background research

Background Research

What is background research, tyes of background information.

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• Subject Specific Sources

Background research (or pre-research) is the research that you do before you start writing your paper or working on your project. Sometimes background research happens before you've even chosen a topic. The purpose of background research is to make the research that goes into your paper or project easier and more successful.

Some reasons to do background research include:

• Determining an appropriate scope for your research: Successful research starts with a topic or question that is appropriate to the scope of the assignment. A topic that is too broad means too much relevant information to review and distill. If your topic is too narrow, there won't be enough information to do meaningful research.
• Understanding how your research fits in with the broader conversation surrounding the topic: What are the major points of view or areas of interest in discussions of your research topic and how does your research fit in with these? Answering this question can help you define the parts of your topic that you need to explore.
• Establishing the value of your research : What is the impact of your research and why does it matter? How might your research clarify or change our understanding of the topic?
• Identifying experts and other important perspectives: Are there scholars whose work you need to understand for your research to be complete? Are there points of view that you need to include or address?

Doing background research helps you choose a topic that you'll be happy with and develop a sense of what research you'll need to do in order to successfully complete your assignment. It will also help you plan your research and understand how much time you'll need to dedicate to understanding and exploring your topic.

Some types of information sources can be particularly helpful when you're doing background research. These are often primarily tertiary sources meaning that, rather than conducting original research they often summarize existing research on the topic.

Current Events Briefs Databases like CQ Researcher are focused on understanding controversial topics in current events. They provide information about the background of the issue as well as explanations of the positions of those on either side of a controversy.

Encyclopedias  Encyclopedias are ideal sources for doing background research in order build your knowledge about a topic sufficiently to identify a topic and develop a research plan.

Dictionaries Dictionaries include both general dictionaries like the Oxford English Dictionary as well as more specialized dictionaries focused on a single area. Dictionary entries are usually shorter and less detailed than encyclopedia entries and generally do not include references. However, they can be helpful when your research introduces you to concepts with which you aren't familiar.

Textbooks Your textbook is a potential source of background information, providing an explanation of the topic that prepares you to focus and dig deeper. Textbooks give a general overview of lot of information.

Statistics While you may find that it's difficult to make sense of statistics related to your topic while you're still exploring, statistics can be a powerful tool for establishing the context and importance of your research.

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Home » Background of The Study – Examples and Writing Guide

Background of The Study – Examples and Writing Guide

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Background of The Study

Definition:

Background of the study refers to the context, circumstances, and history that led to the research problem or topic being studied. It provides the reader with a comprehensive understanding of the subject matter and the significance of the study.

The background of the study usually includes a discussion of the relevant literature, the gap in knowledge or understanding, and the research questions or hypotheses to be addressed. It also highlights the importance of the research topic and its potential contributions to the field. A well-written background of the study sets the stage for the research and helps the reader to appreciate the need for the study and its potential significance.

How to Write Background of The Study

Here are some steps to help you write the background of the study:

Identify the Research Problem

Start by identifying the research problem you are trying to address. This problem should be significant and relevant to your field of study.

Provide Context

Once you have identified the research problem, provide some context. This could include the historical, social, or political context of the problem.

Review Literature

Conduct a thorough review of the existing literature on the topic. This will help you understand what has been studied and what gaps exist in the current research.

Identify Research Gap

Based on your literature review, identify the gap in knowledge or understanding that your research aims to address. This gap will be the focus of your research question or hypothesis.

State Objectives

Clearly state the objectives of your research . These should be specific, measurable, achievable, relevant, and time-bound (SMART).

Discuss Significance

Explain the significance of your research. This could include its potential impact on theory , practice, policy, or society.

Finally, summarize the key points of the background of the study. This will help the reader understand the research problem, its context, and its significance.

How to Write Background of The Study in Proposal

The background of the study is an essential part of any proposal as it sets the stage for the research project and provides the context and justification for why the research is needed. Here are the steps to write a compelling background of the study in your proposal:

• Identify the problem: Clearly state the research problem or gap in the current knowledge that you intend to address through your research.
• Provide context: Provide a brief overview of the research area and highlight its significance in the field.
• Review literature: Summarize the relevant literature related to the research problem and provide a critical evaluation of the current state of knowledge.
• Identify gaps : Identify the gaps or limitations in the existing literature and explain how your research will contribute to filling these gaps.
• Justify the study : Explain why your research is important and what practical or theoretical contributions it can make to the field.
• Highlight objectives: Clearly state the objectives of the study and how they relate to the research problem.
• Discuss methodology: Provide an overview of the methodology you will use to collect and analyze data, and explain why it is appropriate for the research problem.
• Conclude : Summarize the key points of the background of the study and explain how they support your research proposal.

How to Write Background of The Study In Thesis

The background of the study is a critical component of a thesis as it provides context for the research problem, rationale for conducting the study, and the significance of the research. Here are some steps to help you write a strong background of the study:

• Identify the research problem : Start by identifying the research problem that your thesis is addressing. What is the issue that you are trying to solve or explore? Be specific and concise in your problem statement.
• Review the literature: Conduct a thorough review of the relevant literature on the topic. This should include scholarly articles, books, and other sources that are directly related to your research question.
• I dentify gaps in the literature: After reviewing the literature, identify any gaps in the existing research. What questions remain unanswered? What areas have not been explored? This will help you to establish the need for your research.
• Establish the significance of the research: Clearly state the significance of your research. Why is it important to address this research problem? What are the potential implications of your research? How will it contribute to the field?
• Provide an overview of the research design: Provide an overview of the research design and methodology that you will be using in your study. This should include a brief explanation of the research approach, data collection methods, and data analysis techniques.
• State the research objectives and research questions: Clearly state the research objectives and research questions that your study aims to answer. These should be specific, measurable, achievable, relevant, and time-bound.
• Summarize the chapter: Summarize the chapter by highlighting the key points and linking them back to the research problem, significance of the study, and research questions.

How to Write Background of The Study in Research Paper

Here are the steps to write the background of the study in a research paper:

• Identify the research problem: Start by identifying the research problem that your study aims to address. This can be a particular issue, a gap in the literature, or a need for further investigation.
• Conduct a literature review: Conduct a thorough literature review to gather information on the topic, identify existing studies, and understand the current state of research. This will help you identify the gap in the literature that your study aims to fill.
• Explain the significance of the study: Explain why your study is important and why it is necessary. This can include the potential impact on the field, the importance to society, or the need to address a particular issue.
• Provide context: Provide context for the research problem by discussing the broader social, economic, or political context that the study is situated in. This can help the reader understand the relevance of the study and its potential implications.
• State the research questions and objectives: State the research questions and objectives that your study aims to address. This will help the reader understand the scope of the study and its purpose.
• Summarize the methodology : Briefly summarize the methodology you used to conduct the study, including the data collection and analysis methods. This can help the reader understand how the study was conducted and its reliability.

Examples of Background of The Study

Here are some examples of the background of the study:

Problem : The prevalence of obesity among children in the United States has reached alarming levels, with nearly one in five children classified as obese.

Significance : Obesity in childhood is associated with numerous negative health outcomes, including increased risk of type 2 diabetes, cardiovascular disease, and certain cancers.

Gap in knowledge : Despite efforts to address the obesity epidemic, rates continue to rise. There is a need for effective interventions that target the unique needs of children and their families.

Problem : The use of antibiotics in agriculture has contributed to the development of antibiotic-resistant bacteria, which poses a significant threat to human health.

Significance : Antibiotic-resistant infections are responsible for thousands of deaths each year and are a major public health concern.

Gap in knowledge: While there is a growing body of research on the use of antibiotics in agriculture, there is still much to be learned about the mechanisms of resistance and the most effective strategies for reducing antibiotic use.

Edxample 3:

Problem : Many low-income communities lack access to healthy food options, leading to high rates of food insecurity and diet-related diseases.

Significance : Poor nutrition is a major contributor to chronic diseases such as obesity, type 2 diabetes, and cardiovascular disease.

Gap in knowledge : While there have been efforts to address food insecurity, there is a need for more research on the barriers to accessing healthy food in low-income communities and effective strategies for increasing access.

Examples of Background of The Study In Research

Here are some real-life examples of how the background of the study can be written in different fields of study:

Example 1 : “There has been a significant increase in the incidence of diabetes in recent years. This has led to an increased demand for effective diabetes management strategies. The purpose of this study is to evaluate the effectiveness of a new diabetes management program in improving patient outcomes.”

Example 2 : “The use of social media has become increasingly prevalent in modern society. Despite its popularity, little is known about the effects of social media use on mental health. This study aims to investigate the relationship between social media use and mental health in young adults.”

Example 3: “Despite significant advancements in cancer treatment, the survival rate for patients with pancreatic cancer remains low. The purpose of this study is to identify potential biomarkers that can be used to improve early detection and treatment of pancreatic cancer.”

Examples of Background of The Study in Proposal

Here are some real-time examples of the background of the study in a proposal:

Example 1 : The prevalence of mental health issues among university students has been increasing over the past decade. This study aims to investigate the causes and impacts of mental health issues on academic performance and wellbeing.

Example 2 : Climate change is a global issue that has significant implications for agriculture in developing countries. This study aims to examine the adaptive capacity of smallholder farmers to climate change and identify effective strategies to enhance their resilience.

Example 3 : The use of social media in political campaigns has become increasingly common in recent years. This study aims to analyze the effectiveness of social media campaigns in mobilizing young voters and influencing their voting behavior.

Example 4 : Employee turnover is a major challenge for organizations, especially in the service sector. This study aims to identify the key factors that influence employee turnover in the hospitality industry and explore effective strategies for reducing turnover rates.

Examples of Background of The Study in Thesis

Here are some real-time examples of the background of the study in the thesis:

Example 1 : “Women’s participation in the workforce has increased significantly over the past few decades. However, women continue to be underrepresented in leadership positions, particularly in male-dominated industries such as technology. This study aims to examine the factors that contribute to the underrepresentation of women in leadership roles in the technology industry, with a focus on organizational culture and gender bias.”

Example 2 : “Mental health is a critical component of overall health and well-being. Despite increased awareness of the importance of mental health, there are still significant gaps in access to mental health services, particularly in low-income and rural communities. This study aims to evaluate the effectiveness of a community-based mental health intervention in improving mental health outcomes in underserved populations.”

Example 3: “The use of technology in education has become increasingly widespread, with many schools adopting online learning platforms and digital resources. However, there is limited research on the impact of technology on student learning outcomes and engagement. This study aims to explore the relationship between technology use and academic achievement among middle school students, as well as the factors that mediate this relationship.”

Examples of Background of The Study in Research Paper

Here are some examples of how the background of the study can be written in various fields:

Example 1: The prevalence of obesity has been on the rise globally, with the World Health Organization reporting that approximately 650 million adults were obese in 2016. Obesity is a major risk factor for several chronic diseases such as diabetes, cardiovascular diseases, and cancer. In recent years, several interventions have been proposed to address this issue, including lifestyle changes, pharmacotherapy, and bariatric surgery. However, there is a lack of consensus on the most effective intervention for obesity management. This study aims to investigate the efficacy of different interventions for obesity management and identify the most effective one.

Example 2: Antibiotic resistance has become a major public health threat worldwide. Infections caused by antibiotic-resistant bacteria are associated with longer hospital stays, higher healthcare costs, and increased mortality. The inappropriate use of antibiotics is one of the main factors contributing to the development of antibiotic resistance. Despite numerous efforts to promote the rational use of antibiotics, studies have shown that many healthcare providers continue to prescribe antibiotics inappropriately. This study aims to explore the factors influencing healthcare providers’ prescribing behavior and identify strategies to improve antibiotic prescribing practices.

Example 3: Social media has become an integral part of modern communication, with millions of people worldwide using platforms such as Facebook, Twitter, and Instagram. Social media has several advantages, including facilitating communication, connecting people, and disseminating information. However, social media use has also been associated with several negative outcomes, including cyberbullying, addiction, and mental health problems. This study aims to investigate the impact of social media use on mental health and identify the factors that mediate this relationship.

Purpose of Background of The Study

The primary purpose of the background of the study is to help the reader understand the rationale for the research by presenting the historical, theoretical, and empirical background of the problem.

More specifically, the background of the study aims to:

• Provide a clear understanding of the research problem and its context.
• Identify the gap in knowledge that the study intends to fill.
• Establish the significance of the research problem and its potential contribution to the field.
• Highlight the key concepts, theories, and research findings related to the problem.
• Provide a rationale for the research questions or hypotheses and the research design.
• Identify the limitations and scope of the study.

When to Write Background of The Study

The background of the study should be written early on in the research process, ideally before the research design is finalized and data collection begins. This allows the researcher to clearly articulate the rationale for the study and establish a strong foundation for the research.

The background of the study typically comes after the introduction but before the literature review section. It should provide an overview of the research problem and its context, and also introduce the key concepts, theories, and research findings related to the problem.

Writing the background of the study early on in the research process also helps to identify potential gaps in knowledge and areas for further investigation, which can guide the development of the research questions or hypotheses and the research design. By establishing the significance of the research problem and its potential contribution to the field, the background of the study can also help to justify the research and secure funding or support from stakeholders.

Advantage of Background of The Study

The background of the study has several advantages, including:

• Provides context: The background of the study provides context for the research problem by highlighting the historical, theoretical, and empirical background of the problem. This allows the reader to understand the research problem in its broader context and appreciate its significance.
• Identifies gaps in knowledge: By reviewing the existing literature related to the research problem, the background of the study can identify gaps in knowledge that the study intends to fill. This helps to establish the novelty and originality of the research and its potential contribution to the field.
• Justifies the research : The background of the study helps to justify the research by demonstrating its significance and potential impact. This can be useful in securing funding or support for the research.
• Guides the research design: The background of the study can guide the development of the research questions or hypotheses and the research design by identifying key concepts, theories, and research findings related to the problem. This ensures that the research is grounded in existing knowledge and is designed to address the research problem effectively.
• Establishes credibility: By demonstrating the researcher’s knowledge of the field and the research problem, the background of the study can establish the researcher’s credibility and expertise, which can enhance the trustworthiness and validity of the research.

Disadvantages of Background of The Study

Some Disadvantages of Background of The Study are as follows:

• Time-consuming : Writing a comprehensive background of the study can be time-consuming, especially if the research problem is complex and multifaceted. This can delay the research process and impact the timeline for completing the study.
• Repetitive: The background of the study can sometimes be repetitive, as it often involves summarizing existing research and theories related to the research problem. This can be tedious for the reader and may make the section less engaging.
• Limitations of existing research: The background of the study can reveal the limitations of existing research related to the problem. This can create challenges for the researcher in developing research questions or hypotheses that address the gaps in knowledge identified in the background of the study.
• Bias : The researcher’s biases and perspectives can influence the content and tone of the background of the study. This can impact the reader’s perception of the research problem and may influence the validity of the research.
• Accessibility: Accessing and reviewing the literature related to the research problem can be challenging, especially if the researcher does not have access to a comprehensive database or if the literature is not available in the researcher’s language. This can limit the depth and scope of the background of the study.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Background information identifies and describes the history and nature of a well-defined research problem with reference to contextualizing existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice , its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address. Background information does not replace the literature review section of a research paper; it is intended to place the research problem within a specific context and an established plan for its solution.

Fitterling, Lori. Researching and Writing an Effective Background Section of a Research Paper. Kansas City University of Medicine & Biosciences; Creating a Research Paper: How to Write the Background to a Study. DurousseauElectricalInstitute.com; Background Information: Definition of Background Information. Literary Devices Definition and Examples of Literary Terms.

Importance of Having Enough Background Information

Background information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. It generally supports the question, what is the most important information the reader needs to understand before continuing to read the paper? Sufficient background information helps the reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to conceptualize the research problem and its significance before moving on to a more thorough analysis of prior research.

Forms of contextualization included in background information can include describing one or more of the following:

• Cultural -- placed within the learned behavior of a specific group or groups of people.
• Economic -- of or relating to systems of production and management of material wealth and/or business activities.
• Gender -- located within the behavioral, cultural, or psychological traits typically associated with being self-identified as male, female, or other form of  gender expression.
• Historical -- the time in which something takes place or was created and how the condition of time influences how you interpret it.
• Interdisciplinary -- explanation of theories, concepts, ideas, or methodologies borrowed from other disciplines applied to the research problem rooted in a discipline other than the discipline where your paper resides.
• Philosophical -- clarification of the essential nature of being or of phenomena as it relates to the research problem.
• Physical/Spatial -- reflects the meaning of space around something and how that influences how it is understood.
• Political -- concerns the environment in which something is produced indicating it's public purpose or agenda.
• Social -- the environment of people that surrounds something's creation or intended audience, reflecting how the people associated with something use and interpret it.
• Temporal -- reflects issues or events of, relating to, or limited by time. Concerns past, present, or future contextualization and not just a historical past.

Background information can also include summaries of important research studies . This can be a particularly important element of providing background information if an innovative or groundbreaking study about the research problem laid a foundation for further research or there was a key study that is essential to understanding your arguments. The priority is to summarize for the reader what is known about the research problem before you conduct the analysis of prior research. This is accomplished with a general summary of the foundational research literature [with citations] that document findings that inform your study's overall aims and objectives.

NOTE: Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section. If you find a study requiring lengthy explanation, consider moving it to the literature review section.

ANOTHER NOTE: In some cases, your paper's introduction only needs to introduce the research problem, explain its significance, and then describe a road map for how you are going to address the problem; the background information basically forms the introduction part of your literature review. That said, while providing background information is not required, including it in the introduction is a way to highlight important contextual information that could otherwise be hidden or overlooked by the reader if placed in the literature review section.

YET ANOTHER NOTE: In some research studies, the background information is described in a separate section after the introduction and before the literature review. This is most often done if the topic is especially complex or requires a lot of context in order to fully grasp the significance of the research problem. Most college-level research papers do not require this unless required by your professor. However, if you find yourself needing to write more than a couple of pages [double-spaced lines] to provide the background information, it can be written as a separate section to ensure the introduction is not too lengthy.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014; Stevens, Kathleen C. “Can We Improve Reading by Teaching Background Information?.” Journal of Reading 25 (January 1982): 326-329; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Structure and Writing Style

Providing background information in the introduction of a research paper serves as a bridge that links the reader to the research problem . Precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the problem being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues, debates, and concepts related to your overall study.

The structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment. However, in most cases it should be limited to only one to two paragraphs in your introduction.

Given this, here are some questions to consider while writing this part of your introduction :

• Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation?
• Are there historical elements that need to be explored in order to provide needed context, to highlight specific people, issues, or events, or to lay a foundation for understanding the emergence of a current issue or event?
• Are there theories, concepts, or ideas borrowed from other disciplines or academic traditions that may be unfamiliar to the reader and therefore require further explanation?
• Is there a key study or small set of studies that set the stage for understanding the topic and frames why it is important to conduct further research on the topic?
• Y our study uses a method of analysis never applied before;
• Your study investigates a very esoteric or complex research problem;
• Your study introduces new or unique variables that need to be taken into account ; or,
• Your study relies upon analyzing unique texts or documents, such as, archival materials or primary documents like diaries or personal letters that do not represent the established body of source literature on the topic?

Almost all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge . However, despite this assessment, background information should be brief and succinct and sets the stage for the elaboration of critical points or in-depth discussion of key issues in the literature review section of your paper.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, defining key components of your study [concepts, people, places, phenomena] and/or placing the research problem within a particular context. Although introductory background information can often blend into the literature review portion of the paper, essential background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

Hart, Cris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage, 1998; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014.

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Research Strategies: Background research

• Selecting a topic

Background research

• Initial Searching
• Form a research question
• Information Cycle
• Primary | Secondary
• Peer Review
• Finding Books
• Search for articles
• Using Google Scholar
• Revising Sources
• More sources
• Evaluation Toolkit
• Assess Information
• Integrating Sources into your Paper
• Reading Citation
• Citation Management
• Plagiarism Tutorial
• Reference Sources
• Annotated Bibliography

What's Happening When You Do Background Research?

When you do background research, you're exploring your general area of interest so that you can form a more focused topic. You will be making an entry into  an ongoing conversation, and you have the opportunity to ask new questions and create new knowledge.

Why is this important?

Have you ever done a project that just never seemed to come together?

"I had a general idea but not a specific focus. As I was writing, I didn't know what my focus was. When I was finished, I didn't know what my focus was. My teacher says she doesn't know what my focus was. I don't think I ever acquired a focus. It was an impossible paper to write. I would just sit there and say, "I'm stuck." If I learned anything from that paper it is, you have to have a focus. You have to have something to center on. You can't just have a topic. You should have an idea when you start. I had a topic but I didn't know what I wanted to do with it. I figured that when I did my research it would focus in. But I didn't let it. I kept saying, 'this is interesting and this is interesting and I'll just smush it all together.' It didn't work out." -(Guided Inquiry: Learning in the 21st Century)

Can you relate?

Doing background research to explore your initial topic can help you to find create a  focused research question . Another benefit to background searching - it's very hard to write about something if you don't know anything about it! At this point, collecting ideas to help you construct your focused topic will be very helpful. Not every idea you encounter will find its way into your final project, so don't worry about collecting very, very detailed information just yet. Wait until your project has found a focus.

While you're doing you're background research,  don't be surprised if your topic changes in unexpected ways -  you're discovering more about your topic, and you're making choices based on on the new information you find.  If your topic changes, that's OK!

A tool to help you throughout your project: the research log! Logging your research, and making a general record of the sources you find will be very useful for you at this point.

Research Log

What Interests You?

Identifying what interests you in the context of your assignment can help you get started on your research project.

Some questions to consider:

Why is your project interesting/important to you? To your community? To the world?

What about your project sparks your curiosity and creativity?

Some ideas from the Reference Librarians at Gustavus Adolphus

• Make a list of possible issues to research.  Use class discussions, texts, personal interests, conversations with friends, and discussions with your teacher for ideas. Start writing them down - you'd be surprised how much faster they come once you start writing.
• Map out the topic by finding out what others have had to say about it.  This is not the time for in-depth reading, but rather for a quick scan. Many students start with a Google search, but you can also browse the shelves where books on the topic are kept and see what controversies or issues have been receiving attention. Search a database for articles on your topic area and sort out the various approaches writers have taken. Look for overviews and surveys of the topic that put the various schools of thought or approaches in context. You may start out knowing virtually nothing about your topic, but after scanning what's out there you should have several ideas worth following up.
• Invent questions.  Do two things you come across seem to offer interesting contrasts? Does one thing seem intriguingly connected to something else? Is there something about the topic that surprises you? Do you encounter anything that makes you wonder why? Do you run into something that makes you think, "no way! That can't be right." Chances are you've just uncovered a good research focus.
• Draft a proposal for research.  Sometimes a teacher will ask you for a formal written proposal. Even if it isn’t required, it can be a useful exercise. Write down what you want to do, how you plan to do it, and why it's important. You may well change your topic entirely by the time its finished, but writing down where you plan to take your research at this stage can help you clarify your thoughts and plan your next steps.

-Source: The Reference Librarians at Gustavus Adolphus College

What am I looking for?

It can be very helpful to write out your thoughts as you work through the answers to these questions.

Think about what you need to know:

• What do you already know about your topic?
• What don't you know about your topic? What do you feel like you might need to know? 
• What are the fundamental facts and background on your topic? What do you need to know to write knowledgeably about your topic?
• What are the different viewpoints on your topic? You should expect to encounter diverse views on a topic.

And of course...

• What is your assignment asking of you? 

When you are doing your research, you are not looking for one perfect source with one right answer.  You're collecting and thinking critically about ideas to form a focus for your own research.

If you're having trouble answering these questions, you might find the six journalist's questions helpful in focusing your thinking:

Don't feel like you need to get bogged down in the minutiae of every source at this point!

At this point in your research, you are browsing for ideas and information to help you fill in the gaps. You're looking to develop a more focused topic. When you focus your topic you'll be able to really engage with the sources that will help you with your sources.

Not quite sure how to get started? The KWHL Tool will help you visualize your thinking, and start organizing the information you find. It will help you sort out

• What you already  know
• What  you don’t yet know about your topic
• Where you’re looking ( how  will you find it)
• What you’ve  learned

All of which will help you focus your project! (and maybe save a little time & stress, too!)

Use this chart to help organize your project

PDF version of the KWHL Chart to help organize your project

Take Notes while You're Searching!

As you're doing your research, take some brief notes about the sources you've found. Noting interesting ideas and items will help you remember what you've read as you put your ideas together to form a research question. It will also help you to make note of parts of your sources that you want to quote later (and find it easily while you're putting your research project together!)

This tool will help you keep track of good ideas and questions as you do your preliminary research.

Example of Brainstorming 1: Global Warming

Here's an example of a mindmap. The student used colors to organize her ideas: red is the idea she started with, green are broader concepts, black are subtopics.  She put a red star on the topic she decided to focus on.

Example of Brainstorming

This shows a more formal example of brainstorming to go from a broad topic (global warming) to more narrower topics (like environment and political), to even more narrow topics (like rising sea levels and roles of government).

Apps for Brainstorming

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Get Your Research Started: Background Research

• Your Research Question
• Find Background Info
• Find Sources
• Find Primary Sources This link opens in a new window
• Read and Evaluate
• Write and Cite

Why background research helps

Getting background and some basic facts about your topic is a good way to start.  This helps not only get some initial information but helps you formulate the boundaries of your research and key terms for your thesis statement.   It can be a helpful guide to begin to narrow down your topic into a coherent and specific area.  

Credo Reference

Search  

Helpful Business Guide from Credo

Encyclopedia notes

Generally you  don't cite encyclopedias  in research papers, but they can:

• provide great background information 
• lead you to books and articles that you can cite
• help you narrow and focus  your topic

Don't be afraid of the actual print, non-web, reference encyclopedias!

Oxford Reference

• Last Updated: Jan 23, 2024 1:09 PM
• URL: https://libguides.library.cofc.edu/libraryresearch

College Quick Links

Research Process

• What is Research?
• Choose a Topic

Background Research

• Refine Topic
• Create Research Question
• Develop Search Strategy
• Evaluate Results & Sources
• Adjust (and Repeat) Search
• Write, Review, Cite, Edit
• Using AI like Chat GPT for Research
• What is Background Research?
• Generating Keyword Lists
• Developing Keywords - Video
• Where to Look
• Helpful Tools
• Literature Review

Background Research is the  KEY  to giving you a better understanding of your topic.  

This is the initial stage of research and is  VITAL  to gain  fuller understanding of the different directions your initial idea could take you in.  

It will help you discover what is generally known about your topic and help you refine the ideas you have to help make your perspective more unique.  

Why is this Important?     

The key words will help find relevant information faster. Key words can be searched using indexes in books or online search engines and databases.  

Once you have your general topic:  

Write a sentence or two about your topic  

Underline the key words in your sentence(s)   

Create a list for these key words   

Add more by writing down synonyms  

Example:  Video Games  

Sentence:  I want to  investigate  the  idea that  video games  makes  children  and  young people  more  violent  

Keywords, Synonyms & Related Terms :  

Further Example:  

Research Question:   What impact does  public healthcare  have on  low income households  in the  United States  compared to those in  Canada ?  

"Developing Keywords (Univ. of Houston Libraries)."  YouTube , uploaded by VUstew,      U of Houston, 28 June 2016, youtu.be/BdPFdFvGRvI. Accessed 29 Mar. 2023.

Encyclopedia  -  Skim encyclopedia articles on the key words.   

Google  -  Use key words to search online for general information.  

Books  -  Skim over the introduction and table of contents of a book pertaining to the topic.  

As you get an overview of the general topic, start to ask questions that you want to get answers for. This will help to further narrow your topic and help with the research process.  

• Carrot2 Carrot² is an open source search results clustering engine. It can automatically cluster small collections of documents, e.g. search results or document abstracts, into thematic categories.

Screenshot of Search Results:  

Definition:  

A literature review is a summative evaluation of what has already been written (or said) about a given topic  

Purpose:  

To better understand the topic, make links between your ideas/methods and those of others, consider whether your ideas challenge or support existing consensus, situate your views within context of existing viewpoints, track any major trends/patterns in terms of interpretation, allow you to identify value & limitations of source material  

Why:  

To successfully tackle your EE your need a link to pre-existing literature, so a literature review forms a foundation & supports the development of your own voice  

How:  

You are trying to find out the following  

Interpretations:  

Identify what interpretations exist and if there are any patterns emerging among them  

Identify alternatives justifications or judgements  

Methodology:  

Identify what approaches are best suited or recommended for your chosen topic/area of study  

Identify alternative methodological approaches to your topic/area of study  

Results:  

Determine which approach or sources are more reliable  

Identify any biases that may have affected the end results  

Use the following questions to help conduct your literature review:  

Arguments  What are the main arguments or interpretations to emerge from the literature?  

Themes  What are the main themes or areas covered by the literature reviewed?  

Sections  What sections (or headings) can I sub-divide my topic into?  

Problems  What are the key problems relating to my topic that emerge out of the review that I need to address?  

Consensus  What consensus of opinion or comparisons between sources exists?  

Contrast  What contrasting opinions exist within the literature reviewed?  

Method  How can the chosen theory or model be applied to your investigation?  

Limitations  What limitations can be identified in the method chosen or sources selected?  

Adapted from:  Lekanides , Kosta.  Oxford IB Diploma  Programme : Extended Essay Course Companion . Oxford University Press, 2016, pp. 58-60.  

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• Last Updated: May 6, 2023 8:04 PM
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Literature - Research Guide

• Library Policies and FAQs
• Background Research
• Find Articles
• Find Books/eBooks
• Cite Sources This link opens in a new window
• Internet Resources
• Ask a Librarian This link opens in a new window

Reference Databases

Reference materials.

Starting Your Research

Academic research is a process, not a result. Successful research a little planning and patience as you adapt to different research topics in different areas of study. Generally, the process outlined below is a good one to follow for most unfamiliar with academic research. 1). Pick a Topic

Sometimes you get to choose your topic, sometimes it's a general topic is chosen for you and you need to select a sub-topic within it. Regardless, if you're able try to focus on something that interests you. This could be because you've had some experience with it, or something new you want to learn more about. 2). Ask Questions

Questions are a useful way to narrow down from a general topic/sub-topic to a specific area of research. If your topic is a broad category (ex. Healthcare), try using who , what , where , when , why , and how as prompts to determine what aspects of your topic you'd like to explore.

3). Find Keywords

After you've narrowed your topic, conduct some background research on the narrowed area. Usually background research is done in tertiary or reference sources and databases. See the Reference Database menu on this page for several background research options. 4). Determine Where To Search Once some initial keywords have been determined you will need to use them somewhere to search. The library has both specific databases to search in, as well as our Discovery service that unifies many databases and book catalogs in one place. Discovery is better for a general search, but if you already know your topic area specific databases may help as well.  5). Build and Adjust Your Search Most successful searches aren't the first ones you try. As you go through your search process pay attention to the keywords and alternative synonyms of your current keywords that can be added to your search. Ex. Instead of just using the keyword "teenager", use "adolescent" as well.

6). Cite Your Sources Academic scholarship is a conversation. Depending on the discipline this can stretch back decades or centuries between various academics, scholars, researchers, and primary sources. Citing where you obtained the information in your research is both a way of carrying that conversation forward, as well as   

Types of Sources

Primary, Secondary, Tertiary Sources Primary - Sources that are typically information or knowledge that come from a direct observation or personal experience. Because different disciplines rely on different sources and kinds of information what counts as a primary source will also differ by discipline. 

Secondary - Sources that are usually commentary (scholarly or otherwise) on primary source information. Like primary sources, what can count as a secondary source may differ by discipline. Generally though, if the author does not have first hand knowledge of their topic it is probably a secondary source. Examples include biographies, literature reviews, 

Tertiary - Sources that reference general or common information. Tertiary sources are wonderful tools for your initial background research on a topic. Some examples include encyclopedias, atlases, and fact books.

Grey Literature  - Commonly refers to any information not formally published in a traditional academic or commercial publishing model. Grey literature has typically not gone through a peer reviewed process but, depending on the source, may still be useful for background research. Examples include government documents, white papers, and evaluations,  Peer Reviewed vs. Scholarly

Peer reviewed sources are typically articles or reports published in academic journals which undergo a review process by academics whose background is similar to the journal's (and author's) expertise. Essentially this is the quality check on the work's methodology, bibliography, and technical details. To find out if an article is peer reviewed or not, check what journal it was published in via a database or online search and see if the journal is listed as a peer reviewed source.

Scholarly sources are pieces of information written by one or more authors who are knowledgeable in the subject area they are writing about, but the information has not been published through a peer-reviewed process. Examples include an online blog, a newspaper opinion piece, a dissertation, or student academic research.

In summary, peer reviewed sources are usually scholarly, but scholarly sources are not always peer reviewed.

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• Last Updated: Oct 17, 2022 10:11 AM
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• Spartanburg Community College Library
• SCC Research Guides
• Choosing a Research Topic
• 2. Background Research

Background Research

Chances are the topic you chose for your research assignment isn't a topic that you know a lot about. That is okay and what makes research exciting! Before you dive into doing your research, especially if you are looking for academic sources in some of the library databases, you are going to want to do some background research on your topic.

Background research helps you learn more about a topic and gets you comfortable with key terms and ideas in your topic. Oftentimes, you will find that if you jump right into the academic sources, the academic sources will make the assumption that you already have some background knowledge about a topic, making the academic sources difficult to understand.

When doing background research, you want to answer six basic questions (5Ws + How) that will form your common knowledge about a subject.

Sticking with our example about the costs of college tuition:

• Who: "Who is impacted by the costs of college tuition?"
• What: "What is college tuition?"
• Where: "Where is college tuition used?"
• When: "When was did college tuition get so expensive?"
• How: "How does the cost of college tuition influence the college?"
• Why: "Why is college tuition so expensive?"

What sources are best for background research?

Reference sources are best for background research. Examples of reference sources include encyclopedias and dictionaries. Reference sources give an overview of an entire topic. They are usually written in a way that is understandable for someone without background knowledge on a topic.

The Library has several databases that are great places to search for background research. Keep in mind that depending on your research topic, some of these databases may be better to use than others. If you have any questions about which database is right for you, please Ask a Librarian !

• << Previous: 1. Concept Mapping
• Next: 3. Narrow Your Topic / Thesis Statements >>
• What Makes a Good Research Topic?
• 1. Concept Mapping
• 3. Narrow Your Topic / Thesis Statements

Questions? Ask a Librarian

• Last Updated: May 8, 2024 9:31 AM
• URL: https://libguides.sccsc.edu/chooseatopic

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• Develop a Topic
• Find Sources
• Search Effectively
• Evaluate Sources

Need an Idea?

A great idea can come from many places. Here are some suggested places to start:

• Class discussions
• Assigned readings
• Topics in the news
• Browse journals in the field
• Personal interests

Develop Your Topic

• Explore Your Topic
• Refine Your Topic

Before you develop your research topic or question, you'll need to do some background research first.

Some good places to find background information:

• Your textbook or class readings
• Encyclopedias and reference books
• Credible websites
• Library databases

Try the library databases below to explore your topic. When you're ready, move on to refining your topic.

Find Background Information:

• GALE EBOOKS This link opens in a new window Gale Virtual Reference Library's powerful delivery platform puts your reference content into circulation. Researchers will have the power to Search and share results, Create mark lists, Track research through search history, Share articles using InfoTrac InfoMarks and more.
• GALE IN CONTEXT, Opposing Viewpoints This link opens in a new window A full-text resource covering today's hottest social issues, from Terrorism to Endangered Species, Stem Cell Research to Gun Control. Drawing on the series published by Greenhaven Press and other Gale imprints, Opposing Viewpoints Resource Center brings together information that's needed to understand an issue: pro & con viewpoint articles, reference articles that provide context, full-text magazines, academic journals, and newspapers, primary source documents, organizational statistics, & more.

Now that you've done some background research, it's time to narrow your topic. Remember: the shorter your final paper, the narrower your topic needs to be. Here are some suggestions for narrowing and defining your topic:

• Is there a specific subset of the topic you can focus on?
• Is there a cause and effect relationship you can explore?
• Is there an unanswered question on the subject?
• Can you focus on a specific time period or group of people?

Describe and develop your topic in some detail. Try filling in the blanks in the following sentence, as much as you can:

I want to research ____ (what/who) ____

and ____ (what/who) ____

in ____ (where) ____

during ____ (when) ____

because ____ (why) ____.

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• Next: Find Sources >>
• Last Updated: Jun 7, 2024 3:50 PM
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• UNC Libraries
• Subject Research
• Research Methods for History
• Getting Started with Library Research

Research Methods for History: Getting Started with Library Research

Starting your search, searching library resources, finding background information.

• Library Research Skills / Concepts
• Reference Resources
• Articles and Books
• Digital Collections (Primary Sources)
• Archival Collections at UNC
• Database Guide
• Using Zotero

Using some of the keywords you have come up with, try searching the library’s website for suitable resources.

You can search Articles + AND the library’s catalog through our website here:  https://library.unc.edu/  

You can find links to individual databases that may be helpful on the E-Research by Discipline page of our website

Questions to consider as you search:

• What material are you finding?  
• Did you need to refine keywords?
• Did you adjust any facets/toggles to refine your search results?
• Can you click through and explore an item?
• Can you download the item or find a stable link to it?
• Can you search within the item?
• Does it lead to other items you may find useful?

If you find anything interesting or relevant,make a note and we will share with the group.

Questions to consider:

• What made this item worth paying attention to?
• How is it relevant to your research topic?

At the beginning of the research process, you may need to find foundational readings to give an overview of your topic. Your readings from class will provide much of this foundational knowledge, but library resources can help supplement that.

These resources combine features of an annotated bibliography and a high-level encyclopedia.  You can use them to identify key readings on and theoretical approaches to a  variety of topics.  Searching the library's online catalog and browsing by subject can similarly give you an idea of what types of materials are out there.  The aim here is not to read every item, but to browse and get a sense of the conversation surrounding your topic.  If a particular document seems overwhelming, you can always use Ctrl+F (or Command+F on a Mac) to "Find" keywords on a page.

Credo Reference

CQ Researcher

• Oxford Bibliographies Online Provides sophisticated online recommendations to the core scholarship on a subject as determined by experts in the field. Each module constitutes a convenient and comprehensive introduction to the essential body of literature that has shaped research on a topic. At the click of a mouse, you therefore have 24/7 access to expert recommendations that have been rigorously peer-reviewed and vetted to ensure scholarly accuracy and objectivity. Each OBO subject database allows you to identify the core authors, works, ideas, and debates that have shaped the scholarly conversation so you can find the key literature. All the bibliographic essays have been peer-reviewed, and the specific entries are linked to full-text content available through the web or the UNC Library. The "My OBO" feature also allows you to create a personalized list of citations. more... less... Access: Off Campus Access is available for: UNC-Chapel Hill student, faculty, and staff; UNC Hospitals employees; UNC-Chapel Hill affiliated AHEC users

Your Research Style

There are a lot of resources listed here and even more within the library's webpages.  Don't get overwhelmed!  You do not need to search them all.  The resources in this guide are here to help you find a starting place for a wide range of topics.  They may or may not be a perfect fit for your unique research needs.  Try searching in a few new spots for each research project you do, stretch out of your comfort zone a little at a time, and always ask for help from a librarian if you have questions. 

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• Last Updated: Jun 7, 2024 2:21 PM
• URL: https://guides.lib.unc.edu/HistoryGrad

Research Lab Specialist Assoc

Why work at michigan.

Being part of something greater, of serving a larger mission of discovery and care — that's the heart of what drives people to work at Michigan. In some way, great or small, every person here helps to advance this world-class institution. It's adding a purpose to your profession. Work at Michigan and become a victor for the greater good.

Responsibilities*

• Carry out molecular biology laboratory experiments related to CRISPR/cas9 and cell line cultures. This may include but is not limmited to culturing cells, isolating DNA and proteins from them, RTPCR, western analysis, high throughput high content microscopy and analysis, whole genome crispr screeing and FACS analysis, cell assay development.
• Carry out human genetic analyses including  guide enrichment analyses, genome wide assocaition analysis, transcription genome wide associaition analysis, gene expression analyses, gene annotation, and integrative omic analyses.
• Present at group meetings and at local and national meetings, write up papers and work, help write grants
• Support others in the lab with computational or molecular work needed. 

Required Qualifications*

• Bachelor's degree
• 1-3 years of experience in a related field

Desired Qualifications*

• Master's degree in biostatistics, bioinformatics, and a molecular based discipline preferred. 

Background Screening

Michigan Medicine conducts background screening and pre-employment drug testing on job candidates upon acceptance of a contingent job offer and may use a third party administrator to conduct background screenings.  Background screenings are performed in compliance with the Fair Credit Report Act. Pre-employment drug testing applies to all selected candidates, including new or additional faculty and staff appointments, as well as transfers from other U-M campuses.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

What Is Background in a Research Paper?

So you have carefully written your research paper  and probably ran it through your colleagues ten to fifteen times. While there are many elements to a good research article, one of the most important elements for your readers is the background of your study.

What is Background of the Study in Research

The background of your study will provide context to the information discussed throughout the research paper . Background information may include both important and relevant studies. This is particularly important if a study either supports or refutes your thesis.

Why is Background of the Study Necessary in Research?

The background of the study discusses your problem statement, rationale, and research questions. It links  introduction to your research topic  and ensures a logical flow of ideas.  Thus, it helps readers understand your reasons for conducting the study.

Providing Background Information

The reader should be able to understand your topic and its importance. The length and detail of your background also depend on the degree to which you need to demonstrate your understanding of the topic. Paying close attention to the following questions will help you in writing background information:

• Are there any theories, concepts, terms, and ideas that may be unfamiliar to the target audience and will require you to provide any additional explanation?
• Any historical data that need to be shared in order to provide context on why the current issue emerged?
• Are there any concepts that may have been borrowed from other disciplines that may be unfamiliar to the reader and need an explanation?

Related: Ready with the background and searching for more information on journal ranking? Check this infographic on the SCImago Journal Rank today!

Is the research study unique for which additional explanation is needed? For instance, you may have used a completely new method

How to Write a Background of the Study

The structure of a background study in a research paper generally follows a logical sequence to provide context, justification, and an understanding of the research problem. It includes an introduction, general background, literature review , rationale , objectives, scope and limitations , significance of the study and the research hypothesis . Following the structure can provide a comprehensive and well-organized background for your research.

Here are the steps to effectively write a background of the study.

1. Identify Your Audience:

Determine the level of expertise of your target audience. Tailor the depth and complexity of your background information accordingly.

2. Understand the Research Problem:

Define the research problem or question your study aims to address. Identify the significance of the problem within the broader context of the field.

3. Review Existing Literature:

Conduct a thorough literature review to understand what is already known in the area. Summarize key findings, theories, and concepts relevant to your research.

4. Include Historical Data:

Integrate historical data if relevant to the research, as current issues often trace back to historical events.

5. Identify Controversies and Gaps:

Note any controversies or debates within the existing literature. Identify gaps , limitations, or unanswered questions that your research can address.

6. Select Key Components:

Choose the most critical elements to include in the background based on their relevance to your research problem. Prioritize information that helps build a strong foundation for your study.

7. Craft a Logical Flow:

Organize the background information in a logical sequence. Start with general context, move to specific theories and concepts, and then focus on the specific problem.

8. Highlight the Novelty of Your Research:

Clearly explain the unique aspects or contributions of your study. Emphasize why your research is different from or builds upon existing work.

Here are some extra tips to increase the quality of your research background:

Example of a Research Background

Here is an example of a research background to help you understand better.

The above hypothetical example provides a research background, addresses the gap and highlights the potential outcome of the study; thereby aiding a better understanding of the proposed research.

What Makes the Introduction Different from the Background?

Your introduction is different from your background in a number of ways.

• The introduction contains preliminary data about your topic that  the reader will most likely read , whereas the background clarifies the importance of the paper.
• The background of your study discusses in depth about the topic, whereas the introduction only gives an overview.
• The introduction should end with your research questions, aims, and objectives, whereas your background should not (except in some cases where your background is integrated into your introduction). For instance, the C.A.R.S. ( Creating a Research Space ) model, created by John Swales is based on his analysis of journal articles. This model attempts to explain and describe the organizational pattern of writing the introduction in social sciences.

Points to Note

Your background should begin with defining a topic and audience. It is important that you identify which topic you need to review and what your audience already knows about the topic. You should proceed by searching and researching the relevant literature. In this case, it is advisable to keep track of the search terms you used and the articles that you downloaded. It is helpful to use one of the research paper management systems such as Papers, Mendeley, Evernote, or Sente. Next, it is helpful to take notes while reading. Be careful when copying quotes verbatim and make sure to put them in quotation marks and cite the sources. In addition, you should keep your background focused but balanced enough so that it is relevant to a broader audience. Aside from these, your background should be critical, consistent, and logically structured.

Writing the background of your study should not be an overly daunting task. Many guides that can help you organize your thoughts as you write the background. The background of the study is the key to introduce your audience to your research topic and should be done with strong knowledge and thoughtful writing.

The background of a research paper typically ranges from one to two paragraphs, summarizing the relevant literature and context of the study. It should be concise, providing enough information to contextualize the research problem and justify the need for the study. Journal instructions about any word count limits should be kept in mind while deciding on the length of the final content.

The background of a research paper provides the context and relevant literature to understand the research problem, while the introduction also introduces the specific research topic, states the research objectives, and outlines the scope of the study. The background focuses on the broader context, whereas the introduction focuses on the specific research project and its objectives.

When writing the background for a study, start by providing a brief overview of the research topic and its significance in the field. Then, highlight the gaps in existing knowledge or unresolved issues that the study aims to address. Finally, summarize the key findings from relevant literature to establish the context and rationale for conducting the research, emphasizing the need and importance of the study within the broader academic landscape.

The background in a research paper is crucial as it sets the stage for the study by providing essential context and rationale. It helps readers understand the significance of the research problem and its relevance in the broader field. By presenting relevant literature and highlighting gaps, the background justifies the need for the study, building a strong foundation for the research and enhancing its credibility.

The presentation very informative

It is really educative. I love the workshop. It really motivated me into writing my first paper for publication.

an interesting clue here, thanks.

thanks for the answers.

Good and interesting explanation. Thanks

Thank you for good presentation.

Hi Adam, we are glad to know that you found our article beneficial

The background of the study is the key to introduce your audience to YOUR research topic.

Awesome. Exactly what i was looking forwards to 😉

Hi Maryam, we are glad to know that you found our resource useful.

my understanding of ‘Background of study’ has been elevated.

Hi Peter, we are glad to know that our article has helped you get a better understanding of the background in a research paper.

thanks to give advanced information

Hi Shimelis, we are glad to know that you found the information in our article beneficial.

When i was studying it is very much hard for me to conduct a research study and know the background because my teacher in practical research is having a research so i make it now so that i will done my research

Very informative……….Thank you.

The confusion i had before, regarding an introduction and background to a research work is now a thing of the past. Thank you so much.

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Key findings about online dating in the U.S.

Online dating in the United States has evolved over the past several decades into a booming industry , transforming the way some people meet matches . A new report from Pew Research Center explores the upsides and downsides of online dating by highlighting Americans’ experiences and views about it. Here are 12 key takeaways.

Pew Research Center conducted this study to understand Americans’ experiences with dating sites and apps and their views of online dating generally. This analysis is based on a survey conducted among 6,034 U.S. adults from July 5-17, 2022. This included 4,996 respondents from the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. It also included an oversample of 1,038 respondents from Ipsos’ KnowledgePanel who indicated that they are lesbian, gay or bisexual (LGB), with oversampled groups weighted back to reflect proportions in the population. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used for this analysis, along with responses, and its methodology .

Terminology

• Online dating users refers to the 30% of Americans who answered yes to the following question: “Have you ever used an online dating site or dating app?”
• Current or recent online dating users refers to the 9% of adults who had used a dating site or app in the past year as of the July survey.
• Partnered refers to the 69% of U.S. adults who describe themselves as married, living with a partner, or in a committed romantic relationship.
• LGB refers to those who are lesbian, gay or bisexual. These groups are combined because of small sample sizes. Additionally, since this research is focused on sexual orientation, not gender identity, and due to the fact that the transgender population in the U.S. is very small, transgender respondents are not identified separately. Read the report for more details.

A note about the Asian adult sample

This survey includes a total sample size of 234 Asian adults. The sample primarily includes English-speaking Asian adults and therefore may not be representative of the overall Asian adult population. Despite this limitation, it is important to report the views of Asian adults on the topics in this study. As always, Asian adults’ responses are incorporated into the general population figures throughout this report. Asian adults are shown as a separate group when the question was asked of the full sample. Because of the relatively small sample size and a reduction in precision due to weighting, results are not shown separately for Asian adults for questions that were only asked of online dating users or other filtered questions. We are also not able to analyze Asian adults by demographic categories, such as gender, age or education.

Three-in-ten U.S. adults say they have ever used a dating site or app, identical to the share who said this in 2019 . That includes 9% who report doing so in the past year, according to the Center’s survey of 6,034 adults conducted July 5-17, 2022.

Online dating is more common among younger adults than among older people. About half of those under 30 (53%) report having ever used a dating site or app, compared with 37% of those ages 30 to 49, 20% of those 50 to 64 and 13% of those 65 and older.

When looking at sexual orientation, lesbian, gay or bisexual (LGB) adults are more likely than their straight counterparts to say they have ever used a dating site or app (51% vs. 28%).

Men are somewhat more likely than women to have tried online dating (34% vs. 27%), as are those with at least some college education when compared with those with a high school education or less.

Adults who have never been married are much more likely than married adults to report having used online dating sites or apps (52% vs. 16%). Adults who are currently living with a partner (46%) or who are divorced, separated or widowed (36%) are also more likely to have tried online dating than married adults.

There are no statistically significant differences in the shares of adults who report ever using an online dating platform by race or ethnicity: Similar shares of White, Black, Hispanic and Asian adults report ever having done so.

Tinder tops the list of dating sites or apps the survey studied and is particularly popular among adults under 30. Some 46% of online dating users say they have ever used Tinder, followed by about three-in-ten who have used Match (31%) or Bumble (28%). OkCupid, eharmony and Hinge are each used by about a fifth of online dating users. Grindr and HER are used by very few online dating users overall (6% and 3%, respectively) but are more widely used by LGB adults than straight adults. Additionally, 31% of online dating users mention having tried some other online dating platform not asked about directly in this survey. (Read the topline  for a list of the most common other dating sites and apps users mentioned.)

Tinder use is far more common among younger adults than among older Americans: 79% of online dating users under 30 say they have used the platform, compared with 44% of users ages 30 to 49, 17% of users 50 to 64 and just 1% of those 65 and older. Tinder is the top online dating platform among users under 50. By contrast, users 50 and older are about five times more likely to use Match than Tinder (50% vs. 11%).

One-in-ten partnered adults – meaning those who are married, living with a partner or in a committed romantic relationship – met their current significant other through a dating site or app. Partnered adults who are under 30 or who are LGB stand out from other groups when looking at this measure of online dating “success”: One-in-five partnered adults under 30 say they met their current spouse or partner on a dating site or app, as do about a quarter of partnered LGB adults (24%).

Online dating users are somewhat divided over whether their experiences on these platforms have been positive or negative. Among those who have ever used a dating site or app, slightly more say their personal experiences have been very or somewhat positive than say they have been very or somewhat negative (53% vs. 46%).

Some demographic groups are more likely to report positive experiences. For example, 57% of men who have dated online say their experiences have been positive, while women users are roughly split down the middle (48% positive, 51% negative). In addition, LGB users of these platforms are more likely than straight users to report positive experiences (61% vs. 53%).

Roughly a third of online dating users (35%) say they have ever paid to use one of these platforms – including for extra features – but this varies by income, age and gender. Some 45% of online dating users with upper incomes report having paid to use a dating site or app, compared with 36% of users with middle incomes and 28% of those with lower incomes. Similarly, 41% of users 30 and older say they have paid to use these platforms, compared with 22% of those under 30. Men who have dated online are more likely than women to report having paid for these sites and apps (41% vs. 29%).

Those who have ever paid to use dating sites or apps report more positive experiences than those who have never paid. Around six-in-ten paid users (58%) say their personal experiences with dating sites or apps have been positive; half of users who have never paid say this.

Women who have used online dating platforms in the past year are more likely to feel overwhelmed by the number of messages they get, while men are more likely to feel insecure about a lack of messages. Among current or recent online dating users, 54% of women say they have felt overwhelmed by the number of messages they received on dating sites or apps in the past year, while just a quarter of men say the same. By contrast, 64% of men say they have felt insecure because of the lack of messages they received, while four-in-ten women say the same.

Overall, 55% of adults who have used a dating app or site in the past year say they often or sometimes felt insecure about the number of messages they received, while 36% say they often or sometimes felt overwhelmed.

Among recent online daters, large majorities of men and women say they have often or sometimes felt excited by the people they have seen while using these platforms, though large majorities also say they have often or sometimes felt disappointed.

When asked why they’ve turned to dating sites or apps in the past year, 44% of users say a major reason was to meet a long-term partner and 40% say a major reason was to date casually. Smaller shares say a major reason was to have casual sex (24%) or make new friends (22%).

Men who have used a dating platform in the past year are much more likely than women to say casual sex was a major reason (31% vs. 13%). There are no statistically significant gender differences on the other three reasons asked about in the survey.

About four-in-ten U.S. adults overall (42%) say online dating has made the search for a long-term partner easier. Far fewer (22%) say it has made the search for a long-term partner or spouse harder. About a third (32%) say it has made no difference.

Adults under 30 are less convinced than their older counterparts that online dating has made the search for a partner easier. These younger adults are about evenly divided in their views, with 35% of those ages 18 to 29 saying it has made the search easier and 33% saying it has made the search harder.

When it comes to the choices people have on dating sites and apps, 43% of adults overall say people have the right amount of options for dating on these platforms, while 37% think choices are too plentiful. Fewer (13%) say there are not enough options.

Most U.S. adults are skeptical or unsure that dating algorithms can predict love. About one-in-five adults (21%) think that the types of computer programs that dating sites and apps use could determine whether two people will eventually fall in love. But greater shares of Americans either say these programs could not do this (35%) or are unsure (43%).

Americans are split on whether online dating is a safe way to meet people, and a majority support requiring background checks before someone can create a profile. The share of U.S. adults who say online dating is generally a very or somewhat safe way to meet people has dipped slightly since 2019, from 53% to 48%. Women are more likely than men to say online dating is not too or not at all safe.

There are also differences by age: 62% of Americans ages 65 and older say online dating is not safe, compared with 53% of those 50 to 64 and 42% of adults younger than 50. Those who have never used a dating site or app are particularly likely to think it is unsafe: 57% say this, compared with 32% of those who have used an online dating site or app.

At the same time, six-in-ten Americans say companies should require background checks before someone creates a dating profile, while 15% say they should not and 24% are not sure. Women are more likely than men to say these checks should be required, as are adults 50 and older compared with younger adults.

These checks do not have majority support among online dating users themselves, however: 47% of users say companies should require background checks, versus 65% of those who have never used a dating site or app.

Younger women who have used dating sites or apps stand out for experiencing unwanted behaviors on these platforms. A majority of women under 50 who have used dating sites or apps (56%) say they have been sent a sexually explicit message or image they didn’t ask for, and about four-in-ten have had someone continue to contact them after they said they were not interested (43%) or have been called an offensive name (37%). Roughly one-in-ten of this group (11%) have received threats of physical harm. Each of these experiences is less common among women online dating users ages 50 and older, as well as among men of any age.

Among all online dating users, 38% have ever received unsolicited sexually explicit messages or images while using a dating site or app; 30% have experienced continued unwanted contact; 24% have been called an offensive name; and 6% have been threatened with physical harm.

About half of those who have used dating sites and apps (52%) say they have come across someone they think was trying to scam them. Men under 50 are particularly likely to say they have had this experience: 63% of men in this age group who have used dating sites or apps think they have encountered a scammer on them. Smaller shares of men ages 50 and older (47%) and women of any age (44%) say the same.

Note: Here are the questions used for this analysis, along with responses, and its methodology .

• Online Dating
• Romance & Dating

Emily A. Vogels is a former research associate focusing on internet and technology at Pew Research Center .

Colleen McClain is a research associate focusing on internet and technology research at Pew Research Center .

For Valentine’s Day, facts about marriage and dating in the U.S.

Dating at 50 and up: older americans’ experiences with online dating, about half of lesbian, gay and bisexual adults have used online dating, about half of never-married americans have used an online dating site or app, from looking for love to swiping the field: online dating in the u.s., most popular.

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• v.15(9); 2023 Sep
• PMC10518189

Association Between Vitamin D Deficiency and Testosterone Levels in Adult Males: A Systematic Review

Neetha r monson.

1 Internal Medicine, California Institute of Behavioral Neurosciences & Psychology, Fairfield, USA

Nimra Klair

Utkarsh patel, ayushi saxena, dhara patel, ismat e ayesha, tuheen sankar nath.

Vitamin D deficiency and its potential impact on testosterone levels have been subjects of scientific interest. This systematic review aims to evaluate the association between vitamin D deficiency and testosterone levels in adult males and examine the effects of vitamin D supplementation on testosterone. A comprehensive literature search was conducted in accordance with the PRISMA guidelines across PubMed, Google Scholar, and ScienceDirect. The inclusion criteria involved studies published in English between 2013 and 2023, which investigated the correlation between vitamin D and testosterone levels in adult males. The process of data extraction and synthesis encompassed various aspects, including study characteristics, participant demographics, measurement methods, and outcomes pertaining to the association. The initial search resulted in a pool of 354,235 articles. Through the application of relevant filters and the review of titles and abstracts, 48 articles were chosen for further assessment. Out of these, eight studies fulfilled the inclusion criteria and were ultimately incorporated into the final review. The included studies consisted of four cross-sectional studies, three randomized controlled trials (RCTs), and one analysis utilizing Mendelian randomization. The results showed heterogeneity among the studies, as some reported a positive correlation between vitamin D levels and testosterone, while others did not find a significant association. The effects of vitamin D supplementation on testosterone levels were inconclusive, with limited evidence of significant changes in total testosterone. However, potential influences on sex hormone-binding globulin and free testosterone levels were observed. To establish more definitive evidence regarding the impact of vitamin D on testosterone levels, there is a need for further well-designed, long-term RCTs that encompass diverse populations.

Introduction and background

Vitamin D plays a vital role in maintaining calcium balance and promoting bone mineralization [ 1 , 2 ]. The prevalence of insufficient vitamin D levels across diverse populations and the potential association between inadequate vitamin D status and adverse health outcomes underscore the importance of addressing vitamin D deficiency as a significant public health issue [ 1 - 4 ]. Beyond its classical role in calcium homeostasis, emerging research indicates that vitamin D may have wider physiological implications, extending its impact on multiple organ systems and metabolic pathways [ 5 , 6 ]. Insufficient vitamin D levels are associated with a spectrum of adverse outcomes, including increased risks of osteoporosis, autoimmune diseases, cardiovascular disorders, and certain cancers [ 3 ]. These health consequences underscore the importance of addressing vitamin D deficiency as a pressing public health issue that impacts both individual well-being and healthcare systems on a global scale. Of particular interest is the potential interaction between vitamin D and testosterone, a vital hormone in adult males.

The presence of vitamin D receptor (VDR) which is a type of transcription factor belonging to the same nuclear receptor family as testosterone [ 4 , 7 , 8 ] and vitamin D metabolizing enzymes in the human testis, ejaculatory tract, and mature spermatozoa has piqued scientific interest in understanding the potential impact of vitamin D on male reproductive function [ 9 , 10 ]. Studies have shown correlations between the expression levels of VDRs, and enzymes involved in vitamin D metabolism in spermatozoa, suggesting a possible role for vitamin D signaling in male fertility. Furthermore, VDR and the enzyme responsible for converting vitamin D into its active form, known as CYP27B1 (alpha-1 hydroxylase), have been detected in various cells of the reproductive system [ 11 - 13 ]. These findings suggest that vitamin D may potentially influence fertility, prompting further investigation into its wider physiological consequences.

The shared membership of VDR and testosterone in the nuclear receptor family underscores the significance of understanding their interaction. Therefore, a systematic review is imperative to thoroughly assess the available evidence and present a comprehensive evaluation of this relationship in adult males.

The primary objective of this systematic review is to critically analyze the chosen articles and provide a clear understanding of the current knowledge regarding the association between testosterone and vitamin D levels. Furthermore, it aims to evaluate the potential impact of vitamin D supplementation on testosterone levels.

In this study, we adhered to the rigorous and transparent guidelines set forth by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) [ 14 ] to ensure the integrity of our review. To determine the studies to be included, we established explicit inclusion and exclusion criteria, and extensive discussions were held among all authors to reach a consensus. A comprehensive literature search was then conducted using a variety of databases and keywords, which were also collectively agreed upon by all authors.

Inclusion and Exclusion Criteria

Inclusion: Adult males over 18 years of age, topics related to vitamin D deficiency and testosterone levels, research articles published from 2013 to 2023, and articles published only in the English language.

Exclusion: Pediatric population, reviews, case reports, case series, only abstracts, letter to the editor, and commentary; animal studies.

Search Strategy

We performed a systematic search of relevant literature using three prominent databases: PubMed, Google Scholar, and ScienceDirect. In PubMed, we employed Medical Subject Headings (MeSH) keywords, while advanced search strategies were employed in both Google Scholar and ScienceDirect [ 15 - 18 ]. The search yielded a substantial number of pertinent articles that are relevant to the topic at hand.

The following search terms were employed in each respective database: 1) PubMed (using Medical Subject Headings - MeSH): Vitamin D deficiency OR Vitamin D insufficiency OR ( "Vitamin D Deficiency/etiology"[Majr] OR "Vitamin D Deficiency/metabolism"[Majr] ) AND Testosterone OR Hypogonadism OR Androgens OR ( "Testosterone/deficiency"[Majr] OR "Testosterone/metabolism"[Majr] OR "Testosterone/physiology"[Majr] ); 2) Google Scholar (using advanced search strategies): Vitamin D, Vitamin D deficiency, Testosterone, Adult Males; 3) ScienceDirect (using advanced search strategies): Vitamin D, Vitamin D deficiency, Testosterone, Adult Males.

Data Extraction

Initially, a total of 354,235 articles were retrieved from the three designated databases: PubMed, Google Scholar, and ScienceDirect, using the search strategies we aligned on. The individual contributions of these databases were as follows: 177,427 articles from PubMed, 154,000 articles from Google Scholar, and 22,808 articles from ScienceDirect. Following the application of filters and the removal of duplicates, the number of articles was reduced to 2,631 for further assessment. The screening process involved a review of the titles and abstracts of these articles, resulting in a selection of 48 articles. Subsequently, a meticulous evaluation of these 48 articles was conducted, taking into account inclusion and exclusion criteria as well as the availability of full-text articles. This thorough evaluation led to a final set of 18 articles, which underwent a comprehensive quality check. The selection of these articles was achieved through consensus between the two authors NRM and NK involved in the study.

Quality Assessment

Out of the 18 articles selected for quality assessment, seven were randomized controlled trials (RCTs), three were systematic reviews, one was a Mendelian randomization (MR) analysis, one was a post hoc analysis, and six were cross-sectional studies.

To assess the quality of these articles, the following tools were used: (1) for cross-sectional studies and MR analysis, Joanna Briggs Institute's (JBI) quality appraisal questionnaires [ 19 ], (2) for systematic reviews, Assessment of Multiple Systematic Reviews (AMSTAR) tool [ 20 ], and for RCTs and post hoc analysis, Cochrane risk-of-bias assessment tool [ 21 ]. These served as valuable tools in evaluating the methodological rigor, validity, and reliability of each study.

Following the quality assessment, we identified eight research articles that demonstrated a quality score exceeding 70%. These eight articles were considered suitable for inclusion in our systematic review.

The selection process and the flow of article screening are visually presented in Figure ​ Figure1, 1 , providing a clear overview of the article selection procedure.

PRISMA, Preferred Reporting Item for Systematic Review and Meta-Analyses; n, number of articles.

Characteristics of the Included Studies

The final review comprised a total of eight selected studies, including four cross-sectional studies, three RCTs, and one MR analysis. Among these studies, two were conducted in Austria [ 1 , 22 ] while the others were conducted in Iran [ 23 ], China [ 24 ], Malaysia [ 9 ], Korea [ 25 ], Dutch [ 26 ], and the USA [ 27 ]. The study participants were adult males aged 18 years and above, and sample sizes in these studies ranged from 62 to 4254. The inclusion criteria encompassed studies published between January 2013 and April 2023. Most studies utilized morning blood samples to assess serum testosterone and vitamin D levels. In the RCTs, testosterone levels were measured after 12 weeks of vitamin D supplementation [ 1 , 22 ]. One study employed a range of assessment tools, including an Individual and Fertility Information Questionnaire, a semi-quantitative Food-Frequency Questionnaire (FFQ), a Sun Exposure Checklist, a Spermogram Record Sheet, a Drug Side-Effects Record Sheet, and a Vitamin D3 Supplemental Checklist. Table ​ Table1 1 shows the characteristics and results of the eight research articles in our systematic review.

LH, luteinizing hormone; FSH, follicle-stimulating hormone; TT, total testosterone; FAI, free androgen index; FT, free testosterone.

Vitamin D deficiency is a global health concern, affecting a substantial portion of the population with insufficient levels of this vital nutrient [ 28 - 31 ]. Research indicates that approximately one billion individuals exhibit insufficient levels of vitamin D, a concern that spans across various ethnicities and age demographics [ 28 , 32 ]. Moreover, the prevalence of contemporary lifestyles characterized by limited sunlight exposure and dietary diversity has significantly contributed to the pervasive occurrence of insufficient vitamin D levels [ 33 ]. In recent years, there has been a growing interest in investigating the potential influence of vitamin D on androgens, particularly testosterone levels, in men [ 34 ]. This systematic review brings together a collection of studies that aim to enhance our understanding of the relationship between vitamin D and androgens, shedding light on the implications of vitamin D deficiency for male reproductive health and overall well-being. Through a comprehensive analysis of these studies, we will explore the findings and insights obtained, providing valuable insights into the effects of vitamin D on androgens and testosterone levels. In the subsequent sections, we will delve into specific aspects of this relationship to better understand the impact of vitamin D deficiency on male health.

Association Between Vitamin D and Testosterone Levels

The presence of VDR in the male reproductive system suggests that vitamin D may play a role in the synthesis of male reproductive hormones [ 5 ]. Understanding the association between vitamin D and testosterone levels is important for comprehending male reproductive health. Several studies have investigated this relationship, providing valuable insights into the complex interplay between vitamin D and testosterone.

Chen et al. conducted an MR analysis on a cohort of 4254 Chinese men to explore the potential causal relationship between vitamin D deficiency and testosterone levels [ 24 ]. Their analysis revealed that a genetic decrease in 25-hydroxyvitamin D (25(OH)D) was associated with lower testosterone levels, suggesting a possible causal role of vitamin D in increasing testosterone levels. However, it is worth mentioning the study conducted by Chen et al. They constructed their vitamin D genetic risk score (VD_GRS) based on common genetic variants associated with vitamin D levels, which may not capture the full spectrum of genetic variations affecting 25(OH)D levels. Additionally, only a small percentage (2.7%) of the study subjects in Chen et al.'s study exhibited severe vitamin D deficiency, limiting the ability to establish a direct correlation between severe vitamin D deficiency and testosterone deficiency [ 24 ].

In contrast, Rafiq R et al. conducted a cross-sectional study on 643 Dutch men, which revealed a positive correlation between vitamin D (serum 25(OH)D) levels and both total and bioavailable testosterone levels. Men with lower serum 25(OH)D levels, particularly those below 25 nmol/L, tended to have lower total and bioavailable testosterone levels compared to men with higher serum 25(OH)D levels. This relationship remained statistically significant even after accounting for potential confounding variables. However, it is important to note that the observed differences in testosterone levels were relatively small (ranging from -2.1 to -0.8 nmol/L), and the clinical significance of these differences may vary. Additionally, the association between serum 25(OH)D and bioavailable testosterone was only significant for men with very low vitamin D levels (<25 nmol/L) [ 26 ].

Interestingly, serum 25(OH)D levels were not found to be related to sex hormone-binding globulin (SHBG), estradiol, or gonadotropin levels, suggesting that vitamin D status may have a specific influence on testosterone levels rather than affecting the overall hormonal profile [ 26 ]. In contrast to the findings of Chen et al., the study found no association between vitamin D-related gene polymorphism and hormonal levels. Furthermore, the study, which had a relatively smaller sample size compared to Chen et al., found that the vitamin D-related gene polymorphisms did not modify the relationships between serum 25(OH)D levels and sex hormones or gonadotropins. This indicates that these genetic variations do not interact with vitamin D to alter the associations between vitamin D status and hormone levels. Although the smaller sample size of this study may limit its statistical power and generalizability, its findings provide additional insights into the specific influence of vitamin D on testosterone levels. Further research with larger sample sizes would be beneficial to corroborate these findings and enhance our understanding of the complex relationship between vitamin D and hormone regulation.

In contrast to the findings of Chen et al., Sim MY et al. conducted a cross-sectional study on 1559 Korean men and found no significant association between 25(OH)D and testosterone levels. However, they did observe significant seasonal variations in serum 25(OH)D and total testosterone (TT) levels [ 25 ].

Another cross-sectional study conducted by Chin Kok Yong et al. on 382 Malaysian men provided further insights. This study found an association between 25(OH)D levels and TT as well as SHBG. Notably, the association was dependent on body mass index (BMI), suggesting that BMI may modify the relationship between vitamin D and testosterone levels [ 9 ]. These findings align with the results of Chen et al., supporting the potential role of vitamin D in testosterone regulation.

Furthermore, a cross-sectional study conducted by LM Wentz et al. in 796 US male soldiers and veterans revealed a high prevalence of inadequate vitamin D levels among male military personnel. Men with the lowest vitamin D levels exhibited notably lower concentrations of testosterone compared to those with the highest vitamin D levels. Additionally, a weak positive correlation between vitamin D levels and TT was observed, particularly among men with deficient or insufficient vitamin D status [ 27 ]. These findings imply that maintaining sufficient vitamin D levels could potentially play a role in supporting testosterone levels.

Nevertheless, after considering factors such as age, BMI, and the timing of testosterone measurement, the relationship between vitamin D and testosterone appeared to weaken, suggesting that these variables may have an impact on the association between them. Age and BMI, for example, can independently affect testosterone production and metabolism. Additionally, the timing of testosterone measurement can introduce variability as testosterone levels fluctuate throughout the day.

While the studies provide evidence supporting the role of vitamin D in testosterone regulation, they also highlight the importance of considering other factors that can influence this relationship. In particular, the findings support the Chin et al. study, which suggests that BMI may modify the relationship between vitamin D and testosterone levels. This implies that individuals with different BMI categories may exhibit varying responses to vitamin D in terms of testosterone regulation.

Overall, the studies by Chen et al., Rafiq R et al., Sim MY et al., Chin et al., and LM Wentz et al. provide valuable and insightful information regarding the connection between vitamin D and testosterone levels. However, further research is needed to fully understand the complex relationship and the potential influence of genetic variations, seasonal variations, and other factors such as BMI, age, and timing of testosterone measurements. These findings contribute to the existing body of knowledge and emphasize the importance of comprehensive investigation to enhance our understanding of the interplay between vitamin D and testosterone in the context of male reproductive health.

Effects of Vitamin D Supplementation on Testosterone Levels

The influence of vitamin D on testosterone levels has been extensively investigated in various studies. In this section, we delve into the effects of vitamin D supplementation on testosterone, shedding light on the potential therapeutic role of vitamin D in modulating hormonal balance.

Lerchbaum Elisabeth et al. conducted an RCT involving 94 men with low testosterone levels (TT levels < 10.4 nmol/L) in Austria to explore the causal relationship between vitamin D and testosterone levels. The study did not find a significant treatment effect of vitamin D supplementation on testosterone levels compared to the placebo group [ 1 ]. However, it is important to consider that the relatively short duration of the study (12 weeks) may have limited the ability to detect significant changes in testosterone levels over a longer-term supplementation period. Furthermore, the use of weekly vitamin D administration in the study design could have influenced the observed results.

Notably, the study revealed a significant increase in SHBG levels in the placebo group among men with lower vitamin D status, while SHBG levels remained unchanged in the vitamin D group [ 1 ]. This finding suggests that vitamin D supplementation may have a stabilizing effect on SHBG levels in individuals with lower vitamin D status, indicating a potential role of vitamin D in regulating the availability of sex hormones in the body.

Lerchbaum Elisabeth et al. also conducted another RCT on 98 middle-aged healthy men with TT levels ≥10.4 nmol/L in Austria. The findings of this study align with the previous RCTs conducted on men with low testosterone levels (TT < 10.4 nmol/L). The study showed that vitamin D treatment did not have a significant impact on TT levels [ 22 ]. However, it is important to note that these findings are specific to middle-aged healthy men with normal baseline testosterone levels. Therefore, the conclusions cannot be generalized to other populations, such as individuals with testosterone deficiencies. Additionally, the short duration of vitamin D supplementation and the weekly dosing regimen employed in the study may have influenced the results.

In a similar vein, Amini Leila et al. conducted an RCT examining the effects of vitamin D3 supplementation on 62 infertile men with impaired spermatogonial tests. The results indicated no significant differences between the vitamin D3 supplementation group and the placebo group in terms of spermogram parameters or serum levels of LH (luteinizing hormone), FSH (follicle-stimulating hormone), TT, FT (free testosterone), SHBG, and FAI (free androgen index) [ 23 ]. These findings suggest that vitamin D3 supplementation did not have a significant impact on these specific measures. However, notable changes were observed within each group. In the intervention group, there was a significant decrease in SHBG levels after the intervention, potentially indicating an increase in the availability of FT, the biologically active form of testosterone. Interestingly, in the placebo group, there was a significant increase in FT levels [ 23 ], which contrasts with the findings of Lerchbaum Elisabeth et al., where the placebo group showed a significant increase in SHBG levels [ 1 ]. However, it is important to note that the treatment group received weekly doses of 50,000 IU of vitamin D3 for eight weeks, followed by a maintenance dose of vitamin D3 (50,000 IU) once a month for the remaining four weeks. This relatively short duration of supplementation may have influenced the observed results.

In conclusion, the studies examining the effects of vitamin D supplementation on testosterone levels have provided valuable insights, but the findings remain inconclusive. While there is no significant impact on TT levels, notable changes in SHBG and FT levels have been observed within the intervention and placebo groups. These findings suggest potential influences of vitamin D supplementation on hormonal balance, particularly in individuals with impaired spermatogonial tests. However, variations in study duration, dosing regimens, and participant characteristics emphasize the need for further research to elucidate the true effects of vitamin D supplementation on testosterone and its related parameters.

Study Limitations

Several limitations should be acknowledged in relation to the reviewed studies. First, there was considerable heterogeneity in the design, sample size, and duration of vitamin D supplementation among the included studies, which may limit the generalizability of the findings and hinder the ability to draw definitive conclusions. The majority of studies were either cross-sectional or RCTs with relatively short durations, potentially overlooking the long-term effects of vitamin D supplementation on testosterone levels. Moreover, the focus of the studies was predominantly on specific populations, such as men with low testosterone levels or those with impaired spermatogonial tests, which may restrict the generalizability of the findings to broader populations. Additionally, variations in the measurement and assessment of testosterone levels across the studies introduce the possibility of variability and could affect the comparability of results. These limitations underscore the need for well-designed, long-term RCTs with diverse populations to establish a more comprehensive understanding of the relationship between vitamin D and testosterone levels.

Conclusions

In summary, the reviewed studies have provided valuable insights into the complex relationship between vitamin D and androgens, specifically testosterone levels, in men. The evidence regarding this association has yielded conflicting findings, with some studies showing a positive correlation while others failing to find a significant link. Similarly, the effects of vitamin D supplementation on testosterone levels remain inconclusive, with limited evidence of notable changes in TT but potential influences on SHBG and FT levels. It is important to acknowledge the limitations of the included studies, such as variations in study design, sample size, duration of supplementation, and participant characteristics. These limitations, along with the heterogeneity of the findings, underscore the necessity for well-designed, long-term RCTs encompassing diverse populations. Only through such comprehensive investigations can we hope to unravel the complexities of the relationship between vitamin D and testosterone in men, thus advancing our understanding of this pivotal aspect of male health and physiology.

Acknowledgments

This article represents a collaborative research effort involving multiple authors. Monson NR, the primary author, played a central role in shaping the research question, defining inclusion and exclusion criteria, designing the search strategy, and supervising data compilation. The first author was responsible for refining the data, creating tables and figures, and crafting the manuscript from introduction to conclusion. Klair N conducted a comprehensive exploration of relevant databases, meticulously reviewed titles, and abstracts, obtained full-text articles, and rigorously verified data accuracy. Patel U participated in the assessment of duplicate data and contributed to manuscript editing. Saxena A played a role in drafting the abstract. Patel D and Ayesha IE meticulously proofread and contributed to drafting the manuscript. The invaluable guidance and unwavering support provided by our mentor, Nath T, were instrumental in the successful execution of this systematic review.

Quality check was done as per the JBI Critical Appraisal Scale (Yes, No, Unclear, N/A).

JBI, Joanna Briggs Institute.

The authors have declared that no competing interests exist.

What is the Background in a Research Paper?

An effective Background section in your manuscript establishes the context for your study. And while original research requires novel findings, providing the necessary background information for these findings may be just as important. It lets your readers know that your findings are novel, important, and worthy of their time and attention.

Updated on October 3, 2022

A good Background section explains the history and nature of your research question in relation to existing literature – a “state of the art.” This section, along with the rationale, helps readers understand why you chose to study this problem and why your study is worthwhile. This article will show you how to do this.

Read on to better understand the:

• Real purpose of the Background section
• Typical length of a Background section and its placement
• Elements of an effective Background

What is the Background section of a research paper?

The Background section is an essential element of every study, answering:

• What do we already know about the topic?
• How does your study relate to what's been done so far in your field?
• What is its scope?
• Why does the topic warrant your interest and their interest?
• How did you develop the research question that you'll later introduce?

In grant writing, a Background section is often referred to as the “state of the art,” and this is a useful term to have in mind when writing this part of your paper.

What comes next?

After you make the above points,

• Formulate your research question/hypothesis . Research aims and objectives should be closely related to how you'll fill the gap you've identified in the literature. Your research gap is the central theme of your article and why people should read it.
• Summarize how you'll address it in the paper . Your methodology needs to be appropriate for addressing the “problem” you've identified.
• Describe the significance of your study . Show how your research fits into the bigger picture.

Note that the Background section isn't the same as the research rationale. Rather, it provides the relevant information the reader needs so they can follow your rationale. For example, it

• Explains scientific terms
• Provides available data and statistics on the topic
• Describes the methods used so far on your topic. Especially if these are different from what you're going to do. Take special care here, because this is often where peer reviewers focus intently.

This is a logical approach to what comes after the study's background. Use it and the reader can easily follow along from the broader information to the specific details that come later. Crucially, they'll have confidence that your analysis and findings are valid.

Where should the background be placed in a research paper?

Usually, the background comes after the statement of the problem, in the Introduction section. Logically, you need to provide the study context before discussing the research questions, methodology, and results.

The background can be found in:

The abstract

The background typically forms the first few sentences of the abstract. Why did you do the study? Most journals state this clearly. In an unstructured (no subheadings) abstract, it's the first sentence or two. In a structured abstract, it might be called the Introduction, Background, or State-of-the-Art.

PLOS Medicine , for example, asks for research article abstracts to be split into three sections: Background, Methods and Findings, and Conclusions. Journals in the humanities or social sciences might not clearly ask for it because articles sometimes have a looser structure than STEM articles.

The first part of the Introduction section

In the journal Nature , for example, the Introduction should be around 200 words and include

• Two to three sentences giving a basic introduction to the field.
• The background and rationale of the study are stated briefly.
• A simple phrase “Here we show ...”, or “In this study, we show ....” (to round out the Introduction).

The Journal of Organic Chemistry has similar author guidelines.

The Background as a distinct section

This is often the case for research proposals or some types of reports, as discussed above. Rather than reviewing the literature, this is a concise summary of what's currently known in the field relevant to the question being addressed in this proposed study.

How long should the Background section be?

As mentioned, there's no set length for the Background section. It generally depends on the journal and the content of your manuscript. Check the journal's author guidelines, the research center, granting agency, etc. If it's still not clear or if the instructions are contradictory, email or phone them directly.

The length of your background will depend on:

The manuscript length and content

A book-length study needs a more extensive Background than a four-page research article. Exploring a relatively unknown method or question might also need a longer Background.

For example, see this Frontiers article on the applications of artificial intelligence for developing COVID-19 vaccines. It has a seven-paragraph long Background (1,200 words) in a separate section. The authors need to discuss earlier successful uses of machine learning for therapy discovery to make a convincing case.

An academic paper published in an international journal is usually around 5,000 words. Your paper needs to be balanced, with appropriate text lengths used for the different sections: It would make no sense to have a 300-word introduction and then 4,000 words for the methods, for example. In a 5,000-word manuscript, you'll be able to use about 1,500 for the introduction, which includes the background.

How much you need to show your understanding of the topic

A lengthy grant application might need a longer Background (sub-)section. That's because if they're going to grant you money, they need a very good reason to. You'll need to show that the work is both interesting and doable. The Background is where you can do this.

What should the Background of a research manuscript include?

The Background of a research paper needs to show two things:

The study's territory ( scope )

First, provide a general overview of the field. Scientists in most disciplines should find it relatively easy to understand. Be broad, keep it interesting. Don't go into the specifics of your particular study.

Let's look at two examples:

• one from basic research (seeking to generate new knowledge)
• one from applied research (trying to solve or improve existing processes or products)

Applied research

This Frontiers in Artificial Intelligence article explores how AI can help discover treatments for COVID-19.

The background of the study can be found (i) in the abstract and (ii) in a separate section discussed at the end of this article. The abstract starts with this general overview: “SARS-COV-2 has roused the scientific community with a call to action to combat the growing pandemic.” ( Arshadi et al., 2020 ). This is broad, and it's interesting. This is a topic that many researchers (even from outside this specific area) may want to learn more about.

Think of any theories, models, concepts, or terms (maybe borrowed from different disciplines) that may be unfamiliar to your reader. Be sure to clarify them in plainer language, if necessary.

For example, this systematic review looks at the connections of physician burnout with career engagement and quality of patient care. The Background is in the Introduction section. It starts by defining what burnout is:

• “Burnout is defined as a syndrome related to work that involves three key dimensions.” ( Hodkinson et al., 2022 )

The authors go on to explain its three aspects: emotional exhaustion, depersonalization, and a sense of reduced personal accomplishment.

Basic research

Imagine you're investigating how universities' moves to online teaching during the COVID-19 pandemic impacted students' learning outcomes in the United Kingdom. The overview could be:

• The COVID-19 pandemic and the ensuing lockdown generated tremendous challenges across the higher education sector. University campuses were forced to close. Face-to-face teaching and assessment transitioned into a virtual format.

2. The niche in the field (motivation)

To establish the niche in your field, describe what drove you to explore this specific topic.

• Explain how (un)successfully previous studies have investigated the problem.
• Note the knowledge gap or present a problem with a currently used process/practice/product.

After setting the stage, the abstract of the Frontiers in Artificial Intelligence article identifies a problem:

• “At the time of this writing, there are as yet no novel antiviral agents or approved vaccines available for deployment as a frontline defense.” ( Arshadi et al., 2020 )

The authors need to support their claim that computational methods can help discover new COVID-19 treatments. They do so by referring to previous research findings:

• “In the last decade, machine learning-based models, trained on specific biomolecules, have offered inexpensive and rapid implementation methods for the discovery of effective viral therapies.” ( Arshadi et al., 2020 )

Going back to the study on students' learning outcomes after universities introduced e-learning. The background section will next identify and describe the current knowledge gap and your proposed method of fixing it. It may be something like:

• Existing literature and studies by the UK Department for Education reveal x + y changes and effects on teaching and learning. Yet they provide little to no information on students' learning outcomes. Understanding the impact of online teaching and assessments on student outcomes is key to adopting future teaching practices and ensuring students from disadvantaged backgrounds are not left behind.

How is the background different from the literature review?

Both the background and literature review sections compile previous studies that are relevant and important to the topic.

Despite their similarities, they're different in scope and aims.

Overall, the research background could be seen as a small part of the detailed critical discussion in the literature review. Almost always, primary research articles do not include a detailed literature review.

How is the Background different from the Introduction section?

Although often part of the Introduction, the Background differs from the Introduction in scope and aim.

Breakdown of the Background in published articles

Consider this systematic review looking at the connections of physician burnout with career engagement and quality of patient care.

The Background is placed in the Introduction section. It's critical, consistent, and logically structured, moving from general to specific information.

You can also check out the summary paragraph breakdown provided by Nature. (Nature's “summary paragraph” is essentially an abstract.)

And if you're looking for some help, or have an article that's finished but needs a pre-submission review click here to connect with one of our expert AJE editors.

Gareth Dyke, PhD

Director of Global Content

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Advancing Quantitative Analysis in Human Health Assessments through Probabilistic Methods

Meeting objective.

The Office of Research and Development at the U.S. EPA, in conjunction with the National Toxicology Program Interagency Center for the Evaluation of Alternative Toxicological Methods (NICEATM), is convening a workshop to facilitate discussion of probabilistic methods in human health risk assessment. This workshop will provide an overview of past implementations of probabilistic methods in risk assessments, highlight ongoing research surrounding probabilistic methods, and discuss the needs and challenges for the regular use of these methods.

Meeting Background

Recently, the National Academies of Sciences, Engineering, and Medicine have recommended to consider when and how traditional deterministic approaches to human health risk assessments can be transitioned towards probabilistic methods for deriving risk-specific doses. To explore how this transition might happen, this workshop will highlight past examples where probabilistic methods were used, provide insight into the current state of the research for deriving probabilistic toxicity values, and discuss the future directions for implementing probabilistic methods in human health assessments. Broken into four subtopics, current research will feature sessions on probabilistic exposure, toxicokinetics, benchmark dose modeling, and toxicity value determination. Throughout these sessions interdisciplinary panels comprising subject matter experts from government, industry, academia, and non-governmental organizations (NGOs) will conduct panel discussions to evaluate the proposed methods and provide suggestions for how the transition might be implemented.

Meeting Agenda

A link to the meeting agenda will be available by July 2024. 

Meeting dates will be available by July 2024, with the goal being early October of 2024.

Registration

This workshop will be a hybrid meeting (in person and online). The in-person portion will be held at EPA’s Research Triangle Park, North Carolina campus. The number of in-person registrants is limited to the first 150 participants: For those registered to attend virtually, a virtual participation guide will be provided prior to the meeting. For those participating in person, a poster session will be conducted. Posters abstract submissions will open when once registration is available.

• Meeting Registration Deadline: Information will be available by July 2024. 
• Poster Abstract Submission Deadline: Information will be available by July 2024.

Additional Information

For more information regarding registration or the probabilistic workshop, please contact Catherine Sprankle: [email protected] .  

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The Right to Contraception: State and Federal Actions, Misinformation, and the Courts

Mabel Felix , Laurie Sobel , and Alina Salganicoff Published: May 23, 2024

Introduction

The Supreme Court’s Dobbs ruling has heightened interest in affirming the right to contraception. While the Court’s majority opinion stated that the Dobbs decision does not “cast doubt on precedents that do not concern abortion,” Justice Thomas argued in his concurring opinion that in future cases, the Court should reconsider precedent that relied on the same principles as Roe – including Griswold v. Connecticut , the Court’s 1965 landmark decision that recognized the right of married people to obtain contraceptives – and overturn those decisions. The prospect of the Court overturning Griswold moved some in Congress to introduce federal legislation that would protect the right to contraception, though that legislation is unlikely to advance in the current divided Congress. Similarly, some state legislators have recently introduced measures to protect the right to obtain contraceptives.

However, even with the current constitutional protections of Griswold in place, uncertainty has emerged around people’s ability to access certain contraceptive methods, such as IUDs and emergency contraceptive pills (often confused with medication abortion), which are erroneously believed by many to be abortifacients . If, as the Supreme Court’s majority indicated, the basis for their reasoning hinges on whether “potential life” is involved in a law, the conflation of contraception with abortifacients could be the reasoning in a future case or in the application of certain laws. Since the Dobbs decision in 2022, a growing number of states have passed laws or constitutional amendments to secure the right to contraception for their residents. Recently, former president Donald Trump said that he believes the right to contraception should be up to the states, a statement he followed up with a social media posting saying that he would not limit contraception. With several state ballot initiatives on the path to be facing the voters November 2024 and the former president’s statement on contraception, this issue is likely to emerge as an election issue this fall. Senate Majority Leader Schumer also recently stated his intention to take a vote to the Senate floor on a bill that would protect contraceptive access nationally. This issue brief explains how misinformation about contraceptives and how pregnancy is defined in state abortion bans may impact contraceptive access, and outlines the legal protections some states have established to affirm the right to obtain contraceptives.

Supreme Court Decisions Recognizing the Right to Contraception

Currently, the right to contraception is protected by two landmark Supreme Court decisions, Griswold v. Connecticut (1965) and Eisenstadt v. Baird (1972). In Griswold , the Court recognized that the constitutional right to privacy encompasses the right of married people to obtain contraceptives. Prior to the Griswold decision, many states outlawed contraceptives, prohibiting clinicians from prescribing, or even discussing, contraceptive methods with their patients. After the Griswold decision, some states continued to have these prohibitions for single people, only allowing married women to obtain contraceptives. These laws spurred the litigation that resulted in the High Court’s decision in Eisenstadt, where the Court extended the constitutional protections of Griswold to unmarried people.

Misconceptions about Emergency Contraceptives (EC) and IUDs

Although intrauterine devices (IUDs) and emergency contraceptives (EC) – such as Plan B, Ella, and the emergency application of IUDs – work by preventing pregnancy, many people mistakenly believe they are abortifacients and can end a pregnancy. Polls indicate that as many as 73% of people incorrectly think emergency contraceptive pills can end a pregnancy in its early stages. Additionally, some people wrongly believe that IUDs work primarily by preventing implantation of a fertilized egg on the uterine lining.  However, research has shown that these contraceptive methods work by inhibiting ovulation or by making it harder for sperm to reach an egg. Despite some common misconceptions, emergency contraceptive methods and regular use of the IUD do not terminate a pregnancy, stop the implantation of a fertilized egg, or affect a developing embryo.

Exclusion of Emergency Contraceptives in State Programs

Although Medicaid programs are required to cover family planning services , some states have attempted to exclude certain contraceptive methods from their state Medicaid programs. In 2020, Texas received permission from the Trump Administration to exclude emergency contraceptives from its Medicaid-funded family planning program, after requesting to exclude coverage in 2017. This waiver will remain in effect until December 2024. Similarly, in 2021 the Missouri senate voted on a bill that would have barred coverage of emergency contraceptives from the state’s Medicaid program. This measure failed, and it is unclear whether Missouri had the authority to enforce this restriction without receiving authorization from the federal government. And in 2023, Iowa stopped paying for Plan B for survivors of sexual assault through its Crime Victim Compensation Program. Although these measures affect coverage of emergency contraceptives – not their legality – they still constitute attempts to restrict access to certain contraceptive methods.  Additionally, in 2021, the Idaho legislature enacted a law that bars “abortion-related activities” in school-based clinics, which prohibits health clinics at public schools, including higher education institutions, from dispensing emergency contraceptives, except in cases of rape.

Some Abortion Bans May be Interpreted to Limit Contraceptive Access

The definitions that abortion bans in some states employ, coupled with the misunderstanding that certain contraceptives are abortifacients, may be used to limit access to contraceptives. While leading medical organizations define pregnancy to begin at the implantation of a fertilized egg, a number of abortion bans define pregnancy to begin at fertilization and “fetus” and “unborn children” as living humans from fertilization until birth. The total abortion ban in Tennessee , for instance, defines pregnancy as the “reproductive condition of having a living unborn child within [the pregnant person’s] body throughout the entire embryonic and fetal stages of the unborn child from fertilization until birth.” If abortion bans establish that a pregnancy exists from the moment of fertilization, preventing the implantation of a fertilized egg could be construed as terminating a pregnancy. This kind of definition could potentially be used to ban or restrict contraceptive methods that people incorrectly believe to end a pregnancy.

For example, Missouri defines abortion to outlaw “[the] termination of the pregnancy of a mother by using or prescribing any instrument, device, medicine, drug, or other means or substance with an intention other than to increase the probability of a live birth or to remove a dead unborn child”. The ban additionally defines “unborn child” as “the offspring of human beings from the moment of conception” — which they define as fertilization — “until birth.”  The ban does not provide a definition for pregnancy, but instead establishes personhood for fertilized eggs, which could be interpreted as banning anything that prevents the implantation of a fertilized egg on the uterine lining, a possibility the state’s governor did not firmly deny in the immediate aftermath of the Dob bs decision. As a result, when the state’s abortion ban went into effect, a major hospital system in Missouri immediately stopped providing Plan B – an emergency contraceptive – out of fear of charges that could have resulted from a prosecutor’s misunderstanding of how Plan B works. The hospital system resumed providing the emergency contraceptive after the Attorney General’s office and the governor clarified that the ban did not affect Plan B. However, this situation demonstrates how the definitions included in abortion bans, which imply pregnancy starts at fertilization, coupled with misunderstandings of how contraceptives work, could limit access to the full range of contraceptive methods.

Currently, most other abortion bans that define pregnancy to begin at fertilization also limit the definition of abortion to providing procedures or medication to people “known to be pregnant” or with “clinically diagnosable pregnancies”. This definition of abortion would preclude these bans from being used to limit contraceptives. This is because contraceptives – emergency or otherwise – do not end an existing pregnancy and emergency contraceptives are only effective up to 5 days after intercourse, while the earliest a pregnancy can be clinically confirmed is approximately 10 to 11 days after fertilization. Even with a misunderstanding of how contraceptives work, these bans do not affect conduct prior to the time when a pregnancy can be confirmed. Additionally, the abortion bans in a few states explicitly clarify that they do not prevent the prescription, sale, or transfer of birth control devices and oral contraceptives.

Notably this issue came up in the 2023 race for Kentucky Governor. In a questionnaire from a state anti-abortion organization, one Republican contender indicated his support for fetal personhood, and prohibiting public funds for abortion with a definition that included contraceptive methods such as the “morning after pill,” Norplant, Depo Provera and the so-called “standard birth control pill.”  While the definition was provided by the anti-abortion organization, not the candidate, it illustrates the lack of understanding of contraceptive mechanisms of action and fails to distinguish between a drug or device that prevents pregnancy and those that are used to terminate a pregnancy.

Other Fetal Personhood Laws May Also Interfere with Access to Contraceptives

Laws and policies that define personhood to start at fertilization may similarly be used to limit access to contraceptives. For instance, the 2024 Alabama Supreme Court ruling holding that the state’s wrongful death law for minors applies from the moment of fertilization – including in vitro fertilization (IVF) – set precedent that could be used to limit access to certain contraceptives. Such an application of the law could result in the criminalization of actions perceived to threaten fertilized eggs, including the use of contraceptive methods people wrongly believe prevent the implantation of a fertilized egg, such as oral emergency contraceptives and the IUD.

State Protections for the Right to Contraception

Fourteen states – California , Colorado , Florida , Illinois , Massachusetts , Michigan , Minnesota , New Jersey , New Mexico , Ohio , Oregon , Rhode Island , Vermont , and Washington – and D.C. currently have legal or constitutional protections for the right to contraception. In six states and D.C., these protections were enacted since the Supreme Court’s decision in Dobbs in June 2022 as a legislative and citizen response to the fall of Roe .  In California , Michigan , and Vermont , voters passed constitutional amendments through ballot measures in the November 2022 election recognizing a broad right to reproductive autonomy, which includes the right to use or refuse contraceptives. In these states, the right to reproductive autonomy also includes the right to abortion and sterilization. In addition to the three states that had constitutional amendments in the November 2022 ballot, the legislatures in D.C. , Minnesota , and New Mexico have enacted laws protecting contraception since June 2022. And in 2023, Ohio voters approved Proposition 1, amending their state constitution to protect reproductive decisions, including those regarding contraception and abortion.

Although a number of the protections for contraception were enacted post- Dobbs , more than half of the states that have such protections instituted them before June 2022. Most of these laws – including those in Colorado , Illinois , Massachusetts , New Jersey , Rhode Island , and Vermont – were passed in the years leading up to the fall of Roe . Of the states that currently protect the right to contraception, all but three enacted these protections after 2019. The states of Oregon , Washington , and Florida had enacted their laws protecting contraceptives in 2007, 1991, and 1972, respectively.

Most laws protecting the right to contraception also protect a broader set of reproductive health care decisions, such as miscarriage management, maternity care, and assisted reproduction. Some states, such as Florida and Oregon , however, have more specific laws protecting the right to contraception. Oregon has separate protections for emergency contraception, voluntary sterilization, and termination of pregnancy. In fact, Florida is the only state with a statutory right to contraception that also has passed abortion bans, with a 6-week LMP ban in effect.

Much like any other legal protection, enshrining these rights in the state constitution creates stronger and more stable protection than simply enacting laws, which can be repealed with a change in party control of the state legislature or Governor. In contrast, a constitutional amendment that explicitly protects the right to contraception, or reproductive autonomy more broadly, is harder to change or repeal.

Proposed State Bills and Constitutional Amendments

Legislators in several states have introduced bills and proposed constitutional amendment ballot measures to protect the right to contraception since the Dobbs decision. Legislators in Hawai’i , Maryland , Nevada , and Washington , among other states, have proposed constitutional amendments to create protections for contraception. Most of these measures are in committee or awaiting a vote with the legislature, but the Maryland and Nevada measures have passed. Maryland’s proposed constitutional amendment will be on the November 2024 ballot. In Nevada, constitutional measures must pass twice in the legislature before they are placed on a ballot and the earliest it may be listed on the ballot is November 2026. Further, lawmakers in several states, including Arizona , Iowa , and Virginia , have introduced bills protecting the right to contraception during the 2023 and 2024 legislative session. None of these bills passed during the 2023 legislative session. The Virginia bill introduced during the 2024 session has passed both chambers, but it was vetoed by the governor .

Federal Response

At the federal level, the Right to Contraception Act – a bill that would have protected the right to obtain and use contraceptives – and the Access to Safe Contraception Act – which would prevent states from banning the prescription, provision, or use of FDA-approved contraceptives – were introduced in the House and the Senate in the weeks after the Supreme Court issued the Dobbs decision. Shortly after the bill was introduced, the then Democrat-led House passed the Right to Contraception Act, but it did not receive a vote in the Senate due to a lack of the necessary votes needed to end a filibuster. The Right to Contraception Act was reintroduced in the current Congressional session in June 2023, but it does not have sufficient support to pass in the House or end the filibuster in the Senate at this time. Senate Majority Leader Charles Schumer has announced his intention to fast-track a Senate floor vote that would codify the right to contraception that was granted in the Griswold case assuring that this will be raised by Democrats as an election issue.

In the months following the Dobbs decision, President Biden issued two executive orders aiming to protect access to reproductive health care services, including contraceptives .  While the executive orders do not specifically address the “right” to contraception, they call on federal agencies and regulators to assure that access to contraceptive services and supplies is broad and unimpeded by barriers related to costs, coverage, availability, and other factors. For example, in July 2022, under the directive of one of these executive orders, the U.S. Department of Health and Human Services issued guidance reminding retail pharmacies of their obligations under federal civil rights law. Specifically, the guidance pointed out that “if [a] pharmacy otherwise provides contraceptives (e.g., external and internal condoms) but refuses to fill a certain type of contraceptive because it may prevent pregnancy, the pharmacy may be discriminating on the basis of sex.”

Recent KFF polling suggests that 21% of adults consider the right to contraception to be a threatened right, rising to over one-third of Democrats. One in four Democratic women feel that the right to contraception is under threat, but concern is lower among Republican women (8%). Notably, many are not sure whether it is a secure right, but that may change as the issue gets additional attention in the upcoming election.

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Also of Interest

• Addressing Abortion Access through State Ballot Initiatives
• Legal Challenges to State Abortion Bans Since the Dobbs Decision
• Abortions Later in Pregnancy in a Post-Dobbs Era

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How to Write an Effective Background of the Study: A Comprehensive Guide

Table of Contents

The background of the study in a research paper offers a clear context, highlighting why the research is essential and the problem it aims to address.

As a researcher, this foundational section is essential for you to chart the course of your study, Moreover, it allows readers to understand the importance and path of your research.

Whether in academic communities or to the general public, a well-articulated background aids in communicating the essence of the research effectively.

While it may seem straightforward, crafting an effective background requires a blend of clarity, precision, and relevance. Therefore, this article aims to be your guide, offering insights into:

• Understanding the concept of the background of the study.
• Learning how to craft a compelling background effectively.
• Identifying and sidestepping common pitfalls in writing the background.
• Exploring practical examples that bring the theory to life.
• Enhancing both your writing and reading of academic papers.

Keeping these compelling insights in mind, let's delve deeper into the details of the empirical background of the study, exploring its definition, distinctions, and the art of writing it effectively.

What is the background of the study?

The background of the study is placed at the beginning of a research paper. It provides the context, circumstances, and history that led to the research problem or topic being explored.

It offers readers a snapshot of the existing knowledge on the topic and the reasons that spurred your current research.

When crafting the background of your study, consider the following questions.

• What's the context of your research?
• Which previous research will you refer to?
• Are there any knowledge gaps in the existing relevant literature?
• How will you justify the need for your current research?
• Have you concisely presented the research question or problem?

In a typical research paper structure, after presenting the background, the introduction section follows. The introduction delves deeper into the specific objectives of the research and often outlines the structure or main points that the paper will cover.

Together, they create a cohesive starting point, ensuring readers are well-equipped to understand the subsequent sections of the research paper.

While the background of the study and the introduction section of the research manuscript may seem similar and sometimes even overlap, each serves a unique purpose in the research narrative.

Difference between background and introduction

A well-written background of the study and introduction are preliminary sections of a research paper and serve distinct purposes.

Here’s a detailed tabular comparison between the two of them.

What is the relevance of the background of the study?

It is necessary for you to provide your readers with the background of your research. Without this, readers may grapple with questions such as: Why was this specific research topic chosen? What led to this decision? Why is this study relevant? Is it worth their time?

Such uncertainties can deter them from fully engaging with your study, leading to the rejection of your research paper. Additionally, this can diminish its impact in the academic community, and reduce its potential for real-world application or policy influence .

To address these concerns and offer clarity, the background section plays a pivotal role in research papers.

The background of the study in research is important as it:

• Provides context: It offers readers a clear picture of the existing knowledge, helping them understand where the current research fits in.
• Highlights relevance: By detailing the reasons for the research, it underscores the study's significance and its potential impact.
• Guides the narrative: The background shapes the narrative flow of the paper, ensuring a logical progression from what's known to what the research aims to uncover.
• Enhances engagement: A well-crafted background piques the reader's interest, encouraging them to delve deeper into the research paper.
• Aids in comprehension: By setting the scenario, it aids readers in better grasping the research objectives, methodologies, and findings.

How to write the background of the study in a research paper?

The journey of presenting a compelling argument begins with the background study. This section holds the power to either captivate or lose the reader's interest.

An effectively written background not only provides context but also sets the tone for the entire research paper. It's the bridge that connects a broad topic to a specific research question, guiding readers through the logic behind the study.

But how does one craft a background of the study that resonates, informs, and engages?

Here, we’ll discuss how to write an impactful background study, ensuring your research stands out and captures the attention it deserves.

Identify the research problem

The first step is to start pinpointing the specific issue or gap you're addressing. This should be a significant and relevant problem in your field.

A well-defined problem is specific, relevant, and significant to your field. It should resonate with both experts and readers.

Here’s more on how to write an effective research problem .

Provide context

Here, you need to provide a broader perspective, illustrating how your research aligns with or contributes to the overarching context or the wider field of study. A comprehensive context is grounded in facts, offers multiple perspectives, and is relatable.

In addition to stating facts, you should weave a story that connects key concepts from the past, present, and potential future research. For instance, consider the following approach.

• Offer a brief history of the topic, highlighting major milestones or turning points that have shaped the current landscape.
• Discuss contemporary developments or current trends that provide relevant information to your research problem. This could include technological advancements, policy changes, or shifts in societal attitudes.
• Highlight the views of different stakeholders. For a topic like sustainable agriculture, this could mean discussing the perspectives of farmers, environmentalists, policymakers, and consumers.
• If relevant, compare and contrast global trends with local conditions and circumstances. This can offer readers a more holistic understanding of the topic.

Literature review

For this step, you’ll deep dive into the existing literature on the same topic. It's where you explore what scholars, researchers, and experts have already discovered or discussed about your topic.

Conducting a thorough literature review isn't just a recap of past works. To elevate its efficacy, it's essential to analyze the methods, outcomes, and intricacies of prior research work, demonstrating a thorough engagement with the existing body of knowledge.

• Instead of merely listing past research study, delve into their methodologies, findings, and limitations. Highlight groundbreaking studies and those that had contrasting results.
• Try to identify patterns. Look for recurring themes or trends in the literature. Are there common conclusions or contentious points?
• The next step would be to connect the dots. Show how different pieces of research relate to each other. This can help in understanding the evolution of thought on the topic.

By showcasing what's already known, you can better highlight the background of the study in research.

Highlight the research gap

This step involves identifying the unexplored areas or unanswered questions in the existing literature. Your research seeks to address these gaps, providing new insights or answers.

A clear research gap shows you've thoroughly engaged with existing literature and found an area that needs further exploration.

How can you efficiently highlight the research gap?

• Find the overlooked areas. Point out topics or angles that haven't been adequately addressed.
• Highlight questions that have emerged due to recent developments or changing circumstances.
• Identify areas where insights from other fields might be beneficial but haven't been explored yet.

State your objectives

Here, it’s all about laying out your game plan — What do you hope to achieve with your research? You need to mention a clear objective that’s specific, actionable, and directly tied to the research gap.

How to state your objectives?

• List the primary questions guiding your research.
• If applicable, state any hypotheses or predictions you aim to test.
• Specify what you hope to achieve, whether it's new insights, solutions, or methodologies.

Discuss the significance

This step describes your 'why'. Why is your research important? What broader implications does it have?

The significance of “why” should be both theoretical (adding to the existing literature) and practical (having real-world implications).

How do we effectively discuss the significance?

• Discuss how your research adds to the existing body of knowledge.
• Highlight how your findings could be applied in real-world scenarios, from policy changes to on-ground practices.
• Point out how your research could pave the way for further studies or open up new areas of exploration.

Summarize your points

A concise summary acts as a bridge, smoothly transitioning readers from the background to the main body of the paper. This step is a brief recap, ensuring that readers have grasped the foundational concepts.

How to summarize your study?

• Revisit the key points discussed, from the research problem to its significance.
• Prepare the reader for the subsequent sections, ensuring they understand the research's direction.

Include examples for better understanding

Research and come up with real-world or hypothetical examples to clarify complex concepts or to illustrate the practical applications of your research. Relevant examples make abstract ideas tangible, aiding comprehension.

How to include an effective example of the background of the study?

• Use past events or scenarios to explain concepts.
• Craft potential scenarios to demonstrate the implications of your findings.
• Use comparisons to simplify complex ideas, making them more relatable.

Crafting a compelling background of the study in research is about striking the right balance between providing essential context, showcasing your comprehensive understanding of the existing literature, and highlighting the unique value of your research .

While writing the background of the study, keep your readers at the forefront of your mind. Every piece of information, every example, and every objective should be geared toward helping them understand and appreciate your research.

How to avoid mistakes in the background of the study in research?

To write a well-crafted background of the study, you should be aware of the following potential research pitfalls .

• Stay away from ambiguity. Always assume that your reader might not be familiar with intricate details about your topic.
• Avoid discussing unrelated themes. Stick to what's directly relevant to your research problem.
• Ensure your background is well-organized. Information should flow logically, making it easy for readers to follow.
• While it's vital to provide context, avoid overwhelming the reader with excessive details that might not be directly relevant to your research problem.
• Ensure you've covered the most significant and relevant studies i` n your field. Overlooking key pieces of literature can make your background seem incomplete.
• Aim for a balanced presentation of facts, and avoid showing overt bias or presenting only one side of an argument.
• While academic paper often involves specialized terms, ensure they're adequately explained or use simpler alternatives when possible.
• Every claim or piece of information taken from existing literature should be appropriately cited. Failing to do so can lead to issues of plagiarism.
• Avoid making the background too lengthy. While thoroughness is appreciated, it should not come at the expense of losing the reader's interest. Maybe prefer to keep it to one-two paragraphs long.
• Especially in rapidly evolving fields, it's crucial to ensure that your literature review section is up-to-date and includes the latest research.

Example of an effective background of the study

Let's consider a topic: "The Impact of Online Learning on Student Performance." The ideal background of the study section for this topic would be as follows.

In the last decade, the rise of the internet has revolutionized many sectors, including education. Online learning platforms, once a supplementary educational tool, have now become a primary mode of instruction for many institutions worldwide. With the recent global events, such as the COVID-19 pandemic, there has been a rapid shift from traditional classroom learning to online modes, making it imperative to understand its effects on student performance.

Previous studies have explored various facets of online learning, from its accessibility to its flexibility. However, there is a growing need to assess its direct impact on student outcomes. While some educators advocate for its benefits, citing the convenience and vast resources available, others express concerns about potential drawbacks, such as reduced student engagement and the challenges of self-discipline.

This research aims to delve deeper into this debate, evaluating the true impact of online learning on student performance.

Why is this example considered as an effective background section of a research paper?

This background section example effectively sets the context by highlighting the rise of online learning and its increased relevance due to recent global events. It references prior research on the topic, indicating a foundation built on existing knowledge.

By presenting both the potential advantages and concerns of online learning, it establishes a balanced view, leading to the clear purpose of the study: to evaluate the true impact of online learning on student performance.

As we've explored, writing an effective background of the study in research requires clarity, precision, and a keen understanding of both the broader landscape and the specific details of your topic.

From identifying the research problem, providing context, reviewing existing literature to highlighting research gaps and stating objectives, each step is pivotal in shaping the narrative of your research. And while there are best practices to follow, it's equally crucial to be aware of the pitfalls to avoid.

Remember, writing or refining the background of your study is essential to engage your readers, familiarize them with the research context, and set the ground for the insights your research project will unveil.

Drawing from all the important details, insights and guidance shared, you're now in a strong position to craft a background of the study that not only informs but also engages and resonates with your readers.

Now that you've a clear understanding of what the background of the study aims to achieve, the natural progression is to delve into the next crucial component — write an effective introduction section of a research paper. Read here .

Frequently Asked Questions

The background of the study should include a clear context for the research, references to relevant previous studies, identification of knowledge gaps, justification for the current research, a concise overview of the research problem or question, and an indication of the study's significance or potential impact.

The background of the study is written to provide readers with a clear understanding of the context, significance, and rationale behind the research. It offers a snapshot of existing knowledge on the topic, highlights the relevance of the study, and sets the stage for the research questions and objectives. It ensures that readers can grasp the importance of the research and its place within the broader field of study.

The background of the study is a section in a research paper that provides context, circumstances, and history leading to the research problem or topic being explored. It presents existing knowledge on the topic and outlines the reasons that spurred the current research, helping readers understand the research's foundation and its significance in the broader academic landscape.

The number of paragraphs in the background of the study can vary based on the complexity of the topic and the depth of the context required. Typically, it might range from 3 to 5 paragraphs, but in more detailed or complex research papers, it could be longer. The key is to ensure that all relevant information is presented clearly and concisely, without unnecessary repetition.

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What is cloud computing?

With cloud computing, organizations essentially buy a range of services offered by cloud service providers (CSPs). The CSP’s servers host all the client’s applications. Organizations can enhance their computing power more quickly and cheaply via the cloud than by purchasing, installing, and maintaining their own servers.

The cloud-computing model is helping organizations to scale new digital solutions with greater speed and agility—and to create value more quickly. Developers use cloud services to build and run custom applications and to maintain infrastructure and networks for companies of virtually all sizes—especially large global ones. CSPs offer services, such as analytics, to handle and manipulate vast amounts of data. Time to market accelerates, speeding innovation to deliver better products and services across the world.

What are examples of cloud computing’s uses?

Get to know and directly engage with senior mckinsey experts on cloud computing.

Brant Carson is a senior partner in McKinsey’s Vancouver office; Chandra Gnanasambandam and Anand Swaminathan are senior partners in the Bay Area office; William Forrest is a senior partner in the Chicago office; Leandro Santos is a senior partner in the Atlanta office; Kate Smaje is a senior partner in the London office.

Cloud computing came on the scene well before the global pandemic hit, in 2020, but the ensuing digital dash  helped demonstrate its power and utility. Here are some examples of how businesses and other organizations employ the cloud:

• A fast-casual restaurant chain’s online orders multiplied exponentially during the 2020 pandemic lockdowns, climbing to 400,000 a day, from 50,000. One pleasant surprise? The company’s online-ordering system could handle the volume—because it had already migrated to the cloud . Thanks to this success, the organization’s leadership decided to accelerate its five-year migration plan to less than one year.
• A biotech company harnessed cloud computing to deliver the first clinical batch of a COVID-19 vaccine candidate for Phase I trials in just 42 days—thanks in part to breakthrough innovations using scalable cloud data storage and computing  to facilitate processes ensuring the drug’s safety and efficacy.
• Banks use the cloud for several aspects of customer-service management. They automate transaction calls using voice recognition algorithms and cognitive agents (AI-based online self-service assistants directing customers to helpful information or to a human representative when necessary). In fraud and debt analytics, cloud solutions enhance the predictive power of traditional early-warning systems. To reduce churn, they encourage customer loyalty through holistic retention programs managed entirely in the cloud.
• Automakers are also along for the cloud ride . One company uses a common cloud platform that serves 124 plants, 500 warehouses, and 1,500 suppliers to consolidate real-time data from machines and systems and to track logistics and offer insights on shop floor processes. Use of the cloud could shave 30 percent off factory costs by 2025—and spark innovation at the same time.

That’s not to mention experiences we all take for granted: using apps on a smartphone, streaming shows and movies, participating in videoconferences. All of these things can happen in the cloud.

Learn more about our Cloud by McKinsey , Digital McKinsey , and Technology, Media, & Telecommunications  practices.

How has cloud computing evolved?

Going back a few years, legacy infrastructure dominated IT-hosting budgets. Enterprises planned to move a mere 45 percent of their IT-hosting expenditures to the cloud by 2021. Enter COVID-19, and 65 percent of the decision makers surveyed by McKinsey increased their cloud budgets . An additional 55 percent ended up moving more workloads than initially planned. Having witnessed the cloud’s benefits firsthand, 40 percent of companies expect to pick up the pace of implementation.

The cloud revolution has actually been going on for years—more than 20, if you think the takeoff point was the founding of Salesforce, widely seen as the first software as a service (SaaS) company. Today, the next generation of cloud, including capabilities such as serverless computing, makes it easier for software developers to tweak software functions independently, accelerating the pace of release, and to do so more efficiently. Businesses can therefore serve customers and launch products in a more agile fashion. And the cloud continues to evolve.

Introducing McKinsey Explainers : Direct answers to complex questions

Cost savings are commonly seen as the primary reason for moving to the cloud but managing those costs requires a different and more dynamic approach focused on OpEx rather than CapEx. Financial-operations (or FinOps) capabilities  can indeed enable the continuous management and optimization of cloud costs . But CSPs have developed their offerings so that the cloud’s greatest value opportunity is primarily through business innovation and optimization. In 2020, the top-three CSPs reached $100 billion  in combined revenues—a minor share of the global $2.4 trillion market for enterprise IT services—leaving huge value to be captured. To go beyond merely realizing cost savings, companies must activate three symbiotic rings of cloud value creation : strategy and management, business domain adoption, and foundational capabilities.

What’s the main reason to move to the cloud?

The pandemic demonstrated that the digital transformation can no longer be delayed—and can happen much more quickly than previously imagined. Nothing is more critical to a corporate digital transformation than becoming a cloud-first business. The benefits are faster time to market, simplified innovation and scalability, and reduced risk when effectively managed. The cloud lets companies provide customers with novel digital experiences—in days, not months—and delivers analytics absent on legacy platforms. But to transition to a cloud-first operating model, organizations must make a collective effort that starts at the top. Here are three actions CEOs can take to increase the value their companies get from cloud computing :

• Establish a sustainable funding model.
• Develop a new business technology operating model.
• Set up policies to attract and retain the right engineering talent.

How much value will the cloud create?

Fortune 500 companies adopting the cloud could realize more than $1 trillion in value  by 2030, and not from IT cost reductions alone, according to McKinsey’s analysis of 700 use cases.

For example, the cloud speeds up design, build, and ramp-up, shortening time to market when companies have strong DevOps (the combination of development and operations) processes in place; groups of software developers customize and deploy software for operations that support the business. The cloud’s global infrastructure lets companies scale products almost instantly to reach new customers, geographies, and channels. Finally, digital-first companies use the cloud to adopt emerging technologies and innovate aggressively, using digital capabilities as a competitive differentiator to launch and build businesses .

If companies pursue the cloud’s vast potential in the right ways, they will realize huge value. Companies across diverse industries have implemented the public cloud and seen promising results. The successful ones defined a value-oriented strategy across IT and the business, acquired hands-on experience operating in the cloud, adopted a technology-first approach, and developed a cloud-literate workforce.

Learn more about our Cloud by McKinsey and Digital McKinsey practices.

What is the cloud cost/procurement model?

Some cloud services, such as server space, are leased. Leasing requires much less capital up front than buying, offers greater flexibility to switch and expand the use of services, cuts the basic cost of buying hardware and software upfront, and reduces the difficulties of upkeep and ownership. Organizations pay only for the infrastructure and computing services that meet their evolving needs. But an outsourcing model  is more apt than other analogies: the computing business issues of cloud customers are addressed by third-party providers that deliver innovative computing services on demand to a wide variety of customers, adapt those services to fit specific needs, and work to constantly improve the offering.

What are cloud risks?

The cloud offers huge cost savings and potential for innovation. However, when companies migrate to the cloud, the simple lift-and-shift approach doesn’t reduce costs, so companies must remediate their existing applications to take advantage of cloud services.

For instance, a major financial-services organization  wanted to move more than 50 percent of its applications to the public cloud within five years. Its goals were to improve resiliency, time to market, and productivity. But not all its business units needed to transition at the same pace. The IT leadership therefore defined varying adoption archetypes to meet each unit’s technical, risk, and operating-model needs.

Legacy cybersecurity architectures and operating models can also pose problems when companies shift to the cloud. The resulting problems, however, involve misconfigurations rather than inherent cloud security vulnerabilities. One powerful solution? Securing cloud workloads for speed and agility : automated security architectures and processes enable workloads to be processed at a much faster tempo.

What kind of cloud talent is needed?

The talent demands of the cloud differ from those of legacy IT. While cloud computing can improve the productivity of your technology, it requires specialized and sometimes hard-to-find talent—including full-stack developers, data engineers, cloud-security engineers, identity- and access-management specialists, and cloud engineers. The cloud talent model  should thus be revisited as you move forward.

Six practical actions can help your organization build the cloud talent you need :

• Find engineering talent with broad experience and skills.
• Balance talent maturity levels and the composition of teams.
• Build an extensive and mandatory upskilling program focused on need.
• Build an engineering culture that optimizes the developer experience.
• Consider using partners to accelerate development and assign your best cloud leaders as owners.
• Retain top talent by focusing on what motivates them.

How do different industries use the cloud?

Different industries are expected to see dramatically different benefits from the cloud. High-tech, retail, and healthcare organizations occupy the top end of the value capture continuum. Electronics and semiconductors, consumer-packaged-goods, and media companies make up the middle. Materials, chemicals, and infrastructure organizations cluster at the lower end.

Nevertheless, myriad use cases provide opportunities to unlock value across industries , as the following examples show:

• a retailer enhancing omnichannel  fulfillment, using AI to optimize inventory across channels and to provide a seamless customer experience
• a healthcare organization implementing remote heath monitoring to conduct virtual trials and improve adherence
• a high-tech company using chatbots to provide premier-level support combining phone, email, and chat
• an oil and gas company employing automated forecasting to automate supply-and-demand modeling and reduce the need for manual analysis
• a financial-services organization implementing customer call optimization using real-time voice recognition algorithms to direct customers in distress to experienced representatives for retention offers
• a financial-services provider moving applications in customer-facing business domains to the public cloud to penetrate promising markets more quickly and at minimal cost
• a health insurance carrier accelerating the capture of billions of dollars in new revenues by moving systems to the cloud to interact with providers through easier onboarding

The cloud is evolving  to meet the industry-specific needs of companies. From 2021 to 2024, public-cloud spending on vertical applications (such as warehouse management in retailing and enterprise risk management in banking) is expected to grow by more than 40 percent annually. Spending on horizontal workloads (such as customer relationship management) is expected to grow by 25 percent. Healthcare and manufacturing organizations, for instance, plan to spend around twice as much on vertical applications as on horizontal ones.

Learn more about our Cloud by McKinsey , Digital McKinsey , Financial Services , Healthcare Systems & Services , Retail , and Technology, Media, & Telecommunications  practices.

What are the biggest cloud myths?

Views on cloud computing can be clouded by misconceptions. Here are seven common myths about the cloud —all of which can be debunked:

• The cloud’s value lies primarily in reducing costs.
• Cloud computing costs more than in-house computing.
• On-premises data centers are more secure than the cloud.
• Applications run more slowly in the cloud.
• The cloud eliminates the need for infrastructure.
• The best way to move to the cloud is to focus on applications or data centers.
• You must lift and shift applications as-is or totally refactor them.

How large must my organization be to benefit from the cloud?

Here’s one more huge misconception: the cloud is just for big multinational companies. In fact, cloud can help make small local companies become multinational. A company’s benefits from implementing the cloud are not constrained by its size. In fact, the cloud shifts barrier to entry skill rather than scale, making it possible for a company of any size to compete if it has people with the right skills. With cloud, highly skilled small companies can take on established competitors. To realize the cloud’s immense potential value fully, organizations must take a thoughtful approach, with IT and the businesses working together.

For more in-depth exploration of these topics, see McKinsey’s Cloud Insights collection. Learn more about Cloud by McKinsey —and check out cloud-related job opportunities if you’re interested in working at McKinsey.

Articles referenced include:

• “ Six practical actions for building the cloud talent you need ,” January 19, 2022, Brant Carson , Dorian Gärtner , Keerthi Iyengar, Anand Swaminathan , and Wayne Vest
• “ Cloud-migration opportunity: Business value grows, but missteps abound ,” October 12, 2021, Tara Balakrishnan, Chandra Gnanasambandam , Leandro Santos , and Bhargs Srivathsan
• “ Cloud’s trillion-dollar prize is up for grabs ,” February 26, 2021, Will Forrest , Mark Gu, James Kaplan , Michael Liebow, Raghav Sharma, Kate Smaje , and Steve Van Kuiken
• “ Unlocking value: Four lessons in cloud sourcing and consumption ,” November 2, 2020, Abhi Bhatnagar , Will Forrest , Naufal Khan , and Abdallah Salami
• “ Three actions CEOs can take to get value from cloud computing ,” July 21, 2020, Chhavi Arora , Tanguy Catlin , Will Forrest , James Kaplan , and Lars Vinter

Want to know more about cloud computing?

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• Manuscript Preparation

What is the Background of a Study and How Should it be Written?

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Table of Contents

The background of a study is one of the most important components of a research paper. The quality of the background determines whether the reader will be interested in the rest of the study. Thus, to ensure that the audience is invested in reading the entire research paper, it is important to write an appealing and effective background. So, what constitutes the background of a study, and how must it be written?

What is the background of a study?

The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper. The background forms the crux of the study because it introduces an unaware audience to the research and its importance in a clear and logical manner. At times, the background may even explore whether the study builds on or refutes findings from previous studies. Any relevant information that the readers need to know before delving into the paper should be made available to them in the background.

How is a background different from the introduction?

The introduction of your research paper is presented before the background. Let’s find out what factors differentiate the background from the introduction.

• The introduction only contains preliminary data about the research topic and does not state the purpose of the study. On the contrary, the background clarifies the importance of the study in detail.
• The introduction provides an overview of the research topic from a broader perspective, while the background provides a detailed understanding of the topic.
• The introduction should end with the mention of the research questions, aims, and objectives of the study. In contrast, the background follows no such format and only provides essential context to the study.

How should one write the background of a research paper?

The length and detail presented in the background varies for different research papers, depending on the complexity and novelty of the research topic. At times, a simple background suffices, even if the study is complex. Before writing and adding details in the background, take a note of these additional points:

• Start with a strong beginning: Begin the background by defining the research topic and then identify the target audience.
• Cover key components: Explain all theories, concepts, terms, and ideas that may feel unfamiliar to the target audience thoroughly.
• Take note of important prerequisites: Go through the relevant literature in detail. Take notes while reading and cite the sources.
• Maintain a balance: Make sure that the background is focused on important details, but also appeals to a broader audience.
• Include historical data: Current issues largely originate from historical events or findings. If the research borrows information from a historical context, add relevant data in the background.
• Explain novelty: If the research study or methodology is unique or novel, provide an explanation that helps to understand the research better.
• Increase engagement: To make the background engaging, build a story around the central theme of the research

Avoid these mistakes while writing the background:

• Ambiguity: Don’t be ambiguous. While writing, assume that the reader does not understand any intricate detail about your research.
• Unrelated themes: Steer clear from topics that are not related to the key aspects of your research topic.
• Poor organization: Do not place information without a structure. Make sure that the background reads in a chronological manner and organize the sub-sections so that it flows well.

Writing the background for a research paper should not be a daunting task. But directions to go about it can always help. At Elsevier Author Services we provide essential insights on how to write a high quality, appealing, and logically structured paper for publication, beginning with a robust background. For further queries, contact our experts now!

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What is the Background of the Study and How to Write It

What is the Background of the Study in Research? 

The background of the study is the first section of a research paper and gives context surrounding the research topic. The background explains to the reader where your research journey started, why you got interested in the topic, and how you developed the research question that you will later specify. That means that you first establish the context of the research you did with a general overview of the field or topic and then present the key issues that drove your decision to study the specific problem you chose.

Once the reader understands where you are coming from and why there was indeed a need for the research you are going to present in the following—because there was a gap in the current research, or because there is an obvious problem with a currently used process or technology—you can proceed with the formulation of your research question and summarize how you are going to address it in the rest of your manuscript.

Why is the Background of the Study Important?

No matter how surprising and important the findings of your study are, if you do not provide the reader with the necessary background information and context, they will not be able to understand your reasons for studying the specific problem you chose and why you think your study is relevant. And more importantly, an editor who does not share your enthusiasm for your work (because you did not fill them in on all the important details) will very probably not even consider your manuscript worthy of their and the reviewers’ time and will immediately send it back to you.

To avoid such desk rejections , you need to make sure you pique the reader’s interest and help them understand the contribution of your work to the specific field you study, the more general research community, or the public. Introducing the study background is crucial to setting the scene for your readers.

Table of Contents:

• What is “Background Information” in a Research Paper?
• What Should the Background of a Research Paper Include?
• Where Does the Background Section Go in Your Paper?

Background of the Study Structure

Before writing your study background, it is essential to understand what to include. The following elements should all be included in the background and are presented in greater detail in the next section:

• A general overview of the topic and why it is important (overlaps with establishing the “importance of the topic” in the Introduction)
• The current state of the research on the topic or on related topics in the field
• Controversies about current knowledge or specific past studies that undergird your research methodology
• Any claims or assumptions that have been made by researchers, institutions, or politicians that might need to be clarified
• Methods and techniques used in the study or from which your study deviated in some way

Presenting the Study Background

As you begin introducing your background, you first need to provide a general overview and include the main issues concerning the topic. Depending on whether you do “basic” (with the aim of providing further knowledge) or “applied” research (to establish new techniques, processes, or products), this is either a literature review that summarizes all relevant earlier studies in the field or a description of the process (e.g., vote counting) or practice (e.g., diagnosis of a specific disease) that you think is problematic or lacking and needs a solution.

Example s of a general overview

If you study the function of a Drosophila gene, for example, you can explain to the reader why and for whom the study of fly genetics is relevant, what is already known and established, and where you see gaps in the existing literature. If you investigated how the way universities have transitioned into online teaching since the beginning of the Covid-19 pandemic has affected students’ learning progress, then you need to present a summary of what changes have happened around the world, what the effects of those changes have been so far, and where you see problems that need to be addressed. Note that you need to provide sources for every statement and every claim you make here, to establish a solid foundation of knowledge for your own study. 

Describing the current state of knowledge

When the reader understands the main issue(s), you need to fill them in more specifically on the current state of the field (in basic research) or the process/practice/product use you describe (in practical/applied research). Cite all relevant studies that have already reported on the Drosophila gene you are interested in, have failed to reveal certain functions of it, or have suggested that it might be involved in more processes than we know so far. Or list the reports from the education ministries of the countries you are interested in and highlight the data that shows the need for research into the effects of the Corona-19 pandemic on teaching and learning.

Discussing controversies, claims, and assumptions

Are there controversies regarding your topic of interest that need to be mentioned and/or addressed? For example, if your research topic involves an issue that is politically hot, you can acknowledge this here. Have any earlier claims or assumptions been made, by other researchers, institutions, or politicians, that you think need to be clarified?

Mentioning methodologies and approaches

While putting together these details, you also need to mention methodologies : What methods/techniques have been used so far to study what you studied and why are you going to either use the same or a different approach? Are any of the methods included in the literature review flawed in such a way that your study takes specific measures to correct or update? While you shouldn’t spend too much time here justifying your methods (this can be summarized briefly in the rationale of the study at the end of the Introduction and later in the Discussion section), you can engage with the crucial methods applied in previous studies here first.

When you have established the background of the study of your research paper in such a logical way, then the reader should have had no problem following you from the more general information you introduced first to the specific details you added later. You can now easily lead over to the relevance of your research, explain how your work fits into the bigger picture, and specify the aims and objectives of your study. This latter part is usually considered the “ statement of the problem ” of your study. Without a solid research paper background, this statement will come out of nowhere for the reader and very probably raise more questions than you were planning to answer.   

Where does the study background section go in a paper?

Unless you write a research proposal or some kind of report that has a specific “Background” chapter, the background of your study is the first part of your introduction section . This is where you put your work in context and provide all the relevant information the reader needs to follow your rationale. Make sure your background has a logical structure and naturally leads into the statement of the problem at the very end of the introduction so that you bring everything together for the reader to judge the relevance of your work and the validity of your approach before they dig deeper into the details of your study in the methods section .

Consider Receiving Professional Editing Services

Now that you know how to write a background section for a research paper, you might be interested in our AI text editor at Wordvice AI. And be sure to receive professional editing services , including academic editing and proofreading , before submitting your manuscript to journals. On the Wordvice academic resources website, you can also find many more articles and other resources that can help you with writing the other parts of your research paper , with making a research paper outline before you put everything together, or with writing an effective cover letter once you are ready to submit.

Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality
• Research Process
• Selecting Your Topic
• Identifying Keywords
• Gathering Background Info
• Evaluating Sources
• Gale Ebooks This link opens in a new window Gale Ebooks (formerly named Gale Virtual Library or GVRL) provides a wealth of full-text reference and general subject books in a wide variety of subjects. more... less... Sources offered in the GVRL include multi-volume encyclopedias, biographical collections, business plan handbooks, company histories, consumer health references and history compilations. A wide variety of subjects are covered including arts, biography, business, education, environment, history, law, medicine, multicultural, religion and science.
• Oxford Bibliographies This link opens in a new window Developed cooperatively with scholars and librarians worldwide, Oxford Bibliographies offers exclusive, authoritative research guides across a variety of subject areas. Combining the best features of an annotated bibliography and a high-level encyclopedia, this cutting-edge resource directs researchers to the best available scholarship across a wide variety of subjects.

If you can't find an encyclopedia, dictionary or textbook article on your topic, try using broader  keywords  or ask a librarian  for help. For example, if your topic is "global warming," con sider searching for an encyclopedia on the environment.

Finding background information

Once you have identified keywords, the next step is to find background information on your topic.

Background information serves many purposes:

• If you are unfamiliar with the topic, it provides a good overview of the subject matter.
• It helps you to identify important facts related to your topic such as terminology, dates, events, history, and relevant names or organizations.
• It can help you refine your topic.
• Background research might lead you to bibliographies that you can use to find additional sources of information.

Background information can be found in:

• dictionaries
• general encyclopedias
• subject-specific encyclopedias  
• article databases

These sources are often listed on the "Find Resources" tab of our research by subject guides. You can browse a complete list of the Library's guides by visiting the "Research by Subject" homepage.

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• Next: Develop Research Questions >>
• Last Updated: Jun 6, 2024 12:57 PM
• URL: https://libguides.uta.edu/researchprocess

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Writing Research Background

Research background is a brief outline of the most important studies that have been conducted so far presented in a chronological order. Research background part in introduction chapter can be also headed ‘Background of the Study.” Research background should also include a brief discussion of major theories and models related to the research problem.

Specifically, when writing research background you can discuss major theories and models related to your research problem in a chronological order to outline historical developments in the research area.  When writing research background, you also need to demonstrate how your research relates to what has been done so far in the research area.

Research background is written after the literature review. Therefore, literature review has to be the first and the longest stage in the research process, even before the formulation of research aims and objectives, right after the selection of the research area. Once the research area is selected, the literature review is commenced in order to identify gaps in the research area.

Research aims and objectives need to be closely associated with the elimination of this gap in the literature. The main difference between background of the study and literature review is that the former only provides general information about what has been done so far in the research area, whereas the latter elaborates and critically reviews previous works.

John Dudovskiy