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Student resources, multiple choice quizzes.

Try these quizzes to test your understanding.

1. A hypothesis is ______.

• a wished-for result that the researcher concludes the research with
• a complicated set of sentences that pulls variables into proposed complex relationships
• a conjecture that is grounded in support background originating from secondary research

2. A hypothesis is NOT ______.

• an informed assumption about a certain phenomenon, predicting a factor or interpreting an observation
• a guess that directs the course of a research
• an educated claim

3. A hypothesis is an educated guess.

4. A hypothesis is the same as a proposition.

5. A hypothesis has to be developed at the upfront of every research.

6. In conclusive research designs, hypothesis emerges at the research findings’ stage.

7. When conducting exploratory research, it is difficult to formulate hypothesis for testing based on existing knowledge.

8. The null hypothesis is the the statement originally proposed by the researcher as the suggested answer to the research question.

9. The smaller the p -value, the more likely that H₁ is false, providing stronger support for refuting it and enhancing the probability of accepting Hₒ as correct.

10. Analysing the data collected from the selected sample using appropriate statistical methods to determine the sample mean is NOT the last key step in hypothesis testing.

11. There are mainly two possible decision scenarios in hypothesis testing.

12. The smaller the p -value, the more likely that Hₒ is false, providing stronger support for refuting it and enhancing the probability of accepting H₁ as correct.

13. The null hypothesis is the hypothesis that advances an indifferent proposition whereby empirical data examination results in no statistical significance between the two research variables in question.

14. The probability value equates the level of significance for which the researcher would only just reject H₁.

15. In conducting research, it is often possible to collect data about the whole population of interest.

16. In hypothesis formulation, the default is the null hypothesis where any statistical significance is assumed to happen merely due to chance.

17. Three possible decision scenarios can take place in making hypothesis testing decisions.

What Is A Research (Scientific) Hypothesis? A plain-language explainer + examples

By:  Derek Jansen (MBA)  | Reviewed By: Dr Eunice Rautenbach | June 2020

If you’re new to the world of research, or it’s your first time writing a dissertation or thesis, you’re probably noticing that the words “research hypothesis” and “scientific hypothesis” are used quite a bit, and you’re wondering what they mean in a research context .

“Hypothesis” is one of those words that people use loosely, thinking they understand what it means. However, it has a very specific meaning within academic research. So, it’s important to understand the exact meaning before you start hypothesizing. 

Research Hypothesis 101

• What is a hypothesis ?
• What is a research hypothesis (scientific hypothesis)?
• Requirements for a research hypothesis
• Definition of a research hypothesis
• The null hypothesis

What is a hypothesis?

Let’s start with the general definition of a hypothesis (not a research hypothesis or scientific hypothesis), according to the Cambridge Dictionary:

Hypothesis: an idea or explanation for something that is based on known facts but has not yet been proved.

In other words, it’s a statement that provides an explanation for why or how something works, based on facts (or some reasonable assumptions), but that has not yet been specifically tested . For example, a hypothesis might look something like this:

Hypothesis: sleep impacts academic performance.

This statement predicts that academic performance will be influenced by the amount and/or quality of sleep a student engages in – sounds reasonable, right? It’s based on reasonable assumptions , underpinned by what we currently know about sleep and health (from the existing literature). So, loosely speaking, we could call it a hypothesis, at least by the dictionary definition.

But that’s not good enough…

Unfortunately, that’s not quite sophisticated enough to describe a research hypothesis (also sometimes called a scientific hypothesis), and it wouldn’t be acceptable in a dissertation, thesis or research paper . In the world of academic research, a statement needs a few more criteria to constitute a true research hypothesis .

What is a research hypothesis?

A research hypothesis (also called a scientific hypothesis) is a statement about the expected outcome of a study (for example, a dissertation or thesis). To constitute a quality hypothesis, the statement needs to have three attributes – specificity , clarity and testability .

Let’s take a look at these more closely.

Need a helping hand?

Hypothesis Essential #1: Specificity & Clarity

A good research hypothesis needs to be extremely clear and articulate about both what’ s being assessed (who or what variables are involved ) and the expected outcome (for example, a difference between groups, a relationship between variables, etc.).

Let’s stick with our sleepy students example and look at how this statement could be more specific and clear.

Hypothesis: Students who sleep at least 8 hours per night will, on average, achieve higher grades in standardised tests than students who sleep less than 8 hours a night.

As you can see, the statement is very specific as it identifies the variables involved (sleep hours and test grades), the parties involved (two groups of students), as well as the predicted relationship type (a positive relationship). There’s no ambiguity or uncertainty about who or what is involved in the statement, and the expected outcome is clear.

Contrast that to the original hypothesis we looked at – “Sleep impacts academic performance” – and you can see the difference. “Sleep” and “academic performance” are both comparatively vague , and there’s no indication of what the expected relationship direction is (more sleep or less sleep). As you can see, specificity and clarity are key.

Hypothesis Essential #2: Testability (Provability)

A statement must be testable to qualify as a research hypothesis. In other words, there needs to be a way to prove (or disprove) the statement. If it’s not testable, it’s not a hypothesis – simple as that.

For example, consider the hypothesis we mentioned earlier:

Hypothesis: Students who sleep at least 8 hours per night will, on average, achieve higher grades in standardised tests than students who sleep less than 8 hours a night.  

We could test this statement by undertaking a quantitative study involving two groups of students, one that gets 8 or more hours of sleep per night for a fixed period, and one that gets less. We could then compare the standardised test results for both groups to see if there’s a statistically significant difference. 

Again, if you compare this to the original hypothesis we looked at – “Sleep impacts academic performance” – you can see that it would be quite difficult to test that statement, primarily because it isn’t specific enough. How much sleep? By who? What type of academic performance?

So, remember the mantra – if you can’t test it, it’s not a hypothesis 🙂

Defining A Research Hypothesis

You’re still with us? Great! Let’s recap and pin down a clear definition of a hypothesis.

A research hypothesis (or scientific hypothesis) is a statement about an expected relationship between variables, or explanation of an occurrence, that is clear, specific and testable.

So, when you write up hypotheses for your dissertation or thesis, make sure that they meet all these criteria. If you do, you’ll not only have rock-solid hypotheses but you’ll also ensure a clear focus for your entire research project.

What about the null hypothesis?

You may have also heard the terms null hypothesis , alternative hypothesis, or H-zero thrown around. At a simple level, the null hypothesis is the counter-proposal to the original hypothesis.

For example, if the hypothesis predicts that there is a relationship between two variables (for example, sleep and academic performance), the null hypothesis would predict that there is no relationship between those variables.

At a more technical level, the null hypothesis proposes that no statistical significance exists in a set of given observations and that any differences are due to chance alone.

And there you have it – hypotheses in a nutshell. 

If you have any questions, be sure to leave a comment below and we’ll do our best to help you. If you need hands-on help developing and testing your hypotheses, consider our private coaching service , where we hold your hand through the research journey.

Psst... there’s more!

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

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16 Comments

Very useful information. I benefit more from getting more information in this regard.

Very great insight,educative and informative. Please give meet deep critics on many research data of public international Law like human rights, environment, natural resources, law of the sea etc

In a book I read a distinction is made between null, research, and alternative hypothesis. As far as I understand, alternative and research hypotheses are the same. Can you please elaborate? Best Afshin

This is a self explanatory, easy going site. I will recommend this to my friends and colleagues.

Very good definition. How can I cite your definition in my thesis? Thank you. Is nul hypothesis compulsory in a research?

It’s a counter-proposal to be proven as a rejection

Please what is the difference between alternate hypothesis and research hypothesis?

It is a very good explanation. However, it limits hypotheses to statistically tasteable ideas. What about for qualitative researches or other researches that involve quantitative data that don’t need statistical tests?

In qualitative research, one typically uses propositions, not hypotheses.

could you please elaborate it more

I’ve benefited greatly from these notes, thank you.

This is very helpful

well articulated ideas are presented here, thank you for being reliable sources of information

Excellent. Thanks for being clear and sound about the research methodology and hypothesis (quantitative research)

I have only a simple question regarding the null hypothesis. – Is the null hypothesis (Ho) known as the reversible hypothesis of the alternative hypothesis (H1? – How to test it in academic research?

this is very important note help me much more

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430+ Research Methodology (RM) Solved MCQs

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Research Methodology Quiz | MCQ (Multiple Choice Questions)

In order to enhance your understanding of research methodology, we have made thought-provoking quiz featuring multiple-choice questions.

This quiz served as a tool to assess your knowledge and comprehension of various research techniques and methodologies. Each question presented unique scenarios, challenging you to analyze and select the most appropriate methodological approach.

The quiz aimed to sharpen your critical thinking skills and reinforce our grasp on essential concepts in the realm of research. By actively participating in this exercise, we deepened your appreciation for the significance of selecting the right research methods to achieve reliable and meaningful results.

Other articles

Please read through some of our other articles with examples and explanations if you’d like to learn more about research methodology.

• PLS-SEM model
• Principal Components Analysis
• Multivariate Analysis
• Friedman Test
• Chi-Square Test (Χ²)
• Effect Size

 Methodology

• Research Methodology Quiz MCQ
• Research Methods
• Quantitative Research
• Qualitative Research
• Case Study Research
• Survey Research
• Conclusive Research
• Descriptive Research
• Cross-Sectional Research
• Theoretical Framework
• Conceptual Framework
• Triangulation
• Grounded Theory
• Quasi-Experimental Design
• Mixed Method
• Correlational Research
• Randomized Controlled Trial
• Stratified Sampling
• Ethnography
• Ghost Authorship
• Secondary Data Collection
• Primary Data Collection
• Ex-Post-Facto
• Table of Contents
•   Dissertation Topic
• Thesis Statement
• Research Proposal
• Research Questions
• Research Problem
• Research Gap
• Types of Research Gaps
• Operationalization of Variables
• Literature Review
• Research Hypothesis
• Questionnaire
• Reliability
• Measurement of Scale
• Sampling Techniques
• Acknowledgements

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• v.53(4); 2010 Aug

Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

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.

Research Methodology MCQ (Multiple Choice Questions)

Research methodology mcq.

1) Who was the author of the book named “Methods in Social Research”?

• Goode and Hatt

Show Answer Workspace

Answer: c) Goode and Halt

Explanation: The book named “Methods in Social Research” was authored by Goode and Hatt on Dec 01, 1952, which was specifically aimed to improve student’s knowledge as well as response skills.

2) What is the major attribute of Correlation Analysis?

• Association among variables
• Difference among variables
• Regression among variables
• Variations among variables

Answer: a) Association among variables

Explanation: Mainly the correlational analysis focus on finding the association between one or more quantitative independent variables and one or more quantitative dependent variables.

3) What is the name of the conceptual framework in which the research is carried out?

• Research hypothesis
• Synopsis of Research
• Research paradigm
• Research design

Answer: d) Research design

Explanation: A conceptual framework can be understood as a Research design that you require before research.

4) What is the main role of research in education?

• To upsurge one’s social status.
• To increase one’s job prospects.
• To augment one’s personal growth.
• To help an applicant in becoming a renowned educationalist.

Answer: d) To help an applicant in becoming a renowned educationalist

Explanation: Educational research can be defined as an assurance for reviewing and improving educational practice, which will result in becoming a renowned educationalist.

5) Which of the following features are considered as critical in qualitative research?

• Collecting data with the help of standardized research tools.
• Design sampling with probability sample techniques.
• Collecting data with bottom-up empirical evidence.
• Gathering data with top-down schematic evidence.

Answer: c) Collecting data with bottom-up empirical evidence.

Explanation: In qualitative research, we use an inductive methodology that starts from particular to general. In other words, we study society from the bottom, then move upward to make the theories.

6) How is random sampling helpful?

• Reasonably accurate
• An economical method of data collection
• Free from personal biases
• All of the above

Answer: d) All of the above

Explanation: In random sampling, for each element of the set, there exist a possibility to get selected.

7) A research intends to explore the result of possible factors for the organization of effective mid-day meal interventions. Which research method will be most appropriate for this study?

• Descriptive survey method
• Historical method
• Ex-post facto method
• Experimental method

Answer: c) Ex-post facto method

Explanation: Mainly in the ex-post facto method, the existing groups with qualities are compared on some dependent variable. It is also known as quasi-experimental for the fact that instead of randomly assigning the subjects, they are grouped on the basis of a particular characteristic or trait.

8) Tippit table refers to as _________

• Table of random digits
• The table used in sampling methods
• The table used in statistical investigations

Explanation: Tippit table was first published by L.H.C Tippett in 1927.

9) In order to pursue the research, which of the following is priorly required?

• Developing a research design
• Formulating a research question
• Deciding about the data analysis procedure
• Formulating a research hypothesis

Answer: b) Formulating a research question

Explanation: Before starting with research, it is necessary to have a research question or a topic because once the problem is identified, then we can decide the research design.

10) The format of thesis writing is the same as in

• Writing of Seminar representation
• Preparation of research paper/article
• A research dissertation
• Presenting a workshop/conference paper

Answer: c) A research dissertation

Explanation: The format of thesis writing is similar to that of a research dissertation, or we can simply say that dissertation is another word for a thesis.

11) Which one among the following statements is false in the context of participatory research?

• It recognizes knowledge as power
• It is a collective process of inquiry
• It emphasizes people as experts
• Its sole purpose is the production of knowledge

Answer: d) Its sole purpose is the production of knowledge

Explanation: Participatory action research is a kind of research that stresses participation and action.

12) Which one among the following statement is true in the context of the testing of hypotheses?

• It is only the alternative hypotheses that can be tested.
• It is only the null hypotheses that can be tested.
• Both the alternative and the null hypotheses can be tested.
• Both the alternative and the null hypotheses cannot be tested.

Answer: b) It is only the null hypothesis that can be tested.

Explanation: Hypotheses testing evaluates its plausibility by using sample data.

13) What are the conditions in which Type-I error occurs?

• The null hypotheses get accepted even if it is false
• The null hypotheses get rejected even if it is true
• Both the null hypotheses as well as alternative hypotheses are rejected
• None of the above

Answer: b) The null hypotheses get rejected even if it is true

Explanation: The Type-I Error can be defined as the first kind of error.

14) Research and Development become the index of development of the country. Which of the following reasons are true with regards to this statement?

• R&D targets human development
• R&D can enhance people’s standard of living in the country
• R&D reflects the actual economic and social conditions being prevailed in the country
• All the above

Answer: d) All of the above.

Explanation: No explanation.

15) What does the longitudinal research approach actually deal with?

• Long-term research
• Short-term research
• Horizontal research

Answer: a) Long-term research

Explanation: In general, the longitudinal approach is long-term research in which the researchers keep on examining similar individuals to detect if any change has occurred over a while.

16) What do you understand by the term “Anusandhan”?

• Goal-oriented
• Following an aim
• Attaining an aim
• Praying to achieve an aim

Answer: b) Following an aim

17) Evaluation Research is concerned with __________

• How well are we doing?
• Why are we doing?
• What are we doing?

Answer: a) How well are we doing?

Explanation: Instead of focusing on the process, the evaluation research measures the consequences of the process, for example, if the objectives are met or not.

18) Which of the following does not correspond to characteristics of research?

• Research is not passive
• Research is systematic
• Research is not a problem-oriented
• Research is not a process

Answer: d) Research is not a process

Explanation: Research is an inspired and systematic work that is undertaken by the researchers to intensify expertise.

19) Which of the following options are the main tasks of research in modern society?

• To learn new things
• To keep pace with the advancement in knowledge
• To systematically examine and critically analyze the investigations/sources with the objective

20) What is the main aim of interdisciplinary research?

• To over simplify the problem of research
• To bring out the holistic approach to research
• To create a new trend in research methodology
• To reduce the emphasis on a single subject in the research domain

Answer: b) To bring out the holistic approach to research

Explanation: Particularly in interdisciplinary research, it combines two or more hypothetical disciplines into one activity.

21) The main aim of the scientific method in the research field is to _________

• Improve data interpretation
• Confirm triangulation
• Introduce new variables
• Eliminate spurious relations

Answer: d) Eliminate spurious relations

Explanation: Scientific research aims to build knowledge by hypothesizing new theories and discovering laws.

22) A researcher is interested in studying the prospects of a particular political party in an urban area. So, what tool should he prefer for the study?

• Rating Scale
• Questionnaire

Answer: c) Questionnaire

Explanation: Since it is an urban area, so there is a probability of literacy amongst a greater number of people. Also, there would be numerous questions over the ruling period of a political party, which cannot be simply answered by rating. The rating can only be considered if any political party has done some work, which is why the Questionnaire is used.

23) The conclusions/findings of which type of research cannot be generalized to other situations?

• Casual Comparative Research
• Historical Research
• Descriptive Research
• Experimental Research

Answer: b) Historical Research

Explanation: One cannot generalize historical research in the USA, which has been done in India.

24) How to judge the depth of any research?

• By research title
• By research duration
• By research objectives
• By total expenditure on research

Answer: c) By research objectives

Explanation: Research objectives concisely demonstrate what we are trying to achieve through the research.

25) Who can successfully conduct Research?

• Someone who is a hard worker
• Possesses post-graduation degree
• Has studied research methodology
• Possesses thinking and reasoning ability

Answer: c) Has studied research methodology

Explanation: Anyone who has studied the research methodology can undergo the research.

26) Which of the following is not the method of Research?

• Observation
• Philosophical

Answer: c) Observation

Explanation: Mainly the research method comprises strategies, processes or techniques that are being utilized to collect the data or evidence so as to reveal new information or create a better understanding of a topic.

27) A research problem is feasible only when

• It has utility and relevance
• It is new and adds something to knowledge
• It is researchable

Explanation: A research problem can be defined as a statement about the area of interest, a condition that is required to be improved, a difficulty that has to be eradicated, or any disquieting question existing in scholarly literature, in theory, or in practice that points to be solved.

28) Circle graphs are used to show

• How is one part related to other parts?
• How various sections share in the whole?
• How is one whole related to another whole?
• How are various parts related to the whole?

Answer: d) How are various parts related to the whole?

Explanation: A circle graph helps in visualizing information as well as the data.

29) Authenticity of a research finding is its

• Objectivity
• Originality

Answer: b) Objectivity

30) Which one is called non-probability sampling?

• Quota sampling
• Cluster sampling
• Systematic sampling
• Stratified random sampling

Answer: a) Quota sampling

Explanation: In non-probability sampling, all the members do not get an equal opportunity to participate in the study.

31) What does a good thesis involve?

a) Reducing punctuations as well as grammatical errors to minimalist b) Correct reference citations c) Consistency in the way of thesis writing d) Well defined abstract

Select the answers from the codes given below:

• b), c) and d)
• a), b), c) and d)
• a), b) and c)
• a), b) and d)

Answer: B. a), b), c) and d)

Explanation: All of the above.

32) Which one among the following statements is correct in context to research?

a) Research refers to a series of systematic activity or activities undertaken to find out the solution to a problem. b) It is a systematic, logical and unbiased process wherein verification of hypotheses, data analysis, interpretation and formation of principles can be done. c) It is an intellectual inquiry or quest towards truth, d) It enhances knowledge.

Select the correct answer from the codes given below:

• a), c) and d)

Answer: A. a), b), c) and d)

33) On what basis did Jean Piaget give his theory of cognitive development of humans?

• Evaluation Research
• Fundamental Research
• Applied Research
• Action Research

Answer: b) Fundamental Research

Explanation: Jean Piaget, in his cognitive-developmental theory, proposed the idea that children can actively construct knowledge simply by exploring and manipulating the world around them.

34) What are the core elements of a dissertation?

• Introduction; Data Collection; Data Analysis; Conclusions and Recommendations
• Executive Summary; Literature Review; Data Gathered; Conclusions; Bibliography
• Research Plan; Research Data; Analysis; References

Introduction; Literature Review; Research Methodology; Results; Discussions and Conclusions

Answer: d) Introduction; Literature Review; Research Methodology; Results; Discussions and Conclusions

Explanation: The core elements of the dissertation are as follows:

35) “Sampling Cases” can be defined as

• Sampling using a sampling frame
• Identifying people who are suitable for research
• Literally the researcher’s brief case
• A sampling of people, newspapers, television programs etc.

Answer: d) A sampling of people, newspapers, television programs etc.

Explanation: In general, sampling in case study research involves decisions made by the researchers regarding the strategies of sampling, the number of case studies, and the definition of the unit of analysis.

36) Which technique is generally followed when the population is finite?

• Systematic Sampling Technique
• Purposive Sampling Technique
• Area Sampling Technique

Answer: a) Systematic Sampling Technique

Explanation: Systematic sampling can be understood as a probability sampling method in which the members of the population are selected by the researchers at a regular interval.

37) Research problem is selected from the standpoint of

• Social relevance
• Financial support
• Researcher’s interest
• Availability of relevant literature

Answer: a) Social relevance

38) The F-test:

• Is essentially a two-tailed test.
• Is essentially a one-tailed test.
• Can be one-tailed as well as two-tailed depending on the hypotheses.
• Can never be one tailed test.

Answer: c) Can be one-tailed as well as two-tailed depending on the hypotheses

Explanation: An F-test corresponds to a statistical test in which the test statistic has an F-distribution under the null hypothesis.

39) Which one among the following is the most comprehensive source of population data?

• National Sample Surveys
• Demographic Health Surveys
• National Family Health Surveys

Answer: a) Census

Explanation: Census is an official survey that keeps track of the population data.

40) The process not needed in experimental research is

• Controlling
• Reference collection
• Manipulation and replication

Answer: b) Observation

41) What are those conditions where a research problem is not viable?

• It can be researched
• It contains dependent and independent variables

Answer: d) It contains dependent and independent variables

Explanation: A research problem can be defined as a statement about the concerned area, a condition needed to be improved, a difficulty that has to be eliminated, or a troubling question existing in scholarly literature, in theory, or in practice pointing towards the need of delivering a deliberate investigation.

42) How can we enhance the research objective?

• By making it more valid
• By making it more reliable
• By making it more impartial

Explanation: The research objectives must be concisely described before starting the research as it illustrates what we are going to achieve as an end result after the accomplishment.

43) Action-research can be understood as ___________

• A longitudinal research
• An applied research
• A kind of research being carried out to solve a specific problem

Answer: c) A kind of research being carried out to solve a specific problem

Explanation: In general, action research is termed as a philosophy or a research methodology, which is implemented in social sciences.

44) On what basis can one formulate the assumptions?

• The cultural background of the country
• Universities
• Some specific characteristics of castes

Answer: a) The cultural background of the country

Explanation: An assumption can be identified as an unexamined belief, which we contemplate without even comprehending it. Also, the conclusions that we draw are often based on assumptions.

45) Which one among the following falls under the category of research development?

• Philosophical Research

46) What is the use of Factorial Analysis?

• For setting the hypotheses
• To understand the difference between two variables
• To understand the relationship between two variables
• To understand the difference between various variables

Answer: b) To understand the difference between two variables

Explanation: Factor analysis can be understood as a statistical method that defines the variability between two variables in terms of factors, which are nothing but unobserved variables.

47) What is the best-suited name for a process that doesn’t necessitate experimental research?

• Manipulation
• Content analysis

Answer: a) Manipulation

Explanation: In an experimental research design, whenever the independent variables (i.e., treatment variables or factors) decisively get altered by researchers, then that process is termed as an experimental manipulation.

48) Which one among the following variables cannot be expressed in quantitative terms?

• Numerical Aptitude
• Marital Status
• Socio-economic Status
• Professional Attitude

Answer: d) Professional Attitude

Explanation: A professional attitude is an ability that inclines you to manage your time, portray a leadership quality, make you self-determined and persistent.

49) The “Sociogram” technique is used to study _________

• Vocational Interest
• Human Relations
• Professional Competence
• Achievement Motivation

Answer: b) Human Relations

Explanation: The term sociogram can be defined as a graphical representation of human relation that portrays the social links formed by one particular person.

50) Which one among the following phrases does not correspond to the meaning of research as a process?

• Problem Solving
• Trial and Error
• Objective Observation
• Systematic Activity

Answer: c) Objective Observation

Explanation: The research process comprises classifying, locating, evaluating, and investigating the data, which is required to support your research question, followed by developing and expressing your ideas.

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