hypothesis formation needs to align with the objective of the study why

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Research questions, hypotheses and objectives

Patricia farrugia , bscn, bradley a petrisor , msc, md, forough farrokhyar , mphil, phd, mohit bhandari , md, msc.

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Correspondance to: Dr. M. Bhandari, 293 Wellington St. N, Ste. 110, Division of Orthopaedic Surgery, McMaster University, Hamilton ON L8L 2X2, [email protected]

Accepted 2009 Jan 27.

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.

Learn about current trends and technological advances on the topic.

Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.

Use the FINER criteria in the development of the research question.

Ensure that the research question follows PICOT format.

Develop a research hypothesis from the research question.

Develop clear and well-defined primary and secondary (if needed) objectives.

Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

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Research Questions & Hypotheses

Generally, in quantitative studies, reviewers expect hypotheses rather than research questions. However, both research questions and hypotheses serve different purposes and can be beneficial when used together.

Research Questions

Clarify the research’s aim (farrugia et al., 2010).

• Research often begins with an interest in a topic, but a deep understanding of the subject is crucial to formulate an appropriate research question.
• Descriptive: “What factors most influence the academic achievement of senior high school students?”
• Comparative: “What is the performance difference between teaching methods A and B?”
• Relationship-based: “What is the relationship between self-efficacy and academic achievement?”
• Increasing knowledge about a subject can be achieved through systematic literature reviews, in-depth interviews with patients (and proxies), focus groups, and consultations with field experts.
• Some funding bodies, like the Canadian Institute for Health Research, recommend conducting a systematic review or a pilot study before seeking grants for full trials.
• The presence of multiple research questions in a study can complicate the design, statistical analysis, and feasibility.
• It’s advisable to focus on a single primary research question for the study.
• The primary question, clearly stated at the end of a grant proposal’s introduction, usually specifies the study population, intervention, and other relevant factors.
• The FINER criteria underscore aspects that can enhance the chances of a successful research project, including specifying the population of interest, aligning with scientific and public interest, clinical relevance, and contribution to the field, while complying with ethical and national research standards.
• The P ICOT approach is crucial in developing the study’s framework and protocol, influencing inclusion and exclusion criteria and identifying patient groups for inclusion.
• Defining the specific population, intervention, comparator, and outcome helps in selecting the right outcome measurement tool.
• The more precise the population definition and stricter the inclusion and exclusion criteria, the more significant the impact on the interpretation, applicability, and generalizability of the research findings.
• A restricted study population enhances internal validity but may limit the study’s external validity and generalizability to clinical practice.
• A broadly defined study population may better reflect clinical practice but could increase bias and reduce internal validity.
• An inadequately formulated research question can negatively impact study design, potentially leading to ineffective outcomes and affecting publication prospects.

Checklist: Good research questions for social science projects (Panke, 2018)

Research Hypotheses

Present the researcher’s predictions based on specific statements.

• These statements define the research problem or issue and indicate the direction of the researcher’s predictions.
• Formulating the research question and hypothesis from existing data (e.g., a database) can lead to multiple statistical comparisons and potentially spurious findings due to chance.
• The research or clinical hypothesis, derived from the research question, shapes the study’s key elements: sampling strategy, intervention, comparison, and outcome variables.
• Hypotheses can express a single outcome or multiple outcomes.
• After statistical testing, the null hypothesis is either rejected or not rejected based on whether the study’s findings are statistically significant.
• Hypothesis testing helps determine if observed findings are due to true differences and not chance.
• Hypotheses can be 1-sided (specific direction of difference) or 2-sided (presence of a difference without specifying direction).
• 2-sided hypotheses are generally preferred unless there’s a strong justification for a 1-sided hypothesis.
• A solid research hypothesis, informed by a good research question, influences the research design and paves the way for defining clear research objectives.

Types of Research Hypothesis

• In a Y-centered research design, the focus is on the dependent variable (DV) which is specified in the research question. Theories are then used to identify independent variables (IV) and explain their causal relationship with the DV.
• Example: “An increase in teacher-led instructional time (IV) is likely to improve student reading comprehension scores (DV), because extensive guided practice under expert supervision enhances learning retention and skill mastery.”
• Hypothesis Explanation: The dependent variable (student reading comprehension scores) is the focus, and the hypothesis explores how changes in the independent variable (teacher-led instructional time) affect it.
• In X-centered research designs, the independent variable is specified in the research question. Theories are used to determine potential dependent variables and the causal mechanisms at play.
• Example: “Implementing technology-based learning tools (IV) is likely to enhance student engagement in the classroom (DV), because interactive and multimedia content increases student interest and participation.”
• Hypothesis Explanation: The independent variable (technology-based learning tools) is the focus, with the hypothesis exploring its impact on a potential dependent variable (student engagement).
• Probabilistic hypotheses suggest that changes in the independent variable are likely to lead to changes in the dependent variable in a predictable manner, but not with absolute certainty.
• Example: “The more teachers engage in professional development programs (IV), the more their teaching effectiveness (DV) is likely to improve, because continuous training updates pedagogical skills and knowledge.”
• Hypothesis Explanation: This hypothesis implies a probable relationship between the extent of professional development (IV) and teaching effectiveness (DV).
• Deterministic hypotheses state that a specific change in the independent variable will lead to a specific change in the dependent variable, implying a more direct and certain relationship.
• Example: “If the school curriculum changes from traditional lecture-based methods to project-based learning (IV), then student collaboration skills (DV) are expected to improve because project-based learning inherently requires teamwork and peer interaction.”
• Hypothesis Explanation: This hypothesis presumes a direct and definite outcome (improvement in collaboration skills) resulting from a specific change in the teaching method.
• Example : “Students who identify as visual learners will score higher on tests that are presented in a visually rich format compared to tests presented in a text-only format.”
• Explanation : This hypothesis aims to describe the potential difference in test scores between visual learners taking visually rich tests and text-only tests, without implying a direct cause-and-effect relationship.
• Example : “Teaching method A will improve student performance more than method B.”
• Explanation : This hypothesis compares the effectiveness of two different teaching methods, suggesting that one will lead to better student performance than the other. It implies a direct comparison but does not necessarily establish a causal mechanism.
• Example : “Students with higher self-efficacy will show higher levels of academic achievement.”
• Explanation : This hypothesis predicts a relationship between the variable of self-efficacy and academic achievement. Unlike a causal hypothesis, it does not necessarily suggest that one variable causes changes in the other, but rather that they are related in some way.

Tips for developing research questions and hypotheses for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues, and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Ensure that the research question and objectives are answerable, feasible, and clinically relevant.

If your research hypotheses are derived from your research questions, particularly when multiple hypotheses address a single question, it’s recommended to use both research questions and hypotheses. However, if this isn’t the case, using hypotheses over research questions is advised. It’s important to note these are general guidelines, not strict rules. If you opt not to use hypotheses, consult with your supervisor for the best approach.

Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Practical tips for surgical research: Research questions, hypotheses and objectives.  Canadian journal of surgery. Journal canadien de chirurgie ,  53 (4), 278–281.

Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D., & Newman, T. B. (2007). Designing clinical research. Philadelphia.

Panke, D. (2018). Research design & method selection: Making good choices in the social sciences.  Research Design & Method Selection , 1-368.

Unlocking Scientific Discoveries: The Role of Research Questions in Hypothesis Formation

Ever wonder how groundbreaking scientific discoveries come to be? At the heart of it all lies a powerful tool: the research question. In the realm of health sciences, the role of research questions in hypothesis formation is crucial. These questions guide researchers, setting the stage for hypotheses that can lead to new treatments, understandings, and innovations. Let’s dive into how these questions work their magic.

What Are Research Questions?

Research questions are the North Star for any scientific study. They pinpoint exactly what a researcher seeks to understand or explain. Think of them as the roadmap for your scientific journey. Without them, you’re lost in a sea of endless data and possibilities.

Importance of Specificity

Why is specificity so vital? Imagine trying to navigate a city without street names. You’d be wandering aimlessly! A well-crafted research question narrows down the scope, making it easier to form a clear, testable hypothesis. Specific questions give direction and purpose, eliminating ambiguity.

Examples Make It Real

Still scratching your head? Let’s bring this to life with an example. Suppose researchers are interested in the effects of a new drug on blood pressure. A broad question like "Does the drug affect health?" is too vague. Instead, "How does the drug affect systolic blood pressure in adults aged 50-65?" is specific and actionable.

The Relationship Between Research Questions and Hypotheses

From questions to hypotheses.

Once you’ve got your research question, the next step is forming your hypothesis. The role of research questions in hypothesis formation is akin to planting seeds that grow into trees. The research question sets the stage, while the hypothesis provides a testable statement.

Hypothesis Formation

How do you get from a question to a hypothesis? It’s all about prediction. Take our previous example. Your hypothesis might be, "The new drug will lower systolic blood pressure in adults aged 50-65." This statement is specific, measurable, and testable—key aspects of a strong hypothesis.

Testing the Waters: Hypothesis Testing

Designing the experiment.

You’ve got your hypothesis. Now what? Time to test it. Designing an experiment involves choosing methods, selecting participants, and deciding on variables. This process is guided by your initial research question and hypothesis.

Data Collection and Analysis

Collecting data isn’t just about numbers; it’s about finding answers. Did the drug lower blood pressure? Analyzing your results will either support or refute your hypothesis. Either way, you’ve contributed valuable knowledge to the field.

The Ripple Effect: Impact on Health Sciences

Advancements in treatments.

Research questions and hypotheses don’t just stay in the lab. They ripple out, impacting real-world treatments and patient care. Think of them as the first domino in a chain reaction leading to new therapies and improved health outcomes.

Broader Implications

Beyond treatments, these scientific inquiries help us understand the underlying mechanisms of health and disease. They pave the way for future research, creating a foundation for new questions and hypotheses.

Why are research questions so important in hypothesis formation?

Research questions provide a clear focus, guiding the development of specific, testable hypotheses. Without them, forming a meaningful hypothesis would be like shooting in the dark.

Can a research question be too broad?

Absolutely. Broad questions can lead to vague hypotheses, making it hard to design effective experiments. Specificity is key for actionable science.

How do research questions impact the outcome of a study?

They shape every aspect, from hypothesis formation to experiment design and data analysis. A well-crafted question sets the stage for successful research.

In the fascinating world of health sciences, the role of research questions in hypothesis formation cannot be overstated. They are the guiding lights, leading researchers from curiosity to discovery. By crafting specific, meaningful questions, scientists lay the groundwork for hypotheses that can transform our understanding and treatment of health issues. So next time you marvel at a medical breakthrough, remember—it all started with a simple, powerful question.

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Understanding Research Questions and Hypotheses

Formulating clear and precise research questions and hypotheses is essential for conducting effective and impactful studies. These elements provide the foundation for your research, guide your investigation, and help ensure that your work is focused, coherent, and meaningful. In this blog post, we will delve into the definitions and purposes of the research questions and hypotheses, explore their key differences, and provide practical advice on how to develop them. We will also discuss the importance of the research objectives and how to find and write hypotheses in the research articles.

Table of Contents

Introduction 

Research Question : A research question is a clear and focused question that guides your research. It identifies the specific aspects of a topic that you want to explore and sets the direction for your study.

Hypothesis : A hypothesis is a testable statement that predicts the relationships between variables. It is based on existing theories and knowledge and serves as a foundation for testing and validation through scientific methods.

Research Objectives : Research objectives are the specific goals that your research aims to achieve. They provide direction and focus, help structure your study, and ensure that it addresses relevant issues effectively.

Research Question vs. Hypothesis

Definition and purpose.

Research Question : A research question was designed to explore the specific aspects of a topic. It is often used in exploratory research to identify gaps in existing knowledge and to guide the direction of the study. A well-formulated research question should be specific, measurable, and researchable within the project constraints.

Hypothesis : A hypothesis, on the other hand, is a predictive statement that can be tested through scientific methods. It proposes a relationship between variables and is often used in confirmatory research to validate or invalidate specific predictions. The hypothesis should be clear, concise, and based on existing theories and knowledge​​.

Key Differences

Structure : Research questions are written as questions, whereas the hypotheses are statements. For example, a research question might be, “What is the impact of social media on adolescent self-esteem?”.” In contrast, a hypothesis could be, “Increased use of social media leads to lower self-esteem among adolescents.”

Purpose : Research questions are exploratory and aim to identify and understand various aspects of a topic. Hypotheses are confirmatory and designed to test specific predictions and validate theories.

Flexibility : Research questions are often more flexible and evolve as the study progresses. Once formulated, hypotheses are typically more rigid and are tested through systematic methods.

What Are the Objectives of Research?

Definition of research objectives.

Research objectives are the specific goals that your study aims to achieve. They provide a clear framework for what you intend to investigate and help keep your research focused and aligned with your overall aim.

Provides Direction and Focus : Clear research objectives help define the scope of your study, ensuring that you remain focused on relevant issues and avoid straying into unrelated areas.

Helps in Structuring the Study : Objectives guide the development of your research design, methodology, and data collection processes, making your study more coherent and structured​​.

Descriptive Objectives : These aim to describe the characteristics or phenomena of a specific topic. For example, “To describe the demographic characteristics of social media users.”

Explanatory Objectives : These aim to explain the relationships or causes behind phenomena. For example, “To explain the impact of social media use on adolescent self-esteem.”

Evaluative Objectives : These aim to assess the effectiveness or impact of interventions or programs. For example, “To evaluate the effectiveness of a social media literacy program on reducing negative self-esteem among adolescents ​​.

Research Hypothesis

Types of hypotheses.

Associative Hypothesis : This type of hypothesis proposes a connection between variables without implying causation. For example, “There is an association between study time and exam scores”​.

Causal Hypothesis : This suggests a cause-and-effect relationship between variables. For example, “Increased study time leads to higher exam scores”​.

Empirical Hypothesis : Based on direct observation or experiments, this hypothesis can be tested with real-world evidence. For example, “Increasing the dosage of a medication will lead to faster recovery times for patients”.

Statistical Hypothesis : This is a statement about a population parameter that is tested statistically. For example, “The new medication does not affect on patient recovery times”.

How to Develop a Hypothesis

• Identify the Research Problem : Clearly define the area of interest or problem you want to investigate.
• Conduct a Literature Review : Review existing literature to understand the current state of knowledge in the field and identify gaps.
• Formulate the Research Question : Based on your literature review, create a specific and concise research question.
• Identify Variables : Determine the key variables involved in your research question and construct your hypothesis around them​.

Components of Research Objectives

Research objectives should be clear, concise statements that align with your research question and hypothesis. They should specify what the research intends to achieve and guide the overall direction of the study.

How to Write Research Objectives

• Start with a Clear Understanding of the Research Question : Ensure that your objectives directly address your research question.
• Use Action Verbs : Describe what will be achieved using specific, measurable terms.
• Apply SMART Criteria : Ensure that your objectives are Specific, Measurable, Achievable, Relevant, and Time-bound​ ( Help For Assessment )​​ ( Scribbr )​.

How to Find Hypotheses in Research Articles

Steps to identify hypotheses.

• Locate the Introduction or Literature Review Section : Hypotheses are often introduced in these sections, where the research problem is discussed.
• Look for Statements Starting with Phrases Like “We Hypothesize That” or “The Hypothesis Is. “ These phrases often signal the presence of a hypothesis.
• Check the Methodology Section : Hypotheses guiding the study design are typically outlined here​​.

Research Question Examples

Examples of good research questions.

Quantitative : “What is the effect of X on Y?” For example, “What is the impact of social media use on adolescent self-esteem?”

Qualitative : “How do individuals perceive the impact of X on their lives?” For example, “How do adolescents perceive the impact of social media on their self-esteem?”

Tips for Writing Research Questions

• Focus on a Specific Problem : Ensure that your question addresses a clearly defined issue.
• Ensure the Question is Researchable and Feasible : Make sure you can realistically investigate the question within the constraints of your study.
• Avoid Vague Terms and Be Precise : Use clear and specific language to articulate your question​ ( Wordvice )​​ ( Scribbr )​.

How to Write a Good Hypothesis

Steps to writing a hypothesis.

• Start with a Focused Research Question : Your hypothesis should directly address the research question.
• Conduct Preliminary Research : Gather information and insights from existing literature to inform your hypothesis.
• Formulate a Clear and Concise Hypothesis : Write your hypothesis in a simple, straightforward statement that can be tested.
• Refine the Hypothesis : Ensure it is based on existing knowledge and is testable through scientific methods​​.
• “If students attend more lectures, then their exam scores will improve.”
• “Daily exposure to sunlight increases levels of happiness.”

In conclusion, formulating clear and precise research questions and hypotheses is crucial for conducting effective research. These elements provide the foundation for your study, guiding your investigation and helping to ensure that your work is focused, coherent, and meaningful. By understanding the differences between research questions and hypotheses and by following systematic approaches to develop and refine them, you can strengthen your research and contribute valuable insights to your field.

FAQs on Research Questions and Hypotheses

What is the difference between a hypothesis and a research question.

A research question is a clear, focused query that guides your investigation by pinpointing a specific aspect of a topic to explore. It is primarily used in exploratory research to identify gaps in existing knowledge and to steer the direction of your study. For example, a research question might be, “What is the impact of social media on adolescent self-esteem?” On the other hand, a hypothesis is a testable statement that predicts the relationship between variables, grounded in existing theories and knowledge. Hypotheses are typically used in confirmatory research to validate or invalidate specific predictions. For instance, “Increased use of social media leads to lower self-esteem among adolescents” is a hypothesis that can be tested and measured​.

Can I use both research questions and hypotheses?

Yes, it is not only possible but often beneficial to use both research questions and hypotheses in your study. They serve complementary purposes: the research question provides a broad inquiry to guide the overall direction of your study, especially during the exploratory phase, while the hypothesis offers specific predictions to test in the confirmatory phase. Utilising both allows for a comprehensive research approach, beginning with broad questions to identify areas of interest and then narrowing down to specific hypotheses as more information is gathered. This dual approach ensures that your study is well-rounded and thoroughly investigates the topic from both exploratory and confirmatory perspectives​.

How do you write a research question or hypothesis?

Writing a research question involves several steps. First, choose your topic, starting with a broad area of interest. Conduct preliminary reading to understand the current state of research and identify knowledge gaps. Narrow your focus to a specific niche and formulate the question, ensuring it is clear, focused, and researchable. For example, “How does remote learning impact the academic performance of high school students?” To write a hypothesis, start with a focused research question. Conduct preliminary research to gather information from existing literature. Formulate a clear, concise, and testable statement predicting the relationship between variables, such as, “If high school students engage in remote learning, then their academic performance will decline.” Refine your hypothesis to ensure it is based on existing knowledge and is specific and measurable​.

What are the similarities between a hypothesis and a research question?

Despite their differences, research questions and hypotheses share several similarities. Both are fundamental elements of the research process, providing a foundation and direction for the study. They require clarity and specificity to effectively guide the research, ensuring the investigation remains focused on relevant aspects of the topic. Both also play crucial roles in determining the research design, including data collection and analysis methods. Additionally, while hypotheses are testable predictions, research questions guide the exploration of a topic, and both aim to contribute to the body of knowledge systematically. This structured approach helps in building a coherent and impactful research study​.

By understanding and utilising both research questions and hypotheses effectively, researchers can enhance the depth and rigour of their studies, leading to more robust and meaningful findings.

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2 Construct Hypotheses and Define Objectives

The next step involved in the scientific method is to formulate a hypothesis based on the observation . how can you do it try answering your problem or your research question ..

Learning Objectives

After completing this chapter, you will be able to:

• construct a testable hypothesis that is specific, falsifiable, and supported by existing knowledge
• formulate research objectives that are specific, measurable, achievable, relevant, and time-bound (SMART)

In its simplest form, a hypothesis is an educated guess. It is a tentative statement that suggests a potential answer to a research question. It could be a possible explanation for an observed phenomenon, a proposed solution to a problem, or a potential correlation between variables. However, there are several conditions to meet for a well-formulated hypothesis. Among others, it should be:

• testable through experimentation and data analysis,
• falsifiable [1] ,
• clear and specific,
• logically consistent with existing knowledge,
• including an independent variable  and a dependent variable .

Let’s explore the characteristics of a well-formulated hypothesis one by one.

Testability

The hypothesis should be formulated in a way that it can be empirically tested through data collection and analysis. You should be able to design experiments, conduct observations, or analyze existing data to empirically test the hypothesis and generate evidence for or against it.

This hypothesis is testable by conducting field surveys in areas with varying levels of noise pollution and analyzing the relationship between noise levels and bird species richness.

Falsifiability

A good hypothesis is falsifiable, which means it can be potentially proven wrong or falsified using empirical data. In other words, there must be a way to test the hypothesis and find evidence that  refutes it.

This hypothesis is falsifiable because it is possible to conduct experiments or collect data that could show a detrimental effect of pesticide exposure on honeybee colonies and refute the hypothesis.

Clarity and specificity

A well-formulated hypothesis is clear and precisely states the relationship or phenomenon being investigated. This clarity and specificity help in designing appropriate research methods, collecting relevant data, and subsequent analysis.

This  hypothesis guides researchers to investigate the impact of habitat fragmentation on plant species diversity.   It clearly states the relationship between habitat fragmentation and plant species diversity. The hypothesis statement directs the researchers how the research could be conducted by selecting multiple forest sites with varying degree of habitat fragmentation and collecting plant diversity such as species richness and abundance data within each sample area. The relationship between the two variables can then be evaluated by applying statistical methods like regression analysis or correlation analysis.

Logical consistency

A well-formulated hypothesis should be logically consistent with existing knowledge, theories, or observations in the field. It should build upon existing evidence and be grounded in a sound theoretical framework.

This hypothesis is consistent with the known physiological responses of reptiles to temperature changes, such as influencing their reproductive behavior and nesting patterns.

Independent and dependent variables

In most cases, hypothesis statement should include clearly defined independent and dependent variables. The researcher manipulates or changes the independent variable that is believed to affect the dependent variable. The dependent variable will be measured or observed and it is expected to be influenced by the independent variable.

In this case, fish growth is the dependent variable being tracked, and it is believed to be affected by the independent variable, total suspended solids levels. The researcher manipulates different levels of total suspended solids to see how they affect fish growth.

It’s important to note that in some cases,  there may not be a clear independent variable if the research is focus on describing a specific phenomenon or characteristic.

“ There is a new species of orchid in Borneo rainforest region. “

This hypothesis focuses on describing the presence or absence of the new species rather than examining a relationship between variables. The researchers conduct field surveys and collect plant specimens from the Borneo rainforest region. They compare the collected specimens with known orchid species and conduct morphological and genetic analyses. If the specimens exhibit distinct characteristics that differentiate them from known species, the researchers may conclude that they have discovered a new orchid species.

Check Point 2.1

After constructing your hypothesis, you should define a set of research objectives that can be achieved for you to answer your research question. Research objectives are specific goals that outline the tasks or outcomes that a researcher aims to attain through their study. The SMART framework, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound, can help you define research objectives. Here’s a breakdown of each component:

Research objectives should address specific aspects of the research topic. Clearly state what you intend to investigate in your objective. It should be precise and focused, and avoid vague or overly broad objectives.

Identify key variables or indicators that can be quantified or observed for your objectives. This is important because progress and achievement can be assessed through the output. It also facilitates data collection and subsequent statistical analysis.

Research objectives should be realistic and attainable within the available resources, time frame, and constraints of the study. It’s important to set objectives that can be accomplished given the available means and limitations.

The research objective should be relevant to your research topic. Aligned your research objectives with the research questions and hypotheses being investigated. It should be able to provide specific information that directly addresses the research question or problem at hand.

Research objectives should have a specific time frame or timeline for completion. This helps to plan and manage the research process effectively. Most of the time, the objective itself may not provide a specific timeline. Various factors, such as the complexity of the experiment and laboratory procedures, or the nature of the data collection and analysis, can be used to estimate the timeframe for the objective.

When defining your research objective, always check if it fit to the SMART criteria (see BOX 2.1) to ensure that your objective is clear, measurable, attainable, relevant, and time-bound. This approach enhances the focus and effectiveness of the research study, leading to meaningful outcomes and contributions to the field.

BOX 2.1: Example of research objective fits the SMART criteria

“To determine the relationship between habitat heterogeneity and amphibian species richness in wetland ecosystems by conducting surveys over a 1-year period.”

Always check if your research objective fit the SMART criteria!

Research Aim

The research aim is the overarching goal of a research study. It is broader in scope and provides the general direction for the study, whereas the research objective is a specific, measurable step or sub-goal that contributes to the achievement of the research aim. Like the research objective, it should also be in line with the research question and hypothesis, and it should be realistic and attainable given the limitations of the study, such as the time, resources, and expertise that are available.

Research Aim : To evaluate the long-term effectiveness of a newly gazette marine protected areas (MPAs) in promoting the recovery of coral reefs.

Research Objective : To measure the changes in coral cover within and outside of the protected areas every six months after the gazette of the marine protected areas for three years.

As shown in the example above, the research aim states a broader goal without going into detail about methodology, whereas the research objective provides a specific task that is measurable, achievable, relevant, and time-bound.

Exercises 2.1

Carefully review the research question in Exercise 1.1 and identify the variables involved. Construct a hypothesis that is specific, testable, falsifiable, and logically consistent with existing knowledge. Subsequently, formulate a research objective using the SMART framework.  

• Popper, K. (1959). The Logic of Scientific Discovery. Routledge. ↵

A systematic and iterative approach used by scientists to investigate and understand the natural world. It involves making observations, formulating hypotheses, conducting experiments, analyzing data, and drawing conclusions.

An assumption based on sound evidence (educated guess) assumed for the sake of testing its soundness.

The active acquisition of information from a primary source, either through our senses, or data recorded during an experiment using scientific tools and instruments

A clear, concise, and specific question that guides the research process and defines the focus of the study.

The variable that is intentionally manipulated or changed by the researcher in an experiment. It is hypothesized to have an effect on the dependent variable.

The variable that is measured or observed in response to changes in the independent variable. It is expected to be influenced by the independent variable.

The principle that a scientific hypothesis or theory must be capable of being proven false.

A specific and measurable goal or outcome that the problem statement seeks to achieve. Objective provide a clear direction for the research or problem-solving process.

Introduction to the Scientific Method in Research: A Guide for Student Scientists Copyright © by Chen Lin Soo is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Understanding the importance of a research hypothesis

A research hypothesis is a specification of a testable prediction about what a researcher expects as the outcome of the study. It comprises certain aspects such as the population, variables, and the relationship between the variables. It states the specific role of the position of individual elements through empirical verification. When conducting research, there are certain assumptions that are made by the researcher. According to the available information, the goal is to present the expected outcome after testing them.

A hypothesis should be precise and accurate

A hypothesis is a clear statement of the information that the researcher intends to investigate. It is thus a clear statement that is essential before conducting research.

Based on this aspect, the features of the hypothesis are listed below:

1. Conceptual

The statement of the hypothesis is based on a certain concept i.e. it could be either related to the theory or the pre-assumption of the researcher about certain variables i.e. educated guess. This leads to linking the research questions of the study. It helps the collection of data and conducting analysis as per the stated concept.

People who shop at speciality stores tend to spend more on luxury brands as compared to those who shop at a department store.

2. Verbal statement

The research hypothesis represents a verbal statement in declarative form. The hypothesis is often stated in mathematical form. However, it brings in the possibility of representing the idea, assumption, or concept of the researcher in the form of words that could be tested.

The capability of students who are undergoing vocational training programs is not different from the students undergoing regular studies.

3. Empirical reference

By building a tentative relationship among concepts, hypothesis testing provides an empirical verification of a study. It helps validate the assumption of the researcher.

The quality of nursing education affects the quality of nursing practice skills.

4. Tentative relationship

It links the variables as per assumption and builds a tentative relationship. A hypothesis is initially unverified, therefore the relationship between variables is uncertain. Thus a predictable relationship is specified.

Sleep deprivation affects the productivity of an individual.

5. Tool of knowledge advancement

With help of a hypothesis statement, the researcher has the opportunity of verifying the available knowledge and having further enquiry about a concept. Thus, it helps the advancement of knowledge.

The effectiveness of social awareness programs influences the living standards of people.

The hypothesis statement provides the benefit of assessing the available information and making the appropriate prediction about the future. With the possibility of verifiability and identifying falsifiable information, researchers assess their assumptions and determine accurate conclusions.

People who are exposed to a high level of ultraviolet light tend to have a higher incidence of cancer.

7. Not moral

The hypothesis statement is not based on the consideration of moral values or ethics. It is as per the beliefs or assumptions of the researcher. However, testing and prediction are not entirely based on individual moral beliefs. For example, people having sample moral values would take the same strategy for business management. In this case, it is not the desired objective to study the business management strategy.

Neither too specific nor too general

A hypothesis should not be too general or too specific.

‘Actions of an individual would impact the health’ is too general, and ‘running would improve your health’ is too specific. Thus, the hypothesis for the above study is exercise does have an impact on the health of people.

Prediction of consequences

The hypothesis is the statement of the researcher’s assumption. Thus, it helps in predicting the ultimate outcome of the thesis.

Experience leads to better air traffic control management.

Even if the assumption of the researcher is proven false in testing, the result derived from the examination is valuable. With the presence of null and alternative hypotheses, each assessment of the hypothesis yields a valuable conclusion.

Separating irrelevant information from relevant information

 A hypothesis plays a significant role ineffectiveness of a study. It not only navigates the researcher but also prevents the researcher from building an inconclusive study. By guiding as light in the entire thesis, the hypothesis contributes to suggesting and testing the theories along with describing the legal or social phenomenon.

Navigate research

A hypothesis helps in identifying the areas that should be focused on for solving the research problem. It helps frame the concepts of study in a meaningful and effective manner. It also helps the researcher arrive at a conclusion for the study based on organized empirical data examination.

Prevents blind research

A hypothesis guides the researcher in the processes that need to be followed throughout the study. It prevents the researcher from collecting massive data and doing blind research which would prove irrelevant.

A platform for investigating activities

By examining conceptual and factual elements related to the problem of a thesis, the hypothesis provides a framework for drawing effective conclusions. It also helps stimulate further studies.

Describes a phenomenon

Each time a hypothesis is tested, more information about the concerned phenomenon is made available. Empirical support via hypothesis testing helps analyse aspects that were unexplored earlier.

Framing accurate research hypothesis statements

For the deduction of accurate and reliable outcomes from the analysis, belong stated things should be noted:

• Should never be formulated in the form of a question.
• Empirical testability of the hypothesis should be possible.
• A precise and specific statement of concept should be present.
• The hypothesis should not be contradictory to the identified concept and linkage between the variables.
• A clear specification of all the variables which are used for building relationships in the hypothesis should be present.
• The focus of a single hypothesis should only be on one issue. No multi-issue consideration should be taken while building the hypothesis i.e. could only be either relational or descriptive.
• The hypothesis should not be conflicting with the defined law of nature which is already specified as true.
• Effective tools and techniques need to be used for the verification of the hypothesis.
• The form of the hypothesis statement should be simple and understandable. Complex or conflicting statement reduces the applicability and reliability of the thesis results.
• The hypothesis should be amendable in the form that testing could be completed within a specified reasonable time.
• Priya Chetty

I am a management graduate with specialisation in Marketing and Finance. I have over 12 years' experience in research and analysis. This includes fundamental and applied research in the domains of management and social sciences. I am well versed with academic research principles. Over the years i have developed a mastery in different types of data analysis on different applications like SPSS, Amos, and NVIVO. My expertise lies in inferring the findings and creating actionable strategies based on them. 

Over the past decade I have also built a profile as a researcher on Project Guru's Knowledge Tank division. I have penned over 200 articles that have earned me 400+ citations so far. My Google Scholar profile can be accessed here . 

I now consult university faculty through Faculty Development Programs (FDPs) on the latest developments in the field of research. I also guide individual researchers on how they can commercialise their inventions or research findings. Other developments im actively involved in at Project Guru include strengthening the "Publish" division as a bridge between industry and academia by bringing together experienced research persons, learners, and practitioners to collaboratively work on a common goal. 

I am a Senior Analyst at Project Guru, a research and analytics firm based in Gurugram since 2012. I hold a master’s degree in economics from Amity University (2019). Over 4 years, I have worked on worked on various research projects using a range of research tools like SPSS, STATA, VOSViewer, Python, EVIEWS, and NVIVO. My core strength lies in data analysis related to Economics, Accounting, and Financial Management fields.

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