structure for identifying these elements, discussing them, and offering insight or alternatives on how the limitations of the study can be mitigated. This enhances the process of the research and helps readers gain a comprehensive understanding of a study’s conditions.

• Identify the research constraints : Identify those limitations having the greatest impact on the quality of the research findings and your ability to effectively answer your research questions and/or hypotheses. These include sample size, selection bias, measurement error, or other issues affecting the validity and reliability of your research.
• Describe their impact on your research : Reflect on the nature of the identified limitations and justify the choices made during the research to identify the impact of the study’s limitations on the research outcomes. Explanations can be offered if needed, but without being defensive or exaggerating them. Provide context for the limitations of your research to understand them in a broader context. Any specific limitations due to real-world considerations need to be pointed out critically rather than justifying them as done by some other author group or groups.
• Mention the opportunity for future investigations : Suggest ways to overcome the limitations of the present study through future research. This can help readers understand how the research fits into the broader context and offer a roadmap for future studies.

Frequently Asked Questions

• Should I mention all the limitations of my study in the research report?

Restrict limitations to what is pertinent to the research question under investigation. The specific limitations you include will depend on the nature of the study, the research question investigated, and the data collected.

• Can the limitations of a study affect its credibility?

Stating the limitations of the research is considered favorable by editors and peer reviewers. Connecting your study’s limitations with future possible research can help increase the focus of unanswered questions in this area. In addition, admitting limitations openly and validating that they do not affect the main findings of the study increases the credibility of your study. However, if you determine that your study is seriously flawed, explain ways to successfully overcome such flaws in a future study. For example, if your study fails to acquire critical data, consider reframing the research question as an exploratory study to lay the groundwork for more complete research in the future.

• How can I mitigate the limitations of my study?

Strategies to minimize limitations of the research should focus on convincing reviewers and readers that the limitations do not affect the conclusions of the study by showing that the methods are appropriate and that the logic is sound. Here are some steps to follow to achieve this:

• Use data that are valid.
• Use methods that are appropriate and sound logic to draw inferences.
• Use adequate statistical methods for drawing inferences from the data that studies with similar limitations have been published before.

Admit limitations openly and, at the same time, show how they do not affect the main conclusions of the study.

• Can the limitations of a study impact its publication chances?

Limitations in your research can arise owing to restrictions in methodology or research design. Although this could impact your chances of publishing your research paper, it is critical to explain your study’s limitations to your intended audience. For example, it can explain how your study constraints may impact the results and views generated from your investigation. It also shows that you have researched the flaws of your study and have a thorough understanding of the subject.

• How can limitations in research be used for future studies?

The limitations of a study give you an opportunity to offer suggestions for further research. Your study’s limitations, including problems experienced during the study and the additional study perspectives developed, are a great opportunity to take on a new challenge and help advance knowledge in a particular field.

References:

• Brutus, S., Aguinis, H., & Wassmer, U. (2013). Self-reported limitations and future directions in scholarly reports: Analysis and recommendations.  Journal of Management ,  39 (1), 48-75.
• Ioannidis, J. P. (2007). Limitations are not properly acknowledged in the scientific literature.  Journal of Clinical Epidemiology ,  60 (4), 324-329.
• Price, J. H., & Murnan, J. (2004). Research limitations and the necessity of reporting them.  American Journal of Health Education ,  35 (2), 66.
• Boddy, C. R. (2016). Sample size for qualitative research.  Qualitative Market Research: An International Journal ,  19 (4), 426-432.

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Limitations in Research – A Simplified Guide with Examples

Limitations are flaws and shortcomings of your study. It is very important that you discuss the limitations of your study in the discussion section of your research paper. In this blog, we provide tips for presenting study limitations in your paper along with some real-world examples.

1. Should I Report the Limitations of My Work?

Most studies will have some form of limitation. So be honest and don’t hide your limitations. You have to tell your readers how your limitations might influence the outcomes and conclusions of your research.  In reality, your readers and reviewers will be impressed with your paper if you are upfront about your limitations. 

2. Examples

Let’s look at some examples. We have selected a variety of examples from different research topics.

2.1. Limitations Example 1

Following example is from a Medical research paper.

✔ The authors talk about the limitations and emphasis the importance of reconfirming the findings in a much larger study Study design and small sample size are important limitations. This could have led to an overestimation of the effect. Future research should reconfirm these findings by conducting larger-scale studies. _   Limitation s  _   How it might affect the results?   _   How to fix the limitation?

The authors are saying that the main limitations of the study are the small sample size and weak study design. Then they explain how this might have affected their results. They are saying that it is possible that they are overestimating the actual effect they are measuring. Then finally they are telling the readers that more studies with larger sample sizes should be conducted to reconfirm the findings.

As you can see, the authors are clearly explaining three things here: (1) What is the limitation? (2) How it might affect the study outcomes? and (3) What should be done to address the limitation?

2.2. Limitations Example 2

Following example is from an Engineering research paper.

✔ The authors are acknowledging the limitations and warning readers against generalizing the research findings However, some study limitations should be acknowledged. The experiments do not fully consider the problems that can appear in real situations. Hence, caution should be taken with generalizing the findings and applying them to real-life situations. _   Acknowledging limitations   _   Explaining the limitation   _   How it might affect the results?

The authors acknowledge that their study has some limitations. Then they explain what the limitations are. They are saying that their experiments do not consider all problems that might occur in real-life situations. Then they explain how this might affect their research outcomes. They are saying that readers should be careful when generalizing the results to practical real-world situations, because there is a possibility that the methods might fail.

2.3. Limitations Example 3

It is important to remember not to end your paper with limitations. Finish your paper on a positive note by telling your readers about the benefits of your research and possible future directions. In the following example, right after listing the limitations, the authors proceed to talk about the positive aspects of the work.

✔ The authors finish their paper on a positive note by talking about the benefits of their work and possible future work With this limited study, it is not known whether this finding can be applied to all clinical scenarios. Notwithstanding these limitations, this study has proven that Ultrasound can potentially serve as a more efficient alternative to X-rays in diagnosis. Future directions include studying the effects of different ultrasound pulsing schemes on pain relief. Another interesting direction would be to consider applications in nonhuman primates. _   Limitations   _   Benefits of the work   _   Possible future directions

The authors are saying that their experiments were somewhat limited and are not sure if their findings apply to the wider clinical practice. Then the authors highlight the benefits of their research. The authors say that their study has proven that ultrasound can be used instead of X-rays for diagnosis of certain types of diseases. Then they are explaining how future research can extend this work further. The authors are suggesting that it will be interesting to explore if ultrasound can be used for the treatment of chronic pain. And they are also suggesting that future studies can explore treating certain types of animal diseases with ultrasound. This is a very good example of how to finish the discussion section of your paper on a positive note.

Limitations are a vital component of the discussion section of your research paper. Remember, every study has limitations. There is no such thing as a perfect study. One of the major mistakes beginner writers make is hiding the limitations in the paper. Don’t do this, reviewers will reject your paper. Explain clearly how your limitations might have impacted your results, and provide ideas to mitigate them in the future. For further reading, please refer to our blogs on handling negative results and advanced tactics to address study limitations.

If you have any questions, please drop a comment below, and we will answer as soon as possible. We also recommend you to refer to our other blogs on  academic writing tools ,   academic writing resources ,  academic writing phrases  and  research paper examples  which are relevant to the topic discussed in this blog. 

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What are the limitations in research and how to write them?

Learn about the potential limitations in research and how to appropriately address them in order to deliver honest and ethical research.

It is fairly uncommon for researchers to stumble into the term research limitations when working on their research paper. Limitations in research can arise owing to constraints on design, methods, materials, and so on, and these aspects, unfortunately, may have an influence on your subject’s findings.

In this Mind The Graph’s article, we’ll discuss some recommendations for writing limitations in research , provide examples of various common types of limitations, and suggest how to properly present this information.

What are the limitations in research?

The limitations in research are the constraints in design, methods or even researchers’ limitations that affect and influence the interpretation of your research’s ultimate findings. These are limitations on the generalization and usability of findings that emerge from the design of the research and/or the method employed to ensure validity both internally and externally. 

Researchers are usually cautious to acknowledge the limitations of their research in their publications for fear of undermining the research’s scientific validity. No research is faultless or covers every possible angle. As a result, addressing the constraints of your research exhibits honesty and integrity .

Why should include limitations of research in my paper?

Though limitations tackle potential flaws in research, commenting on them at the conclusion of your paper, by demonstrating that you are aware of these limitations and explaining how they impact the conclusions that may be taken from the research, improves your research by disclosing any issues before other researchers or reviewers do . 

Additionally, emphasizing research constraints implies that you have thoroughly investigated the ramifications of research shortcomings and have a thorough understanding of your research problem. 

Limits exist in any research; being honest about them and explaining them would impress researchers and reviewers more than disregarding them. 

Remember that acknowledging a research’s shortcomings offers a chance to provide ideas for future research, but be careful to describe how your study may help to concentrate on these outstanding problems.

Possible limitations examples

Here are some limitations connected to methodology and the research procedure that you may need to explain and discuss in connection to your findings.

Methodological limitations

Sample size.

The number of units of analysis used in your study is determined by the sort of research issue being investigated. It is important to note that if your sample is too small, finding significant connections in the data will be challenging, as statistical tests typically require a larger sample size to ensure a fair representation and this can be limiting. 

Lack of available or reliable data

A lack of data or trustworthy data will almost certainly necessitate limiting the scope of your research or the size of your sample, or it can be a substantial impediment to identifying a pattern and a relevant connection.

Lack of prior research on the subject

Citing previous research papers forms the basis of your literature review and aids in comprehending the research subject you are researching. Yet there may be little if any, past research on your issue.

The measure used to collect data

After finishing your analysis of the findings, you realize that the method you used to collect data limited your capacity to undertake a comprehensive evaluation of the findings. Recognize the flaw by mentioning that future researchers should change the specific approach for data collection.

Issues with research samples and selection

Sampling inaccuracies arise when a probability sampling method is employed to choose a sample, but that sample does not accurately represent the overall population or the relevant group. As a result, your study suffers from “sampling bias” or “selection bias.”

Limitations of the research

When your research requires polling certain persons or a specific group, you may have encountered the issue of limited access to these interviewees. Because of the limited access, you may need to reorganize or rearrange your research. In this scenario, explain why access is restricted and ensure that your findings are still trustworthy and valid despite the constraint.

Time constraints

Practical difficulties may limit the amount of time available to explore a research issue and monitor changes as they occur. If time restrictions have any detrimental influence on your research, recognize this impact by expressing the necessity for a future investigation.

Due to their cultural origins or opinions on observed events, researchers may carry biased opinions, which can influence the credibility of a research. Furthermore, researchers may exhibit biases toward data and conclusions that only support their hypotheses or arguments.

The structure of the limitations section 

The limitations of your research are usually stated at the beginning of the discussion section of your paper so that the reader is aware of and comprehends the limitations prior to actually reading the rest of your findings, or they are stated at the end of the discussion section as an acknowledgment of the need for further research.

The ideal way is to divide your limitations section into three steps: 

1. Identify the research constraints; 

2. Describe in great detail how they affect your research; 

3. Mention the opportunity for future investigations and give possibilities. 

By following this method while addressing the constraints of your research, you will be able to effectively highlight your research’s shortcomings without jeopardizing the quality and integrity of your research.

Present your research or paper in an innovative way

If you want your readers to be engaged and participate in your research, try Mind The Graph tool to add visual assets to your content. Infographics may improve comprehension and are easy to read, just as the Mind The Graph tool is simple to use and offers a variety of templates from which you can select the one that best suits your information.

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Home » Research Questions – Types, Examples and Writing Guide

Research Questions – Types, Examples and Writing Guide

Table of Contents

Research Questions

Definition:

Research questions are the specific questions that guide a research study or inquiry. These questions help to define the scope of the research and provide a clear focus for the study. Research questions are usually developed at the beginning of a research project and are designed to address a particular research problem or objective.

Types of Research Questions

Types of Research Questions are as follows:

Descriptive Research Questions

These aim to describe a particular phenomenon, group, or situation. For example:

• What are the characteristics of the target population?
• What is the prevalence of a particular disease in a specific region?

Exploratory Research Questions

These aim to explore a new area of research or generate new ideas or hypotheses. For example:

• What are the potential causes of a particular phenomenon?
• What are the possible outcomes of a specific intervention?

Explanatory Research Questions

These aim to understand the relationship between two or more variables or to explain why a particular phenomenon occurs. For example:

• What is the effect of a specific drug on the symptoms of a particular disease?
• What are the factors that contribute to employee turnover in a particular industry?

Predictive Research Questions

These aim to predict a future outcome or trend based on existing data or trends. For example :

• What will be the future demand for a particular product or service?
• What will be the future prevalence of a particular disease?

Evaluative Research Questions

These aim to evaluate the effectiveness of a particular intervention or program. For example:

• What is the impact of a specific educational program on student learning outcomes?
• What is the effectiveness of a particular policy or program in achieving its intended goals?

How to Choose Research Questions

Choosing research questions is an essential part of the research process and involves careful consideration of the research problem, objectives, and design. Here are some steps to consider when choosing research questions:

• Identify the research problem: Start by identifying the problem or issue that you want to study. This could be a gap in the literature, a social or economic issue, or a practical problem that needs to be addressed.
• Conduct a literature review: Conducting a literature review can help you identify existing research in your area of interest and can help you formulate research questions that address gaps or limitations in the existing literature.
• Define the research objectives : Clearly define the objectives of your research. What do you want to achieve with your study? What specific questions do you want to answer?
• Consider the research design : Consider the research design that you plan to use. This will help you determine the appropriate types of research questions to ask. For example, if you plan to use a qualitative approach, you may want to focus on exploratory or descriptive research questions.
• Ensure that the research questions are clear and answerable: Your research questions should be clear and specific, and should be answerable with the data that you plan to collect. Avoid asking questions that are too broad or vague.
• Get feedback : Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, feasible, and meaningful.

How to Write Research Questions

Guide for Writing Research Questions:

• Start with a clear statement of the research problem: Begin by stating the problem or issue that your research aims to address. This will help you to formulate focused research questions.
• Use clear language : Write your research questions in clear and concise language that is easy to understand. Avoid using jargon or technical terms that may be unfamiliar to your readers.
• Be specific: Your research questions should be specific and focused. Avoid broad questions that are difficult to answer. For example, instead of asking “What is the impact of climate change on the environment?” ask “What are the effects of rising sea levels on coastal ecosystems?”
• Use appropriate question types: Choose the appropriate question types based on the research design and objectives. For example, if you are conducting a qualitative study, you may want to use open-ended questions that allow participants to provide detailed responses.
• Consider the feasibility of your questions : Ensure that your research questions are feasible and can be answered with the resources available. Consider the data sources and methods of data collection when writing your questions.
• Seek feedback: Get feedback from your supervisor, colleagues, or peers to ensure that your research questions are relevant, appropriate, and meaningful.

Examples of Research Questions

Some Examples of Research Questions with Research Titles:

Research Title: The Impact of Social Media on Mental Health

• Research Question : What is the relationship between social media use and mental health, and how does this impact individuals’ well-being?

Research Title: Factors Influencing Academic Success in High School

• Research Question: What are the primary factors that influence academic success in high school, and how do they contribute to student achievement?

Research Title: The Effects of Exercise on Physical and Mental Health

• Research Question: What is the relationship between exercise and physical and mental health, and how can exercise be used as a tool to improve overall well-being?

Research Title: Understanding the Factors that Influence Consumer Purchasing Decisions

• Research Question : What are the key factors that influence consumer purchasing decisions, and how do these factors vary across different demographics and products?

Research Title: The Impact of Technology on Communication

• Research Question : How has technology impacted communication patterns, and what are the effects of these changes on interpersonal relationships and society as a whole?

Research Title: Investigating the Relationship between Parenting Styles and Child Development

• Research Question: What is the relationship between different parenting styles and child development outcomes, and how do these outcomes vary across different ages and developmental stages?

Research Title: The Effectiveness of Cognitive-Behavioral Therapy in Treating Anxiety Disorders

• Research Question: How effective is cognitive-behavioral therapy in treating anxiety disorders, and what factors contribute to its success or failure in different patients?

Research Title: The Impact of Climate Change on Biodiversity

• Research Question : How is climate change affecting global biodiversity, and what can be done to mitigate the negative effects on natural ecosystems?

Research Title: Exploring the Relationship between Cultural Diversity and Workplace Productivity

• Research Question : How does cultural diversity impact workplace productivity, and what strategies can be employed to maximize the benefits of a diverse workforce?

Research Title: The Role of Artificial Intelligence in Healthcare

• Research Question: How can artificial intelligence be leveraged to improve healthcare outcomes, and what are the potential risks and ethical concerns associated with its use?

Applications of Research Questions

Here are some of the key applications of research questions:

• Defining the scope of the study : Research questions help researchers to narrow down the scope of their study and identify the specific issues they want to investigate.
• Developing hypotheses: Research questions often lead to the development of hypotheses, which are testable predictions about the relationship between variables. Hypotheses provide a clear and focused direction for the study.
• Designing the study : Research questions guide the design of the study, including the selection of participants, the collection of data, and the analysis of results.
• Collecting data : Research questions inform the selection of appropriate methods for collecting data, such as surveys, interviews, or experiments.
• Analyzing data : Research questions guide the analysis of data, including the selection of appropriate statistical tests and the interpretation of results.
• Communicating results : Research questions help researchers to communicate the results of their study in a clear and concise manner. The research questions provide a framework for discussing the findings and drawing conclusions.

Characteristics of Research Questions

Characteristics of Research Questions are as follows:

• Clear and Specific : A good research question should be clear and specific. It should clearly state what the research is trying to investigate and what kind of data is required.
• Relevant : The research question should be relevant to the study and should address a current issue or problem in the field of research.
• Testable : The research question should be testable through empirical evidence. It should be possible to collect data to answer the research question.
• Concise : The research question should be concise and focused. It should not be too broad or too narrow.
• Feasible : The research question should be feasible to answer within the constraints of the research design, time frame, and available resources.
• Original : The research question should be original and should contribute to the existing knowledge in the field of research.
• Significant : The research question should have significance and importance to the field of research. It should have the potential to provide new insights and knowledge to the field.
• Ethical : The research question should be ethical and should not cause harm to any individuals or groups involved in the study.

Purpose of Research Questions

Research questions are the foundation of any research study as they guide the research process and provide a clear direction to the researcher. The purpose of research questions is to identify the scope and boundaries of the study, and to establish the goals and objectives of the research.

The main purpose of research questions is to help the researcher to focus on the specific area or problem that needs to be investigated. They enable the researcher to develop a research design, select the appropriate methods and tools for data collection and analysis, and to organize the results in a meaningful way.

Research questions also help to establish the relevance and significance of the study. They define the research problem, and determine the research methodology that will be used to address the problem. Research questions also help to determine the type of data that will be collected, and how it will be analyzed and interpreted.

Finally, research questions provide a framework for evaluating the results of the research. They help to establish the validity and reliability of the data, and provide a basis for drawing conclusions and making recommendations based on the findings of the study.

Advantages of Research Questions

There are several advantages of research questions in the research process, including:

• Focus : Research questions help to focus the research by providing a clear direction for the study. They define the specific area of investigation and provide a framework for the research design.
• Clarity : Research questions help to clarify the purpose and objectives of the study, which can make it easier for the researcher to communicate the research aims to others.
• Relevance : Research questions help to ensure that the study is relevant and meaningful. By asking relevant and important questions, the researcher can ensure that the study will contribute to the existing body of knowledge and address important issues.
• Consistency : Research questions help to ensure consistency in the research process by providing a framework for the development of the research design, data collection, and analysis.
• Measurability : Research questions help to ensure that the study is measurable by defining the specific variables and outcomes that will be measured.
• Replication : Research questions help to ensure that the study can be replicated by providing a clear and detailed description of the research aims, methods, and outcomes. This makes it easier for other researchers to replicate the study and verify the results.

Limitations of Research Questions

Limitations of Research Questions are as follows:

• Subjectivity : Research questions are often subjective and can be influenced by personal biases and perspectives of the researcher. This can lead to a limited understanding of the research problem and may affect the validity and reliability of the study.
• Inadequate scope : Research questions that are too narrow in scope may limit the breadth of the study, while questions that are too broad may make it difficult to focus on specific research objectives.
• Unanswerable questions : Some research questions may not be answerable due to the lack of available data or limitations in research methods. In such cases, the research question may need to be rephrased or modified to make it more answerable.
• Lack of clarity : Research questions that are poorly worded or ambiguous can lead to confusion and misinterpretation. This can result in incomplete or inaccurate data, which may compromise the validity of the study.
• Difficulty in measuring variables : Some research questions may involve variables that are difficult to measure or quantify, making it challenging to draw meaningful conclusions from the data.
• Lack of generalizability: Research questions that are too specific or limited in scope may not be generalizable to other contexts or populations. This can limit the applicability of the study’s findings and restrict its broader implications.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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This paper is in the following e-collection/theme issue:

Published on 25.6.2024 in Vol 26 (2024)

Potential Roles of Large Language Models in the Production of Systematic Reviews and Meta-Analyses

Authors of this article:

• Xufei Luo 1, 2, 3, 4, 5   ; 
• Fengxian Chen 6 , PhD   ; 
• Di Zhu 7 , MPH   ; 
• Ling Wang 7 , MPH   ; 
• Zijun Wang 1, 2, 3, 4, 5   ; 
• Hui Liu 1, 2, 3, 4, 5   ; 
• Meng Lyu 7 , MPH   ; 
• Ye Wang 7 , MPH   ; 
• Qi Wang 8, 9 , PhD   ; 
• Yaolong Chen 1, 2, 3, 4, 5 , MD, PhD  

1 Evidence-Based Medicine Center, School of Basic Medical Sciences, Lanzhou University, Lanzhou, China

2 World Health Organization Collaboration Center for Guideline Implementation and Knowledge Translation, Lanzhou, China

3 Institute of Health Data Science, Lanzhou University, Lanzhou, China

4 Key Laboratory of Evidence Based Medicine and Knowledge Translation of Gansu Province, Lanzhou University, Lanzhou, China

5 Research Unit of Evidence-Based Evaluation and Guidelines, Chinese Academy of Medical Sciences (2021RU017), School of Basic Medical Sciences, Lanzhou University, Lanzhou, China

6 School of Information Science & Engineering, Lanzhou University, Lanzhou, China

7 School of Public Health, Lanzhou University, Lanzhou, China

8 Department of Health Research Methods, Evidence and Impact, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada

9 McMaster Health Forum, McMaster University, Hamilton, ON, Canada

Corresponding Author:

Yaolong Chen, MD, PhD

Evidence-Based Medicine Center

School of Basic Medical Sciences

Lanzhou University

No 199 Donggang West Road

Chengguan District

Lanzhou, 730000

Phone: 86 13893104140

Email: [email protected]

Large language models (LLMs) such as ChatGPT have become widely applied in the field of medical research. In the process of conducting systematic reviews, similar tools can be used to expedite various steps, including defining clinical questions, performing the literature search, document screening, information extraction, and language refinement, thereby conserving resources and enhancing efficiency. However, when using LLMs, attention should be paid to transparent reporting, distinguishing between genuine and false content, and avoiding academic misconduct. In this viewpoint, we highlight the potential roles of LLMs in the creation of systematic reviews and meta-analyses, elucidating their advantages, limitations, and future research directions, aiming to provide insights and guidance for authors planning systematic reviews and meta-analyses.

Introduction

A systematic review is the result of a systematic and rigorous evaluation of evidence, which may or may not include a meta-analysis [ 1 ]. Owing to the strict methodology and comprehensive summary of evidence, high-quality systematic reviews are considered the highest level of evidence, positioned at the top of the evidence pyramid [ 2 ]. Additionally, high-quality systematic reviews and meta-analyses are often used to support the development of clinical practice guidelines, aid clinical decision-making, and inform health care policy formulation [ 3 ]. Currently, the methods of systematic reviews and meta-analyses are applied in various disciplines in medicine and beyond such as law [ 4 ], management [ 5 ], and economics [ 6 ], and have yielded positive results, contributing to the continuous advancement of these fields [ 7 ].

The process of conducting systematic reviews demands a substantial investment in terms of time, resources, human effort, and financial capital [ 8 ]. To expedite the development of systematic reviews and meta-analyses, various automated or semiautomated tools such as Covidence have been developed [ 9 , 10 ]. However, the emergence of large language models (LLMs), particularly chatbots such as GPT, presents a set of both challenges and opportunities in the realm of systematic reviews and meta-analyses [ 11 ]. Based on the emerging literature in this field, we here provide our perspectives on the potential for harnessing the capabilities of LLMs to accelerate the production of systematic reviews and meta-analyses, while also scrutinizing the potential impacts and delineating the crucial steps involved in this process.

The Process and Challenges of Performing a Systematic Review and Meta-Analysis

The procedures and workflows for conducting systematic reviews and meta-analyses are well-established. Currently, researchers often refer to the Cochrane Handbooks recommended by the Cochrane Library for intervention or diagnostic reviews [ 12 , 13 ]. In addition, some scholars and institutions have developed detailed guidelines on the steps and methodology for performing systematic reviews and meta-analyses [ 14 - 17 ]. Generally speaking, researchers should take the following steps to produce a high-quality systematic review and meta-analysis: determine the clinical question, register and draft a protocol, set inclusion and exclusion criteria, develop and implement a search strategy, screen the literature, extract data from included studies, assess the quality and risk of bias of included studies, analyze and processed data, write up the full text of the manuscript, and submit the manuscript for publication, as illustrated in Figure 1 . These different steps contain many subtasks; therefore, conducting a complete systematic review and meta-analysis requires fairly complex and time-consuming work.

Although systematic reviews and meta-analyses have been widely applied and play an important role in developing guidelines and informing clinical decision-making, their production process faces many challenges. One of these challenges is the long production time and large resource requirements. The average estimated time to complete and publish a systematic review is 67.3 weeks, requiring 5 researchers and costing approximately US $140,000 [ 18 , 19 ]. More recently, the development of automated and semiautomated tools using natural language processing and machine learning have accelerated systematic review and meta-analysis production to some extent [ 20 ], with studies showing that such tools can help to produce a systematic review and meta-analysis within 2 weeks [ 21 ]. However, these tools also have some limitations. First, no single tool can fully accelerate the entire production process of systematic reviews and meta-analyses. Second, these tools cannot process and analyze literature written in different languages. Finally, the reliability of the results generated by these automated and semiautomated tools needs further validation as they are not yet widely adopted for this purpose.

Applications of LLMs in Medical Research

Chatbots based on LLMs such as ChatGPT, Google Gemini, and Claude have become widely applied in medical research. These chatbots have proven to be valuable in tasks ranging from knowledge retrieval, language refinement, content generation, and medical exam preparation to literature assessment. ChatGPT has been shown to excel in accuracy, completeness, nuance, and speed when generating responses to clinical inquiries in psychiatry [ 22 ]. Moreover, LLMs such as ChatGPT play a pivotal role in automating the evaluation of medical literature, facilitating the identification of accurately reported research findings [ 23 ]. Despite their significant contributions, these chatbots are not without limitations. Challenges such as the potential for generating misleading content and susceptibility to academic deception necessitate further scholarly discourse on effective mitigation strategies. Standardized reporting practices may contribute to delineating the applications of ChatGPT and mitigating research biases [ 24 ].

ChatGPT has also demonstrated significant application potential and promise in the process of conducting systematic reviews and meta-analyses. Various studies [ 11 , 25 - 32 ] indicate that ChatGPT can play a pivotal role in formulating clinical questions, determining inclusion and exclusion criteria, screening literature, assessing publications, generating meta-analysis code, and assisting the full-text composition, among other relevant tasks. The details of these capabilities are summarized in Table 1 .

Potential Roles of LLMs in Producing Systematic Reviews and Meta-Analyses

Determine the research topic/question.

Determining the clinical question of interest represents the initial and paramount step in the process of conducting systematic reviews and meta-analyses. At this juncture, it is crucial to ascertain whether comparable systematic reviews and meta-analyses have already been published and to delineate the scope of the forthcoming review and meta-analysis. Generally, for interventional systematic reviews, the Patient, Intervention, Comparison, and Outcome (PICO) framework is considered for defining the scope and objectives of the research question [ 60 ]. In this context, ChatGPT serves a dual role. On the one hand, it expeditiously aids in searching for published systematic reviews and meta-analyses related to the relevant topics (see Multimedia Appendix 1 and Multimedia Appendix 2 ) [ 34 ]. On the other hand, ChatGPT assists in refining the clinical question that needs to be addressed (see Multimedia Appendix 3 ), facilitating prompt determination of the feasibility of undertaking the proposed study. However, it is important to be cautious of the retrieval of false literature [ 35 ].

Register and Write a Research Proposal

The registration and proposal writing process constitutes a pivotal preparatory phase for conducting systematic reviews and meta-analyses. Registration enhances research transparency, fosters collaboration among investigators, and mitigates the redundancy of research endeavors. Drafting a proposal helps in elucidating the research objectives and methods, providing robust support for the smooth execution of the study. For LLMs, generating preliminary registration information and initial proposal content is remarkably convenient and facile (see Multimedia Appendix 4 and Multimedia Appendix 5 ). For example, ChatGPT can assist researchers in generating the statistical methods for a research proposal [ 37 ]. However, considering that LLMs often generate fictitious literature, the content they produce may be inaccurate; thus, discernment and validation of the generated content remain essential considerations.

Define Inclusion and Exclusion Criteria

The inclusion and exclusion criteria for systematic reviews and meta-analyses are instrumental in determining the screening standards for studies. Therefore, strict and detailed inclusion and exclusion criteria contribute to the smooth and high-quality conduct of preparing systematic reviews and meta-analyses. The use of a chatbot based on LLMs can help in establishing the inclusion and exclusion criteria (see Multimedia Appendix 6 ) [ 38 ]; however, the inclusion criteria need to be optimized and adjusted according to the specific research objectives and the exclusion criteria should be based on the foundation of the inclusion criteria. Therefore, manual adjustments and optimizations are also necessary.

Develop a Search Strategy and Conduct Searches

ChatGPT can assist in formulating search strategies, using PubMed as an example [ 40 ]. Researchers can simply list their questions using the PICO framework and a search strategy can be quickly generated ( Multimedia Appendix 1 and Multimedia Appendix 2 ). Based on the generated search strategy, one method is to copy the strategy from ChatGPT and paste it into the PubMed search box for direct retrieval [ 40 , 41 ]. Another approach involves using the OpenAI application programming interfaces (APIs) to invoke PubMed APIs with the search strategy generated by ChatGPT. This facilitates searching the PubMed database, obtaining search results, and applying predetermined inclusion and exclusion criteria. Subsequently, ChatGPT can be used to filter the search results, exporting and recording the filtered results in JSON format. This integrated process encompasses search strategy formulation, retrieval, and filtering. However, the direct use of LLMs to generate search strategies and complete the one-stop process of searching and screening may not yet be mature, and this poses a significant challenge for generating the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) flowchart. Therefore, we suggest using LLMs to generate search strategies, which should then be optimized and modified by librarians and computer experts (specializing in LLMs) before manually searching the databases. Additionally, to use search strategies transparently and reproducibly, the detailed prompts used should be reported [ 40 , 42 ].

Screen the Literature

Literature screening is one of the most time-consuming steps in the creation of systematic reviews and meta-analyses. Prior to the advent of ChatGPT, there were already many automated and semiautomated tools available for literature screening, such as Covidence, EPPI-Reviewer, DistillerSR, and others [ 39 ]. With the emergence of ChatGPT, researchers can now train the model based on predefined inclusion criteria. Subsequently, ChatGPT can be used to automatically screen records retrieved from databases and obtain the filtered results. Previous studies suggested that using ChatGPT in the literature selection process for a meta-analysis substantially diminishes the workload while preserving a recall rate on par with that of manual curation [ 28 , 44 - 47 ].

Extract the Data

Data extraction involves obtaining information from primary studies and serves as a primary source for systematic reviews and meta-analyses. Generally, when conducting systematic reviews and meta-analyses, basic information must be extracted from the original studies, such as publication date, country of conduct, and the journal of publication. Additionally, characteristics of the population, such as patient samples, age, gender/sex, and outcome data, are also extracted, including event occurrences, mean change values, and total sample size. Currently, tools based on natural language processing and LLMs, such as ChatGPT and Claude, demonstrate high accuracy in extracting information from PDF documents (see Multimedia Appendix 7 for an example) [ 47 - 50 ]. However, it is important to note that despite their promising capabilities, manual verification remains a necessary step in the data extraction process when using these artificial intelligence (AI) tools [ 61 ]. Using LLMs to extract data can help avoid random errors; however, caution is still required when extracting data from figures or tables [ 47 - 50 ].

Assess the Risk of Bias

Assessing the bias of risk involves evaluating the internal validity of studies included in research. For randomized controlled trials, tools such as Risk of Bias (RoB) [ 62 ] or its updated version RoB 2 [ 63 ] are typically used, with an estimated review time of 10-15 minutes per trial. However, automated tools such as RobotReviewer can streamline the extraction and evaluation process in batches [ 51 - 53 ], thereby improving efficiency, although manual verification is still necessary. Additionally, chatbots based on LLMs can aid in risk of bias assessment (see Multimedia Appendix 8 ), and their accuracy appears to be comparable to that of human evaluations [ 23 ].

Analyze the Data/Meta-Analysis

Data analysis serves as the source of systematic review results, typically encompassing basic information and outcome findings. The meta-analysis may be one outcome, along with potential components such as subgroup analysis, sensitivity analysis, meta-regression, and detection of publication bias. Numerous software options are available to facilitate these data analyses, including Stata, RevMan, Rstudio, and others [ 43 ]. Currently, it appears that chatbots based on LLMs may not fully execute data analysis independently, although they can extract the relevant information. Subsequently, one can employ corresponding software for comprehensive data analysis. Alternatively, after extracting information with chatbots, the ChatGPT Code Interpreter can assist in analysis and generating graphical results, although this requires a subscription to ChatGPT Plus. Moreover, an LLM markedly accelerates the data analysis process, empowering researchers to handle larger data sets with greater efficacy [ 54 ].

Draft the Full Manuscript

The complete drafting of systematic reviews and meta-analyses should adhere to the PRISMA reporting guidelines [ 64 ]. It is not advisable to use chatbots such as ChatGPT for article composition. On the one hand, the accuracy and integrity of content generated by ChatGPT require human verification. On the other hand, various research types and journals have different requirements for full-length articles, making it challenging to achieve uniformity in the generated content. However, using tools such as GPT for language refinement and adjusting the content logic can be considered to enhance the quality and readability of the article [ 33 , 55 ]. It is important to declare the use of GPT-related tools in the methods, acknowledgments, or appendices of the article to ensure transparency [ 24 , 65 ].

Submit and Publish

Submission and publication represent the final steps in the process of conducting systematic reviews and meta-analyses, aside from subsequent updates. At this stage, the potential role of LLM-based tools is to assist authors in recommending suitable journals (see Multimedia Appendix 9 ). These tools might also aid in crafting components required along with submission of the manuscript such as cover letters and highlights [ 59 ]. However, it is imperative to emphasize that the content generated by these tools requires manual verification to ensure accuracy, and all authors should be accountable for the content generated by LLMs.

Benefits and Drawbacks of Using LLMs

Systematic reviews and meta-analyses are crucial evidence types that support the development of guidelines [ 3 ]. The benefits of employing LLM-based chatbots in the production of systematic reviews and meta-analyses include increased speed, such as in the stages of evidence searching, data extraction, and assessment of bias risk; these tools can also enhance accuracy by reducing human errors such as those made while extracting essential information and pooling data. However, there are also drawbacks of these applications of LLMs, such as the potential for generating hallucinations, the requirement for human verification owing to the poor reliability of the models, and that the entire systematic review process is not replicable. Moreover, when interacting with LLM chatbots, it is important to manage data privacy. In particular, when using LLMs to analyze data, especially when including personal patient information, ethical approval and management must be properly addressed.

Challenges and Solutions

While LLMs can assist in accelerating the production of systematic reviews and meta-analyses in some steps, enhancing accuracy and transparency, and saving resources, they also face several challenges. For instance, LLMs cannot promptly update their versions and information. For example, ChatGPT 3.5 has been trained on data available in 2021. Thus, limitations such as the length of prompts and token constraints, as well as restrictions related to context associations, may potentially impact the overall results and user experience [ 25 ]. Although LLM-based autonomous agents have made strides in tasks related to systematic reviews and meta-analyses, their applications are still associated with various issues related to personalization, updating knowledge, strategic planning, and complex problem-solving. The development of LLM-driven autonomous agents adept at systematic reviews and meta-analyses warrants further exploration [ 66 ]. The use of LLMs as centrally controlled intelligent agents encompasses the ability to handle precise literature screening, extract and analyze complex data, and assist in manuscript composition, as highlighted by proof-of-concept demonstrations such as MetaGPT [ 67 ]. Moreover, the continuous growth of the use of LLMs can pose a significant challenge in ensuring the accuracy of information provided in systematic reviews, particularly if LLMs are indiscriminately overused.

To better facilitate the use of tools such as ChatGPT in systematic reviews and meta-analyses, we believe that, first and foremost, authors should understand the scope and scenarios for applying ChatGPT, clearly defining which steps can benefit from these tools. Second, for researchers, collaboration with computer scientists and AI engineers is crucial to optimize the prompts and develop integrated tools based on LLMs, such as web applications. These tools can assist in seamless transitions between different tasks in the systematic review process. Lastly, for journal editors, collaboration with authors and reviewers is essential to adhere to reporting and ethical principles associated with the use of GPT and similar tools [ 24 , 68 ]. This collaboration aims to promote transparency and integrity, while preventing indiscriminate overuse in the application of LLMs in systematic reviews and meta-analyses.

Future Perspectives and Conclusion

The emergence of LLMs could have a significant impact on the production of systematic reviews and meta-analyses. In this process, the application of chatbots such as ChatGPT has the potential to speed up certain steps such as literature screening, data extraction, and risk of bias assessment, which are processes that typically consume a considerable amount of time. However, it is important to note that if AI methods such as GPT are employed in performing systematic reviews, disclosure and declaration of the use of these tools are essential. This includes specifying the AI tools used, their roles, and the areas of application within the review process, among other relevant information for full disclosure [ 24 ]. In this context, developing a reporting guideline is warranted to guide the application of LLM tools in systematic reviews and meta-analyses. Although the PRISMA 2020 guideline briefly addresses the use of automation technologies, its coverage is limited to steps such as screening, and there is a lack of comprehensive guidance on the broader spectrum of applications [ 64 ].

Acknowledgments

ChatGPT 3.5 designed by OpenAI was used to help with language editing. The authors take the ultimate responsibility for the content of this publication.

Authors' Contributions

XL and YC were responsible for conceptualization of the article. XL, FC, DZ, and LW generated the examples with the large language models and wrote the first draft of the article. XL, ZW, HL, ML, YW, QW, and YC reviewed and edited the manuscript. YC supervised the study, takes full responsibility for the work and conduct of the study, has access to the data, and controlled the decision to publish. All authors read the final manuscript and approved the submission.

Conflicts of Interest

None declared.

Using ChatGPT 4.0 to assist in generating PubMed search strategies for assessing systematic reviews.

The results obtained after searching the PubMed database based on the search strategy generated by ChatGPT.

Using ChatGPT 4.0 to assist in optimizing the clinical question for conducting a systematic review and meta-analysis.

Using ChatGPT 4 to generate PROSPERO (International Prospective Register of Systematic Reviews) registration information.

Proposal of a systematic review and meta-analysis related to exercises for osteoarthritis generated by Claude 3 based on the provided prompts.

The inclusion and exclusion criteria for a systematic review and meta-analysis on exercise therapy for osteoarthritis based on GPT-4.

Using Claude 3 for data extraction from PDF documents: an example with three randomized controlled trials.

Using Claude 3 for risk of bias assessment: an example with two randomized controlled trials.

Using GPT-4 to assist in selecting target journals for submission of a systematic review and meta-analysis.

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• Pitre T, Jassal T, Talukdar JR, Shahab M, Ling M, Zeraatkar D. ChatGPT for assessing risk of bias of randomized trials using the RoB 2.0 tool: a methods study. medRXiv. Preprint posted online on November 22, 2023. [ CrossRef ]
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Abbreviations

Edited by G Eysenbach; submitted 20.02.24; peer-reviewed by A Jafarizadeh, M Chatzimina, AS Van Epps; comments to author 03.05.24; revised version received 21.05.24; accepted 29.05.24; published 25.06.24.

©Xufei Luo, Fengxian Chen, Di Zhu, Ling Wang, Zijun Wang, Hui Liu, Meng Lyu, Ye Wang, Qi Wang, Yaolong Chen. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 25.06.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research (ISSN 1438-8871), is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

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Research: Warehouse and Logistics Automation Works Better with Human Partners

• René de Koster

A recent study suggests that blending human labor with robotics leads to greater efficiency.

A study of automation usage in warehouse and logistics companies around the world suggests that blending human labor with robotics leads to greater efficiency than full automation alone. While scalable robotic systems can handle up to 1,000 tasks per hour, they often face limitations where additional robots don’t improve performance. Human-robot collaboration, employed by companies like DHL and CEVA, enhances productivity, reduces worker fatigue, and increases job satisfaction. The incremental approach of integrating human roles with automated systems not only keeps operations cost effective but also leverages human adaptability for continuous improvements.

In every sphere of business, the use of automation is growing. In warehouses and distribution, for instance, the worldwide market revenue for robotics automation is projected to grow from $7.91 billion in 2021 to more than $51 billion by 2030, according to one Statista forecast .

• RK René de Koster is a professor of logistics and operations management at Rotterdam School of Management, Erasmus University.
• DR Debjit Roy is an institute chair professor in the operations and decision sciences area at the Indian Institute of Management Ahmedabad, India.

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June 28, 2024

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Researchers develop AI technology to predict yield strength of metals

by Pohang University of Science and Technology

A research team has developed an optimal artificial intelligence model to predict the yield strength of various metals, effectively addressing traditional cost and time limitations. This research has been published in the online edition of Acta Materialia .

Yield strength is the point at which a material, such as a metal, begins to deform under external stress. In materials engineering, accurately predicting yield strength is crucial for developing high-performance materials and enhancing structural stability. However, predicting this property involves considering numerous variables such as grain size and types of impurities in the material and typically requires extensive experimentation over prolonged periods to gather data.

To address this, the Hall-Petch equation which establishes the relationship between a material's yield strength and its grain size, is commonly used. However, it has limitations in accurately predicting the yield strength of new materials, considering their specific characteristics and various environmental conditions such as temperature and strain rate.

In this study, the team led by Professor Hyoung Seop Kim from the Graduate Institute of Ferrous & Eco Materials Technology and the Department of Materials Science and Engineering and Jeong Ah Lee, a Ph.D. candidate, from the Department of Materials Science and Engineering, in recent collaboration with Professor Figueiredo from Universidade Federal de Minas Gerais's Department of Metallurgical and Materials Engineering in Brazil, combined physical theory with artificial intelligence (AI) techniques to enhance accuracy while reducing the cost and time needed to predict yield strength.

They developed a machine learning model that applies the mechanism of "grain boundary sliding," which describes how particles within a material move against each other, along with a machine learning algorithm to predict yield strength.

First, the team employed a black-box model to analyze the impact of various material properties on yield strength. They then developed a white-box model with clear inputs and outputs to enhance the precision of yield strength predictions.

The team validated their model using a variety of iron-based alloys that were not part of the training data for the yield strength prediction model. The results demonstrated that the model was highly accurate with an average absolute error of 7.79 MPa compared to the actual yield strength even when predicting on untrained data.

Professor Hyoung Seop Kim of POSTECH said, "We have developed a general-purpose AI model that can accurately predict the yield strength of different types of metals and under various experimental conditions." He added, "We will continue to actively utilize AI technology to make significant advances in materials engineering research."

Journal information: Acta Materialia

Provided by Pohang University of Science and Technology

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