methodological thesis structure

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• What Is a Research Methodology? | Steps & Tips

What Is a Research Methodology? | Steps & Tips

Published on 25 February 2019 by Shona McCombes . Revised on 10 October 2022.

Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation, or research paper, the methodology chapter explains what you did and how you did it, allowing readers to evaluate the reliability and validity of your research.

It should include:

• The type of research you conducted
• How you collected and analysed your data
• Any tools or materials you used in the research
• Why you chose these methods
• Your methodology section should generally be written in the past tense .
• Academic style guides in your field may provide detailed guidelines on what to include for different types of studies.
• Your citation style might provide guidelines for your methodology section (e.g., an APA Style methods section ).

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

How to write a research methodology, why is a methods section important, step 1: explain your methodological approach, step 2: describe your data collection methods, step 3: describe your analysis method, step 4: evaluate and justify the methodological choices you made, tips for writing a strong methodology chapter, frequently asked questions about methodology.

Prevent plagiarism, run a free check.

Your methods section is your opportunity to share how you conducted your research and why you chose the methods you chose. It’s also the place to show that your research was rigorously conducted and can be replicated .

It gives your research legitimacy and situates it within your field, and also gives your readers a place to refer to if they have any questions or critiques in other sections.

You can start by introducing your overall approach to your research. You have two options here.

Option 1: Start with your “what”

What research problem or question did you investigate?

• Aim to describe the characteristics of something?
• Explore an under-researched topic?
• Establish a causal relationship?

And what type of data did you need to achieve this aim?

• Quantitative data , qualitative data , or a mix of both?
• Primary data collected yourself, or secondary data collected by someone else?
• Experimental data gathered by controlling and manipulating variables, or descriptive data gathered via observations?

Option 2: Start with your “why”

Depending on your discipline, you can also start with a discussion of the rationale and assumptions underpinning your methodology. In other words, why did you choose these methods for your study?

• Why is this the best way to answer your research question?
• Is this a standard methodology in your field, or does it require justification?
• Were there any ethical considerations involved in your choices?
• What are the criteria for validity and reliability in this type of research ?

Once you have introduced your reader to your methodological approach, you should share full details about your data collection methods .

Quantitative methods

In order to be considered generalisable, you should describe quantitative research methods in enough detail for another researcher to replicate your study.

Here, explain how you operationalised your concepts and measured your variables. Discuss your sampling method or inclusion/exclusion criteria, as well as any tools, procedures, and materials you used to gather your data.

Surveys Describe where, when, and how the survey was conducted.

• How did you design the questionnaire?
• What form did your questions take (e.g., multiple choice, Likert scale )?
• Were your surveys conducted in-person or virtually?
• What sampling method did you use to select participants?
• What was your sample size and response rate?

Experiments Share full details of the tools, techniques, and procedures you used to conduct your experiment.

• How did you design the experiment ?
• How did you recruit participants?
• How did you manipulate and measure the variables ?
• What tools did you use?

Existing data Explain how you gathered and selected the material (such as datasets or archival data) that you used in your analysis.

• Where did you source the material?
• How was the data originally produced?
• What criteria did you use to select material (e.g., date range)?

The survey consisted of 5 multiple-choice questions and 10 questions measured on a 7-point Likert scale.

The goal was to collect survey responses from 350 customers visiting the fitness apparel company’s brick-and-mortar location in Boston on 4–8 July 2022, between 11:00 and 15:00.

Here, a customer was defined as a person who had purchased a product from the company on the day they took the survey. Participants were given 5 minutes to fill in the survey anonymously. In total, 408 customers responded, but not all surveys were fully completed. Due to this, 371 survey results were included in the analysis.

Qualitative methods

In qualitative research , methods are often more flexible and subjective. For this reason, it’s crucial to robustly explain the methodology choices you made.

Be sure to discuss the criteria you used to select your data, the context in which your research was conducted, and the role you played in collecting your data (e.g., were you an active participant, or a passive observer?)

Interviews or focus groups Describe where, when, and how the interviews were conducted.

• How did you find and select participants?
• How many participants took part?
• What form did the interviews take ( structured , semi-structured , or unstructured )?
• How long were the interviews?
• How were they recorded?

Participant observation Describe where, when, and how you conducted the observation or ethnography .

• What group or community did you observe? How long did you spend there?
• How did you gain access to this group? What role did you play in the community?
• How long did you spend conducting the research? Where was it located?
• How did you record your data (e.g., audiovisual recordings, note-taking)?

Existing data Explain how you selected case study materials for your analysis.

• What type of materials did you analyse?
• How did you select them?

In order to gain better insight into possibilities for future improvement of the fitness shop’s product range, semi-structured interviews were conducted with 8 returning customers.

Here, a returning customer was defined as someone who usually bought products at least twice a week from the store.

Surveys were used to select participants. Interviews were conducted in a small office next to the cash register and lasted approximately 20 minutes each. Answers were recorded by note-taking, and seven interviews were also filmed with consent. One interviewee preferred not to be filmed.

Mixed methods

Mixed methods research combines quantitative and qualitative approaches. If a standalone quantitative or qualitative study is insufficient to answer your research question, mixed methods may be a good fit for you.

Mixed methods are less common than standalone analyses, largely because they require a great deal of effort to pull off successfully. If you choose to pursue mixed methods, it’s especially important to robustly justify your methods here.

Next, you should indicate how you processed and analysed your data. Avoid going into too much detail: you should not start introducing or discussing any of your results at this stage.

In quantitative research , your analysis will be based on numbers. In your methods section, you can include:

• How you prepared the data before analysing it (e.g., checking for missing data , removing outliers , transforming variables)
• Which software you used (e.g., SPSS, Stata or R)
• Which statistical tests you used (e.g., two-tailed t test , simple linear regression )

In qualitative research, your analysis will be based on language, images, and observations (often involving some form of textual analysis ).

Specific methods might include:

• Content analysis : Categorising and discussing the meaning of words, phrases and sentences
• Thematic analysis : Coding and closely examining the data to identify broad themes and patterns
• Discourse analysis : Studying communication and meaning in relation to their social context

Mixed methods combine the above two research methods, integrating both qualitative and quantitative approaches into one coherent analytical process.

Above all, your methodology section should clearly make the case for why you chose the methods you did. This is especially true if you did not take the most standard approach to your topic. In this case, discuss why other methods were not suitable for your objectives, and show how this approach contributes new knowledge or understanding.

In any case, it should be overwhelmingly clear to your reader that you set yourself up for success in terms of your methodology’s design. Show how your methods should lead to results that are valid and reliable, while leaving the analysis of the meaning, importance, and relevance of your results for your discussion section .

• Quantitative: Lab-based experiments cannot always accurately simulate real-life situations and behaviours, but they are effective for testing causal relationships between variables .
• Qualitative: Unstructured interviews usually produce results that cannot be generalised beyond the sample group , but they provide a more in-depth understanding of participants’ perceptions, motivations, and emotions.
• Mixed methods: Despite issues systematically comparing differing types of data, a solely quantitative study would not sufficiently incorporate the lived experience of each participant, while a solely qualitative study would be insufficiently generalisable.

Remember that your aim is not just to describe your methods, but to show how and why you applied them. Again, it’s critical to demonstrate that your research was rigorously conducted and can be replicated.

1. Focus on your objectives and research questions

The methodology section should clearly show why your methods suit your objectives  and convince the reader that you chose the best possible approach to answering your problem statement and research questions .

2. Cite relevant sources

Your methodology can be strengthened by referencing existing research in your field. This can help you to:

• Show that you followed established practice for your type of research
• Discuss how you decided on your approach by evaluating existing research
• Present a novel methodological approach to address a gap in the literature

3. Write for your audience

Consider how much information you need to give, and avoid getting too lengthy. If you are using methods that are standard for your discipline, you probably don’t need to give a lot of background or justification.

Regardless, your methodology should be a clear, well-structured text that makes an argument for your approach, not just a list of technical details and procedures.

Methodology refers to the overarching strategy and rationale of your research. Developing your methodology involves studying the research methods used in your field and the theories or principles that underpin them, in order to choose the approach that best matches your objectives.

Methods are the specific tools and procedures you use to collect and analyse data (e.g. interviews, experiments , surveys , statistical tests ).

In a dissertation or scientific paper, the methodology chapter or methods section comes after the introduction and before the results , discussion and conclusion .

Depending on the length and type of document, you might also include a literature review or theoretical framework before the methodology.

Quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings.

Quantitative methods allow you to test a hypothesis by systematically collecting and analysing data, while qualitative methods allow you to explore ideas and experiences in depth.

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.

Statistical sampling allows you to test a hypothesis about the characteristics of a population. There are various sampling methods you can use to ensure that your sample is representative of the population as a whole.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, October 10). What Is a Research Methodology? | Steps & Tips. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/thesis-dissertation/methodology/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a dissertation proposal | a step-by-step guide, what is a literature review | guide, template, & examples, what is a theoretical framework | a step-by-step guide.

Reference management. Clean and simple.

How to structure a thesis

A typical thesis structure

1. abstract, 2. introduction, 3. literature review, 6. discussion, 7. conclusion, 8. reference list, frequently asked questions about structuring a thesis, related articles.

Starting a thesis can be daunting. There are so many questions in the beginning:

• How do you actually start your thesis?
• How do you structure it?
• What information should the individual chapters contain?

Each educational program has different demands on your thesis structure, which is why asking directly for the requirements of your program should be a first step. However, there is not much flexibility when it comes to structuring your thesis.

Abstract : a brief overview of your entire thesis.

Literature review : an evaluation of previous research on your topic that includes a discussion of gaps in the research and how your work may fill them.

Methods : outlines the methodology that you are using in your research.

Thesis : a large paper, or multi-chapter work, based on a topic relating to your field of study.

The abstract is the overview of your thesis and generally very short. This section should highlight the main contents of your thesis “at a glance” so that someone who is curious about your work can get the gist quickly. Take a look at our guide on how to write an abstract for more info.

Tip: Consider writing your abstract last, after you’ve written everything else.

The introduction to your thesis gives an overview of its basics or main points. It should answer the following questions:

• Why is the topic being studied?
• How is the topic being studied?
• What is being studied?

In answering the first question, you should know what your personal interest in this topic is and why it is relevant. Why does it matter?

To answer the "how", you should briefly explain how you are going to reach your research goal. Some prefer to answer that question in the methods chapter, but you can give a quick overview here.

And finally, you should explain "what" you are studying. You can also give background information here.

You should rewrite the introduction one last time when the writing is done to make sure it connects with your conclusion. Learn more about how to write a good thesis introduction in our thesis introduction guide .

A literature review is often part of the introduction, but it can be a separate section. It is an evaluation of previous research on the topic showing that there are gaps that your research will attempt to fill. A few tips for your literature review:

• Use a wide array of sources
• Show both sides of the coin
• Make sure to cover the classics in your field
• Present everything in a clear and structured manner

For more insights on lit reviews, take a look at our guide on how to write a literature review .

The methodology chapter outlines which methods you choose to gather data, how the data is analyzed and justifies why you chose that methodology . It shows how your choice of design and research methods is suited to answering your research question.

Make sure to also explain what the pitfalls of your approach are and how you have tried to mitigate them. Discussing where your study might come up short can give you more credibility, since it shows the reader that you are aware of its limitations.

Tip: Use graphs and tables, where appropriate, to visualize your results.

The results chapter outlines what you found out in relation to your research questions or hypotheses. It generally contains the facts of your research and does not include a lot of analysis, because that happens mostly in the discussion chapter.

Clearly visualize your results, using tables and graphs, especially when summarizing, and be consistent in your way of reporting. This means sticking to one format to help the reader evaluate and compare the data.

The discussion chapter includes your own analysis and interpretation of the data you gathered , comments on your results and explains what they mean. This is your opportunity to show that you have understood your findings and their significance.

Point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

This is probably your most important chapter. This is where you highlight that your research objectives have been achieved. You can also reiterate any limitations to your study and make suggestions for future research.

Remember to check if you have really answered all your research questions and hypotheses in this chapter. Your thesis should be tied up nicely in the conclusion and show clearly what you did, what results you got, and what you learned. Discover how to write a good conclusion in our thesis conclusion guide .

At the end of your thesis, you’ll have to compile a list of references for everything you’ve cited above. Ideally, you should keep track of everything from the beginning. Otherwise, this could be a mammoth and pretty laborious task to do.

Consider using a reference manager like Paperpile to format and organize your citations. Paperpile allows you to organize and save your citations for later use and cite them in thousands of citation styles directly in Google Docs, Microsoft Word, or LaTeX:

🔲 Introduction

🔲 Literature review

🔲 Discussion

🔲 Conclusion

🔲 Reference list

The basic elements of a thesis are: Abstract, Introduction, Literature Review, Methods, Results, Discussion, Conclusion, and Reference List.

It's recommended to start a thesis by writing the literature review first. This way you learn more about the sources, before jumping to the discussion or any other element.

It's recommended to write the abstract of a thesis last, once everything else is done. This way you will be able to provide a complete overview of your work.

Usually, the discussion is the longest part of a thesis. In this part you are supposed to point out the limitations of your study, provide explanations for unexpected results, and note any questions that remain unanswered.

The order of the basic elements of a thesis are: 1. Abstract, 2. Introduction, 3. Literature Review, 4. Methods, 5. Results, 6. Discussion, 7. Conclusion, and 8. Reference List.

Writing the Dissertation - Guides for Success: Methodology

• Writing the Dissertation Homepage
• Overview and Planning
• Research Question
• Literature Review
• Methodology
• Results and Discussion
• Getting Started
• What to Avoid

Overview of writing the methodology

The methodology chapter precisely outlines the research method(s) employed in your dissertation and considers any relevant decisions you made, and challenges faced, when conducting your research. Getting this right is crucial because it lays the foundation for what’s to come: your results and discussion.

Disciplinary differences

Please note: this guide is not specific to any one discipline. The methodology can vary depending on the nature of the research and the expectations of the school or department. Please adapt the following advice to meet the demands of your dissertation and the expectations of your school or department. Consult your supervisor for further guidance; you can also check out our  Writing Across Subjects guide .

Guide contents

As part of the Writing the Dissertation series, this guide covers the most common conventions found in a methodology chapter, giving you the necessary knowledge, tips and guidance needed to impress your markers!  The sections are organised as follows:

• Getting Started  - Defines the methodology and its core characteristics.
• Structure  - Provides a detailed walk-through of common subsections or components of the methodology.
• What to Avoid  - Covers a few frequent mistakes you'll want to...avoid!
• FAQs  - Guidance on first- vs. third-person, secondary literature and more.
• Checklist  - Includes a summary of key points and a self-evaluation checklist.

Training and tools

• The Academic Skills team has recorded a Writing the Dissertation workshop series to help you with each section of a standard dissertation, including a video on writing the method/methodology .
• For more on methods and methodologies, you can check out USC's methodology research guide  and Huddersfield's guide to writing the methodology of an undergraduate dissertation .
• The dissertation planner tool can help you think through the timeline for planning, research, drafting and editing.
• iSolutions offers training and a Word template to help you digitally format and structure your dissertation.

What is the methodology?

The methodology of a dissertation is like constructing a house of cards. Having strong and stable foundations for your research relies on your ability to make informed and rational choices about the design of your study. Everything from this point on – your results and discussion –  rests on these decisions, like the bottom layer of a house of cards.

The methodology is where you explicitly state, in relevant detail, how you conducted your study in direct response to your research question(s) and/or hypotheses. You should work through the linear process of devising your study to implementing it, covering the important choices you made and any potential obstacles you faced along the way.

Methods or methodology?

Some disciplines refer to this chapter as the research methods , whilst others call it the methodology . The two are often used interchangeably, but they are slightly different:

• The methods chapter outlines the techniques used to conduct the research and the specific steps taken throughout the research process.
• The methodology also outlines how the research was conducted, but is particularly interested in the philosophical underpinning that shapes the research process. As indicated by the suffix, -ology , meaning the study of something, the methodology is like the study of research, as opposed to simply stating how the research was conducted.

This guide focuses on the methodology, as opposed to the methods, although the content and guidance can be tailored to a methods chapter. Every dissertation is different and every methodology has its own nuances, so ensure you adapt the content here to your research and always consult your supervisor for more detailed guidance.

What are my markers looking for?

Your markers are looking   for your understanding of the complex process behind original (see definition) research. They are assessing your ability to...

• Demonstrate   an understanding of the impact that methodological choices can have on the reliability and validity of your findings, meaning you should engage with ‘why’ you did that, as opposed to simply ‘what’ you did.
• Make   informed methodological choices that clearly relate to your research question(s).

But what does it mean to engage in 'original' research? Originality doesn’t strictly mean you should be inventing something entirely new. Originality comes in many forms, from updating the application of a theory, to adapting a previous experiment for new purposes – it’s about making a worthwhile contribution.

Structuring your methodology

The methodology chapter should outline the research process undertaken, from selecting the method to articulating the tool or approach adopted to analyse your results. Because you are outlining this process, it's important that you structure your methodology in a linear way, showing how certain decisions have impacted on subsequent choices.

Scroll to continue reading, or click a link below to jump immediately to that section:

The 'research onion'

To ensure you write your methodology in a linear way, it can be useful to think of the methodology in terms of layers, as shown in the figure below.

Figure: 'Research onion' from Saunders et al. (2007).

You don't need to precisely follow these exact layers as some won't be relevant to your research. However, the layered 'out to in' structure developed by Saunders et al. (2007) is appropriate for any methodology chapter because it guides your reader through the process in a linear fashion, demonstrating how certain decisions impacted on others. For example, you need to state whether your research is qualitative, quantitative or mixed before articulating your precise research method. Likewise, you need to explain how you collected your data before you inform the reader of how you subsequently analysed that data.

Using this linear approach from 'outer' layer to 'inner' layer, the next sections will take you through the most common layers used to structure a methodology chapter.

Introduction and research outline

Like any chapter, you should open your methodology with an introduction. It's good to start by briefly restating the research problem, or gap, that you're addressing, along with your research question(s) and/or hypotheses. Following this, it's common to provide a very condensed statement that outlines the most important elements of your research design. Here's a short example:

This study adopted qualitative research through a series of semi-structured interviews with seven experienced industry professionals.

Like any other introduction, you can then provide a brief statement outlining what the chapter is about and how it's structured (e.g., an essay map ).

Restating the research problem (or gap) and your research question(s) and/or hypotheses creates a natural transition from your previous review of the literature - which helped you to identify the gap or problem - to how you are now going to address such a problem. Your markers are also going to assess the relevance and suitability of your method and methodological choices against your research question(s), so it's good to 'frame' the entire chapter around the research question(s) by bringing them to the fore.

Research philosophy

A research philosophy is an underlying belief that shapes the way research is conducted. For this reason, as featured in the 'research onion' above, the philosophy should be the outermost layer - the first methodological issue you deal with following the introduction and research outline - because every subsequent choice, from the method employed to the way you analyse data, is directly influenced by your philosophical stance.

You can say something about other philosophies, but it's best to directly relate this to your research and the philosophy you have selected - why the other philosophy isn't appropriate for you to adopt, for instance. Otherwise, explain to your reader the philosophy you have selected (using secondary literature), its underlying principles, and why this philosophy, therefore, is particularly relevant to your research.

The research philosophy is sometimes featured in a methodology chapter, but not always. It depends on the conventions within your school or discipline , so only include this if it's expected.

The reason for outlining the research philosophy is to show your understanding of the role that your chosen philosophy plays in shaping the design and approach of your research study. The philosophy you adopt also indicates your worldview (in the context of this research), which is an important way of highlighting the role you, the researcher, play in shaping new knowledge.

Research method

This is where you state whether you're doing qualitative, quantitative or mixed-methods research before outlining the exact instrument or strategy (see definition) adopted for research (interviews, case study, etc.). It's also important that you explain why you have chosen that particular method and strategy. You can also explain why you're not adopting an alternate form of research, or why you haven't used a particular instrument, but keep this brief and use it to reinforce why you have chosen your method and strategy.

Your research method, more than anything else, is going to directly influence how effectively you answer your research question(s). For that reason, it's crucial that you emphasise the suitability of your chosen method and instrument for the purposes of your research.                       

Data collection

The data collection part of your methodology explain the process of how you accessed and collected your data. Using an interview as a qualitative example, this might include the criteria for selecting participants, how you recruited the participants and how and where you conducted the interviews. There is often some overlap with data collection and research method, so don't worry about this. Just make sure you get the essential information across to your reader.

The details of how you accessed and collected your data are important for replicability purposes - the ability for someone to adopt the same approach and repeat the study. It's also important to include this information for reliability and consistency purposes (see  validity and reliability  on the next tab of this guide for more).

Data analysis

After describing how you collected the data, you need to identify your chosen method of data analysis. Inevitably, this will vary depending on whether your research is qualitative or quantitative (see note below).

Qualitative research tends to be narrative-based where forms of ‘coding’ are employed to categorise and group the data into meaningful themes and patterns (Bui, 2014). Quantitative deals with numerical data meaning some form of statistical approach is taken to measure the results against the research question(s).

Tell your reader which data analysis software (such as SPSS or Atlast.ti) or method you’ve used and why, using relevant literature. Again, you can mention other data analysis tools that you haven’t used, but keep this brief and relate it to your discussion of your chosen approach. This isn’t to be confused with the results and discussion chapters where you actually state and then analyse your results. This is simply a discussion of the approach taken, how you applied this approach to your data and why you opted for this method of data analysis.

Detail of how you analysed your data helps to contextualise your results and discussion chapters. This is also a validity issue (see next tab of guide), as you need to ensure that your chosen method for data analysis helps you to answer your research question(s) and/or respond to your hypotheses. To use an example from Bui (2014: 155), 'if one of the research questions asks whether the participants changed their behaviour before and after the study, then one of the procedures for data analysis needs to be a comparison of the pre- and postdata'.

Validity and reliability

Validity simply refers to whether the research method(s) and instrument(s) applied are directly suited to meet the purposes of your research – whether they help you to answer your research question(s), or allow you to formulate a response to your hypotheses.

Validity can be separated into two forms: internal and external. The difference between the two is defined by what exists inside the study (internal) and what exists outside the study (external).

• Internal validity is the extent to which ‘the results obtained can be attributed to the manipulation of the independent variable' (Salkind, 2011: 147).
• External validity refers to the application of your study’s findings outside the setting of your study. This is known as generalisability , meaning to what extent are the results applicable to a wider context or population.

Reliability

Reliability refers to the consistency with which you designed and implemented your research instrument(s). The idea behind this is to ensure that someone else could replicate your study and, by applying the instrument in the exact same way, would achieve the same results. This is crucial to quantitative and scientific based research, but isn’t strictly the case with qualitative research given the subjective nature of the data.

With qualitative data, it’s important to emphasise that data was collected in a consistent way to avoid any distortions. For example, let’s say you’ve circulated a questionnaire to participants. You would want to ensure that every participant receives the exact same questionnaire with precisely the same questions and wording, unless different questionnaires are required for different members of the sample for the purposes of the research.

Ethical considerations

Any research involving human participants needs to consider ethical factors. In response, you need to show your markers that you have implemented the necessary measures to cover the relevant ethical issues. These are some of the factors that are typically included:

• How did you gain the consent of participants, and how did you formally record this consent?
• What measures did you take to ensure participants had enough understanding of their role to make an informed decision, including the right to withdraw at any stage?
• What measures did you take to maintain the confidentiality of participants during the research and, potentially, for the write-up?
• What measures did you take to store the raw data and protect it from external access and use prior to the write-up?

These are only a few examples of the ethical factors you need to write about in your methodology. Depending on the nature of your research, ethical considerations might form a significant part of your methodology chapter, or may only constitute a few sentences. Either way, it’s imperative that you show your markers that you’ve considered the relevant ethical implications of your research.

Limitations

Don’t make the mistake of ignoring the limitations of your study (see the next tab, 'What to Avoid', for more on this) – it’s a common part of research and should be confronted. Limitations of research can be diverse, but tend to be logistical issues relating to time, scope and access . Whilst accepting that your study has certain limitations, the key is to put a positive spin on it, like the example below:

Despite having a limited sample size compared to other similar studies, the number of participants is enough to provide sufficient data, whilst the in-depth nature of the interviews facilitates detailed responses from participants.

• Bui, Y. N. (2014) How to Write a Master’s Thesis. 2dn Edtn. Thousand Oaks, CA: Sage.
• Guba, E. G. and Lincoln, Y. S. (1994) ‘Competing paradigms in qualitative research’, in Denzin, N. K. and Lincoln, N. S. (eds.) Handbook of Qualitative Research. Thousand Oaks, CA: Sage, pp. 105-117.
• Salkind, N. J. (2011) ‘Internal and external validity’, in Moutinho, L. and Hutchenson, G. D. (eds.) The SAGE Dictionary of Quantitative Management Research . Thousand Oaks, CA: Sage, pp. 147-149.
• Saunders, M., Lewis, P. and Thornhill, A. (2007) Research Methods for Business Students . 4th Edtn. Harlow: Pearson.

What to avoid

This portion of the guide will cover some common missteps you should try to avoid in writing your methodology.

Ignoring limitations

It might seem instinctive to hide any flaws or limitations with your research to protect yourself from criticism. However, you need to highlight any problems you encountered during the research phase, or any limitations with your approach. Your markers are expecting you to engage with these limitations and highlight the kind of impact they may have had on your research.

Just be careful that you don’t overstress these limitations. Doing so could undermine the reliability and validity of your results, and your credibility as a researcher.

Literature review of methods

Don’t mistake your methodology chapter as a detailed review of methods employed in other studies. This level of detail should, where relevant, be incorporated in the literature review chapter, instead (see our Writing the Literature Review guide ). Any reference to methodological choices made by other researchers should come into your methodology chapter, but only in support of the decisions you made.

Unnecessary detail

It’s important to be thorough in a methodology chapter. However, don’t include unnecessary levels of detail. You should provide enough detail that allows other researchers to replicate or adapt your study, but don’t bore your reader with obvious or extraneous detail.

Any materials or content that you think is worth including, but not essential in the chapter, could be included in an appendix (see definition). These don’t count towards your word count (unless otherwise stated), and they can provide further detail and context for your reader. For instance, it’s quite common to include a copy of a questionnaire in an appendix, or a list of interview questions.

Q: Should the methodology be in the past or present tense?

A: The past tense. The study has already been conducted and the methodological decisions have been implemented, meaning the chapter should be written in the past tense. For example...

Data was collected over the course of four weeks.

I informed participants of their right to withdraw at any time.

The surveys included ten questions about job satisfaction and ten questions about familial life (see Appendix).

Q: Should the methodology include secondary literature?

A: Yes, where relevant. Unlike the literature review, the methodology is driven by what you did rather than what other people have done. However, you should still draw on secondary sources, when necessary, to support your methodological decisions.

Q: Do you still need to write a methodology for secondary research?

A: Yes, although it might not form a chapter, as such. Including some detail on how you approached the research phase is always a crucial part of a dissertation, whether primary or secondary. However, depending on the nature of your research, you may not have to provide the same level of detail as you would with a primary-based study.

For example, if you’re analysing two particular pieces of literature, then you probably need to clarify how you approached the analysis process, how you use the texts (whether you focus on particular passages, for example) and perhaps why these texts are scrutinised, as opposed to others from the relevant literary canon.

In such cases, the methodology may not be a chapter, but might constitute a small part of the introduction. Consult your supervisor for further guidance.

Q: Should the methodology be in the first-person or third?

A: It’s important to be consistent , so you should use whatever you’ve been using throughout your dissertation. Third-person is more commonly accepted, but certain disciplines are happy with the use of first-person. Just remember that the first-person pronoun can be a distracting, but powerful device, so use it sparingly. Consult your supervisor for further guidance.

It’s important to remember that all research is different and, as such, the methodology chapter is likely to be very different from dissertation to dissertation. Whilst this guide has covered the most common and essential layers featured in a methodology, your methodology might be very different in terms of what you focus on, the depth of focus and the wording used.

What’s important to remember, however, is that every methodology chapter needs to be structured in a linear, layered way that guides the reader through the methodological process in sequential order. Through this, your marker can see how certain decisions have impacted on others, showing your understanding of the research process.

Here’s a final checklist for writing your methodology. Remember that not all of these points will be relevant for your methodology, so make sure you cover whatever’s appropriate for your dissertation. The asterisk (*) indicates any content that might not be relevant for your dissertation. You can download a copy of the checklist to save and edit via the Word document, below.

• Methodology self-evaluation checklist

• << Previous: Literature Review
• Next: Results and Discussion >>
• Last Updated: Sep 5, 2024 12:49 PM
• URL: https://library.soton.ac.uk/writing_the_dissertation

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 6. The Methodology
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

The methods section describes actions taken to investigate a research problem and the rationale for the application of specific procedures or techniques used to identify, select, process, and analyze information applied to understanding the problem, thereby, allowing the reader to critically evaluate a study’s overall validity and reliability. The methodology section of a research paper answers two main questions: How was the data collected or generated? And, how was it analyzed? The writing should be direct and precise and always written in the past tense.

Kallet, Richard H. "How to Write the Methods Section of a Research Paper." Respiratory Care 49 (October 2004): 1229-1232.

Importance of a Good Methodology Section

You must explain how you obtained and analyzed your results for the following reasons:

• Readers need to know how the data was obtained because the method you chose affects the results and, by extension, how you interpreted their significance in the discussion section of your paper.
• Methodology is crucial for any branch of scholarship because an unreliable method produces unreliable results and, as a consequence, undermines the value of your analysis of the findings.
• In most cases, there are a variety of different methods you can choose to investigate a research problem. The methodology section of your paper should clearly articulate the reasons why you have chosen a particular procedure or technique.
• The reader wants to know that the data was collected or generated in a way that is consistent with accepted practice in the field of study. For example, if you are using a multiple choice questionnaire, readers need to know that it offered your respondents a reasonable range of answers to choose from.
• The method must be appropriate to fulfilling the overall aims of the study. For example, you need to ensure that you have a large enough sample size to be able to generalize and make recommendations based upon the findings.
• The methodology should discuss the problems that were anticipated and the steps you took to prevent them from occurring. For any problems that do arise, you must describe the ways in which they were minimized or why these problems do not impact in any meaningful way your interpretation of the findings.
• In the social and behavioral sciences, it is important to always provide sufficient information to allow other researchers to adopt or replicate your methodology. This information is particularly important when a new method has been developed or an innovative use of an existing method is utilized.

Bem, Daryl J. Writing the Empirical Journal Article. Psychology Writing Center. University of Washington; Denscombe, Martyn. The Good Research Guide: For Small-Scale Social Research Projects . 5th edition. Buckingham, UK: Open University Press, 2014; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008.

Structure and Writing Style

I.  Groups of Research Methods

There are two main groups of research methods in the social sciences:

• The e mpirical-analytical group approaches the study of social sciences in a similar manner that researchers study the natural sciences . This type of research focuses on objective knowledge, research questions that can be answered yes or no, and operational definitions of variables to be measured. The empirical-analytical group employs deductive reasoning that uses existing theory as a foundation for formulating hypotheses that need to be tested. This approach is focused on explanation.
• The i nterpretative group of methods is focused on understanding phenomenon in a comprehensive, holistic way . Interpretive methods focus on analytically disclosing the meaning-making practices of human subjects [the why, how, or by what means people do what they do], while showing how those practices arrange so that it can be used to generate observable outcomes. Interpretive methods allow you to recognize your connection to the phenomena under investigation. However, the interpretative group requires careful examination of variables because it focuses more on subjective knowledge.

II.  Content

The introduction to your methodology section should begin by restating the research problem and underlying assumptions underpinning your study. This is followed by situating the methods you used to gather, analyze, and process information within the overall “tradition” of your field of study and within the particular research design you have chosen to study the problem. If the method you choose lies outside of the tradition of your field [i.e., your review of the literature demonstrates that the method is not commonly used], provide a justification for how your choice of methods specifically addresses the research problem in ways that have not been utilized in prior studies.

The remainder of your methodology section should describe the following:

• Decisions made in selecting the data you have analyzed or, in the case of qualitative research, the subjects and research setting you have examined,
• Tools and methods used to identify and collect information, and how you identified relevant variables,
• The ways in which you processed the data and the procedures you used to analyze that data, and
• The specific research tools or strategies that you utilized to study the underlying hypothesis and research questions.

In addition, an effectively written methodology section should:

• Introduce the overall methodological approach for investigating your research problem . Is your study qualitative or quantitative or a combination of both (mixed method)? Are you going to take a special approach, such as action research, or a more neutral stance?
• Indicate how the approach fits the overall research design . Your methods for gathering data should have a clear connection to your research problem. In other words, make sure that your methods will actually address the problem. One of the most common deficiencies found in research papers is that the proposed methodology is not suitable to achieving the stated objective of your paper.
• Describe the specific methods of data collection you are going to use , such as, surveys, interviews, questionnaires, observation, archival research. If you are analyzing existing data, such as a data set or archival documents, describe how it was originally created or gathered and by whom. Also be sure to explain how older data is still relevant to investigating the current research problem.
• Explain how you intend to analyze your results . Will you use statistical analysis? Will you use specific theoretical perspectives to help you analyze a text or explain observed behaviors? Describe how you plan to obtain an accurate assessment of relationships, patterns, trends, distributions, and possible contradictions found in the data.
• Provide background and a rationale for methodologies that are unfamiliar for your readers . Very often in the social sciences, research problems and the methods for investigating them require more explanation/rationale than widely accepted rules governing the natural and physical sciences. Be clear and concise in your explanation.
• Provide a justification for subject selection and sampling procedure . For instance, if you propose to conduct interviews, how do you intend to select the sample population? If you are analyzing texts, which texts have you chosen, and why? If you are using statistics, why is this set of data being used? If other data sources exist, explain why the data you chose is most appropriate to addressing the research problem.
• Provide a justification for case study selection . A common method of analyzing research problems in the social sciences is to analyze specific cases. These can be a person, place, event, phenomenon, or other type of subject of analysis that are either examined as a singular topic of in-depth investigation or multiple topics of investigation studied for the purpose of comparing or contrasting findings. In either method, you should explain why a case or cases were chosen and how they specifically relate to the research problem.
• Describe potential limitations . Are there any practical limitations that could affect your data collection? How will you attempt to control for potential confounding variables and errors? If your methodology may lead to problems you can anticipate, state this openly and show why pursuing this methodology outweighs the risk of these problems cropping up.

NOTE:   Once you have written all of the elements of the methods section, subsequent revisions should focus on how to present those elements as clearly and as logically as possibly. The description of how you prepared to study the research problem, how you gathered the data, and the protocol for analyzing the data should be organized chronologically. For clarity, when a large amount of detail must be presented, information should be presented in sub-sections according to topic. If necessary, consider using appendices for raw data.

ANOTHER NOTE: If you are conducting a qualitative analysis of a research problem , the methodology section generally requires a more elaborate description of the methods used as well as an explanation of the processes applied to gathering and analyzing of data than is generally required for studies using quantitative methods. Because you are the primary instrument for generating the data [e.g., through interviews or observations], the process for collecting that data has a significantly greater impact on producing the findings. Therefore, qualitative research requires a more detailed description of the methods used.

YET ANOTHER NOTE:   If your study involves interviews, observations, or other qualitative techniques involving human subjects , you may be required to obtain approval from the university's Office for the Protection of Research Subjects before beginning your research. This is not a common procedure for most undergraduate level student research assignments. However, i f your professor states you need approval, you must include a statement in your methods section that you received official endorsement and adequate informed consent from the office and that there was a clear assessment and minimization of risks to participants and to the university. This statement informs the reader that your study was conducted in an ethical and responsible manner. In some cases, the approval notice is included as an appendix to your paper.

III.  Problems to Avoid

Irrelevant Detail The methodology section of your paper should be thorough but concise. Do not provide any background information that does not directly help the reader understand why a particular method was chosen, how the data was gathered or obtained, and how the data was analyzed in relation to the research problem [note: analyzed, not interpreted! Save how you interpreted the findings for the discussion section]. With this in mind, the page length of your methods section will generally be less than any other section of your paper except the conclusion.

Unnecessary Explanation of Basic Procedures Remember that you are not writing a how-to guide about a particular method. You should make the assumption that readers possess a basic understanding of how to investigate the research problem on their own and, therefore, you do not have to go into great detail about specific methodological procedures. The focus should be on how you applied a method , not on the mechanics of doing a method. An exception to this rule is if you select an unconventional methodological approach; if this is the case, be sure to explain why this approach was chosen and how it enhances the overall process of discovery.

Problem Blindness It is almost a given that you will encounter problems when collecting or generating your data, or, gaps will exist in existing data or archival materials. Do not ignore these problems or pretend they did not occur. Often, documenting how you overcame obstacles can form an interesting part of the methodology. It demonstrates to the reader that you can provide a cogent rationale for the decisions you made to minimize the impact of any problems that arose.

Literature Review Just as the literature review section of your paper provides an overview of sources you have examined while researching a particular topic, the methodology section should cite any sources that informed your choice and application of a particular method [i.e., the choice of a survey should include any citations to the works you used to help construct the survey].

It’s More than Sources of Information! A description of a research study's method should not be confused with a description of the sources of information. Such a list of sources is useful in and of itself, especially if it is accompanied by an explanation about the selection and use of the sources. The description of the project's methodology complements a list of sources in that it sets forth the organization and interpretation of information emanating from those sources.

Azevedo, L.F. et al. "How to Write a Scientific Paper: Writing the Methods Section." Revista Portuguesa de Pneumologia 17 (2011): 232-238; Blair Lorrie. “Choosing a Methodology.” In Writing a Graduate Thesis or Dissertation , Teaching Writing Series. (Rotterdam: Sense Publishers 2016), pp. 49-72; Butin, Dan W. The Education Dissertation A Guide for Practitioner Scholars . Thousand Oaks, CA: Corwin, 2010; Carter, Susan. Structuring Your Research Thesis . New York: Palgrave Macmillan, 2012; Kallet, Richard H. “How to Write the Methods Section of a Research Paper.” Respiratory Care 49 (October 2004):1229-1232; Lunenburg, Frederick C. Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences . Thousand Oaks, CA: Corwin Press, 2008. Methods Section. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Rudestam, Kjell Erik and Rae R. Newton. “The Method Chapter: Describing Your Research Plan.” In Surviving Your Dissertation: A Comprehensive Guide to Content and Process . (Thousand Oaks, Sage Publications, 2015), pp. 87-115; What is Interpretive Research. Institute of Public and International Affairs, University of Utah; Writing the Experimental Report: Methods, Results, and Discussion. The Writing Lab and The OWL. Purdue University; Methods and Materials. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College.

Writing Tip

Statistical Designs and Tests? Do Not Fear Them!

Don't avoid using a quantitative approach to analyzing your research problem just because you fear the idea of applying statistical designs and tests. A qualitative approach, such as conducting interviews or content analysis of archival texts, can yield exciting new insights about a research problem, but it should not be undertaken simply because you have a disdain for running a simple regression. A well designed quantitative research study can often be accomplished in very clear and direct ways, whereas, a similar study of a qualitative nature usually requires considerable time to analyze large volumes of data and a tremendous burden to create new paths for analysis where previously no path associated with your research problem had existed.

To locate data and statistics, GO HERE .

Another Writing Tip

Knowing the Relationship Between Theories and Methods

There can be multiple meaning associated with the term "theories" and the term "methods" in social sciences research. A helpful way to delineate between them is to understand "theories" as representing different ways of characterizing the social world when you research it and "methods" as representing different ways of generating and analyzing data about that social world. Framed in this way, all empirical social sciences research involves theories and methods, whether they are stated explicitly or not. However, while theories and methods are often related, it is important that, as a researcher, you deliberately separate them in order to avoid your theories playing a disproportionate role in shaping what outcomes your chosen methods produce.

Introspectively engage in an ongoing dialectic between the application of theories and methods to help enable you to use the outcomes from your methods to interrogate and develop new theories, or ways of framing conceptually the research problem. This is how scholarship grows and branches out into new intellectual territory.

Reynolds, R. Larry. Ways of Knowing. Alternative Microeconomics . Part 1, Chapter 3. Boise State University; The Theory-Method Relationship. S-Cool Revision. United Kingdom.

Yet Another Writing Tip

Methods and the Methodology

Do not confuse the terms "methods" and "methodology." As Schneider notes, a method refers to the technical steps taken to do research . Descriptions of methods usually include defining and stating why you have chosen specific techniques to investigate a research problem, followed by an outline of the procedures you used to systematically select, gather, and process the data [remember to always save the interpretation of data for the discussion section of your paper].

The methodology refers to a discussion of the underlying reasoning why particular methods were used . This discussion includes describing the theoretical concepts that inform the choice of methods to be applied, placing the choice of methods within the more general nature of academic work, and reviewing its relevance to examining the research problem. The methodology section also includes a thorough review of the methods other scholars have used to study the topic.

Bryman, Alan. "Of Methods and Methodology." Qualitative Research in Organizations and Management: An International Journal 3 (2008): 159-168; Schneider, Florian. “What's in a Methodology: The Difference between Method, Methodology, and Theory…and How to Get the Balance Right?” PoliticsEastAsia.com. Chinese Department, University of Leiden, Netherlands.

• << Previous: Scholarly vs. Popular Publications
• Next: Qualitative Methods >>
• Last Updated: Sep 4, 2024 9:40 AM
• URL: https://libguides.usc.edu/writingguide

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

Here's What You Need to Understand About Research Methodology

Table of Contents

Research methodology involves a systematic and well-structured approach to conducting scholarly or scientific inquiries. Knowing the significance of research methodology and its different components is crucial as it serves as the basis for any study.

Typically, your research topic will start as a broad idea you want to investigate more thoroughly. Once you’ve identified a research problem and created research questions , you must choose the appropriate methodology and frameworks to address those questions effectively.

What is the definition of a research methodology?

Research methodology is the process or the way you intend to execute your study. The methodology section of a research paper outlines how you plan to conduct your study. It covers various steps such as collecting data, statistical analysis, observing participants, and other procedures involved in the research process

The methods section should give a description of the process that will convert your idea into a study. Additionally, the outcomes of your process must provide valid and reliable results resonant with the aims and objectives of your research. This thumb rule holds complete validity, no matter whether your paper has inclinations for qualitative or quantitative usage.

Studying research methods used in related studies can provide helpful insights and direction for your own research. Now easily discover papers related to your topic on SciSpace and utilize our AI research assistant, Copilot , to quickly review the methodologies applied in different papers.

The need for a good research methodology

While deciding on your approach towards your research, the reason or factors you weighed in choosing a particular problem and formulating a research topic need to be validated and explained. A research methodology helps you do exactly that. Moreover, a good research methodology lets you build your argument to validate your research work performed through various data collection methods, analytical methods, and other essential points.

Just imagine it as a strategy documented to provide an overview of what you intend to do.

While undertaking any research writing or performing the research itself, you may get drifted in not something of much importance. In such a case, a research methodology helps you to get back to your outlined work methodology.

A research methodology helps in keeping you accountable for your work. Additionally, it can help you evaluate whether your work is in sync with your original aims and objectives or not. Besides, a good research methodology enables you to navigate your research process smoothly and swiftly while providing effective planning to achieve your desired results.

What is the basic structure of a research methodology?

Usually, you must ensure to include the following stated aspects while deciding over the basic structure of your research methodology:

1. Your research procedure

Explain what research methods you’re going to use. Whether you intend to proceed with quantitative or qualitative, or a composite of both approaches, you need to state that explicitly. The option among the three depends on your research’s aim, objectives, and scope.

2. Provide the rationality behind your chosen approach

Based on logic and reason, let your readers know why you have chosen said research methodologies. Additionally, you have to build strong arguments supporting why your chosen research method is the best way to achieve the desired outcome.

3. Explain your mechanism

The mechanism encompasses the research methods or instruments you will use to develop your research methodology. It usually refers to your data collection methods. You can use interviews, surveys, physical questionnaires, etc., of the many available mechanisms as research methodology instruments. The data collection method is determined by the type of research and whether the data is quantitative data(includes numerical data) or qualitative data (perception, morale, etc.) Moreover, you need to put logical reasoning behind choosing a particular instrument.

4. Significance of outcomes

The results will be available once you have finished experimenting. However, you should also explain how you plan to use the data to interpret the findings. This section also aids in understanding the problem from within, breaking it down into pieces, and viewing the research problem from various perspectives.

5. Reader’s advice

Anything that you feel must be explained to spread more awareness among readers and focus groups must be included and described in detail. You should not just specify your research methodology on the assumption that a reader is aware of the topic.  

All the relevant information that explains and simplifies your research paper must be included in the methodology section. If you are conducting your research in a non-traditional manner, give a logical justification and list its benefits.

6. Explain your sample space

Include information about the sample and sample space in the methodology section. The term "sample" refers to a smaller set of data that a researcher selects or chooses from a larger group of people or focus groups using a predetermined selection method. Let your readers know how you are going to distinguish between relevant and non-relevant samples. How you figured out those exact numbers to back your research methodology, i.e. the sample spacing of instruments, must be discussed thoroughly.

For example, if you are going to conduct a survey or interview, then by what procedure will you select the interviewees (or sample size in case of surveys), and how exactly will the interview or survey be conducted.

7. Challenges and limitations

This part, which is frequently assumed to be unnecessary, is actually very important. The challenges and limitations that your chosen strategy inherently possesses must be specified while you are conducting different types of research.

The importance of a good research methodology

You must have observed that all research papers, dissertations, or theses carry a chapter entirely dedicated to research methodology. This section helps maintain your credibility as a better interpreter of results rather than a manipulator.

A good research methodology always explains the procedure, data collection methods and techniques, aim, and scope of the research. In a research study, it leads to a well-organized, rationality-based approach, while the paper lacking it is often observed as messy or disorganized.

You should pay special attention to validating your chosen way towards the research methodology. This becomes extremely important in case you select an unconventional or a distinct method of execution.

Curating and developing a strong, effective research methodology can assist you in addressing a variety of situations, such as:

• When someone tries to duplicate or expand upon your research after few years.
• If a contradiction or conflict of facts occurs at a later time. This gives you the security you need to deal with these contradictions while still being able to defend your approach.
• Gaining a tactical approach in getting your research completed in time. Just ensure you are using the right approach while drafting your research methodology, and it can help you achieve your desired outcomes. Additionally, it provides a better explanation and understanding of the research question itself.
• Documenting the results so that the final outcome of the research stays as you intended it to be while starting.

Instruments you could use while writing a good research methodology

As a researcher, you must choose which tools or data collection methods that fit best in terms of the relevance of your research. This decision has to be wise.

There exists many research equipments or tools that you can use to carry out your research process. These are classified as:

a. Interviews (One-on-One or a Group)

An interview aimed to get your desired research outcomes can be undertaken in many different ways. For example, you can design your interview as structured, semi-structured, or unstructured. What sets them apart is the degree of formality in the questions. On the other hand, in a group interview, your aim should be to collect more opinions and group perceptions from the focus groups on a certain topic rather than looking out for some formal answers.

In surveys, you are in better control if you specifically draft the questions you seek the response for. For example, you may choose to include free-style questions that can be answered descriptively, or you may provide a multiple-choice type response for questions. Besides, you can also opt to choose both ways, deciding what suits your research process and purpose better.

c. Sample Groups

Similar to the group interviews, here, you can select a group of individuals and assign them a topic to discuss or freely express their opinions over that. You can simultaneously note down the answers and later draft them appropriately, deciding on the relevance of every response.

d. Observations

If your research domain is humanities or sociology, observations are the best-proven method to draw your research methodology. Of course, you can always include studying the spontaneous response of the participants towards a situation or conducting the same but in a more structured manner. A structured observation means putting the participants in a situation at a previously decided time and then studying their responses.

Of all the tools described above, it is you who should wisely choose the instruments and decide what’s the best fit for your research. You must not restrict yourself from multiple methods or a combination of a few instruments if appropriate in drafting a good research methodology.

Types of research methodology

A research methodology exists in various forms. Depending upon their approach, whether centered around words, numbers, or both, methodologies are distinguished as qualitative, quantitative, or an amalgamation of both.

1. Qualitative research methodology

When a research methodology primarily focuses on words and textual data, then it is generally referred to as qualitative research methodology. This type is usually preferred among researchers when the aim and scope of the research are mainly theoretical and explanatory.

The instruments used are observations, interviews, and sample groups. You can use this methodology if you are trying to study human behavior or response in some situations. Generally, qualitative research methodology is widely used in sociology, psychology, and other related domains.

2. Quantitative research methodology

If your research is majorly centered on data, figures, and stats, then analyzing these numerical data is often referred to as quantitative research methodology. You can use quantitative research methodology if your research requires you to validate or justify the obtained results.

In quantitative methods, surveys, tests, experiments, and evaluations of current databases can be advantageously used as instruments If your research involves testing some hypothesis, then use this methodology.

3. Amalgam methodology

As the name suggests, the amalgam methodology uses both quantitative and qualitative approaches. This methodology is used when a part of the research requires you to verify the facts and figures, whereas the other part demands you to discover the theoretical and explanatory nature of the research question.

The instruments for the amalgam methodology require you to conduct interviews and surveys, including tests and experiments. The outcome of this methodology can be insightful and valuable as it provides precise test results in line with theoretical explanations and reasoning.

The amalgam method, makes your work both factual and rational at the same time.

Final words: How to decide which is the best research methodology?

If you have kept your sincerity and awareness intact with the aims and scope of research well enough, you must have got an idea of which research methodology suits your work best.

Before deciding which research methodology answers your research question, you must invest significant time in reading and doing your homework for that. Taking references that yield relevant results should be your first approach to establishing a research methodology.

Moreover, you should never refrain from exploring other options. Before setting your work in stone, you must try all the available options as it explains why the choice of research methodology that you finally make is more appropriate than the other available options.

You should always go for a quantitative research methodology if your research requires gathering large amounts of data, figures, and statistics. This research methodology will provide you with results if your research paper involves the validation of some hypothesis.

Whereas, if  you are looking for more explanations, reasons, opinions, and public perceptions around a theory, you must use qualitative research methodology.The choice of an appropriate research methodology ultimately depends on what you want to achieve through your research.

Frequently Asked Questions (FAQs) about Research Methodology

1. how to write a research methodology.

You can always provide a separate section for research methodology where you should specify details about the methods and instruments used during the research, discussions on result analysis, including insights into the background information, and conveying the research limitations.

2. What are the types of research methodology?

There generally exists four types of research methodology i.e.

• Observation
• Experimental
• Derivational

3. What is the true meaning of research methodology?

The set of techniques or procedures followed to discover and analyze the information gathered to validate or justify a research outcome is generally called Research Methodology.

4. Where lies the importance of research methodology?

Your research methodology directly reflects the validity of your research outcomes and how well-informed your research work is. Moreover, it can help future researchers cite or refer to your research if they plan to use a similar research methodology.

You might also like

Consensus GPT vs. SciSpace GPT: Choose the Best GPT for Research

Literature Review and Theoretical Framework: Understanding the Differences

Using AI for research: A beginner’s guide

• Privacy Policy

Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Research Objectives – Types, Examples and...

Research Recommendations – Examples and Writing...

Ethical Considerations – Types, Examples and...

Table of Contents – Types, Formats, Examples

Tables in Research Paper – Types, Creating Guide...

Thesis Statement – Examples, Writing Guide

• Staff Directory
• Library Policies
• Hege Research Award
• Quaker Archives
• Art Gallery
• Student Support
• Teaching & Learning
• Reserving spaces
• Technology Lending
• Interlibrary Loan
• Course Reserves
• Copyright & Fair Use
• Poster Printing
• Virtual Reference
• Research Guides
• Off-campus access
• Digital Scholarship
• Guilford Sources
• Open Educational Resources
• Quaker Collections
• Digital Collections
• College Archives
• Underground Railroad
• Universities Studying Slavery
• Images & Exhibitions

Service Alert

Hege Library & Learning Technologies

Guide for Thesis Research

• Introduction to the Thesis Process
• Project Planning
• Literature Review
• Theoretical Frameworks
• Research Methodology
• GC Honors Program Theses
• Thesis Submission Instructions This link opens in a new window
• Accessing Guilford Theses from 1898 to 2020 This link opens in a new window

Basics of Methodology

Research is a process of inquiry that is carried out in a pondered, organized, and strategic manner. In order to obtain high quality results, it is important to understand methodology.

Research methodology refers to how your project will be designed, what you will observe or measure, and how you will collect and analyze data. The methods you choose must be appropriate for your field and for the specific research questions you are setting out to answer.

A strong understanding of methodology will help you:

• apply appropriate research techniques
• design effective data collection instruments
• analyze and interpret your data
• develop well-founded conclusions

Below, you will find resources that mostly cover general aspects of research methodology. In the left column, you will find resources that specifically cover qualitative, quantitative, and mixed methods research.

General Works on Methodology

Qualitative Research

Quantitative Research

Mixed Methods Research

• << Previous: Theoretical Frameworks
• Next: Citation >>
• Last Updated: Jul 22, 2024 10:48 AM
• URL: https://library.guilford.edu/thesis-guide

Free Download

Methodology Template

The fastest (and smartest) way to craft a research methodology that communicates your design and earns you marks.

Available in Google Doc, Word & PDF format 4.9 star rating, 5000 + downloads

Step-by-step instructions

Tried & tested academic format

Fill-in-the-blanks simplicity

Pro tips, tricks and resources

What It Covers

This template covers all the core components required in the methodology section of a typical dissertation, thesis or research paper, including:

• The opening section
• Research philosophy
• Research type
• Research strategy
• Time horizon
• Sampling strategy
• Data collection methods
• Data analysis methods
• Conclusion & summary

The purpose of each section is explained in plain language, along with  practical examples to help you understand exactly what’s required.

The cleanly-formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.

download your copy

100% Free to use. Instant access.

I agree to receive the free template and other useful resources.

Download Now (Instant Access)

FAQs: Research Methdodology Template

What format is the template (doc, pdf, ppt, etc.).

The methodology chapter template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.

What types of dissertations/theses can this template be used for?

The methodology template follows the standard format for academic research projects, which means it will be suitable for the vast majority of dissertations and theses (especially those within the sciences), whether they adopt a qualitative, quantitative, or mixed-methods approach. The template is loosely based on Saunders’ research onion , which is recommended as a methodological framework by many universities.

Keep in mind that the exact requirements for the methodology chapter/section will vary between universities and degree programs. These are typically minor, but it’s always a good idea to double-check your university’s requirements before you finalize your structure.

Is this template for an undergrad, Master or PhD-level thesis?

This template can be used for a dissertation, thesis or research project at any level of study. Doctoral-level projects typically require the methodology chapter to be more extensive/comprehensive, but the structure will typically remain the same.

How long should the methodology chapter be?

This can vary a fair deal, depending on the level of study (undergrad, Master or Doctoral), the field of research, as well as your university’s specific requirements. Therefore, it’s best to check with your university or review past dissertations from your program to get an accurate estimate. 

How detailed should my methodology be?

As a rule of thumb, you should provide enough detail for another researcher to replicate your study. This includes clear descriptions of procedures, tools, and techniques you used to collect and analyse your data, as well as your sampling approach.

How technical should my language be in this chapter?

In the methodology chapter, your language should be technical enough to accurately convey your research methods and processes, but also clear and precise to ensure it’s accessible to readers within your field.

Aim for a balance where the technical aspects of your methods are thoroughly explained without overusing jargon or overly complex language.

Should I include a pilot study in my methodology?

If you conducted a pilot study, you can include it in the methodology to demonstrate the feasibility and refinement of your methods. Be sure to obtain the necessary permissions from your research advisor before conducting any pilot studies, though. 

Can I share this template with my friends/colleagues?

Yes, you’re welcome to share this template in its original format (no editing allowed). If you want to post about it on your blog or social media, we kindly request that you reference this page as your source.

Do you have templates for the other chapters?

Yes, we do. We are constantly developing our collection of free resources to help students complete their dissertations and theses. You can view all of our template resources here .

Can Grad Coach help me with my methodology?

Yes, we can assist with your methodology chapter (or any other chapter) on a coaching basis. If you’re interested, feel free to get in touch to discuss our private coaching services .

Additional Resources

If you’re working on a research proposal, you’ll also want to check these out…

Methodology Bootcamp

1-On-1 Private Coaching

The Grad Coach YouTube Channel

The Grad Coach Podcast

• Jump to menu
• Student Home
• Accept your offer
• How to enrol
• Student ID card
• Set up your IT
• Orientation Week
• Fees & payment
• Academic calendar
• Special consideration
• Transcripts
• The Nucleus: Student Hub
• Referencing
• Essay writing
• Learning abroad & exchange
• Professional development & UNSW Advantage
• Employability
• Financial assistance
• International students
• Equitable learning
• Postgraduate research
• Health Service
• Events & activities
• Emergencies
• Volunteering
• Clubs and societies
• Accommodation
• Health services
• Sport and gym
• Arc student organisation
• Security on campus
• Maps of campus
• Careers portal
• Change password

Thesis Structure

This page outlines the stages of an honours thesis and provides links to other pages that will give you more information and some examples from past theses.

Stages of a thesis (in order)

Write this last. It is an overview of your whole thesis, and is between 200-300 words.

See writing abstracts for honours theses for what to include in your abstract or see some example abstracts .

Introduction

Usually longer than an abstract, and provides the following:

• background to the topic;
• brief review of current knowledge (Can include literature review in some schools);
• indicates gap in knowledge, states aim of your research and how it fits into the gap;
• can include hypotheses; can include an outline of the following chapters.

See thesis introductions exercises for more information.

• Literature review

Often part of the Introduction, but can be a separate section. It is an evaluation of previous research on your topic, where you show that there is a gap in the knowledge that your research will attempt to fill. The key word here is evaluation.

See literature reviews for more information and examples to get you started on your literature review.

Often the easiest part of the thesis to write. Outlines which method you chose and why (your methodology); what, when, where, how and why you did what you did to get your results.

Here are some sample methods .

Outlines what you found out in relation to your research questions or hypotheses, presented in figures and in written text.

Results contain the facts of your research. Often you will include a brief comment on the significance of key results, with the expectation that more generalised comments about results will be made in the Discussion section. Sometimes Results and Discussion are combined: check with your supervisor and with highly rated past theses in your School.

Here are some suggestions for writing up results .

The Discussion section:

• comments on your results;
• explains what your results mean;
• interprets your results in a wider context; indicates which results were expected or unexpected;
• provides explanations for unexpected results.

The Discussion should also relate your specific results to previous research or theory. You should point out what the limitations were of your study, and note any questions that remain unanswered. The Discussion CAN also include Conclusions/Future Research. Check with your supervisor.

See our theses in discussion page for more information or try these exercises .

• Conclusions

Very important! This is where you emphasise that your research aims/objectives have been achieved.

You also emphasise the most significant results, note the limitations and make suggestions for further research.

Conclusions can include Future Directions. Check with your supervisor.

For more information see conclusions in honours theses or sample conclusions .

Engineering & science

• Report writing
• Technical writing
• Writing lab reports
• Introductions
• Writing up results
• Discussions
• Writing tools
• Case study report in (engineering)
• ^ More support

News and notices

Guide to Using Microsoft Copilot with Commercial Data Protection for UNSW Students Published:  20 May 2024

• How It Works
• PhD thesis writing
• Master thesis writing
• Bachelor thesis writing
• Dissertation writing service
• Dissertation abstract writing
• Thesis proposal writing
• Thesis editing service
• Thesis proofreading service
• Thesis formatting service
• Coursework writing service
• Research paper writing service
• Architecture thesis writing
• Computer science thesis writing
• Engineering thesis writing
• History thesis writing
• MBA thesis writing
• Nursing dissertation writing
• Psychology dissertation writing
• Sociology thesis writing
• Statistics dissertation writing
• Buy dissertation online
• Write my dissertation
• Cheap thesis
• Cheap dissertation
• Custom dissertation
• Dissertation help
• Pay for thesis
• Pay for dissertation
• Senior thesis
• Write my thesis

Thesis Structure: Writing Guide For Your Success

If you are about to start writing your thesis, then it is extremely important to know as much as possible about the thesis structure. Learning the main thesis chapters should enable you to quickly structure your academic paper. Keep in mind that not structuring the paper correctly usually leads to severe penalties. We know some of you are probably having questions about numbering dissertation chapters. Basically, you just need to give all the major sections consecutive numbers. Use Arabic numerals (1, 2, 3, and so on). Check out the most frequently asked questions and them move on to the 7 parts of the thesis or dissertation structure.

Thesis Structure Frequently Asked Questions

• What is a basic good structure for a thesis? A: The best structure is the one listed below. It contains the 7 important parts any thesis should have.
• What does “the structure of this dissertation is in manuscript style” mean? A: It means that the thesis includes one or more manuscripts that have been written in a way that facilitates publication. The thesis can, in this case, be a collection of papers that have been written or co-authored by the student.
• Which chapters of dissertation are mandatory? A: All the 7 chapters below are necessary, if you want to get a top score on your paper.
• Where can I get a thesis structure template? A: You can quickly get a thesis structure example from one of our seasoned academic writers. Don’t base your thesis on mediocre samples you find online.
• What is the preferred thesis sentence structure? A: There is no set sentence structure that you have to follow. Just make sure your writing is organized in a logical manner and that all complex terms are explained the first time you use them.

Thesis Abstract

The first part of the thesis structure is the abstract. It is basically an overview of the entire paper. There is no set dissertation abstract structure. It is just a summary of your thesis and it should be just 200 to 300 words long.

Thesis Introduction

The introduction is one of the most important dissertation chapters. It should contain all of the following information:

A bit of background about the topic. Some information about the current knowledge. The aim of your research (the gap in knowledge that prompted you to write the thesis).

Remember that the introduction must present the thesis statement. It is very important to learn more about the thesis statement structure. A great thesis statement will pique the interest of the evaluation committee.

Thesis Literature Review

Many students who are looking to learn how to structure a thesis don’t know about the Literature Review section. Why? Because many people prefer to include it into the introduction. However, by separating the literature review from the intro, you can focus more on why your research is important. You can evaluate the most important research on your topic and clearly show the gap in knowledge.

Thesis Methods

In most cases, the Methods section is the easiest part of the structure of a thesis. All you have to do is present the method or methods you chose for the research. Don’t forget to also explain why you chose that specific research method. Your audience needs to understand that the chosen method is the best for the task.

Thesis Results

This is one of the most important chapters of a dissertation. In the Results chapter, you need to present your findings. Remember that written text is not enough. You need figures, stats, graphs, and other forms of data. This section contains all the facts of your research and should be written in an objective, neutral manner. It would be unusual for your to discuss your findings in this section.

Thesis Discussion

The Discussion chapter is very important in the dissertation chapters structure. It is the reason why you didn’t discuss your findings in the Results section. This is the section you can use to talk about your findings and provide your own opinions about the results. Here is what you can do in the discussion section:

Explain to the audience what your results mean for the scientific community. Comment on each of the results and discuss how your findings support your thesis. Explain any unexpected results so the evaluation committee can see that you know what you’re doing. Interpret the results and tie them with other research on the subject. How does your research help the academic community?

Thesis Conclusion

While not the most important chapter, the conclusion is one of the important chapters in a dissertation. It is the part where you can show your readers that you have achieved your research objectives. You can talk a bit about what you’ve learned in the process and even make some suggestions regarding the need for future research. In most cases, students also reiterate the thesis statement at the beginning of the conclusion, followed by a short summary of the paper’s most important chapters.

Still Not Sure How to Structure Thesis?

In case you are still struggling to find the best history dissertation structure, you should get some help as fast as possible. Remember that writing a thesis takes weeks, if not months. Don’t spend too much time trying to find the best structure. Instead, get in touch with a reliable academic company and get some quick assistance. For examples, one of our writers can create a thesis outline for you. You can just follow the outline and everything will be just fine.

Of course, you can also get some help with the thesis formatting. Citations and references can be difficult to master. Each academic writing style (MLA, Chicago, APA, etc.) has its own requirements. The way you format your academic paper is very important. Bolding and italicizing can emphasize certain ideas. A professional editor can help you make the thesis stand out from the rest. After all, a pleasantly-formatted dissertation that impresses the evaluation committee with its structure and quality of content has a very high chance of getting a top score.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Comment * Error message

Name * Error message

Email * Error message

Save my name, email, and website in this browser for the next time I comment.

As Putin continues killing civilians, bombing kindergartens, and threatening WWIII, Ukraine fights for the world's peaceful future.

Ukraine Live Updates

Dynamic load acquisition method for a crawler driving structure of a roadheader robot under random road

• Original Article
• Published: 05 September 2024

Cite this article

• Yang Liu 1 ,
• Hong Zhang 1 ,
• Yang Song 2 ,
• Xiaobing Chen 1 &
• Guozhu Yin 1  

A method utilizing an embedded sensing system to determine the dynamic load is proposed to address the problem of not being able to directly obtain the dynamic load time history of a crawler driving structure in the harsh underground working environment of a coal mine roadheader robot. A crawler driving structure and its embedded sensing system are designed. A rigid–flexible coupling simulation model of the roadheader robot is established, and the dynamic load time history parameters of the crawler obtained from the simulation and test data are compared and analyzed. Results show that the load fluctuation of the tested track plate at the idler and sprocket is significant. By contrast, the fluctuation of the free segment is minimal. The load fluctuation range of the support segment of the hard road is −5–15 MPa, and that of the soft sand road is −10–25 MPa. Moreover, the track plate exhibits noticeable warping and winding phenomenon relative to the road wheel on the soft sand road. The changing trend of the crawler dynamic load time history obtained from simulation and test is relatively consistent. This study provides a reference for the crawler driving structure’s structural optimization and reliability research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Abbreviations

Working tension

Tension of the free segment

Tension of the working segment

Dynamic forces by the left side of the i th road wheel

Dynamic forces by the right sides of the i th road wheel

Supporting force on the ground facing the i th road wheel

Vertical component of the supporting force of the vehicle body on the i th road wheel

Sprocket torque

Young’s modulus of the track

Radius of the dividing circle of the sprocket

Diameter of the ith road wheel

Diameters of the idler

Diameters of the sprocket

Track overhang

Relative vertical of the track

Track length

Thickness of the track

Angle between F Ti and the horizontal road surface

Angle between F T(i+1) and the horizontal road surface

Radius of the ith road wheel

Rotational inertia of the i th road wheel

Rotational angular velocity of the i th road wheel

Friction coefficient between the track shoe and the ground

Mass of the i th road wheel

Stiffness index of contact

Damping index of contact

Dent index of contact

Normal contact

Contact stiffness coefficient

Damping coefficient

Contact penetration depth

Track mass per unit length

Relative speed of the track link relative to the vehicle

Cross-sectional area of deformation of tested track plate

Dynamic load of the tested track plate in the free segment

Dynamic load of the tested track plate in the working segment

Dynamic load between the i th road wheel and the (i+1) th road wheel

Bend stress when the tested track plate wrapped around the i th road wheel

Bend stress when the tested track plate wrapped around the idler

Bend stress when the tested track plate wrapped around the sprocket

H. Zhang, P. Kang and Y. Song, Dynamic modeling method and experiment of sliding track walking system, Journal of Vibration, Measurement & Diagnosis , 35(1) (2015) 70–75.

Google Scholar  

H. Zhang, X. K. Zhang and T. Shi, Analysis on dynamics features and fatigue life of crawler walking mechanism applied in continuous miner, Coal Science and Technology , 44(11) (2016) 110–115.

C. W. Wang, H. W. Ma and X. S. Xue, Multi-body dynamics modeling and obstacle surmounting simulation of tracked inspection robot in coal mine, Journal of Xi’an University of Science and Technology , 40(5) (2020) 790–796.

Z. R. Chen, D. M. Xue and G. Q. Wang, Simulation and optimization of the tracked chassis performance of electric shovel based on DEM-MBD, Powder Technology , 390 (2021) 428–441.

Article   Google Scholar  

S. Frimpong and M. Thiruvengadam, Rigid multi-body kinematics of shovel crawler-formation interactions, International Journal of Mining, Reclamation and Environment , 30(4) (2016) 347–369.

P. Wang, H. Yu and X. Rui, Transversal vibration analysis of the upper span of nonlinear closed-loop track systems, Applied Mathematical Modeling , 78 (2020) 249–267.

Article   MathSciNet   Google Scholar  

Y. Liu, T. Zhang and N. Xie, Multi-body dynamic modeling and verification of small agricultural crawler chassis, Transactions of the Chinese Society of Agricultural Engineering , 35 (7) 2019 39–46.

W. D. Wang, Z. Y. Yan and Z. J. Du, Experimental study of a tracked mobile robot’s mobility performance, Journal of Terramechanics , 77 (2018) 75–84.

N. Ö. Mehmet, K. Varlık and Y. SÜ, A new contact & slip model for tracked vehicle transient dynamics on hard ground, Journal of Terramechanics , 73 (2017) 3–23.

K. Hu, W. Y. Zhang and K. Li, Multi-body dynamics modeling and experiment of triangular tracked chassis with high ground clearance, Transactions of the Chinese Society for Agricultural Machinery , 52(7) (2021) 386–394.

B. F. Hao, H. Y. Wang and Q. Rui, Dynamics modeling and model test verification of tank multibody systems, China Mechanical Engineering , 29(4) (2018) 429–433.

L. Q. Chen, P. P. Wang and P. Zhang, Performance analysis and test of a maize inter-row self-propelled thermal fogger chassis, International Journal of Agricultural and Biological Engineering , 11 (2018) 100–107.

R. Bai, D. X. Pei and R. Xie, Research on the embedded stress test system of vehicle driving wheel, Chinese Journal of Electron Devices , 39(3) (2016) 746–749.

P. Kang, Remote dynamic testing technology of bolt drilling vehicle walking system, Colliery Mechanical & Electrical Technol , 40(3) (2019) 36–38.

Z. H. Zhang, H. Zhang and Y. Chen, Load identification method of track driving system based on genetic neural network, Journal of Vibration and Shock , 41(3) (2022) 54–61.

W. W. Liu, K. Cheng and J. Wang, Failure analysis of the rubber track of a tracked transporter, Advances in Mechanical Engineering , 10(7) (2018) 1–8.

H. Y. Zhao, G. Q. Wang and H. T. Wang, Fatigue life analysis of crawler chain link of excavator, Engineering Failure Analysis , 79 (2017) 737–748.

W. W. Liu, Research on fatigue and initial track tension optimization of the track for an all-terrain articulated tracked vehicle. Ph.D. Thesis , Jilin University, China (2021).

X. J. Jiao, J. W. Zhang and B. B. Peng, RecurDyn Multibody System Optimization Simulation Technology , 1st. Tsinghua University Press, Beijing, China (2010).

Download references

Acknowledgments

This work is supported by the National Natural Science Foundation of China (grant number 52075355) and Shanxi Provincial Key Research and Development Project (grant number 202202100401012).

Author information

Authors and affiliations.

School of Mechanical Engineering, Taiyuan University of Science and Technology, Taiyuan, Shanxi, People’s Republic of China

Yang Liu, Hong Zhang, Xiaobing Chen & Guozhu Yin

Taiyuan Research Institute Company Limited, China Coal Technology and Engineering Group, Taiyuan, Shanxi, People’s Republic of China

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Hong Zhang .

Additional information

Yang Liu is currently a master’s candidate student in Mechanical Engineering at the Taiyuan University of Science and Technology, Taiyuan, China. His research interests include mechanical condition health monitoring and intelligent maintenance.

Hong Zhang is a Professor at Taiyuan University of Science and Technology, Taiyuan, China. His research interests include machinery and special vehicle dynamics, coal mining equipment development, fluid transmission and control, dynamic monitoring, and fault diagnosis.

Yang Song is currently a mechanical engineer at Taiyuan Research Institute Company Limited, China Coal Technology and Engineering Group. His research interests include continuous carrier equipment and its system theory.

Xiaobing Chen is currently a master’s candidate student in Mechanical Engineering at the Taiyuan University of Science and Technology, Taiyuan, China. His research interests include crawler dynamics and vibration control.

Guozhu Yin is currently a master candidate student in Mechanical Engineering at the Taiyuan University of Science and Technology, Taiyuan, China. His research interests include vibration testing and fault diagnosis.

Rights and permissions

Reprints and permissions

About this article

Liu, Y., Zhang, H., Song, Y. et al. Dynamic load acquisition method for a crawler driving structure of a roadheader robot under random road. J Mech Sci Technol (2024). https://doi.org/10.1007/s12206-024-0814-5

Download citation

Received : 31 March 2024

Revised : 20 May 2024

Accepted : 25 May 2024

Published : 05 September 2024

DOI : https://doi.org/10.1007/s12206-024-0814-5

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Crawler driving structure
• Embedded sensing system
• Load time history
• Dynamic model
• Random road
• Find a journal
• Publish with us
• Track your research

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Dissertation

How to Write a Thesis or Dissertation Introduction

Published on September 7, 2022 by Tegan George and Shona McCombes. Revised on November 21, 2023.

The introduction is the first section of your thesis or dissertation , appearing right after the table of contents . Your introduction draws your reader in, setting the stage for your research with a clear focus, purpose, and direction on a relevant topic .

Your introduction should include:

• Your topic, in context: what does your reader need to know to understand your thesis dissertation?
• Your focus and scope: what specific aspect of the topic will you address?
• The relevance of your research: how does your work fit into existing studies on your topic?
• Your questions and objectives: what does your research aim to find out, and how?
• An overview of your structure: what does each section contribute to the overall aim?

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

How to start your introduction, topic and context, focus and scope, relevance and importance, questions and objectives, overview of the structure, thesis introduction example, introduction checklist, other interesting articles, frequently asked questions about introductions.

Although your introduction kicks off your dissertation, it doesn’t have to be the first thing you write — in fact, it’s often one of the very last parts to be completed (just before your abstract ).

It’s a good idea to write a rough draft of your introduction as you begin your research, to help guide you. If you wrote a research proposal , consider using this as a template, as it contains many of the same elements. However, be sure to revise your introduction throughout the writing process, making sure it matches the content of your ensuing sections.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

Begin by introducing your dissertation topic and giving any necessary background information. It’s important to contextualize your research and generate interest. Aim to show why your topic is timely or important. You may want to mention a relevant news item, academic debate, or practical problem.

After a brief introduction to your general area of interest, narrow your focus and define the scope of your research.

You can narrow this down in many ways, such as by:

• Geographical area
• Time period
• Demographics or communities
• Themes or aspects of the topic

It’s essential to share your motivation for doing this research, as well as how it relates to existing work on your topic. Further, you should also mention what new insights you expect it will contribute.

Start by giving a brief overview of the current state of research. You should definitely cite the most relevant literature, but remember that you will conduct a more in-depth survey of relevant sources in the literature review section, so there’s no need to go too in-depth in the introduction.

Depending on your field, the importance of your research might focus on its practical application (e.g., in policy or management) or on advancing scholarly understanding of the topic (e.g., by developing theories or adding new empirical data). In many cases, it will do both.

Ultimately, your introduction should explain how your thesis or dissertation:

• Helps solve a practical or theoretical problem
• Addresses a gap in the literature
• Builds on existing research
• Proposes a new understanding of your topic

Perhaps the most important part of your introduction is your questions and objectives, as it sets up the expectations for the rest of your thesis or dissertation. How you formulate your research questions and research objectives will depend on your discipline, topic, and focus, but you should always clearly state the central aim of your research.

If your research aims to test hypotheses , you can formulate them here. Your introduction is also a good place for a conceptual framework that suggests relationships between variables .

• Conduct surveys to collect data on students’ levels of knowledge, understanding, and positive/negative perceptions of government policy.
• Determine whether attitudes to climate policy are associated with variables such as age, gender, region, and social class.
• Conduct interviews to gain qualitative insights into students’ perspectives and actions in relation to climate policy.

To help guide your reader, end your introduction with an outline  of the structure of the thesis or dissertation to follow. Share a brief summary of each chapter, clearly showing how each contributes to your central aims. However, be careful to keep this overview concise: 1-2 sentences should be enough.

I. Introduction

Human language consists of a set of vowels and consonants which are combined to form words. During the speech production process, thoughts are converted into spoken utterances to convey a message. The appropriate words and their meanings are selected in the mental lexicon (Dell & Burger, 1997). This pre-verbal message is then grammatically coded, during which a syntactic representation of the utterance is built.

Speech, language, and voice disorders affect the vocal cords, nerves, muscles, and brain structures, which result in a distorted language reception or speech production (Sataloff & Hawkshaw, 2014). The symptoms vary from adding superfluous words and taking pauses to hoarseness of the voice, depending on the type of disorder (Dodd, 2005). However, distortions of the speech may also occur as a result of a disease that seems unrelated to speech, such as multiple sclerosis or chronic obstructive pulmonary disease.

This study aims to determine which acoustic parameters are suitable for the automatic detection of exacerbations in patients suffering from chronic obstructive pulmonary disease (COPD) by investigating which aspects of speech differ between COPD patients and healthy speakers and which aspects differ between COPD patients in exacerbation and stable COPD patients.

Checklist: Introduction

I have introduced my research topic in an engaging way.

I have provided necessary context to help the reader understand my topic.

I have clearly specified the focus of my research.

I have shown the relevance and importance of the dissertation topic .

I have clearly stated the problem or question that my research addresses.

I have outlined the specific objectives of the research .

I have provided an overview of the dissertation’s structure .

You've written a strong introduction for your thesis or dissertation. Use the other checklists to continue improving your dissertation.

If you want to know more about AI for academic writing, AI tools, or research bias, make sure to check out some of our other articles with explanations and examples or go directly to our tools!

Research bias

• Survivorship bias
• Self-serving bias
• Availability heuristic
• Halo effect
• Hindsight bias
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Scope of research is determined at the beginning of your research process , prior to the data collection stage. Sometimes called “scope of study,” your scope delineates what will and will not be covered in your project. It helps you focus your work and your time, ensuring that you’ll be able to achieve your goals and outcomes.

Defining a scope can be very useful in any research project, from a research proposal to a thesis or dissertation . A scope is needed for all types of research: quantitative , qualitative , and mixed methods .

To define your scope of research, consider the following:

• Budget constraints or any specifics of grant funding
• Your proposed timeline and duration
• Specifics about your population of study, your proposed sample size , and the research methodology you’ll pursue
• Any inclusion and exclusion criteria
• Any anticipated control , extraneous , or confounding variables that could bias your research if not accounted for properly.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

George, T. & McCombes, S. (2023, November 21). How to Write a Thesis or Dissertation Introduction. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/dissertation/introduction-structure/

Is this article helpful?

Tegan George

Other students also liked, how to choose a dissertation topic | 8 steps to follow, how to write an abstract | steps & examples, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 07 September 2024

Spatiotemporal hologram

• Qian Cao   ORCID: orcid.org/0000-0002-4730-7742 1 , 2 , 3   na1 ,
• Nianjia Zhang 1   na1 ,
• Andy Chong 4 , 5 &
• Qiwen Zhan   ORCID: orcid.org/0000-0001-8745-4213 1 , 2 , 3 , 6 , 7  

Nature Communications volume  15 , Article number:  7821 ( 2024 ) Cite this article

1 Altmetric

Metrics details

• Ultrafast photonics

Spatiotemporal structured light has opened up new avenues for optics and photonics. Current spatiotemporal manipulation of light mostly relies on phase-only devices such as liquid crystal spatial light modulators to generate spatiotemporal optical fields with unique photonic properties. However, simultaneous manipulation of both amplitude and phase of the complex field for the spatiotemporal light is still lacking, limiting the diversity and richness of achievable photonic properties. In this work, a simple and versatile spatiotemporal holographic method that can arbitrarily sculpt the spatiotemporal light is presented. The capabilities of this simple yet powerful method are demonstrated through the generation of fundamental and higher-order spatiotemporal Bessel wavepackets, spatiotemporal crystal-like and quasi-crystal-like structures, and spatiotemporal flat-top wavepackets. Fully customizable spatiotemporal wavepackets will find broader application in investigating the dynamics of spatiotemporal fields and interactions between ultrafast spatiotemporal pulses and matters, unveiling previously hidden light-matter interactions and unlocking breakthroughs in photonics and beyond.

Similar content being viewed by others

Artifact-free holographic light shaping through moving acousto-optic holograms

A full degree-of-freedom spatiotemporal light modulator

Velocity and acceleration freely tunable straight-line propagation light bullet

Introduction.

With the rapid development of ultrafast lasers, the ability to sculpt spatiotemporal wavepackets has become increasingly important for both unveiling fundamental physics and fulfilling demanding industrial applications 1 , 2 . Fully customizable spatiotemporal light holds immense potential in diverse fields such as laser machining 3 , spatiotemporal edge detection 4 , nonlinear optics 5 , 6 , optical fiber propagation 7 , quantum optics 8 , and various light-matter interaction studies 9 , 10 . Traditionally, manipulating optical light fields has involved separate interventions in the spatial and temporal domains. For spatial light, holographic methods and programmable devices like liquid crystal spatial light modulators (LC-SLMs) have become prevalent tools for tailoring laser modes 11 , 12 , generating structured beams like nondiffracting beams 13 , and even achieving arbitrary spatial profiles 14 . Pulse shaping in the time domain, on the other hand, typically occurs in the spectral domain using a 4-f setup and involves strategically placing diffractive elements or 1D LC-SLMs in the focal plane 15 , 16 .

In 2020, the demonstration of photonic cyclones carrying transverse orbital angular momentum (OAM) opened a new avenue for manipulating spatiotemporal structured light 17 . Utilizing a 2D spatial light modulator (SLM) within a conventional pulse shaper, scientists have spearheaded the study of spatiotemporally coupled light fields, revealing their significant physical implications and promising applications. These include space-time wavepackets with intricate spatiotemporal correlations 18 , 19 , spatiotemporal optical vortices with transverse OAM 17 , and toroidal vortices of light 20 .

Researchers recently developed a 3D wavepacket generation method combining pulse shaping with multi-plane light conversion (MPLC) 21 . While this technology enables multi-dimensional light sculpting, it struggles with producing tight spatiotemporal structures like optical vortices due to its approach of modulating the spatial light profile at each time delay. However, relying solely on a conventional pulse shaper consisting of a grating, a cylindrical lens, and a 2D SLM as a spatiotemporal phase modulator presents a significant obstacle to efficiently and precisely manipulating spatiotemporal wavepackets on demand.

This paper introduces a novel method for shaping the spatiotemporal complex amplitude distribution of the light pulses, enabling the custom shaping of arbitrary 2D spatiotemporal optical fields. We achieve this by incorporating a computer-generated hologram (CGH) into a conventional pulse shaper. The capabilities of this device are showcased through the generation of diverse and unprecedented spatiotemporal light structures, including fundamental and higher-order spatiotemporal Bessel wavepackets, spatiotemporal crystal-like and quasi-crystal-like structures, and spatiotemporal top-hat wavepackets, highlighting its potential for applications in various fields.

Figure  1a illustrates the schematic of the spatiotemporal (ST) holographic setup and the associated interferometric characterization system. The input mode-locked laser centered at 1030 nm is divided into two parts by the beam splitter (BS1). One part is compressed by a pair of gratings, serving as the probe pulse. The other one is modulated into the desired wavepacket using the ST complex amplitude modulator. The probe pulse and the generated wavepacket are recombined at the CCD camera with a small tilt angle. By changing their relative time delay, the three-dimensional information of the generated wavepacket is recorded and later reconstructed 22 .

a Realization of spatiotemporal complex amplitude modulation with redistribution of energy into other diffraction order. BS beam splitter, M mirror, G grating, CL cylindrical lens; b One dimensional spatial linear grating with variable phase depth loaded onto the SLM; c Simulated process of redistribution of energy caused by variable modulated depth, resulting in the appearance of higher diffraction order and the variation of the 0th order between 0 and 1; d , e Experimental results for the 0th order intensity variations in c and simulation results for the 0th order retarded phase caused by different modulation depth. The extinction ratio is around 125:1.

The ST holographic setup consists of a grating, a cylindrical lens, and a phase-only LC-SLM. They are separated by the focal length of the cylindrical lens, forming a 4-f system. With such a configuration, LC-SLM encoded with a properly designed digital hologram can simultaneously modulate the spatial-spectral phase \(\varphi \left(x,\omega \right)\) and the amplitude \(A\left(x,\omega \right)\) of the incoming optical field in its spatial-spectral plane. The encoding technique utilizes a one-dimensional blazed phase grating with different modulation depths in order to diffract light into the first order with different light intensity 23 . Here, we use the technique conversely so that the undesired light is diffracted into the first order while the desired light is preserved in the zeroth order. The modulation depth of blazed grating phase can be engineered so that it controls the intensity of the zeroth order light. When the depth is 2 \(\pi\) , all the light energy will be diffracted. When the depth is 0, none of the light will be diffracted, and, therefore, all the energy will be preserved in the zeroth order. The change of grating phase depth can continuously tune the light intensity of the zeroth order from 0 to 100%. The results as shown in Fig.  1 and more information are given in the supplementary note  1 .

To measure the power of the zeroth order light, we place a small iris after the ST complex amplitude modulator so that higher-order diffracted light is fully blocked by the iris. Figure  1b shows the phase patterns of such blazed phase grating when the modulation depth of the grating phase is at \({\phi }_{{\rm{depth}}}=0.8\pi,1.2\pi,2\pi\) , respectively. Figure  1c shows the theoretical energy distribution from a 1D blazed phase grating when \({\phi }_{{\rm{depth}}}\) continuously varies from 0 to 2π. Figure  1d shows both theoretical and experimental intensity of the zeroth order light when \({\phi }_{{\rm{depth}}}\) varies. The experimental data obtained by the setup shown in Fig.  1a agrees well with the theoretical curve, indicating the possibility of precise control of the ST complex optical field. The measured extinction ratio of the light intensity (I max /I min ) is about 125:1 in this figure. The overall efficiency of our devices thus depends on (1) the reflectance from the diffraction grating, (2) the reflectivity of the SLM device, and (3) the intensity pattern of the complex amplitude modulation (see more details in Supplementary Note  2 ). Moreover, the bandwidth and the spatial complexity of our devices mainly depend on the operating wavelength and spatial resolution of the SLM (see more details in Supplementary Note  3 ).

It is noteworthy that the intensity modulation of the light field in the zeroth order also accompanies an additional retardance phase that should be properly compensated. Their relationship is shown in Fig.  1e . The cause of this retardance phase is due to the change of the overall phase in the blazed phase grating.

The results we discussed above use blazed phase grating with spatially uniform modulation depth \({\phi }_{{{\rm{depth}}}}\) . To achieve arbitrary ST complex amplitude modulation of the light field \(\Psi \left(x,\omega \right)=A\left(x,\omega \right)\exp \left[i\varphi \left(x,\omega \right)\right]\) , the digital hologram loaded on SLM is (see more details in Supplementary Note  1 )

In this expression, the first term represents the blazed phase grating with a period of Λ and a localized modulation depth of \({\phi }_{{{\rm{depth}}}}\left(x,\omega \right)\) . \({\phi }_{{{\rm{depth}}}}\left(x,\omega \right)\) is related to the amplitude modulation factor \(A\left(x,\omega \right)\) given by \({\phi }_{{{\rm{depth}}}}=2\pi {{{\rm{sinc}}}}^{-1}\left(A\right)\) . Figure  1d shows the experimental measured results for the relationship between A and \({\phi }_{{{\rm{depth}}}}\) ; the second term \({\phi }_{r}\left(x,\omega \right)\) is the phase compensation term for the phase retardance; and the last term \(\varphi \left(x,\omega \right)\) is the applied spatial-spectral phase modulation. More information including the completely complex modulation of the spatiotemporal hologram are discussed in Supplementary Note  4 .

This encoding technique for ST complex amplitude modulation using programmable phase elements offers us a much wider range of applications as it can arbitrarily sculpt ST optical fields. In the process, the subtle interplay between dispersion and diffraction plays a crucial role in generating the ST optical field. Assuming paraxial approximation with group velocity dispersion, the evolution of the optical field \({E}_{0}\left({x}^{{\prime} },{\varOmega }^{{\prime} }\right)\) is determined by the second-order diffractive term and group delay dispersion (GDD) term. The spatiotemporal light field can be then expressed by \({E}_{0}\left({x}^{{\prime} },t ^{\prime} \right)=F\left\{G\left({x}^{{\prime} },{\varOmega }^{{\prime} }\right){e}^{i{\varphi }_{{{\rm{SLM}}}}}\right\}\) , where \(G({x}^{{\prime} },\varOmega ^{\prime} )\) is the spatial-spectral field of the input laser and the operator \(F\left\{\cdot \right\}\) stands for 1-D Fourier transform from \(\varOmega ^{\prime}\) to t ′. The evolution of the modulated spatiotemporal field can be then expressed by 24

where \({w}_{\varOmega }\) and \({w}_{b}\) are the spectral and spatial width of the input field, respectively, \({x}^{{\prime} }\) / \({\Omega }^{{\prime} }\) are normalized spatial and spectral coordinates, \(f\) is the focal length from the applied phase in the spatial direction. The balance requires \({{\rm{GDD}}}\cdot {{{\rm{w}}}}_{\Omega }^{2}={k}_{0}{w}_{b}^{2}\big(\frac{1}{L}-\frac{1}{f}\big)\) . An extra focusing or defocusing phase can determine the sign of GDD. By defining \(\cot \gamma={{\rm{GDD}}}\cdot {w}_{\varOmega }^{2}={k}_{0}{w}_{b}^{2}\big(\frac{1}{L}-\frac{1}{f}\big)\) and using the following substitution \(x=\frac{\left(X\cdot \cos \gamma \right)}{{w}_{b}} \, \cdot \big(1+\frac{L}{f-L}\big)\) , \(t=-T\cdot {w}_{\Omega }\cdot \sin \gamma\) , Eq. ( 2 ) can be simplified to the following expression

where \({{\rm{C}}}\) is the field constant. Equation ( 3 ) is called fractional Fourier transform when \(0 \, < \, \gamma \, < \, \pi /2\) and becomes a complete Fourier transform when \(\gamma=\pi /2\) . Therefore, a proper selection of the focusing/defocusing phase, GDD, and propagation distance \(L\) can achieve such “balance” between dispersion and diffraction, leading to an effective modulation of the complex field in the reciprocal plane (Fourier space).

To demonstrate the ST complex amplitude modulation capacity, we first use the device to generate Bessel spatiotemporal wavepackets (BeSTWP) and higher-order Bessel spatiotemporal optical vortex (BeSTOV) wavepackets. Compared with previous work 24 , the generation of these wavepackets relies upon controlling the complex amplitude in the reciprocal plane (Fourier space) where these wavepackets have an annular ring distribution and a spiral phase structure. Figure  2a–d presents the generation of the fundamental BeSTWP based on an annular ring mask in the spatial-spectral domain. The applied phase mask is shown in Fig.  2a . The desired hologram is generated using a blazed grating to preserve the light field located on the ring mask while diffracting the light field elsewhere. The spatial width \({w}_{b}\) and spectral width \({w}_{\Omega }\) of the ring are 90 μm and 1 THz, respectively. At the propagating length L  = 1.25 m, the calculated γ is around 87.7 o , indicating the ST field is close to the full Fourier transform form. Figure  2e–l shows higher-order BeSTOV results by applying additional ST spiral phases. BeSTOVs carrying transverse OAM with topological charges from −2 to +2 are generated and they are confirmed by the measurement.

a The phase mask of the fundamental BeSTWP; b – d 3D reconstructed intensity distribution with normalized iso-value 0.02 and 2D slice intensity and reconstructed phase; e – h spatiotemporal intensity profile for higher order (l from −2 to 2) BeSTWP with normalized iso-value 0.04; i – l spatiotemporal phase profile for higher order (l from −2 to 2) BeSTWP.

The generations of the fundamental BeSTWP and BeSTOV have proven the capability of the ST holographic setup. As two-dimensional localized optical fields, BeSTWP and BeSTOV wavepackets are radially symmetric. There also exists another kind of localized state called an optical lattice with translational and rotational symmetries. Using the ST holographic technique, spatiotemporal optical lattices can be realized in the spatiotemporal domain by selecting proper pinhole patterns in the spatial-spectral domain. Figure  3a–e illustrates several configurations to generate ST crystal-like and quasi-crystal-like structures in simulation. Each pinhole is uniformly located on a circle and the number of pinholes q represents q -fold rotational symmetry. The second two rows of the figure show the spatiotemporal intensity and phase profile of the simulated wavepacket. When the number of pinholes q  = 4 and q  = 6, the spatiotemporal optical time crystals have translational symmetry shown in Fig.  3f, h . Especially, the spatiotemporal optical quasi-time crystal with rotational symmetry is generated at q  = 5 in Fig.  3g . It is worth noting that the five-fold rotation is preserved even with a gradient phase shown in Fig.  3i, j . The transverse spiral phase can be also preserved in the spatiotemporal domain together with the five-fold rotational symmetry, forming a ST quasi-crystal structure carrying transverse OAM.

a – c Applied intensity masks with number of pinholes \(q=\) 4, \(q=\) 5 and \(q=\) 6 in the spatial-spectral domain for generating spatiotemporal optical time crystals; d , e Applied intensity mask with \(q=\) 5 and an extra graidient transverse phase \(l=-1\) and \(+1\) for generating spatiotemporal optical time quasi-crystals. f – o Spatiotemporal intensity and phase profile for the simulated spatiotemporal optical time crystals and quasi-crystals.

Following the simulations shown in Figs.  3 and 4 presents experimentally generated periodic and aperiodic spatiotemporal crystal structure light fields. Figure  4a, c shows the reconstructed spatiotemporal crystals with 4-fold rotational symmetry and 6-fold rotational symmetry, respectively. Figure  4b shows spatiotemporal quasi-crystals with 5-fold rotational symmetry. Figure  4d, e shows the effect of the transverse spiral phase on the spatiotemporal quasi-crystals. The extra transverse OAM results in zero intensity in the center of spatiotemporal quasi-crystals and a phase singularity in the spatiotemporal domain. The spatiotemporal quasi-crystal structure maintains 5-fold rotational symmetry as predicted in Fig.  3 .

a – e 3D Reconstructions of spatiotemporal optical time crystals ( \(q=\) 4, 6), spatiotemporal optical time quasi-crystals ( \(q=5\) ) and spatiotemporal optical time quasi-crystals; f – h , k – m Cross-sectioned spatiotemporal intensity and phase profiles for spatiotemporal optical time crystals; i , j , n , o Spatiotemporal intensity and phase profiles for spatiotemporal optical time quasi-crystals.

Using the spatiotemporal holographic technique, we can dynamically generate two-dimensional spatiotemporal wavepackets of arbitrary shape. As discussed above, all results are products of diffraction and dispersion in dynamic equilibrium. However, especially in optical materials processing, static and higher power beam shaping is more important. Hence, we use an extra lens and de-chirped phase on the SLM to compensate for diffraction and dispersion to form spatiotemporal flat-top wavepackets in full Fourier transform. Unlike flat-top beams in the spatial domain and the flat-top pulses only in the time domain, the spatiotemporal flat-top wavepackets have both homogenous intensity distribution in \(x-t\) domain. Figure  5a shows the 3D intensity map and projections view of the reconstructed spatiotemporal flat-top pulses. Figure  5b shows the accumulated intensity in the X and T-direction, respectively. The spatial width (full-width at half-maximum(FWHM)) is 1 mm and the FWHM temporal width is around 2 ps. Just as flat-top beams and flat-top pulses play an important role in the field of optical processing and optical computing, spatiotemporal flat-top pulses with uniform intensity in both the \(x-t\) domain synthesized with this spatiotemporal holographic technique have broad potential applications in ultrafast laser machining as well as generating uniformly distributed electron wavepackets.

a 3D intensity isosurface of the spatiotemporal flat-top wavepacket with normalized iso-value 0.3 and its projections; b Accumulated intensity profile of spatiotemporal flat-top wavepackets and its cross lines along X = 0 and T = 0 axes.

To conclude, we introduce a novel spatiotemporal hologram that enables control over the complex field (both amplitude and phase) of optical spatiotemporal wavepackets. Both theoretical and experimental results demonstrate the capability of this technique for generating complex spatiotemporal wavepackets with arbitrary amplitude-phase profiles. Examples include fundamental and higher-order spatiotemporal Bessel wavepackets, spatiotemporal crystal and quasi-crystal structures, and spatiotemporal flat-top wavepackets. This manipulation of spatiotemporal complex amplitude expands the range of achievable optical properties in spatiotemporal wavepackets and promises broad applications in ultrafast processing, ultrafast imaging, optical communication, and exploring novel light-matter interactions.

Parameters for spatiotemporal holographic pulse shaper

The laser source for seeding the system is a home-built Yb:fiber laser with an all-normal-dispersion (ANDi) configuration. The laser spectrum centered at 1030 nm has a 3 dB bandwidth of 10 nm. At the output, the laser beam is expanded to a beam diameter of 2 mm to accommodate the long propagation distance in this experiment.

In the spatiotemporal pulse shaper, the diffraction grating has a grating density of 1200 lines/mm. The incident angle for the grating is about 45°. The first-order diffracted light is collimated by a cylindrical lens with a focal length of 100 mm. The spatial-spectral ( \(x-\omega\) ) component of the light is then projected to a liquid crystal spatial light modulator with a 3840 × 2160 resolution and a pixel size of 3.74 μm (Model: Holoeye GAEA-2.1-NIR-069). The spatiotemporal hologram can be then defined by the following expression,

where \({\phi }_{{{\rm{depth}}}}\left(x,\omega \right)\) is the modulation depth for the blazed grating phase that is related to the amplitude modulation factor \(A\left(x,\omega \right)\) given by \({\phi }_{{{\rm{depth}}}}=2\pi {{{\rm{sinc}}}}^{-1}\left(A\right)\) ; \(\varLambda\) is the period of the blazed phase grating. We set it to 119.68 μm so that each period of the grating covers 32 pixels in the x-direction; \({\phi }_{r}\left(x,\omega \right)\) is the phase compensation term for the phase retardance; and the last term \(\varphi \left(x,\omega \right)\) is the applied spatial-spectral phase modulation.

The final component of the spatiotemporal holographic pulse shaper is the iris that is put about 55 cm after the pulse shaper (from the diffraction grating). The iris can fully block first-order and higher-order light so that the transmitted zeroth-order light can have the spatiotemporal complex amplitude modulation applied by the shaper.

Data availability

The data related to this study are available under restricted access for data privacy law. Access can be obtained by request to the corresponding author.

Code availability

The code related to this study is available upon request.

He, C., Shen, Y. & Forbes, A. Towards higher-dimensional structured light. Light Sci. Appl. 11 , 205 (2022).

Article   ADS   PubMed   PubMed Central   Google Scholar  

Shen, Y. et al. Roadmap on spatiotemporal light fields. J. Opt. 25 , 093001 (2023).

Article   ADS   Google Scholar  

Kraus, M. et al. Microdrilling in steel using ultrashort pulsed laser beams with radial and azimuthal polarization. Opt. Express 18 , 22305–22313 (2010).

Article   ADS   PubMed   Google Scholar  

Huang, J., Zhang, J., Zhu, T. & Ruan, Z. Spatiotemporal differentiators generating optical vortices with transverse orbital angular momentum and detecting sharp change of pulse envelope. Laser Photon. Rev. 16 , 2100357 (2022).

Gui, G., Brooks, N. J., Kapteyn, H. C., Murnane, M. M. & Liao, C. T. Second-harmonic generation and the conservation of spatiotemporal orbital angular momentum of light. Nat. Photon. 15 , 608–613 (2021).

Malomed, B. A., Mihalache, D., Wise, F. & Torner, L. Spatiotemporal optical solitons. J. Opt. B 7 , R53–R72 (2005).

Cao, Q., Chen, Z., Zhang, C., Chong, A. & Zhan, Q. Propagation of transverse photonic orbital angular momentum through few-mode fiber. Adv. Photon. 5 , 036002 (2023).

Roux, F. S. Nonlinear interferometry in all spatiotemporal degrees of freedom. Phys. Rev. A 105 , 043701 (2022).

Article   ADS   MathSciNet   Google Scholar  

Barkana, Y. & Belkin, M. Laser eye injuries. Surv. Ophthalmol. 44 , 459–478 (2000).

Article   PubMed   Google Scholar  

Jiao, J. & Guo, Z. Thermal interaction of short-pulsed laser focused beams with skin tissues. Phys. Med. Biol. 54 , 4225 (2009).

Arlt, J., Dholakia, K., Allen, L. & Padgett, M. J. The production of multiringed Laguerre–Gaussian modes by computer-generated holograms. J. Mod. Opt. 45 , 1231–1237 (1998).

Kimel, I. & Elias, L. R. Relations between Hermite and Laguerre Gaussian modes. IEEE J. Quantum Electron. 29 , 2562–2567 (1993).

Vasara, A., Turunen, J. & Friberg, A. T. Realization of general nondiffracting beams with computer-generated holograms. J. Opt. Soc. Am. A 6 , 1748–1754 (1989).

Rubinsztein-Dunlop, H. et al. Roadmap on structured light. J. Opt. 19 , 013001 (2017).

Weiner, A. M., Leaird, D. E., Patel, J. S. & Wullert, J. R. Programmable femtosecond pulse shaping by use of a multielement liquid-crystal phase modulator. Opt. Lett. 15 , 326–328 (1990).

Wefers, M. M. & Nelson, K. A. Programmable phase and amplitude femtosecond pulse shaping. Opt. Lett. 18 , 2032–2034 (1993).

Chong, A., Wan, C., Chen, J. & Zhan, Q. Generation of spatiotemporal optical vortices with controllable transverse orbital angular momentum. Nat. Photon. 14 , 350–354 (2020).

Kondakci, H. E. & Abouraddy, A. F. Diffraction-free space–time light sheets. Nat. Photon. 11 , 733–740 (2017).

Kondakci, H. E. & Abouraddy, A. F. Optical space-time wave packets having arbitrary group velocities in free space. Nat. Commun. 10 , 929 (2019).

Wan, C., Cao, Q., Chen, J., Chong, A. & Zhan, Q. Toroidal vortices of light. Nat. Photon. 16 , 519–522 (2022).

Cruz-Delgado, D. et al. Synthesis of ultrafast wavepackets with tailored spatiotemporal properties. Nat. Photon. 16 , 686–691 (2022).

ADS   Google Scholar  

Li, H., Bazarov, I. V., Dunham, B. M. & Wise, F. W. Three-dimensional laser pulse intensity diagnostic for photoinjectors. Phys. Rev. ST Accel. Beams 14 , 112802 (2011).

Davis, J. A., Cottrell, D. M., Campos, J., Yzuel, M. J. & Moreno, I. Encoding amplitude information onto phase-only filters. Appl. Opt. 38 , 5004–5013 (1999).

Cao, Q. et al. Non-spreading Bessel spatiotemporal optical vortices. Sci. Bull. 67 , 133–140 (2022).

Article   Google Scholar  

Download references

Acknowledgements

We acknowledge financial support from National Natural Science Foundation of China (NSFC) [Grant Nos. 92050202, 12434012 (Q.Z.) and 12104309, 12474336 (Q.C.)], the Shanghai Science and Technology Committee [Grant No. 19060502500 (Q.Z.)], the Shanghai Sailing Program [Grant No. 21YF1431500 (Q.C.)], National Research Foundation of Korea (NRF) [Grant No. 2022R1A2C1091890 (A.C.)], and Global - Learning & Academic research institution for Master’s·PhD students, and Postdocs (LAMP) Program of the National Research Foundation of Korea(NRF) grant funded by the Ministry of Education[Grant No. RS-2023-00301938 (A.C.)]. Q.Z. also acknowledges support by the Key Project of Westlake Institute for Optoelectronics (Grant No. 2023GD007).

Author information

These authors contributed equally: Qian Cao, Nianjia Zhang

Authors and Affiliations

School of Optical-Electrical and Computer Engineering, University of Shanghai for Science and Technology, 200093, Shanghai, China

Qian Cao, Nianjia Zhang & Qiwen Zhan

Zhangjiang Laboratory, Shanghai, China

Qian Cao & Qiwen Zhan

University of Shanghai for Science and Technology, Shanghai Key Laboratory of Modern Optical System, Shanghai, China

Department of Physics, Pusan National University, Busan, 46241, Republic of Korea

Institute for Future Earth, Pusan National University, Busan, 46241, Republic of Korea

Westlake Institute for Optoelectronics, Fuyang, Hangzhou, 311421, China

International Institute for Sustainability with Knotted Chiral Meta Matter (WPI-SKCM2), Hiroshima University, Higashihiroshima, Hiroshima, 739-8526, Japan

You can also search for this author in PubMed   Google Scholar

Contributions

Q.C. and Q.Z. proposed the original idea and initiated this project. Q.C. and N.Z. designed and performed the experiments. Q.C., N.Z. and Q.Z. analyzed the data. Q.C., N.Z., A.C. and Q.Z. prepared the manuscript. Q.C. and Q.Z. supervised the project. All authors contributed to the discussion and writing of the manuscript.

Corresponding author

Correspondence to Qiwen Zhan .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Peer review

Peer review information.

Nature Communications thanks Haoran Ren and the other anonymous reviewer(s) for their contribution to the peer review of this work. A peer review file is available.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary information

Supplementary information, peer review file, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Cao, Q., Zhang, N., Chong, A. et al. Spatiotemporal hologram. Nat Commun 15 , 7821 (2024). https://doi.org/10.1038/s41467-024-52268-8

Download citation

Received : 07 April 2024

Accepted : 29 August 2024

Published : 07 September 2024

DOI : https://doi.org/10.1038/s41467-024-52268-8

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

By submitting a comment you agree to abide by our Terms and Community Guidelines . If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.