The document provides guidance on writing the introduction, hypotheses, and objectives for a thesis or scientific paper. It discusses including an introduction that interests readers and establishes the research problem and context. Hypotheses should make tentative predictions about variable relationships. Objectives should be specific, achievable, and measurable. The introduction identifies the problem and significance while assumptions and limitations acknowledge research constraints.

1. Writing Introduction, Hypothesis
and Objectives of a Thesis and
Scientific Paper
Professor Dr. Md. Nazrul Islam
Department of Anatomy and Histology
Faculty of Veterinary, Animal and Biomedical
Sciences, SAU

2. Outline
 Introduction
 Background and Setting
 Identification of Problem
 Definitions of hypothesis
 Types of hypotheses
 Guidelines for writing objectives and
research questions
 Purpose Statement
 Objectives or Research Questions
 Assumptions
 Limitations
 Significance of The Study

3. Introduction Section
 This is the first passage in a
dissertation, thesis, or research
article.
 The introduction should address the
following:
 Create reader interest in the topic;
 Establish the problem that leads to the
study;
 Place the study within the larger context
of the scholarly literature;
 Reach out to a specific audience

4. Cont.
 A quantitative introduction typically is
written from the third person point of
view.
 This helps create a sense of
objectivity.
 In a qualitative study, research may
employ a present tense to
communicate immediate, or direct
action.
 Telling the reader a story, set the
stage for a need of your research.

5. Introduction
 The problem proposed to be
studied is introduced in this
section
 It should help the reader to
acquaint with the topic

6. Cont.
 Introduction should be short
about one or two pages
 The problem should be stated
in such a way that it’s
importance and relevance is
realized by any one who
reads it

7. Background & Setting Section
 Where is the research taking
place?
 Who is to be affected by your
research?
 What is already known? This will
begin to lead us to your Review
of Literature (Chapter II).

8. Identification of Problem
 The statement of the research problem
should be concise and should identify the
key factors (variables) of the research study.
 A constant is a characteristic or condition
that is the same for all individuals in a study.
 A variable is a characteristic that takes on
different values or conditions for different
individuals.
 Independent and dependent variables are
descriptors of variables commonly used in
educational research.
 The independent variables may be affecting
the dependent variables, and in that sense,
dependent variables depend on independent
variables.

9. Definitions of hypothesis
 ƒ“Hypotheses are single tentative guesses, good
hunches –assumed for use in devising theory or
planning experiments intended to be given a
direct experimental test when possible”. (Eric
Rogers, 1966)
 ƒ“A hypothesis is a conjectural statement of the
relation between two or more variables”.
(Kerlinger, 1956)
 ƒ“Hypothesis is a formal statement that presents
the expected relationship between an
independent and dependent variable.”(Creswell,
1994)
 ƒ“A research question is essentially a hypothesis
asked in the form of a question.”

10. Cont.
 ƒ“It is a tentative prediction about the nature of
the relationship between two or more
variables.”
 ƒ“A hypothesis can be defined as a tentative
explanation of the research problem, a
possible outcome of the research, or an
educated guess about the research
outcome.”(Sarantakos, 1993: 1991)
 ƒ“Hypotheses are always in declarative
sentence form, an they relate, either generally
or specifically , variables to variables.”
 ƒ“An hypothesis is a statement or explanation
that is suggested by knowledge or observation
but has not, yet, been proved or
disproved.”(MacLeod Clark J and Hockey L
1981)

11. Types of Hypotheses
 ƒNULL HYPOTHESES
 The null hypothesis represents a theory that
has been put forward, either because it is
believed to be true or because it is to be used
as a basis for argument, but has not been
proved. ƒHas serious outcome if incorrect
decision is made!
 ALTERNATIVE HYPOTHESES
 The alternative hypothesisis a statement of
what a hypothesis test is set up to
establish. ƒOpposite of Null Hypothesis. ƒOnly
reached if H0is rejected. ƒFrequently
“alternative”is actual desired conclusion of the
researcher!

12. EXAMPLE OF HYPOTHESES
 In a clinical trial of a new drug, the null
hypothesis might be that the new drug is no
better, on average, than the current drug.
We would write H0: there is no difference
between the two drugs on average.
 The alternative hypothesis might be that: the
new drug has a different effect, on average,
compared to that of the current drug. We
would write H1: the two drugs have different
effects, on average.
 the new drug is better, on average, than the
current drug. We would write H1: the new
drug is better than the current drug, on
average.

13. Guidelines for writing objectives
and research questions
 Develop the hypotheses, questions, or
objectives from theory.
 Keep the independent and dependent
variables separate and measure them
separately.
 When writing this section, select one
form – write questions, objectives, or
hypotheses – but not a combination.
 If hypotheses are used, consider the
alternative forms for writing them and
make a choice based on the audience
for the research.

14. Purpose Statement
 The introduction focuses on the problem
leading to the study, but it is the purpose
statement that establishes the direction for
the research.
 The statement captures, in a single
sentence or paragraph, the essence of the
study.
 The design of a quantitative purpose
statement begins with identifying the
proposed variables for a study
(independent, intervening, dependent),
drawing a visual model to identify clearly
this sequence (conceptual framework), and
specifying the measurement for variables.

15. Cont.
 Use a word such as purpose, intent, or
objective to begin the passage.
 Identify the theory, model, or conceptual
framework to be tested in the study.
 Mention the specific type of method of
inquiry being used in the study.
 State whether the independent and
dependent variables will be related or
whether two or more groups (as in
independent variables) will be compared in
terms of the dependent variable(s).
 Order the variables in the relationship or
comparison sentence from independent to
dependent.

16. Cont.
 The intent of using variables
quantitatively will be either to relate
variables (as one typically finds in a
survey) or to compare samples or
groups (as is commonly found in
experiments).
 Major components of a good
quantitative purpose statement
consists of a brief paragraph that
includes the following:

17. Cont.
 Refer to the unit of analysis of
the study.
 Provide a general definition for
each key variable in the study
and used established
definitions.

18. Objectives
• This is a very important and pivotal section
and everything else in the study is centered
around it
• The objective of the proposed study should
be stated very clearly
• The objective stated should be specific,
achievable and measurable
• Too many objectives to be avoided
• Even just one clearly stated relevant objective
for a study would be good enough
• If there is more than one objective the
objectives can be presented in the
appropriate order of importance

19. Hypotheses or Objectives:
 Sometimes researchers are not interested in
examining relationships between variables
or there may be too little knowledge on a
topic to permit the formulation of hypothesis.
Under such conditions, a research purpose
(also called research objective) or research
question might be substituted for a
hypothesis. Following the guidelines below
could help you write good research
objectives.

20. Cont.
 When the goal of a research is to describe
group(s) without describing relationships
among variables, write a research objective
instead of a hypothesis. For example, if the
goal of a study is to determine the level of
public support for a project, the research
objective might be stated as (a) The
objective of this study is to determine the
level of public support for the sale of
special trash bags to finance the Recycling
program.

21. Cont.
 The research objective can also be stated as
a research question. In example 1a above,
the research question can be stated as (b)
What is the level of public support for the
sale of special trash bags to finance the
Recycling program. The choice between
stating a research purpose as a question or
as an objective is a matter of choosing what
reads more smoothly in a particular context.
One form may not be better than the other.

22. Cont.
 “The research objective or question
should be as specific as possible yet
stated concisely.
 When a number of related purposes are
to be stated, consider presenting them in
a numbered or lettered list.
 In a research report, the research
question or research objective should
flow from the narrative that immediately
precedes it.

23. Assumptions (Delimitations)
 What beliefs you as the researcher
bring to the study.
 Use delimitations to address how the
study will be narrowed in scope.
 May be about the population of
study, the instrument, data gathering
method, previous knowledge, etc.

24. Assumptions
 Examples of assumptions (or
delimitations) from student research:
The following assumptions are made
regarding this study:
1. The instrument to be used will elicit
reliable responses.
2. The respondents will fully understand
the questions they will be asked.
3. The respondents will provide honest
expressions of their knowledge.
4. The researcher will present the 4-day
in-class arid lands curriculum in a
consistent manner.

25. Limitations
 Provide limitations to identify
potential weaknesses of the study.
 In your thesis, this will be a section in
Chapter 1.
 Example of a limitation:
The purposive sampling procedure
decreases the generalizability of
findings. This study will not be
generalizable to all areas of nursing.

26. Significance of the Study
 In theses and dissertations, often the
author includes a section describing
the significance of the study for
select audiences.
 The writer creates a clear rationale
for the importance of the study.
 In this section, the writer can
elaborate on the significance for
researchers, practitioners, and
policymakers.
 The researcher might include:

27. What to include in your
Significance of the Study section
 Reasons why the study adds to
the scholarly research and
literature in the field.
 Reasons about how the study
helps improve practice.
 Reasons why the study will
improve policy.