graphical presentation of types of research

How to develop a graphical framework to chart your research

Graphic representations or frameworks can be powerful tools to explain research processes and outcomes. David Waller explains how researchers can develop effective visual models to chart their work

David Waller

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While undertaking a study, researchers can uncover insights, connections and findings that are extremely valuable to anyone likely to read their eventual paper. Thus, it is important for the researcher to clearly present and explain the ideas and potential relationships. One important way of presenting findings and relationships is by developing a graphical conceptual framework.

A graphical conceptual framework is a visual model that assists readers by illustrating how concepts, constructs, themes or processes work. It is an image designed to help the viewer understand how various factors interrelate and affect outcomes, such as a chart, graph or map.

These are commonly used in research to show outcomes but also to create, develop, test, support and criticise various ideas and models. The use of a conceptual framework can vary depending on whether it is being used for qualitative or quantitative research.

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There are many forms that a graphical conceptual framework can take, which can depend on the topic, the type of research or findings, and what can best present the story.

Below are examples of frameworks based on qualitative and quantitative research.

As shown by the table below, in qualitative research the conceptual framework is developed at the end of the study to illustrate the factors or issues presented in the qualitative data. It is designed to assist in theory building and the visual understanding of the exploratory findings. It can also be used to develop a framework in preparation for testing the proposition using quantitative research.

In quantitative research a conceptual framework can be used to synthesise the literature and theoretical concepts at the beginning of the study to present a model that will be tested in the statistical analysis of the research.

It is important to understand that the role of a conceptual framework differs depending on the type of research that is being undertaken.

So how should you go about creating a conceptual framework? After undertaking some studies where I have developed conceptual frameworks, here is a simple model based on “Six Rs”: Review, Reflect, Relationships, Reflect, Review, and Repeat.

Process for developing conceptual frameworks:

Review: literature/themes/theory.

Reflect: what are the main concepts/issues?

Relationships: what are their relationships?

Reflect: does the diagram represent it sufficiently?

Review: check it with theory, colleagues, stakeholders, etc.

Repeat: review and revise it to see if something better occurs.

This is not an easy process. It is important to begin by reviewing what has been presented in previous studies in the literature or in practice. This provides a solid background to the proposed model as it can show how it relates to accepted theoretical concepts or practical examples, and helps make sure that it is grounded in logical sense.

It can start with pen and paper, but after reviewing you should reflect to consider if the proposed framework takes into account the main concepts and issues, and the potential relationships that have been presented on the topic in previous works.

It may take a few versions before you are happy with the final framework, so it is worth continuing to reflect on the model and review its worth by reassessing it to determine if the model is consistent with the literature and theories. It can also be useful to discuss the idea with  colleagues or to present preliminary ideas at a conference or workshop –  be open to changes.

Even after you come up with a potential model it is good to repeat the process to review the framework and be prepared to revise it as this can help in refining the model. Over time you may develop a number of models with each one superseding the previous one.

A concern is that some students hold on to the framework they first thought of and worry that developing or changing it will be seen as a weakness in their research. However, a revised and refined model can be an important factor in justifying the value of the research.

Plenty of possibilities and theoretical topics could be considered to enhance the model. Whether it ultimately supports the theoretical constructs of the research will be dependent on what occurs when it is tested.  As social psychologist, Kurt Lewin, famously said “ There's nothing so practical as good theory ”.

The final result after doing your reviewing and reflecting should be a clear graphical presentation that will help the reader understand what the research is about as well as where it is heading.

It doesn’t need to be complex. A simple diagram or table can clarify the nature of a process and help in its analysis, which can be important for the researcher when communicating to their audience. As the saying goes: “ A picture is worth 1000 words ”. The same goes for a good conceptual framework, when explaining a research process or findings.

David Waller is an associate professor at the University of Technology Sydney .

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• Chapter Seven: Presenting Your Results

This chapter serves as the culmination of the previous chapters, in that it focuses on how to present the results of one's study, regardless of the choice made among the three methods. Writing in academics has a form and style that you will want to apply not only to report your own research, but also to enhance your skills at reading original research published in academic journals. Beyond the basic academic style of report writing, there are specific, often unwritten assumptions about how quantitative, qualitative, and critical/rhetorical studies should be organized and the information they should contain. This chapter discusses how to present your results in writing, how to write accessibly, how to visualize data, and how to present your results in person.  

• Chapter One: Introduction
• Chapter Two: Understanding the distinctions among research methods
• Chapter Three: Ethical research, writing, and creative work
• Chapter Four: Quantitative Methods (Part 1)
• Chapter Four: Quantitative Methods (Part 2 - Doing Your Study)
• Chapter Four: Quantitative Methods (Part 3 - Making Sense of Your Study)
• Chapter Five: Qualitative Methods (Part 1)
• Chapter Five: Qualitative Data (Part 2)
• Chapter Six: Critical / Rhetorical Methods (Part 1)
• Chapter Six: Critical / Rhetorical Methods (Part 2)

Written Presentation of Results

Once you've gone through the process of doing communication research – using a quantitative, qualitative, or critical/rhetorical methodological approach – the final step is to  communicate  it.

The major style manuals (the APA Manual, the MLA Handbook, and Turabian) are very helpful in documenting the structure of writing a study, and are highly recommended for consultation. But, no matter what style manual you may use, there are some common elements to the structure of an academic communication research paper.

Title Page :

This is simple: Your Paper's Title, Your Name, Your Institutional Affiliation (e.g., University), and the Date, each on separate lines, centered on the page. Try to make your title both descriptive (i.e., it gives the reader an idea what the study is about) and interesting (i.e., it is catchy enough to get one's attention).

For example, the title, "The uncritical idealization of a compensated psychopath character in a popular book series," would not be an inaccurate title for a published study, but it is rather vague and exceedingly boring. That study's author fortunately chose the title, "A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight ," which is more precisely descriptive, and much more interesting (Merskin, 2011). The use of the colon in academic titles can help authors accomplish both objectives: a catchy but relevant phrase, followed by a more clear explanation of the article's topic.

In some instances, you might be asked to write an abstract, which is a summary of your paper that can range in length from 75 to 250 words. If it is a published paper, it is useful to include key search terms in this brief description of the paper (the title may already have a few of these terms as well). Although this may be the last thing your write, make it one of the best things you write, because this may be the first thing your audience reads about the paper (and may be the only thing read if it is written badly). Summarize the problem/research question, your methodological approach, your results and conclusions, and the significance of the paper in the abstract.

Quantitative and qualitative studies will most typically use the rest of the section titles noted below. Critical/rhetorical studies will include many of the same steps, but will often have different headings. For example, a critical/rhetorical paper will have an introduction, definition of terms, and literature review, followed by an analysis (often divided into sections by areas of investigation) and ending with a conclusion/implications section. Because critical/rhetorical research is much more descriptive, the subheadings in such a paper are often times not generic subheads like "literature review," but instead descriptive subheadings that apply to the topic at hand, as seen in the schematic below. Because many journals expect the article to follow typical research paper headings of introduction, literature review, methods, results, and discussion, we discuss these sections briefly next.

Introduction:

As you read social scientific journals (see chapter 1 for examples), you will find that they tend to get into the research question quickly and succinctly. Journal articles from the humanities tradition tend to be more descriptive in the introduction. But, in either case, it is good to begin with some kind of brief anecdote that gets the reader engaged in your work and lets the reader understand why this is an interesting topic. From that point, state your research question, define the problem (see Chapter One) with an overview of what we do and don't know, and finally state what you will do, or what you want to find out. The introduction thus builds the case for your topic, and is the beginning of building your argument, as we noted in chapter 1.

By the end of the Introduction, the reader should know what your topic is, why it is a significant communication topic, and why it is necessary that you investigate it (e.g., it could be there is gap in literature, you will conduct valuable exploratory research, or you will provide a new model for solving some professional or social problem).

Literature Review:

The literature review summarizes and organizes the relevant books, articles, and other research in this area. It sets up both quantitative and qualitative studies, showing the need for the study. For critical/rhetorical research, the literature review often incorporates the description of the historical context and heuristic vocabulary, with key terms defined in this section of the paper. For more detail on writing a literature review, see Appendix 1.

The methods of your paper are the processes that govern your research, where the researcher explains what s/he did to solve the problem. As you have seen throughout this book, in communication studies, there are a number of different types of research methods. For example, in quantitative research, one might conduct surveys, experiments, or content analysis. In qualitative research, one might instead use interviews and observations. Critical/rhetorical studies methods are more about the interpretation of texts or the study of popular culture as communication. In creative communication research, the method may be an interpretive performance studies or filmmaking. Other methods used sometimes alone, or in combination with other methods, include legal research, historical research, and political economy research.

In quantitative and qualitative research papers, the methods will be most likely described according to the APA manual standards. At the very least, the methods will include a description of participants, data collection, and data analysis, with specific details on each of these elements. For example, in an experiment, the researcher will describe the number of participants, the materials used, the design of the experiment, the procedure of the experiment, and what statistics will be used to address the hypotheses/research questions.

Critical/rhetorical researchers rarely have a specific section called "methods," as opposed to quantitative and qualitative researchers, but rather demonstrate the method they use for analysis throughout the writing of their piece.

Helping your reader understand the methods you used for your study is important not only for your own study's credibility, but also for possible replication of your study by other researchers. A good guideline to keep in mind is  transparency . You want to be as clear as possible in describing the decisions you made in designing your study, gathering and analyzing your data so that the reader can retrace your steps and understand how you came to the conclusions you formed. A research study can be very good, but if it is not clearly described so that others can see how the results were determined or obtained, then the quality of the study and its potential contributions are lost.

After you completed your study, your findings will be listed in the results section. Particularly in a quantitative study, the results section is for revisiting your hypotheses and reporting whether or not your results supported them, and the statistical significance of the results. Whether your study supported or contradicted your hypotheses, it's always helpful to fully report what your results were. The researcher usually organizes the results of his/her results section by research question or hypothesis, stating the results for each one, using statistics to show how the research question or hypothesis was answered in the study.

The qualitative results section also may be organized by research question, but usually is organized by themes which emerged from the data collected. The researcher provides rich details from her/his observations and interviews, with detailed quotations provided to illustrate the themes identified. Sometimes the results section is combined with the discussion section.

Critical/rhetorical researchers would include their analysis often with different subheadings in what would be considered a "results" section, yet not labeled specifically this way.

Discussion:

In the discussion section, the researcher gives an appraisal of the results. Here is where the researcher considers the results, particularly in light of the literature review, and explains what the findings mean. If the results confirmed or corresponded with the findings of other literature, then that should be stated. If the results didn't support the findings of previous studies, then the researcher should develop an explanation of why the study turned out this way. Sometimes, this section is called a "conclusion" by researchers.

References:

In this section, all of the literature cited in the text should have full references in alphabetical order. Appendices: Appendix material includes items like questionnaires used in the study, photographs, documents, etc. An alphabetical letter is assigned for each piece (e.g. Appendix A, Appendix B), with a second line of title describing what the appendix contains (e.g. Participant Informed Consent, or  New York Times  Speech Coverage). They should be organized consistently with the order in which they are referenced in the text of the paper. The page numbers for appendices are consecutive with the paper and reference list.

Tables/Figures:

Tables and figures are referenced in the text, but included at the end of the study and numbered consecutively. (Check with your professor; some like to have tables and figures inserted within the paper's main text.) Tables generally are data in a table format, whereas figures are diagrams (such as a pie chart) and drawings (such as a flow chart).

Accessible Writing

As you may have noticed, academic writing does have a language (e.g., words like heuristic vocabulary and hypotheses) and style (e.g., literature reviews) all its own. It is important to engage in that language and style, and understand how to use it to  communicate effectively in an academic context . Yet, it is also important to remember that your analyses and findings should also be written to be accessible. Writers should avoid excessive jargon, or—even worse—deploying jargon to mask an incomplete understanding of a topic.

The scourge of excessive jargon in academic writing was the target of a famous hoax in 1996. A New York University physics professor submitted an article, " Transgressing the Boundaries: Toward a Transformative Hermeneutics of Quantum Gravity ," to a special issue of the academic journal  Social Text  devoted to science and postmodernism. The article was designed to point out how dense academic jargon can sometimes mask sloppy thinking. As the professor, Alan Sokal, had expected, the article was published. One sample sentence from the article reads:

It has thus become increasingly apparent that physical "reality", no less than social "reality", is at bottom a social and linguistic construct; that scientific "knowledge", far from being objective, reflects and encodes the dominant ideologies and power relations of the culture that produced it; that the truth claims of science are inherently theory-laden and self-referential; and consequently, that the discourse of the scientific community, for all its undeniable value, cannot assert a privileged epistemological status with respect to counter-hegemonic narratives emanating from dissident or marginalized communities. (Sokal, 1996. pp. 217-218)

According to the journal's editor, about six reviewers had read the article but didn't suspect that it was phony. A public debate ensued after Sokal revealed his hoax. Sokal said he worried that jargon and intellectual fads cause academics to lose contact with the real world and "undermine the prospect for progressive social critique" ( Scott, 1996 ). The APA Manual recommends to avoid using technical vocabulary where it is not needed or relevant or if the technical language is overused, thus becoming jargon. In short, the APA argues that "scientific jargon...grates on the reader, encumbers the communication of information, and wastes space" (American Psychological Association, 2010, p. 68).

Data Visualization

Images and words have long existed on the printed page of manuscripts, yet, until recently, relatively few researchers possessed the resources to effectively combine images combined with words (Tufte, 1990, 1983). Communication scholars are only now becoming aware of this dimension in research as computer technologies have made it possible for many people to produce and publish multimedia presentations.

Although visuals may seem to be anathema to the primacy of the written word in research, they are a legitimate way, and at times the best way, to present ideas. Visual scholar Lester Faigley et al. (2004) explains how data visualizations have become part of our daily lives:

Visualizations can shed light on research as well. London-based David McCandless specializes in visualizing interesting research questions, or in his words "the questions I wanted answering" (2009, p. 7). His images include a graph of the  peak times of the year for breakups  (based on Facebook status updates), a  radiation dosage chart , and some  experiments with the Google Ngram Viewer , which charts the appearance of keywords in millions of books over hundreds of years.

The  public domain image  below creatively maps U.S. Census data of the outflow of people from California to other states between 1995 and 2000.

Visualizing one's research is possible in multiple ways. A simple technology, for example, is to enter data into a spreadsheet such as Excel, and select  Charts  or  SmartArt  to generate graphics. A number of free web tools can also transform raw data into useful charts and graphs.  Many Eyes , an open source data visualization tool (sponsored by IBM Research), says its goal "is to 'democratize' visualization and to enable a new social kind of data analysis" (IBM, 2011). Another tool,  Soundslides , enables users to import images and audio to create a photographic slideshow, while the program handles all of the background code. Other tools, often open source and free, can help visual academic research into interactive maps; interactive, image-based timelines; interactive charts; and simple 2-D and 3-D animations. Adobe Creative Suite (which includes popular software like Photoshop) is available on most computers at universities, but open source alternatives exist as well.  Gimp  is comparable to Photoshop, and it is free and relatively easy to use.

One online performance studies journal,  Liminalities , is an excellent example of how "research" can be more than just printed words. In each issue, traditional academic essays and book reviews are often supported photographs, while other parts of an issue can include video, audio, and multimedia contributions. The journal, founded in 2005, treats performance itself as a methodology, and accepts contribution in html, mp3, Quicktime, and Flash formats.

For communication researchers, there is also a vast array of visual digital archives available online. Many of these archives are located at colleges and universities around the world, where digital librarians are spearheading a massive effort to make information—print, audio, visual, and graphic—available to the public as part of a global information commons. For example, the University of Iowa has a considerable digital archive including historical photos documenting American railroads and a database of images related to geoscience. The University of Northern Iowa has a growing Special Collections Unit that includes digital images of every UNI Yearbook between 1905 and 1923 and audio files of UNI jazz band performances. Researchers at he University of Michigan developed  OAIster , a rich database that has joined thousands of digital archives in one searchable interface. Indeed, virtually every academic library is now digitizing all types of media, not just texts, and making them available for public viewing and, when possible, for use in presenting research. In addition to academic collections, the  Library of Congress  and the  National Archives  offer an ever-expanding range of downloadable media; commercial, user-generated databases such as Flickr, Buzznet, YouTube and Google Video offer a rich resource of images that are often free of copyright constraints (see Chapter 3 about Creative Commons licenses) and nonprofit endeavors, such as the  Internet Archive , contain a formidable collection of moving images, still photographs, audio files (including concert recordings), and open source software.

Presenting your Work in Person

As Communication students, it's expected that you are not only able to communicate your research project in written form but also in person.

Before you do any oral presentation, it's good to have a brief "pitch" ready for anyone who asks you about your research. The pitch is routine in Hollywood: a screenwriter has just a few minutes to present an idea to a producer. Although your pitch will be more sophisticated than, say, " Snakes on a Plane " (which unfortunately was made into a movie), you should in just a few lines be able to explain the gist of your research to anyone who asks. Developing this concise description, you will have some practice in distilling what might be a complicated topic into one others can quickly grasp.

Oral presentation

In most oral presentations of research, whether at the end of a semester, or at a research symposium or conference, you will likely have just 10 to 20 minutes. This is probably not enough time to read the entire paper aloud, which is not what you should do anyway if you want people to really listen (although, unfortunately some make this mistake). Instead, the point of the presentation should be to present your research in an interesting manner so the listeners will want to read the whole thing. In the presentation, spend the least amount of time on the literature review (a very brief summary will suffice) and the most on your own original contribution. In fact, you may tell your audience that you are only presenting on one portion of the paper, and that you would be happy to talk more about your research and findings in the question and answer session that typically follows. Consider your presentation the beginning of a dialogue between you and the audience. Your tone shouldn't be "I have found everything important there is to find, and I will cram as much as I can into this presentation," but instead "I found some things you will find interesting, but I realize there is more to find."

Turabian (2007) has a helpful chapter on presenting research. Most important, she emphasizes, is to remember that your audience members are listeners, not readers. Thus, recall the lessons on speech making in your college oral communication class. Give an introduction, tell them what the problem is, and map out what you will present to them. Organize your findings into a few points, and don't get bogged down in minutiae. (The minutiae are for readers to find if they wish, not for listeners to struggle through.) PowerPoint slides are acceptable, but don't read them. Instead, create an outline of a few main points, and practice your presentation.

Turabian  suggests an introduction of not more than three minutes, which should include these elements:

• The research topic you will address (not more than a minute).
• Your research question (30 seconds or less)
• An answer to "so what?" – explaining the relevance of your research (30 seconds)
• Your claim, or argument (30 seconds or less)
• The map of your presentation structure (30 seconds or less)

As Turabian (2007) suggests, "Rehearse your introduction, not only to get it right, but to be able to look your audience in the eye as you give it. You can look down at notes later" (p. 125).

Poster presentation

In some symposiums and conferences, you may be asked to present at a "poster" session. Instead of presenting on a panel of 4-5 people to an audience, a poster presenter is with others in a large hall or room, and talks one-on-one with visitors who look at the visual poster display of the research. As in an oral presentation, a poster highlights just the main point of the paper. Then, if visitors have questions, the author can informally discuss her/his findings.

To attract attention, poster presentations need to be nicely designed, or in the words of an advertising professor who schedules poster sessions at conferences, "be big, bold, and brief" ( Broyles , 2011). Large type (at least 18 pt.), graphics, tables, and photos are recommended.

A poster presentation session at a conference, by David Eppstein (Own work) [CC-BY-SA-3.0 ( www.creativecommons.org/licenses/by-sa/3.0 )], via Wikimedia Commons]

The Association for Education in Journalism and Mass Communication (AEJMC) has a  template for making an effective poster presentation . Many universities, copy shops, and Internet services also have large-scale printers, to print full-color research poster designs that can be rolled up and transported in a tube.

Judging Others' Research

After taking this course, you should have a basic knowledge of research methods. There will still be some things that may mystify you as a reader of other's research. For example, you may not be able to interpret the coefficients for statistical significance, or make sense of a complex structural equation. Some specialized vocabulary may still be difficult.

But, you should understand how to critically review research. For example, imagine you have been asked to do a blind (i.e., the author's identity is concealed) "peer review" of communication research for acceptance to a conference, or publication in an academic journal. For most  conferences  and  journals , submissions are made online, where editors can manage the flow and assign reviews to papers. The evaluations reviewers make are based on the same things that we have covered in this book. For example, the conference for the AEJMC ask reviewers to consider (on a five-point scale, from Excellent to Poor) a number of familiar research dimensions, including the paper's clarity of purpose, literature review, clarity of research method, appropriateness of research method, evidence presented clearly, evidence supportive of conclusions, general writing and organization, and the significance of the contribution to the field.

Beyond academia, it is likely you will more frequently apply the lessons of research methods as a critical consumer of news, politics, and everyday life. Just because some expert cites a number or presents a conclusion doesn't mean it's automatically true. John Allen Paulos, in his book  A Mathematician reads the newspaper , suggests some basic questions we can ask. "If statistics were presented, how were they obtained? How confident can we be of them? Were they derived from a random sample or from a collection of anecdotes? Does the correlation suggest a causal relationship, or is it merely a coincidence?" (1997, p. 201).

Through the study of research methods, we have begun to build a critical vocabulary and understanding to ask good questions when others present "knowledge." For example, if Candidate X won a straw poll in Iowa, does that mean she'll get her party's nomination? If Candidate Y wins an open primary in New Hampshire, does that mean he'll be the next president? If Candidate Z sheds a tear, does it matter what the context is, or whether that candidate is a man or a woman? What we learn in research methods about validity, reliability, sampling, variables, research participants, epistemology, grounded theory, and rhetoric, we can consider whether the "knowledge" that is presented in the news is a verifiable fact, a sound argument, or just conjecture.

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Broyles, S. (2011). "About poster sessions." AEJMC.  http://www.aejmc.org/home/2013/01/about-poster-sessions/ .

Faigley, L., George, D., Palchik, A., Selfe, C. (2004).  Picturing texts . New York: W.W. Norton & Company.

IBM (2011). Overview of Many Eyes.  http://www.research.ibm.com/social/projects_manyeyes.shtml .

McCandless, D. (2009).  The visual miscellaneum . New York: Collins Design.

Merskin, D. (2011). A boyfriend to die for: Edward Cullen as compensated psychopath in Stephanie Meyer's  Twilight. Journal of Communication Inquiry  35: 157-178. doi:10.1177/0196859911402992

Paulos, J. A. (1997).  A mathematician reads the newspaper . New York: Anchor.

Scott, J. (1996, May 18). Postmodern gravity deconstructed, slyly.  New York Times , http://www.nytimes.com/books/98/11/15/specials/sokal-text.html .

Sokal, A. (1996). Transgressing the boundaries: towards a transformative hermeneutics of quantum gravity.  Social Text  46/47, 217-252.

Tufte, E. R. (1990).  Envisioning information . Cheshire, CT: Graphics Press.

Tufte, E. R. (1983).  The visual display of quantitative information . Cheshire, CT: Graphics Press.

Turabian, Kate L. (2007).  A manual for writers of research papers, theses, and dissertations: Chicago style guide for students and researchers  (7th ed.). Chicago: University of Chicago Press.

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Home » Graphical Methods – Types, Examples and Guide

Graphical Methods – Types, Examples and Guide

Table of Contents

Graphical Methods

Definition:

Graphical methods refer to techniques used to visually represent data, relationships, or processes using charts, graphs, diagrams, or other graphical formats. These methods are widely used in various fields such as science, engineering, business, and social sciences, among others, to analyze, interpret and communicate complex information in a concise and understandable way.

Types of Graphical Methods

Here are some of the most common types of graphical methods for data analysis and visual presentation:

Line Graphs

These are commonly used to show trends over time, such as the stock prices of a particular company or the temperature over a certain period. They consist of a series of data points connected by a line that shows the trend of the data over time. Line graphs are useful for identifying patterns in data, such as seasonal changes or long-term trends.

These are commonly used to compare values of different categories, such as sales figures for different products or the number of students in different grade levels. Bar charts use bars that are either horizontal or vertical and represent the data values. They are useful for comparing data visually and identifying differences between categories.

These are used to show how a whole is divided into parts, such as the percentage of students in a school who are enrolled in different programs. Pie charts use a circle that is divided into sectors, with each sector representing a portion of the whole. They are useful for showing proportions and identifying which parts of a whole are larger or smaller.

Scatter Plots

These are used to visualize the relationship between two variables, such as the correlation between a person’s height and weight. Scatter plots consist of a series of data points that are plotted on a graph and connected by a line or curve. They are useful for identifying trends and relationships between variables.

These are used to show the distribution of data across a two-dimensional plane, such as a map of a city showing the density of population in different areas. Heat maps use color-coded cells to represent different levels of data, with darker colors indicating higher values. They are useful for identifying areas of high or low density and for highlighting patterns in data.

These are used to show the distribution of data in a single variable, such as the distribution of ages of a group of people. Histograms use bars that represent the frequency of each data value, with taller bars indicating a higher frequency. They are useful for identifying the shape of a distribution and for identifying outliers or unusual data values.

Network Diagrams

These are used to show the relationships between different entities or nodes, such as the relationships between people in a social network. Network diagrams consist of nodes that are connected by lines that represent the relationship. They are useful for identifying patterns in complex data and for understanding the structure of a network.

Box plots, also known as box-and-whisker plots, are a type of graphical method used to show the distribution of data in a single variable. They consist of a box with whiskers extending from the top and bottom of the box. The box represents the middle 50% of the data, with the median value indicated by a line inside the box. The whiskers represent the range of the data, with any data points outside the whiskers indicated as outliers. Box plots are useful for identifying the spread and shape of a distribution and for identifying outliers or unusual data values.

Applications of Graphical Methods

Graphical methods have a wide range of applications in various fields, including:

• Business : Graphical methods are commonly used in business to analyze sales data, financial data, and other types of data. They are useful for identifying trends, patterns, and outliers, as well as for presenting data in a clear and concise manner to stakeholders.
• Science and engineering: Graphical methods are used extensively in scientific and engineering fields to analyze data and to present research findings. They are useful for visualizing complex data sets and for identifying relationships between variables.
• Social sciences: Graphical methods are used in social sciences to analyze and present data related to human behavior, such as demographics, survey results, and statistical analyses. They are useful for identifying trends and patterns in large data sets and for communicating findings to a broader audience.
• Education : Graphical methods are used in education to present information to students and to help them understand complex concepts. They are useful for visualizing data and for presenting information in a way that is easy to understand.
• Healthcare : Graphical methods are used in healthcare to analyze patient data, to track disease outbreaks, and to present medical information to patients. They are useful for identifying patterns and trends in patient data and for communicating medical information in a clear and concise manner.
• Sports : Graphical methods are used in sports to analyze and present data related to player performance, team statistics, and game outcomes. They are useful for identifying trends and patterns in player and team data and for communicating this information to coaches, players, and fans.

Examples of Graphical Methods

Here are some examples of real-time applications of graphical methods:

• Stock Market: Line graphs, candlestick charts, and bar charts are widely used in real-time trading systems to display stock prices and trends over time. Traders use these charts to analyze historical data and make informed decisions about buying and selling stocks in real-time.
• Weather Forecasting : Heat maps and radar maps are commonly used in weather forecasting to display current weather conditions and to predict future weather patterns. These maps are useful for tracking the movement of storms, identifying areas of high and low pressure, and predicting the likelihood of severe weather events.
• Social Media Analytics: Scatter plots and network diagrams are commonly used in social media analytics to track the spread of information across social networks. Analysts use these graphs to identify patterns in user behavior, to track the popularity of specific topics or hashtags, and to monitor the influence of key opinion leaders.
• Traffic Analysis: Heat maps and network diagrams are used in traffic analysis to visualize traffic flow patterns and to identify areas of congestion or accidents. These graphs are useful for predicting traffic patterns, optimizing traffic flow, and improving transportation infrastructure.
• Medical Diagnostics: Box plots and histograms are commonly used in medical diagnostics to display the distribution of patient data, such as blood pressure, heart rate, or blood sugar levels. These graphs are useful for identifying patterns in patient data, diagnosing medical conditions, and monitoring the effectiveness of treatments in real-time.
• Cybersecurity: Heat maps and network diagrams are used in cybersecurity to visualize network traffic patterns and to identify potential security threats. These graphs are useful for identifying anomalies in network traffic, detecting and mitigating cyber attacks, and improving network security protocols.

How to use Graphical Methods

Here are some general steps to follow when using graphical methods to analyze and present data:

• Identify the research question: Before creating any graphs, it’s important to identify the research question or hypothesis you want to explore. This will help you select the appropriate type of graph and ensure that the data you collect is relevant to your research question.
• Collect and organize the data: Collect the data you need to answer your research question and organize it in a way that makes it easy to work with. This may involve sorting, filtering, or cleaning the data to ensure that it is accurate and relevant.
• Select the appropriate graph : There are many different types of graphs available, each with its own strengths and weaknesses. Select the appropriate graph based on the type of data you have and the research question you are exploring. For example, a scatterplot may be appropriate for exploring the relationship between two continuous variables, while a bar chart may be appropriate for comparing categorical data.
• Create the graph: Once you have selected the appropriate graph, create it using software or a tool that allows you to customize the graph based on your needs. Be sure to include appropriate labels and titles, and ensure that the graph is clearly legible.
• Analyze the graph: Once you have created the graph, analyze it to identify patterns, trends, and relationships in the data. Look for outliers or other anomalies that may require further investigation.
• Draw conclusions: Based on your analysis of the graph, draw conclusions about the research question you are exploring. Use the graph to support your conclusions and to communicate your findings to others.
• Iterate and refine: Finally, refine your graph or create additional graphs as needed to further explore your research question. Iteratively refining and revising your graphs can help to ensure that you are accurately representing the data and that you are drawing the appropriate conclusions.

When to use Graphical Methods

Graphical methods can be used in a variety of situations to help analyze, interpret, and communicate data. Here are some general guidelines on when to use graphical methods:

• To identify patterns and trends: Graphical methods are useful for identifying patterns and trends in data, which may be difficult to see in raw data tables or spreadsheets. Graphs can reveal trends that may not be immediately apparent in the data, making it easier to draw conclusions and make predictions.
• To compare data: Graphs can be used to compare data from different sources or over different time periods. Graphical comparisons can make it easier to identify differences or similarities in the data, which can be useful for making decisions and taking action.
• To summarize data : Graphs can be used to summarize large amounts of data in a single visual display. This can be particularly useful when presenting data to a broad audience, as it can help to simplify complex data sets and make them more accessible.
• To communicate data: Graphs can be used to communicate data and findings to a variety of audiences, including stakeholders, colleagues, and the general public. Graphs can be particularly useful in situations where data needs to be presented quickly and in a way that is easy to understand.
• To identify outliers: Graphical methods are useful for identifying outliers or anomalies in the data. Outliers can be indicative of errors or unusual events, and may warrant further investigation.

Purpose of Graphical Methods

The purpose of graphical methods is to help people analyze, interpret, and communicate data in a way that is both accurate and understandable. Graphical methods provide visual representations of data that can be easier to interpret than tables of numbers or raw data sets. Graphical methods help to reveal patterns and trends that may not be immediately apparent in the data, making it easier to draw conclusions and make predictions. They can also help to identify outliers or unusual data points that may warrant further investigation.

In addition to helping people analyze and interpret data, graphical methods also serve an important communication function. Graphs can be used to present data to a wide range of audiences, including stakeholders, colleagues, and the general public. Graphs can help to simplify complex data sets, making them more accessible and easier to understand. By presenting data in a clear and concise way, graphical methods can help people make informed decisions and take action based on the data.

Overall, the purpose of graphical methods is to provide a powerful tool for analyzing, interpreting, and communicating data. Graphical methods help people to better understand the data they are working with, to identify patterns and trends, and to make informed decisions based on the data.

Characteristics of Graphical Methods

Here are some characteristics of graphical methods:

• Visual Representation: Graphical methods provide a visual representation of data, which can be easier to interpret than tables of numbers or raw data sets. Graphs can help to reveal patterns and trends that may not be immediately apparent in the data.
• Simplicity : Graphical methods simplify complex data sets, making them more accessible and easier to understand. By presenting data in a clear and concise way, graphical methods can help people make informed decisions and take action based on the data.
• Comparability : Graphical methods can be used to compare data from different sources or over different time periods. This can help to identify differences or similarities in the data, which can be useful for making decisions and taking action.
• Flexibility : Graphical methods can be adapted to different types of data, including continuous, categorical, and ordinal data. Different types of graphs can be used to display different types of data, depending on the characteristics of the data and the research question.
• Accuracy : Graphical methods should accurately represent the data being analyzed. Graphs should be properly scaled and labeled to avoid distorting the data or misleading viewers.
• Clarity : Graphical methods should be clear and easy to read. Graphs should be designed with the viewer in mind, using appropriate colors, labels, and titles to ensure that the message of the graph is conveyed effectively.

Advantages of Graphical Methods

Graphical methods offer several advantages for analyzing and presenting data, including:

• Clear visualization: Graphical methods provide a clear and intuitive visual representation of data that can help people understand complex relationships, trends, and patterns in the data. This can be particularly useful when dealing with large and complex data sets.
• Efficient communication: Graphical methods can help to communicate complex data sets in an efficient and accessible way. Visual representations can be easier to understand than numerical data alone, and can help to convey key messages quickly.
• Effective comparison: Graphical methods allow for easy comparison between different data sets, making it easier to identify trends, patterns, and differences. This can help in making decisions, identifying areas for improvement, or developing new insights.
• Improved decision-making: Graphical methods can help to inform decision-making by presenting data in a clear and easy-to-understand format. They can also help to identify key areas of focus, enabling individuals or teams to make more informed decisions.
• Increased engagement: Graphical methods can help to engage audiences by presenting data in an engaging and interactive way. This can be particularly useful in presentations or reports, where visual representations can help to maintain audience attention and interest.
• Better understanding: Graphical methods can help individuals to better understand the data they are working with, by providing a clear and intuitive visual representation of the data. This can lead to improved insights and decision-making, as well as better understanding of the implications of the data.

Limitations of Graphical Methods

Here are a few limitations to consider:

• Misleading representation: Graphical methods can potentially misrepresent data if they are not designed properly. For example, inappropriate scaling or labeling of the axes or the use of certain types of graphs can create a distorted view of the data.
• Limited scope: Graphical methods can only display a limited amount of data, which can make it difficult to capture the full complexity of a data set. Additionally, some types of data may be difficult to represent visually.
• Time-consuming : Creating graphs can be a time-consuming process, particularly if multiple graphs need to be created and analyzed. This can be a limitation in situations where time is limited or resources are scarce.
• Technical skills: Some graphical methods require technical skills to create and interpret. For example, certain types of graphs may require knowledge of specialized software or programming languages.
• Interpretation : Interpreting graphs can be subjective, and the same graph can be interpreted in different ways by different people. This can lead to confusion or disagreements when using graphs to communicate data.
• Accessibility : Some graphical methods may not be accessible to all audiences, particularly those with visual impairments. Additionally, some types of graphs may not be accessible to those with limited literacy or numeracy skills.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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Chapter 20. Presentations

Introduction.

If a tree falls in a forest, and no one is around to hear it, does it make a sound? If a qualitative study is conducted, but it is not presented (in words or text), did it really happen? Perhaps not. Findings from qualitative research are inextricably tied up with the way those findings are presented. These presentations do not always need to be in writing, but they need to happen. Think of ethnographies, for example, and their thick descriptions of a particular culture. Witnessing a culture, taking fieldnotes, talking to people—none of those things in and of themselves convey the culture. Or think about an interview-based phenomenological study. Boxes of interview transcripts might be interesting to read through, but they are not a completed study without the intervention of hours of analysis and careful selection of exemplary quotes to illustrate key themes and final arguments and theories. And unlike much quantitative research in the social sciences, where the final write-up neatly reports the results of analyses, the way the “write-up” happens is an integral part of the analysis in qualitative research. Once again, we come back to the messiness and stubborn unlinearity of qualitative research. From the very beginning, when designing the study, imagining the form of its ultimate presentation is helpful.

Because qualitative researchers are motivated by understanding and conveying meaning, effective communication is not only an essential skill but a fundamental facet of the entire research project. Ethnographers must be able to convey a certain sense of verisimilitude, the appearance of true reality. Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them. And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important. This chapter will address how to organize various kinds of presentations for different audiences so that your results can be appreciated and understood.

In the world of academic science, social or otherwise, the primary audience for a study’s results is usually the academic community, and the primary venue for communicating to this audience is the academic journal. Journal articles are typically fifteen to thirty pages in length (8,000 to 12,000 words). Although qualitative researchers often write and publish journal articles—indeed, there are several journals dedicated entirely to qualitative research [1] —the best writing by qualitative researchers often shows up in books. This is because books, running from 80,000 to 150,000 words in length, allow the researcher to develop the material fully. You have probably read some of these in various courses you have taken, not realizing what they are. I have used examples of such books throughout this text, beginning with the three profiles in the introductory chapter. In some instances, the chapters in these books began as articles in academic journals (another indication that the journal article format somewhat limits what can be said about the study overall).

While the article and the book are “final” products of qualitative research, there are actually a few other presentation formats that are used along the way. At the very beginning of a research study, it is often important to have a written research proposal not just to clarify to yourself what you will be doing and when but also to justify your research to an outside agency, such as an institutional review board (IRB; see chapter 12), or to a potential funder, which might be your home institution, a government funder (such as the National Science Foundation, or NSF), or a private foundation (such as the Gates Foundation). As you get your research underway, opportunities will arise to present preliminary findings to audiences, usually through presentations at academic conferences. These presentations can provide important feedback as you complete your analyses. Finally, if you are completing a degree and looking to find an academic job, you will be asked to provide a “job talk,” usually about your research. These job talks are similar to conference presentations but can run significantly longer.

All the presentations mentioned so far are (mostly) for academic audiences. But qualitative research is also unique in that many of its practitioners don’t want to confine their presentation only to other academics. Qualitative researchers who study particular contexts or cultures might want to report back to the people and places they observed. Those working in the critical tradition might want to raise awareness of a particular issue to as large an audience as possible. Many others simply want everyday, nonacademic people to read their work, because they think it is interesting and important. To reach a wide audience, the final product can look like almost anything—it can be a poem, a blog, a podcast, even a science fiction short story. And if you are very lucky, it can even be a national or international bestseller.

In this chapter, we are going to stick with the more basic quotidian presentations—the academic paper / research proposal, the conference slideshow presentation / job talk, and the conference poster. We’ll also spend a bit of time on incorporating universal design into your presentations and how to create some especially attractive and impactful visual displays.

Researcher Note

What is the best piece of advice you’ve ever been given about conducting qualitative research?

The best advice I’ve received came from my adviser, Alford Young Jr. He told me to find the “Jessi Streib” answer to my research question, not the “Pierre Bourdieu” answer to my research question. In other words, don’t just say how a famous theorist would answer your question; say something original, something coming from you.

—Jessi Streib, author of The Power of the Past and Privilege Lost 

Writing about Your Research

The journal article and the research proposal.

Although the research proposal is written before you have actually done your research and the article is written after all data collection and analysis is complete, there are actually many similarities between the two in terms of organization and purpose. The final article will (probably—depends on how much the research question and focus have shifted during the research itself) incorporate a great deal of what was included in a preliminary research proposal. The average lengths of both a proposal and an article are quite similar, with the “front sections” of the article abbreviated to make space for the findings, discussion of findings, and conclusion.

Figure 20.1 shows one model for what to include in an article or research proposal, comparing the elements of each with a default word count for each section. Please note that you will want to follow whatever specific guidelines you have been provided by the venue you are submitting the article/proposal to: the IRB, the NSF, the Journal of Qualitative Research . In fact, I encourage you to adapt the default model as needed by swapping out expected word counts for each section and adding or varying the sections to match expectations for your particular publication venue. [2]

You will notice a few things about the default model guidelines. First, while half of the proposal is spent discussing the research design, this section is shortened (but still included) for the article. There are a few elements that only show up in the proposal (e.g., the limitations section is in the introductory section here—it will be more fully developed in the conclusory section in the article). Obviously, you don’t have findings in the proposal, so this is an entirely new section for the article. Note that the article does not include a data management plan or a timeline—two aspects that most proposals require.

It might be helpful to find and maintain examples of successfully written sections that you can use as models for your own writing. I have included a few of these throughout the textbook and have included a few more at the end of this chapter.

Make an Argument

Some qualitative researchers, particularly those engaged in deep ethnographic research, focus their attention primarily if not exclusively on describing the data. They might even eschew the notion that they should make an “argument” about the data, preferring instead to use thick descriptions to convey interpretations. Bracketing the contrast between interpretation and argument for the moment, most readers will expect you to provide an argument about your data, and this argument will be in answer to whatever research question you eventually articulate (remember, research questions are allowed to shift as you get further into data collection and analysis). It can be frustrating to read a well-developed study with clear and elegant descriptions and no argument. The argument is the point of the research, and if you do not have one, 99 percent of the time, you are not finished with your analysis. Calarco ( 2020 ) suggests you imagine a pyramid, with all of your data forming the basis and all of your findings forming the middle section; the top/point of the pyramid is your argument, “what the patterns in your data tell us about how the world works or ought to work” ( 181 ).

The academic community to which you belong will be looking for an argument that relates to or develops theory. This is the theoretical generalizability promise of qualitative research. An academic audience will want to know how your findings relate to previous findings, theories, and concepts (the literature review; see chapter 9). It is thus vitally important that you go back to your literature review (or develop a new one) and draw those connections in your discussion and/or conclusion. When writing to other audiences, you will still want an argument, although it may not be written as a theoretical one. What do I mean by that? Even if you are not referring to previous literature or developing new theories or adapting older ones, a simple description of your findings is like dumping a lot of leaves in the lap of your audience. They still deserve to know about the shape of the forest. Maybe provide them a road map through it. Do this by telling a clear and cogent story about the data. What is the primary theme, and why is it important? What is the point of your research? [3]

A beautifully written piece of research based on participant observation [and/or] interviews brings people to life, and helps the reader understand the challenges people face. You are trying to use vivid, detailed and compelling words to help the reader really understand the lives of the people you studied. And you are trying to connect the lived experiences of these people to a broader conceptual point—so that the reader can understand why it matters. ( Lareau 2021:259 )

Do not hide your argument. Make it the focal point of your introductory section, and repeat it as often as needed to ensure the reader remembers it. I am always impressed when I see researchers do this well (see, e.g., Zelizer 1996 ).

Here are a few other suggestions for writing your article: Be brief. Do not overwhelm the reader with too many words; make every word count. Academics are particularly prone to “overwriting” as a way of demonstrating proficiency. Don’t. When writing your methods section, think about it as a “recipe for your work” that allows other researchers to replicate if they so wish ( Calarco 2020:186 ). Convey all the necessary information clearly, succinctly, and accurately. No more, no less. [4] Do not try to write from “beginning to end” in that order. Certain sections, like the introductory section, may be the last ones you write. I find the methods section the easiest, so I often begin there. Calarco ( 2020 ) begins with an outline of the analysis and results section and then works backward from there to outline the contribution she is making, then the full introduction that serves as a road map for the writing of all sections. She leaves the abstract for the very end. Find what order best works for you.

Presenting at Conferences and Job Talks

Students and faculty are primarily called upon to publicly present their research in two distinct contexts—the academic conference and the “job talk.” By convention, conference presentations usually run about fifteen minutes and, at least in sociology and other social sciences, rely primarily on the use of a slideshow (PowerPoint Presentation or PPT) presentation. You are usually one of three or four presenters scheduled on the same “panel,” so it is an important point of etiquette to ensure that your presentation falls within the allotted time and does not crowd into that of the other presenters. Job talks, on the other hand, conventionally require a forty- to forty-five-minute presentation with a fifteen- to twenty-minute question and answer (Q&A) session following it. You are the only person presenting, so if you run over your allotted time, it means less time for the Q&A, which can disturb some audience members who have been waiting for a chance to ask you something. It is sometimes possible to incorporate questions during your presentation, which allows you to take the entire hour, but you might end up shorting your presentation this way if the questions are numerous. It’s best for beginners to stick to the “ask me at the end” format (unless there is a simple clarifying question that can easily be addressed and makes the presentation run more smoothly, as in the case where you simply forgot to include information on the number of interviews you conducted).

For slideshows, you should allot two or even three minutes for each slide, never less than one minute. And those slides should be clear, concise, and limited. Most of what you say should not be on those slides at all. The slides are simply the main points or a clear image of what you are speaking about. Include bulleted points (words, short phrases), not full sentences. The exception is illustrative quotations from transcripts or fieldnotes. In those cases, keep to one illustrative quote per slide, and if it is long, bold or otherwise, highlight the words or passages that are most important for the audience to notice. [5]

Figure 20.2 provides a possible model for sections to include in either a conference presentation or a job talk, with approximate times and approximate numbers of slides. Note the importance (in amount of time spent) of both the research design and the findings/results sections, both of which have been helpfully starred for you. Although you don’t want to short any of the sections, these two sections are the heart of your presentation.

Fig 20.2. Suggested Slideshow Times and Number of Slides

Should you write out your script to read along with your presentation? I have seen this work well, as it prevents presenters from straying off topic and keeps them to the time allotted. On the other hand, these presentations can seem stiff and wooden. Personally, although I have a general script in advance, I like to speak a little more informally and engagingly with each slide, sometimes making connections with previous panelists if I am at a conference. This means I have to pay attention to the time, and I sometimes end up breezing through one section more quickly than I would like. Whatever approach you take, practice in advance. Many times. With an audience. Ask for feedback, and pay attention to any presentation issues that arise (e.g., Do you speak too fast? Are you hard to hear? Do you stumble over a particular word or name?).

Even though there are rules and guidelines for what to include, you will still want to make your presentation as engaging as possible in the little amount of time you have. Calarco ( 2020:274 ) recommends trying one of three story structures to frame your presentation: (1) the uncertain explanation , where you introduce a phenomenon that has not yet been fully explained and then describe how your research is tackling this; (2) the uncertain outcome , where you introduce a phenomenon where the consequences have been unclear and then you reveal those consequences with your research; and (3) the evocative example , where you start with some interesting example from your research (a quote from the interview transcripts, for example) or the real world and then explain how that example illustrates the larger patterns you found in your research. Notice that each of these is a framing story. Framing stories are essential regardless of format!

A Word on Universal Design

Please consider accessibility issues during your presentation, and incorporate elements of universal design into your slideshow. The basic idea behind universal design in presentations is that to the greatest extent possible, all people should be able to view, hear, or otherwise take in your presentation without needing special individual adaptations. If you can make your presentation accessible to people with visual impairment or hearing loss, why not do so? For example, one in twelve men is color-blind, unable to differentiate between certain colors, red/green being the most common problem. So if you design a graphic that relies on red and green bars, some of your audience members may not be able to properly identify which bar means what. Simple contrasts of black and white are much more likely to be visible to all members of your audience. There are many other elements of good universal design, but the basic foundation of all of them is that you consider how to make your presentation as accessible as possible at the outset. For example, include captions whenever possible, both as descriptions on slides and as images on slides and for any audio or video clips you are including; keep font sizes large enough to read from the back of the room; and face the audience when you are.

Poster Design

Undergraduate students who present at conferences are often encouraged to present at “poster sessions.” This usually means setting up a poster version of your research in a large hall or convention space at a set period of time—ninety minutes is common. Your poster will be one of dozens, and conference-goers will wander through the space, stopping intermittently at posters that attract them. Those who stop by might ask you questions about your research, and you are expected to be able to talk intelligently for two or three minutes. It’s a fairly easy way to practice presenting at conferences, which is why so many organizations hold these special poster sessions.

A good poster design will be immediately attractive to passersby and clearly and succinctly describe your research methods, findings, and conclusions. Some students have simply shrunk down their research papers to manageable sizes and then pasted them on a poster, all twelve to fifteen pages of them. Don’t do that! Here are some better suggestions: State the main conclusion of your research in large bold print at the top of your poster, on brightly colored (contrasting) paper, and paste in a QR code that links to your full paper online ( Calarco 2020:280 ). Use the rest of the poster board to provide a couple of highlights and details of the study. For an interview-based study, for example, you will want to put in some details about your sample (including number of interviews) and setting and then perhaps one or two key quotes, also distinguished by contrasting color background.

Incorporating Visual Design in Your Presentations

In addition to ensuring that your presentation is accessible to as large an audience as possible, you also want to think about how to display your data in general, particularly how to use charts and graphs and figures. [6] The first piece of advice is, use them! As the saying goes, a picture is worth a thousand words. If you can cut to the chase with a visually stunning display, do so. But there are visual displays that are stunning, and then there are the tired, hard-to-see visual displays that predominate at conferences. You can do better than most presenters by simply paying attention here and committing yourself to a good design. As with model section passages, keep a file of visual displays that work as models for your own presentations. Find a good guidebook to presenting data effectively (Evergreen 2018 , 2019 ; Schwabisch 2021) , and refer to it often.

Let me make a few suggestions here to get you started. First, test every visual display on a friend or colleague to find out how quickly they can understand the point you are trying to convey. As with reading passages aloud to ensure that your writing works, showing someone your display is the quickest way to find out if it works. Second, put the point in the title of the display! When writing for an academic journal, there will be specific conventions of what to include in the title (full description including methods of analysis, sample, dates), but in a public presentation, there are no limiting rules. So you are free to write as your title “Working-Class College Students Are Three Times as Likely as Their Peers to Drop Out of College,” if that is the point of the graphic display. It certainly helps the communicative aspect. Third, use the themes available to you in Excel for creating graphic displays, but alter them to better fit your needs . Consider adding dark borders to bars and columns, for example, so that they appear crisper for your audience. Include data callouts and labels, and enlarge them so they are clearly visible. When duplicative or otherwise unnecessary, drop distracting gridlines and labels on the y-axis (the vertical one). Don’t go crazy adding different fonts, however—keep things simple and clear. Sans serif fonts (those without the little hooks on the ends of letters) read better from a distance. Try to use the same color scheme throughout, even if this means manually changing the colors of bars and columns. For example, when reporting on working-class college students, I use blue bars, while I reserve green bars for wealthy students and yellow bars for students in the middle. I repeat these colors throughout my presentations and incorporate different colors when talking about other items or factors. You can also try using simple grayscale throughout, with pops of color to indicate a bar or column or line that is of the most interest. These are just some suggestions. The point is to take presentation seriously and to pay attention to visual displays you are using to ensure they effectively communicate what you want them to communicate. I’ve included a data visualization checklist from Evergreen ( 2018 ) here.

Ethics of Presentation and Reliability

Until now, all the data you have collected have been yours alone. Once you present the data, however, you are sharing sometimes very intimate information about people with a broader public. You will find yourself balancing between protecting the privacy of those you’ve interviewed and observed and needing to demonstrate the reliability of the study. The more information you provide to your audience, the more they can understand and appreciate what you have found, but this also may pose risks to your participants. There is no one correct way to go about finding the right balance. As always, you have a duty to consider what you are doing and must make some hard decisions.

The most obvious place we see this paradox emerge is when you mask your data to protect the privacy of your participants. It is standard practice to provide pseudonyms, for example. It is such standard practice that you should always assume you are being given a pseudonym when reading a book or article based on qualitative research. When I was a graduate student, I tried to find information on how best to construct pseudonyms but found little guidance. There are some ethical issues here, I think. [7] Do you create a name that has the same kind of resonance as the original name? If the person goes by a nickname, should you use a nickname as a pseudonym? What about names that are ethnically marked (as in, almost all of them)? Is there something unethical about reracializing a person? (Yes!) In her study of adolescent subcultures, Wilkins ( 2008 ) noted, “Because many of the goths used creative, alternative names rather than their given names, I did my best to reproduce the spirit of their chosen names” ( 24 ).

Your reader or audience will want to know all the details about your participants so that they can gauge both your credibility and the reliability of your findings. But how many details are too many? What if you change the name but otherwise retain all the personal pieces of information about where they grew up, and how old they were when they got married, and how many children they have, and whether they made a splash in the news cycle that time they were stalked by their ex-boyfriend? At some point, those details are going to tip over into the zone of potential unmasking. When you are doing research at one particular field site that may be easily ascertained (as when you interview college students, probably at the institution at which you are a student yourself), it is even more important to be wary of providing too many details. You also need to think that your participants might read what you have written, know things about the site or the population from which you drew your interviews, and figure out whom you are talking about. This can all get very messy if you don’t do more than simply pseudonymize the people you interviewed or observed.

There are some ways to do this. One, you can design a study with all of these risks in mind. That might mean choosing to conduct interviews or observations at multiple sites so that no one person can be easily identified. Another is to alter some basic details about your participants to protect their identity or to refuse to provide all the information when selecting quotes . Let’s say you have an interviewee named “Anna” (a pseudonym), and she is a twenty-four-year-old Latina studying to be an engineer. You want to use a quote from Anna about racial discrimination in her graduate program. Instead of attributing the quote to Anna (whom your reader knows, because you’ve already told them, is a twenty-four-year-old Latina studying engineering), you might simply attribute the quote to “Latina student in STEM.” Taking this a step further, you might leave the quote unattributed, providing a list of quotes about racial discrimination by “various students.”

The problem with masking all the identifiers, of course, is that you lose some of the analytical heft of those attributes. If it mattered that Anna was twenty-four (not thirty-four) and that she was a Latina and that she was studying engineering, taking out any of those aspects of her identity might weaken your analysis. This is one of those “hard choices” you will be called on to make! A rather radical and controversial solution to this dilemma is to create composite characters , characters based on the reality of the interviews but fully masked because they are not identifiable with any one person. My students are often very queasy about this when I explain it to them. The more positivistic your approach and the more you see individuals rather than social relationships/structure as the “object” of your study, the more employing composites will seem like a really bad idea. But composites “allow researchers to present complex, situated accounts from individuals” without disclosing personal identities ( Willis 2019 ), and they can be effective ways of presenting theory narratively ( Hurst 2019 ). Ironically, composites permit you more latitude when including “dirty laundry” or stories that could harm individuals if their identities became known. Rather than squeezing out details that could identify a participant, the identities are permanently removed from the details. Great difficulty remains, however, in clearly explaining the theoretical use of composites to your audience and providing sufficient information on the reliability of the underlying data.

There are a host of other ethical issues that emerge as you write and present your data. This is where being reflective throughout the process will help. How and what you share of what you have learned will depend on the social relationships you have built, the audiences you are writing or speaking to, and the underlying animating goals of your study. Be conscious about all of your decisions, and then be able to explain them fully, both to yourself and to those who ask.

Our research is often close to us. As a Black woman who is a first-generation college student and a professional with a poverty/working-class origin, each of these pieces of my identity creates nuances in how I engage in my research, including how I share it out. Because of this, it’s important for us to have people in our lives who we trust who can help us, particularly, when we are trying to share our findings. As researchers, we have been steeped in our work, so we know all the details and nuances. Sometimes we take this for granted, and we might not have shared those nuances in conversation or writing or taken some of this information for granted. As I share my research with trusted friends and colleagues, I pay attention to the questions they ask me or the feedback they give when we talk or when they read drafts.

—Kim McAloney, PhD, College Student Services Administration Ecampus coordinator and instructor

Final Comments: Preparing for Being Challenged

Once you put your work out there, you must be ready to be challenged. Science is a collective enterprise and depends on a healthy give and take among researchers. This can be both novel and difficult as you get started, but the more you understand the importance of these challenges, the easier it will be to develop the kind of thick skin necessary for success in academia. Scientists’ authority rests on both the inherent strength of their findings and their ability to convince other scientists of the reliability and validity and value of those findings. So be prepared to be challenged, and recognize this as simply another important aspect of conducting research!

Considering what challenges might be made as you design and conduct your study will help you when you get to the writing and presentation stage. Address probable challenges in your final article, and have a planned response to probable questions in a conference presentation or job talk. The following is a list of common challenges of qualitative research and how you might best address them:

• Questions about generalizability . Although qualitative research is not statistically generalizable (and be prepared to explain why), qualitative research is theoretically generalizable. Discuss why your findings here might tell us something about related phenomena or contexts.
• Questions about reliability . You probably took steps to ensure the reliability of your findings. Discuss them! This includes explaining the use and value of multiple data sources and defending your sampling and case selections. It also means being transparent about your own position as researcher and explaining steps you took to ensure that what you were seeing was really there.
• Questions about replicability. Although qualitative research cannot strictly be replicated because the circumstances and contexts will necessarily be different (if only because the point in time is different), you should be able to provide as much detail as possible about how the study was conducted so that another researcher could attempt to confirm or disconfirm your findings. Also, be very clear about the limitations of your study, as this allows other researchers insight into what future research might be warranted.

None of this is easy, of course. Writing beautifully and presenting clearly and cogently require skill and practice. If you take anything from this chapter, it is to remember that presentation is an important and essential part of the research process and to allocate time for this as you plan your research.

Data Visualization Checklist for Slideshow (PPT) Presentations

Adapted from Evergreen ( 2018 )

Text checklist

• Short catchy, descriptive titles (e.g., “Working-class students are three times as likely to drop out of college”) summarize the point of the visual display
• Subtitled and annotations provide additional information (e.g., “note: male students also more likely to drop out”)
• Text size is hierarchical and readable (titles are largest; axes labels smallest, which should be at least 20points)
• Text is horizontal. Audience members cannot read vertical text!
• All data labeled directly and clearly: get rid of those “legends” and embed the data in your graphic display
• Labels are used sparingly; avoid redundancy (e.g., do not include both a number axis and a number label)

Arrangement checklist

• Proportions are accurate; bar charts should always start at zero; don’t mislead the audience!
• Data are intentionally ordered (e.g., by frequency counts). Do not leave ragged alphabetized bar graphs!
• Axis intervals are equidistant: spaces between axis intervals should be the same unit
• Graph is two-dimensional. Three-dimensional and “bevelled” displays are confusing
• There is no unwanted decoration (especially the kind that comes automatically through the PPT “theme”). This wastes your space and confuses.

Color checklist

• There is an intentional color scheme (do not use default theme)
• Color is used to identify key patterns (e.g., highlight one bar in red against six others in greyscale if this is the bar you want the audience to notice)
• Color is still legible when printed in black and white
• Color is legible for people with color blindness (do not use red/green or yellow/blue combinations)
• There is sufficient contrast between text and background (black text on white background works best; be careful of white on dark!)

Lines checklist

• Be wary of using gridlines; if you do, mute them (grey, not black)
• Allow graph to bleed into surroundings (don’t use border lines)
• Remove axis lines unless absolutely necessary (better to label directly)

Overall design checklist

• The display highlights a significant finding or conclusion that your audience can ‘”see” relatively quickly
• The type of graph (e.g., bar chart, pie chart, line graph) is appropriate for the data. Avoid pie charts with more than three slices!
• Graph has appropriate level of precision; if you don’t need decimal places
• All the chart elements work together to reinforce the main message

Universal Design Checklist for Slideshow (PPT) Presentations

• Include both verbal and written descriptions (e.g., captions on slides); consider providing a hand-out to accompany the presentation
• Microphone available (ask audience in back if they can clearly hear)
• Face audience; allow people to read your lips
• Turn on captions when presenting audio or video clips
• Adjust light settings for visibility
• Speak slowly and clearly; practice articulation; don’t mutter or speak under your breath (even if you have something humorous to say – say it loud!)
• Use Black/White contrasts for easy visibility; or use color contrasts that are real contrasts (do not rely on people being able to differentiate red from green, for example)
• Use easy to read font styles and avoid too small font sizes: think about what an audience member in the back row will be able to see and read.
• Keep your slides simple: do not overclutter them; if you are including quotes from your interviews, take short evocative snippets only, and bold key words and passages. You should also read aloud each passage, preferably with feeling!

Supplement: Models of Written Sections for Future Reference

Data collection section example.

Interviews were semi structured, lasted between one and three hours, and took place at a location chosen by the interviewee. Discussions centered on four general topics: (1) knowledge of their parent’s immigration experiences; (2) relationship with their parents; (3) understanding of family labor, including language-brokering experiences; and (4) experiences with school and peers, including any future life plans. While conducting interviews, I paid close attention to respondents’ nonverbal cues, as well as their use of metaphors and jokes. I conducted interviews until I reached a point of saturation, as indicated by encountering repeated themes in new interviews (Glaser and Strauss 1967). Interviews were audio recorded, transcribed with each interviewee’s permission, and conducted in accordance with IRB protocols. Minors received permission from their parents before participation in the interview. ( Kwon 2022:1832 )

Justification of Case Selection / Sample Description Section Example

Looking at one profession within one organization and in one geographic area does impose limitations on the generalizability of our findings. However, it also has advantages. We eliminate the problem of interorganizational heterogeneity. If multiple organizations are studied simultaneously, it can make it difficult to discern the mechanisms that contribute to racial inequalities. Even with a single occupation there is considerable heterogeneity, which may make understanding how organizational structure impacts worker outcomes difficult. By using the case of one group of professionals in one religious denomination in one geographic region of the United States, we clarify how individuals’ perceptions and experiences of occupational inequality unfold in relation to a variety of observed and unobserved occupational and contextual factors that might be obscured in a larger-scale study. Focusing on a specific group of professionals allows us to explore and identify ways that formal organizational rules combine with informal processes to contribute to the persistence of racial inequality. ( Eagle and Mueller 2022:1510–1511 )

Ethics Section Example

I asked everyone who was willing to sit for a formal interview to speak only for themselves and offered each of them a prepaid Visa Card worth $25–40. I also offered everyone the opportunity to keep the card and erase the tape completely at any time they were dissatisfied with the interview in any way. No one asked for the tape to be erased; rather, people remarked on the interview being a really good experience because they felt heard. Each interview was professionally transcribed and for the most part the excerpts are literal transcriptions. In a few places, the excerpts have been edited to reduce colloquial features of speech (e.g., you know, like, um) and some recursive elements common to spoken language. A few excerpts were placed into standard English for clarity. I made this choice for the benefit of readers who might otherwise find the insights and ideas harder to parse in the original. However, I have to acknowledge this as an act of class-based violence. I tried to keep the original phrasing whenever possible. ( Pascale 2021:235 )

Further Readings

Calarco, Jessica McCrory. 2020. A Field Guide to Grad School: Uncovering the Hidden Curriculum . Princeton, NJ: Princeton University Press. Don’t let the unassuming title mislead you—there is a wealth of helpful information on writing and presenting data included here in a highly accessible manner. Every graduate student should have a copy of this book.

Edwards, Mark. 2012. Writing in Sociology . Thousand Oaks, CA: SAGE. An excellent guide to writing and presenting sociological research by an Oregon State University professor. Geared toward undergraduates and useful for writing about either quantitative or qualitative research or both.

Evergreen, Stephanie D. H. 2018. Presenting Data Effectively: Communicating Your Findings for Maximum Impact . Thousand Oaks, CA: SAGE. This is one of my very favorite books, and I recommend it highly for everyone who wants their presentations and publications to communicate more effectively than the boring black-and-white, ragged-edge tables and figures academics are used to seeing.

Evergreen, Stephanie D. H. 2019. Effective Data Visualization 2 . Thousand Oaks, CA: SAGE. This is an advanced primer for presenting clean and clear data using graphs, tables, color, font, and so on. Start with Evergreen (2018), and if you graduate from that text, move on to this one.

Schwabisch, Jonathan. 2021. Better Data Visualizations: A Guide for Scholars, Researchers, and Wonks . New York: Columbia University Press. Where Evergreen’s (2018, 2019) focus is on how to make the best visual displays possible for effective communication, this book is specifically geared toward visual displays of academic data, both quantitative and qualitative. If you want to know when it is appropriate to use a pie chart instead of a stacked bar chart, this is the reference to use.

• Some examples: Qualitative Inquiry , Qualitative Research , American Journal of Qualitative Research , Ethnography , Journal of Ethnographic and Qualitative Research , Qualitative Report , Qualitative Sociology , and Qualitative Studies . ↵
• This is something I do with every article I write: using Excel, I write each element of the expected article in a separate row, with one column for “expected word count” and another column for “actual word count.” I fill in the actual word count as I write. I add a third column for “comments to myself”—how things are progressing, what I still need to do, and so on. I then use the “sum” function below each of the first two columns to keep a running count of my progress relative to the final word count. ↵
• And this is true, I would argue, even when your primary goal is to leave space for the voices of those who don’t usually get a chance to be part of the conversation. You will still want to put those voices in some kind of choir, with a clear direction (song) to be sung. The worst thing you can do is overwhelm your audience with random quotes or long passages with no key to understanding them. Yes, a lot of metaphors—qualitative researchers love metaphors! ↵
• To take Calarco’s recipe analogy further, do not write like those food bloggers who spend more time discussing the color of their kitchen or the experiences they had at the market than they do the actual cooking; similarly, do not write recipes that omit crucial details like the amount of flour or the size of the baking pan used or the temperature of the oven. ↵
• The exception is the “compare and contrast” of two or more quotes, but use caution here. None of the quotes should be very long at all (a sentence or two each). ↵
• Although this section is geared toward presentations, many of the suggestions could also be useful when writing about your data. Don’t be afraid to use charts and graphs and figures when writing your proposal, article, thesis, or dissertation. At the very least, you should incorporate a tabular display of the participants, sites, or documents used. ↵
• I was so puzzled by these kinds of questions that I wrote one of my very first articles on it ( Hurst 2008 ). ↵

The visual presentation of data or information through graphics such as charts, graphs, plots, infographics, maps, and animation.  Recall the best documentary you ever viewed, and there were probably excellent examples of good data visualization there (for me, this was An Inconvenient Truth , Al Gore’s film about climate change).  Good data visualization allows more effective communication of findings of research, particularly in public presentations (e.g., slideshows).

Introduction to Qualitative Research Methods Copyright © 2023 by Allison Hurst is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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The pits and falls of graphical presentation

Graphics are powerful tools to communicate research results and to gain information from data. However, researchers should be careful when deciding which data to plot and the type of graphic to use, as well as other details. The consequence of bad decisions in these features varies from making research results unclear to distortions of these results, through the creation of “chartjunk” with useless information. This paper is not another tutorial about “good graphics” and “bad graphics”. Instead, it presents guidelines for graphic presentation of research results and some uncommon, but useful examples to communicate basic and complex data types, especially multivariate model results, which are commonly presented only by tables. By the end, there are no answers here, just ideas meant to inspire others on how to create their own graphics.

Introduction

Graphical presentations are powerful instruments for the communication of research results. However, they are also prone to misunderstanding and manipulation. Since statistical graphics are aimed to search patterns and information on empirical data ( 1 ), every aspects of graphic design (scales, colours, shapes, etc.) can influence how the results are interpreted. A worldwide famous case of graphical manipulation was broadcasted recently by the government-run television station VTV, from Venezuela. Figure 1 reproduces the results of the 2013 presidential election after 80% of votes counted. All three graphics present the same data, but do they communicate the same information? According to Mills, “if you torture data long enough, it will say whatever you want it to” ( 2 ).

Three ways to present the same data that may lead to different interpretations. Data are from Venezuela’s presidential election counting of votes in 2013. On the left, the way results were broadcasted on VTV channel. In the middle, same result presented with scale adjusted to data. On the right, scale was kept to show the wider possible interval (0–100).

With this in mind, this paper aims to review some important pitfalls when designing and interpreting statistical graphics from research papers. Additionally, some common and not so common types of graphical presentations will be shown, giving examples of when and how to use them.

Some basic rules

Most of the work has already been done. You had an idea, designed your research, collected the data and even the scary statistical analysis is now complete. It’s time to present your results. What is the best way to do it?

The first question to answer is whether you will use text, tables or graphics. Clearly, graphics will make your paper look more beautiful. However, you have to keep in mind that the purpose of your paper should always be to accurately and clearly communicate your results and, for this, the simpler, the better. Moreover, most scientific journals have limitations regarding the number of figures and tables one can include in a paper. So, if you have some secondary data that can be presented as simple text, do it. For instance, the age of the research subjects when this information serves simply to characterize your sample.

What about the main results? Before you decide between tables and graphics (text is never good to communicate main quantitative results), you must decide what kind of information you want to communicate. While tables are better to show specific information, graphics are better in communicating trends and comparisons ( 3 ), which are usually more related to practice ( 4 ). Statisticians always like tables more than graphics, because they do not fear numbers and with tables it is possible to do the maths again, checking results. However, in general, people have difficulties in perceiving trends, patterns, and the magnitude of differences from numbers alone. They will understand the results better if looking at lines and bars, using the great ability of the human eye to detect patterns from visual stimuli ( 3 ). We usually work better with qualitative information (“treatment A is more efficient than treatment B”) than with quantitative ones (“group one presented 75 ± 27 kg and group two presented 90 ± 35 kg of body mass”).

If you decided to present your data in a graphic, of whatever kind, you must follow some basic rules. They are so basic, and so simple, that it is easy to forget them. Most of these omissions, fortunately, do not pass the peer review process. Nevertheless, this will cause you some unnecessary waste of time and frustration. So, let us see three of these basic rules: correctly identify each component of your graphic, pay attention to the scales, and do not waste space with unnecessary details.

First, your graphic is designed to present data to others. Do not expect everyone understand your data as you (supposedly) do. This means that you need to label every axis in the plot, preferably providing the units (years, cm, mlO 2 .kg −1 .min −1 , etc.). In addition, it is important to provide legends to data when more than one series of data are plotted. This is very important because, as stated before, people will look for trends and patterns in your graphics. How would they know what it means unless they correctly identify which variables are being plotted?

The second important rule is to be careful with scales. There are many cases where the best, or more appropriate, choice is not so clear. Although anyone could say, looking at Figure 1 , that the first plot presents an inadequate, biased, scale, the choice between second and third plots is not so trivial. In addition, there is no direct answer. As a rule of thumb, we must remember the purpose of the graphic. Look at your graphic and ask yourself if it is telling you the “truth”, or, in another words if data is accurately presented. Scales should show great differences only when they really exists. In Figure 1 , specifically, it would be preferable to use the second plot, because it allows a good view of the difference without distorting it, and there are not much blank spaces in the graph. However, again, there is no “right” answer.

The third rule is the more important one for the design of a good and informative graphic and is also the one most violated in published papers: “save the ink!”. This statement was presented by Connor ( 4 ), based on ideas of Tufte ( 5 ). All parts and components of a statistical graphic must to be designed to transmit important information to the reader. To Tufte, “graphical excellence” is to show more ideas in the shortest time with the least ink ( 5 ).

It is rare to see published graphics without axis identification or without legends. They do not pass the peer-review process, as said before. However, it is not unusual to see coloured figures, full of shapes, lines, extra dimensions and other components and attributes that are completely meaningless. An idea from Few ( 6 ) is that if someone start to use random ATTRIBUTES when writing text , the reader would immediately think that something was wrong. Don’t you agree? But it is OK to use random attributes when plotting data? Each colour, each form, even the size, must be used to show aspect feature of the data or not used at all. For instance, it is not unusual to see graphics like Figure 2 , where different shades of gray are meaningless, since all bars describe the same variable, and consequently it serves only to distract the reader.

Number of papers published about physical training using the word “Functional” at title, abstract or keywords in the search.

With these three basic rules, the next tough question to answer is: which graphic model should you choose to present your data? Two types of graphics will be presented here: basic and advanced. In this paper, basic graphics are those usually found on the majority of papers, like bar plot, line plot, histograms, etc. This kind of graphic presentation will fit well to almost all research designs and can easily be constructed using common software with some “clicks”. On the other hand, advanced types here will focus specially on the presentation of multivariate model results and other relatively unusual graphics. It is impossible to cover all the types and just some very interesting ideas will be approached that can be used directly or as an idea to even more elaborated graphics that will fit to your particular data.

Basic graphic types

Line and bar plots are some of the most basic and most useful statistical graphics. They are simple, direct and clear. When should you use one and not the other? If you have longitudinal data (like a time series), you should prefer line plots, given the continuity of the line. And this is also the exactly argument to not use line plots with data of independent observations or variables. For instance, see Figure 3 and observe how line induces you to perceive continuity.

Leprosy prevalence at Brazilian States in the year 2000 (data available at ( 18 )).

As previously said, graphics are good to communicate trends. Line plots show trends by the slope of their lines. Nevertheless, for independent or categorical variables, lines will transmit wrong information. Does continuity make sense in figure 3 ?

An unusual line plot is presented in figure 4 . This graphic describes simulated data from a very common research design where a group is assessed before and after a treatment. Since you have a small sample size, why not present all data instead of just means and standard deviations? Here, the slopes will show the trend to an effect, which can be confirmed by a statistical test.

Line plot presenting simulated data from ten individuals before and after physical training. Slopes of the lines suggest a trend to increase maximal oxygen consumption (VO 2 ) response after training.

Of course, this kind of plots can only work under especial conditions that include the already cited small sample size and a reasonable uniform dispersion of data. Otherwise, data superposition would prevent visualization.

Other very popular graphic model is the bar plot. It can be used with both continuous (representing means) and categorical (representing frequencies) variables. Although anyone knows what a bar plot is, there are three very frequent mistakes in its use in scientific papers. The first one is the use of 3D bars, usually together with grid lines ( Figure 5a ). Remember to keep your graph as simple as possible. The use of 3D bars will just make the understanding harder, while the use of grid lines will not make the task more amenable, serving only to distract the reader. In addition, you should avoid clustering a lot of information on the same graph ( Figure 5b ). An option to present this kind of data will be described in advanced types below. Preferably, when categories have no natural order, plot them in a descendent order of frequency. Another important tip when using bar plot to present means is to always show standard deviations ( Figure 5c ).

Three examples of bar plots. A: what do 3D view and grid lines add to the graphic, beside confusion? B: so many information in just one graphic is very confusing (see section about advanced models as a suggestion on how to deal with this). C: a good example of the use of bar plots with means and standard errors.

A different form of bar plot that is also very useful is the histogram. The difference between a bar plot and a histogram is that histograms are used to present frequencies (or density) of continuous variables. Histograms are used to describe continuous variables distributions that can be presented both in absolute (frequency) or relative (density) scales. Each bar will describe the frequency of observations between two contiguous intervals, in contrast with bar plots, where each bar describes the frequency of a single category (or value). The additional plot of a line representing a theoretical probability distribution (like the Normal distribution in Figure 6 ) will help readers to judge the adherence between data and a theoretical distribution.

Histogram with probability distribution. Simulated data. On the left, data fits well to normal distribution. On the right, it seems more like a uniform distribution.

Another way to represent data distribution is using box plot or strip plot. Both plots are very similar, since both present data distribution. Box plots ( Figure 7 ) present a box which limits comprise the central 50% of data, the inferior limit of the box indicates the position of the first quartile, which means that 25% of data are equal to or less than that value, and the upper limit of the box describes the third quartile, which means that 75% of data are equal to or less than that value. The line inside the box marks the median value, or the second quartile, indicating that 50% of data are equal to or less than that value. The lines/whiskers outside the box usually indicate one and a half times the range between the third and first quartiles from the box limits. Points outside these limits show extreme values. These lines/whiskers can also indicate either the extreme values (minimum and maximum) or the limits of some confidence interval (e.g., 95% CI). Of course, it is important to indicate what these lines represent in the figure’s legend.

On the left, a schematic representation of a box plot, indicating the position of the first, second (median) and third quartiles. On the right, physical activity (PA) level (in METs-minute/wk x 100) from a group of 135 women presented by each domain from International Physical Activity Questionaire (IPAQ) instrument and total. OCP - PA during work time (occupational); HH - PA during household activities; LTPA - leisure time PA; TRPA - transportation PA. Total is the sum of all domains (unpublished data). Each domain is represented by an individual box plot, similar of that on the left figure.

If we look at the right side of Figure 7 , we will see that the occupational domain presents a highly asymmetrical distribution, with 50% of data equal to zero and the other 50% varying from zero to more than 1000 METs-minute/wk. A MET is a metabolic equivalent measure used to estimate caloric expenditure of physical activity. More information on MET can be found in an article by Ainsworth et al . ( 7 ). The total domain, on the other hand, is more symmetrical. It is worth of note that we can, with this side-by-side boxplots, compare the distribution of five different variables at the same time on a very compact graphic, which would be impossible with, for instance, histograms.

Strip plots present all data points in the graph. If two data points present the same value, they can be plotted side by side. It is much more interesting when you use both box plot and strip plot combined. We can see ( Figure 8 ), for instance, that only one individual with more than 60 years of age presented high level of physical activity. This information would not be easily identified if using only one of the plots alone.

Combination of box and strip plot showing age distribution according to the qualitative (low, moderate and high) physical activity level of 135 women. Note that the majority of individuals above 60 years-old presents low level of physical activity.

Another very common way to represent categorical data distribution is by using pie charts. It is also a good way to miscommunicate your data. Unless the difference among categories is big enough, human eye cannot distinguish among different sizes of pie pieces. Moreover, the problem increases with the number of categories, becoming difficult to distinguish even the categories themselves, especially when the use of colours are not allowed. You can use numbers to identify quantities in a pie chart, but if you need to rely on numbers, why should you use graphics at all? Every author who has written about graphical presentations will not recommend the use of pie charts. It is better to try something different, like a bar plot, for instance.

The last common type of graphic is one of the most useful ones: scatter plots. A scatter plot provides the best way to identify relationships between two continuous variables and is the main graphical representation to be used during exploratory data analysis. Its use will be explored in the following section.

Advanced graphic types

The incredible development of microcomputers has allowed the construction of an almost unlimited number of graphical representations in an easy way. This is good, because the big data era demands more and more ability to present data. Nowadays, everyone is able to plot data into a map easily. Maps, by the way, are resources still under-used in scientific papers and that can offer great assistance, especially in epidemiological studies. In figure 9 , for instance, we can see leprosy prevalence in Brazil presented in maps. While it is clear that leprosy prevalence decreased between the years 2000 to 2009, only in maps it is possible to see a geospatial relationship. Leprosy is known to be a disease strongly related to socioeconomic factors. Since the South and Southeast regions are the most developed in Brazil, as expected, the leprosy prevalence is the lowest in these areas.

Maps presenting prevalence of leprosy in Brazil in the years 2000 (left) and 2009 (right). Maps allow us to see not just the decrease on prevalence rates, but also an association between prevalence and geographical regions ( 18 ).

However, the use of maps only makes sense if the geospatial information is important and if the graphical resolution allows a good visualization. If, for instance, instead of states, cities were plotted, it could be very difficult to clearly identify the information on the map.

One of the greatest difficulties when presenting results is showing complex multivariate models. Usually, multivariate models are presented only as tables, highlighting coefficients, its standard errors, confidence intervals, P values, and alike. One problem with this approach is exemplified by the classical Anscombe Quartet ( 8 ). Simple linear regression models fitted to four datasets result in the same equation: y = 3 + 0.5x. They all present the same R 2 = 0.667 and the same standard error of β 1 = 0.118. Now, let us take a look at the four plots ( Figure 10 ).

Graphic presentation of Anscombe Quartet ( 8 ). Although all can be described by the same equation, with the same coefficient of determination, four datasets are not the same.

It is now clear that describing the statistics related to the model is not enough. But how should multivariate data be represented? This is probably the most complex task in graphic presentation. Some examples will be provided here, but you will need eventually to find your own when fitting it to your data set.

The first suggestion is to create profiles based on the model’s results. For instance, let us refer to Correa et al . ( 9 ). The authors present the results of 124 patients submitted to salvage abdominoperineal resection for anal cancer. It was a survival analysis research that found three variables related to survival time: nodal disease, resection margin, and lymphovascular invasion. Since they are all binary (yes/no) variables, it was possible to create 2 3 =8 different profiles from the combination of variables ( Figure 11a ). Each profile represents one particular survival probability (up to 5-years, i.e. 60 months) and can be plotted on a graph. Clearly, eight lines in just one plot is not the best choice. It was even difficult to choose eight different types of line. The authors proposed a pathological risk score related to the number of positive variables presented by an individual, reducing it to four lines ( Figure 11b ). It is obvious that this data presentation is much more informative than a table with coefficients and P values.

Profiles created from a multiple survival model applied to cancer patients. A: eight profiles created by the combination of three significant variables. B: pathological score based on the number of positive variables ( 9 ).

The second suggestion for representing results from multivariate models is widely used by Professor Hans Rosling, one of the most prominent names in data visualization nowadays. His videos on TED project ( 10 ) and others that can be found on the web are certainly worth exploring. Figure 12 presents data on the population size, continent, income, and life expectancy of about 200 countries in the year 2010. Incomes are presented in the x-axis, while life expectancies (dependent variable) are presented in the y-axis. Notice that all the “ink” on the graph is used to communicate data. See that geometrical forms represent continents, form sizes directly reflect population sizes.

Representation of a relationship among income (Gross Domestic Product per capita) and life expectancy. Each point represents a country. The shape of the points describes the continent. The size of the points is related to the population size.

Although Figure 12 presents only year 2010 data, original available data begins at 1810. A video showing the trend, from 1810 to 2010, can be found at website cited in reference 11 ( 11 ). Data are available at the Gapminder website ( 12 ). With this type of graphic, you must choose one “main” independent variable to be represented in the x-axis.

The third suggestion requires, again, that you have a main independent variable and it was proposed by Paffenbarger et al . ( 13 ) in their seminal paper about the relationship between physical activity and cardiovascular health. In Figure 13 , it is clear that individuals smoking at least 20 cigarettes/day, but spending at least 2,000 kcal/wk with physical activity present less risk of coronary arterial disease (CAD) than non-smoking sedentary individuals. It is, actually, just a 3D bar plot. However, is an unusual way to represent odd ratios. More than numbers, this kind of plot makes this relationship clearer.

Relationship between cigarette smoking and physical activity on the risk of coronary arterial disease (CAD). Non-smoking sedentary individuals (first column on the left) present greater risk than highly active individuals smoking 20 or more cigarettes per day (third column on the right). Data adapted from ( 13 ).

Another common challenge when presenting data is the representation of questionnaire results, particularly those related to Likert scale survey questions. How to describe 20 or more questions, sometimes with more than one group of individuals, without being boring? Generally, authors opt to using several bar plots. Although several bar plots are better than several pie charts, it is difficult to create a whole picture of the data if looking at one question at a time. The best option here is probably the use of a diverging stacked bar chart, a suggestion proposed by Robbins and Heiberger ( 14 ). Figure 14 presents simulated Likert data. Each bar is centered with neutral category (“no opinion”) equally divided between “positive” and “negative” sides. The purpose here is just to see if there is a positive (“strongly agree” or “agree”) or negative (“strongly disagree” or “disagree”) trend in each question. It would be difficult to differentiate between subcategories inside each question.

Example of diverging stacked bar chart presenting the same data of the middle graphic from Figure 5 . Although it is difficult to compare independent levels among questions, it is easier to compare the level of “agreement” (“agree” + “strongly agree”) or the level of “disagreement” (“disagree” + “strongly disagree”) among questions.

The last idea of graphical presentation that will be shown here is not necessarily related to multivariate models but to an emerging field of study, social networks. Social networks are a powerful tool used in different fields of science, from epidemiology to economics ( 15 ). In addition, social network studies rely mostly on graph theory. Visually, a graph is a map of nodes linked by edges. Each node represents an “individual” and the edges represent the “relationship” between individuals. Figures of graphs are not easy to draw. A simple representation of 50 individuals can be a mess ( Figure 15 ) and the use of special software like Gephi ( 16 ) may be necessary.

Simulated network structure of 50 individuals. Each circle (node) represents an individual and each line (edge) represents a relationship. It is possible to see that the simulated disease is dependent on the network structure (e.g., an infectious disease).

To try a graph application, anyone with a Facebook account can use Touch Graph application ( 17 ), which will generate a graph of your own Facebook network.

As we reach the end of this paper, you are probably thinking about which graphic to use, after so many examples, and, most importantly, how to do it. The first question is the harder one and will depend on your data. First, considering your data, think about the type of graphic you want and what it must show, and only then begin to think about how to do it. Do not allow that software limitations determine which type of graphic will be used. If your software cannot build your desired graphic type, change the software, not the type of graphic. It is important to construct your graphical presentation with even more care and attention than you construct text, because graphics are meant to communicate results, the most important part of the research. Finally, it must be said: do not be afraid to try something new. It is a good practice to look at published papers to see how they did it, but it is important to keep an open mind about how to represent your results.

Acknowledgments

Author would like to thanks to Dr. Arianne Reis and Dr. Marcelo Ribeiro-Alves for the valuable manuscript revision and suggestions. Author is the recipient of a postdoctoral scholarship from Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ) and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES).

Potential conflict of interest

None declared.

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• What Is a Research Design | Types, Guide & Examples

What Is a Research Design | Types, Guide & Examples

Published on June 7, 2021 by Shona McCombes . Revised on November 20, 2023 by Pritha Bhandari.

A research design is a strategy for answering your   research question  using empirical data. Creating a research design means making decisions about:

• Your overall research objectives and approach
• Whether you’ll rely on primary research or secondary research
• Your sampling methods or criteria for selecting subjects
• Your data collection methods
• The procedures you’ll follow to collect data
• Your data analysis methods

A well-planned research design helps ensure that your methods match your research objectives and that you use the right kind of analysis for your data.

Table of contents

Step 1: consider your aims and approach, step 2: choose a type of research design, step 3: identify your population and sampling method, step 4: choose your data collection methods, step 5: plan your data collection procedures, step 6: decide on your data analysis strategies, other interesting articles, frequently asked questions about research design.

• Introduction

Before you can start designing your research, you should already have a clear idea of the research question you want to investigate.

There are many different ways you could go about answering this question. Your research design choices should be driven by your aims and priorities—start by thinking carefully about what you want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative research designs tend to be more flexible and inductive , allowing you to adjust your approach based on what you find throughout the research process.

Quantitative research designs tend to be more fixed and deductive , with variables and hypotheses clearly defined in advance of data collection.

It’s also possible to use a mixed-methods design that integrates aspects of both approaches. By combining qualitative and quantitative insights, you can gain a more complete picture of the problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research. If your research involves people or animals, you also need to consider research ethics .

• How much time do you have to collect data and write up the research?
• Will you be able to gain access to the data you need (e.g., by travelling to a specific location or contacting specific people)?
• Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
• Will you need ethical approval ?

At each stage of the research design process, make sure that your choices are practically feasible.

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Within both qualitative and quantitative approaches, there are several types of research design to choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types.

• Experimental and   quasi-experimental designs allow you to test cause-and-effect relationships
• Descriptive and correlational designs allow you to measure variables and describe relationships between them.

With descriptive and correlational designs, you can get a clear picture of characteristics, trends and relationships as they exist in the real world. However, you can’t draw conclusions about cause and effect (because correlation doesn’t imply causation ).

Experiments are the strongest way to test cause-and-effect relationships without the risk of other variables influencing the results. However, their controlled conditions may not always reflect how things work in the real world. They’re often also more difficult and expensive to implement.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed understanding of a specific context or phenomenon, and you can often be more creative and flexible in designing your research.

The table below shows some common types of qualitative design. They often have similar approaches in terms of data collection, but focus on different aspects when analyzing the data.

Your research design should clearly define who or what your research will focus on, and how you’ll go about choosing your participants or subjects.

In research, a population is the entire group that you want to draw conclusions about, while a sample is the smaller group of individuals you’ll actually collect data from.

Defining the population

A population can be made up of anything you want to study—plants, animals, organizations, texts, countries, etc. In the social sciences, it most often refers to a group of people.

For example, will you focus on people from a specific demographic, region or background? Are you interested in people with a certain job or medical condition, or users of a particular product?

The more precisely you define your population, the easier it will be to gather a representative sample.

• Sampling methods

Even with a narrowly defined population, it’s rarely possible to collect data from every individual. Instead, you’ll collect data from a sample.

To select a sample, there are two main approaches: probability sampling and non-probability sampling . The sampling method you use affects how confidently you can generalize your results to the population as a whole.

Probability sampling is the most statistically valid option, but it’s often difficult to achieve unless you’re dealing with a very small and accessible population.

For practical reasons, many studies use non-probability sampling, but it’s important to be aware of the limitations and carefully consider potential biases. You should always make an effort to gather a sample that’s as representative as possible of the population.

Case selection in qualitative research

In some types of qualitative designs, sampling may not be relevant.

For example, in an ethnography or a case study , your aim is to deeply understand a specific context, not to generalize to a population. Instead of sampling, you may simply aim to collect as much data as possible about the context you are studying.

In these types of design, you still have to carefully consider your choice of case or community. You should have a clear rationale for why this particular case is suitable for answering your research question .

For example, you might choose a case study that reveals an unusual or neglected aspect of your research problem, or you might choose several very similar or very different cases in order to compare them.

Data collection methods are ways of directly measuring variables and gathering information. They allow you to gain first-hand knowledge and original insights into your research problem.

You can choose just one data collection method, or use several methods in the same study.

Survey methods

Surveys allow you to collect data about opinions, behaviors, experiences, and characteristics by asking people directly. There are two main survey methods to choose from: questionnaires and interviews .

Observation methods

Observational studies allow you to collect data unobtrusively, observing characteristics, behaviors or social interactions without relying on self-reporting.

Observations may be conducted in real time, taking notes as you observe, or you might make audiovisual recordings for later analysis. They can be qualitative or quantitative.

Other methods of data collection

There are many other ways you might collect data depending on your field and topic.

If you’re not sure which methods will work best for your research design, try reading some papers in your field to see what kinds of data collection methods they used.

Secondary data

If you don’t have the time or resources to collect data from the population you’re interested in, you can also choose to use secondary data that other researchers already collected—for example, datasets from government surveys or previous studies on your topic.

With this raw data, you can do your own analysis to answer new research questions that weren’t addressed by the original study.

Using secondary data can expand the scope of your research, as you may be able to access much larger and more varied samples than you could collect yourself.

However, it also means you don’t have any control over which variables to measure or how to measure them, so the conclusions you can draw may be limited.

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As well as deciding on your methods, you need to plan exactly how you’ll use these methods to collect data that’s consistent, accurate, and unbiased.

Planning systematic procedures is especially important in quantitative research, where you need to precisely define your variables and ensure your measurements are high in reliability and validity.

Operationalization

Some variables, like height or age, are easily measured. But often you’ll be dealing with more abstract concepts, like satisfaction, anxiety, or competence. Operationalization means turning these fuzzy ideas into measurable indicators.

If you’re using observations , which events or actions will you count?

If you’re using surveys , which questions will you ask and what range of responses will be offered?

You may also choose to use or adapt existing materials designed to measure the concept you’re interested in—for example, questionnaires or inventories whose reliability and validity has already been established.

Reliability and validity

Reliability means your results can be consistently reproduced, while validity means that you’re actually measuring the concept you’re interested in.

For valid and reliable results, your measurement materials should be thoroughly researched and carefully designed. Plan your procedures to make sure you carry out the same steps in the same way for each participant.

If you’re developing a new questionnaire or other instrument to measure a specific concept, running a pilot study allows you to check its validity and reliability in advance.

Sampling procedures

As well as choosing an appropriate sampling method , you need a concrete plan for how you’ll actually contact and recruit your selected sample.

That means making decisions about things like:

• How many participants do you need for an adequate sample size?
• What inclusion and exclusion criteria will you use to identify eligible participants?
• How will you contact your sample—by mail, online, by phone, or in person?

If you’re using a probability sampling method , it’s important that everyone who is randomly selected actually participates in the study. How will you ensure a high response rate?

If you’re using a non-probability method , how will you avoid research bias and ensure a representative sample?

Data management

It’s also important to create a data management plan for organizing and storing your data.

Will you need to transcribe interviews or perform data entry for observations? You should anonymize and safeguard any sensitive data, and make sure it’s backed up regularly.

Keeping your data well-organized will save time when it comes to analyzing it. It can also help other researchers validate and add to your findings (high replicability ).

On its own, raw data can’t answer your research question. The last step of designing your research is planning how you’ll analyze the data.

Quantitative data analysis

In quantitative research, you’ll most likely use some form of statistical analysis . With statistics, you can summarize your sample data, make estimates, and test hypotheses.

Using descriptive statistics , you can summarize your sample data in terms of:

• The distribution of the data (e.g., the frequency of each score on a test)
• The central tendency of the data (e.g., the mean to describe the average score)
• The variability of the data (e.g., the standard deviation to describe how spread out the scores are)

The specific calculations you can do depend on the level of measurement of your variables.

Using inferential statistics , you can:

• Make estimates about the population based on your sample data.
• Test hypotheses about a relationship between variables.

Regression and correlation tests look for associations between two or more variables, while comparison tests (such as t tests and ANOVAs ) look for differences in the outcomes of different groups.

Your choice of statistical test depends on various aspects of your research design, including the types of variables you’re dealing with and the distribution of your data.

Qualitative data analysis

In qualitative research, your data will usually be very dense with information and ideas. Instead of summing it up in numbers, you’ll need to comb through the data in detail, interpret its meanings, identify patterns, and extract the parts that are most relevant to your research question.

Two of the most common approaches to doing this are thematic analysis and discourse analysis .

There are many other ways of analyzing qualitative data depending on the aims of your research. To get a sense of potential approaches, try reading some qualitative research papers in your field.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A research design is a strategy for answering your   research question . It defines your overall approach and determines how you will collect and analyze data.

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

Quantitative research designs can be divided into two main categories:

• Correlational and descriptive designs are used to investigate characteristics, averages, trends, and associations between variables.
• Experimental and quasi-experimental designs are used to test causal relationships .

Qualitative research designs tend to be more flexible. Common types of qualitative design include case study , ethnography , and grounded theory designs.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

Operationalization means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioral avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalize the variables that you want to measure.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

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