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5+ SAMPLE Primary Research Report in PDF

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Home » Research Report – Example, Writing Guide and Types

Research Report – Example, Writing Guide and Types

Table of Contents

Research Report

Definition:

Research Report is a written document that presents the results of a research project or study, including the research question, methodology, results, and conclusions, in a clear and objective manner.

The purpose of a research report is to communicate the findings of the research to the intended audience, which could be other researchers, stakeholders, or the general public.

Components of Research Report

Components of Research Report are as follows:

Introduction

The introduction sets the stage for the research report and provides a brief overview of the research question or problem being investigated. It should include a clear statement of the purpose of the study and its significance or relevance to the field of research. It may also provide background information or a literature review to help contextualize the research.

Literature Review

The literature review provides a critical analysis and synthesis of the existing research and scholarship relevant to the research question or problem. It should identify the gaps, inconsistencies, and contradictions in the literature and show how the current study addresses these issues. The literature review also establishes the theoretical framework or conceptual model that guides the research.

Methodology

The methodology section describes the research design, methods, and procedures used to collect and analyze data. It should include information on the sample or participants, data collection instruments, data collection procedures, and data analysis techniques. The methodology should be clear and detailed enough to allow other researchers to replicate the study.

The results section presents the findings of the study in a clear and objective manner. It should provide a detailed description of the data and statistics used to answer the research question or test the hypothesis. Tables, graphs, and figures may be included to help visualize the data and illustrate the key findings.

The discussion section interprets the results of the study and explains their significance or relevance to the research question or problem. It should also compare the current findings with those of previous studies and identify the implications for future research or practice. The discussion should be based on the results presented in the previous section and should avoid speculation or unfounded conclusions.

The conclusion summarizes the key findings of the study and restates the main argument or thesis presented in the introduction. It should also provide a brief overview of the contributions of the study to the field of research and the implications for practice or policy.

The references section lists all the sources cited in the research report, following a specific citation style, such as APA or MLA.

The appendices section includes any additional material, such as data tables, figures, or instruments used in the study, that could not be included in the main text due to space limitations.

Types of Research Report

Types of Research Report are as follows:

Thesis is a type of research report. A thesis is a long-form research document that presents the findings and conclusions of an original research study conducted by a student as part of a graduate or postgraduate program. It is typically written by a student pursuing a higher degree, such as a Master’s or Doctoral degree, although it can also be written by researchers or scholars in other fields.

Research Paper

Research paper is a type of research report. A research paper is a document that presents the results of a research study or investigation. Research papers can be written in a variety of fields, including science, social science, humanities, and business. They typically follow a standard format that includes an introduction, literature review, methodology, results, discussion, and conclusion sections.

Technical Report

A technical report is a detailed report that provides information about a specific technical or scientific problem or project. Technical reports are often used in engineering, science, and other technical fields to document research and development work.

Progress Report

A progress report provides an update on the progress of a research project or program over a specific period of time. Progress reports are typically used to communicate the status of a project to stakeholders, funders, or project managers.

Feasibility Report

A feasibility report assesses the feasibility of a proposed project or plan, providing an analysis of the potential risks, benefits, and costs associated with the project. Feasibility reports are often used in business, engineering, and other fields to determine the viability of a project before it is undertaken.

Field Report

A field report documents observations and findings from fieldwork, which is research conducted in the natural environment or setting. Field reports are often used in anthropology, ecology, and other social and natural sciences.

Experimental Report

An experimental report documents the results of a scientific experiment, including the hypothesis, methods, results, and conclusions. Experimental reports are often used in biology, chemistry, and other sciences to communicate the results of laboratory experiments.

Case Study Report

A case study report provides an in-depth analysis of a specific case or situation, often used in psychology, social work, and other fields to document and understand complex cases or phenomena.

Literature Review Report

A literature review report synthesizes and summarizes existing research on a specific topic, providing an overview of the current state of knowledge on the subject. Literature review reports are often used in social sciences, education, and other fields to identify gaps in the literature and guide future research.

Research Report Example

Following is a Research Report Example sample for Students:

Title: The Impact of Social Media on Academic Performance among High School Students

This study aims to investigate the relationship between social media use and academic performance among high school students. The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The findings indicate that there is a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students. The results of this study have important implications for educators, parents, and policymakers, as they highlight the need for strategies that can help students balance their social media use and academic responsibilities.

Introduction:

Social media has become an integral part of the lives of high school students. With the widespread use of social media platforms such as Facebook, Twitter, Instagram, and Snapchat, students can connect with friends, share photos and videos, and engage in discussions on a range of topics. While social media offers many benefits, concerns have been raised about its impact on academic performance. Many studies have found a negative correlation between social media use and academic performance among high school students (Kirschner & Karpinski, 2010; Paul, Baker, & Cochran, 2012).

Given the growing importance of social media in the lives of high school students, it is important to investigate its impact on academic performance. This study aims to address this gap by examining the relationship between social media use and academic performance among high school students.

Methodology:

The study utilized a quantitative research design, which involved a survey questionnaire administered to a sample of 200 high school students. The questionnaire was developed based on previous studies and was designed to measure the frequency and duration of social media use, as well as academic performance.

The participants were selected using a convenience sampling technique, and the survey questionnaire was distributed in the classroom during regular school hours. The data collected were analyzed using descriptive statistics and correlation analysis.

The findings indicate that the majority of high school students use social media platforms on a daily basis, with Facebook being the most popular platform. The results also show a negative correlation between social media use and academic performance, suggesting that excessive social media use can lead to poor academic performance among high school students.

Discussion:

The results of this study have important implications for educators, parents, and policymakers. The negative correlation between social media use and academic performance suggests that strategies should be put in place to help students balance their social media use and academic responsibilities. For example, educators could incorporate social media into their teaching strategies to engage students and enhance learning. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. Policymakers could develop guidelines and policies to regulate social media use among high school students.

Conclusion:

In conclusion, this study provides evidence of the negative impact of social media on academic performance among high school students. The findings highlight the need for strategies that can help students balance their social media use and academic responsibilities. Further research is needed to explore the specific mechanisms by which social media use affects academic performance and to develop effective strategies for addressing this issue.

Limitations:

One limitation of this study is the use of convenience sampling, which limits the generalizability of the findings to other populations. Future studies should use random sampling techniques to increase the representativeness of the sample. Another limitation is the use of self-reported measures, which may be subject to social desirability bias. Future studies could use objective measures of social media use and academic performance, such as tracking software and school records.

Implications:

The findings of this study have important implications for educators, parents, and policymakers. Educators could incorporate social media into their teaching strategies to engage students and enhance learning. For example, teachers could use social media platforms to share relevant educational resources and facilitate online discussions. Parents could limit their children’s social media use and encourage them to prioritize their academic responsibilities. They could also engage in open communication with their children to understand their social media use and its impact on their academic performance. Policymakers could develop guidelines and policies to regulate social media use among high school students. For example, schools could implement social media policies that restrict access during class time and encourage responsible use.

References:

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237-1245.
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Journal of the Research Center for Educational Technology, 8(1), 1-19.
• Pantic, I. (2014). Online social networking and mental health. Cyberpsychology, Behavior, and Social Networking, 17(10), 652-657.
• Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948-958.

Note*: Above mention, Example is just a sample for the students’ guide. Do not directly copy and paste as your College or University assignment. Kindly do some research and Write your own.

Applications of Research Report

Research reports have many applications, including:

• Communicating research findings: The primary application of a research report is to communicate the results of a study to other researchers, stakeholders, or the general public. The report serves as a way to share new knowledge, insights, and discoveries with others in the field.
• Informing policy and practice : Research reports can inform policy and practice by providing evidence-based recommendations for decision-makers. For example, a research report on the effectiveness of a new drug could inform regulatory agencies in their decision-making process.
• Supporting further research: Research reports can provide a foundation for further research in a particular area. Other researchers may use the findings and methodology of a report to develop new research questions or to build on existing research.
• Evaluating programs and interventions : Research reports can be used to evaluate the effectiveness of programs and interventions in achieving their intended outcomes. For example, a research report on a new educational program could provide evidence of its impact on student performance.
• Demonstrating impact : Research reports can be used to demonstrate the impact of research funding or to evaluate the success of research projects. By presenting the findings and outcomes of a study, research reports can show the value of research to funders and stakeholders.
• Enhancing professional development : Research reports can be used to enhance professional development by providing a source of information and learning for researchers and practitioners in a particular field. For example, a research report on a new teaching methodology could provide insights and ideas for educators to incorporate into their own practice.

How to write Research Report

Here are some steps you can follow to write a research report:

• Identify the research question: The first step in writing a research report is to identify your research question. This will help you focus your research and organize your findings.
• Conduct research : Once you have identified your research question, you will need to conduct research to gather relevant data and information. This can involve conducting experiments, reviewing literature, or analyzing data.
• Organize your findings: Once you have gathered all of your data, you will need to organize your findings in a way that is clear and understandable. This can involve creating tables, graphs, or charts to illustrate your results.
• Write the report: Once you have organized your findings, you can begin writing the report. Start with an introduction that provides background information and explains the purpose of your research. Next, provide a detailed description of your research methods and findings. Finally, summarize your results and draw conclusions based on your findings.
• Proofread and edit: After you have written your report, be sure to proofread and edit it carefully. Check for grammar and spelling errors, and make sure that your report is well-organized and easy to read.
• Include a reference list: Be sure to include a list of references that you used in your research. This will give credit to your sources and allow readers to further explore the topic if they choose.
• Format your report: Finally, format your report according to the guidelines provided by your instructor or organization. This may include formatting requirements for headings, margins, fonts, and spacing.

Purpose of Research Report

The purpose of a research report is to communicate the results of a research study to a specific audience, such as peers in the same field, stakeholders, or the general public. The report provides a detailed description of the research methods, findings, and conclusions.

Some common purposes of a research report include:

• Sharing knowledge: A research report allows researchers to share their findings and knowledge with others in their field. This helps to advance the field and improve the understanding of a particular topic.
• Identifying trends: A research report can identify trends and patterns in data, which can help guide future research and inform decision-making.
• Addressing problems: A research report can provide insights into problems or issues and suggest solutions or recommendations for addressing them.
• Evaluating programs or interventions : A research report can evaluate the effectiveness of programs or interventions, which can inform decision-making about whether to continue, modify, or discontinue them.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies.

When to Write Research Report

A research report should be written after completing the research study. This includes collecting data, analyzing the results, and drawing conclusions based on the findings. Once the research is complete, the report should be written in a timely manner while the information is still fresh in the researcher’s mind.

In academic settings, research reports are often required as part of coursework or as part of a thesis or dissertation. In this case, the report should be written according to the guidelines provided by the instructor or institution.

In other settings, such as in industry or government, research reports may be required to inform decision-making or to comply with regulatory requirements. In these cases, the report should be written as soon as possible after the research is completed in order to inform decision-making in a timely manner.

Overall, the timing of when to write a research report depends on the purpose of the research, the expectations of the audience, and any regulatory requirements that need to be met. However, it is important to complete the report in a timely manner while the information is still fresh in the researcher’s mind.

Characteristics of Research Report

There are several characteristics of a research report that distinguish it from other types of writing. These characteristics include:

• Objective: A research report should be written in an objective and unbiased manner. It should present the facts and findings of the research study without any personal opinions or biases.
• Systematic: A research report should be written in a systematic manner. It should follow a clear and logical structure, and the information should be presented in a way that is easy to understand and follow.
• Detailed: A research report should be detailed and comprehensive. It should provide a thorough description of the research methods, results, and conclusions.
• Accurate : A research report should be accurate and based on sound research methods. The findings and conclusions should be supported by data and evidence.
• Organized: A research report should be well-organized. It should include headings and subheadings to help the reader navigate the report and understand the main points.
• Clear and concise: A research report should be written in clear and concise language. The information should be presented in a way that is easy to understand, and unnecessary jargon should be avoided.
• Citations and references: A research report should include citations and references to support the findings and conclusions. This helps to give credit to other researchers and to provide readers with the opportunity to further explore the topic.

Advantages of Research Report

Research reports have several advantages, including:

• Communicating research findings: Research reports allow researchers to communicate their findings to a wider audience, including other researchers, stakeholders, and the general public. This helps to disseminate knowledge and advance the understanding of a particular topic.
• Providing evidence for decision-making : Research reports can provide evidence to inform decision-making, such as in the case of policy-making, program planning, or product development. The findings and conclusions can help guide decisions and improve outcomes.
• Supporting further research: Research reports can provide a foundation for further research on a particular topic. Other researchers can build on the findings and conclusions of the report, which can lead to further discoveries and advancements in the field.
• Demonstrating expertise: Research reports can demonstrate the expertise of the researchers and their ability to conduct rigorous and high-quality research. This can be important for securing funding, promotions, and other professional opportunities.
• Meeting regulatory requirements: In some fields, research reports are required to meet regulatory requirements, such as in the case of drug trials or environmental impact studies. Producing a high-quality research report can help ensure compliance with these requirements.

Limitations of Research Report

Despite their advantages, research reports also have some limitations, including:

• Time-consuming: Conducting research and writing a report can be a time-consuming process, particularly for large-scale studies. This can limit the frequency and speed of producing research reports.
• Expensive: Conducting research and producing a report can be expensive, particularly for studies that require specialized equipment, personnel, or data. This can limit the scope and feasibility of some research studies.
• Limited generalizability: Research studies often focus on a specific population or context, which can limit the generalizability of the findings to other populations or contexts.
• Potential bias : Researchers may have biases or conflicts of interest that can influence the findings and conclusions of the research study. Additionally, participants may also have biases or may not be representative of the larger population, which can limit the validity and reliability of the findings.
• Accessibility: Research reports may be written in technical or academic language, which can limit their accessibility to a wider audience. Additionally, some research may be behind paywalls or require specialized access, which can limit the ability of others to read and use the findings.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Home Market Research

Primary Research: What It Is, Purpose & Methods + Examples

As we continue exploring the exciting research world, we’ll come across two primary and secondary data approaches. This article will focus on primary research – what it is, how it’s done, and why it’s essential. 

We’ll discuss the methods used to gather first-hand data and examples of how it’s applied in various fields. Get ready to discover how this research can be used to solve research problems , answer questions, and drive innovation.

What is Primary Research: Definition

Primary research is a methodology researchers use to collect data directly rather than depending on data collected from previously done research. Technically, they “own” the data. Primary research is solely carried out to address a certain problem, which requires in-depth analysis .

There are two forms of research:

• Primary Research
• Secondary Research

Businesses or organizations can conduct primary research or employ a third party to conduct research. One major advantage of primary research is this type of research is “pinpointed.” Research only focuses on a specific issue or problem and on obtaining related solutions.

For example, a brand is about to launch a new mobile phone model and wants to research the looks and features they will soon introduce. 

Organizations can select a qualified sample of respondents closely resembling the population and conduct primary research with them to know their opinions. Based on this research, the brand can now think of probable solutions to make necessary changes in the looks and features of the mobile phone.

Primary Research Methods with Examples

In this technology-driven world, meaningful data is more valuable than gold. Organizations or businesses need highly validated data to make informed decisions. This is the very reason why many companies are proactive in gathering their own data so that the authenticity of data is maintained and they get first-hand data without any alterations.

Here are some of the primary research methods organizations or businesses use to collect data:

1. Interviews (telephonic or face-to-face)

Conducting interviews is a qualitative research method to collect data and has been a popular method for ages. These interviews can be conducted in person (face-to-face) or over the telephone. Interviews are an open-ended method that involves dialogues or interaction between the interviewer (researcher) and the interviewee (respondent).

Conducting a face-to-face interview method is said to generate a better response from respondents as it is a more personal approach. However, the success of face-to-face interviews depends heavily on the researcher’s ability to ask questions and his/her experience related to conducting such interviews in the past. The types of questions that are used in this type of research are mostly open-ended questions . These questions help to gain in-depth insights into the opinions and perceptions of respondents.

Personal interviews usually last up to 30 minutes or even longer, depending on the subject of research. If a researcher is running short of time conducting telephonic interviews can also be helpful to collect data.

2. Online surveys

Once conducted with pen and paper, surveys have come a long way since then. Today, most researchers use online surveys to send to respondents to gather information from them. Online surveys are convenient and can be sent by email or can be filled out online. These can be accessed on handheld devices like smartphones, tablets, iPads, and similar devices.

Once a survey is deployed, a certain amount of stipulated time is given to respondents to answer survey questions and send them back to the researcher. In order to get maximum information from respondents, surveys should have a good mix of open-ended questions and close-ended questions . The survey should not be lengthy. Respondents lose interest and tend to leave it half-done.

It is a good practice to reward respondents for successfully filling out surveys for their time and efforts and valuable information. Most organizations or businesses usually give away gift cards from reputed brands that respondents can redeem later.

3. Focus groups

This popular research technique is used to collect data from a small group of people, usually restricted to 6-10. Focus group brings together people who are experts in the subject matter for which research is being conducted.

Focus group has a moderator who stimulates discussions among the members to get greater insights. Organizations and businesses can make use of this method, especially to identify niche markets to learn about a specific group of consumers.

4. Observations

In this primary research method, there is no direct interaction between the researcher and the person/consumer being observed. The researcher observes the reactions of a subject and makes notes.

Trained observers or cameras are used to record reactions. Observations are noted in a predetermined situation. For example, a bakery brand wants to know how people react to its new biscuits, observes notes on consumers’ first reactions, and evaluates collective data to draw inferences .

Primary Research vs Secondary Research – The Differences

Primary and secondary research are two distinct approaches to gathering information, each with its own characteristics and advantages. 

While primary research involves conducting surveys to gather firsthand data from potential customers, secondary market research is utilized to analyze existing industry reports and competitor data, providing valuable context and benchmarks for the survey findings.

Find out more details about the differences: 

1. Definition

• Primary Research: Involves the direct collection of original data specifically for the research project at hand. Examples include surveys, interviews, observations, and experiments.
• Secondary Research: Involves analyzing and interpreting existing data, literature, or information. This can include sources like books, articles, databases, and reports.

2. Data Source

• Primary Research: Data is collected directly from individuals, experiments, or observations.
• Secondary Research: Data is gathered from already existing sources.

3. Time and Cost

• Primary Research: Often time-consuming and can be costly due to the need for designing and implementing research instruments and collecting new data.
• Secondary Research: Generally more time and cost-effective, as it relies on readily available data.

4. Customization

• Primary Research: Provides tailored and specific information, allowing researchers to address unique research questions.
• Secondary Research: Offers information that is pre-existing and may not be as customized to the specific needs of the researcher.
• Primary Research: Researchers have control over the research process, including study design, data collection methods , and participant selection.
• Secondary Research: Limited control, as researchers rely on data collected by others.

6. Originality

• Primary Research: Generates original data that hasn’t been analyzed before.
• Secondary Research: Involves the analysis of data that has been previously collected and analyzed.

7. Relevance and Timeliness

• Primary Research: Often provides more up-to-date and relevant data or information.
• Secondary Research: This may involve data that is outdated, but it can still be valuable for historical context or broad trends.

Advantages of Primary Research

Primary research has several advantages over other research methods, making it an indispensable tool for anyone seeking to understand their target market, improve their products or services, and stay ahead of the competition. So let’s dive in and explore the many benefits of primary research.

• One of the most important advantages is data collected is first-hand and accurate. In other words, there is no dilution of data. Also, this research method can be customized to suit organizations’ or businesses’ personal requirements and needs .
• I t focuses mainly on the problem at hand, which means entire attention is directed to finding probable solutions to a pinpointed subject matter. Primary research allows researchers to go in-depth about a matter and study all foreseeable options.
• Data collected can be controlled. I T gives a means to control how data is collected and used. It’s up to the discretion of businesses or organizations who are collecting data how to best make use of data to get meaningful research insights.
• I t is a time-tested method, therefore, one can rely on the results that are obtained from conducting this type of research.

Disadvantages of Primary Research

While primary research is a powerful tool for gathering unique and firsthand data, it also has its limitations. As we explore the drawbacks, we’ll gain a deeper understanding of when primary research may not be the best option and how to work around its challenges.

• One of the major disadvantages of primary research is it can be quite expensive to conduct. One may be required to spend a huge sum of money depending on the setup or primary research method used. Not all businesses or organizations may be able to spend a considerable amount of money.
• This type of research can be time-consuming. Conducting interviews and sending and receiving online surveys can be quite an exhaustive process and require investing time and patience for the process to work. Moreover, evaluating results and applying the findings to improve a product or service will need additional time.
• Sometimes, just using one primary research method may not be enough. In such cases, the use of more than one method is required, and this might increase both the time required to conduct research and the cost associated with it.

Every research is conducted with a purpose. Primary research is conducted by organizations or businesses to stay informed of the ever-changing market conditions and consumer perception. Excellent customer satisfaction (CSAT) has become a key goal and objective of many organizations.

A customer-centric organization knows the importance of providing exceptional products and services to its customers to increase customer loyalty and decrease customer churn. Organizations collect data and analyze it by conducting primary research to draw highly evaluated results and conclusions. Using this information, organizations are able to make informed decisions based on real data-oriented insights.

QuestionPro is a comprehensive survey platform that can be used to conduct primary research. Users can create custom surveys and distribute them to their target audience , whether it be through email, social media, or a website.

QuestionPro also offers advanced features such as skip logic, branching, and data analysis tools, making collecting and analyzing data easier. With QuestionPro, you can gather valuable insights and make informed decisions based on the results of your primary research. Start today for free!

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Chapter 11: Presenting Your Research

Writing a Research Report in American Psychological Association (APA) Style

Learning Objectives

• Identify the major sections of an APA-style research report and the basic contents of each section.
• Plan and write an effective APA-style research report.

In this section, we look at how to write an APA-style empirical research report , an article that presents the results of one or more new studies. Recall that the standard sections of an empirical research report provide a kind of outline. Here we consider each of these sections in detail, including what information it contains, how that information is formatted and organized, and tips for writing each section. At the end of this section is a sample APA-style research report that illustrates many of these principles.

Sections of a Research Report

Title page and abstract.

An APA-style research report begins with a  title page . The title is centred in the upper half of the page, with each important word capitalized. The title should clearly and concisely (in about 12 words or fewer) communicate the primary variables and research questions. This sometimes requires a main title followed by a subtitle that elaborates on the main title, in which case the main title and subtitle are separated by a colon. Here are some titles from recent issues of professional journals published by the American Psychological Association.

• Sex Differences in Coping Styles and Implications for Depressed Mood
• Effects of Aging and Divided Attention on Memory for Items and Their Contexts
• Computer-Assisted Cognitive Behavioural Therapy for Child Anxiety: Results of a Randomized Clinical Trial
• Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking Cognitions, Affect, and Behaviour?

Below the title are the authors’ names and, on the next line, their institutional affiliation—the university or other institution where the authors worked when they conducted the research. As we have already seen, the authors are listed in an order that reflects their contribution to the research. When multiple authors have made equal contributions to the research, they often list their names alphabetically or in a randomly determined order.

In some areas of psychology, the titles of many empirical research reports are informal in a way that is perhaps best described as “cute.” They usually take the form of a play on words or a well-known expression that relates to the topic under study. Here are some examples from recent issues of the Journal Psychological Science .

• “Smells Like Clean Spirit: Nonconscious Effects of Scent on Cognition and Behavior”
• “Time Crawls: The Temporal Resolution of Infants’ Visual Attention”
• “Scent of a Woman: Men’s Testosterone Responses to Olfactory Ovulation Cues”
• “Apocalypse Soon?: Dire Messages Reduce Belief in Global Warming by Contradicting Just-World Beliefs”
• “Serial vs. Parallel Processing: Sometimes They Look Like Tweedledum and Tweedledee but They Can (and Should) Be Distinguished”
• “How Do I Love Thee? Let Me Count the Words: The Social Effects of Expressive Writing”

Individual researchers differ quite a bit in their preference for such titles. Some use them regularly, while others never use them. What might be some of the pros and cons of using cute article titles?

For articles that are being submitted for publication, the title page also includes an author note that lists the authors’ full institutional affiliations, any acknowledgments the authors wish to make to agencies that funded the research or to colleagues who commented on it, and contact information for the authors. For student papers that are not being submitted for publication—including theses—author notes are generally not necessary.

The  abstract  is a summary of the study. It is the second page of the manuscript and is headed with the word  Abstract . The first line is not indented. The abstract presents the research question, a summary of the method, the basic results, and the most important conclusions. Because the abstract is usually limited to about 200 words, it can be a challenge to write a good one.

Introduction

The  introduction  begins on the third page of the manuscript. The heading at the top of this page is the full title of the manuscript, with each important word capitalized as on the title page. The introduction includes three distinct subsections, although these are typically not identified by separate headings. The opening introduces the research question and explains why it is interesting, the literature review discusses relevant previous research, and the closing restates the research question and comments on the method used to answer it.

The Opening

The  opening , which is usually a paragraph or two in length, introduces the research question and explains why it is interesting. To capture the reader’s attention, researcher Daryl Bem recommends starting with general observations about the topic under study, expressed in ordinary language (not technical jargon)—observations that are about people and their behaviour (not about researchers or their research; Bem, 2003 [1] ). Concrete examples are often very useful here. According to Bem, this would be a poor way to begin a research report:

Festinger’s theory of cognitive dissonance received a great deal of attention during the latter part of the 20th century (p. 191)

The following would be much better:

The individual who holds two beliefs that are inconsistent with one another may feel uncomfortable. For example, the person who knows that he or she enjoys smoking but believes it to be unhealthy may experience discomfort arising from the inconsistency or disharmony between these two thoughts or cognitions. This feeling of discomfort was called cognitive dissonance by social psychologist Leon Festinger (1957), who suggested that individuals will be motivated to remove this dissonance in whatever way they can (p. 191).

After capturing the reader’s attention, the opening should go on to introduce the research question and explain why it is interesting. Will the answer fill a gap in the literature? Will it provide a test of an important theory? Does it have practical implications? Giving readers a clear sense of what the research is about and why they should care about it will motivate them to continue reading the literature review—and will help them make sense of it.

Breaking the Rules

Researcher Larry Jacoby reported several studies showing that a word that people see or hear repeatedly can seem more familiar even when they do not recall the repetitions—and that this tendency is especially pronounced among older adults. He opened his article with the following humourous anecdote:

A friend whose mother is suffering symptoms of Alzheimer’s disease (AD) tells the story of taking her mother to visit a nursing home, preliminary to her mother’s moving there. During an orientation meeting at the nursing home, the rules and regulations were explained, one of which regarded the dining room. The dining room was described as similar to a fine restaurant except that tipping was not required. The absence of tipping was a central theme in the orientation lecture, mentioned frequently to emphasize the quality of care along with the advantages of having paid in advance. At the end of the meeting, the friend’s mother was asked whether she had any questions. She replied that she only had one question: “Should I tip?” (Jacoby, 1999, p. 3)

Although both humour and personal anecdotes are generally discouraged in APA-style writing, this example is a highly effective way to start because it both engages the reader and provides an excellent real-world example of the topic under study.

The Literature Review

Immediately after the opening comes the  literature review , which describes relevant previous research on the topic and can be anywhere from several paragraphs to several pages in length. However, the literature review is not simply a list of past studies. Instead, it constitutes a kind of argument for why the research question is worth addressing. By the end of the literature review, readers should be convinced that the research question makes sense and that the present study is a logical next step in the ongoing research process.

Like any effective argument, the literature review must have some kind of structure. For example, it might begin by describing a phenomenon in a general way along with several studies that demonstrate it, then describing two or more competing theories of the phenomenon, and finally presenting a hypothesis to test one or more of the theories. Or it might describe one phenomenon, then describe another phenomenon that seems inconsistent with the first one, then propose a theory that resolves the inconsistency, and finally present a hypothesis to test that theory. In applied research, it might describe a phenomenon or theory, then describe how that phenomenon or theory applies to some important real-world situation, and finally suggest a way to test whether it does, in fact, apply to that situation.

Looking at the literature review in this way emphasizes a few things. First, it is extremely important to start with an outline of the main points that you want to make, organized in the order that you want to make them. The basic structure of your argument, then, should be apparent from the outline itself. Second, it is important to emphasize the structure of your argument in your writing. One way to do this is to begin the literature review by summarizing your argument even before you begin to make it. “In this article, I will describe two apparently contradictory phenomena, present a new theory that has the potential to resolve the apparent contradiction, and finally present a novel hypothesis to test the theory.” Another way is to open each paragraph with a sentence that summarizes the main point of the paragraph and links it to the preceding points. These opening sentences provide the “transitions” that many beginning researchers have difficulty with. Instead of beginning a paragraph by launching into a description of a previous study, such as “Williams (2004) found that…,” it is better to start by indicating something about why you are describing this particular study. Here are some simple examples:

Another example of this phenomenon comes from the work of Williams (2004).

Williams (2004) offers one explanation of this phenomenon.

An alternative perspective has been provided by Williams (2004).

We used a method based on the one used by Williams (2004).

Finally, remember that your goal is to construct an argument for why your research question is interesting and worth addressing—not necessarily why your favourite answer to it is correct. In other words, your literature review must be balanced. If you want to emphasize the generality of a phenomenon, then of course you should discuss various studies that have demonstrated it. However, if there are other studies that have failed to demonstrate it, you should discuss them too. Or if you are proposing a new theory, then of course you should discuss findings that are consistent with that theory. However, if there are other findings that are inconsistent with it, again, you should discuss them too. It is acceptable to argue that the  balance  of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that researchers in psychology can hope for), but it is not acceptable to  ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer.

The Closing

The  closing  of the introduction—typically the final paragraph or two—usually includes two important elements. The first is a clear statement of the main research question or hypothesis. This statement tends to be more formal and precise than in the opening and is often expressed in terms of operational definitions of the key variables. The second is a brief overview of the method and some comment on its appropriateness. Here, for example, is how Darley and Latané (1968) [2] concluded the introduction to their classic article on the bystander effect:

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this proposition it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each subject should also be blocked from communicating with others to prevent his getting information about their behaviour during the emergency. Finally, the experimental situation should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions. (p. 378)

Thus the introduction leads smoothly into the next major section of the article—the method section.

The  method section  is where you describe how you conducted your study. An important principle for writing a method section is that it should be clear and detailed enough that other researchers could replicate the study by following your “recipe.” This means that it must describe all the important elements of the study—basic demographic characteristics of the participants, how they were recruited, whether they were randomly assigned, how the variables were manipulated or measured, how counterbalancing was accomplished, and so on. At the same time, it should avoid irrelevant details such as the fact that the study was conducted in Classroom 37B of the Industrial Technology Building or that the questionnaire was double-sided and completed using pencils.

The method section begins immediately after the introduction ends with the heading “Method” (not “Methods”) centred on the page. Immediately after this is the subheading “Participants,” left justified and in italics. The participants subsection indicates how many participants there were, the number of women and men, some indication of their age, other demographics that may be relevant to the study, and how they were recruited, including any incentives given for participation.

After the participants section, the structure can vary a bit. Figure 11.1 shows three common approaches. In the first, the participants section is followed by a design and procedure subsection, which describes the rest of the method. This works well for methods that are relatively simple and can be described adequately in a few paragraphs. In the second approach, the participants section is followed by separate design and procedure subsections. This works well when both the design and the procedure are relatively complicated and each requires multiple paragraphs.

What is the difference between design and procedure? The design of a study is its overall structure. What were the independent and dependent variables? Was the independent variable manipulated, and if so, was it manipulated between or within subjects? How were the variables operationally defined? The procedure is how the study was carried out. It often works well to describe the procedure in terms of what the participants did rather than what the researchers did. For example, the participants gave their informed consent, read a set of instructions, completed a block of four practice trials, completed a block of 20 test trials, completed two questionnaires, and were debriefed and excused.

In the third basic way to organize a method section, the participants subsection is followed by a materials subsection before the design and procedure subsections. This works well when there are complicated materials to describe. This might mean multiple questionnaires, written vignettes that participants read and respond to, perceptual stimuli, and so on. The heading of this subsection can be modified to reflect its content. Instead of “Materials,” it can be “Questionnaires,” “Stimuli,” and so on.

The  results section  is where you present the main results of the study, including the results of the statistical analyses. Although it does not include the raw data—individual participants’ responses or scores—researchers should save their raw data and make them available to other researchers who request them. Several journals now encourage the open sharing of raw data online.

Although there are no standard subsections, it is still important for the results section to be logically organized. Typically it begins with certain preliminary issues. One is whether any participants or responses were excluded from the analyses and why. The rationale for excluding data should be described clearly so that other researchers can decide whether it is appropriate. A second preliminary issue is how multiple responses were combined to produce the primary variables in the analyses. For example, if participants rated the attractiveness of 20 stimulus people, you might have to explain that you began by computing the mean attractiveness rating for each participant. Or if they recalled as many items as they could from study list of 20 words, did you count the number correctly recalled, compute the percentage correctly recalled, or perhaps compute the number correct minus the number incorrect? A third preliminary issue is the reliability of the measures. This is where you would present test-retest correlations, Cronbach’s α, or other statistics to show that the measures are consistent across time and across items. A final preliminary issue is whether the manipulation was successful. This is where you would report the results of any manipulation checks.

The results section should then tackle the primary research questions, one at a time. Again, there should be a clear organization. One approach would be to answer the most general questions and then proceed to answer more specific ones. Another would be to answer the main question first and then to answer secondary ones. Regardless, Bem (2003) [3] suggests the following basic structure for discussing each new result:

• Remind the reader of the research question.
• Give the answer to the research question in words.
• Present the relevant statistics.
• Qualify the answer if necessary.
• Summarize the result.

Notice that only Step 3 necessarily involves numbers. The rest of the steps involve presenting the research question and the answer to it in words. In fact, the basic results should be clear even to a reader who skips over the numbers.

The  discussion  is the last major section of the research report. Discussions usually consist of some combination of the following elements:

• Summary of the research
• Theoretical implications
• Practical implications
• Limitations
• Suggestions for future research

The discussion typically begins with a summary of the study that provides a clear answer to the research question. In a short report with a single study, this might require no more than a sentence. In a longer report with multiple studies, it might require a paragraph or even two. The summary is often followed by a discussion of the theoretical implications of the research. Do the results provide support for any existing theories? If not, how  can  they be explained? Although you do not have to provide a definitive explanation or detailed theory for your results, you at least need to outline one or more possible explanations. In applied research—and often in basic research—there is also some discussion of the practical implications of the research. How can the results be used, and by whom, to accomplish some real-world goal?

The theoretical and practical implications are often followed by a discussion of the study’s limitations. Perhaps there are problems with its internal or external validity. Perhaps the manipulation was not very effective or the measures not very reliable. Perhaps there is some evidence that participants did not fully understand their task or that they were suspicious of the intent of the researchers. Now is the time to discuss these issues and how they might have affected the results. But do not overdo it. All studies have limitations, and most readers will understand that a different sample or different measures might have produced different results. Unless there is good reason to think they  would have, however, there is no reason to mention these routine issues. Instead, pick two or three limitations that seem like they could have influenced the results, explain how they could have influenced the results, and suggest ways to deal with them.

Most discussions end with some suggestions for future research. If the study did not satisfactorily answer the original research question, what will it take to do so? What  new  research questions has the study raised? This part of the discussion, however, is not just a list of new questions. It is a discussion of two or three of the most important unresolved issues. This means identifying and clarifying each question, suggesting some alternative answers, and even suggesting ways they could be studied.

Finally, some researchers are quite good at ending their articles with a sweeping or thought-provoking conclusion. Darley and Latané (1968) [4] , for example, ended their article on the bystander effect by discussing the idea that whether people help others may depend more on the situation than on their personalities. Their final sentence is, “If people understand the situational forces that can make them hesitate to intervene, they may better overcome them” (p. 383). However, this kind of ending can be difficult to pull off. It can sound overreaching or just banal and end up detracting from the overall impact of the article. It is often better simply to end when you have made your final point (although you should avoid ending on a limitation).

The references section begins on a new page with the heading “References” centred at the top of the page. All references cited in the text are then listed in the format presented earlier. They are listed alphabetically by the last name of the first author. If two sources have the same first author, they are listed alphabetically by the last name of the second author. If all the authors are the same, then they are listed chronologically by the year of publication. Everything in the reference list is double-spaced both within and between references.

Appendices, Tables, and Figures

Appendices, tables, and figures come after the references. An  appendix  is appropriate for supplemental material that would interrupt the flow of the research report if it were presented within any of the major sections. An appendix could be used to present lists of stimulus words, questionnaire items, detailed descriptions of special equipment or unusual statistical analyses, or references to the studies that are included in a meta-analysis. Each appendix begins on a new page. If there is only one, the heading is “Appendix,” centred at the top of the page. If there is more than one, the headings are “Appendix A,” “Appendix B,” and so on, and they appear in the order they were first mentioned in the text of the report.

After any appendices come tables and then figures. Tables and figures are both used to present results. Figures can also be used to illustrate theories (e.g., in the form of a flowchart), display stimuli, outline procedures, and present many other kinds of information. Each table and figure appears on its own page. Tables are numbered in the order that they are first mentioned in the text (“Table 1,” “Table 2,” and so on). Figures are numbered the same way (“Figure 1,” “Figure 2,” and so on). A brief explanatory title, with the important words capitalized, appears above each table. Each figure is given a brief explanatory caption, where (aside from proper nouns or names) only the first word of each sentence is capitalized. More details on preparing APA-style tables and figures are presented later in the book.

Sample APA-Style Research Report

Figures 11.2, 11.3, 11.4, and 11.5 show some sample pages from an APA-style empirical research report originally written by undergraduate student Tomoe Suyama at California State University, Fresno. The main purpose of these figures is to illustrate the basic organization and formatting of an APA-style empirical research report, although many high-level and low-level style conventions can be seen here too.

Key Takeaways

• An APA-style empirical research report consists of several standard sections. The main ones are the abstract, introduction, method, results, discussion, and references.
• The introduction consists of an opening that presents the research question, a literature review that describes previous research on the topic, and a closing that restates the research question and comments on the method. The literature review constitutes an argument for why the current study is worth doing.
• The method section describes the method in enough detail that another researcher could replicate the study. At a minimum, it consists of a participants subsection and a design and procedure subsection.
• The results section describes the results in an organized fashion. Each primary result is presented in terms of statistical results but also explained in words.
• The discussion typically summarizes the study, discusses theoretical and practical implications and limitations of the study, and offers suggestions for further research.
• Practice: Look through an issue of a general interest professional journal (e.g.,  Psychological Science ). Read the opening of the first five articles and rate the effectiveness of each one from 1 ( very ineffective ) to 5 ( very effective ). Write a sentence or two explaining each rating.
• Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
• Practice: Find a recent article in a professional journal and highlight in a different colour each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.

Long Descriptions

Figure 11.1 long description: Table showing three ways of organizing an APA-style method section.

In the simple method, there are two subheadings: “Participants” (which might begin “The participants were…”) and “Design and procedure” (which might begin “There were three conditions…”).

In the typical method, there are three subheadings: “Participants” (“The participants were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”).

In the complex method, there are four subheadings: “Participants” (“The participants were…”), “Materials” (“The stimuli were…”), “Design” (“There were three conditions…”), and “Procedure” (“Participants viewed each stimulus on the computer screen…”). [Return to Figure 11.1]

• Bem, D. J. (2003). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. R. Roediger III (Eds.),  The compleat academic: A practical guide for the beginning social scientist  (2nd ed.). Washington, DC: American Psychological Association. ↵
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility.  Journal of Personality and Social Psychology, 4 , 377–383. ↵

A type of research article which describes one or more new empirical studies conducted by the authors.

The page at the beginning of an APA-style research report containing the title of the article, the authors’ names, and their institutional affiliation.

A summary of a research study.

The third page of a manuscript containing the research question, the literature review, and comments about how to answer the research question.

An introduction to the research question and explanation for why this question is interesting.

A description of relevant previous research on the topic being discusses and an argument for why the research is worth addressing.

The end of the introduction, where the research question is reiterated and the method is commented upon.

The section of a research report where the method used to conduct the study is described.

The main results of the study, including the results from statistical analyses, are presented in a research article.

Section of a research report that summarizes the study's results and interprets them by referring back to the study's theoretical background.

Part of a research report which contains supplemental material.

Research Methods in Psychology - 2nd Canadian Edition Copyright © 2015 by Paul C. Price, Rajiv Jhangiani, & I-Chant A. Chiang is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Introduction to Primary Research: Observations, Surveys, and Interviews

Primary Research: Definitions and Overview

   How research is defined varies widely from field to field, and as you progress through your college career, your coursework will teach you much more about what it means to be a researcher within your field.* For example, engineers, who focus on applying scientific knowledge to develop designs, processes, and objects, conduct research using simulations, mathematical models, and a variety of tests to see how well their designs work. Sociologists conduct research using surveys, interviews, observations, and statistical analysis to better understand people, societies, and cultures. Graphic designers conduct research through locating images for reference for their artwork and engaging in background research on clients and companies to best serve their needs. Historians conduct research by examining archival materials—newspapers, journals, letters, and other surviving texts—and through conducting oral history interviews. Research is not limited to what has already been written or found at the library, also known as secondary research. Rather, individuals conducting research are producing the articles and reports found in a library database or in a book. Primary research, the focus of this essay, is research that is collected firsthand rather than found in a book, database, or journal.

   Primary research is often based on principles of the scientific method, a theory of investigation first developed by John Stuart Mill in the nineteenth century in his book Philosophy of the Scientific Method .  Although the application of the scientific method varies from field to field, the general principles of the scientific method allow researchers to learn more about the world and observable phenomena. Using the scientific method, researchers develop research questions or hypotheses and collect data on events, objects, or people that is measurable, observable, and replicable. The ultimate goal in conducting primary research is to learn about something new that can be confirmed by others and to eliminate our own biases in the process.

Essay Overview and Student Examples

     The essay begins by providing an overview of ethical considerations when conducting primary research, and then covers the stages that you will go through in your primary research: planning, collecting, analyzing, and writing. After the four stages comes an introduction to three common ways of conducting primary research in first year writing classes:

Observations . Observing and measuring the world around you, including observations of people and other measurable events.

Interviews . Asking participants questions in a one-on-one or small group setting.

Surveys . Asking participants about their opinions and behaviors through a short questionnaire.

In addition, we will be examining two student projects that used substantial portions of primary research:

    Derek Laan, a nutrition major at Purdue University, wanted to learn more about student eating habits on campus. His primary re-search included observations of the campus food courts, student behavior while in the food courts, and a survey of students’ daily food intake. His secondary research included looking at national student eating trends on college campuses, information from the United States Food and Drug Administration, and books on healthy eating.

    Jared Schwab, an agricultural and biological engineering major at Purdue, was interested in learning more about how writing and communication took place in his field. His primary research included interviewing a professional engineer and a student who was a senior majoring in engineering. His secondary research included examining journals, books, professional organizations, and writing guides within the field of engineering.

Ethics of Primary Research

   Both projects listed above included primary research on human participants; therefore, Derek and Jared both had to consider research ethics throughout their primary research process. As Earl Babbie writes in The Practice of Social Research , throughout the early and middle parts of the twentieth century researchers took advantage of participants and treated them unethically. During World War II, Nazi doctors performed heinous experiments on prisoners without their consent, while in the U.S., a number of medical and psychological experiments on caused patients undue mental and physical trauma and, in some cases, death. Because of these and other similar events, many nations have established ethical laws and guidelines for researchers who work with human participants. In the United States, the guidelines for the ethical treatment of human research participants are described in The Belmont Report , released in 1979. Today, universities have Institutional Review Boards (or IRBs) that oversee research. Students conducting research as part of a class may not need permission from the university’s IRB, although they still need to ensure that they follow ethical guidelines in research. The following provides a brief overview of ethical considerations:

• Voluntary participation . The Belmont Report suggests that, in most cases, you need to get permission from people before you involve them in any primary research you are conducting. If you are doing a survey or interview, your participants must first agree to fill out your survey or to be interviewed. Consent for observations can be more complicated, and is dis-cussed later in the essay.

Confidentiality and anonymity . Your participants may reveal embarrassing or potentially damaging information such as racist comments or unconventional behavior. In these cases, you should keep your participants’ identities anonymous when writing your results. An easy way to do this is to create a “pseudonym” (or false name) for them so that their identity is protected.

Researcher bias . There is little point in collecting data and learning about something if you already think you know the answer! Bias might be present in the way you ask questions, the way you take notes, or the conclusions you draw from the data you collect.

   The above are only three of many considerations when involving human participants in your primary research. For a complete under-standing of ethical considerations please refer to The Belmont Report .

   Now that we have considered the ethical implications of research, we will examine how to formulate research questions and plan your primary research project.

Planning Your Primary Research Project

   The primary research process is quite similar to the writing process, and you can draw upon your knowledge of the writing process to understand the steps involved in a primary research project. Just like in the writing process, a successful primary research project begins with careful planning and background research. This section first describes how to create a research timeline to help plan your research. It then walks you through the planning stages by examining when primary research is useful or appropriate for your first year composition course, narrowing down a topic, and developing research questions.

The Research Timeline

   When you begin to conduct any kind of primary research, creating a timeline will help keep you on task. Because students conducting primary research usually focus on the collection of data itself, they often overlook the equally important areas of planning (invention), analyzing data, and writing. To help manage your time, you should create a research timeline, such as the sample timeline presented here.

When Primary Research Is Useful or Appropriate

   In Evaluating Scientific Research: Separating Fact from Fiction , Fred Leavitt explains that primary research is useful for questions that can be answered through asking others and direct observation. For first year writing courses, primary research is particularly useful when you want to learn about a problem that does not have a wealth of published information. This may be because the problem is a recent event or it is something not commonly studied. For example, if you are writing a paper on a new political issue, such as changes in tax laws or healthcare, you might not be able to find a wealth of peer-reviewed research because the issue is only several weeks old. You may find it necessary to collect some of your own data on the issue to supplement what you found at the library. Primary research is also useful when you are studying a local problem or learning how a larger issue plays out at the local level. Although you might be able to find information on national statistics for healthy eating, whether or not those statistics are representative of your college campus is something that you can learn through primary research.

   However, not all research questions and topics are appropriate for primary research. As Fred Leavitt writes, questions of an ethical, philosophical, or metaphysical nature are not appropriate because these questions are not testable or observable. For example, the question “Does an afterlife exist?” is not a question that can be answered with primary research. However, the question “How many people in my community believe in an afterlife?” is something that primary research can answer.

Narrowing Your Topic

   Just like the writing process, you should start your primary research process with secondary (library) research to learn more about what is already known and what gaps you need to fill with your own data. As you learn more about the topic, you can narrow down your interest area and eventually develop a research question or hypothesis, just as you would with a secondary research paper.

Developing Research Questions or Hypotheses

   As John Stuart Mill describes, primary research can use both inductive and deductive approaches, and the type approach is usually based on the field of inquiry. Some fields use deductive reasoning , where researchers start with a hypothesis or general conclusion and then collect specific data to support or refute their hypothesis. Other fields use inductive reasoning , where researchers start with a question and collect information that eventually leads to a conclusion.

   Once you have spent some time reviewing the secondary research on your topic, you are ready to write a primary research question or hypothesis. A research question or hypothesis should be something that is specific, narrow, and discoverable through primary research methods. Just like a thesis statement for a paper, if your research question or hypothesis is too broad, your research will be unfocused and your data will be difficult to analyze and write about. Here is a set of sample research questions:

Poor Research Question : What do college students think of politics and the economy?

Revised Research Question : What do students at Purdue University believe about the current economic crisis in terms of economic recoverability?

   The poor research question is unspecific as to what group of students the researcher is interested in—i.e. students in the U.S.? In a particular state? At their university? The poor research question was also too broad; terms like “politics” and the “economy” cover too much ground for a single project. The revised question narrows down the topic to students at a particular university and focuses on a specific issue related to the economy: economic recoverability. The research question could also be rephrased as a testable hypothesis using deductive reasoning: “Purdue University college students are well informed about economic recoverability plans.” Because they were approaching their projects in an exploratory, inductive manner, both Derek and Jared chose to ask research questions:

Derek: Are students’ eating habits at Purdue University healthy or unhealthy? What are the causes of students’ eating behavior?

Jared: What are the major features of writing and communication in agricultural and biological engineering? What are the major controversies? 

   A final step in working with a research question or hypothesis is determining what key terms you are using and how you will define them. Before conducting his research, Derek had to define the terms “healthy” and “unhealthy”; for this, he used the USDA’s Food Pyramid as a guide. Similarly, part of what Jared focused on in his interviews was learning more about how agricultural and biological engineers defined terms like “writing” and “communication.” Derek and Jared thought carefully about the terms within their research questions and how these terms might be measured. 

Choosing a Data Collection Method 

    Once you have formulated a research question or hypothesis, you will need to make decisions about what kind of data you can collect that will best address your research topic. Derek chose to examine eating habits by observing both what students ate at lunch and surveying students about eating behavior. Jared decided that in-depth interviews with experienced individuals in his field would provide him with the best information.

   To choose a data collection method for your research question, read through the next sections on observations, interviews, and surveys.

Observations

   Observations have lead to some of the most important scientific discoveries in human history. Charles Darwin used observations of the animal and marine life at the Galapagos Islands to help him formulate his theory of evolution that he describes in On the Origin of Species . Today, social scientists, natural scientists, engineers, computer scientists, educational researchers, and many others use observations as a primary research method.

   Observations can be conducted on nearly any subject matter, and the kinds of observations you will do depend on your research question. You might observe traffic or parking patterns on campus to get a sense of what improvements could be made. You might observe clouds, plants, or other natural phenomena. If you choose to observe people, you will have several additional considerations including the manner in which you will observe them and gain their consent.

   If you are observing people, you can choose between two common ways to observe: participant observation and unobtrusive observation. Participant observation is a common method within ethnographic research in sociology and anthropology. In this kind of observation, a researcher may interact with participants and become part of their community. Margaret Mead, a famous anthropologist, spent extended periods of time living in, and interacting with, communities that she studied. Conversely, in unobtrusive observation, you do not interact with participants but rather simply record their behavior. Although in most circumstances people must volunteer to be participants in research, in some cases it is acceptable to not let participants know you are observing them. In places that people perceive as public, such as a campus food court or a shopping mall, people do not expect privacy, and so it is generally acceptable to observe without participant consent. In places that people perceive as private, which can include a church, home, classroom, or even an intimate conversation at a restaurant, participant consent should be sought. 

   The second issue about participant consent in terms of unobtrusive observation is whether or not getting consent is feasible for the study. If you are observing people in a busy airport, bus station, or campus food court, getting participant consent may be next to impossible. In Derek’s study of student eating habits on campus, he went to the campus food courts during meal times and observed students purchasing food. Obtaining participant consent for his observations would have been next to impossible because hundreds of students were coming through the food court during meal times. Since Derek’s research was in a place that participants would perceive as public, it was not practical to get their consent, and since his data was anonymous, he did not violate their privacy.

Eliminating Bias in Your Observation Notes

The ethical concern of being unbiased is important in recording your observations. You need to be aware of the difference between an observation (recording exactly what you see) and an interpretation (making assumptions and judgments about what you see). When you observe, you should focus first on only the events that are directly observable. Consider the following two example entries in an observation log:

• The student sitting in the dining hall enjoys his greasy, oil-soaked pizza. He is clearly oblivious of the calorie content and damage it may do to his body.
• The student sits in the dining hall. As he eats his piece of pizza, which drips oil, he says to a friend, “This pizza is good.”

The first entry is biased and demonstrates judgment about the event. First, the observer makes assumptions about the internal state of the student when she writes “enjoys” and “clearly oblivious to the calorie content.” From an observer’s standpoint, there is no way of ascertaining what the student may or may not know about pizza’s nutritional value nor how much the student enjoys the pizza. The second entry provides only the details and facts that are observable.

   To avoid bias in your observations, you can use something called a “double-entry notebook.” This is a type of observation log that encourages you to separate your observations (the facts) from your feelings and judgments about the facts.

• Observations Thoughts
• The student sits in the dining hall. As he eats his piece of pizza, which drips oil, he says to a friend, "this pizza is good."  It seems like the student really enjoys the high-calorie-content pizza. 
• I observed cash register #1 for 15 minutes. During that time, 22 students paid for meals. Of those 22 students, 15 grabbed a candy bar or granola bar. 3 of the 22 students had a piece of fruit on their plate Fruit is less accessible than candy bars (it is further back in the dining court). Is this why more students are reaching for candy bars?

Figure 3: Two sample entries from a double-entry notebook.

   Observations are only one strategy in collecting primary research. You may also want to ask people directly about their behaviors, beliefs, or attitudes—and for this you will need to use surveys or interviews.

Surveys and Interviews: Question Creation

Sometimes it is very difficult for a researcher to gain all of the necessary information through observations alone. Along with his observations of the dining halls, Derek wanted to know what students ate in a typical day, and so he used a survey to have them keep track of their eating habits. Likewise, Jared wanted to learn about writing and communication in engineering and decided to draw upon expert knowledge by asking experienced individuals within the field.

   Interviews and surveys are two ways that you can gather information about people’s beliefs or behaviors. With these methods, the information you collect is not first-hand (like an observation) but rather “self-reported” data, or data collected in an indirect manner. William Shadish, Thomas Cook, and Donald Campbell argued that people are inherently biased about how they see the world and may report their own actions in a more favorable way than they may actually behave. Despite the issues in self-reported data, surveys and interviews are an excellent way to gather data for your primary research project.

Survey or Interview? 

How do you choose between conducting a survey or an interview? It depends on what kind of information you are looking for. You should use surveys if you want to learn about a general trend in people’s opinions, experiences, and behavior. Surveys are particularly useful to find small amounts of information from a wider selection of people in the hopes of making a general claim. Interviews are best used when you want to learn detailed information from a few specific people. Interviews are also particularly useful if you want to interview experts about their opinions, as Jared did. In sum, use interviews to gain de-tails from a few people, and surveys to learn general patterns from many people.

Writing Good Questions

One of the greatest challenges in conducting surveys and interviews is writing good questions. As a researcher, you are always trying to eliminate bias, and the questions you ask need to be unbiased and clear. Here are some suggestions on writing good questions:

Ask about One Thing at a Time

A poorly written question can contain multiple questions, which can confuse participants or lead them to answer only part of the question you are asking. This is called a “double-barreled question” in journalism. The following questions are taken from Jared’s research:

Poor question: What kinds of problems are being faced in the field today and where do you see the search for solutions to these problems going?

Revised question #1: What kinds of problems are being faced in the field today?

Revised question #2: Where do you see the search for solutions to these problems going?

Avoid Leading Questions

A leading question is one where you prompt the participant to respond in a particular way, which can create bias in the answers given:

Leading question: The economy is clearly in a crisis, wouldn’t you agree?

Revised question: Do you believe the economy is currently in a crisis? Why or why not?

Understand When to Use Open and Closed Questions

Closed questions, or questions that have yes/no or other limited responses, should be used in surveys. However, avoid these kinds of questions in interviews because they discourage the interviewee from going into depth. The question sample above, “Do you believe the economy currently is in a crisis?” could be answered with a simple yes or no, which could keep a participant from talking more about the issue. The “why or why not?” portion of the question asks the participant to elaborate. On a survey, the question “Do you believe the economy currently is in a crisis?” is a useful question because you can easily count the number of yes and no answers and make a general claim about participant responses.

Write Clear Questions

When you write questions, make sure they are clear, concise, and to the point. Questions that are too long, use unfamiliar vocabulary, or are unclear may confuse participants and you will not get quality responses.

Now that question creation has been addressed, we will next examine specific considerations for interviews and surveys.

Interviews, or question and answer sessions with one or more people, are an excellent way to learn in-depth information from a person for your primary research project. This section presents information on how to conduct a successful interview, including choosing the right person, ways of interviewing, recording your interview, interview locations, and transcribing your interview.

Choosing the Right Person

One of the keys to a successful interview is choosing the right person to interview. Think about whom you would like to interview and whom you might know. Do not be afraid to ask people you do not know for interviews. When asking, simply tell them what the interview will be about, what the interview is for, and how much time it will take. Jared used his Purdue University connection to locate both of the individuals that he ended up interviewing—an advanced Purdue student and a Purdue alum working in an Engineering firm.

Face-to-Face and Virtual Interviews

When interviewing, you have a choice of conducting a traditional, face-to-face interview or an interview using technology over the Internet. Face-to-face interviews have the strength that you can ask follow-up questions and use non-verbal communication to your advantage. Individuals are able to say much more in a face-to-face interview than in an email, so you will get more information from a face-to-face interview. However, the Internet provides a host of new possibilities when it comes to interviewing people at a distance. You may choose to do an email interview, where you send questions and ask the person to respond. You may also choose to use a video or audio conferencing program to talk with the person virtually. If you are choosing any Internet-based option, make sure you have a way of recording the interview. You may also use a chat or instant messaging program to interview your participant—the benefit of this is that you can ask follow-up questions during the interview and the interview is already transcribed for you. Because one of his interviewees lived several hours away, Jared chose to interview the Purdue student face-to-face and the Purdue alum via email.

Finding a Suitable Location

If you are conducting an in-person interview, it is essential that you find a quiet place for your interview. Many universities have quiet study rooms that can be reserved (often found in the university library). Do not try to interview someone in a coffee shop, dining hall, or other loud area, as it is difficult to focus and get a clear recording.

Recording Interviews

One way of eliminating bias in your research is to record your interviews rather than rely on your memory. Recording interviews allows you to directly quote the individual and re-read the interview when you are writing. It is recommended that you have two recording devices for the interview in case one recording device fails. Most computers, MP3 players, and even cell phones come with recording equipment built in. Many universities also offer equipment that students can check out and use, including computers and recorders. Before you record any interview, be sure that you have permission from your participant.

Transcribing Your Interview

Once your interview is over, you will need to transcribe your interview to prepare it for analysis. The term transcribing means creating a written record that is exactly what was said—i.e. typing up your interviews. If you have conducted an email or chat interview, you already have a transcription and can move on to your analysis stage.

Other than the fact that they both involve asking people questions, interviews and surveys are quite different data collection methods. Creating a survey may seem easy at first, but developing a quality survey can be quite challenging. When conducting a survey, you need to focus on the following areas: survey creation, survey testing, survey sampling, and distributing your survey.

Survey Creation: Length and Types of Questions

One of the keys to creating a successful survey is to keep your survey short and focused. Participants are unlikely to fill out a survey that is lengthy, and you’ll have a more difficult time during your analysis if your survey contains too many questions. In most cases, you want your survey to be something that can be filled out within a few minutes. The target length of the survey also depends on how you will distribute the survey. If you are giving your survey to other students in your dorm or classes, they will have more time to complete the survey. Therefore, five to ten minutes to complete the survey is reasonable. If you are asking students as they are walking to class to fill out your survey, keep it limited to several questions that can be answered in thirty seconds or less. Derek’s survey took about ten minutes and asked students to describe what they ate for a day, along with some demographic information like class level and gender.

   Use closed questions to your advantage when creating your survey. A closed question is any set of questions that gives a limited amount of choices (yes/no, a 1–5 scale, choose the statement that best describes you). When creating closed questions, be sure that you are accounting for all reasonable answers in your question creation. For example, asking someone “Do you believe you eat healthy?” and providing them only “yes” and “no” options means that a “neutral” or “undecided” option does not exist, even though the survey respondent may not feel strongly either way. Therefore, on closed questions you may find it helpful to include an “other” category where participants can fill in an answer. It is also a good idea to have a few open-ended questions where participants can elaborate on certain points or earlier responses. How-ever, open-ended questions take much longer to fill out than closed questions. 

Survey Creation: Testing Your Survey

To make sure your survey is an appropriate length and that your questions are clear, you can “pilot test” your survey. Prior to administering your survey on a larger scale, ask several classmates or friends to fill it out and give you feedback on the survey. Keep track of how long the survey takes to complete. Ask them if the questions are clear and make sense. Look at their answers to see if the answers match what you wanted to learn. You can revise your survey questions and the length of your survey as necessary.

Sampling and Access to Survey Populations

“Sampling” is a term used within survey research to describe the subset of people that are included in your study. Derek’s first research question was: “Are students’ eating habits at Purdue University healthy or unhealthy?” Because it was impossible for Derek to survey all 38,000 students on Purdue’s campus, he had to choose a representative sample of students. Derek chose to survey students who lived in the dorms because of the wide variety of student class levels and majors in the dorms and his easy access to this group. By making this choice, however, he did not account for commuter students, graduate students, or those who live off campus. As Derek’s case demonstrates, it is very challenging to get a truly representative sample.

   Part of the reason that sampling is a challenge is that you may find difficulty in finding enough people to take your survey. In thinking about how get people to take your survey, consider both your everyday surroundings and also technological solutions. Derek had access to many students in the dorms, but he also considered surveying students in his classes in order to reach as many people as possible. Another possibility is to conduct an online survey. Online surveys greatly increase your access to different kinds of people from across the globe, but may decrease your chances of having a high survey response rate. An email or private message survey request is more likely to be ignored due to the impersonal quality and high volume of emails most people receive.

Analyzing and Writing About Primary Research

Once you collect primary research data, you will need to analyze what you have found so that you can write about it. The purpose of analyzing your data is to look at what you collected (survey responses, interview answers to questions, observations) and to create a cohesive, systematic interpretation to help answer your research question or examine the validity of your hypothesis.

   When you are analyzing and presenting your findings, remember to work to eliminate bias by being truthful and as accurate as possible about what you found, even if it differs from what you expected to find. You should see your data as sources of information, just like sources you find in the library, and you should work to represent them accurately.

The following are suggestions for analyzing different types of data.

If you’ve counted anything you were observing, you can simply add up what you counted and report the results. If you’ve collected descriptions using a double-entry notebook, you might work to write thick descriptions of what you observed into your writing. This could include descriptions of the scene, behaviors you observed, and your overall conclusions about events. Be sure that your readers are clear on what were your actual observations versus your thoughts or interpretations of those observations.

If you’ve interviewed one or two people, then you can use your summary, paraphrasing, and quotation skills to help you accurately describe what was said in the interview. Just like in secondary research when working with sources, you should introduce your interviewees and choose clear and relevant quotes from the interviews to use in your writing. An easy way to find the important information in an interview is to print out your transcription and take a highlighter and mark the important parts that you might use in your paper. If you have conducted a large number of interviews, it will be helpful for you to create a spreadsheet of responses to each question and compare the responses, choosing representative answers for each area you want to describe.

Surveys can contain quantitative (numerical) and qualitative (written answers/descriptions) data. Quantitative data can be analyzed using a spreadsheet program like Microsoft Excel to calculate the mean (average) answer or to calculate the percentage of people who responded in a certain way. You can display this information in a chart or a graph and also describe it in writing in your paper. If you have qualitative responses, you might choose to group them into categories and/or you may choose to quote several representative responses.

Writing about Primary Research

In formal research writing in a variety of fields, it is common for research to be presented in the following format: introduction/background; methods; results; discussions; conclusion. Not all first year writing classes will require such an organizational structure, although it is likely that you will be required to present many of these elements in your paper. Because of this, the next section examines each of these in depth.

Introduction (Review of Literature)

The purpose of an introduction and review of literature in a research paper is to provide readers with information that helps them under-stand the context, purpose, and relevancy of your research. The introduction is where you provide most of your background (library) research that you did earlier in the process. You can include articles, statistics, research studies, and quotes that are pertinent to the issues at hand. A second purpose in an introduction is to establish your own credibility (ethos) as a writer by showing that you have researched your topic thoroughly. This kind of background discussion is required in nearly every field of inquiry when presenting research in oral or written formats.

   Derek provided information from the Food and Drug Administration on healthy eating and national statistics about eating habits as part of his background information. He also made the case for healthy eating on campus to show relevancy:

Currently Americans are more overweight than ever. This is coming at a huge cost to the economy and government. If current trends in increasing rates of overweight and obesity continue it is likely that this generation will be the first one to live shorter lives than their parents did. Looking at the habits of university students is a good way to see how a new generation behaves when they are living out on their own for the first time.

Describing What You Did (Methods)

When writing, you need to provide enough information to your readers about your primary research process for them to understand what you collected and how you collected it. In formal research papers, this is often called a methods section. Providing information on your study methods also adds to your credibility as a writer. For surveys, your methods would include describing who you surveyed, how many surveys you collected, decisions you made about your survey sample, and relevant demographic information about your participants (age, class level, major). For interviews, introduce whom you interviewed and any other relevant information about interviewees such as their career or expertise area. For observations, list the locations and times you observed and how you recorded your observations (i.e. double-entry notebook). For all data types, you should describe how you analyzed your data.

The following is a sample from Jared about his participants:

In order to gain a better understanding of the discourse community in environmental and resource engineering, I interviewed Anne Dare, a senior in environmental and natural resource engineering, and Alyson Keaton an alumnus of Purdue University. Alyson is a current employee of the Natural Resource Conservation Service (NRCS), which is a division of the United States Department of Agriculture (USDA).

Here is a sample from Derek’s methods section:

I conducted a survey so that I could find out what students at Purdue actually eat on a typical day. I handed out surveys asking students to record what they ate for a day . . . I received 29 back and averaged the results based on average number of servings from each food group on the old food guide pyramid. The group included students from the freshman to the graduate level and had 8 women and 21 men respond.

Describing Your Study Findings (Results)

In a formal research paper, the results section is where you describe what you found. The results section can include charts, graphs, lists, direct quotes, and overviews of findings. Readers find it helpful if you are able to provide the information in different formats. For example, if you have any kind of numbers or percentages, you can talk about them in your written description and then present a graph or chart showing them visually. You should provide specific details as supporting evidence to back up your findings. These details can be in the form of direct quotations, numbers, or observations.

Jared describes some of his interview results:

Alyson also mentioned the need for phone conversation. She stated, “The phone is a large part of my job. I am communicating with other NRCS offices daily to find out the status of our jobs.” She needs to be in constant contact in order to insure that everything is running smoothly. This is common with those overseeing projects. In these cases, the wait for a response to an email or a memo can be too long to be effective.

Interpreting What You Learned (Discussion)

In formal research papers, the discussion section presents your own interpretation of your results. This may include what you think the results mean or how they are useful to your larger argument. If you are making a proposal for change or a call to action, this is where you make it. For example, in Derek’s project about healthy eating on campus, Derek used his primary research on students’ unhealthy eating and observations of the food courts to argue that the campus food courts needed serious changes. Derek writes, “Make healthy food options the most accessible in every dining hall while making unhealthy foods the least. Put nutrition facts for everything that is served in the dining halls near the food so that students can make more informed decisions on what to eat.”

   Jared used the individuals he interviewed as informants that helped him learn more about writing in agricultural and biological engineering. He integrated the interviews he conducted with secondary research to form a complete picture of writing and communication in agricultural and biological engineering. He concludes:

Writing takes so many forms, and it is important to know about all these forms in one way or another. The more forms of writing you can achieve, the more flexible you can be. This ability to be flexible can make all the difference in writing when you are dealing with a field as complex as engineering.

Primary Research and Works Cited or References Pages

The last part of presenting your primary research project is a works cited or references page. In general, since you are working with data you collected yourself, there is no source to cite an external source. Your methods section should describe in detail to the readers how and where the data presented was obtained. However, if you are working with interviews, you can cite these as “personal communication.” The MLA and APA handbooks both provide clear listings of how to cite personal communication in a works cited/references page.

This essay has presented an overview to three commonly used methods of primary research in first year writing courses: observations, interviews, and surveys. By using these methods, you can learn more about the world around you and craft meaningful written discussions of your findings.

• Primary research techniques show up in more places than just first year writing courses. Where else might interviews, surveys, or observations be used? Where have you seen them used?
• The chapter provides a brief discussion of the ethical considerations of research. Can you think of any additional ethical considerations when conducting primary research? Can you think of ethical considerations unique to your own research project?
• Primary research is most useful for first year writing students if it is based in your local community or campus. What are some current issues on your campus or in your community that could be investigated using primary research methods?
• In groups or as a class, make a list of potential primary research topics. After each topic on the list, consider what method of inquiry (observation, interview, or survey) you would use to study the topic and answer why that method is a good choice.

Suggested Resources

For more information on the primary methods of inquiry described here, please see the following sources:

Works Cited

This essay was written by Dana Lynn Driscoll and was published as a chapter in Writing Spaces: Readings on Writing , Volume 2, a peer-reviewed open textbook series for the writing classroom. This work is licensed under the Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0) . Please keep this information on this material if you use, adapt, and/or share it.  

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Writing up a Research Report

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A research report is one big argument about how and why you came up with your conclusions. To make it a convincing argument, a typical guiding structure has developed. In the different chapters, there are distinct issues that need to be addressed to explain to the reader why your conclusions are valid. The governing principle for writing the report is full disclosure: to explain everything and ensure replicability by another researcher.

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Field, A. (2020). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.

Früh, M., Keimer, I., & Blankenagel, M. (2019). The impact of Balanced Scorecard excellence on shareholder returns. IFZ Working Paper No. 0003/2019. https://zenodo.org/record/2571603#.YMDUafkzZaQ . Accessed: 9 June 2021.

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What is Primary Research and How do I get Started?

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Primary research is any type of research that you collect yourself. Examples include surveys, interviews, observations, and ethnographic research. A good researcher knows how to use both primary and secondary sources in their writing and to integrate them in a cohesive fashion.

Conducting primary research is a useful skill to acquire as it can greatly supplement your research in secondary sources, such as journals, magazines, or books. You can also use it as the focus of your writing project. Primary research is an excellent skill to learn as it can be useful in a variety of settings including business, personal, and academic.

But I’m not an expert!

With some careful planning, primary research can be done by anyone, even students new to writing at the university level. The information provided on this page will help you get started.

What types of projects or activities benefit from primary research?

When you are working on a local problem that may not have been addressed before and little research is there to back it up.

When you are working on writing about a specific group of people or a specific person.

When you are working on a topic that is relatively new or original and few publications exist on the subject.

You can also use primary research to confirm or dispute national results with local trends.

What types of primary research can be done?

Many types of primary research exist. This guide is designed to provide you with an overview of primary research that is often done in writing classes.

Interviews: Interviews are one-on-one or small group question and answer sessions. Interviews will provide a lot of information from a small number of people and are useful when you want to get an expert or knowledgeable opinion on a subject.

Surveys: Surveys are a form of questioning that is more rigid than interviews and that involve larger groups of people. Surveys will provide a limited amount of information from a large group of people and are useful when you want to learn what a larger population thinks.

Observations: Observations involve taking organized notes about occurrences in the world. Observations provide you insight about specific people, events, or locales and are useful when you want to learn more about an event without the biased viewpoint of an interview.

Analysis: Analysis involves collecting data and organizing it in some fashion based on criteria you develop. They are useful when you want to find some trend or pattern. A type of analysis would be to record commercials on three major television networks and analyze gender roles.

Where do I start?

Consider the following questions when beginning to think about conducting primary research:

• What do I want to discover?
• How do I plan on discovering it? (This is called your research methods or methodology)
• Who am I going to talk to/observe/survey? (These people are called your subjects or participants)
• How am I going to be able to gain access to these groups or individuals?
• What are my biases about this topic?
• How can I make sure my biases are not reflected in my research methods?
• What do I expect to discover?

Everything you need to know about primary research

Last updated

28 February 2023

Reviewed by

Miroslav Damyanov

They might search existing research to find the data they need—a technique known as secondary research .

Alternatively, they might prefer to seek out the data they need independently. This is known as primary research.

Analyze your primary research

Bring your primary research together inside Dovetail and uncover actionable insights

• What is primary research?

During primary research, the researcher collects the information and data for a specific sample directly.

Types of primary research

Primary research can take several forms, depending on the type of information studied. Here are the four main types of primary research:

Observations

Focus groups

When conducting primary research, you can collect qualitative or quantitative data (or both).

Qualitative primary data collection provides a vast array of feedback or information about products and services. However, it may need to be interpreted before it is used to make important business decisions.

Quantitative primary data collection , on the other hand, involves looking at the numbers related to a specific product or service.

• What types of projects can benefit from primary research?

Data obtained from primary research may be more accurate than if it were obtained from previous data samples.

Primary research may be used for

Salary guides

Industry benchmarks

Government reports

Any information based on the current state of the target, including statistics related to current information

Scientific studies

Current market research

Crafting user-friendly products

Primary research can also be used to capture any type of sentiment that cannot be represented statistically, verbally, or through transcription. This may include tone of voice, for example. The researcher might want to find out if the subject sounds hesitant, uncertain, or unhappy.

• Methods for conducting primary research

Your methods for conducting primary research may vary based on the information you’re looking for and how you prefer to interact with your target market.

Surveys are a method to obtain direct information and feedback from the target audience. Depending on the target market’s specific needs, they can be conducted over the phone, online, or face-to-face.

Observation

In some cases, primary research will involve watching the behaviors of consumers or members of the target audience.

Communication with members of the target audience who can share direct information and feedback about products and services.

Test marketing

Explore customer response to a product or marketing campaign before a wider release.

Competitor visits

Competitor visits allow you to check out what competitors have to offer to get a better feel for how they interact with their target markets. This approach can help you better understand what the market might be looking for.

This involves bringing a group of people together to discuss a specific product or need within the industry. This approach could help provide essential insights into the needs of that market.

Usability testing

Usability testing allows you to evaluate a product’s usability when you launch a live prototype. You might recruit representative users to perform tasks while you observe, ask questions, and take notes on how they use your product.

• When to conduct primary research

Primary research is needed when you want first-hand information about your product, service, or target market. There are several circumstances where primary research may be the best strategy for getting the information you need.

You might use it to:

Understand pricing information, including what price points customers are likely to purchase at. 

Get insight into your sales process. For example, you might look at screenshots of a sales demo, listen to audio recordings of the sales process, or evaluate key details and descriptions. 

Learn about problems your consumers might be having and how your business can solve them.

Gauge how a company feels about its competitors. For example, you might want to ask an e-tailer if they plan to offer free shipping to compete with Amazon, Walmart, and other major retailers.

• How to get started with primary research

Step one: Define the problem you’re trying to answer. Clearly identify what you want to know and why it’s important. Does the customer want you to perform the “usual?” This is often the case if they are new, inexperienced, or simply too busy and want to have the task taken care of.

Step two: Determine the best method for getting those answers. Do you need quantitative data , which can be measured in multiple-choice surveys? Or do you need more detailed qualitative data , which may require focus groups or interviews?

Step three: Select your target. Where will you conduct your primary research? You may already have a focus group available; for example, a social media group where people already gather to discuss your brand.

Step four: Compile your questions or define your method. Clearly set out what information you need and how you plan to gather it.

Step five: Research!

• Advantages of primary research

Primary research offers a number of potential advantages. Most importantly, it offers you information that you can’t get elsewhere.

It provides you with direct information from consumers who are already members of your target market or using your products.

You are able to get feedback directly from your target audience, which can allow you to immediately improve products or services and provide better support to your target market.

Primary data is current. Secondary sources may contain outdated data.

Primary data is reliable. You will know what methods you used and how the data relates to your research because you collected it yourself.

• Disadvantages of primary research

You might decide primary research isn’t the best option for your research project when you consider the disadvantages.

Primary research can be time-consuming. You will have to put in the time to collect data yourself, meaning the research may take longer to complete.

Primary research may be more expensive to conduct if it involves face-to-face interactions with your target audience, subscriptions for insight platforms, or participant remuneration.

The people you engage with for your research may feel disrupted by information-gathering methods, so you may not be able to use the same focus group every time you conduct that research.

It can be difficult to gather accurate information from a small group of people, especially if you deliberately select a focus group made up of existing customers. 

You may have a hard time accessing people who are not already members of your customer base.

Biased surveys can be a challenge. Researchers may, for example, inadvertently structure questions to encourage participants to respond in a particular way. Questions may also be too confusing or complex for participants to answer accurately.

Despite the researcher’s best efforts, participants don’t always take studies seriously. They may provide inaccurate or irrelevant answers to survey questions, significantly impacting any conclusions you reach. Therefore, researchers must take extra caution when examining results.

Conducting primary research can help you get a closer look at what is really going on with your target market and how they are using your product. That research can then inform your efforts to improve your services and products.

What is primary research, and why is it important?

Primary research is a research method that allows researchers to directly collect information for their use. It can provide more accurate insights into the target audience and market information companies really need.

What are primary research sources?

Primary research sources may include surveys, interviews, visits to competitors, or focus groups.

What is the best method of primary research?

The best method of primary research depends on the type of information you are gathering. If you need qualitative information, you may want to hold focus groups or interviews. On the other hand, if you need quantitative data, you may benefit from conducting surveys with your target audience.

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Primary research: everything you need to know.

19 min read If you want to produce high-quality research, you need to understand what primary research is and how it can benefit your business. Find out how you can use primary research and its various methods to acquire the data you need and create valuable, insightful reports that aid you and your audience.

Market research has quickly become the star player for brands and businesses around the globe, netting them the insights they need, right when they need them.

From understanding industry challenges and future trends to customer satisfaction and product performance, market research is paving the way for organizations and empowering them to create content, products, services, and offers that truly resonate.

And it all starts with one thing: primary research. A research methodology that enables researchers to uncover and answer specific questions about issues, challenges, trends, or otherwise.

In this guide, we’re going to cover everything you need to know about primary research and how you can use it to benefit your business.

What is primary research?

Put simply, primary research is any type of research you collect yourself or commission on your behalf. This could be anything from surveys and interviews to observations and ethnographic research (studying participants in their real-life environment).

Most researchers will use primary research to supplement data from secondary sources, such as journals, magazines, website articles, and books. By using primary research methods alongside secondary research , researchers can validate and support their findings with additional, new data.

You don’t have to be an expert to conduct primary research or collect data from it — chances are you’ve done some of it already. Think back to when you may have been asked to carry out a project at school. If you did the research (or asked mom or dad), e.g. interviewing experts, and using data from journals, you’ve collected and used both primary and secondary data .

That example might be a little simplistic, but the concept still applies. There are, of course, plenty of methods to choose from, so understanding what they are and how they work will help you execute research campaigns.

Now, when you conduct primary research, you typically gather two basic types of information:

• Exploratory.  This research is general and open-ended . It typically involves lengthy interviews with individuals or a specific group.
• Specific . This research is more precise and problem-oriented. It involves structured, formal interviews.

Then there’s the question of qualitative research and quantitative research ; what kind of data do you want to capture? Do you want to understand the emotions and behaviors behind people’s actions or to put precise figures against certain issues? Another thing to consider.

In the next section, we’re going to go through the types of primary research methods, the advantages of primary research, and then how you can do it for your brand or business .

What are the types of primary research methods?

There are lots of different ways to carry out primary research, more notable methods are interviews and surveys — but what about observations, analyses, and focus groups ?

We’re all familiar with interviews. This research method usually involves one-on-one or small group sessions, conducted over the phone or in a face-to-face environment. Interviews are great for collecting large amounts of data from a small sample of subjects, or when specific information needs to be extracted from experts.

For example, for a piece on developing more sustainable energy sources, a journalist would choose to interview a subject matter expert to extract the primary research they need. Not only is the information more authoritative and accurate, but it’s also more compelling.

Be aware though, direct interaction can alter people’s opinions. For interviews and focus groups, it’s best to get an expert to manage and read the room to avoid skewing results.

Another industry staple. Though much more rigid compared to interviews (with predefined questions and themes), surveys are a great way to reach a target market and collect relevant data at scale. Surveys will typically provide a limited amount of information from a large group of people (as there are only so many questions you can ask before respondents get bored).

To get the most value out of surveys, it’s worth defining your audience and questions well in advance. Try to think of key themes that you want to explore and what you want to get out of the data collected.

For example, a supermarket might send out a survey to their customers on customer satisfactio n, asking questions about the overall in-store experience, the online experience, what customers would like to see, and more. Because it’s issued at scale, the supermarket can get a good understanding of what their larger customer base thinks.

Worried about your questions? Here’s how you can write great ones .

Transform your research and gain deeper insight with best-practice surveys

If you want to run world-class research or need help with research questions, look no further than Qualtrics CoreXM .

Designed to eliminate historic research inefficiencies, CoreXM is a single platform designed to get you breakthrough insights faster and more cost-effectively.

It empowers market researchers to centralize insights, leverage advanced analytics and automation to improve research quality, and scale effectiveness with a flexible management model (Research Services).

We can even help you to produce survey templates for free, no matter the type of research. Just check out our library.

Observations

While it might be the most arduous form of field research, observation is arguably the most impartial as there’s no interaction between the researcher and the subject. As such, this approach removes or reduces bias that could be encountered during an interview or survey, as the subject’s actions are not influenced by other factors.

For instance, a sports car manufacturer might want to see how their vehicles are used in real-world scenarios and if there are any limitations on the customer. This could be a case of visiting a race track or car showroom to see how customers use the vehicles.

Focus groups

This method is great for gathering data on particular topic areas. Sitting between interviews and surveys, focus groups allow you to engage a small group of people, e.g. subject matter experts.

More informal than interviews but more professional than surveys, they’re a great way to gain insight and valuable information on customers, pain points, and other areas of interest in your industry.

For example, a technology manufacturer might put together a focus group to discuss technology adoption amongst 24-36-year-olds ahead of a new product launch . Through this focus group, they can learn more about how 24-36-year-olds purchase and engage with new tech solutions .

Research services

While the process of gathering data is relatively straightforward, making sense of it (and having the right skills to turn it into insight) can be tough.

This is precisely why so many brands and businesses turn to research services. According to our data, 97% of market research is outsourced. This allows brands and businesses to gain access to relevant information for truly original research.

Though a more modern form (and approach) to primary research, research services enable brands and businesses to collect data and analyze it very quickly. But the main benefit? Expertise.

With research services you get a team of experts who know exactly what research questions to ask and how to turn survey responses into actionable insight. They know how to get the right respondents and the ideal sample sizes, as well as leverage primary research and secondary research data to build comprehensive, revealing reports.

At Qualtrics, we have a team of experts who can streamline your research process for both primary and secondary research, helping to uncover insights in days, not weeks. L.

What are the advantages of primary research?

Now you know about the main ways to collect data, what are the benefits of these primary research methods?

First and foremost, and perhaps most importantly, primary research delivers accurate, relevant, and up-to-date information, enabling you to identify emerging trends in customer behavior , discover unmet needs, and close gaps across the experience journey . There’s real value in being able to identify what comes next — and only primary research can give you a real-time view of what your prospects and customers need as the world changes around them.

Also, as you have full control of the approach, data collection and analysis, it can be far more efficient and cost-effective than others.

Lastly, the information belongs to you or your organization. You may choose to release the information to enhance your position in your market or industry or keep it private to avoid giving competitors an advantage .

Create better experiences

From a customer perspective, it offers many advantages and provides detailed information on how you can improve products, services, and experiences. By taking their market surveys in-house and using the Qualtrics XM Platform™ , Samsung collects, analyzes, and acts on insights gathered at every touchpoint. The team at Samsung can get studies up and running in an hour and quickly implement findings to transform their product, service, and customer experiences.

Develop engaging content

From a content perspective, this kind of first-hand data offers a plethora of opportunities. You can begin to create trend reports, answer the most pertinent prospect and customer questions, highlight key issues, and much more. Every voice matters and ensuring your research is inclusive is vital.

What are the disadvantages of primary research?

Costs can potentially spiral out of control if you feel that your results are inconclusive or that you want to change the data gathering method.

It can also be time-consuming, especially if you require a large sample size or don’t have the in-house expertise for the analysis. Data gathering is one thing — drawing insights and formulating conclusions is another. The time required to effectively plan, carry out, and scrutinize the data is often greater than the time it takes to conduct secondary research.

Lastly, accuracy. You have to account for potential bias — skewing the results — and poorly worded questions . There are ways to eliminate bias from your surveys, such as:

• including more open-ended questions
• making respondents feel comfortable
• using both qualitative and quantitative techniques
• using an impartial way to gather data

Primary vs secondary market research

The key difference between them is that you collect primary research first hand (often for a specific purpose, e.g. a trends report), while secondary research comes from pre-existing studies, materials, websites, or articles.

Secondary research methods are more about desk research. You scour reputable journals, articles, websites, and studies to find the information you need to either support a point or build your project around.

Most market research will start with secondary research to understand what the issues are or what prospects and customers are searching for online. This could be using Google Analytics to identify the key issues and trends in 2021 and then using primary research to get more information and delve deeper into them.

We would urge you to look at the primary vs secondary research debate a different way: both can be used in conjunction to support and validate points. Incorporating high-quality secondary research data into your reports can provide wider perspectives and show readers that your thoughts don’t exist in a vacuum.

Find out more about the differences between primary and secondary research.

How can businesses use primary research?

Competitor analysis . Trend reporting . Customer satisfaction. There’s no limit to the uses of primary research for businesses, particularly now as it becomes more difficult to gather information from prospects and customers.

One of the most effective ways to use primary research is for industry analysis and content campaigns. Let’s say you produce a report on current trends in automotive. From the data, you find that the key concerns for automotive manufacturers are:

• The skills gap and need for new technologies to support production
• Sustainability and shifting operations rapidly
• Supply chain efficiency and utilizing a dual supply chain (local and global)
• Customer demand and expectations of new-age vehicles

Now not only do these concerns make for great headlines, but you can also build entire campaigns around the data you find. Suddenly, rather than just one report sharing information and not making real use of the insight, you can create blogs, ebooks, webinars, opinion articles, commentary, and much more.

Primary research is the gift that keeps on giving — and that’s precisely why more and more organizations are creating annual reports on the state of their industry or market.

As well as providing unique insight and content campaign opportunities, primary research establishes credibility… and very quickly. If you produce an annual report and none of your competitors are doing the same (or their reports lack the granularity and focus your prospects and customers require), you demonstrate expertise and become the go-to for real insight.

How can primary research support marketing?

As the gift that keeps on giving, primary research lays a foundation for marketing campaigns and long-term strategy.

Most research is top-of-the-funnel (TOFU) — or at least designed to be as such. Market research reports are inherently about raising awareness of an issue or problem — that’s where businesses can extract the most value.

For your marketing team, the issues raised in the report can become the headlines for blogs and commentary. They can then create content to help readers solve those issues, referencing what your business does in the process (but only if it’s relevant). Finally, marketing can steer readers of the report content towards other assets of interest, gradually nurturing readers to a point that they’re sales-ready.

Here are just a few things you can get out of primary research reports:

• Opinion articles
• Sales collateral
• Infographics
• Executive summary reports per industry

Conducting primary research

Getting started with primary research is simple thanks to the tools and software available today, and most of the time it starts with a simple online survey.

No matter what research you want to conduct, there are survey solutions and templates to meet your needs.

But before we go into the technicalities, let’s focus on the fundamentals of conducting research:

• Have a subject in mind. What issues do you want to cover?
• Validate that subject based on secondary research. What are people searching for or need answers to?
• Draft a research question (or problem statement) and revise as necessary. What will be your main question or the purpose of the study?
• Agree on the goals and objectives of the project. What do you hope to achieve?
• Create a timeline and set deadlines. Is everyone aligned?
• Choose your research methods and tools (e.g. face-to-face interviews or online surveys). What’s the best way to get the information you need?
• Work out your ideal sample size (smaller or larger population?). If you need help working out your ideal sample size, check out our calculator!
• Think qualitative or quantitative (a mixture of both generally works well). Do you want to know the reason behind responses or just get conclusive numerical data?
• Develop a questionnaire and have it peer-reviewed. Are your questions as good as they can be and do they support your problem statement?
• Test your questionnaire. What better way to ensure that it works and delivers the right insight?
• Select a delivery method. How do you want to distribute your questionnaire? Online? Offline?
• Analyze the results. Do you have the right tools, skills, and resources to glean insights from the data you receive?

This is certainly a condensed structure for conducting primary research, but it should work nonetheless. The main thing is starting the right way — have the right subject in mind and validate it.

Recent research trumps everything else

When you have the means to conduct research frequently and at scale, the more recent or ‘fresh’ it is, the more valuable the insights.

Of course, not every brand or business is in a position to undertake primary or even secondary market research every year. This could be due to budgetary constraints, poor insights from previous research, or a lack of in-house expertise.

But regardless of the issue, the power of primary research is well-documented and apparent, and it gives you the means to create profound and compelling content for your target audience.

Start your next research project the right way

If any of the above issues sound familiar, we can help. At Qualtrics, we specialize in market research and gleaning insights from data to create breakthrough experiences. From designing your study and finding respondents, to fielding it and reporting the results — we can help you every step of the way.

As well as that, we know how you can get more ROI from your market research and have put together a simple guide to show you.  

In this guide, discover how you can:

• Improve ROI through speed, agility, and consolidation of your research functions
• Get insights faster without sacrificing data quality
• Adjust how you conduct research to be more nimble

Download your copy for free using the button below.

Free eBook: Maximize ROI from your market research with our guide

Related resources

Market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, qualitative vs quantitative research 13 min read, qualitative research questions 11 min read, qualitative research design 12 min read, primary vs secondary research 14 min read, request demo.

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27 Real Primary Research Examples

Primary research is a type of academic research that involves collecting new and original data to conduct a study.

Examples of primary research include studies that collect data through interviews, questionnaires, original text analysis, observation, surveys, focus groups, case studies, and ethnography.

It is the opposite of secondary research which involves looking at existing data to identify trends or new insights. Both secondary and primary research are legitimate forms of academic research.

Primary Research Examples

1. interviews.

Interviews involve approaching relevant people and asking them questions to gather their thoughts and opinions on a topic. This can take the form of structured, semi-strutured, and unstructured interviews.

Structured interviews generally do not involve back-and-forth discussion between the researcher and the research participant, while semi-structured and unstructured interviews involve the interviewer asking follow-up questions to dig deeper and elicit more insights.

2. Questionnaires and Surveys

Questionnaires are text-based interviews where a set of questions are written down by the researchers and sent to the research participants. The participants fill out the questionnaires and return them to the researcher.

The researcher then anonymizes the data and analyzes it by looking for trends and patterns across the dataset. They may do this manually or use research tools to find similarities and differences in the responses of the research participants.

A simple questionnaire can take the form of a Likert scale which involves asking a research participant to circle their opinion on a set of pre-determined responses (e.g. ‘Very Likely, Likely, Unlikely, Very Unlikely’). Other questionnaires require participants to write detailed paragraphs responding to questions which can then be analyzed.

One benefit of surveys over interviews is that it’s easier to gather large datasets.

3. Control Group Analysis

Control group analyses involve separating research participants into two groups: the control group and the experimental group.

An intervention is applied to the experimental group. Researchers then observe the results and compare them to the control group to find out the effects of the intervention.

This sort of research is very common in medical research. For example, a new pill on the market might be used on two groups of sick patients to see whether the pill was effective in improving one group’s condition. If so, it may receive approval to go into the market.

4. Observation Studies

Observational studies involve the researchers entering a research setting and recording their naturalistic observations of what they see. These observations can then form the basis of a thesis.

Longer-term observation studies where the researcher is embedded in a community are called ethnographic studies.

Tools for observation studies include simple pen-and-paper written vignettes about a topic, recording with the consent of research participants, or using field measuring devices.

Observational studies in fields like anthropology can lead to rich and detailed explanations of complex phenomena through a process called thick description . However, they’re inherently qualitative, subjective , and small-case studies that often make it difficult to make future predictions or hard scientific findings.

Another research limitation is that the presence of the researcher can sometimes affect the behavior of the people or animals being observed.

Go Deeper: 15 Ethnography Examples

5. Focus Groups

Focus groups are similar to interviews, but involve small groups of research participants interacting with the interviewer and, sometimes, one another.

Focus group research is common, for example, in political research, where political parties commission independent research organizations to collect data about the electorate’s perceptions of the candidates. This can help inform them of how to more effectively position the candidate in advertising and press stops.

The biggest benefit of focus group studies is that they can gather qualitative information from a wider range of research participants than one-to-one interviews. However, the downside is that research participants tend to influence each others’ responses.

See More: Examples of Focus Groups

6. Online Surveys

Online surveys are similar in purpose to offline questionnaires and surveys, but have unique benefits and limitations.

Like offline surveys and questionnaires, they can be in the form of written responses, multiple choice, and Likert scales.

However, they have some key benefits including: capacity to cast a wide net, ease of snowball sampling, and ease of finding participants.

These strengths also present some potential weaknesses: poorly designed online surveys may be corrupted if the sample is not sufficiently vetted and only distributed to non-representative sample sets (of course, this can be offset, depending on the study design).

7. Action Research

Action research involves practitioners conducting just-in-time research in an authentic setting to improve their own practice. The researcher is an active participant who studies the effects of interventions.

It sits in contrast to other forms of primary research in this list, which are mostly conducted by researchers who attempt to detach themselves from the subject of study. Action research, on the other hand, involves a researcher who is also a participant.

Action research is most commonly used in classrooms, where teachers take the role of researchers to improve their own teaching and learning practices. However, action research can be used in other fields as well, particularly healthcare and social work.

Go Deeper: 21 Action Research Examples

8. Discourse and Textual Analysis

Discourse and textual analyses are studies of language and text. They could involve, for example, the collection of a selection of newspaper articles published within a defined timeframe to identify the ideological leanings of the newspapers.

This sort of analysis can also explore the language use of media to study how media constructs stereotypes. The quintessential example is the study of gender identities is Disney texts, which has historically shown how Disney texts promote and normalize gender roles that children could internalize.

Textual analysis is often confused as a type of secondary research. However, as long as the texts are primary sources examined from scratch, it should be considered primary research and not the analysis of an existing dataset.

Go Deeper: 21 Discourse Analysis Examples

9. Multimodal, Visual, and Semiotic Analysis

Discourse and textual analyses traditionally focused on words and written text. But with the increasing presence of visual texts in our lives, scholars had to come up with primary research studies that involved the analysis of multimodal texts .

This led to studies such as semiotics and multimodal discourse analysis. This is still considered primary research because it involves the direct analysis of primary data (such as pictures, posters, and movies).

While these studies tend to borrow significantly from written text analysis, they include methods such as social semiotic to explore how signs and symbols garner meaning in social contexts. This enables scholars to examine, for example, children’s drawings through to famous artworks.

Often, primary research is a more highly-regarded type of research than secondary research because it involves gathering new data.

However, secondary research should not be discounted: the synthesis, categorization, and critique of an existing corpus of research can reveal excellent new insights and help to consolidate academic knowledge and even challenge longstanding assumptions .

References for the mentioned studies (APA Style)

Atack, L., & Rankin, J. (2002). A descriptive study of registered nurses’ experiences with web‐based learning. Journal of Advanced Nursing , 40 (4), 457-465.

Baughcum, A. E., Burklow, K. A., Deeks, C. M., Powers, S. W., & Whitaker, R. C. (1998). Maternal feeding practices and childhood obesity: a focus group study of low-income mothers. Archives of pediatrics & adolescent medicine , 152 (10), 1010-1014.

Calvert, M., & Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research , 19 (2), 226-244.

Coker, D. L., Farley-Ripple, E., Jackson, A. F., Wen, H., MacArthur, C. A., & Jennings, A. S. (2016). Writing instruction in first grade: An observational study. Reading and Writing , 29 (5), 793-832.

Cossrow, N. H., Jeffery, R. W., & McGuire, M. T. (2001). Understanding weight stigmatization: A focus group study. Journal of nutrition education , 33 (4), 208-214.

Costello, J. (2006). Dying well: nurses’ experiences of ‘good and bad’deaths in hospital. Journal of advanced nursing , 54 (5), 594-601.

Deckx, L., Mitchell, G., Rosenberg, J., Kelly, M., Carmont, S. A., & Yates, P. (2019). General practitioners’ engagement in end-of-life care: a semi-structured interview study. BMJ Supportive & Palliative Care .

Drew, C. (2013). Elitism for sale: Promoting the elite school online in the competitive educational marketplace. Australian Journal of Education , 57 (2), 174-184.

Erdener, M. A., & Knoeppel, R. C. (2018). Parents’ Perceptions of Their Involvement in Schooling. International Journal of Research in Education and Science , 4 (1), 1-13.

Felicia, O. (2021). A social semiotic analysis of gender power in Nigeria’s newspaper political cartoons. Social Semiotics , 31 (2), 266-281.

Gardner, C. D., Trepanowski, J. F., Del Gobbo, L. C., Hauser, M. E., Rigdon, J., Ioannidis, J. P., … & King, A. C. (2018). Effect of low-fat vs low-carbohydrate diet on 12-month weight loss in overweight adults and the association with genotype pattern or insulin secretion: the DIETFITS randomized clinical trial. Jama , 319 (7), 667-679.

Groves, M. M., & Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media , 27 (1), 57.

Gullifer, J., & Tyson, G. A. (2010). Exploring university students’ perceptions of plagiarism: A focus group study. Studies in Higher Education , 35 (4), 463-481.

Karlsson, J., & Juslin, P. N. (2008). Musical expression: An observational study of instrumental teaching. Psychology of music , 36 (3), 309-334.

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What is Primary Research? Definitions, Methods, Sources, Examples, and More

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What is Primary Research? Primary Research Meaning

Primary research is a cornerstone of insightful, accurate, and effective decision-making in both academic and professional settings. At its core, primary research refers to the process of collecting data directly from sources rather than relying on previously gathered information, distinguishing it clearly from secondary research. 

The process of directly controlling the collection of the data is pivotal for ensuring the accuracy and relevance of the analysis, enabling researchers to tailor their investigations to specific research questions or problems put to them by stakeholders. This direct involvement contrasts with primary vs secondary research , where the latter often involves analyzing existing data.

Primary research serves as a vital component when seeking answers to your business objectives, filling gaps in existing knowledge and providing new data for analysis. Particularly coming into play when solving research problems with a high degree of specificity and relevance. 

By leveraging primary research, professionals can uncover unique insights, highly specific to their intended target market, tailored to their industry and unique to their product of interest. This level of tailoring is simply not possible through the use of secondary research.

When to Use Primary Research

Selecting the appropriate research method is a critical decision that hinges on the objectives of the study. Primary research is particularly beneficial in scenarios where recent, specific data is required to address a unique problem or question. This method is ideal for:

Academic Research

In the realm of academic research, primary research is indispensable when fresh insights or novel data are necessary to advance knowledge or contribute to scholarly debates. This type of research is crucial for:

• Exploring New Theories or Models : When a researcher aims to develop or validate a new theory, firsthand data collection is essential. For instance, a psychologist conducting experiments to test a new cognitive behavioral therapy model for anxiety would rely on primary research to gather data on the therapy's effectiveness directly from participants.
• Filling Knowledge Gaps : Primary research helps fill gaps in existing literature. If a historian is studying a less-documented cultural practice, interviews and observational studies can provide new insights that no secondary sources could offer.
• Improving Research Rigor : Utilizing primary data enhances the rigor of academic studies. By collecting and analyzing original data, researchers can draw conclusions with greater validity, offering substantial contributions to their fields.

Market Research

Market research utilizes primary research extensively to understand consumer behaviors, preferences, and trends. This method is particularly advantageous for:

• Product Development : Before launching a new product, companies often use surveys and focus groups to gather consumer feedback on the product concept, design, and functionality. For example, a beverage company considering a new flavor profile might conduct taste tests and focus groups to refine the product based on direct consumer feedback.
• Customer Satisfaction : To assess and enhance customer satisfaction, businesses frequently employ primary research methods such as customer satisfaction surveys and in-depth interviews. This allows companies to receive real-time feedback and quickly implement changes to improve customer service.
• Segmentation and Targeting : Through interviews and surveys, companies can identify customer segments and understand their specific needs and preferences. This segmentation enables more effective targeting of marketing efforts and product customization.

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Policy Formulation

Primary research is critical in policy formulation, particularly when policies need to be based on up-to-date and specific data regarding public opinion, needs, and conditions. Primary research methods such as public opinion polls and field observations are commonly used:

• Understanding Public Needs : Governments and organizations use primary research to gauge public opinion on various issues, from healthcare to urban development. For instance, before implementing a new public transport policy, a city council might conduct surveys to understand residents' preferences and concerns regarding transit options.
• Evaluating Policy Impact : After a policy is implemented, primary research is used to evaluate its effectiveness. This could involve collecting data on user satisfaction, policy usage, and public perception through direct feedback mechanisms like online polls or public forums.
• Refining Policies : Continuous primary research is necessary to refine and adjust policies based on direct stakeholder feedback. This dynamic approach ensures that policies remain relevant and effective over time.

In each of these contexts, primary research not only provides the specificity needed for tailored insights but also offers the flexibility to adapt to emerging data and trends, thereby enhancing the overall impact and effectiveness of the research efforts.

Types of Primary Research Methods with Examples

Primary research methods are diverse, each tailored to fit specific study objectives and research environments. These methods enable researchers to gather fresh, firsthand data directly related to their study's focus.

Surveys are structured questionnaires designed to collect data from a target audience. They are used widely due to their versatility in capturing a broad spectrum of information, ranging from customer preferences to behavioral patterns. Surveys can be administered online, in person, or via phone, making them adaptable to various research needs. For instance, a company aiming to gauge customer satisfaction might deploy an online survey to understand the factors influencing their product's user experience. This method allows for quick data collection from a large audience, providing valuable insights into customer sentiment. The volume of respondent data collected via this method also enables analysis via a range of statistical methods, allowing us to understand if the answers we receive are robust, or if there are any hidden patterns which emerge from the data.

One to One Interviews

Interviews involve direct, one-on-one conversations where detailed information is solicited from participants. They are particularly useful for gathering qualitative data, offering deep insights into participants' attitudes, experiences, and emotions. Interviews can be structured, semi-structured, or unstructured, giving researchers flexibility in their approach. Imagine a study exploring the impact of remote work on employee well-being. Conducting semi-structured interviews with employees would offer nuanced understandings of personal experiences, challenges faced, and the overall satisfaction with remote work arrangements. The depth of understanding and information gathered via this process is particularly useful when speaking to participants about difficult or challenging topics of conversation.

Focus Groups

Focus Groups are guided discussions with a small group of participants, typically used to explore new ideas or opinions about products, services, or concepts. This method is invaluable for generating rich, detailed data and for observing the dynamics of participants' interactions and consensus-forming processes. Consider a company developing a new smartphone app. Hosting a focus group session with potential users could unveil insights into user expectations, desired features, and usability concerns, directly influencing the app's development trajectory. Due to the small number of respondents involved in the groups, care must be taken to ensure that you are speaking to a representative sample of your intended audience.

Ethnographic Studies

Ethnographic Studies involve watching and recording the behavior of subjects in their natural environment without intervention. This method is critical for studies where interaction with the subject might alter the outcome. For example, a retailer interested in improving store layout might conduct an observational study to track customer navigation patterns, identifying areas of congestion or overlooked products. Ethnographic studies can uncover vital behaviours which respondents themselves may be unaware of, as researchers seek to identify the unconscious behaviors which may otherwise be hidden from other research methods.

Examples of Primary Sources in Research

Primary research data sources are the lifeblood of firsthand research, providing raw, unfiltered insights directly from the source. These include:

Customer Satisfaction Survey Results: Direct feedback from customers about their satisfaction with a product or service. This data is invaluable for identifying strengths to build on and areas for improvement and typically renews each month or quarter so that metrics can be tracked over time.

NPS Rating Scores from Customers: Net Promoter Score (NPS) provides a straightforward metric to gauge customer loyalty and satisfaction. This quantitative data can reveal much about customer sentiment and the likelihood of referrals.

Ad-hoc Surveys: Ad-hoc surveys can be about any topic which requires investigation, they are typically one-off surveys which zero in on one particular business objective. Ad-hoc projects are useful for situations such as investigating issues identified in other tracking surveys, new product development, ad testing, brand messaging, and many other kinds of projects.

A Field Researcher’s Notes: Detailed observations from fieldwork can offer nuanced insights into user behaviors, interactions, and environmental factors that influence those interactions. These notes are a goldmine for understanding the context and complexities of user experiences.

Recordings Made During Focus Groups: Audio or video recordings of focus group discussions capture the dynamics of conversation, including reactions, emotions, and the interplay of ideas. Analyzing these recordings can uncover nuanced consumer attitudes and perceptions that might not be evident in survey data alone.

Through these examples, it's clear that each primary research method and source serves a distinct purpose, providing unique insights that are crucial for informed decision-making and strategic planning in various contexts.

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Advantages and Disadvantages of Primary Research

Primary research, characterized by its ability to gather firsthand information directly from the source, plays a crucial role in the landscape of research methodologies. Despite its invaluable contributions to the acquisition of new, tailored data, primary research comes with its own set of advantages and disadvantages. Understanding these can help researchers and organizations make informed decisions when planning their research strategies.

Advantages of Primary Research

• Specificity and Relevance : Primary research allows for the collection of data specifically tailored to the research questions or objectives. This targeted approach ensures that the information gathered is highly relevant and directly applicable to the matter at hand, providing clear insights and facilitating informed decision-making.
• Control Over Data Quality : When conducting primary research, the researcher has complete control over the quality of data collected. This includes the design of the research method, the selection of participants, and the timing of data collection, all of which contribute to the reliability and validity of the research outcomes.
• Up-to-Date Information : One of the key strengths of primary research is its ability to produce the most current data possible. This is particularly important in fast-moving sectors where timely information can provide a competitive edge or in academic studies where recent data can lead to groundbreaking conclusions.
• Proprietary Information : The data collected through primary research is exclusive to the researcher or the commissioning organization. This proprietary nature of the data can offer a strategic advantage, especially in commercial contexts where unique insights can differentiate a company from its competitors.
• Flexibility : Primary research methods are highly flexible, allowing researchers to adjust their approach based on preliminary findings or to explore unexpected avenues. This adaptability can lead to more comprehensive and nuanced understandings of the research topic.

Disadvantages of Primary Research

• Cost : Conducting primary research is often expensive due to the costs associated with designing and implementing the study, recruiting participants, and collecting and analyzing data. These expenses can be prohibitive for some organizations or individual researchers.
• Time : Primary research can be time-consuming, from the initial planning stages through to data collection and data analysis . This extended timeline may not be suitable for projects with tight deadlines or where quick decisions are needed.
• Complexity : Designing and conducting primary research requires a certain level of expertise to ensure that the data collected is valid, reliable, and relevant. This complexity can pose challenges, particularly for those without extensive research experience.
• Sample Size and Representativeness : Achieving a sample size that is both large enough to be statistically significant and representative of the broader population can be challenging. Missteps in this area can lead to skewed data and potentially unreliable conclusions.
• Bias : Despite efforts to minimize bias in research design and implementation, primary research is vulnerable to biases introduced by the researcher, participants, or the research context itself. These biases can affect the objectivity and accuracy of the findings.

In conclusion, primary research is a valuable part of any researcher's toolkit, offering detailed, specific insights that are directly relevant to the research question. However, the decision to undertake primary research should be weighed against the potential costs, time requirements, and complexities involved.

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Types of Technical Documents

Lab reports/primary research reports.

Lab reports present primary research, no matter whether the data were gathered in a physical lab or in the field. A lab report is the opposite of a secondary research report, such as a technical background report, in which you present information gathered from other sources that offer their own interpretations of someone’s data.

Lab reports present your data and conclusions, and also discuss how you went about the experiment, survey, interview, or observation. In other words, you enable your reader to replicate your experiment, or at least visualize quite specifically how you went about it.

Preparing for an Experiment and Resultant Lab Report

To prepare for a lab experiment and the resultant report, consider the following questions:

• Why is this research important? How does it solve a problem or contribute in some way to expanding human knowledge?
• What have other researchers already discovered about this? How are you contributing to this conversation?
• What gaps are there in our knowledge about this topic?
• Why have you chosen this methodology to test your hypothesis? What limitations might it have?
• How and why do you derive these inferences from the data you have collected?
• What further research should be done? Why?

Also remember that lab reports are based on the work you have done in the lab or original work you have done in the field. Therefore, you must have a plan for keeping careful notes on what you have done, how you have done it, and what you observed. You may want to maintain a notebook, digital document, or personal blog.  You may want to pre-design tables or charts to record the data you know you will be observing—your own lab manual to use while completing a particular experiment to record your observations and data in a pre-organized format. Try to plan ahead so that you can capture as much information as possible during your research; don’t rely only on memory to record important procedures, results, observations, and conclusions.

Writing a Lab Report

The content and format for a lab report depends on your audience and purpose. How you write the results of a scientific experiment will generally follow a standard pattern, but may vary depending on audience and purpose. Remember that science writing generally focuses on observable results, so the results and discussion are usually the most developed parts of a lab report. Lab reports typically contain the following elements:

Create a descriptive and informative title that helps readers understand at a glance the type of research and information in the report. A title also needs key words for indexing .

An abstract summarizes your information and mirrors your report structure (Hypothesis, Methods, Results, Discussion, Conclusion) in condensed form—roughly one sentence or so per section.

Introduction/Hypothesis

Explain the context and significance of your work, its relevance in the field, and the hypothesis or question your study addresses. Give a brief overview of your methodology for testing your hypothesis and why it is appropriate. If necessary for your readers, provide a specialized theoretical framework, background or technical knowledge to help them understand your focus and how it contributes to the field.

Materials and Methods

This section has two key purposes. First, it must allow any reader to perfectly replicate your methodology; therefore, you must thoroughly describe what you used and how you conducted your experiment. Second, you must persuade your reader that your chosen methodology and the materials are appropriate and valid for testing your hypothesis, and will lead to credible and valid results. This section generally includes 1) a list of all materials you used, which may include sub-lists, diagrams, and other graphic; and 2) a detailed description of your procedure, presented chronologically.

The results section presents the raw data that you generated in your experiment, and provides the evidence you need to form conclusions about your hypothesis. Present only the data that are relevant to your results. If you omit data, you may have to explain why they are not relevant.

Organize this section either chronologically, following your methodology, or from most to least important, based on the importance of data in proving (or negating) the hypothesis. Present data visually whenever possible, using tables, graphs, flowcharts, or any type of appropriate visual to help readers understand your data. Make sure you present the data honestly and ethically; do not distort or obscure data to make it better fit your hypothesis. If data are inconclusive or contradictory, be honest about that. Avoid interpreting or explaining your data in the Results section, as interpretation belongs in the Discussion.

The discussion section includes your analysis and interpretation of the data you presented in the Results section in terms of how well it supports your original hypothesis. Start with the most important findings. It is perfectly fine to acknowledge that the data you have generated is problematic or fails to support the hypothesis. If your findings are inconsistent, try to suggest possible reasons for this. You can also make recommendations in the discussion section, as well as discuss the need for further research.

In a few short paragraphs, review the overall purpose of your study and the hypothesis you tested, then summarize your key findings and the important implications. This is your opportunity to persuade the audience of the significance of your work.

List all references you have cited in your report (e.g., those you may have included to provide a theoretical framework, or sources that help justify your methodology).

Optional Sections

There are a few sections that you may want to include in lab reports, depending on your purpose, audience, and context.

Include in an appendix any information that does not fit within the body of the report, but still adds valuable information to your report. While you may have summarized data in the results section of the report, you may want to include full data tables in an appendix. You may also include logs, calculations, or notes on analytical methods. Be sure to refer to your appendices in the body of your report to let readers know there is additional information.

Literature Review

If it makes sense within the context of your lab report, given your purpose and audience, you may want to summarize the literature related to your project—relevant books, journal articles, websites. For example, if you’re doing a study of speech recognition software, what articles have already been written on that subject? What do they have to say about the merits of certain software? As much as possible, use research that has undergone peer review, a process during which a group of acknowledged professionals in the field review the validity of article content. A literature review summarizes key research that has been published about a specific topic, to show current thinking in the field as well as gaps in knowledge or contradictory results.

Acknowledgements

As appropriate, formally express appreciation for any assistance you have received while preparing the report (e.g., financial/funding support, help from colleagues or your institution).

Writing Style

For scientists and engineers to make valuable contributions to the sum of human knowledge, they must be able to convince readers that their findings are valid, replicable, and valuable. The way that you write a lab report impacts the credibility and authority of your work; people will judge your work partly on how you present it. Even lab reports have a persuasive edge and must make careful use of rhetorical strategies. Careless writing, poor organization, ineffective document design, and lack of attention to convention may cast doubt on your authority and expertise, and thus on the value of your work.

Also note that traditionally, writers in the sciences have used passive voice to de-emphasize their role in the process and emphasize the materials and actions they used. However, this convention is changing; active voice is clearer and more concise. If you’re writing for publication in a specific venue, or to report your work to a particular organization, check out style conventions that other writers are applying.

Sample Lab Reports

• Sample Report on Ontogenetic Color Change and Mating Cues – good sample from Reed College/Doyle Online Writing Lab
• Sample Report – bad sample from Reed College/Doyle Online Writing Lab
• Sample Lab Report on The Perception of Different Sugars by Blowflies
• Sample Lab Reports – 3 samples from LabWrite Resources, North Carolina State University
• Lab Report/Primary Research Report, adapted from Open Technical Communication and Technical Writing Essentials; attributions below. Authored by : Susan Oaks. Provided by : Empire State College, SUNY. Project : Technical Writing. License : CC BY-NC: Attribution-NonCommercial
• Types of Technical Documents (pages 4 & 6 of 7). Authored by : David McMurrey. Provided by : Kennesaw State University. Located at : https://softchalkcloud.com/lesson/serve/j4VzcrK3wJ6nBh/html . Project : Open Technical Communication. License : CC BY: Attribution
• 7.6 Lab Reports. Authored by : Suzan Last. Provided by : University of Victoria. Located at : https://pressbooks.bccampus.ca/technicalwriting/chapter/labreports/ . Project : Technical Writing Essentials. License : CC BY: Attribution
• image of researchers in lab. Authored by : RAEng_Publications. Provided by : Pixabay. Located at : https://pixabay.com/photos/engineer-engineering-biomedical-4915460/ . License : CC0: No Rights Reserved
• image of engineer writing with laptop and notebook. Authored by : RAEng_Publications. Provided by : Pixabay. Located at : https://pixabay.com/photos/engineer-engineering-4941331/ . License : CC0: No Rights Reserved

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11.2 Writing a Research Report in American Psychological Association (APA) Style

Learning objectives.

• Identify the major sections of an APA-style research report and the basic contents of each section.
• Plan and write an effective APA-style research report.

In this section, we look at how to write an APA-style empirical research report , an article that presents the results of one or more new studies. Recall that the standard sections of an empirical research report provide a kind of outline. Here we consider each of these sections in detail, including what information it contains, how that information is formatted and organized, and tips for writing each section. At the end of this section is a sample APA-style research report that illustrates many of these principles.

Sections of a Research Report

Title page and abstract.

An APA-style research report begins with a title page . The title is centered in the upper half of the page, with each important word capitalized. The title should clearly and concisely (in about 12 words or fewer) communicate the primary variables and research questions. This sometimes requires a main title followed by a subtitle that elaborates on the main title, in which case the main title and subtitle are separated by a colon. Here are some titles from recent issues of professional journals published by the American Psychological Association.

• Sex Differences in Coping Styles and Implications for Depressed Mood
• Effects of Aging and Divided Attention on Memory for Items and Their Contexts
• Computer-Assisted Cognitive Behavioral Therapy for Child Anxiety: Results of a Randomized Clinical Trial
• Virtual Driving and Risk Taking: Do Racing Games Increase Risk-Taking Cognitions, Affect, and Behavior?

Below the title are the authors’ names and, on the next line, their institutional affiliation—the university or other institution where the authors worked when they conducted the research. As we have already seen, the authors are listed in an order that reflects their contribution to the research. When multiple authors have made equal contributions to the research, they often list their names alphabetically or in a randomly determined order.

It’s Soooo Cute!

How Informal Should an Article Title Be?

In some areas of psychology, the titles of many empirical research reports are informal in a way that is perhaps best described as “cute.” They usually take the form of a play on words or a well-known expression that relates to the topic under study. Here are some examples from recent issues of the Journal of Personality and Social Psychology .

• “Let’s Get Serious: Communicating Commitment in Romantic Relationships”
• “Through the Looking Glass Clearly: Accuracy and Assumed Similarity in Well-Adjusted Individuals’ First Impressions”
• “Don’t Hide Your Happiness! Positive Emotion Dissociation, Social Connectedness, and Psychological Functioning”
• “Forbidden Fruit: Inattention to Attractive Alternatives Provokes Implicit Relationship Reactance”

Individual researchers differ quite a bit in their preference for such titles. Some use them regularly, while others never use them. What might be some of the pros and cons of using cute article titles?

For articles that are being submitted for publication, the title page also includes an author note that lists the authors’ full institutional affiliations, any acknowledgments the authors wish to make to agencies that funded the research or to colleagues who commented on it, and contact information for the authors. For student papers that are not being submitted for publication—including theses—author notes are generally not necessary.

The abstract is a summary of the study. It is the second page of the manuscript and is headed with the word Abstract . The first line is not indented. The abstract presents the research question, a summary of the method, the basic results, and the most important conclusions. Because the abstract is usually limited to about 200 words, it can be a challenge to write a good one.

Introduction

The introduction begins on the third page of the manuscript. The heading at the top of this page is the full title of the manuscript, with each important word capitalized as on the title page. The introduction includes three distinct subsections, although these are typically not identified by separate headings. The opening introduces the research question and explains why it is interesting, the literature review discusses relevant previous research, and the closing restates the research question and comments on the method used to answer it.

The Opening

The opening , which is usually a paragraph or two in length, introduces the research question and explains why it is interesting. To capture the reader’s attention, researcher Daryl Bem recommends starting with general observations about the topic under study, expressed in ordinary language (not technical jargon)—observations that are about people and their behavior (not about researchers or their research; Bem, 2003). Concrete examples are often very useful here. According to Bem, this would be a poor way to begin a research report:

Festinger’s theory of cognitive dissonance received a great deal of attention during the latter part of the 20th century (p. 191)

The following would be much better:

The individual who holds two beliefs that are inconsistent with one another may feel uncomfortable. For example, the person who knows that he or she enjoys smoking but believes it to be unhealthy may experience discomfort arising from the inconsistency or disharmony between these two thoughts or cognitions. This feeling of discomfort was called cognitive dissonance by social psychologist Leon Festinger (1957), who suggested that individuals will be motivated to remove this dissonance in whatever way they can (p. 191).

After capturing the reader’s attention, the opening should go on to introduce the research question and explain why it is interesting. Will the answer fill a gap in the literature? Will it provide a test of an important theory? Does it have practical implications? Giving readers a clear sense of what the research is about and why they should care about it will motivate them to continue reading the literature review—and will help them make sense of it.

Breaking the Rules

Researcher Larry Jacoby reported several studies showing that a word that people see or hear repeatedly can seem more familiar even when they do not recall the repetitions—and that this tendency is especially pronounced among older adults. He opened his article with the following humorous anecdote (Jacoby, 1999).

A friend whose mother is suffering symptoms of Alzheimer’s disease (AD) tells the story of taking her mother to visit a nursing home, preliminary to her mother’s moving there. During an orientation meeting at the nursing home, the rules and regulations were explained, one of which regarded the dining room. The dining room was described as similar to a fine restaurant except that tipping was not required. The absence of tipping was a central theme in the orientation lecture, mentioned frequently to emphasize the quality of care along with the advantages of having paid in advance. At the end of the meeting, the friend’s mother was asked whether she had any questions. She replied that she only had one question: “Should I tip?” (p. 3).

Although both humor and personal anecdotes are generally discouraged in APA-style writing, this example is a highly effective way to start because it both engages the reader and provides an excellent real-world example of the topic under study.

The Literature Review

Immediately after the opening comes the literature review , which describes relevant previous research on the topic and can be anywhere from several paragraphs to several pages in length. However, the literature review is not simply a list of past studies. Instead, it constitutes a kind of argument for why the research question is worth addressing. By the end of the literature review, readers should be convinced that the research question makes sense and that the present study is a logical next step in the ongoing research process.

Like any effective argument, the literature review must have some kind of structure. For example, it might begin by describing a phenomenon in a general way along with several studies that demonstrate it, then describing two or more competing theories of the phenomenon, and finally presenting a hypothesis to test one or more of the theories. Or it might describe one phenomenon, then describe another phenomenon that seems inconsistent with the first one, then propose a theory that resolves the inconsistency, and finally present a hypothesis to test that theory. In applied research, it might describe a phenomenon or theory, then describe how that phenomenon or theory applies to some important real-world situation, and finally suggest a way to test whether it does, in fact, apply to that situation.

Looking at the literature review in this way emphasizes a few things. First, it is extremely important to start with an outline of the main points that you want to make, organized in the order that you want to make them. The basic structure of your argument, then, should be apparent from the outline itself. Second, it is important to emphasize the structure of your argument in your writing. One way to do this is to begin the literature review by summarizing your argument even before you begin to make it. “In this article, I will describe two apparently contradictory phenomena, present a new theory that has the potential to resolve the apparent contradiction, and finally present a novel hypothesis to test the theory.” Another way is to open each paragraph with a sentence that summarizes the main point of the paragraph and links it to the preceding points. These opening sentences provide the “transitions” that many beginning researchers have difficulty with. Instead of beginning a paragraph by launching into a description of a previous study, such as “Williams (2004) found that…,” it is better to start by indicating something about why you are describing this particular study. Here are some simple examples:

Another example of this phenomenon comes from the work of Williams (2004).

Williams (2004) offers one explanation of this phenomenon.

An alternative perspective has been provided by Williams (2004).

We used a method based on the one used by Williams (2004).

Finally, remember that your goal is to construct an argument for why your research question is interesting and worth addressing—not necessarily why your favorite answer to it is correct. In other words, your literature review must be balanced. If you want to emphasize the generality of a phenomenon, then of course you should discuss various studies that have demonstrated it. However, if there are other studies that have failed to demonstrate it, you should discuss them too. Or if you are proposing a new theory, then of course you should discuss findings that are consistent with that theory. However, if there are other findings that are inconsistent with it, again, you should discuss them too. It is acceptable to argue that the balance of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that researchers in psychology can hope for), but it is not acceptable to ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer.

The Closing

The closing of the introduction—typically the final paragraph or two—usually includes two important elements. The first is a clear statement of the main research question or hypothesis. This statement tends to be more formal and precise than in the opening and is often expressed in terms of operational definitions of the key variables. The second is a brief overview of the method and some comment on its appropriateness. Here, for example, is how Darley and Latané (1968) concluded the introduction to their classic article on the bystander effect:

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this proposition it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each subject should also be blocked from communicating with others to prevent his getting information about their behavior during the emergency. Finally, the experimental situation should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions (p. 378).

Thus the introduction leads smoothly into the next major section of the article—the method section.

The method section is where you describe how you conducted your study. An important principle for writing a method section is that it should be clear and detailed enough that other researchers could replicate the study by following your “recipe.” This means that it must describe all the important elements of the study—basic demographic characteristics of the participants, how they were recruited, whether they were randomly assigned, how the variables were manipulated or measured, how counterbalancing was accomplished, and so on. At the same time, it should avoid irrelevant details such as the fact that the study was conducted in Classroom 37B of the Industrial Technology Building or that the questionnaire was double-sided and completed using pencils.

The method section begins immediately after the introduction ends with the heading “Method” (not “Methods”) centered on the page. Immediately after this is the subheading “Participants,” left justified and in italics. The participants subsection indicates how many participants there were, the number of women and men, some indication of their age, other demographics that may be relevant to the study, and how they were recruited, including any incentives given for participation.

Figure 11.1 Three Ways of Organizing an APA-Style Method

After the participants section, the structure can vary a bit. Figure 11.1 “Three Ways of Organizing an APA-Style Method” shows three common approaches. In the first, the participants section is followed by a design and procedure subsection, which describes the rest of the method. This works well for methods that are relatively simple and can be described adequately in a few paragraphs. In the second approach, the participants section is followed by separate design and procedure subsections. This works well when both the design and the procedure are relatively complicated and each requires multiple paragraphs.

What is the difference between design and procedure? The design of a study is its overall structure. What were the independent and dependent variables? Was the independent variable manipulated, and if so, was it manipulated between or within subjects? How were the variables operationally defined? The procedure is how the study was carried out. It often works well to describe the procedure in terms of what the participants did rather than what the researchers did. For example, the participants gave their informed consent, read a set of instructions, completed a block of four practice trials, completed a block of 20 test trials, completed two questionnaires, and were debriefed and excused.

In the third basic way to organize a method section, the participants subsection is followed by a materials subsection before the design and procedure subsections. This works well when there are complicated materials to describe. This might mean multiple questionnaires, written vignettes that participants read and respond to, perceptual stimuli, and so on. The heading of this subsection can be modified to reflect its content. Instead of “Materials,” it can be “Questionnaires,” “Stimuli,” and so on.

The results section is where you present the main results of the study, including the results of the statistical analyses. Although it does not include the raw data—individual participants’ responses or scores—researchers should save their raw data and make them available to other researchers who request them. Some journals now make the raw data available online.

Although there are no standard subsections, it is still important for the results section to be logically organized. Typically it begins with certain preliminary issues. One is whether any participants or responses were excluded from the analyses and why. The rationale for excluding data should be described clearly so that other researchers can decide whether it is appropriate. A second preliminary issue is how multiple responses were combined to produce the primary variables in the analyses. For example, if participants rated the attractiveness of 20 stimulus people, you might have to explain that you began by computing the mean attractiveness rating for each participant. Or if they recalled as many items as they could from study list of 20 words, did you count the number correctly recalled, compute the percentage correctly recalled, or perhaps compute the number correct minus the number incorrect? A third preliminary issue is the reliability of the measures. This is where you would present test-retest correlations, Cronbach’s α, or other statistics to show that the measures are consistent across time and across items. A final preliminary issue is whether the manipulation was successful. This is where you would report the results of any manipulation checks.

The results section should then tackle the primary research questions, one at a time. Again, there should be a clear organization. One approach would be to answer the most general questions and then proceed to answer more specific ones. Another would be to answer the main question first and then to answer secondary ones. Regardless, Bem (2003) suggests the following basic structure for discussing each new result:

• Remind the reader of the research question.
• Give the answer to the research question in words.
• Present the relevant statistics.
• Qualify the answer if necessary.
• Summarize the result.

Notice that only Step 3 necessarily involves numbers. The rest of the steps involve presenting the research question and the answer to it in words. In fact, the basic results should be clear even to a reader who skips over the numbers.

The discussion is the last major section of the research report. Discussions usually consist of some combination of the following elements:

• Summary of the research
• Theoretical implications
• Practical implications
• Limitations
• Suggestions for future research

The discussion typically begins with a summary of the study that provides a clear answer to the research question. In a short report with a single study, this might require no more than a sentence. In a longer report with multiple studies, it might require a paragraph or even two. The summary is often followed by a discussion of the theoretical implications of the research. Do the results provide support for any existing theories? If not, how can they be explained? Although you do not have to provide a definitive explanation or detailed theory for your results, you at least need to outline one or more possible explanations. In applied research—and often in basic research—there is also some discussion of the practical implications of the research. How can the results be used, and by whom, to accomplish some real-world goal?

The theoretical and practical implications are often followed by a discussion of the study’s limitations. Perhaps there are problems with its internal or external validity. Perhaps the manipulation was not very effective or the measures not very reliable. Perhaps there is some evidence that participants did not fully understand their task or that they were suspicious of the intent of the researchers. Now is the time to discuss these issues and how they might have affected the results. But do not overdo it. All studies have limitations, and most readers will understand that a different sample or different measures might have produced different results. Unless there is good reason to think they would have, however, there is no reason to mention these routine issues. Instead, pick two or three limitations that seem like they could have influenced the results, explain how they could have influenced the results, and suggest ways to deal with them.

Most discussions end with some suggestions for future research. If the study did not satisfactorily answer the original research question, what will it take to do so? What new research questions has the study raised? This part of the discussion, however, is not just a list of new questions. It is a discussion of two or three of the most important unresolved issues. This means identifying and clarifying each question, suggesting some alternative answers, and even suggesting ways they could be studied.

Finally, some researchers are quite good at ending their articles with a sweeping or thought-provoking conclusion. Darley and Latané (1968), for example, ended their article on the bystander effect by discussing the idea that whether people help others may depend more on the situation than on their personalities. Their final sentence is, “If people understand the situational forces that can make them hesitate to intervene, they may better overcome them” (p. 383). However, this kind of ending can be difficult to pull off. It can sound overreaching or just banal and end up detracting from the overall impact of the article. It is often better simply to end when you have made your final point (although you should avoid ending on a limitation).

The references section begins on a new page with the heading “References” centered at the top of the page. All references cited in the text are then listed in the format presented earlier. They are listed alphabetically by the last name of the first author. If two sources have the same first author, they are listed alphabetically by the last name of the second author. If all the authors are the same, then they are listed chronologically by the year of publication. Everything in the reference list is double-spaced both within and between references.

Appendixes, Tables, and Figures

Appendixes, tables, and figures come after the references. An appendix is appropriate for supplemental material that would interrupt the flow of the research report if it were presented within any of the major sections. An appendix could be used to present lists of stimulus words, questionnaire items, detailed descriptions of special equipment or unusual statistical analyses, or references to the studies that are included in a meta-analysis. Each appendix begins on a new page. If there is only one, the heading is “Appendix,” centered at the top of the page. If there is more than one, the headings are “Appendix A,” “Appendix B,” and so on, and they appear in the order they were first mentioned in the text of the report.

After any appendixes come tables and then figures. Tables and figures are both used to present results. Figures can also be used to illustrate theories (e.g., in the form of a flowchart), display stimuli, outline procedures, and present many other kinds of information. Each table and figure appears on its own page. Tables are numbered in the order that they are first mentioned in the text (“Table 1,” “Table 2,” and so on). Figures are numbered the same way (“Figure 1,” “Figure 2,” and so on). A brief explanatory title, with the important words capitalized, appears above each table. Each figure is given a brief explanatory caption, where (aside from proper nouns or names) only the first word of each sentence is capitalized. More details on preparing APA-style tables and figures are presented later in the book.

Sample APA-Style Research Report

Figure 11.2 “Title Page and Abstract” , Figure 11.3 “Introduction and Method” , Figure 11.4 “Results and Discussion” , and Figure 11.5 “References and Figure” show some sample pages from an APA-style empirical research report originally written by undergraduate student Tomoe Suyama at California State University, Fresno. The main purpose of these figures is to illustrate the basic organization and formatting of an APA-style empirical research report, although many high-level and low-level style conventions can be seen here too.

Figure 11.2 Title Page and Abstract

This student paper does not include the author note on the title page. The abstract appears on its own page.

Figure 11.3 Introduction and Method

Note that the introduction is headed with the full title, and the method section begins immediately after the introduction ends.

Figure 11.4 Results and Discussion

The discussion begins immediately after the results section ends.

Figure 11.5 References and Figure

If there were appendixes or tables, they would come before the figure.

Key Takeaways

• An APA-style empirical research report consists of several standard sections. The main ones are the abstract, introduction, method, results, discussion, and references.
• The introduction consists of an opening that presents the research question, a literature review that describes previous research on the topic, and a closing that restates the research question and comments on the method. The literature review constitutes an argument for why the current study is worth doing.
• The method section describes the method in enough detail that another researcher could replicate the study. At a minimum, it consists of a participants subsection and a design and procedure subsection.
• The results section describes the results in an organized fashion. Each primary result is presented in terms of statistical results but also explained in words.
• The discussion typically summarizes the study, discusses theoretical and practical implications and limitations of the study, and offers suggestions for further research.
• Practice: Look through an issue of a general interest professional journal (e.g., Psychological Science ). Read the opening of the first five articles and rate the effectiveness of each one from 1 ( very ineffective ) to 5 ( very effective ). Write a sentence or two explaining each rating.
• Practice: Find a recent article in a professional journal and identify where the opening, literature review, and closing of the introduction begin and end.
• Practice: Find a recent article in a professional journal and highlight in a different color each of the following elements in the discussion: summary, theoretical implications, practical implications, limitations, and suggestions for future research.

Bem, D. J. (2003). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. R. Roediger III (Eds.), The compleat academic: A practical guide for the beginning social scientist (2nd ed.). Washington, DC: American Psychological Association.

Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 4 , 377–383.

Research Methods in Psychology Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

• What is Primary Research? + [Methods & Examples]

Nothing says “do it yourself” like primary research. When carrying out a systematic investigation, a researcher may choose to gather data solely by themselves or to rely on already existing data as necessitated by different factors such as the budget and timeframe for the research. 

In the case of the former, this is known as primary research and it is important for every researcher to know how it differs from other research designs. In this article, we will share the features of primary research and show you how to conduct this type of systematic investigation using Formplus. 

What is Primary Research?

Primary research is a type of research design in which the researcher is directly involved in the data collection process . In other words, the researcher gathers relevant data samples directly instead of depending on already existing data with regards to the research context. 

Primary research is fundamentally tailored towards gathering context-specific data that can solve a particular problem. In addition, it allows the researcher to gather first-hand information which can be considered to be more valid and authentic in a research environment. 

With this research approach, the researcher has full control over the data because he or she owns the data. For example, a brand that wants to obtain feedback about customer satisfaction will employ primary research methods to gather relevant data to inform practical product improvement decisions. 

Primary research is also known as field research because it involves a hands-on experience with the data gathering process. Think of this as a type of research that requires the research

What are Primary Research Methods?

There are numerous primary research methods employed by researchers to collect first-hand data from research subjects depending on the context of the research and research objectives. These include interviews, surveys, focus groups, and observation techniques, and these methods would be discussed under the subsequent subheadings. 

An interview is a type of qualitative data collection method that involves engaging in a virtual or face-to-face conversation with the research subject(s) in order to gather valid information. Typically, interviews are made up of open-ended questions that allow the respondent to share his or her thoughts without any restrictions. 

An interview may be structured , unstructured and semi-structured in nature. A structured interview utilizes a premeditated interrogation sequence unlike a structured interview ; while a semi-structured interview has a question sequence which the interviewer can freely deviate from to obtain more information.

The duration of an interview is influenced by the number of respondents, research objectives, time frame for the research amidst other factors. When conducting an interview, the researcher uses different tools to collect data including audio recorders, camcorders, and digital cameras. 

You can also carry out your interview online using d ata-gathering platforms like Formplus . Formplus provides different interview templates such as the interview consent form which allows you to collect formal authorization from respondents before going on with your research. 

Conducting an interview as part of primary research allows the researcher to gather in-depth information about the research subjects. This allows the researcher to gather more authentic research samples that improve the overall outcome of the systematic investigation. 

 A survey is a common method of data collection that is used to gather relevant information from specific groups or individuals in line with the context of the research. It usually involves administering a questionnaire containing standardized close-ended questions and open-ended questions in order to gain insight into the research subjects. 

In some way, a survey can be considered as a means of opinion sampling since it involves gathering diverse opinions in the form of responses to research questions. This data gathering method also allows for data aggregation that can inform research outcomes. 

Survey types are classified based on data gathering methods, frequency and industry; thus we have online and offline surveys, longitudinal and cross-sectional surveys and, different industry-based surveys like employee surveys. Surveys can also be classified as biased or unbiased based on the question types. 

With technological developments, online surveys have become common and interestingly, there are different data-gathering tools that you can use to create and administer this type of survey. For instance, in the Formplus builder, you can add different question-types to your survey and you can also share your survey form with respondents using the available multiple sharing options. 

• Observation

Observation is a type of qualitative research method in which the researcher closely examines the research subjects as they interact with their environment for a stipulated period of time. The primary aim of this method is to allow the researcher to gather useful information about their features and behaviors in line with the research context. 

Popular sociologist, Raymond Gold, identifies 4 types of observation which are complete observer method, complete participant method, participant as observer method and observer as participant method. Observation can also be structured or unstructured depending on whether the researcher makes use of predetermined data collection processes or not.  

Usually, the researcher makes use of different tools in order to faithfully record the experiences of the research subjects. This is important because it is nearly impossible to accurately commit all that is seen to memory and it further helps to prevent subjectivity that can significantly alter research outcomes.

• Data Analysis

Research data analysis is the process of sifting through large samples of data, identifying valid data and evaluating these data groups in order to arrive at objective research findings. Here, the researcher interprets data samples in order to establish a logical pattern that confirms or negates the hypothesis. 

Data analysis is important because it allows the researcher to select the most important data that can suggest useful insights during the research process.   While this is a time-consuming process, it is necessary to create structure, sequence, and meaning to the research data. 

To objectively carry out data analysis, the researcher must follow 3 essential steps. First, he or she must organize the data samples then summarise and categorize the data in line with stated parameters after which the researcher evaluates data categories to arrive at specific outcomes. 

• Focus Groups

 A focus group is a qualitative research method in which the researcher poses a number of open-ended questions to a group of research subjects consisting of 6-10 participants. This method is more cost-efficient when compared to other data-gathering methods such as face-to-face interviews. 

Usually, this method is employed for marketing research to gain diverse user feedback about a product. Since it makes use of open-ended questions , focus groups allow respondents to freely communicate their opinions without the restrictions posed by close-ended questions . 

Participants in a focus group are at liberty to interact with one another and freely influence the other’s decisions.  This enables the researcher to collate multiple perspectives which allow for more objective research considerations, better data analysis, and more valid research findings. 

Types of Primary Research  

Exploratory research.

Exploratory research is a type of primary research design that investigates a subject matter in order to gather more insight into it. This research design helps the researcher to understand an existing problem while highlighting different dimensions of the problem that would require further investigation in the future. 

Usually, this type of research is carried out during the early stages of a systematic investigation and it is also known as the grounded theory approach or interpretation research. When carrying out exploratory research, the researcher must first identify the problem, create a hypothesis then goes ahead to carry out a descriptive investigation to gain better insight into the subject. 

Although exploratory research is flexible in nature and cost-effective, it is very susceptible to bias and it can only be used for small chunks of data. Exploratory research is important because it pays the foundation for further research and it also helps the researcher to channel his or her energy towards valid and researchable contexts. 

Experimental Research

Experimental research is a quantitative research design in which the researcher triggers a change in the independent variable and measures the effect of this change on the dependent variable. This effect is usually observed and recorded over a period of time in order to arrive as unprejudiced conclusions. 

Experimental research is used in different fields of study such as medicine, education, and business. In medicine, it is used to treat different ailments and in business, it helps organizations test new products before releasing it to the market on a full-scale. 

Regardless of its many advantages, experimental research is extremely predisposed to human error plus it is expensive and time-consuming. Pre-experimental, quasi-experimental, and true experimental research are common t ypes of experimental research. 

Ethnographic Research

Ethnographic research is a type of research design that requires the researcher to monitor research variables as they interact with their natural environment. The data gathered during the period of observation is analyzed in order to arrive at valid conclusions. 

Ethnographic research is used in various fields hence, we can speak of business ethnographic research, medical ethnographic research and the like. This research design is extremely useful in complex contexts such as market and customer settings plus preliminary stages of user-focused research. 

When Do We Conduct Primary Research? 

Primary research is typically used when individuals and organizations need to gather feedback directly from target markets instead of relying on already existing data. Primary research gives the organization more control over the research process and results in more objective research findings. 

Questions to ask before conducting primary research

Before conducting primary research, it is important for you to clearly delineate the research process by considering a number of things. For example, you need to clearly define your research objective, data collection methods , expected research outcomes, and understand your research biases . 

Here are a few questions you should consider before proceeding with primary research: 

• What is my research aim? It is important for you to clearly define the purpose of your research, that is, what you have set out to achieve. This makes it easy for you to track your progress. 
• What is my research methodology? As there are different methods in primary research, you must outline which methods you will be adopting; that is if you would be conducting an interview or administering a survey. 
• Who are my research subjects? Identify your research participants as this would help you plan your research process accordingly. 
• How easy is it to access my research subjects? 
• How would I access my research subjects?
• Do I have any research biases? Knowing your research biases is pertinent because it would help you plan to avoid them. 
• How do I ensure that my biases do not affect my research outcomes?
• What are my expected research outcomes? 

Advantages of Primary Research

• Data Accuracy

The most obvious advantage of primary research is research data accuracy. Because the researcher is directly involved in the data gathering process, he or she can ascertain the authenticity of the data samples. 

• Data Recency

Usually, primary research is tailored towards a specific issue and the data is gathered in the wake of the moment. This leads to more objective research findings. 

• Valid Data Interpretation

The data gathered in primary research is examined and interpreted based on the needs of the organization. Hence, there are little or no generalizations that may not reflect the research situation. 

 Primary research gives the researcher total ownership and control of the research data. This gives such an organization an edge over competitors relying on secondary data. 

Disadvantages of Primary Research  

Primary research is expensive. It often requires huge investments which may not be readily available as not all individuals and organizations have such amounts of money at their disposal. 

• Time-consuming

This type of research is also time-consuming and can be quite exhaustive in nature. Data gathering methods in primary research often span over long periods of time hence, this research approach is not suitable for addressing pressing issues. 

• Feasibility

In many cases, primary research is not feasible and can be impractical. For instance, it is impossible to gather feedback from every member of your target market by conducting an interview in order to obtain first-hand information. 

• Research Bias

 In primary research, the data gathering process is absolute and this can affect research findings; especially when there is a mistake. Because the data is gathered first-hand, there are no available comparisons that can serve as some sort of checks and balances. 

How to Conduct Online Surveys with Formplus 

You can use Formplus to create and administer online surveys for primary research. In the form builder, there are many features that make creating and conducting a survey with Formplus easy and seamless. 

Follow this guide to conduct online surveys for primary research with Formplus: 

• Sign into Formplus

To access the Formplus form builder, you need to create a Formplus account . In the form builder, you can seamlessly create different types of surveys for primary research by dragging and dropping your preferred form fields into your survey form. 

Once you create your account, sign in and click on “Create Form ” to begin. 

• Edit Form Title

Click on the field provided to input your form title, for example, “Primary Research Survey”.

• Click on the edit button to edit the form.
• Add Fields: Drag and drop preferred form fields into your form in the Formplus builder inputs column. There are several field input options for surveys in the Formplus builder. 
• Edit fields: You can modify your form fields to be hidden or read-only. 
• Click on “Save”
• Preview form. 

• Form Customization

Form customization allows you to easily change the outlook of your form and make it more unique and personalized. Formplus has different customization features that can be used to change your form theme, add background images and even change the font according to your needs. 

• Multiple Sharing Options

Formplus offers multiple form sharing options which enables you to easily share your survey with respondents. You can use the direct social media sharing buttons to share your form link to your organization’s social media pages. 

Formplus also allows you to send out your survey form as email invitations to your research subjects. In addition, you can share your form’s QR code or embed it on your organization’s website for easy access. 

Primary research is extremely important for businesses or organizations because it helps them to gather first-hand information about the needs of the market. The findings from primary research provide great insights and they usually inform product development and similar changes in organizational policies. 

There are different tools that you can use when gathering data in primary research including surveys, observation methods, and interviews. An online survey is one of the most common tools used in primary research because it simplifies the data-gathering process; especially when you make use of Formplus . 

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10 Introduction to Primary Research: Observations, Surveys, and Interviews

Dana Lynn Driscoll

Primary Research: Definitions and Overview

How research is defined varies widely from field to field, and as you progress through your college career, your coursework will teach you much more about what it means to be a researcher within your field. [1] For example, engineers, who focus on applying scientific knowledge to develop designs, processes, and objects, conduct research using simulations, mathematical models, and a variety of tests to see how well their designs work. Sociologists conduct research using surveys, interviews, observations, and statistical analysis to better understand people, societies, and cultures. Graphic designers conduct research through locating images for reference for their artwork and engaging in background research on clients and companies to best serve their needs. Historians conduct research by examining archival materials— newspapers, journals, letters, and other surviving texts—and through conducting oral history interviews. Research is not limited to what has already been written or found at the library, also known as secondary research. Rather, individuals conducting research are producing the articles and reports found in a library database or in a book. Primary research, the focus of this essay, is research that is collected firsthand rather than found in a book, database, or journal.

Primary research is often based on principles of the scientific method, a theory of investigation first developed by John Stuart Mill in the nineteenth century in his book Philosophy of the Scientific Method . Although the application of the scientific method varies from field to field, the general principles of the scientific method allow researchers to learn more about the world and observable phenomena. Using the scientific method, researchers develop research questions or hypotheses and collect data on events, objects, or people that is measurable, observable, and replicable. The ultimate goal in conducting primary research is to learn about something new that can be confirmed by others and to eliminate our own biases in the process.

Essay Overview and Student Examples

The essay begins by providing an overview of ethical considerations when conducting primary research, and then covers the stages that you will go through in your primary research: planning, collecting, analyzing, and writing. After the four stages comes an introduction to three common ways of conducting primary research in first year writing classes:

• Observations . Observing and measuring the world around you, including observations of people and other measurable events.
• Interviews . Asking participants questions in a one-on-one or small group setting.
• Surveys . Asking participants about their opinions and behaviors through a short questionnaire.

In addition, we will be examining two student projects that used substantial portions of primary research:

Derek Laan, a nutrition major at Purdue University, wanted to learn more about student eating habits on campus. His primary research included observations of the campus food courts, student behavior while in the food courts, and a survey of students’ daily food intake. His secondary research included looking at national student eating trends on college campuses, information from the United States Food and Drug Administration, and books on healthy eating.

Jared Schwab, an agricultural and biological engineering major at Purdue, was interested in learning more about how writing and communication took place in his field. His primary research included interviewing a professional engineer and a student who was a senior majoring in engineering. His secondary research included examining journals, books, professional organizations, and writing guides within the field of engineering.

Ethics of Primary Research

Both projects listed above included primary research on human participants; therefore, Derek and Jared both had to consider research ethics throughout their primary research process. As Earl Babbie writes in The Practice of Social Research , throughout the early and middle parts of the twentieth century researchers took advantage of participants and treated them unethically. During World War II, Nazi doctors performed heinous experiments on prisoners without their consent, while in the U.S., a number of medical and psychological experiments on caused patients undue mental and physical trauma and, in some cases, death. Because of these and other similar events, many nations have established ethical laws and guidelines for researchers who work with human participants. In the United States, the guidelines for the ethical treatment of human research participants are described in The Belmont Report , released in 1979. Today, universities have Institutional Review Boards (or IRBs) that oversee research. Students conducting research as part of a class may not need permission from the university’s IRB, although they still need to ensure that they follow ethical guidelines in research. The following provides a brief overview of ethical considerations:

• Voluntary participation . The Belmont Report suggests that, in most cases, you need to get permission from people before you involve them in any primary research you are conducting. If you are doing a survey or interview, your participants must first agree to fill out your survey or to be interviewed. Consent for observations can be more complicated, and is discussed later in the essay.
• Confidentiality and anonymity . Your participants may reveal embarrassing or potentially damaging information such as racist comments or unconventional behavior. In these cases, you should keep your participants’ identities anonymous when writing your results. An easy way to do this is to create a “pseudonym” (or false name) for them so that their identity is protected.
• Researcher bias . There is little point in collecting data and learning about something if you already think you know the answer! Bias might be present in the way you ask questions, the way you take notes, or the conclusions you draw from the data you collect.

The above are only three of many considerations when involving human participants in your primary research. For a complete understanding of ethical considerations please refer to The Belmont Report .

Now that we have considered the ethical implications of research, we will examine how to formulate research questions and plan your primary research project.

Planning Your Primary Research Project

The primary research process is quite similar to the writing process, and you can draw upon your knowledge of the writing process to understand the steps involved in a primary research project. Just like in the writing process, a successful primary research project begins with careful planning and background research. This section first describes how to create a research timeline to help plan your research. It then walks you through the planning stages by examining when primary research is useful or appropriate for your first year composition course, narrowing down a topic, and developing research questions.

The Research Timeline

When you begin to conduct any kind of primary research, creating a timeline will help keep you on task. Because students conducting primary research usually focus on the collection of data itself, they often overlook the equally important areas of planning (invention), analyzing data, and writing. To help manage your time, you should create a research timeline, such as the sample timeline presented here.

When Primary Research Is Useful or Appropriate

In Evaluating Scientific Research: Separating Fact from Fiction , Fred Leavitt explains that primary research is useful for questions that can be answered through asking others and direct observation. For first year writing courses, primary research is particularly useful when you want to learn about a problem that does not have a wealth of published information. This may be because the problem is a recent event or it is something not commonly studied. For example, if you are writing a paper on a new political issue, such as changes in tax laws or healthcare, you might not be able to find a wealth of peer-reviewed research because the issue is only several weeks old. You may find it necessary to collect some of your own data on the issue to supplement what you found at the library. Primary research is also useful when you are studying a local problem or learning how a larger issue plays out at the local level. Although you might be able to find information on national statistics for healthy eating, whether or not those statistics are representative of your college campus is something that you can learn through primary research.

However, not all research questions and topics are appropriate for primary research. As Fred Leavitt writes, questions of an ethical, philosophical, or metaphysical nature are not appropriate because these questions are not testable or observable. For example, the question “Does an afterlife exist?” is not a question that can be answered with primary research. However, the question “How many people in my community believe in an afterlife?” is something that primary research can answer.

Narrowing Your Topic

Just like the writing process, you should start your primary research process with secondary (library) research to learn more about what is already known and what gaps you need to fill with your own data. As you learn more about the topic, you can narrow down your interest area and eventually develop a research question or hypothesis, just as you would with a secondary research paper.

Developing Research Questions or Hypotheses

As John Stuart Mill describes, primary research can use both inductive and deductive approaches, and the type approach is usually based on the field of inquiry. Some fields use deductive reasoning , where researchers start with a hypothesis or general conclusion and then collect specific data to support or refute their hypothesis. Other fields use inductive reasoning , where researchers start with a question and collect information that eventually leads to a conclusion.

Once you have spent some time reviewing the secondary research on your topic, you are ready to write a primary research question or hypothesis. A research question or hypothesis should be something that is specific, narrow, and discoverable through primary research methods. Just like a thesis statement for a paper, if your research question or hypothesis is too broad, your research will be unfocused and your data will be difficult to analyze and write about. Here is a set of sample research questions:

Poor Research Question : What do college students think of politics and the economy? Revised Research Question : What do students at Purdue University believe about the current economic crisis in terms of economic recoverability?

The poor research question is unspecific as to what group of students the researcher is interested in—i.e. students in the U.S.? In a particular state? At their university? The poor research question was also too broad; terms like “politics” and the “economy” cover too much ground for a single project. The revised question narrows down the topic to students at a particular university and focuses on a specific issue related to the economy: economic recoverability. The research question could also be rephrased as a testable hypothesis using deductive reasoning: “Purdue University college students are well informed about economic recoverability plans.” Because they were approaching their projects in an exploratory, inductive manner, both Derek and Jared chose to ask research questions:

Derek: Are students’ eating habits at Purdue University healthy or unhealthy? What are the causes of students’ eating behavior? Jared: What are the major features of writing and communication in agricultural and biological engineering? What are the major controversies?

A final step in working with a research question or hypothesis is determining what key terms you are using and how you will define them. Before conducting his research, Derek had to define the terms “healthy” and “unhealthy”; for this, he used the USDA’s Food Pyramid as a guide. Similarly, part of what Jared focused on in his interviews was learning more about how agricultural and biological engineers defined terms like “writing” and “communication.” Derek and Jared thought carefully about the terms within their research questions and how these terms might be measured.

Choosing a Data Collection Method

Once you have formulated a research question or hypothesis, you will need to make decisions about what kind of data you can collect that will best address your research topic. Derek chose to examine eating habits by observing both what students ate at lunch and surveying students about eating behavior. Jared decided that in-depth interviews with experienced individuals in his field would provide him with the best information.

To choose a data collection method for your research question, read through the next sections on observations, interviews, and surveys.

Observations

Observations have lead to some of the most important scientific discoveries in human history. Charles Darwin used observations of the animal and marine life at the Galapagos Islands to help him formulate his theory of evolution that he describes in On the Origin of Species . Today, social scientists, natural scientists, engineers, computer scientists, educational researchers, and many others use observations as a primary research method.

Observations can be conducted on nearly any subject matter, and the kinds of observations you will do depend on your research question. You might observe traffic or parking patterns on campus to get a sense of what improvements could be made. You might observe clouds, plants, or other natural phenomena. If you choose to observe people, you will have several additional considerations including the manner in which you will observe them and gain their consent.

If you are observing people, you can choose between two common ways to observe: participant observation and unobtrusive observation. Participant observation is a common method within ethnographic research in sociology and anthropology. In this kind of observation, a researcher may interact with participants and become part of their community. Margaret Mead, a famous anthropologist, spent extended periods of time living in, and interacting with, communities that she studied. Conversely, in unobtrusive observation, you do not interact with participants but rather simply record their behavior. Although in most circumstances people must volunteer to be participants in research, in some cases it is acceptable to not let participants know you are observing them. In places that people perceive as public, such as a campus food court or a shopping mall, people do not expect privacy, and so it is generally acceptable to observe without participant consent. In places that people perceive as private, which can include a church, home, classroom, or even an intimate conversation at a restaurant, participant consent should be sought.

The second issue about participant consent in terms of unobtrusive observation is whether or not getting consent is feasible for the study. If you are observing people in a busy airport, bus station, or campus food court, getting participant consent may be next to impossible. In Derek’s study of student eating habits on campus, he went to the campus food courts during meal times and observed students purchasing food. Obtaining participant consent for his observations would have been next to impossible because hundreds of students were coming through the food court during meal times. Since Derek’s research was in a place that participants would perceive as public, it was not practical to get their consent, and since his data was anonymous, he did not violate their privacy.

Eliminating Bias in Your Observation Notes

The ethical concern of being unbiased is important in recording your observations. You need to be aware of the difference between an observation (recording exactly what you see) and an interpretation (making assumptions and judgments about what you see). When you observe, you should focus first on only the events that are directly observable. Consider the following two example entries in an observation log:

• The student sitting in the dining hall enjoys his greasy, oil-soaked pizza. He is clearly oblivious of the calorie content and damage it may do to his body.
• The student sits in the dining hall. As he eats his piece of pizza, which drips oil, he says to a friend, “This pizza is good.”

The first entry is biased and demonstrates judgment about the event. First, the observer makes assumptions about the internal state of the student when she writes “enjoys” and “clearly oblivious to the calorie content.” From an observer’s standpoint, there is no way of ascertaining what the student may or may not know about pizza’s nutritional value nor how much the student enjoys the pizza. The second entry provides only the details and facts that are observable.

To avoid bias in your observations, you can use something called a “double-entry notebook.” This is a type of observation log that encourages you to separate your observations (the facts) from your feelings and judgments about the facts.

Observations are only one strategy in collecting primary research. You may also want to ask people directly about their behaviors, beliefs, or attitudes—and for this you will need to use surveys or interviews.

Surveys and Interviews: Question Creation

Sometimes it is very difficult for a researcher to gain all of the necessary information through observations alone. Along with his observations of the dining halls, Derek wanted to know what students ate in a typical day, and so he used a survey to have them keep track of their eating habits. Likewise, Jared wanted to learn about writing and communication in engineering and decided to draw upon expert knowledge by asking experienced individuals within the field.

Interviews and surveys are two ways that you can gather information about people’s beliefs or behaviors. With these methods, the information you collect is not first-hand (like an observation) but rather “self-reported” data, or data collected in an indirect manner. William Shadish, Thomas Cook, and Donald Campbell argued that people are inherently biased about how they see the world and may report their own actions in a more favorable way than they may actually behave. Despite the issues in self-reported data, surveys and interviews are an excellent way to gather data for your primary research project.

Survey or Interview?

How do you choose between conducting a survey or an interview? It depends on what kind of information you are looking for. You should use surveys if you want to learn about a general trend in people’s opinions, experiences, and behavior. Surveys are particularly useful to find small amounts of information from a wider selection of people in the hopes of making a general claim. Interviews are best used when you want to learn detailed information from a few specific people. Interviews are also particularly useful if you want to interview experts about their opinions, as Jared did. In sum, use interviews to gain details from a few people, and surveys to learn general patterns from many people.

Writing Good Questions

One of the greatest challenges in conducting surveys and interviews is writing good questions. As a researcher, you are always trying to eliminate bias, and the questions you ask need to be unbiased and clear. Here are some suggestions on writing good questions:

Ask about One Thing at a Time

A poorly written question can contain multiple questions, which can confuse participants or lead them to answer only part of the question you are asking. This is called a “double-barreled question” in journalism. The following questions are taken from Jared’s research:

Poor question: What kinds of problems are being faced in the field today and where do you see the search for solutions to these problems going? Revised question #1 : What kinds of problems are being faced in the field today? Revised question #2: Where do you see the search for solutions to these problems going?

Avoid Leading Questions

A leading question is one where you prompt the participant to respond in a particular way, which can create bias in the answers given:

Leading question: The economy is clearly in a crisis, wouldn’t you agree? Revised question: Do you believe the economy is currently in a crisis? Why or why not?

Understand When to Use Open and Closed Questions

Closed questions, or questions that have yes/no or other limited responses, should be used in surveys. However, avoid these kinds of questions in interviews because they discourage the interviewee from going into depth. The question sample above, “Do you believe the economy currently is in a crisis?” could be answered with a simple yes or no, which could keep a participant from talking more about the issue. The “why or why not?” portion of the question asks the participant to elaborate. On a survey, the question “Do you believe the economy currently is in a crisis?” is a useful question because you can easily count the number of yes and no answers and make a general claim about participant responses.

Write Clear Questions

When you write questions, make sure they are clear, concise, and to the point. Questions that are too long, use unfamiliar vocabulary, or are unclear may confuse participants and you will not get quality responses.

Now that question creation has been addressed, we will next examine specific considerations for interviews and surveys.

Interviews, or question and answer sessions with one or more people, are an excellent way to learn in-depth information from a person for your primary research project. This section presents information on how to conduct a successful interview, including choosing the right person, ways of interviewing, recording your interview, interview locations, and transcribing your interview.

Choosing the Right Person

One of the keys to a successful interview is choosing the right person to interview. Think about whom you would like to interview and whom you might know. Do not be afraid to ask people you do not know for interviews. When asking, simply tell them what the interview will be about, what the interview is for, and how much time it will take. Jared used his Purdue University connection to locate both of the individuals that he ended up interviewing—an advanced Purdue student and a Purdue alum working in an Engineering firm.

Face-to-Face and Virtual Interviews

When interviewing, you have a choice of conducting a traditional, face-to-face interview or an interview using technology over the Internet. Face-to-face interviews have the strength that you can ask follow-up questions and use non-verbal communication to your advantage. Individuals are able to say much more in a face-to-face interview than in an email, so you will get more information from a face-to-face interview. However, the Internet provides a host of new possibilities when it comes to interviewing people at a distance. You may choose to do an email interview, where you send questions and ask the person to respond. You may also choose to use a video or audio conferencing program to talk with the person virtually. If you are choosing any Internet-based option, make sure you have a way of recording the interview. You may also use a chat or instant messaging program to interview your participant—the benefit of this is that you can ask follow-up questions during the interview and the interview is already transcribed for you. Because one of his interviewees lived several hours away, Jared chose to interview the Purdue student face-to-face and the Purdue alum via email.

Finding a Suitable Location

If you are conducting an in-person interview, it is essential that you find a quiet place for your interview. Many universities have quiet study rooms that can be reserved (often found in the university library). Do not try to interview someone in a coffee shop, dining hall, or other loud area, as it is difficult to focus and get a clear recording.

Recording Interviews

One way of eliminating bias in your research is to record your interviews rather than rely on your memory. Recording interviews allows you to directly quote the individual and re-read the interview when you are writing. It is recommended that you have two recording devices for the interview in case one recording device fails. Most computers, MP3 players, and even cell phones come with recording equipment built in. Many universities also offer equipment that students can check out and use, including computers and recorders. Before you record any interview, be sure that you have permission from your participant.

Transcribing Your Interview

Once your interview is over, you will need to transcribe your interview to prepare it for analysis. The term transcribing means creating a written record that is exactly what was said—i.e. typing up your interviews. If you have conducted an email or chat interview, you already have a transcription and can move on to your analysis stage.

Other than the fact that they both involve asking people questions, interviews and surveys are quite different data collection methods. Creating a survey may seem easy at first, but developing a quality survey can be quite challenging. When conducting a survey, you need to focus on the following areas: survey creation, survey testing, survey sampling, and distributing your survey.

Survey Creation: Length and Types of Questions

One of the keys to creating a successful survey is to keep your survey short and focused. Participants are unlikely to fill out a survey that is lengthy, and you’ll have a more difficult time during your analysis if your survey contains too many questions. In most cases, you want your survey to be something that can be filled out within a few minutes. The target length of the survey also depends on how you will distribute the survey. If you are giving your survey to other students in your dorm or classes, they will have more time to complete the survey. Therefore, five to ten minutes to complete the survey is reasonable. If you are asking students as they are walking to class to fill out your survey, keep it limited to several questions that can be answered in thirty seconds or less. Derek’s survey took about ten minutes and asked students to describe what they ate for a day, along with some demographic information like class level and gender.

Use closed questions to your advantage when creating your survey. A closed question is any set of questions that gives a limited amount of choices (yes/no, a 1–5 scale, choose the statement that best describes you). When creating closed questions, be sure that you are accounting for all reasonable answers in your question creation. For example, asking someone “Do you believe you eat healthy?” and providing them only “yes” and “no” options means that a “neutral” or “undecided” option does not exist, even though the survey respondent may not feel strongly either way. Therefore, on closed questions you may find it helpful to include an “other” category where participants can fill in an answer. It is also a good idea to have a few open-ended questions where participants can elaborate on certain points or earlier responses. However, open-ended questions take much longer to fill out than closed questions.

Survey Creation: Testing Your Survey

To make sure your survey is an appropriate length and that your questions are clear, you can “pilot test” your survey. Prior to administering your survey on a larger scale, ask several classmates or friends to fill it out and give you feedback on the survey. Keep track of how long the survey takes to complete. Ask them if the questions are clear and make sense. Look at their answers to see if the answers match what you wanted to learn. You can revise your survey questions and the length of your survey as necessary.

Sampling and Access to Survey Populations

“Sampling” is a term used within survey research to describe the subset of people that are included in your study. Derek’s first research question was: “Are students’ eating habits at Purdue University healthy or unhealthy?” Because it was impossible for Derek to survey all 38,000 students on Purdue’s campus, he had to choose a representative sample of students. Derek chose to survey students who lived in the dorms because of the wide variety of student class levels and majors in the dorms and his easy access to this group. By making this choice, however, he did not account for commuter students, graduate students, or those who live off campus. As Derek’s case demonstrates, it is very challenging to get a truly representative sample.

Part of the reason that sampling is a challenge is that you may find difficulty in finding enough people to take your survey. In thinking about how get people to take your survey, consider both your everyday surroundings and also technological solutions. Derek had access to many students in the dorms, but he also considered surveying students in his classes in order to reach as many people as possible. Another possibility is to conduct an online survey. Online surveys greatly increase your access to different kinds of people from across the globe, but may decrease your chances of having a high survey response rate. An email or private message survey request is more likely to be ignored due to the impersonal quality and high volume of emails most people receive.

Analyzing and Writing About Primary Research

Once you collect primary research data, you will need to analyze what you have found so that you can write about it. The purpose of analyzing your data is to look at what you collected (survey responses, interview answers to questions, observations) and to create a cohesive, systematic interpretation to help answer your research question or examine the validity of your hypothesis.

When you are analyzing and presenting your findings, remember to work to eliminate bias by being truthful and as accurate as possible about what you found, even if it differs from what you expected to find. You should see your data as sources of information, just like sources you find in the library, and you should work to represent them accurately.

The following are suggestions for analyzing different types of data.

If you’ve counted anything you were observing, you can simply add up what you counted and report the results. If you’ve collected descriptions using a double-entry notebook, you might work to write thick descriptions of what you observed into your writing. This could include descriptions of the scene, behaviors you observed, and your overall conclusions about events. Be sure that your readers are clear on what were your actual observations versus your thoughts or interpretations of those observations.

If you’ve interviewed one or two people, then you can use your summary, paraphrasing, and quotation skills to help you accurately describe what was said in the interview. Just like in secondary research when working with sources, you should introduce your interviewees and choose clear and relevant quotes from the interviews to use in your writing. An easy way to find the important information in an interview is to print out your transcription and take a highlighter and mark the important parts that you might use in your paper. If you have conducted a large number of interviews, it will be helpful for you to create a spreadsheet of responses to each question and compare the responses, choosing representative answers for each area you want to describe.

Surveys can contain quantitative (numerical) and qualitative (written answers/descriptions) data. Quantitative data can be analyzed using a spreadsheet program like Microsoft Excel to calculate the mean (average) answer or to calculate the percentage of people who responded in a certain way. You can display this information in a chart or a graph and also describe it in writing in your paper. If you have qualitative responses, you might choose to group them into categories and/or you may choose to quote several representative responses.

Writing about Primary Research

In formal research writing in a variety of fields, it is common for research to be presented in the following format: introduction/background; methods; results; discussions; conclusion. Not all first year writing classes will require such an organizational structure, although it is likely that you will be required to present many of these elements in your paper. Because of this, the next section examines each of these in depth.

Introduction (Review of Literature)

The purpose of an introduction and review of literature in a research paper is to provide readers with information that helps them understand the context, purpose, and relevancy of your research. The introduction is where you provide most of your background (library) research that you did earlier in the process. You can include articles, statistics, research studies, and quotes that are pertinent to the issues at hand. A second purpose in an introduction is to establish your own credibility (ethos) as a writer by showing that you have researched your topic thoroughly. This kind of background discussion is required in nearly every field of inquiry when presenting research in oral or written formats.

Derek provided information from the Food and Drug Administration on healthy eating and national statistics about eating habits as part of his background information. He also made the case for healthy eating on campus to show relevancy:

Currently Americans are more overweight than ever. This is coming at a huge cost to the economy and government. If current trends in increasing rates of overweight and obesity continue it is likely that this generation will be the first one to live shorter lives than their parents did. Looking at the habits of university students is a good way to see how a new generation behaves when they are living out on their own for the first time.

Describing What You Did (Methods)

When writing, you need to provide enough information to your readers about your primary research process for them to understand what you collected and how you collected it. In formal research papers, this is often called a methods section. Providing information on your study methods also adds to your credibility as a writer. For surveys, your methods would include describing who you surveyed, how many surveys you collected, decisions you made about your survey sample, and relevant demographic information about your participants (age, class level, major). For interviews, introduce whom you interviewed and any other relevant information about interviewees such as their career or expertise area. For observations, list the locations and times you observed and how you recorded your observations (i.e. double-entry notebook). For all data types, you should describe how you analyzed your data.

The following is a sample from Jared about his participants:

In order to gain a better understanding of the discourse community in environmental and resource engineering, I interviewed Anne Dare, a senior in environmental and natural resource engineering, and Alyson Keaton an alumnus of Purdue University. Alyson is a current employee of the Natural Resource Conservation Service (NRCS), which is a division of the United States Department of Agriculture (USDA).

Here is a sample from Derek’s methods section:

I conducted a survey so that I could find out what students at Purdue actually eat on a typical day. I handed out surveys asking students to record what they ate for a day . . . I received 29 back and averaged the results based on average number of servings from each food group on the old food guide pyramid. The group included students from the freshman to the graduate level and had 8 women and 21 men respond.

Describing Your Study Findings (Results)

In a formal research paper, the results section is where you describe what you found. The results section can include charts, graphs, lists, direct quotes, and overviews of findings. Readers find it helpful if you are able to provide the information in different formats. For example, if you have any kind of numbers or percentages, you can talk about them in your written description and then present a graph or chart showing them visually. You should provide specific details as supporting evidence to back up your findings. These details can be in the form of direct quotations, numbers, or observations.

Jared describes some of his interview results:

Alyson also mentioned the need for phone conversation. She stated, “The phone is a large part of my job. I am communicating with other NRCS offices daily to find out the status of our jobs.” She needs to be in constant contact in order to insure that everything is running smoothly. This is common with those overseeing projects. In these cases, the wait for a response to an email or a memo can be too long to be effective.

Interpreting What You Learned (Discussion)

In formal research papers, the discussion section presents your own interpretation of your results. This may include what you think the results mean or how they are useful to your larger argument. If you are making a proposal for change or a call to action, this is where you make it. For example, in Derek’s project about healthy eating on campus, Derek used his primary research on students’ unhealthy eating and observations of the food courts to argue that the campus food courts needed serious changes. Derek writes, “Make healthy food options the most accessible in every dining hall while making unhealthy foods the least. Put nutrition facts for everything that is served in the dining halls near the food so that students can make more informed decisions on what to eat.”

Jared used the individuals he interviewed as informants that helped him learn more about writing in agricultural and biological engineering. He integrated the interviews he conducted with secondary research to form a complete picture of writing and communication in agricultural and biological engineering. He concludes:

Writing takes so many forms, and it is important to know about all these forms in one way or another. The more forms of writing you can achieve, the more flexible you can be. This ability to be flexible can make all the difference in writing when you are dealing with a field as complex as engineering.

Primary Research and Works Cited or References Pages

The last part of presenting your primary research project is a works cited or references page. In general, since you are working with data you collected yourself, there is no source to cite an external source. Your methods section should describe in detail to the readers how and where the data presented was obtained. However, if you are working with interviews, you can cite these as “personal communication.” The MLA and APA handbooks both provide clear listings of how to cite personal communication in a works cited/references page.

This essay has presented an overview to three commonly used methods of primary research in first year writing courses: observations, interviews, and surveys. By using these methods, you can learn more about the world around you and craft meaningful written discussions of your findings.

• Primary research techniques show up in more places than just first year writing courses. Where else might interviews, surveys, or observations be used? Where have you seen them used?
• The chapter provides a brief discussion of the ethical considerations of research. Can you think of any additional ethical considerations when conducting primary research? Can you think of ethical considerations unique to your own research project?
• Primary research is most useful for first year writing students if it is based in your local community or campus. What are some current issues on your campus or in your community that could be investigated using primary research methods?
• In groups or as a class, make a list of potential primary research topics. After each topic on the list, consider what method of inquiry (observation, interview, or survey) you would use to study the topic and answer why that method is a good choice.

Suggested Resources

For more information on the primary methods of inquiry described here, please see the following sources:

Babbie, Earl. The Practice of Social Research . 10th edition. Wadsworth Publishing, 2003. Print.

Creswell, John. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . 3rd ed. Sage publications, 2008. Print.

Rubin, Herbert and Irene Rubin. Qualitative Interviewing: The Art of Hearing Data . 2nd edition. Thousand Oaks, CA: Sage Publications, 2004. Print.

Fink, Arlene. How to Conduct Surveys: A Step-by-Step Guide. 4th ed. Thousand Oaks, CA: Sage Publications, 2008. Print.

Sanger, Jack. Compleat Observer? A Field Research Guide to Observation . New York: Routledge, 1996. Print.

The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The Belmont Report . 18 April 1979. Web. < http://ohsr.od.nih.gov/guidelines/belmont.html >.

Works Cited

Babbie, Earl. The Practice of Social Research . 10th ed. Belmont, CA: Wadsworth publishing, 2003. Print.

Creswell, John. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches . 3rd ed. Thousand Oaks, CA: Sage publications, 2008. Print.

Shadish, William, Thomas, Cook and Donald Campbell. Quasi-Experimentation: Design and Analysis Issues . Boston, MA: Houghton Mifflin Company, 1979. Print.

Darwin, Charles. On the Origin of Species by Means of Natural Selection . New York: L Hurst and Company, No date. Print.

Lauer, Janice and William Asher. Composition Research: Empirical Designs . Oxford: Oxford University Press, 1988. Print.

Leavitt, Fred. Evaluating Scientific Research: Separating Fact from Fiction . Long Grove, IL: Waveland Press, 2004. Print.

Mead, Margaret. Growing Up in New Guinea: A Comparative Study of Primitive Education. New York: Morrow, 193. Print.

Mill, John Stuart. John Stuart Mill’s Philosophy of Scientific Method. Ernest Nagel, Ed. New York: Hafner Publishing Co, 1950. Print.

Rubin, Herbert and Irene Rubin. Qualitative Interviewing: The Art of Hearing Data . 2nd ed. Thousand Oaks, CA: Sage Publications, 2004. Print.

• This work is licensed under the Creative Commons AttributionNoncommercial-ShareAlike 3.0 United States License and is subject to the Writing Spaces’ Terms of Use. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To view the Writing Spaces’ Terms of Use, visit http://writingspaces.org/terms-of-use . ↵

Introduction to Primary Research: Observations, Surveys, and Interviews Copyright © 2011 by Dana Lynn Driscoll is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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FREE 10+ Primary Research Report Samples in PDF

Have you heard about research reports ? Well if you do, let’s try to learn more about it. Research reports are designed to develop your ability to complete research aspects including research design and its significance on a certain field. This includes mostly of the sections pertaining to research methodology , but it should be more contextualized. In cases like this, research reports should have an in-depth discussion of the findings. This discussion should focus on the broader sense of the research’s significance. In this article, you will be going to know more about the basics of a primary research report.

Primary Research Report

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A primary research report is a type of document that is either prepared by an analyst or a strategist who is a part of the research team. This can either focus on the specific business aspect like stocks, currency and commodities or even a geographic region. They have recommendations that a certain individual can act upon. This can be produced by different sources.

There are steps on how to create a successful research report. First is you have to choose a topic. It should have a subject that can easily be understood. After that, you make a plan . You may consider creating a calendar to map out the process. Conduct research and take some notes. You may use a variety of resources like books and periodicals in a library or even articles from the internet.

Do not forget to make an outline of your project . This will help you write your research report in an organized manner. After doing that, you may now start to write the report. Use the outline as your guide to keep the structure organized. After you have written the entire report, consider rereading and editing. If there are errors, you can still change it. Check and correct mistakes before submitting the report.

1. Cover Page – this must include the name of the writer and the necessary information.

2. Table of Contents – these are the lists of the main sections including subsections with page numbers, reference list and appendices.

3. Abstract – this should only be written in a single paragraph that tells about an overview of the methods, objectives , results and conclusion.

4. Introduction – this is also considered as the rationale of the study explaining why the issues are significant for investigation.

5. Literature  Review – this is all about the summary of the major themes and concepts and can be provided with an existing study that is related to the subject matter.

6. Methods – this pertains to the methods and procedures used when conducting the research.

7. Results – the results should include illustrations, charts and tables.

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• Published: 13 May 2024

Vaccine hesitancy and trust in sub-Saharan Africa

• Kerstin Unfried 1 &
• Jan Priebe 1 , 2  

Scientific Reports volume  14 , Article number:  10860 ( 2024 ) Cite this article

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Lack of trust is a primary reason behind the global rise in vaccine hesitancy. Existing research on the trust—vaccine hesitancy nexus has almost exclusively focused on COVID-19 with the vast majority of studies examining industrialized countries. In this study, we investigated the influence of trust in different policy-relevant actors (government, science, media, pharmaceutical companies, society) on vaccine hesitancy for recently available vaccines related to polio and HPV which we benchmark against a COVID-19 vaccine. Leveraging unique primary data on 5203 individuals from six countries (Ghana, Kenya, Nigeria, South Africa, Tanzania, and Uganda), we showed that individuals’ trust in the government and society are key predictors of vaccine hesitancy. Furthermore, we demonstrated that these relationships are remarkably stable across vaccine, disease, and country contexts.

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Introduction.

Immunization is one of the most cost-effective public health interventions and has helped save millions of lives globally. Despite many success stories, the progress made in tackling vaccine-preventable diseases has in many settings come under threat by increases in vaccine hesitancy, i.e. the reluctance or refusal to vaccinate despite the availability of vaccines 1 . As such vaccine hesitancy can lead to the prolongation and resurgence of vaccine-preventable diseases and cause substantial negative social and economic consequences. It is estimated that annually around 1.5 million deaths could be avoided globally if vaccination rates were higher 2 , 3 .

Vaccine hesitancy is primarily a trust issue 4 , 5 . Especially in contexts of high uncertainty, trust in pivotal institutions is a common heuristic used to shortcut decision-making with incomplete information. Systematic and literature reviews have documented a negative relationship between trust in institutions that are involved in the production, supply, distribution, and monitoring of vaccines and vaccine hesitancy 6 , 7 . Specifically, vaccine hesitancy has been related to levels of trust in the national and local government 5 , 8 , 9 , manufacturers/pharmaceutical firms 9 , 10 , healthcare systems including physicians 10 , 11 , 12 , 13 , and science 4 , 12 , 14 , 15 .

Understanding the nexus between trust and vaccine hesitancy matters for policy making as it helps to design optimal information campaigns and distribution of vaccines, among others. Despite its importance, there is a notable knowledge gap with respect to low- and middle-income countries (LMICs) in which most vaccine-preventable deaths occur. Existing research has almost exclusively focused on (i) richer countries or (ii) COVID-19 vaccines. This gap is worrisome given that existing evidence suggests that vaccine hesitancy is highly context-specific, varying across place, time, and vaccine type 14 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 .

The objective of this study is to fill this gap by analyzing the relationship between trust and vaccine hesitancy in the context of six sub-Saharan African countries with respect to vaccines for polio, HPV, and COVID-19. In early 2023 we gathered primary data via online surveys in Ghana, Kenya, Nigeria, South Africa, Tanzania, Uganda. In total, we collected information from 5203 adults on vaccine hesitancy concerning three types of vaccines (polio (nOPV2); HPV (GARDASIL4, CERVARIX); COVID-19 (COMIRANTY)) and trust in five distinct types of institutions (government, media, science, pharmaceutical companies, and society). The selection of vaccines was based on the countries’ national strategies to integrate these vaccines into their (standard) immunization programs. Employing a multivariate regression framework, we estimated in this paper to what extend institution-specific trust influences vaccine-specific vaccination intentions. Importantly, our study design allows to explicitly compare trust- and vaccine-specific factors, enabling us to gauge to what extent results obtained from the abundant research on COVID-19 vaccine hesitancy can be transferred to other disease and vaccine contexts.

The focus of our study on sub-Saharan Africa (SSA) was motivated by three considerations. First, vaccination and vaccine acceptance rates in SSA are particularly low in international comparisons 14 , 24 , 27 , 28 , and have witnessed a substantial decline in recent years 29 , 30 , 31 . Second, SSA represents a cultural and historical context that differs from other world regions in important ways as various controversies concerning vaccinations and trust are SSA-specific. For instance, widespread rumours exist that SSA is a testing ground for new vaccines and that Africans are used as guinea pigs in vaccine trials 32 . These rumours have contributed to vaccine hesitancy 27 , 33 , 34 . In this context, colonial medical experimentation in SSA has been found to still diminish trust into modern medicine, today 35 . Third, despite most of the world’s vaccine-preventable deaths occurring in SSA, issues of trust and vaccine hesitancy appear to be understudied for SSA 36 with existing quantitative studies being confined to COVID-19 and a limited set of trust indicators 37 , 38 , 39 . Beyond COVID-19 vaccines, evidence on vaccine hesitancy in SSA primarily stems from correlational evidence related to vaccination rates but not to measures of vaccine hesitancy 8 or from small-scale qualitative studies 40 , 41 .

Our study also speaks to the literature on the role of societal trust for vaccine hesitancy. With the existing literature focusing on individual trust factors, societal aspects of trust in vaccination are often neglected or disregarded 14 . Apart from individual health benefits, vaccinations create beneficial externalities that help achieve herd immunity; health benefits to other non-vaccinated members of society. The economic & psychology literature has highlighted that decisions to contribute to a collective good (vaccinations) depends on an individual’s expectations about the cooperation of other society members and an individual’s trust in others 42 , 43 . Hence, individual trust and beliefs about vaccination decisions of others can play a relevant role in overcoming vaccine hesitancy. By examining individual trust towards vaccination decisions of other society members, we add to the literature investigating the role of prosocial motivations in health preventive behavior 44 , 45 , 46 .

Sample description, vaccination status and vaccine hesitancy

The study sample comprised 5203 individuals living in six SSA countries (Ghana, Kenya, Nigeria, South Africa, Tanzania, Uganda). The number of respondents per country is presented in Supplementary Table B1 in Appendix B . The age of respondents ranged from 18 to 75 years, with a mean of 29.15 and a median age of 27 years. About 65% of respondents were male and 35% were female. As common in online samples, respondents tended to be well-educated (about 73% possess tertiary education). Supplementary Table B2 in Appendix B provides additional summary statistics describing the socio-demographic characteristics of our total sample and Supplementary Table B3 in Appendix B reports the descriptive statistics by country.

We start with discussing the vaccination status and vaccine hesitancy rates among our survey respondents. Panel A of Fig. 1 depicts the percentage of study participants that were vaccinated against COVID-19, polio, and HPV by country. The numbers are based on individuals’ self-reports and capture whether respondents received at least one vaccination per disease. A majority of respondents stated that they were vaccinated against polio (89.74%) and COVID-19 (71.42%), while a minority said that they received any vaccination against HPV (about 10%). The national vaccination rates based on statistics from WHO, UNICEF, and national reports are reported in Supplementary Table B4 in Appendix B . Comparing these official statistics to the self-reported vaccination status in our sample, we see that generally vaccination figures match quite well. The vaccination status for COVID-19 was higher compared to the published official vaccination rates in the respective countries. We believe that this is due to the circumstance that respondents in our sample were better educated and predominantly resided in urban areas. Additionally, the rate of vaccinated persons against HPV are lower in our study sample compared to the national statistics that might be explained by the difference in the underlying population sample.

Vaccination status and vaccine hesitancy. The Figure presents the percentage of participants that reported to have received at least one vaccine against the respective disease (vaccine status) and vaccine hesitancy rates by country. Panel ( A ) presents the average vaccination status for COVID-19, polio, and HPV based on the self-reported answers in the study sample. Panel ( B ) depicts vaccine hesitancy rates measured by participants’ intention to get vaccinated with a new vaccine (COVID-19, polio, HPV).

Furthermore, Fig. 1 shows considerable variations across countries and disease. Vaccination status were highest in Kenya and Uganda, and lowest in Nigeria, South Africa and Tanzania.

Panel B of Fig. 1 depicts the share of vaccine-hesitant respondents by country. Vaccine hesitancy was defined as (i) having no intention to get vaccinated (if the person is not yet vaccinated) or (ii) having no intention to recommend the vaccination to other family members (if respondent was already vaccinated against the disease). [Likewise, the second part of the question allowed us to measure vaccination attitudes also in cases in which vaccinations are mainly recommended for females (HPV) or children (polio).] About 9% of our sample were classified as vaccine hesitant. Vaccine hesitancy differed substantially across countries and ranged between 8.3% in Kenya and 17.15% in South Africa.

Trust and vaccine hesitancy

Employing linear probability models—as described in section ’ Empirical strategy ”—we estimated by ordinary least squares (OLS) how individuals’ level of trust affects vaccine hesitancy. The adopted regression framework controlled for a number of individual and country-specific characteristics as well as vaccine type. As explanatory variables we considered trust in science, pharmaceutical firms, the government, media, and society. These variables captured respondents’ level of trust into the respective institutions with regard to health matters. We proxied trust in society from a behavioral perspective; respondents’ beliefs about the extent to which other members of society intend to get vaccinated with the specific vaccine. A detailed description of each measure is presented in section Variable construction . All trust variables were standardized so that effect sizes can be compared across trust measures and with respect to other studies. Figure 2 depicts the estimated effect sizes and the related confidence intervals (at 90% and 95% levels).

Trust and vaccine hesitancy. The Figure reports coefficient estimates and confidence intervals at the 95 and 90 percent level. Results are obtained by OLS. Controls included are age, gender, marital and employment status, wealth, education, religion, personality traits, and vaccination history as well as country and vaccine-type fixed effects. Robust standard errors are used.

Our results suggested that individuals’ level of trust in the government, in pharmaceutical firms, and society are strong predictors of vaccine hesitancy. These coefficients were negative and statistically significant at the 95% confidence level. This means that persons with lower levels of trust in the national government, pharmaceutical companies, and society were more likely to be vaccine-hesitant. The estimated coefficient on governmental trust was about twice as large as the one for societal trust and trust in pharmaceutical firms. A one standard deviation higher level of trust in the government reduced the likelihood to be vaccine-hesitant by around five percentage points. Levels of trust in the national media and science appeared unrelated to vaccine hesitancy.

Regarding other variables included in the regression framework, we found that being female and vaccination status were negatively correlated with vaccine hesitancy (statistically significant at the 90% level). Prior literature on gender differences in vaccine hesitancy is rare for the context of Africa. Mainly focusing on COVID-19 it shows mixed findings 47 , 48 , 49 . Though gender differences are important to study, this topic is beyond the scope of this paper. Other individual-level controls seemed to rather be unrelated to vaccine hesitancy. The full set of regression results is shown in Supplementary Table B5 in Appendix B .

We performed several robustness checks to assess the sensitivity of our results. First, we re-estimated our main specification by using non-linear probit models (see Supplementary Fig. B1 in Appendix A ). In addition to trust in government, society, and pharmaceutical companies, the coefficient of trust in science was negative and became statistically significant (90% level). However, this effect could not be confirmed in the sub-samples, though admittedly these samples had less statistical power (see Supplementary Figs. A2 and A3 in Appendix A ). Second, we used an alternative dependent variable. More specifically, we replaced the previous measure of vaccine hesitancy with a variable that captured the confidence in vaccinations. The respective results (Supplementary Fig. A4 in Appendix A ) were similar to our previous findings, demonstrating that trust in the government, society, and pharmaceutical firms were positively associated with vaccination confidence. Third, we used alternative definitions of our principal independent variables. Using regression specifications with binary trust measures that distinguished between persons with higher and lower trust we obtained similar results as before (see Supplementary Table B6 in Appendix B ). Lastly, Supplementary Table B7 in Appendix B contains results from a range of further robustness checks related to (i) the clustering of standard errors and (ii) alternative covariate specifications. Columns (1) to (3) report estimates with standard errors being clustered at the country, vaccine-type, or country-vaccine-type level. Column (4) includes additional controls that measure respondents’ tendency to answer survey questions strategically (social desirability bias), while column (5) controls for treatment indicators of an experiment that was part of the survey for another study and unrelated to our topic. By and large, we found that the results related to trust in the government and society were robust to these model modifications.

Context-specific effects

We now turn to the analysis of context-specific effects. To investigate variations across study contexts, we re-estimated our main OLS specifications for different sub-samples. First, we focused on vaccine-type specific effects. As respondents were asked to state vaccination intentions on one of three vaccines only (randomized), each sub-sample consisted of about one third of the total number of observations. Figure 3 displays our results.

Trust and vaccine hesitancy by disease. The Figure reports coefficient estimates and confidence intervals at the 90 and 95 percent level. Results are obtained by OLS (see section “ Empirical strategy ”) for sub-samples. Controls included are age, gender, marital and employment status, wealth, education, religion, personality traits, and vaccination history as well as country and vaccine-type fixed effects. Robust standard errors are used.

Overall, we found very consistent patterns. Across all three samples, trust in the government, pharmaceutical industry, and society was negatively correlated (conditionally) with vaccine hesitancy.

Second, we analysed country differences. Figure 4 presents the regression estimations for each of the six countries: Ghana, Kenya, Nigeria, South Africa, Tanzania, and Uganda.

Trust and vaccine hesitancy by country. The Figure reports coefficient estimates and confidence intervals at the 90 and 95 percent level. Results are obtained by OLS (see section “ Empirical strategy ”) for sub-samples. Controls included are age, gender, marital and employment status, wealth, education, religion, personality traits, and vaccination history as well as country and vaccine-type fixed effects. Robust standard errors are used.

For all countries, we found a statistically significant negative correlation between trust in the society with vaccine hesitancy. Trust in the government and in pharmaceutical firms was statistically significant and negatively correlated with vaccine hesitancy in the majority of countries. Exceptions were South Africa for trust in pharmaceutical firms and Tanzania for trust in the government. Trust in science seemed to be uncorrelated to vaccine hesitancy in most countries except for South Africa.

While COVID-19 and HPV are viruses that were circulating in all countries, not all countries in our study sample had recently experienced a polio outbreak. Moreover, the polio vaccine nOPV2 is distinct from the other two types of vaccines as it is only used in emergencies and not part of the routine immunization programs. This might cause a bias of the estimates related to polio if survey participants found it hard to imagine the hypothetical case of a polio outbreak in their country. To see in how far our results are sensitive to such a situation, we distinguished between countries that experienced a polio outbreak in the last few years and others and present the results of the sub-samples in Supplementary Fig. A5 in Appendix A . In both samples, we found a negative correlation between trust in the government and vaccine hesitancy. Additionally, we found a negative correlation between trust in the society and vaccine hesitancy but only for the sample of countries that have experienced a polio outbreak.

Immunization is one of the most cost-effective health interventions to tackle vaccine-preventable diseases. Across the world vaccine hesitancy is widely acknowledged to be one of the largest threats to achieve the widespread adoption and roll-out of vaccinations. As such the observed increasing rates of vaccine hesitancy pose a tremendous challenge for global health and the targets set under the Sustainable Development Goal #3 on good health and well-being. A better understanding of the determinants of vaccine hesitancy is pivotal to design effective policies to boost immunization rates.

In this study, we examined the relationship between trust and vaccine hesitancy. Leveraging primary data from six SSA countries, our analysis showed that low levels of trust in the government go along with a higher likelihood of vaccine hesitancy. Our results also emphasized the role of societal trust and social norms in the decision to get vaccinated. Specifically, we found that individuals are more likely to get vaccinated if (they believed that) others do so. Lastly, we found empirical evidence for a lack of trust in pharmaceutical companies to influence vaccine hesitancy.

The second part of our analysis relates to vaccine and country-specific effects in the relationship between trust and vaccine hesitancy. We showed that the relationship between trust and vaccine hesitancy was much less context-specific as expected. Most importantly, we demonstrated that the same trust factors that were responsible for vaccine hesitancy against COVID-19 helped explain vaccine hesitancy against other vaccines and diseases (HPV, polio). Moreover, the trust-related drivers of vaccine hesitancy were highly comparable across all six study countries.

Our results corroborate previous literature documenting that low levels of trust in the government is a pivotal predictor of vaccine hesitancy. We add to the existing literature by expanding the analysis of the trust-vaccine hesitancy nexus to other disease and vaccine contexts. Hence, a more comprehensive understanding of vaccine hesitancy in SSA has become possible. In contrast to several other studies, we found no robust evidence for a relationship between trust in media and science on vaccine hesitancy. Moreover, we provided new evidence on how trust in society in regards to social norms influences vaccine hesitancy. While our measure of societal trust is adjusted for the specific disease and vaccine type, previous research had to rely on very aggregated measures of societal trust (e.g. overall trust in strangers 12 ). The inclusion of trust in society specified as social norm could be an explanation for the null findings of trust in media and science, if those factors are mainly operating through the societal channel.

Our study focused on six English-speaking African countries. While these countries comprise a diverse geographical, cultural, and health setting, it remains unclear in how far the relation between trust in crucial institutions and vaccine hesitancy applies to other African countries. Studies that were conducted in the context of COVID-19 in other African countries showed similar results, supporting the context-unspecific relation between trust in pivotal institutions and vaccine hesitancy. For instance, a negative relation between trust in pharmaceutical firms and vaccine hesitancy was found in Cameroon 50 . Several studies found a negative relation between vaccine hesitancy and trust in public institutions in the context of various African countries 8 , 51 .

A final thought relates to gender aspects. Preventive health behavior and preferences often tend to differ between men and women 52 , 53 . Therefore and considering that HPV vaccines are targeted towards young girls and women, trust-related effects on vaccine hesitancy might differ by gender. Split sample estimates that are illustrated in Supplementary Fig. A6 in Appendix A , however, revealed high similarities in the relationship between trust and vaccine hesitancy across gender and vaccine types.

Several policy conclusions can be derived on basis of our findings. First, our results imply a rather universal relationship between trust in the government and vaccine hesitancy, enabling the use of more targeted policies to address this specific trust issue. Second, to increase vaccination acceptance, policymakers should focus on emphasizing the social acceptance of vaccination. Third, when new vaccines enter the market, raised mistrust in pharmaceutical firms can decrease vaccination up-take.

Finally, we would like to point out some limitations of our study. First, the cross-sectional nature of data did not allow us to identify causal effects. By controlling for a large set of individual characteristics in combination with country and vaccine-type fixed effects, we, however, were able to control for several potentially confounding factors. Second, our measure of vaccine hesitancy captured respondents’ intention to get vaccinated. Bussink-Coorend et al. 54 discussed the challenge to conceptualize vaccine hesitancy and the lack of a precise definition. While we show the robustness of our results to an alternative measure (vaccination confidence), we did not consider cognitive and affective aspects of indecisiveness. Third, using social media to recruit respondents, our sample was rather representative of a social media user population, but however, not representative of the national population in the respective countries. Lastly, participants in our survey were adults, yet polio and HPV vaccinations are mainly given to children and teenagers. While the prior literature showed that parents often decide for their children 55 , 56 , 57 , adult responses might be biased and not fully capture vaccine hesitancy of the target group.

Data collection and sample description

Our analyses were based on primary data that we collected between February to March 2023 via online surveys in six SSA countries (Ghana, Kenya, Nigeria, South Africa, Tanzania, and Uganda). The surveys were implemented on the UniPark platform. We recruited participants through paid advertisements on Facebook. Advertisements targeted all Facebook users in the target countries. The Facebook ads stated that survey participants had the chance to win phone credit upon successful completion of the survey. 12,975,764 persons saw the advertisements. Facebook users that were interested in participating could click on a link and were directed to our surveys on UniPark. Respondents had to be adults (18 years or older). Informed consent was obtained from all participants at the beginning of each survey. Respondents did not receive any compensation for survey participation. However, in order to motivate participation, we distributed twelve 5G mobile phone credits among all survey participants. The twelve persons were randomly selected after the finalization of the surveys. We obtained ethical approval from the ethical commission of the medical association in Hamburg, called ‘Ethik-Kommission der Ar̈ztekammer Hamburg’. All methods were performed in accordance with relevant guidelines and regulations.

The surveys gathered information on a number of individual characteristics, attitudes towards health topics, health knowledge, and health behavior. The surveys were completed by 5203 participants. During the data cleaning process, we dropped observations that did not pass quality controls (attention checks; participants that typically live outside of the targeted countries). The majority of participants were from Kenya. The average age of respondents was 29.15 years. 35% of respondents were female. Summary statistics on the main variables are presented in Supplementary Table B2 in Appendix B . In general, the sample appeared to be representative of the social media user population. It was, however, not representative of the general population.

Experimental set-up

The survey comprised three parts. Part 1 collected information on the socio-demographic characteristics of the respondents, including age, gender, religion, wealth, among others. In Part 2 respondents were randomly assigned to one of the following three vaccine-type groups: COVID-19, HPV, polio. Respondents in the COVID-19 group received a short text about the COMIRNATY BA.4/BA.5 vaccine, whereas respondents in the HPV group received a short text describing the GARDASIL4 and CERVARIX vaccine. Respondents in the polio group read a text about the nOPV2 vaccine. The texts are presented in Supplementary Appendix C together with the survey questionnaire. In Part 3 all respondents received identical survey questions measuring trust into the different institutions and vaccine hesitancy. We performed balance tests that are presented in Supplementary Table B9 in Appendix B . We showed that overall the samples are highly comparable with respect to almost all socio-demographic characteristics. An exception was gender that we included as control in all regressions.

The three vaccines

We considered information regarding three vaccines in the survey: the Comirnaty Ba.4/Ba.5 vaccine against COVID-19, the Gardasil-4 against HPV, and the nOPV2 vaccine against polio. We selected these three vaccines because of their current relevance. For most countries these vaccines have been recently integrated in the national immunization program or are planned to do so. LMICs started HPV vaccination for young girls in 2012. Yet, the use of the GARDASIL4 and CERVARIX vaccine is currently small. Nigeria and Ghana planned to include the vaccine in their vaccination program this year. Kenya, Tanzania, Uganda, and South Africa have included it in their national campaigns already. Referring to COVID-19, the COMIRNATY BA.4/BA.5 vaccine is an adapted version of the mRNA COVID-19 vaccine Comirnaty (Pfizer/BioNTech) and recommended for use in people age 12 and older. It is approved in several countries (EU, US, Canada), but still in the process to be approved in most African countries. Regarding polio, the nOPV2 vaccine is a novel oral poliomyelitis (polio) vaccine that was developed to address the increasing risk of vaccine-derived polio-virus type 2 (cVDPV2). It received a recommendation for use in November 2020. The vaccine is used only for polio outbreak response. Hence, it is distributed according to outbreaks. It has been used in several African countries. The highest share of nOPV2 doses went to Nigeria 58 . All three vaccines have been approved by recognized authorities. For instance, the COVID-19 and HPV vaccine received EMA approval in 2006 and 2022 59 , 60 , and the polio vaccine has been authorized for the WHO Emergency Use Listing 61 .

Variable construction

Our outcome of interest was vaccine hesitancy. In the survey, respondents were presented a short text about a new vaccine and asked about their agreement with the following statement “I intend to get vaccinated against [vaccine type] with the new vaccine or will encourage one of my family members to do so”. The question varies across randomized sub-groups (COVID-19, polio, HPV). Respondents could answer on a 7-point Likert scale that ranged from 0 “strongly disagree” to 6 “strongly agree”. Based on this survey item, we constructed a binary indicator of vaccine hesitancy that takes the value one if responses to the survey item were below 3. For robustness checks, we used vaccination confidence as an alternative outcome of interest. Vaccination confidence was an index (average value) constructed on basis of three survey items: (i) “I worry about the side effects of vaccines.”, (ii) “After getting vaccinated, I feel protected.” and (iii) “I believe that vaccines often cause more harm than good.” Respondents gave their agreement to the three statements on a 7 point Likert scale. The first and third item entered the score in reversed form.

The main explanatory variables in our study were measures of trust in various institutions. We standardized all trust variables to be able to compare magnitudes. Trust in science and media was measured with the respondents’ evaluation of the trustworthiness of health-related information from the named institution on a 4 point Likert scale ranging from 0 “not at all trustworthy” to 3 “a lot trustworthy”. Trust in pharmaceutical firms was measured with the respondents agreement to the following question item “I believe that Western countries use pharmaceutical companies to exploit African people for their own purposes.” in a reverse order. Participants could agree or disagree on a 7 point Likert scale. We constructed an index for trust in government using the average score of the following three question items: (i) “In your opinion, how trustworthy are health-related information from the government?”, answered on a 4 point Likert scale, (ii) “How much do you trust in the ministry of health in your country?” answered with a 7 point Likert scale, and (iii) the respondent’s agreement to the statement “I believe that governmental regulations in my country ensure quality vaccines and drugs.” on a 7 point Likert scale. Lastly, trust in society was assessed with the respondent’s belief about the share of persons in the country that would like to get vaccinated with the described vaccine. Supplementary Table B8 in Appendix B presents the correlation matrix of our trust measures.

Lastly, we considered a wide range of individual characteristics. First, the following socio-demographic characteristics were considered: gender (0 = male, 1 = female), age in number of years, highest level of education (ranging from no education to university/tertiary education), married (indicator whether person is married), work status ((self-)employed = 1, 0 otherwise), wealth (very poor, poor, average, rich, very rich relative to others), and religion (Islam, Christianity, traditional beliefs, no religion, other). The socio-economic factors were based on self-reported statements. Moreover, we assessed two personality traits (agreeableness and openness to new experiences) using TIPI personality test items. Moreover, we controlled for past vaccinations including indicator variables that identify persons that have been vaccinated against polio, HPV, and COVID-19 based on self-reported responses.

Empirical strategy

In order to estimate the relationship between trust in different institutions and vaccine hesitancy, we run a multivariate linear probability model. We regressed an indicator variable that captures whether an individual intends to get vaccinated on trust measures using the following OLS model:

where \(Y_{ivc}\) was a binary indicator that captures whether respondent i in country c had no intention to get vaccinated with vaccine v . The principal explanatory variables of institutional trust were included in the matrix \(\textbf{Trust}_{ic}\) . We considered trust in science, the national government, national media, pharmaceutical firms, and society. \(\textbf{X}_{ic}\) was a matrix of individual-level characteristics including socio-demographics (age, gender, religion, education, wealth, employment and marital status, and personality traits) and a person’s own vaccination history regarding polio, HPV, and COVID-19. \(\eta _{v}\) related to vaccine-type fixed effects, \(\phi _{c}\) represented country fixed effects, and \(\varepsilon _{iv}\) was the error term. Standard errors were robust. As common with cross-sectional regressions, the specification estimated conditional correlations between trust and vaccine hesitancy. We do not claim any causality as we cannot completely rule out omitted variable bias or reverse causality. All statistical analyses were conducted with Stata 18.

Data availability

Data and code of the analysis is available upon request from the corresponding author.

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The association between population health management tools and clinician burnout in the United States VA primary care patient-centered medical home

• Jane Wang 1 ,
• Lucinda Leung 2 , 3 ,
• Nicholas Jackson 2 , 3 ,
• Michael McClean 3 ,
• Danielle Rose 3 ,
• Martin L. Lee 3 , 4 &
• Susan E. Stockdale 3 , 5  

BMC Primary Care volume  25 , Article number:  164 ( 2024 ) Cite this article

Metrics details

Technological burden and medical complexity are significant drivers of clinician burnout. Electronic health record(EHR)-based population health management tools can be used to identify high-risk patient populations and implement prophylactic health practices. Their impact on clinician burnout, however, is not well understood. Our objective was to assess the relationship between ratings of EHR-based population health management tools and clinician burnout.

We conducted cross-sectional analyses of 2018 national Veterans Health Administration(VA) primary care personnel survey, administered as an online survey to all VA primary care personnel ( n  = 4257, response rate = 17.7%), using bivariate and multivariate logistic regressions. Our analytical sample included providers (medical doctors, nurse practitioners, physicians’ assistants) and nurses (registered nurses, licensed practical nurses). The outcomes included two items measuring high burnout. Primary predictors included importance ratings of 10 population health management tools (eg. VA risk prediction algorithm, recent hospitalizations and emergency department visits, etc.).

High ratings of 9 tools were associated with lower odds of high burnout, independent of covariates including VA tenure, team role, gender, ethnicity, staffing, and training. For example, clinicians who rated the risk prediction algorithm as important were less likely to report high burnout levels than those who did not use or did not know about the tool (OR 0.73; CI 0.61-0.87), and they were less likely to report frequent burnout (once per week or more) (OR 0.71; CI 0.60-0.84).

Conclusions

Burned-out clinicians may not consider the EHR-based tools important and may not be using them to perform care management. Tools that create additional technological burden may need adaptation to become more accessible, more intuitive, and less burdensome to use. Finding ways to improve the use of tools that streamline the work of population health management and/or result in less workload due to patients with poorly managed chronic conditions may alleviate burnout. More research is needed to understand the causal directional of the association between burnout and ratings of population health management tools.

Peer Review reports

Introduction

Workplace burnout affects approximately half of all physicians [ 1 ] and 35–45% of nurses [ 2 ] in the United States. It is associated with an increased risk of major medical errors [ 3 ], worse quality of care [ 4 ], and decreased patient satisfaction [ 4 ]. It has been calculated to drive $5 billion per year in lost clinical productivity and physician turnover in the United States alone [ 5 ], and has resulted in the erosion of clinician health and well-being, with 14% of physicians reporting suicidal thoughts in 2019 [ 1 ], and up to 51% of nurses reporting suicidal thoughts during the COVID-19 pandemic [ 6 ]. Though burnout has affected practitioners across a wide spectrum of clinical specialties, it has particularly impacted primary care clinicians, who are more likely than other medical providers to experience workplace emotional exhaustion [ 7 ]. Some evidence suggests that burnout is higher among primary care medical doctors (MDs) as compared with nurse practitioners or physician’s assistants [ 8 ]. Clinicians who carry larger proportions of patients with high care coordination needs are more likely to suffer from burnout [ 9 ], perhaps due to the potential impact of population health management on workload [ 10 ]. Patients with multiple morbidities are more likely to require preventive care, ongoing medical management, and care coordination [ 11 , 12 , 13 ].

Population health management is a key component of patient centered medical homes (PCMH) and is usually performed by primary care providers and nurses. It is defined as the improvement of a population’s health through defined models of care coordination and patient engagement processes [ 14 ]. The goal of population health management is to implement prophylactic health practices to prevent onset or progression of disease while simultaneously reducing health care costs from complex medical hospitalizations or procedures [ 15 ]. Some healthcare systems have introduced population health management tools (PHMTs), typically embedded within the electronic healthcare record, to facilitate medical care by PCMH teams. Several commercial EHR vendors offer PHMTs as part of their packages, including Epic [ 16 ], Cerner [ 17 ], Meditech [ 18 ], Athenahealth [ 19 ], and NextGen Healthcare [ 20 ]. Examples of such tools include data integration, analytics, and visualization [ 21 ]; patient panel dashboards [ 22 , 23 , 24 , 25 , 26 ];artificial intelligence algorithms [ 27 ]; health maintenance reminders and best practice alerts [ 28 ].

These tools are primarily intended to improve care quality and reduce downstream costs of more expensive care for patients with uncontrolled chronic conditions. They may also streamline the work of population health management by helping clinicians identify and manage high-risk patients, thus reducing the workload associated with this task. Many population health management tools, however, generate increased technological burden through more electronic health record (EHR) alerts and requisite dashboard views. A growing body of literature has demonstrated a strong association between technological burden and burnout levels. Technological burden is one of the most frequently cited causes of burnout and has been associated with a 29% higher rate of burnout [ 7 , 29 , 30 ]. Few if any studies, however, have investigated the role of population health management tools in alleviating or contributing to high rates of burnout in primary care.

Population health management is a cornerstone of the Veterans’ Health Administration’s (VA) PCMH, which uses team-based structures with specified role delegation (primary care physician, registered nurse, licensed vocational nurse, administrative clerk) to coordinate complex primary care management [ 31 ]. In the VA, primary care teams have access to internally developed, EHR-based population health management tools including a risk prediction algorithm, 25 hospitalization and emergency department visit rates, specific medical and mental health diagnoses, quality dashboards and registries, online VA case management software [ 32 ], a housing instability indicator, and specific prescription medications. While no studies that we are aware of have compared VA PHMT to those available in other commercial EHR systems, VA’s tools are likely similar in that they share the common goal of improving health outcomes for specific populations. In this study, we investigate the association between clinician ratings of VA EHR-based population health management tools (PHMTs) importance and burnout.

Data source

In this study, we analyzed data from the web-based national VA primary care personnel survey administered between July 16th, 2018 and September 14th, 2018. It assessed demographics, use of access tools, clinic challenges, care management and coordination, work distribution and coordination, staffing, and patient-centeredness. The survey link was emailed directly to all primary care personnel with four email reminder follow-ups to complete the survey. Response was voluntary, and all surveys were anonymous with only clinic identifiers. Respondents included primary care providers (PCPs: physicians, physician assistants, nurse practitioners), registered nurses (RNs), clinical associates (licensed practical nurses, medical assistants), clerical associates, social workers, pharmacists, behavioral health providers, nutritionists, and health educators. For our analytic sample we excluded clerical associates, social workers, pharmacists, behavioral health providers, nutritionists, and health educators because these healthcare workers were less likely to follow patients over time and our preliminary data analysis showed they were less likely to access population health management tools.

Main measures

The study outcomes include the level and frequency of burnout symptoms. Burnout level was based on a one-item, 5-point measure used for the Physician Worklife Survey, a non-proprietary measure that has been validated and found acceptable as a substitute for the Maslach Burnout Inventory Emotional Exhaustion (MBI:EE) subscale [ 33 , 34 ]. The item asks: “Overall, based on your definition of burnout, how would you rate your level of burnout?”, with response options 1 = I enjoy my work and have no symptoms of burnout, 2 = Occasionally I am under stress, and I don’t always have as much energy as I once did, but I don’t feel burned out; 3 = I am definitely burning out and have one or more symptoms of burnout, such as physical and emotional exhaustion; 4 = The symptoms of burnout that I’m experiencing won’t go away. I think about frustration at work a lot; and 5 = I feel completely burned out and often wonder if I can go on. I am at the point where I may need some changes or may need to seek some sort of help. For analyses, high burnout level was defined as one or more symptoms = 1 (e.g., response options > 3) and less than 1 symptom = 0 (e.g., response options <  = 2), as has been done in other studies using this measure [ 33 ]. Burnout frequency was a single item measure from the MBI:EE (“I feel burned out from my work”) measured on a 7-point scale ranging from never, a few times a year or less, once a month or less, a few times a month, once a week, a few times a week, and every day. It has been validated as a standalone burnout assessment by West and colleagues. For analysis we followed the recommendation of West and colleagues for high burnout frequency defined as once a week or more often = 1 and less than once per week = 0 [ 30 ].

Our primary predictors included respondents’ ratings of the importance of 10 population health management tools (3-point Likert scale: very important, somewhat important, not important, with options for don’t use and don’t know). Response options were dichotomized as “Very Important” vs all other responses. These tools included the VA risk prediction algorithm called the Care Assessment Needs score (CAN) [ 35 ], hospitalization and emergency department visit rates, specific medical and mental health diagnoses, the Primary Care Almanac (a panel management information tool), the Patient Care Assessment System or PCAS (online VA case management software) [ 32 ], local/VISN databases, Opioid Therapy Risk Report (a tool for tracking patients on long-term opioid therapy), External Peer Review Program fallout report (tool to identify patients who are not receiving timely and effective care), housing instability indicator, and specific prescription medications.

Other control variables used in multivariate analyses included: race (non-Hispanic white, Black/African-American, Asian, Spanish/Hispanic/Latinx, other/multirace), gender (male, female, not answered), VA tenure (less than 5 years, 5 years or more), occupation (PCP, RN, LVN), primary care clinic type (medical center-based or community-based outpatient clinic). We also included covariates that prior literature have shown to be predictive of clinician burnout: PCMH team staffed with a ratio of 3.0 team members to each PCP, as specified in the staffing model for VA’s PCMH (yes, no) [ 36 ]; changes in staffing (yes, no, don’t know); perception of adequate training for the current role (yes, no); and, aggregated measures of primary care clinical activities (patient care, patient assessment, and response to patient messages) [ 37 ].

Bivariate associations of burnout occurrence with demographics were summarized using means with standard deviations or relative frequency, as appropriate. Statistical tests for these differences were assessed using Welch’s t-test or a chi-square test. Multivariable associations of the PHMTs on burnout level and frequency were examined using logistic regression models, conducted separately for each tool and outcome. All models adjusted for the covariates described in the prior section above. Models for burnout frequency were assessed only for the subset who indicated they had experienced any burnout. Sensitivity analyses also examined alternative categorization of the PHMT responses, disaggregating the reference group to have a separate category for “Don’t know/Don’t use” options. Post-hoc analyses examined if the PHMT associations with burnout differed by team role through the use of a PHMT-by-team role interaction term. All analyses accounted for the complex survey design using survey weights and regional strata. Statistical significance was determined based on a two-sided alpha level of 0.05. All analyses were conducted in Stata SE version 16.1, StataCorp LP (College Station, Texas).

The VA Office of Primary Care reviewed the activities reported in this manuscript and determined that this quality improvement effort did not constitute research as described in VHA Office of Research and Development Program Guide 1200. The VA Greater Los Angeles Institutional Review Board conducted an administrative review and concurred that the study activities do not constitute research.

Our analytic sample size was 4,257 respondents (17.7% response rate). The sample included primarily females (77%), white, non-Hispanic (66%), and consisted of 37% PCPs (medical doctor, nurse practitioner, or physician’s assistant), 38% RNs, and 25% LVNs (Table  1 ). Forty-one percent of respondents ( n  = 1,828) reported experiencing high burnout and among those, 37% had frequent (at least weekly) burnout symptoms.

Table 2 shows the bivariate analyses of PHMT ratings and burnout level and frequency. A large proportion (range of 7–55%) of respondents indicated that they don’t know or don’t use PHMT tools. Among those that evaluated the tools importance, the majority of responders indicated that they believed PHMTs to be either “Somewhat important” or “Very important”, with the largest category indicating “Very important”. The bivariates additionally showed consistent patterns with higher ratings of PHMT importance associated with lower burnout level and frequency (Table  2 ).

For eight of the 10 PHMT, multivariate analyses (Table  3 ) showed lower odds of high burnout level associated with high PHMT ratings, indicating 15% to 30% lower odds among those who indicated the PHMT was “Very Important” as compared with a rating of “Somewhat/Not/Don’t know/Don’t use”. The lowest odds of high burnout were for the ratings of local registry/database with an odds ratio (OR) of 0.70 (95% CI: 0.59, 0.82, p  < 0.001). Of the ten PHMTs examined, only the ratings for housing instability and specific prescription medications, were not significantly associated with high burnout (OR = 0.84, p > .05 and OR = 0.85, p > .05, respectively). Similarly, a “very important” rating was associated with lower odds of frequent burnout for eight of the 10 PHMT, ranging from 12–36% lower.

Sensitivity analyses were additionally conducted to ensure comparisons of “Very Important” to “Somewhat/Not Important” were similar when excluding the “don’t know/don’t use” responses. Conclusions were similar showing 6 of 10 PHMTs associated with high burnout level and 3 of 10 with high burnout frequency (supplementary Table S 1 ). Lastly, we examined tests for differential effects of the PHMT associations on burnout by team role (e.g. primary care provider, RN, and LPN). These tests for interaction were not statistically significant (supplementary Table S 2 ).

This study investigated the relationship between burnout and the perceived importance of EHR-based clinical tools that are available to PCMH teams in all VA primary care clinics nationally. Although burnout levels and drivers for all healthcare disciplines have been well documented in the literature [ 38 ], and current research had begun to focus on interventions to address burnout [ 39 ], this is the first study we are aware of that evaluates the association of population health management tools with clinician burnout level and frequency among a large national sample of primary care providers and nurses. This study demonstrated that perceived importance of population health management tools was associated with lower likelihoods of high clinician burnout, even after controlling for other known drivers of burnout such as staffing and individual demographic characteristics.

Many studies conducted in VA and non-VA settings have shown that workplace factors (e.g., workload, understaffing, work/life balance, job autonomy, and perceived leadership support) have strong associations with burnout, absenteeism, productivity, and turnover [ 38 , 40 , 41 ]. Evidence from recent systematic reviews of interventions to address burnout and psychological well-being among HCWs support effectiveness of organization-directed (e.g., reduced workload, flexible work schedules, redesigning workflows, quality improvement) and individual-directed (e.g., mindfulness-based stress reduction, meditation, communication skills-training) interventions, with larger effect sizes attributed to the former [ 4 ]. One recent review of 282 workplace interventions aimed at reducing or preventing burnout described the evidence base as poor [ 39 ]. Our study has important implications for healthcare administrators considering organizational interventions to address burnout that harness information technology to streamline or reduce workload.

Although we found significant associations between higher ratings on PHMT and both burnout outcomes (level and frequency), we could not establish causality or the direction of the association between burnout and tool ratings. One possible explanation for our findings is that population health management tools may be protective against clinician burnout. PHMTs are intended to streamline care and implement preventative medicine measures by allowing practitioners to identify high-risk patients and intervene on their needs before the condition progresses or medical complications arise [ 42 ]. For instance, recognition of persistently elevated blood pressures on a panel management information tool may compel physicians to bring in that subset of patients for more frequent visits, recommend exercise services offered by the VA, or refer them to a nutritionist to optimize their diet. These interventions may prevent subsequent comorbidities that then require more intensive management with medication titration, subspecialty referrals, and frequent monitoring. Preventative interventions have been repeatedly demonstrated to reduce patient morbidity, mortality [ 43 ], and hospital costs [ 44 ], and medical complexity in patient cohorts has been linked to clinician burnout [ 42 ]. By preventing medical complexity through guideline-based preventive services, population health management tools may in turn prevent clinician burnout. Another mechanism by which PHMTs may reduce provider burnout is by streamlining primary care workflow [ 45 ]. In particular, a hospitalization and ED visits tracker can alert providers to patients who require post-hospitalization or ED follow-up visits, rather than having providers search through each patient’s chart individually for recent occurrences. If PHMTs do reduce provider burnout by preventing medical complexity and streamlining workflow, increased efforts should be made to integrate PHMT use into the PCMH clinical workflow and create greater reward systems to ensure compliance.

Conversely, the burden of population health management may precipitate clinician burnout by increasing IT and overall task burden. The majority of the VA PHMTs require increased EHR clicks and accessing additional portals that house external patient dashboards, both of which result in increased screen time and clinical task burden [ 7 , 29 , 30 ]. They may prompt providers to perform more patient care tasks such as ordering more tests and studies, arranging follow up visits, changing medical prescriptions, and/or referring to subspecialty providers. It is also possible that providers who report high burnout are less likely to use population health management tools, potentially due to lack of physical or emotional bandwidth, lack of motivation or engagement, or psychiatric conditions precipitated by burnout [ 46 ]. In fact, prior studies have demonstrated that burned-out clinicians are less able to accurately evaluate their clinic’s available social resources, so they may perceive the clinic to have low efficacy to address social needs even when the clinic is fully equipped to do so [ 47 ]. Burned out providers may not be motivated or aware of clinic resources to intervene on patient care, much less take a proactive approach in identifying high-risk patients through PHMTs.

Increasingly, novel applications of artificial intelligence and other virtual technologies are entering clinical workflows to further enhance PHMTs. Clinically-oriented customer relationship management (CRM) software and clinical intelligence platforms such as Salesforce’s Health Cloud [ 48 ], Clint Health [ 49 ], and Alvee Health [ 50 ] ingest large population health databases to discern care gaps and generate actionable insights. Patient engagement platforms such as Healow [ 51 ] are already used in multiple practice sites and geographies. Scribing technology augmented by machine learning and large language models such as Nuance [ 52 ], Deep Scribe [ 53 ], and Abridge [ 54 ] hold the potential to streamline documentation and are being deployed in numerous health systems. In conjunction with existing PHMTs, these new technologies have the potential to expand the capabilities of population health management to improve patient outcomes as well as reduce clinician burnout. Further research is needed, however, to investigate the rapidly evolving application of virtual technologies, including the potential benefits and unintended consequences for healthcare systems, providers, and patients and their families.

This study had several limitations, with the most important of these being the cross-sectional nature of the survey data. As stated above, we were not able to determine a causal relationship between burnout and tool ratings. Second, we used single-item measures of burnout which, although validated against more comprehensive multi-item measures, may not have captured the full range of domains encompassed by this multi-faceted phenomenon. Third, the VA is a national integrated healthcare system with standardized care protocols and team structures that may not be applicable to the diversity of health care delivery practices in the United States. The VA PHMTs that were the subject of this study were internally developed and may not be directly comparable to those embedded in other commercial EHR systems; we were not able in this study to compare VA PHMTs to others available commercially. Also, our results are subject to biases inherent in survey research, including non-response bias. Although the sample size was large, the response rate was low, and thus our results should be interpreted with caution and may not be generalizable across national healthcare systems. Finally, the set of sampled population health management tools is not all-encompassing. For example, clinical “reminders” embedded within each primary care visit (anxiety, depression, tobacco use, cancer, and vaccine screening) were not assessed by this survey. The function of these reminders aligns with those of PHMTs, and their inclusion in the survey may have elucidated further insights on clinician burnout because they are used in every primary care encounter.

Nevertheless, our study has important implications for healthcare leaders and decision makers. It is important to determine whether population health management tools play a role in mitigating or perpetuating provider burnout. Burned-out clinicians may not consider the EHR-based tools important and may not be using them to perform care management. Although this study could not determine why burned-out clinicians may not find the tools useful, if the tools create additional technological burden, they may need adaptation to make them more accessible, more intuitive, and less burdensome to use. Likewise, if use of the tools streamlines the work of population health management and/or results in less workload due to patients with poorly managed chronic conditions, finding ways to improve tool use may also alleviate burnout, which has become a national crisis [ 55 ]. Regardless, future studies using longitudinal data are necessary to determine whether burnout results in less interest/use of tools for population health management, or whether the tools may be protective against burnout. Qualitative studies are also needed to understand further the relationship between population health management more broadly and burnout, and whether the design of tools could be improved to reduce the technology burden associated with their use.

In conclusion, our study revealed a strong association between high ratings on EHR-based VA standardized population health management tools and low primary care provider burnout. More research is needed to determine the causal direction of this association, including qualitative interviews with clinicians to understand the causal mechanisms and longitudinal surveys with large, national samples. Regardless of the causal direction of this association, our study suggests that healthcare administrators should carefully consider the potential workplace impacts of introducing population health management tools for healthcare clinicians and trainees and the potential for unintended increased workload such tools may entail. To provide healthcare administrators and decision makers with information to improve the usefulness of EHR-based population health management tools, future studies will need to establish the existence and direction of a causal relationship between burnout and tool use, and identify the reasons why clinicians do not find these tools important for performing population health management.

Availability of data and materials

The data that support the findings of this study are available from the Primary Care Analytics Team within the VHA Office of Primary Care, but restrictions apply to the availability of these data, which were used under a Designation of Non-Research Activity (DNRA) for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request and with permission of the VHA Office of Primary Care.

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Acknowledgements

The authors would like to acknowledge participants in the Primary Care Analytics Team bi-weekly meetings, who provided helpful feedback on interpreting and contextualing the results.

This study was conducted as part of the Veterans Assessment and Improvement Laboratory PACT evaluation, funded by VHA Office of Primary Care, XVA 65–018.

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Author Contributions, “The Association Between Population Health Management Tools and Clinician Burnout in the United States VA Primary Care Patient-Centered Medical Home”. Jane Wang conceived of the study and wrote the main manuscript text. Nicholas Jackson and Michael McClean conducted the statistical analysis and prepared the data tables. Danielle Rose and Lucinda Leung assisted with interpretation of results and revising the manuscript. Danielle Rose also assisted with data acquisition. Martin Lee provided senior level statistical support for the data analysis. Susan Stockdale guided the study design and conceptualization of the study, acquired the data, directed the data analysis, and substantially revised the main manuscript text.

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This analysis was conducted as a non-research evaluation as described in VHA Office of Research and Development Program Guide 1200 and was approved by the VA Office of Primary Care. Under US law (federal regulation 45 CFR 46.104(d)(5)), our non-research evaluation designed to evaluate and improve public service programs is exempt from Institutional Review Board or other ethics approval. It is also exempt from other mandatory requirements such as formal informed consent, using authorities such as sections 1115 and 1115A of the Social Security Act. All methods were carried out in accordance with relevant guidelines and regulations. Although the requirement for formal informed consent was waived for this project, online consent was obtained from participants at the time of the survey.

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Wang, J., Leung, L., Jackson, N. et al. The association between population health management tools and clinician burnout in the United States VA primary care patient-centered medical home. BMC Prim. Care 25 , 164 (2024). https://doi.org/10.1186/s12875-024-02410-8

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Received : 19 January 2023

Accepted : 26 April 2024

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DOI : https://doi.org/10.1186/s12875-024-02410-8

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