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How to Write a Methods Section for a Psychology Paper

Tips and Examples of an APA Methods Section

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

Verywell / Brianna Gilmartin

The methods section of an APA format psychology paper provides the methods and procedures used in a research study or experiment . This part of an APA paper is critical because it allows other researchers to see exactly how you conducted your research.

Method refers to the procedure that was used in a research study. It included a precise description of how the experiments were performed and why particular procedures were selected. While the APA technically refers to this section as the 'method section,' it is also often known as a 'methods section.'

The methods section ensures the experiment's reproducibility and the assessment of alternative methods that might produce different results. It also allows researchers to replicate the experiment and judge the study's validity.

This article discusses how to write a methods section for a psychology paper, including important elements to include and tips that can help.

What to Include in a Method Section

So what exactly do you need to include when writing your method section? You should provide detailed information on the following:

Research design
Participants
Participant behavior

The method section should provide enough information to allow other researchers to replicate your experiment or study.

Components of a Method Section

The method section should utilize subheadings to divide up different subsections. These subsections typically include participants, materials, design, and procedure.

Participants

In this part of the method section, you should describe the participants in your experiment, including who they were (and any unique features that set them apart from the general population), how many there were, and how they were selected. If you utilized random selection to choose your participants, it should be noted here.

For example: "We randomly selected 100 children from elementary schools near the University of Arizona."

At the very minimum, this part of your method section must convey:

Basic demographic characteristics of your participants (such as sex, age, ethnicity, or religion)
The population from which your participants were drawn
Any restrictions on your pool of participants
How many participants were assigned to each condition and how they were assigned to each group (i.e., randomly assignment , another selection method, etc.)
Why participants took part in your research (i.e., the study was advertised at a college or hospital, they received some type of incentive, etc.)

Information about participants helps other researchers understand how your study was performed, how generalizable the result might be, and allows other researchers to replicate the experiment with other populations to see if they might obtain the same results.

In this part of the method section, you should describe the materials, measures, equipment, or stimuli used in the experiment. This may include:

Testing instruments
Technical equipment
Any psychological assessments that were used
Any special equipment that was used

For example: "Two stories from Sullivan et al.'s (1994) second-order false belief attribution tasks were used to assess children's understanding of second-order beliefs."

For standard equipment such as computers, televisions, and videos, you can simply name the device and not provide further explanation.

Specialized equipment should be given greater detail, especially if it is complex or created for a niche purpose. In some instances, such as if you created a special material or apparatus for your study, you might need to include an illustration of the item in the appendix of your paper.

In this part of your method section, describe the type of design used in the experiment. Specify the variables as well as the levels of these variables. Identify:

The independent variables
Dependent variables
Control variables
Any extraneous variables that might influence your results.

Also, explain whether your experiment uses a within-groups or between-groups design.

For example: "The experiment used a 3x2 between-subjects design. The independent variables were age and understanding of second-order beliefs."

The next part of your method section should detail the procedures used in your experiment. Your procedures should explain:

What the participants did
How data was collected
The order in which steps occurred

For example: "An examiner interviewed children individually at their school in one session that lasted 20 minutes on average. The examiner explained to each child that he or she would be told two short stories and that some questions would be asked after each story. All sessions were videotaped so the data could later be coded."

Keep this subsection concise yet detailed. Explain what you did and how you did it, but do not overwhelm your readers with too much information.

Tips for How to Write a Methods Section

In addition to following the basic structure of an APA method section, there are also certain things you should remember when writing this section of your paper. Consider the following tips when writing this section:

Use the past tense : Always write the method section in the past tense.
Be descriptive : Provide enough detail that another researcher could replicate your experiment, but focus on brevity. Avoid unnecessary detail that is not relevant to the outcome of the experiment.
Use an academic tone : Use formal language and avoid slang or colloquial expressions. Word choice is also important. Refer to the people in your experiment or study as "participants" rather than "subjects."
Use APA format : Keep a style guide on hand as you write your method section. The Publication Manual of the American Psychological Association is the official source for APA style.
Make connections : Read through each section of your paper for agreement with other sections. If you mention procedures in the method section, these elements should be discussed in the results and discussion sections.
Proofread : Check your paper for grammar, spelling, and punctuation errors.. typos, grammar problems, and spelling errors. Although a spell checker is a handy tool, there are some errors only you can catch.

After writing a draft of your method section, be sure to get a second opinion. You can often become too close to your work to see errors or lack of clarity. Take a rough draft of your method section to your university's writing lab for additional assistance.

A Word From Verywell

The method section is one of the most important components of your APA format paper. The goal of your paper should be to clearly detail what you did in your experiment. Provide enough detail that another researcher could replicate your study if they wanted.

Finally, if you are writing your paper for a class or for a specific publication, be sure to keep in mind any specific instructions provided by your instructor or by the journal editor. Your instructor may have certain requirements that you need to follow while writing your method section.

Frequently Asked Questions

While the subsections can vary, the three components that should be included are sections on the participants, the materials, and the procedures.

Describe who the participants were in the study and how they were selected.
Define and describe the materials that were used including any equipment, tests, or assessments
Describe how the data was collected

To write your methods section in APA format, describe your participants, materials, study design, and procedures. Keep this section succinct, and always write in the past tense. The main heading of this section should be labeled "Method" and it should be centered, bolded, and capitalized. Each subheading within this section should be bolded, left-aligned and in title case.

The purpose of the methods section is to describe what you did in your experiment. It should be brief, but include enough detail that someone could replicate your experiment based on this information. Your methods section should detail what you did to answer your research question. Describe how the study was conducted, the study design that was used and why it was chosen, and how you collected the data and analyzed the results.

Erdemir F. How to write a materials and methods section of a scientific article ? Turk J Urol . 2013;39(Suppl 1):10-5. doi:10.5152/tud.2013.047

Kallet RH. How to write the methods section of a research paper . Respir Care . 2004;49(10):1229-32. PMID: 15447808.

American Psychological Association. Publication Manual of the American Psychological Association (7th ed.). Washington DC: The American Psychological Association; 2019.

American Psychological Association. APA Style Journal Article Reporting Standards . Published 2020.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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How to Write Your Methods

Ensure understanding, reproducibility and replicability

What should you include in your methods section, and how much detail is appropriate?

Why Methods Matter

The methods section was once the most likely part of a paper to be unfairly abbreviated, overly summarized, or even relegated to hard-to-find sections of a publisher’s website. While some journals may responsibly include more detailed elements of methods in supplementary sections, the movement for increased reproducibility and rigor in science has reinstated the importance of the methods section. Methods are now viewed as a key element in establishing the credibility of the research being reported, alongside the open availability of data and results.

A clear methods section impacts editorial evaluation and readers’ understanding, and is also the backbone of transparency and replicability.

For example, the Reproducibility Project: Cancer Biology project set out in 2013 to replicate experiments from 50 high profile cancer papers, but revised their target to 18 papers once they understood how much methodological detail was not contained in the original papers.

What to include in your methods section

What you include in your methods sections depends on what field you are in and what experiments you are performing. However, the general principle in place at the majority of journals is summarized well by the guidelines at PLOS ONE : “The Materials and Methods section should provide enough detail to allow suitably skilled investigators to fully replicate your study. ” The emphases here are deliberate: the methods should enable readers to understand your paper, and replicate your study. However, there is no need to go into the level of detail that a lay-person would require—the focus is on the reader who is also trained in your field, with the suitable skills and knowledge to attempt a replication.

A constant principle of rigorous science

A methods section that enables other researchers to understand and replicate your results is a constant principle of rigorous, transparent, and Open Science. Aim to be thorough, even if a particular journal doesn’t require the same level of detail . Reproducibility is all of our responsibility. You cannot create any problems by exceeding a minimum standard of information. If a journal still has word-limits—either for the overall article or specific sections—and requires some methodological details to be in a supplemental section, that is OK as long as the extra details are searchable and findable .

Imagine replicating your own work, years in the future

As part of PLOS’ presentation on Reproducibility and Open Publishing (part of UCSF’s Reproducibility Series ) we recommend planning the level of detail in your methods section by imagining you are writing for your future self, replicating your own work. When you consider that you might be at a different institution, with different account logins, applications, resources, and access levels—you can help yourself imagine the level of specificity that you yourself would require to redo the exact experiment. Consider:

Which details would you need to be reminded of?
Which cell line, or antibody, or software, or reagent did you use, and does it have a Research Resource ID (RRID) that you can cite?
Which version of a questionnaire did you use in your survey?
Exactly which visual stimulus did you show participants, and is it publicly available?
What participants did you decide to exclude?
What process did you adjust, during your work?

Tip: Be sure to capture any changes to your protocols

You yourself would want to know about any adjustments, if you ever replicate the work, so you can surmise that anyone else would want to as well. Even if a necessary adjustment you made was not ideal, transparency is the key to ensuring this is not regarded as an issue in the future. It is far better to transparently convey any non-optimal methods, or methodological constraints, than to conceal them, which could result in reproducibility or ethical issues downstream.

Visual aids for methods help when reading the whole paper

Consider whether a visual representation of your methods could be appropriate or aid understanding your process. A visual reference readers can easily return to, like a flow-diagram, decision-tree, or checklist, can help readers to better understand the complete article, not just the methods section.

Ethical Considerations

In addition to describing what you did, it is just as important to assure readers that you also followed all relevant ethical guidelines when conducting your research. While ethical standards and reporting guidelines are often presented in a separate section of a paper, ensure that your methods and protocols actually follow these guidelines. Read more about ethics .

Existing standards, checklists, guidelines, partners

While the level of detail contained in a methods section should be guided by the universal principles of rigorous science outlined above, various disciplines, fields, and projects have worked hard to design and develop consistent standards, guidelines, and tools to help with reporting all types of experiment. Below, you’ll find some of the key initiatives. Ensure you read the submission guidelines for the specific journal you are submitting to, in order to discover any further journal- or field-specific policies to follow, or initiatives/tools to utilize.

Tip: Keep your paper moving forward by providing the proper paperwork up front

Be sure to check the journal guidelines and provide the necessary documents with your manuscript submission. Collecting the necessary documentation can greatly slow the first round of peer review, or cause delays when you submit your revision.

Randomized Controlled Trials – CONSORT The Consolidated Standards of Reporting Trials (CONSORT) project covers various initiatives intended to prevent the problems of inadequate reporting of randomized controlled trials. The primary initiative is an evidence-based minimum set of recommendations for reporting randomized trials known as the CONSORT Statement .

Systematic Reviews and Meta-Analyses – PRISMA The Preferred Reporting Items for Systematic Reviews and Meta-Analyses ( PRISMA ) is an evidence-based minimum set of items focusing on the reporting of reviews evaluating randomized trials and other types of research.

Research using Animals – ARRIVE The Animal Research: Reporting of In Vivo Experiments ( ARRIVE ) guidelines encourage maximizing the information reported in research using animals thereby minimizing unnecessary studies. (Original study and proposal , and updated guidelines , in PLOS Biology .)

Laboratory Protocols Protocols.io has developed a platform specifically for the sharing and updating of laboratory protocols , which are assigned their own DOI and can be linked from methods sections of papers to enhance reproducibility. Contextualize your protocol and improve discovery with an accompanying Lab Protocol article in PLOS ONE .

Consistent reporting of Materials, Design, and Analysis – the MDAR checklist A cross-publisher group of editors and experts have developed, tested, and rolled out a checklist to help establish and harmonize reporting standards in the Life Sciences . The checklist , which is available for use by authors to compile their methods, and editors/reviewers to check methods, establishes a minimum set of requirements in transparent reporting and is adaptable to any discipline within the Life Sciences, by covering a breadth of potentially relevant methodological items and considerations. If you are in the Life Sciences and writing up your methods section, try working through the MDAR checklist and see whether it helps you include all relevant details into your methods, and whether it reminded you of anything you might have missed otherwise.

Summary Writing tips

The main challenge you may find when writing your methods is keeping it readable AND covering all the details needed for reproducibility and replicability. While this is difficult, do not compromise on rigorous standards for credibility!

Keep in mind future replicability, alongside understanding and readability.
Follow checklists, and field- and journal-specific guidelines.
Consider a commitment to rigorous and transparent science a personal responsibility, and not just adhering to journal guidelines.
Establish whether there are persistent identifiers for any research resources you use that can be specifically cited in your methods section.
Deposit your laboratory protocols in Protocols.io, establishing a permanent link to them. You can update your protocols later if you improve on them, as can future scientists who follow your protocols.
Consider visual aids like flow-diagrams, lists, to help with reading other sections of the paper.
Be specific about all decisions made during the experiments that someone reproducing your work would need to know.

Don’t

Summarize or abbreviate methods without giving full details in a discoverable supplemental section.
Presume you will always be able to remember how you performed the experiments, or have access to private or institutional notebooks and resources.
Attempt to hide constraints or non-optimal decisions you had to make–transparency is the key to ensuring the credibility of your research.
How to Write a Great Title
How to Write an Abstract
How to Report Statistics
How to Write Discussions and Conclusions
How to Edit Your Work

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The contents of the Writing Center are also available as a live, interactive training session, complete with slides, talking points, and activities. …

There’s a lot to consider when deciding where to submit your work. Learn how to choose a journal that will help your study reach its audience, while reflecting your values as a researcher…

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Writing Tips

How to Write the Methods Section of an APA Paper

3-minute read

23rd December 2021

If you’re a researcher writing an APA paper , you’ll need to include a Methods section. This part explains the methods you used to conduct your experiment or research study and is always written in the past tense.

It’s crucial that you include all the relevant information here because other researchers will use this section to recreate your study, as well as judge how valid and accurate your results are.

In this guide, we’ll show you how to write a clear and comprehensive Methods section for your research paper.

Structuring the Methods Section

This section of an APA paper is typically split into three subsections under the following subheadings:

Participants —who took part in the experiment and why?
Materials —what tools did you use to conduct the experiment?
Procedure —what steps were involved in the experiment?

If necessary, you may add further subsections. Different institutions have specific rules on what subsections should be included (for example, some universities require a “Design” subsection), so make sure to check your institution’s requirements before you start writing your Methods section.

Writing the Participants Subsection

In this first subsection, you will need to identify the participants of your experiment or study. You should include:

● How many people took part, and how many were assigned to the experimental condition

● How they were selected for participation

● Any relevant demographic information (e.g., age, sex, ethnicity)

You’ll also need to address whether any restrictions were placed on who was selected and if any incentives were offered to encourage participants to take part.

Writing the Materials Subsection

In this subsection, you should address the materials, equipment, measures, and stimuli used in the study. These might include technology and computer software, tools such as questionnaires and psychological assessments, and, if relevant, the physical setting where the study took place.

You’ll need to describe specialist equipment in detail, especially if it has a niche purpose. However, you don’t need to provide specific information about common or standard equipment (e.g., the type of computer on which participants completed a survey) unless it’s relevant to the experiment.

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In addition, you don’t need to explain a material in depth if it’s well known within your field, such as a famous psychological assessment. Instead, you can provide a citation referring to that material.

If any materials were designed specifically for the experiment, such as a questionnaire, you’ll need to provide such materials in the appendix .

Writing the Procedure Subsection

The procedure subsection should describe what you had participants do in a step-by-step format. It should be detailed but concise and will typically include:

● A summary of the instructions given to participants (as well as any information that was intentionally withheld)

● A description of how participants in different conditions were treated

● How long each step of the process took

● How participants were debriefed or dismissed at the end of the experiment

After detailing the steps of the experiment, you should then address the methods you used to collect and analyze data.

Proofreading Your Methods Section

Because the Methods section of your paper will help other researchers understand and recreate your experiment, you’ll want your writing to be at its best.

Our expert research paper proofreaders can help your research get the recognition it deserves by making sure your work is clear, concise, and error-free. Why not try our services for free by submitting a trial document ?

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How to write the methods section of a research paper

Affiliation.

1 Respiratory Care Services, San Francisco General Hospital, NH:GA-2, 1001 Potrero Avenue, San Francisco, CA 94110, USA. [email protected]
PMID: 15447808

The methods section of a research paper provides the information by which a study's validity is judged. Therefore, it requires a clear and precise description of how an experiment was done, and the rationale for why specific experimental procedures were chosen. The methods section should describe what was done to answer the research question, describe how it was done, justify the experimental design, and explain how the results were analyzed. Scientific writing is direct and orderly. Therefore, the methods section structure should: describe the materials used in the study, explain how the materials were prepared for the study, describe the research protocol, explain how measurements were made and what calculations were performed, and state which statistical tests were done to analyze the data. Once all elements of the methods section are written, subsequent drafts should focus on how to present those elements as clearly and logically as possibly. The description of preparations, measurements, and the protocol 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. Material in each section should be organized by topic from most to least important.

Biomedical Research*
Research Design
Writing* / standards

Chapter 4: Writing the Methods Section

Learning objectives.

After completing this chapter, you should be able to …

articulate the importance of Methods sections,
recognize the communicative goals of the Methods,
strategize to achieve communicative goals,
optimize the language for writing about your Methods, and
evaluate your Methods section.

Preparing to Publish Copyright © 2023 by Sarah Huffman; Elena Cotos; and Kimberly Becker is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

How To Write A Research Paper

Research Paper Methods Section

How To Write The Methods Section of a Research Paper Step-by-Step

13 min read

Published on: Mar 6, 2024

Last updated on: Mar 5, 2024

What is the Methods Section of a Research Paper?

The methods section of a research paper provides a detailed description of the procedures, techniques, and methods employed to conduct the study ( American Psychological Association, 2020 ). It outlines the steps taken to collect, analyze, and interpret data, allowing other researchers to replicate the study and assess the validity of the results.

This section includes information on the study design, participants, materials or apparatus used, data collection procedures, and statistical analyses. Typically, the methodology section is placed after the introduction and before the results section in a research paper.

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Importance of Methods Section

The methods section of a research paper holds significant importance. Here is why:

Replicability: The methods section ensures the replicability of the study by providing a clear and comprehensive account of the procedures used.
Transparency: It enhances transparency, allowing other researchers to understand and evaluate the validity of the study's findings.
Credibility: A well-documented methods section enhances the credibility of the research, instilling confidence in the study's design and execution.
Guidance for Future Research: It serves as a guide for future research, offering insights into methodologies that can be applied or modified in similar studies.
Ethical Considerations: The section highlights ethical considerations, promoting responsible and accountable research practices.

Structure of Methods Section of a Research Paper

There are some important parts of the method section of a research paper that you will need to include, whether you have done an experimental study or a descriptive study.

Provided structured approach below ensures clarity and replicability of the research methodology:

Formatting of the Methods Section

Make the main " Methods " heading centered, bold, and capitalized. For subtopics under "Methods," like participant details or data collection, use left-aligned, bold, and title cases.

Feel free to include even sub-headings for more specifics. This formatting helps readers easily follow your study steps.

Next, we will address the most common query, i.e., how to write the methodology section of a research paper. Letâs explain the steps for writing the methodology section of a research paper:

Step 1: Start with Study Design

The initial step in the method section of a research paper is to provide a clear description of the study type. This involves outlining the overall plan and structure of the research.

Different types of studies, such as cohort, case-control, and cross-sectional, may be employed based on the research objectives.

For instance:

Starting with the study design sets the stage for understanding the methodology. It provides readers with a foundation for subsequent sections in the methods portion of the research paper.

Step 2: Describe Participants

In the methods section, the second step involves providing a detailed account of the participants involved in the study. Start by describing the characteristics of both human and non-human subjects, using clear and descriptive language.

Address specific demographic characteristics relevant to your study, such as age, sex, ethnic or racial group, gender identity, education level, and socioeconomic status. Clearly outlining these essential details ensures transparency, replicability, and a comprehensive understanding of the study's sample.

Sampling Procedures:

Clearly outline how participants were selected, specifying any inclusion and exclusion criteria applied.
Appropriately identify the sampling procedure used, such as random sampling, convenience sampling, or stratified sampling.
If applicable, note the percentage of invited participants who actually participated.
Specify if participants were self-selected or chosen by their institutions (e.g., schools submitting student data).

Sample Size and Power:

Detail the intended sample size estimation per condition and the statistical power aimed for in the study.
Provide information on any analyses conducted to determine the sample size and power.
Emphasize the importance of statistical power for detecting effects if present.
State whether the final sample size differed from the originally intended sample.
Base your interpretations of study outcomes solely on the final sample, reinforcing the importance of transparency in reporting.

Step 3: State Materials or Apparatus

In the third step, thoroughly describe the materials or apparatus used in your research. In addition, gives detailed information on the tools and techniques employed to measure relevant outcome variables.

Primary and Secondary Measures:

Clearly define both primary and secondary outcome measures aligned with research questions.
Specify all instruments used, citing hardware models, software versions, or references to manuals/articles.
Report settings of specialized apparatus, such as screen resolution.

Reliability and Validity:

For each instrument, detail measures of reliability and validity.
Include an explanation of how consistently (reliability) and precisely (validity) the method measures the targeted variables.
Provide examples or reference materials to illustrate the reliability and validity of tests, questionnaires, or interviews.

Covariates and Quality Assurance:

Describe any covariates considered and their relevance to explaining or predicting outcomes.
Review methods used to assure measurement quality, such as researcher training, multiple assessors, translation procedures, and pilot studies.
For subjectively coded data, report interrater reliability scores to gauge consistency among raters.

Step 4 Write the Procedure

Next is the procedure section of the research paper, which thoroughly details the procedures applied for administering the study, processing data, and planning data analyses.

Data Collection Methods and Research Design

Summarize data collection methods (e.g., surveys, tests) and the overall research design.
Provide detailed procedures for administering surveys, tests, or any other data collection instruments.
Clarify the research design framework, specifying whether it's experimental, quasi-experimental, descriptive, correlational, and/or longitudinal.
For multi-group studies, report assignment methods, group instructions, interventions, and session details.

Data Analysis

Clearly state the planned data analysis methods for each research question or hypothesis.
Specify descriptive statistics, inferential statistical tests, and any other analysis techniques.
Include software or tools used for data analysis (e.g., SPSS, R).
Provide a brief rationale for choosing each analysis method.

Step 5: Mention Ethical Approvals

In the fifth step of the methods section, explicitly address the ethical considerations of your research, ensuring transparency and adherence to ethical standards. Here are some key ethical considerations:

IRB Approval:

Clearly state that the research received approval from the Institutional Review Board (IRB) or an equivalent ethical review body.

Informed Consent:

Specify the process of obtaining informed consent, including the provision of information sheets to participants.

Confidentiality:

Describe measures taken to maintain confidentiality, such as assigning unique identification numbers and securing data.

Participant Rights:

Emphasize participants' right to withdraw from the study at any point without consequences.

Debriefing:

Mention if debriefing procedures were implemented to address any participant concerns post-study.

Methods Section of Research Paper Examples

Exploring sample methodology sections is crucial when composing your first research paper, as it enhances your understanding of the structure. We provide PDF examples of methodology sections that you can review to gain inspiration for your own research paper.

Methods Section of A Qualitative Research Paper

Methods Section of Research Paper Template

Methods Section of Research Proposal Example

Methods Section of Research Paper APA

How To Write A Method For An Experiment

Journal Guidelines to Consider

When writing the methods section, be mindful of the specific guidelines set by your target journal. These guidelines can vary, impacting the structure, word limitations, and even the presentation of your methodology.

Here's a detailed explanation, along with an example:

Structure & Word Limitations

If a journal follows APA guidelines, it might allow flexibility in structuring the method section. However, some journals may impose strict limitations on the manuscript's length and the number of subsections.

For instance, a journal might specify a maximum of 3000 words for the entire paper and limit the method section to 500 words. In such cases, ensure you adhere to these constraints, potentially submitting supplemental files for additional details.

Standardized Checklists

Journals often request authors to use standardized checklists for various study types to ensure completeness.

For a randomized clinical trial, the CONSORT(Consolidated Standards of Reporting Trials) checklist might be required. If your research involves observational studies, the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) checklist may be applicable.

For diagnostic accuracy studies, adherence to the STARD (Standards for the Reporting of Diagnostic Accuracy Studies) checklist is common. These checklists serve as a systematic way to include essential details in your manuscript, aligning with the journal's preferred reporting standards.

Blind Review Procedures

Some journals implement single- or double-blind review procedures. If a double-blind review is in place, authors need to remove any information that might reveal their identity or institutional affiliations.

For instance, the method section cannot explicitly mention the institution's name, researchers' identities, or the institutional ethics committee. This ensures an unbiased evaluation of the research without reviewers being influenced by the authors' affiliations.

The Dos And Donâts Of Writing The Methods Section

While it's important to be thorough, certain elements are better suited for other sections of the paper. Here are some Doâs and Donâts of writing the methods section:

Dos of Writing the Methods Section

Here are what to include in the methods section:

Clarity and Precision: Clearly and concisely describe the procedures used in your study. Ensure that another researcher can replicate your work based on your explanation.
Chronological Order: Present the methods in a logical and chronological sequence. This helps readers follow the flow of your research.
Detail and Specificity: Provide sufficient detail to allow for replication. Specify equipment, materials, and procedures used, including any modifications.
Consistency with Study Design: Align your methods with the overall design of your study. Clearly state whether it's experimental, observational, or another design.
Inclusion of Participants: Detail participant characteristics, including demographics and any inclusion/exclusion criteria. Clearly state the sample size.
Operational Definitions: Define and operationalize key variables. Clearly explain how each variable was measured or manipulated.
Transparency in Data Collection: Describe the data collection process, including the timing, location, and any relevant protocols followed during the study.
Statistical Information: Outline the statistical methods used for analysis. Specify the software, tests employed and significance levels.
Ethical Considerations: Discuss ethical approvals obtained, informed consent procedures, and measures taken to ensure participant confidentiality. Address any potential conflicts of interest.

Don'ts of Writing the Methods Section

Extraneous Details: Unlike the discussion section avoid including unnecessary details or information that does not contribute directly to understanding the research methods.
Results Discussion: Refrain from discussing or interpreting the results in the methods section. Focus solely on describing the methods employed.
Ambiguity and Vagueness: Steer clear of vague or ambiguous language. Be precise and specific in your descriptions.
Overemphasis on Background: While some background information is relevant, avoid turning the methods section into an extensive literature review . Keep the focus on the research methods.
Personal Opinions: Do not include personal opinions or anecdotes. Stick to factual and objective descriptions.
Excessive Jargon: Minimize the use of technical jargon that may be confusing to readers who are not experts in your field. If necessary, provide clear explanations.
Inadequate Explanation of Modifications: If you deviate from standard procedures, clearly explain the modifications and justify why they were made.
Inconsistency with Design: Ensure that your methods align with the study design. Avoid inconsistencies that could create confusion for readers.

In conclusion , learning the art of writing the methods section is pivotal for any research paper. Following a step-by-step approach, from defining the study design to detailed data collection and analysis, ensures clarity and replicability.

Remember, precision matters. If you find yourself grappling with the intricacies of your methodology, don't hesitate to reach out to CollegeEssay.org.

Our professional writing service is ready to assist you in crafting a robust and well-structured methods section.

Connect with our research paper writing service for expert guidance and conquer the challenges of research paper writing.

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Writing the Experimental Report: Methods, Results, and Discussion

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Written for undergraduate students and new graduate students in psychology (experimental), this handout provides information on writing in psychology and on experimental report and experimental article writing.

Method section

Your method section provides a detailed overview of how you conducted your research. Because your study methods form a large part of your credibility as a researcher and writer, it is imperative that you be clear about what you did to gather information from participants in your study.

With your methods section, as with the sections above, you want to walk your readers through your study almost as if they were a participant. What happened first? What happened next?

The method section includes the following sub-sections.

I. Participants: Discuss who was enrolled in your experiment. Include major demographics that have an impact on the results of the experiment (i.e. if race is a factor, you should provide a breakdown by race). The accepted term for describing a person who participates in research studies is a participant not a subject.

II. Apparatus and materials: The apparatus is any equipment used during data collection (such as computers or eye-tracking devices). Materials include scripts, surveys, or software used for data collection (not data analysis). It is sometimes necessary to provide specific examples of materials or prompts, depending on the nature of your study.

III. Procedure: The procedure includes the step-by-step how of your experiment. The procedure should include:

A description of the experimental design and how participants were assigned conditions.
Identification of your independent variable(s) (IV), dependent variable(s) (DV), and control variables. Give your variables clear, meaningful names so that your readers are not confused.
Important instructions to participants.
A step-by-step listing in chronological order of what participants did during the experiment.

Results section

The results section is where you present the results of your research-both narrated for the readers in plain English and accompanied by statistics.

Note : Depending on the requirements or the projected length of your paper, sometimes the results are combined with the discussion section.

Organizing Results

Continue with your story in the results section. How do your results fit with the overall story you are telling? What results are the most compelling? You want to begin your discussion by reminding your readers once again what your hypotheses were and what your overall story is. Then provide each result as it relates to that story. The most important results should go first.

Preliminary discussion: Sometimes it is necessary to provide a preliminary discussion in your results section about your participant groups. In order to convince your readers that your results are meaningful, you must first demonstrate that the conditions of the study were met. For example, if you randomly assigned subjects into groups, are these two groups comparable? You can't discuss the differences in the two groups until you establish that the two groups can be compared.

Provide information on your data analysis: Be sure to describe the analysis you did. If you are using a non-conventional analysis, you also need to provide justification for why you are doing so.

Presenting Results : Bem (2006) recommends the following pattern for presenting findings:

Remind readers of the conceptual hypotheses or questions you are asking
Remind readers of behaviors measured or operations performed
Provide the answer/result in plain English
Provide the statistic that supports your plain English answer
Elaborate or qualify the overall conclusion if necessary

Writers new to psychology and writing with statistics often dump numbers at their readers without providing a clear narration of what those numbers mean. Please see our Writing with Statistics handout for more information on how to write with statistics.

Discussion section

Your discussion section is where you talk about what your results mean and where you wrap up the overall story you are telling. This is where you interpret your findings, evaluate your hypotheses or research questions, discuss unexpected results, and tie your findings to the previous literature (discussed first in your literature review). Your discussion section should move from specific to general.

Here are some tips for writing your discussion section.

Begin by providing an interpretation of your results: what is it that you have learned from your research?
Discuss each hypotheses or research question in more depth.
Do not repeat what you have already said in your results—instead, focus on adding new information and broadening the perspective of your results to you reader.
Discuss how your results compare to previous findings in the literature. If there are differences, discuss why you think these differences exist and what they could mean.
Briefly consider your study's limitations, but do not dwell on its flaws.
Consider also what new questions your study raises, what questions your study was not able to answer, and what avenues future research could take in this area.

Example: Here is how this works.

References section

References should be in standard APA format. Please see our APA Formatting guide for specific instructions.

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APA Methods Section – How To Write It With Examples

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The APA methods section is a very important part of your academic paper, displaying how you conducted your research by providing a precise description of the methods and procedures you used for the study. This section ensures transparency, allowing other researchers to see exactly how you conducted your experiments. In APA style , the methods section usually includes subsections on participants, materials or measures, and procedures. This article discusses the APA methods section in detail.

Inhaltsverzeichnis

1 APA Methods Section – In a Nutshell
2 Definition: APA Methods Section
3 APA Methods Section: Structure
4 APA Methods Section: Participants
5 APA Methods Section: Materials
6 APA Methods Section: Procedure

APA Methods Section – In a Nutshell

The APA methods section covers the participants, materials, and procedures.
Under the ‘Participants’ heading of the APA methods section, you should state the relevant demographic characteristics of your participants.
Accurately reporting the facts of the study can help other researchers determine how much the results can be generalized.

Definition: APA Methods Section

The APA methods section describes the procedures you used to carry out your research and explains why particular processes were selected. It allows other researchers to replicate the study and make their own conclusions on the validity of the experiment.

APA Methods Section: Structure

The main heading of the APA methods section should be written in bold and should be capitalized. It also has to be centered.
All subheadings should be aligned to the left and must be boldfaced. You should select subheadings that are suitable for your essay, and the most commonly used include ‘Participants’, ‘Materials’, and ‘Procedure’.

Heading formats:

APA format has certain requirements for reporting different research designs. You should go through these guidelines to determine what you should mention for research using longitudinal designs , replication studies, and experimental designs .

APA Methods Section: Participants

Under this subheading, you will have to report on the sample characteristics, the procedures used to collect samples, and the sample size selected.

Subject or Participant Characteristics

In academic studies, ‘participants’ refers to the people who take part in a study. If animals are used instead of human beings, the researcher can use the term ‘subjects’. In this subheading of the APA methods section, you have to describe the demographic characteristics of the participants, including their age, sex, race, ethnic group, education level, and gender identity. Depending on the nature of the study, other characteristics may be important. Some of these include:

Education levels
Language preference
Immigration status

By describing the characteristics of the participants, readers will be able to determine how much the results can be generalized. Make sure you use bias-free language when writing this part of the APA methods section.

The study included 100 homosexual men and 100 homosexual women aged between 30 and 50 years from the city of London, UK.

Sampling Procedures

When selecting participants for your study, you will have to use certain sampling procedures. If the study could access all members of the population, you can say that you used random sampling methods. This section of the APA methods section should cover the percentage of respondents who participated in the research, and how they were chosen. You also need to state how participants were compensated and the ethical standard followed.

Transgender male students from London were invited to participate in a study.
Invites were sent to the students via email, social media posts, and posters in the schools.
Each participant received $10 for the time spent in the study.
The research obtained ethical approval before the participants were recruited.

Sample Size and Statistical Power

In this part of the APA methods section, you should give details on the sample size and statistical power you aimed at achieving. You should mention whether the final sample was the same as the intended sample. This section should show whether your research had enough statistical power to find any effects.

The study aimed at a statistical power of 75% to detect an effect of 10% with an alpha of .05.
200 participants were required, and the study fulfilled these conditions.

APA Methods Section: Materials

Readers also need to know the materials you used for the study. This part of the APA methods section will give other researchers a good picture of the methods used to conduct the study.

Primary and secondary measures

Here, you should indicate the instruments used in the study, as well as the constructs they were meant to measure. Some of these are inventories, scales, tests, software, and hardware. Make sure you cover the following aspects:

Reliability
The Traumatic Stress Schedule (TSS) was used to measure the exposure to traumatic events.
This 10-item chart requires participants to report lifelong exposure to traumatic stress.
For example, they could indicate whether they suffered the traumatic death of a loved one.
The Davidson Trauma Scale was also used to assess the symptoms of trauma.

Under this subheading of the APA methods section, you should also mention covariates or additional variables that can explain the outcomes.

Quality of measurements

You can mention the strategies you applied to ensure data integrity and reliability. These may include:

Training the interviewers
Establishing clear data nominalization procedures
Rigorous data handling and analysis processes
Having multiple people assess the data

If the data was subjectively coded, you should indicate the interrater reliability scores in the APA methods section.

APA Methods Section: Procedure

This part of the APA methods section indicates the methods you used to carry out the research, process the data, and analyze the results.

Research Design and Data Collection Methods

Data collection is the systematic gathering of observations and measurements, and you have to describe all procedures used in this process. You can use supplementary materials to describe long and complicated data collection methods.

When reporting the research design, you should mention the framework of the study. This could be experimental, longitudinal, correlational, or descriptive. Additionally, you should mention whether you used a between-subjects design or within-subjects design .

In this part of the APA methods section, you should also mention whether any masking methods were used to hide condition assignments from the participants.

Participants are told the research takes an hour covers their personal experiences in school.
They were assured that the reports would be confidential and were asked to give consent.
The participants were asked to fill in questionnaires .
The control group was given an unrelated filler task, after which they filled a questionnaire.
It was determined the experiences of homosexual and CIS-gendered students varied.

Data diagnostics

This part of the APA method section outlines the steps taken to process the data. It includes:

Methods of identifying and controlling outliers
Data transformation procedures
Methods of compensating for missing values

Analytic strategies

This subheading of the APA methods section describes the analytic strategies used, but you shouldn’t mention the outcomes. The primary and secondary hypotheses use past studies or theoretical frameworks , while exploratory hypotheses focus on the data in the study.

We started by assessing the demographic differences between the two groups. We also performed an independent samples t-test on the test scores .

What are the parts of an APA methods section?

In this section, you should include the study participants, the methods used, and the procedures.

What is included in the APA methods section?

The methods section covers the participants or subject characteristics, the sampling procedures, the sample size, the measures used, the data collection methods, the research design, the data analysis strategy, and the data processing method.

Should I use the Oxford comma when writing the APA methods section?

Yes, the serial comma is required when writing the APA methods section.

Should I use the first person to write the APA methods section?

Yes, the APA language guidelines encourage researchers to use first-person pronouns when writing the methods section.

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Organizing Your Social Sciences Research Paper

Quantitative Methods
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Bibliography

Quantitative methods emphasize objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using computational techniques . Quantitative research focuses on gathering numerical data and generalizing it across groups of people or to explain a particular phenomenon.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with SPSS . 2nd edition. London: SAGE Publications, 2010.

Need Help Locating Statistics?

Resources for locating data and statistics can be found here:

Statistics & Data Research Guide

Characteristics of Quantitative Research

Your goal in conducting quantitative research study is to determine the relationship between one thing [an independent variable] and another [a dependent or outcome variable] within a population. Quantitative research designs are either descriptive [subjects usually measured once] or experimental [subjects measured before and after a treatment]. A descriptive study establishes only associations between variables; an experimental study establishes causality.

Quantitative research deals in numbers, logic, and an objective stance. Quantitative research focuses on numeric and unchanging data and detailed, convergent reasoning rather than divergent reasoning [i.e., the generation of a variety of ideas about a research problem in a spontaneous, free-flowing manner].

Its main characteristics are :

The data is usually gathered using structured research instruments.
The results are based on larger sample sizes that are representative of the population.
The research study can usually be replicated or repeated, given its high reliability.
Researcher has a clearly defined research question to which objective answers are sought.
All aspects of the study are carefully designed before data is collected.
Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

The overarching aim of a quantitative research study is to classify features, count them, and construct statistical models in an attempt to explain what is observed.

Things to keep in mind when reporting the results of a study using quantitative methods :

Explain the data collected and their statistical treatment as well as all relevant results in relation to the research problem you are investigating. Interpretation of results is not appropriate in this section.
Report unanticipated events that occurred during your data collection. Explain how the actual analysis differs from the planned analysis. Explain your handling of missing data and why any missing data does not undermine the validity of your analysis.
Explain the techniques you used to "clean" your data set.
Choose a minimally sufficient statistical procedure ; provide a rationale for its use and a reference for it. Specify any computer programs used.
Describe the assumptions for each procedure and the steps you took to ensure that they were not violated.
When using inferential statistics , provide the descriptive statistics, confidence intervals, and sample sizes for each variable as well as the value of the test statistic, its direction, the degrees of freedom, and the significance level [report the actual p value].
Avoid inferring causality , particularly in nonrandomized designs or without further experimentation.
Use tables to provide exact values ; use figures to convey global effects. Keep figures small in size; include graphic representations of confidence intervals whenever possible.
Always tell the reader what to look for in tables and figures .

NOTE: When using pre-existing statistical data gathered and made available by anyone other than yourself [e.g., government agency], you still must report on the methods that were used to gather the data and describe any missing data that exists and, if there is any, provide a clear explanation why the missing data does not undermine the validity of your final analysis.

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Quantitative Research Methods. Writing@CSU. Colorado State University; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Basic Research Design for Quantitative Studies

Before designing a quantitative research study, you must decide whether it will be descriptive or experimental because this will dictate how you gather, analyze, and interpret the results. A descriptive study is governed by the following rules: subjects are generally measured once; the intention is to only establish associations between variables; and, the study may include a sample population of hundreds or thousands of subjects to ensure that a valid estimate of a generalized relationship between variables has been obtained. An experimental design includes subjects measured before and after a particular treatment, the sample population may be very small and purposefully chosen, and it is intended to establish causality between variables. Introduction The introduction to a quantitative study is usually written in the present tense and from the third person point of view. It covers the following information:

Identifies the research problem -- as with any academic study, you must state clearly and concisely the research problem being investigated.
Reviews the literature -- review scholarship on the topic, synthesizing key themes and, if necessary, noting studies that have used similar methods of inquiry and analysis. Note where key gaps exist and how your study helps to fill these gaps or clarifies existing knowledge.
Describes the theoretical framework -- provide an outline of the theory or hypothesis underpinning your study. If necessary, define unfamiliar or complex terms, concepts, or ideas and provide the appropriate background information to place the research problem in proper context [e.g., historical, cultural, economic, etc.].

Methodology The methods section of a quantitative study should describe how each objective of your study will be achieved. Be sure to provide enough detail to enable the reader can make an informed assessment of the methods being used to obtain results associated with the research problem. The methods section should be presented in the past tense.

Study population and sampling -- where did the data come from; how robust is it; note where gaps exist or what was excluded. Note the procedures used for their selection;
Data collection – describe the tools and methods used to collect information and identify the variables being measured; describe the methods used to obtain the data; and, note if the data was pre-existing [i.e., government data] or you gathered it yourself. If you gathered it yourself, describe what type of instrument you used and why. Note that no data set is perfect--describe any limitations in methods of gathering data.
Data analysis -- describe the procedures for processing and analyzing the data. If appropriate, describe the specific instruments of analysis used to study each research objective, including mathematical techniques and the type of computer software used to manipulate the data.

Results The finding of your study should be written objectively and in a succinct and precise format. In quantitative studies, it is common to use graphs, tables, charts, and other non-textual elements to help the reader understand the data. Make sure that non-textual elements do not stand in isolation from the text but are being used to supplement the overall description of the results and to help clarify key points being made. Further information about how to effectively present data using charts and graphs can be found here .

Statistical analysis -- how did you analyze the data? What were the key findings from the data? The findings should be present in a logical, sequential order. Describe but do not interpret these trends or negative results; save that for the discussion section. The results should be presented in the past tense.

Discussion Discussions should be analytic, logical, and comprehensive. The discussion should meld together your findings in relation to those identified in the literature review, and placed within the context of the theoretical framework underpinning the study. The discussion should be presented in the present tense.

Interpretation of results -- reiterate the research problem being investigated and compare and contrast the findings with the research questions underlying the study. Did they affirm predicted outcomes or did the data refute it?
Description of trends, comparison of groups, or relationships among variables -- describe any trends that emerged from your analysis and explain all unanticipated and statistical insignificant findings.
Discussion of implications – what is the meaning of your results? Highlight key findings based on the overall results and note findings that you believe are important. How have the results helped fill gaps in understanding the research problem?
Limitations -- describe any limitations or unavoidable bias in your study and, if necessary, note why these limitations did not inhibit effective interpretation of the results.

Conclusion End your study by to summarizing the topic and provide a final comment and assessment of the study.

Summary of findings – synthesize the answers to your research questions. Do not report any statistical data here; just provide a narrative summary of the key findings and describe what was learned that you did not know before conducting the study.
Recommendations – if appropriate to the aim of the assignment, tie key findings with policy recommendations or actions to be taken in practice.
Future research – note the need for future research linked to your study’s limitations or to any remaining gaps in the literature that were not addressed in your study.

Black, Thomas R. Doing Quantitative Research in the Social Sciences: An Integrated Approach to Research Design, Measurement and Statistics . London: Sage, 1999; Gay,L. R. and Peter Airasain. Educational Research: Competencies for Analysis and Applications . 7th edition. Upper Saddle River, NJ: Merril Prentice Hall, 2003; Hector, Anestine. An Overview of Quantitative Research in Composition and TESOL . Department of English, Indiana University of Pennsylvania; Hopkins, Will G. “Quantitative Research Design.” Sportscience 4, 1 (2000); "A Strategy for Writing Up Research Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper." Department of Biology. Bates College; Nenty, H. Johnson. "Writing a Quantitative Research Thesis." International Journal of Educational Science 1 (2009): 19-32; Ouyang, Ronghua (John). Basic Inquiry of Quantitative Research . Kennesaw State University.

Strengths of Using Quantitative Methods

Quantitative researchers try to recognize and isolate specific variables contained within the study framework, seek correlation, relationships and causality, and attempt to control the environment in which the data is collected to avoid the risk of variables, other than the one being studied, accounting for the relationships identified.

Among the specific strengths of using quantitative methods to study social science research problems:

Allows for a broader study, involving a greater number of subjects, and enhancing the generalization of the results;
Allows for greater objectivity and accuracy of results. Generally, quantitative methods are designed to provide summaries of data that support generalizations about the phenomenon under study. In order to accomplish this, quantitative research usually involves few variables and many cases, and employs prescribed procedures to ensure validity and reliability;
Applying well established standards means that the research can be replicated, and then analyzed and compared with similar studies;
You can summarize vast sources of information and make comparisons across categories and over time; and,
Personal bias can be avoided by keeping a 'distance' from participating subjects and using accepted computational techniques .

Babbie, Earl R. The Practice of Social Research . 12th ed. Belmont, CA: Wadsworth Cengage, 2010; Brians, Craig Leonard et al. Empirical Political Analysis: Quantitative and Qualitative Research Methods . 8th ed. Boston, MA: Longman, 2011; McNabb, David E. Research Methods in Public Administration and Nonprofit Management: Quantitative and Qualitative Approaches . 2nd ed. Armonk, NY: M.E. Sharpe, 2008; Singh, Kultar. Quantitative Social Research Methods . Los Angeles, CA: Sage, 2007.

Limitations of Using Quantitative Methods

Quantitative methods presume to have an objective approach to studying research problems, where data is controlled and measured, to address the accumulation of facts, and to determine the causes of behavior. As a consequence, the results of quantitative research may be statistically significant but are often humanly insignificant.

Some specific limitations associated with using quantitative methods to study research problems in the social sciences include:

Quantitative data is more efficient and able to test hypotheses, but may miss contextual detail;
Uses a static and rigid approach and so employs an inflexible process of discovery;
The development of standard questions by researchers can lead to "structural bias" and false representation, where the data actually reflects the view of the researcher instead of the participating subject;
Results provide less detail on behavior, attitudes, and motivation;
Researcher may collect a much narrower and sometimes superficial dataset;
Results are limited as they provide numerical descriptions rather than detailed narrative and generally provide less elaborate accounts of human perception;
The research is often carried out in an unnatural, artificial environment so that a level of control can be applied to the exercise. This level of control might not normally be in place in the real world thus yielding "laboratory results" as opposed to "real world results"; and,
Preset answers will not necessarily reflect how people really feel about a subject and, in some cases, might just be the closest match to the preconceived hypothesis.

Research Tip

Finding Examples of How to Apply Different Types of Research Methods

SAGE publications is a major publisher of studies about how to design and conduct research in the social and behavioral sciences. Their SAGE Research Methods Online and Cases database includes contents from books, articles, encyclopedias, handbooks, and videos covering social science research design and methods including the complete Little Green Book Series of Quantitative Applications in the Social Sciences and the Little Blue Book Series of Qualitative Research techniques. The database also includes case studies outlining the research methods used in real research projects. This is an excellent source for finding definitions of key terms and descriptions of research design and practice, techniques of data gathering, analysis, and reporting, and information about theories of research [e.g., grounded theory]. The database covers both qualitative and quantitative research methods as well as mixed methods approaches to conducting research.

SAGE Research Methods Online and Cases

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3-2 Writing a Methods Section

Meredith Vanstone and Lawrence Grierson

When writing papers, one of the first sections that many authors seek to tackle is the methods section. Since these are often quite similar to your study protocol and grant proposal, they can be a great place to start for authors who find writing daunting.

Key Points of the Chapter

By the end of this chapter the learner should be able to:

Articulate the key components of a good methods section for quantitative research paper
Articulate the key components of a good methods section for qualitative research paper
Access relevant reporting guidelines for various forms of research papers

Anuja is a nursing student who has been working hard on a project about observing students engaged in an interprofessional activity. The team involves several more senior educators and professionals. As Anuja’s supervisor you know that she has done a really good job at pulling the team together and helping with a number of data collection tasks. However, to meet ICMJE criteria for authorship, you are mindful that Anuja should be engaged in the drafting of the manuscript if possible. You decide that Anuja should be able to work through the methods section of the paper. You are able to find the study protocol document for this project and forward that to her. In your email you write:

From: My Email <[email protected]>

Date: Thu, Dec 12, 2021 at 1:20 PM

Subject: Study Protocol

To: Singh, Anuja <[email protected]>

Here is the study protocol I was talking about at our last meeting. I am hoping you can be in charge of writing up the methods section of our paper. Do you mind taking a look at the study protocol and then translating over to the methods section in the manuscript Google Doc? Thank you!

Anuja replies:

From: Singh, Anuja <[email protected]>

Subject: RE: Study Protocol

To: My Email <[email protected]>

Thank you for the template – that is very helpful. However, I am a bit confused about the methods. Seems we had both quantitative and qualitative methods within our project. Are there any reporting guidelines or resources you can suggest to help me write these sections up? I’ll admit I am not an expert, but it seems the methods don’t contain everything that I’ve seen in other papers I’ve read so far.

You ponder Anuja’s request and wonder… Are there more resources you could use to assist her in this area?

Deeper Dive into this Concept

The methods section is a critically important part of any research paper. While we are often most interested in the results of a study, the details provided in the methods provide us the information we need to appraise the analytic interpretations presented by the researcher and in the case of some forms of research, to replicate the research for the purposes of confirming or refuting the validity of their observations. A high-quality methods section also serves to convince those who fund research that you have a comprehensive and manageable plan for addressing your research objectives.

Every methods section has some key components. We have structured this brief to include some of key headings you may wish to incorporate in your methods section, with an explanation of the type of information that may be found in each section. We also recommend that you consult the research methods reporting guidelines relevant to the type of study you are conducting. These guidelines provide very detailed information about the methodological information which should be reported and can be useful when you design a study, as they will alert you to elements that should be considered. The EQUATOR Network has compiled a searchable database of health research reporting guidelines (1). Journals will often also provide guidance on the type of information they wish to see included in a methods section.

Study Design

The methods section of either a qualitative or quantitative research project should begin with a description of the study design and research methodology. Note, it is important not confuse the methods, with the methodology. The methods are the behaviours, tools, and techniques that are used to complete the study, while the methodology describes the systematic approach to collecting and appraising research data.

In this regard, it is essential to name a particular methodology alongside a description of the study design. The study design is often expressed in technical terms (e.g., retrospective observational design; a sequential (QUANT > qual) mixed methods design) while also providing more specific details in your initial description (e.g., longitudinal workplace observation with interviews after particular professional milestones). In qualitative research, methodologies include phenomenology, grounded theory, and qualitative description, amongst many others. In quantitative research, methodologies are either descriptive, correlational, causal-comparative, quasi-experimental, or experimental.

Qualitative researchers will also often include a statement about their philosophical assumptions (e.g., constructivist, post-positivist, pragmatic) in this section. Where there is an unconventional match between methodology, study design, and philosophy, a justification and explanation of congruency is essential. This is not something that is typical in presentations of quantitative research but it’s not a bad idea to include statements of philosophical assumptions in this type of work too. Ultimately, this section also provides the researcher an opportunity to express why that design and methodology was chosen. This information serves to demonstrate that well thought out methodological decisions have been made.

Participants

For research studies involving human participants, the methods section must describe the participants in the study. It should define the population or populations that the participants represent and provide information about what type of participants were eligible for inclusion.

Sampling and Recruitment

Research that includes humans also needs to explain how the sample of participants was determined and indicate details about how they were recruited for the study. Details about the participants include the number of participants, their assignment to any relevant group, and, when available, a synopsis of relevant personal characteristics such as their self-reported genders, their age expressed in mean and range terms, and any other features of relevance to the research study.

The sampling and recruitment section will include a description of the type of sampling strategies used. Sometimes more than one sampling strategy is used. For example, a qualitative methods section might describe the movement from convenience to theoretical sampling. It is common to provide examples of the purposeful aspects of sampling (e.g. by age, professional designation, gender) and the criteria for inclusion and exclusion, rather than just stating that participants were purposefully sampled. This section will also provide details on how each sampling strategy was operationalized.

Details about determining the size of samples can look very different in qualitative and quantitative studies. Sample size in qualitative research is a function of data sufficiency, so this section will also often include information on how the researchers define data sufficiency (typically with reference to their particular methodology) and how they operationalized data sufficiency within the study. In quantitative research, the appropriate sample size is determined as a function of three factors – the significance level (i.e., the probability of the study rejecting the null hypothesis), the power level (i.e., the probability that the statistical test correctly rejects the null hypothesis), and the estimated effect size (i.e., the magnitude of the experimental effect). The researcher must make decisions about each of these factors. With these determined, researchers can refer to a textbook or an online calculator to determine the sample size. The methods section should offer detail about these factors and the system (e.g., online calculator) used to make the calculation.

Research Ethics

The methods section is also where a researcher will make a declaration that the protocol has received approval from a relevant research ethics board and that individuals who chose to participate in the study did so following the necessary informed consent processes. For more information on the research ethics process see Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (2).

If ethical issues were identified in the design or conduct of the research, it is good practice for the researchers to describe those issues and what steps were taken to mitigate the chance that harm may come to participants. However, this is not a standard component of methods sections, it is typically only included when something about the nature of the study may raise ethical concerns. For example, many health professional education research studies take place at a single site, with faculty acting as a researchers and students as research participants. The research ethics section provides an opportunity to describe what actions were taken to identify and mitigate the effects of this power imbalance, including not allowing research team members with a student assessment role access to information which may reveal participant identities, for instance.

Data Collection and Analysis

Perhaps the most obvious or intuitive part of a methods section is that which describes the specific methods used to collect and analyze data. This component is usually the longest part of the methods section, highlighting the specific procedures, techniques, and/or activities that are involved in the study. While word count is often a concern for journals, this section can in and of itself never be too detailed. It should describe the materials or tools that were used and how they were prepared or developed. It should indicate the exact order of events within a research protocol and, depending on the research approach, highlight any experimental controls or procedures undertaken to reduce researcher subjectivity. Where relevant, this portion of the methods may denote the temporal length of each participant’s involvement and/or the whole study. All methods sections must explain how the collected data were analyzed for results and how these results are interpreted in support of the research objectives.

For qualitative research studies it is essential to describe what data collection tools (e.g., interview guide, field notes) were used, by whom, and how they were developed. Often these are included as online appendices to the paper. When participants are involved in different types of research activities (e.g., observation and interviews) the selection of participant for each type of activity should be detailed.

In both data collection and analysis, qualitative researchers can lean on the conventions of the methodology they identified earlier, describing briefly that conventional procedures such as iteration between data collection and analysis, constant comparative analysis, or data condensation were performed. Instead of defining these well-known terms, concentrate on providing information about how these techniques were operationalized in the study.

Descriptions of qualitative analysis should name the techniques used, describe whether they were inductive, deductive, or moved between modes, and name who performed each technique and what the roles of the other researchers were. Often coding is operationalized by a small group of researchers, with the larger team providing feedback and insight in different ways. It is essential to describe the nuances of this analytic involvement.

For quantitative research studies, those involving the collection and manipulation of numerical data, there are some special features that should be attended to in the methods section.

It should highlight the processes of data collection. The researcher should explain the nature of the collected data, how the measurements were made, and whether it was subjected to any transformations prior to analysis. This may include highlighting whether the data are continuous, ordinal, nominal, or categorical; describing the tools that were used or the databases that were searched to extract the data; and whether or not you are expressing the data in mean, total, percentage, or raw forms in support of the comparisons you wish to make.

It also must describe the statistical tests that were performed to analyze the data. The description of statistical tests is often organized with direct relevance to the researchers’ various hypotheses and ensures that post hoc analyses and mathematical corrections are described alongside all primary analyses. Essentially, any analysis that is done in support of the interpretations needs to appear in a dedicated section for data analysis.

Reflexivity

In qualitative research projects it is customary to include a statement about the perspectives of the research team as relevant to the research project. These types of statements will vary depending on the topic of the research and the relationship between the researchers and the topic or participants. There is no set guidance for what to include or not to include in a reflexivity statement. Often it includes a description of professional roles, social identities, personal or academic experiences of the research team as relevant to the project. For example, in Dr. Vanstone’s research about pregnancy and parenthood, she often described that she is a mother, but this is not (typically) relevant to her medical education research so would not be included in the reflexivity section of those studies. Sometimes reflexive identities are ascribed to individual researchers, sometimes the composition of the team is described in aggregate, such as in the following example from a study about the admissions experiences of aspiring physicians from low-income backgrounds:

“Our team represents a range of identities relevant to the inquiry. While we all identify as women, we represent several groups who are under-represented in medicine, including low-income backgrounds. Several, but not all of us, have aspired to medicine, with different results. Our team included a current undergraduate student (RB), a current medical student (RK) and a physician-educator (MM). Two of us have been involved in making and enacting MD Admissions policy (MV, MM).” (Quote from De Freitas et al, 2021 in Medical Education) (3).

Sometimes these statements also include descriptions of how the research team worked towards the goal of being reflexive researchers such as how they recorded and shared their reflexive insights and worked to be transparent about how their positioning affected their analytic work.

Other Important Considerations

It is becoming increasingly common for research studies to provide information about the deposit and accessibility of datasets that were used to create research outcomes. The process of stating where and how another researcher may access your data serves to support replications and transparency in research reporting. Notably, not all quantitative data should be accessible. Researchers should be mindful about the deposit of sensitive data that could be linked to or that could impede the autonomy of the participants who contributed it.

More and more frequently, patients are engaged in health research. If your project included a patient or caregiver team member, your engagement practices should be described in the methods section. The GRIPP2 reporting guidelines provide guidance on how to describe this type of engagement (4).

Key Takeaways

The methods section should contain all the information that would be needed to replicate your research. This means making sure that your methods section is comprehensive and full of detail. This also means making sure that your scientific writing is clear and cogent.
The methods section is not the place in your paper for rhetorical flourish; it is where you lay out a precise description of what was done and the rationale for why it was done that way.
You may wish to use reporting guidelines to scaffold your writing. Every methods section has some key components and these reporting guidelines can help you to find out what they are. Check out the searchable database found at the EQUATOR network website ( https://www.equator-network.org/ ) to find a relevant guideline.

Vignette Conclusion

After discovering the HPER primer chapter on “Writing a Methods Section” you send this resource to Anuja and then suggest that you meet again next week. By that time, you imagine that she might have a good first draft of the methods that you could edit.

The EQUATOR network. Last accessed January 16, 2022. Available at: https://www.equator-network.org/
Tri-Council Policy Statement. Last accessed on January 16, 2022. Available at: http://tcps2core.ca/welcome
De Freitas C, Buckley R, Klimo R, Daniel JM, Mountjoy M, Vanstone M. Admissions experiences of aspiring physicians from low‐income backgrounds. Medical Education. 2021; 55(7);840-849. doi: https://doi-org./10.1111/medu.14462
Staniszewska S, Brett J, Simera I, Seers K, Mockford C, Goodlad S, Altman DG, Moher D, Barber R, Denegri S, Entwistle A. GRIPP2 reporting checklists: tools to improve reporting of patient and public involvement in research. BMJ. 2017 Aug 2;358. Available at: https://www.bmj.com/content/358/bmj.j3453

About the Authors

name: Meredith Vanstone

institution: McMaster University

name: Lawrence Grierson

3-2 Writing a Methods Section Copyright © 2022 by Meredith Vanstone and Lawrence Grierson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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An hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you expect will happen in your study. Not all studies have hypotheses. Sometimes a study is designed to be exploratory (see inductive research ). There is no formal hypothesis, and perhaps the purpose of the study is to explore some area more thoroughly in order to develop some specific hypothesis or prediction that can be tested in future research. A single study may have one or many hypotheses.

Actually, whenever I talk about an hypothesis, I am really thinking simultaneously about two hypotheses. Let’s say that you predict that there will be a relationship between two variables in your study. The way we would formally set up the hypothesis test is to formulate two hypothesis statements, one that describes your prediction and one that describes all the other possible outcomes with respect to the hypothesized relationship. Your prediction is that variable A and variable B will be related (you don’t care whether it’s a positive or negative relationship). Then the only other possible outcome would be that variable A and variable B are not related. Usually, we call the hypothesis that you support (your prediction) the alternative hypothesis, and we call the hypothesis that describes the remaining possible outcomes the null hypothesis. Sometimes we use a notation like HA or H1 to represent the alternative hypothesis or your prediction, and HO or H0 to represent the null case. You have to be careful here, though. In some studies, your prediction might very well be that there will be no difference or change. In this case, you are essentially trying to find support for the null hypothesis and you are opposed to the alternative.

If your prediction specifies a direction, and the null therefore is the no difference prediction and the prediction of the opposite direction, we call this a one-tailed hypothesis . For instance, let’s imagine that you are investigating the effects of a new employee training program and that you believe one of the outcomes will be that there will be less employee absenteeism. Your two hypotheses might be stated something like this:

The null hypothesis for this study is:

HO: As a result of the XYZ company employee training program, there will either be no significant difference in employee absenteeism or there will be a significant increase .

which is tested against the alternative hypothesis:

HA: As a result of the XYZ company employee training program, there will be a significant decrease in employee absenteeism.

In the figure on the left, we see this situation illustrated graphically. The alternative hypothesis – your prediction that the program will decrease absenteeism – is shown there. The null must account for the other two possible conditions: no difference, or an increase in absenteeism. The figure shows a hypothetical distribution of absenteeism differences. We can see that the term “one-tailed” refers to the tail of the distribution on the outcome variable.

When your prediction does not specify a direction, we say you have a two-tailed hypothesis . For instance, let’s assume you are studying a new drug treatment for depression. The drug has gone through some initial animal trials, but has not yet been tested on humans. You believe (based on theory and the previous research) that the drug will have an effect, but you are not confident enough to hypothesize a direction and say the drug will reduce depression (after all, you’ve seen more than enough promising drug treatments come along that eventually were shown to have severe side effects that actually worsened symptoms). In this case, you might state the two hypotheses like this:

HO: As a result of 300mg./day of the ABC drug, there will be no significant difference in depression.

HA: As a result of 300mg./day of the ABC drug, there will be a significant difference in depression.

The figure on the right illustrates this two-tailed prediction for this case. Again, notice that the term “two-tailed” refers to the tails of the distribution for your outcome variable.

The important thing to remember about stating hypotheses is that you formulate your prediction (directional or not), and then you formulate a second hypothesis that is mutually exclusive of the first and incorporates all possible alternative outcomes for that case. When your study analysis is completed, the idea is that you will have to choose between the two hypotheses. If your prediction was correct, then you would (usually) reject the null hypothesis and accept the alternative. If your original prediction was not supported in the data, then you will accept the null hypothesis and reject the alternative. The logic of hypothesis testing is based on these two basic principles:

the formulation of two mutually exclusive hypothesis statements that, together, exhaust all possible outcomes
the testing of these so that one is necessarily accepted and the other rejected

OK, I know it’s a convoluted, awkward and formalistic way to ask research questions. But it encompasses a long tradition in statistics called the hypothetical-deductive model , and sometimes we just have to do things because they’re traditions. And anyway, if all of this hypothesis testing was easy enough so anybody could understand it, how do you think statisticians would stay employed?

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Wolfgang Benz: ‘Methods familiar from Germany’s history are being used to cast suspicion on another minority - Muslims’

Germany’s foremost historian of anti-semitism says he has been ‘ostracised in some quarters for saying we need to avoid courting one minority to the exclusion of others’.

Historian Wolfgang Benz has written several authoritative books on anti-Semitism in Germany. Photograph: Fishman/ullstein bild via Getty Images

Wolfgang Benz wrote the book on anti-Semitism in Germany – several, in fact. The 83-year-old historian has produced an eight-volume standard work as well as popular books explaining the phenomenon to a wider audience.

It is thanks to his 1991 Dimensions of Genocide, pulling together 17 regional studies of historical sources, that we have a confirmed Holocaust death toll of between 5.29 and 6.1 million.

After decades shaping German memory work on the Nazi era, however, Benz tells The Irish Times he is “a little frustrated that it was all for nothing”.

He worries the October 7th Hamas attacks have polarised an already charged public discourse in Germany on Israel , with politicians now chasing a surge in anti-Semitism that, Benz says, is a mirage created by special interest groups.

Iran accuses Israel of violating its sovereignty in fatal attack on consulate in Damascus

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Moral, legal, and political efforts to end the suffering in Gaza are reaching a crescendo

“After the catastrophe of the Holocaust, the fact that there is anti-Semitism in this country is bad enough,” says Benz, who headed the Centre for anti-Semitism Research at Berlin’s Technical University for 21 years until 2010. “But claims that anti-Semitism is continually rising here are simply not true.”

The historian insists he has “no sympathy” for those behind the “brutal, cowardly terrorist attacks” of October 7th yet “still feels empathy for the great majority of the Palestinian civilian population whose homes have been destroyed in retaliatory strikes, who are starving and are afraid of dying”.

Expressing such views in public is not a given in Germany, he says, something he attributes to the “strenuous work of some groups” linked to Israel.

“The majority in Germany is convinced now that even the slightest criticism of the actions of Israel’s government or military is already anti-Semitism – and no one wants to stand under suspicion of that,” says Benz.

Those are fighting words for many in Germany’s Jewish community, left deeply unsettled by the October attacks – and worried about the consequences for them here.

[ Susan Neiman: ‘I wanted to revive Jewish intellectual life in Germany, but now I don’t think they really want it’ ]

In a December survey carried out by the Central Council of Jews in Germany, almost 80 per cent of its 105 communities said their members felt less safe since October 7th. Many cited threatening phone calls, anti-Jewish graffiti and – in one case in Berlin – a petrol bomb attack on a community centre.

Germany’s federal crime statistics noted 2,249 anti-Semitic incidents in the three months from October to January – nearly the same as averages of 2,400 incidents in each of the two previous years.

While Jewish community leaders – and German politicians – warn of a surge in anti-Semitism, Benz says such surges are not surprising after extreme events involving Israel. These are not per se proof of a sustained rise in anti-Semitism, he says, with demoscopic surveys indicating the opposite. A biennial Leipzig study indicates a decline – from 9.5 to 3.2 per cent of the population – in anti-Semitic views over the period 2002-2022.

A Forsa poll for Stern magazine last December found 14 per cent of German respondents agreed with the claim that “Jews have too much influence in the world” – down from 28 per cent when Forsa/Stern last asked the question in 2003.

That echoes a Berlin-only survey from December 2023, where 15 per cent backed the claim that “the influence of Jews is too great”.

Presenting their Berlin survey, its authors flagged another source of concern: even in multicultural Berlin, 20 per cent of those questioned expressed views “hostile to Muslims” while 48 per cent held strong views “hostile to Islam”.

These numbers reflect an argument Benz has made in the last decade: that anti-Semitism in Germany can only be tackled effectively as part of a wider push – involving research, education and campaigns – against discrimination of minorities in general.

“I have been ostracised in some quarters for saying that we need to avoid courting one minority to the exclusion of others,” he said.

His critics insist anti-Semitism is different and should be treated as such. Some suggest, with his position, Benz is relativising the Holocaust. That is a claim he dismisses, but he senses greater pushback since October 7th. He has been invited to, then uninvited from two recent events on anti-Semitism – leaving him to wonder whether Germans have learned the lessons of their history.

“Familiar methods from back then,” he said, “are being used now to cast suspicion on another minority – Muslims – and denounce them as a threat because of their religion.”

Though retired for 12 years, Benz continues to publish and is not a lone, ageing voice in the wilderness. Younger colleagues in the field back him, such as sociologist Peter Ullrich. An author and co-editor of the recent book What is anti-Semitism?, he says Germany’s debate on this issue is increasingly emotional and over-simplified.

“It is almost fully concentrated on Israel,” said Ullrich, “while extreme-right anti-Semitism in Germany – quantitatively the larger problem – is relatively rarely discussed.”

After a long career, Benz says he has nothing to prove. The personal attacks bother him far less, he says, than those who “refuse to accept the mechanisms of discrimination in Germany today”.

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Hypothesis Testing | A Step-by-Step Guide with Easy Examples

Published on November 8, 2019 by Rebecca Bevans . Revised on June 22, 2023.

Hypothesis testing is a formal procedure for investigating our ideas about the world using statistics . It is most often used by scientists to test specific predictions, called hypotheses, that arise from theories.

There are 5 main steps in hypothesis testing:

State your research hypothesis as a null hypothesis and alternate hypothesis (H o ) and (H a or H 1 ).
Collect data in a way designed to test the hypothesis.
Perform an appropriate statistical test .
Decide whether to reject or fail to reject your null hypothesis.
Present the findings in your results and discussion section.

Though the specific details might vary, the procedure you will use when testing a hypothesis will always follow some version of these steps.

Step 1: state your null and alternate hypothesis, step 2: collect data, step 3: perform a statistical test, step 4: decide whether to reject or fail to reject your null hypothesis, step 5: present your findings, other interesting articles, frequently asked questions about hypothesis testing.

After developing your initial research hypothesis (the prediction that you want to investigate), it is important to restate it as a null (H o ) and alternate (H a ) hypothesis so that you can test it mathematically.

The alternate hypothesis is usually your initial hypothesis that predicts a relationship between variables. The null hypothesis is a prediction of no relationship between the variables you are interested in.

H 0 : Men are, on average, not taller than women. H a : Men are, on average, taller than women.

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For a statistical test to be valid , it is important to perform sampling and collect data in a way that is designed to test your hypothesis. If your data are not representative, then you cannot make statistical inferences about the population you are interested in.

There are a variety of statistical tests available, but they are all based on the comparison of within-group variance (how spread out the data is within a category) versus between-group variance (how different the categories are from one another).

If the between-group variance is large enough that there is little or no overlap between groups, then your statistical test will reflect that by showing a low p -value . This means it is unlikely that the differences between these groups came about by chance.

Alternatively, if there is high within-group variance and low between-group variance, then your statistical test will reflect that with a high p -value. This means it is likely that any difference you measure between groups is due to chance.

Your choice of statistical test will be based on the type of variables and the level of measurement of your collected data .

an estimate of the difference in average height between the two groups.
a p -value showing how likely you are to see this difference if the null hypothesis of no difference is true.

Based on the outcome of your statistical test, you will have to decide whether to reject or fail to reject your null hypothesis.

In most cases you will use the p -value generated by your statistical test to guide your decision. And in most cases, your predetermined level of significance for rejecting the null hypothesis will be 0.05 – that is, when there is a less than 5% chance that you would see these results if the null hypothesis were true.

In some cases, researchers choose a more conservative level of significance, such as 0.01 (1%). This minimizes the risk of incorrectly rejecting the null hypothesis ( Type I error ).

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The results of hypothesis testing will be presented in the results and discussion sections of your research paper , dissertation or thesis .

In the results section you should give a brief summary of the data and a summary of the results of your statistical test (for example, the estimated difference between group means and associated p -value). In the discussion , you can discuss whether your initial hypothesis was supported by your results or not.

In the formal language of hypothesis testing, we talk about rejecting or failing to reject the null hypothesis. You will probably be asked to do this in your statistics assignments.

However, when presenting research results in academic papers we rarely talk this way. Instead, we go back to our alternate hypothesis (in this case, the hypothesis that men are on average taller than women) and state whether the result of our test did or did not support the alternate hypothesis.

If your null hypothesis was rejected, this result is interpreted as “supported the alternate hypothesis.”

These are superficial differences; you can see that they mean the same thing.

You might notice that we don’t say that we reject or fail to reject the alternate hypothesis . This is because hypothesis testing is not designed to prove or disprove anything. It is only designed to test whether a pattern we measure could have arisen spuriously, or by chance.

If we reject the null hypothesis based on our research (i.e., we find that it is unlikely that the pattern arose by chance), then we can say our test lends support to our hypothesis . But if the pattern does not pass our decision rule, meaning that it could have arisen by chance, then we say the test is inconsistent with our hypothesis .

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

Normal distribution
Descriptive statistics
Measures of central tendency
Correlation coefficient

Methodology

Cluster sampling
Stratified sampling
Types of interviews
Cohort study
Thematic analysis

Research bias

Implicit bias
Cognitive bias
Survivorship bias
Availability heuristic
Nonresponse bias
Regression to the mean

Hypothesis testing is a formal procedure for investigating our ideas about the world using statistics. It is used by scientists to test specific predictions, called hypotheses , by calculating how likely it is that a pattern or relationship between variables could have arisen by chance.

A hypothesis states your predictions about what your research will find. It is a tentative answer to your research question that has not yet been tested. For some research projects, you might have to write several hypotheses that address different aspects of your research question.

A hypothesis is not just a guess — it should be based on existing theories and knowledge. It also has to be testable, which means you can support or refute it through scientific research methods (such as experiments, observations and statistical analysis of data).

Null and alternative hypotheses are used in statistical hypothesis testing . The null hypothesis of a test always predicts no effect or no relationship between variables, while the alternative hypothesis states your research prediction of an effect or relationship.

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COMMENTS

How to Write an APA Methods Section
The main heading of "Methods" should be centered, boldfaced, and capitalized. Subheadings within this section are left-aligned, boldfaced, and in title case. You can also add lower level headings within these subsections, as long as they follow APA heading styles. To structure your methods section, you can use the subheadings of ...
PDF How to Write the Methods Section of a Research Paper
The methods section should describe what was done to answer the research question, describe how it was done, justify the experimental design, and explain how the results were analyzed. Scientific writing is direct and orderly. Therefore, the methods section structure should: describe the materials used in the study, explain how the materials ...
How to Write a Methods Section of an APA Paper
To write your methods section in APA format, describe your participants, materials, study design, and procedures. Keep this section succinct, and always write in the past tense. The main heading of this section should be labeled "Method" and it should be centered, bolded, and capitalized. Each subheading within this section should be bolded ...
How to Write Your Methods
Your Methods Section contextualizes the results of your study, giving editors, reviewers and readers alike the information they need to understand and interpret your work. Your methods are key to establishing the credibility of your study, along with your data and the results themselves. A complete methods section should provide enough detail for a skilled researcher to replicate your process ...
Organizing Your Social Sciences Research Paper
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.
How to write the Methods section of a research paper
4. Use subheadings: Dividing the Methods section in terms of the experiments helps the reader to follow the section better. You may write the specific objective of each experiment as a subheading. Alternatively, if applicable, the name of each experiment can also be used as subheading. 5.
What Is a Research Methodology?
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.
How to Write a Methods Section
The following are specific tips for writing an effective methods section. • Style - Since you are describing what was done, you should use past tense. Use a third person perspective and a passive voice to place emphasis on what was done instead of who did it. • Experimental design - Include a brief description of the hypothesis that ...
How to Write the Methods Section of an APA Paper
In this first subsection, you will need to identify the participants of your experiment or study. You should include: How many people took part, and how many were assigned to the experimental condition. How they were selected for participation. Any relevant demographic information (e.g., age, sex, ethnicity) You'll also need to address ...
How to Write a Strong Hypothesis
Developing a hypothesis (with example) Step 1. Ask a question. Writing a hypothesis begins with a research question that you want to answer. The question should be focused, specific, and researchable within the constraints of your project. Example: Research question.
04 Writing the Methods and Results Sections
Writing the Methods and Results Sections 4-7 Verb Tense In the Methods section, use the past tense. For example, "Tissue specimens were examined using frozen section techniques while patients were still in the operating room."; "We performed PCR analysis…." When describing experiences of human subjects or treatments of
How to write the methods section of a research paper
Writing* / standards. The methods section of a research paper provides the information by which a study's validity is judged. Therefore, it requires a clear and precise description of how an experiment was done, and the rationale for why specific experimental procedures were chosen. The methods section should describe wh ….
Chapter 4: Writing the Methods Section
After completing this chapter, you should be able to …. articulate the importance of Methods sections, recognize the communicative goals of the Methods, strategize to achieve communicative goals, optimize the language for writing about your Methods, and. evaluate your Methods section. Previous: Chapter 3 Synopsis: Writing Introductions.
How To Write The Methods Section of a Research
Step 1: Start with Study Design. The initial step in the method section of a research paper is to provide a clear description of the study type. This involves outlining the overall plan and structure of the research. Different types of studies, such as cohort, case-control, and cross-sectional, may be employed based on the research objectives.
Experimental Reports 2
Procedure: The procedure includes the step-by-step how of your experiment. The procedure should include: A description of the experimental design and how participants were assigned conditions. Identification of your independent variable (s) (IV), dependent variable (s) (DV), and control variables. Give your variables clear, meaningful names so ...
APA Methods Section ~ How To Write It With Examples
The main heading of the APA methods section should be written in bold and should be capitalized. It also has to be centered. All subheadings should be aligned to the left and must be boldfaced. You should select subheadings that are suitable for your essay, and the most commonly used include 'Participants', 'Materials', and 'Procedure'.
PDF WRITING A METHODS SECTION
your hypothesis , and to provide the procedural details in such a way that it is reproducible by others. You should describe the procedure with enough detail that others can replicate ... of the methods section: to provide enough information for the experiment to be replicated. Only include only steps and details which, if changed, may impact ...
Quantitative Methods
The methods section of a quantitative study should describe how each objective of your study will be achieved. Be sure to provide enough detail to enable the reader can make an informed assessment of the methods being used to obtain results associated with the research problem. ... might just be the closest match to the preconceived hypothesis ...
3-2 Writing a Methods Section
3-2 Writing a Methods Section Meredith Vanstone and Lawrence Grierson. Overview. When writing papers, one of the first sections that many authors seek to tackle is the methods section. ... the significance level (i.e., the probability of the study rejecting the null hypothesis), the power level (i.e., the probability that the statistical test ...
How to write a lab report Methods section
A methods section should include a description of the experimental treatments and sample sizes for each trial. Experimental factors that were held constant and dependent variables should also be described. To effectively write a methods section you will need to know some aspects about the hypothesis for the experiment using the Erlenmeyer flasks.
Hypotheses
An hypothesis is a specific statement of prediction. It describes in concrete (rather than theoretical) terms what you expect will happen in your study. Not all studies have hypotheses. Sometimes a study is designed to be exploratory (see inductive research ). There is no formal hypothesis, and perhaps the purpose of the study is to explore ...
Wolfgang Benz: 'Methods familiar from Germany's history are being used
Germany's foremost historian of anti-Semitism says methods 'familiar' from the country's past are now being used to 'cast suspicion' on Muslims
Hypothesis Testing
Step 5: Present your findings. The results of hypothesis testing will be presented in the results and discussion sections of your research paper, dissertation or thesis.. In the results section you should give a brief summary of the data and a summary of the results of your statistical test (for example, the estimated difference between group means and associated p-value).

How to Write a Methods Section for a Psychology Paper

What to Include in a Method Section

Components of a Method Section

Participants

Tips for How to Write a Methods Section

A Word From Verywell

Frequently Asked Questions

Ensure understanding, reproducibility and replicability

Why Methods Matter

A clear methods section impacts editorial evaluation and readers’ understanding, and is also the backbone of transparency and replicability.

What to include in your methods section

A constant principle of rigorous science

Imagine replicating your own work, years in the future

Visual aids for methods help when reading the whole paper

Ethical Considerations

Existing standards, checklists, guidelines, partners

Summary Writing tips

Don’t

How to Write the Methods Section of an APA Paper

Structuring the Methods Section

Writing the Participants Subsection

Writing the Materials Subsection

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Writing the Procedure Subsection

Proofreading Your Methods Section

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How to write the methods section of a research paper

Chapter 4: Writing the Methods Section

How To Write The Methods Section of a Research Paper Step-by-Step

What is the Methods Section of a Research Paper?

Importance of Methods Section

Structure of Methods Section of a Research Paper

Formatting of the Methods Section

Step 1: Start with Study Design

Step 2: Describe Participants

Step 3: State Materials or Apparatus

Step 4 Write the Procedure

Data Collection Methods and Research Design

Data Analysis

Step 5: Mention Ethical Approvals

Methods Section of Research Paper Examples

Journal Guidelines to Consider

Structure & Word Limitations

Standardized Checklists

Blind Review Procedures

The Dos And Donâts Of Writing The Methods Section

Dos of Writing the Methods Section

Don'ts of Writing the Methods Section

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Writing the Experimental Report: Methods, Results, and Discussion

Welcome to the Purdue OWL

Method section

Results section

Discussion section

References section

Your Step to Success

APA Methods Section – How To Write It With Examples

APA Methods Section – In a Nutshell

Definition: APA Methods Section

APA Methods Section: Structure

APA Methods Section: Participants

Subject or Participant Characteristics

Sampling Procedures

Sample Size and Statistical Power

APA Methods Section: Materials

Primary and secondary measures

Quality of measurements

APA Methods Section: Procedure

Research Design and Data Collection Methods

Data diagnostics

Analytic strategies

What are the parts of an APA methods section?

The Dos And Donâts Of Writing The Methods Section