research skills examples

Explore Jobs

• Jobs Near Me
• Remote Jobs
• Full Time Jobs
• Part Time Jobs
• Entry Level Jobs
• Work From Home Jobs

Find Specific Jobs

• $15 Per Hour Jobs
• $20 Per Hour Jobs
• Hiring Immediately Jobs
• High School Jobs
• H1b Visa Jobs

Explore Careers

• Business And Financial
• Architecture And Engineering
• Computer And Mathematical

Explore Professions

• What They Do
• Certifications
• Demographics

Best Companies

• Health Care
• Fortune 500

Explore Companies

• CEO And Executies
• Resume Builder
• Career Advice
• Explore Majors
• Questions And Answers
• Interview Questions

The Most Important Research Skills (With Examples)

• What Are Hard Skills?
• What Are Technical Skills?
• What Are What Are Life Skills?
• What Are Social Media Skills Resume?
• What Are Administrative Skills?
• What Are Analytical Skills?
• What Are Research Skills?
• What Are Transferable Skills?
• What Are Microsoft Office Skills?
• What Are Clerical Skills?
• What Are Computer Skills?
• What Are Core Competencies?
• What Are Collaboration Skills?
• What Are Conflict Resolution Skills?
• What Are Mathematical Skills?
• How To Delegate

Find a Job You Really Want In

Research skills are the ability to find out accurate information on a topic. They include being able to determine the data you need, find and interpret those findings, and then explain that to others. Being able to do effective research is a beneficial skill in any profession, as data and research inform how businesses operate.

Whether you’re unsure of your research skills or are looking for ways to further improve them, then this article will cover important research skills and how to become even better at research.

Key Takeaways

Having strong research skills can help you understand your competitors, develop new processes, and build your professional skills in addition to aiding you in finding new customers and saving your company money.

Some of the most valuable research skills you can have include goal setting, data collection, and analyzing information from multiple sources.

You can and should put your research skills on your resume and highlight them in your job interviews.

What are research skills?

Why are research skills important, 12 of the most important research skills, how to improve your research skills, highlighting your research skills in a job interview, how to include research skills on your resume, resume examples showcasing research skills, research skills faqs.

• Sign Up For More Advice and Jobs

Research skills are the necessary tools to be able to find, compile, and interpret information in order to answer a question. Of course, there are several aspects to this. Researchers typically have to decide how to go about researching a problem — which for most people is internet research.

In addition, you need to be able to interpret the reliability of a source, put the information you find together in an organized and logical way, and be able to present your findings to others. That means that they’re comprised of both hard skills — knowing your subject and what’s true and what isn’t — and soft skills. You need to be able to interpret sources and communicate clearly.

Research skills are useful in any industry, and have applications in innovation, product development, competitor research, and many other areas. In addition, the skills used in researching aren’t only useful for research. Being able to interpret information is a necessary skill, as is being able to clearly explain your reasoning.

Research skills are used to:

Do competitor research. Knowing what your biggest competitors are up to is an essential part of any business. Researching what works for your competitors, what they’re doing better than you, and where you can improve your standing with the lowest resource expenditure are all essential if a company wants to remain functional.

Develop new processes and products. You don’t have to be involved in research and development to make improvements in how your team gets things done. Researching new processes that make your job (and those of your team) more efficient will be valued by any sensible employer.

Foster self-improvement. Folks who have a knack and passion for research are never content with doing things the same way they’ve always been done. Organizations need independent thinkers who will seek out their own answers and improve their skills as a matter of course. These employees will also pick up new technologies more easily.

Manage customer relationships. Being able to conduct research on your customer base is positively vital in virtually every industry. It’s hard to move products or sell services if you don’t know what people are interested in. Researching your customer base’s interests, needs, and pain points is a valuable responsibility.

Save money. Whether your company is launching a new product or just looking for ways to scale back its current spending, research is crucial for finding wasted resources and redirecting them to more deserving ends. Anyone who proactively researches ways that the company can save money will be highly appreciated by their employer.

Solve problems. Problem solving is a major part of a lot of careers, and research skills are instrumental in making sure your solution is effective. Finding out the cause of the problem and determining an effective solution both require accurate information, and research is the best way to obtain that — be it via the internet or by observation.

Determine reliable information. Being able to tell whether or not the information you receive seems accurate is a very valuable skill. While research skills won’t always guarantee that you’ll be able to tell the reliability of the information at first glance, it’ll prevent you from being too trusting. And it’ll give the tools to double-check .

Experienced researchers know that worthwhile investigation involves a variety of skills. Consider which research skills come naturally to you, and which you could work on more.

Data collection . When thinking about the research process, data collection is often the first thing that comes to mind. It is the nuts and bolts of research. How data is collected can be flexible.

For some purposes, simply gathering facts and information on the internet can fulfill your need. Others may require more direct and crowd-sourced research. Having experience in various methods of data collection can make your resume more impressive to recruiters.

Data collection methods include: Observation Interviews Questionnaires Experimentation Conducting focus groups

Analysis of information from different sources. Putting all your eggs in one source basket usually results in error and disappointment. One of the skills that good researchers always incorporate into their process is an abundance of sources. It’s also best practice to consider the reliability of these sources.

Are you reading about U.S. history on a conspiracy theorist’s blog post? Taking facts for a presentation from an anonymous Twitter account?

If you can’t determine the validity of the sources you’re using, it can compromise all of your research. That doesn’t mean just disregard anything on the internet but double-check your findings. In fact, quadruple-check. You can make your research even stronger by turning to references outside of the internet.

Examples of reliable information sources include: Published books Encyclopedias Magazines Databases Scholarly journals Newspapers Library catalogs

Finding information on the internet. While it can be beneficial to consulate alternative sources, strong internet research skills drive modern-day research.

One of the great things about the internet is how much information it contains, however, this comes with digging through a lot of garbage to get to the facts you need. The ability to efficiently use the vast database of knowledge that is on the internet without getting lost in the junk is very valuable to employers.

Internet research skills include: Source checking Searching relevant questions Exploring deeper than the first options Avoiding distraction Giving credit Organizing findings

Interviewing. Some research endeavors may require a more hands-on approach than just consulting internet sources. Being prepared with strong interviewing skills can be very helpful in the research process.

Interviews can be a useful research tactic to gain first-hand information and being able to manage a successful interview can greatly improve your research skills.

Interviewing skills involves: A plan of action Specific, pointed questions Respectfulness Considering the interview setting Actively Listening Taking notes Gratitude for participation

Report writing. Possessing skills in report writing can assist you in job and scholarly research. The overall purpose of a report in any context is to convey particular information to its audience.

Effective report writing is largely dependent on communication. Your boss, professor , or general reader should walk away completely understanding your findings and conclusions.

Report writing skills involve: Proper format Including a summary Focusing on your initial goal Creating an outline Proofreading Directness

Critical thinking. Critical thinking skills can aid you greatly throughout the research process, and as an employee in general. Critical thinking refers to your data analysis skills. When you’re in the throes of research, you need to be able to analyze your results and make logical decisions about your findings.

Critical thinking skills involve: Observation Analysis Assessing issues Problem-solving Creativity Communication

Planning and scheduling. Research is a work project like any other, and that means it requires a little forethought before starting. Creating a detailed outline map for the points you want to touch on in your research produces more organized results.

It also makes it much easier to manage your time. Planning and scheduling skills are important to employers because they indicate a prepared employee.

Planning and scheduling skills include: Setting objectives Identifying tasks Prioritizing Delegating if needed Vision Communication Clarity Time-management

Note-taking. Research involves sifting through and taking in lots of information. Taking exhaustive notes ensures that you will not neglect any findings later and allows you to communicate these results to your co-workers. Being able to take good notes helps summarize research.

Examples of note-taking skills include: Focus Organization Using short-hand Keeping your objective in mind Neatness Highlighting important points Reviewing notes afterward

Communication skills. Effective research requires being able to understand and process the information you receive, either written or spoken. That means that you need strong reading comprehension and writing skills — two major aspects of communication — as well as excellent listening skills.

Most research also involves showcasing your findings. This can be via a presentation. , report, chart, or Q&A. Whatever the case, you need to be able to communicate your findings in a way that educates your audience.

Communication skills include: Reading comprehension Writing Listening skills Presenting to an audience Creating graphs or charts Explaining in layman’s terms

Time management. We’re, unfortunately, only given 24 measly hours in a day. The ability to effectively manage this time is extremely powerful in a professional context. Hiring managers seek candidates who can accomplish goals in a given timeframe.

Strong time management skills mean that you can organize a plan for how to break down larger tasks in a project and complete them by a deadline. Developing your time management skills can greatly improve the productivity of your research.

Time management skills include: Scheduling Creating task outlines Strategic thinking Stress-management Delegation Communication Utilizing resources Setting realistic expectations Meeting deadlines

Using your network. While this doesn’t seem immediately relevant to research skills, remember that there are a lot of experts out there. Knowing what people’s areas of expertise and asking for help can be tremendously beneficial — especially if it’s a subject you’re unfamiliar with.

Your coworkers are going to have different areas of expertise than you do, and your network of people will as well. You may even know someone who knows someone who’s knowledgeable in the area you’re researching. Most people are happy to share their expertise, as it’s usually also an area of interest to them.

Networking involves: Remembering people’s areas of expertise Being willing to ask for help Communication Returning favors Making use of advice Asking for specific assistance

Attention to detail. Research is inherently precise. That means that you need to be attentive to the details, both in terms of the information you’re gathering, but also in where you got it from. Making errors in statistics can have a major impact on the interpretation of the data, not to mention that it’ll reflect poorly on you.

There are proper procedures for citing sources that you should follow. That means that your sources will be properly credited, preventing accusations of plagiarism. In addition, it means that others can make use of your research by returning to the original sources.

Attention to detail includes: Double checking statistics Taking notes Keeping track of your sources Staying organized Making sure graphs are accurate and representative Properly citing sources

As with many professional skills, research skills serve us in our day to day life. Any time you search for information on the internet, you’re doing research. That means that you’re practicing it outside of work as well. If you want to continue improving your research skills, both for professional and personal use, here are some tips to try.

Differentiate between source quality. A researcher is only as good as their worst source. Start paying attention to the quality of the sources you use, and be suspicious of everything your read until you check out the attributions and works cited.

Be critical and ask yourself about the author’s bias, where the author’s research aligns with the larger body of verified research in the field, and what publication sponsored or published the research.

Use multiple resources. When you can verify information from a multitude of sources, it becomes more and more credible. To bolster your faith in one source, see if you can find another source that agrees with it.

Don’t fall victim to confirmation bias. Confirmation bias is when a researcher expects a certain outcome and then goes to find data that supports this hypothesis. It can even go so far as disregarding anything that challenges the researcher’s initial hunch. Be prepared for surprising answers and keep an open mind.

Be open to the idea that you might not find a definitive answer. It’s best to be honest and say that you found no definitive answer instead of just confirming what you think your boss or coworkers expect or want to hear. Experts and good researchers are willing to say that they don’t know.

Stay organized. Being able to cite sources accurately and present all your findings is just as important as conducting the research itself. Start practicing good organizational skills , both on your devices and for any physical products you’re using.

Get specific as you go. There’s nothing wrong with starting your research in a general way. After all, it’s important to become familiar with the terminology and basic gist of the researcher’s findings before you dig down into all the minutia.

A job interview is itself a test of your research skills. You can expect questions on what you know about the company, the role, and your field or industry more generally. In order to give expert answers on all these topics, research is crucial.

Start by researching the company . Look into how they communicate with the public through social media, what their mission statement is, and how they describe their culture.

Pay close attention to the tone of their website. Is it hyper professional or more casual and fun-loving? All of these elements will help decide how best to sell yourself at the interview.

Next, research the role. Go beyond the job description and reach out to current employees working at your desired company and in your potential department. If you can find out what specific problems your future team is or will be facing, you’re sure to impress hiring managers and recruiters with your ability to research all the facts.

Finally, take time to research the job responsibilities you’re not as comfortable with. If you’re applying for a job that represents increased difficulty or entirely new tasks, it helps to come into the interview with at least a basic knowledge of what you’ll need to learn.

Research projects require dedication. Being committed is a valuable skill for hiring managers. Whether you’ve had research experience throughout education or a former job, including it properly can boost the success of your resume .

Consider how extensive your research background is. If you’ve worked on multiple, in-depth research projects, it might be best to include it as its own section. If you have less research experience, include it in the skills section .

Focus on your specific role in the research, as opposed to just the research itself. Try to quantify accomplishments to the best of your abilities. If you were put in charge of competitor research, for example, list that as one of the tasks you had in your career.

If it was a particular project, such as tracking the sale of women’s clothing at a tee-shirt company, you can say that you “directed analysis into women’s clothing sales statistics for a market research project.”

Ascertain how directly research skills relate to the job you’re applying for. How strongly you highlight your research skills should depend on the nature of the job the resume is for. If research looks to be a strong component of it, then showcase all of your experience.

If research looks to be tangential, then be sure to mention it — it’s a valuable skill — but don’t put it front and center.

Example #1: Academic Research

Simon Marks 767 Brighton Blvd. | Brooklyn, NY, 27368 | (683)-262-8883 | [email protected] Diligent and hardworking recent graduate seeking a position to develop professional experience and utilize research skills. B.A. in Biological Sciences from New York University. PROFESSIONAL EXPERIENCE Lixus Publishing , Brooklyn, NY Office Assistant- September 2018-present Scheduling and updating meetings Managing emails and phone calls Reading entries Worked on a science fiction campaign by researching target demographic Organizing calendars Promoted to office assistant after one year internship Mitch’s Burgers and Fries , Brooklyn, NY Restaurant Manager , June 2014-June 2018 Managed a team of five employees Responsible for coordinating the weekly schedule Hired and trained two employees Kept track of inventory Dealt with vendors Provided customer service Promoted to restaurant manager after two years as a waiter Awarded a $2.00/hr wage increase SKILLS Writing Scientific Research Data analysis Critical thinking Planning Communication RESEARCH Worked on an ecosystem biology project with responsibilities for algae collection and research (2019) Lead a group of freshmen in a research project looking into cell biology (2018) EDUCATION New York University Bachelors in Biological Sciences, September 2016-May 2020

Example #2: Professional Research

Angela Nichols 1111 Keller Dr. | San Francisco, CA | (663)-124-8827 |[email protected] Experienced and enthusiastic marketer with 7 years of professional experience. Seeking a position to apply my marketing and research knowledge. Skills in working on a team and flexibility. EXPERIENCE Apples amp; Oranges Marketing, San Francisco, CA Associate Marketer – April 2017-May 2020 Discuss marketing goals with clients Provide customer service Lead campaigns associated with women’s health Coordinating with a marketing team Quickly solving issues in service and managing conflict Awarded with two raises totaling $10,000 over three years Prestigious Marketing Company, San Francisco, CA Marketer – May 2014-April 2017 Working directly with clients Conducting market research into television streaming preferences Developing marketing campaigns related to television streaming services Report writing Analyzing campaign success statistics Promoted to Marketer from Junior Marketer after the first year Timberlake Public Relations, San Francisco, CA Public Relations Intern – September 2013–May 2014 Working cohesively with a large group of co-workers and supervisors Note-taking during meetings Running errands Managing email accounts Assisting in brainstorming Meeting work deadlines EDUCATION Golden Gate University, San Francisco, CA Bachelor of Arts in Marketing with a minor in Communications – September 2009 – May 2013 SKILLS Marketing Market research Record-keeping Teamwork Presentation. Flexibility

What research skills are important?

Goal-setting and data collection are important research skills. Additional important research skills include:

Using different sources to analyze information.

Finding information on the internet.

Interviewing sources.

Writing reports.

Critical thinking.

Planning and scheduling.

Note-taking.

Managing time.

How do you develop good research skills?

You develop good research skills by learning how to find information from multiple high-quality sources, by being wary of confirmation bias, and by starting broad and getting more specific as you go.

When you learn how to tell a reliable source from an unreliable one and get in the habit of finding multiple sources that back up a claim, you’ll have better quality research.

In addition, when you learn how to keep an open mind about what you’ll find, you’ll avoid falling into the trap of confirmation bias, and by staying organized and narrowing your focus as you go (rather than before you start), you’ll be able to gather quality information more efficiently.

What is the importance of research?

The importance of research is that it informs most decisions and strategies in a business. Whether it’s deciding which products to offer or creating a marketing strategy, research should be used in every part of a company.

Because of this, employers want employees who have strong research skills. They know that you’ll be able to put them to work bettering yourself and the organization as a whole.

Should you put research skills on your resume?

Yes, you should include research skills on your resume as they are an important professional skill. Where you include your research skills on your resume will depend on whether you have a lot of experience in research from a previous job or as part of getting your degree, or if you’ve just cultivated them on your own.

If your research skills are based on experience, you could put them down under the tasks you were expected to perform at the job in question. If not, then you should likely list it in your skills section.

University of the People – The Best Research Skills for Success

Association of Internet Research Specialists — What are Research Skills and Why Are They Important?

MasterClass — How to Improve Your Research Skills: 6 Research Tips

How useful was this post?

Click on a star to rate it!

Average rating / 5. Vote count:

No votes so far! Be the first to rate this post.

Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

Recent Job Searches

• Registered Nurse Jobs Resume Location
• Truck Driver Jobs Resume Location
• Call Center Representative Jobs Resume Location
• Customer Service Representative Jobs Resume
• Delivery Driver Jobs Resume Location
• Warehouse Worker Jobs Resume Location
• Account Executive Jobs Resume Location
• Sales Associate Jobs Resume Location
• Licensed Practical Nurse Jobs Resume Location
• Company Driver Jobs Resume

Related posts

10 Important Interpersonal Skills (With Examples)

What Are Analytical Skills? (Definition, Examples, And Resume Tips)

Administrative Job Duties (With Examples)

15 High Income Skills To Earn More In 2023

• Career Advice >
• Hard Skills >
• Research Skills

What are research skills?

Last updated

26 April 2023

Reviewed by

Short on time? Get an AI generated summary of this article instead

Broadly, it includes a range of talents required to:

Find useful information

Perform critical analysis

Form hypotheses

Solve problems

It also includes processes such as time management, communication, and reporting skills to achieve those ends.

Research requires a blend of conceptual and detail-oriented modes of thinking. It tests one's ability to transition between subjective motivations and objective assessments to ensure only correct data fits into a meaningfully useful framework.

As countless fields increasingly rely on data management and analysis, polishing your research skills is an important, near-universal way to improve your potential of getting hired and advancing in your career.

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

What are basic research skills?

Almost any research involves some proportion of the following fundamental skills:

Organization

Decision-making

Investigation and analysis

Creative thinking

What are primary research skills?

The following are some of the most universally important research skills that will help you in a wide range of positions:

Time management — From planning and organization to task prioritization and deadline management, time-management skills are highly in-demand workplace skills.

Problem-solving — Identifying issues, their causes, and key solutions are another essential suite of research skills.

Critical thinking — The ability to make connections between data points with clear reasoning is essential to navigate data and extract what's useful towards the original objective.

Communication — In any collaborative environment, team-building and active listening will help researchers convey findings more effectively through data summarizations and report writing.

What are the most important skills in research?

Detail-oriented procedures are essential to research, which allow researchers and their audience to probe deeper into a subject and make connections they otherwise may have missed with generic overviews.

Maintaining priorities is also essential so that details fit within an overarching strategy. Lastly, decision-making is crucial because that's the only way research is translated into meaningful action.

• Why are research skills important?

Good research skills are crucial to learning more about a subject, then using that knowledge to improve an organization's capabilities. Synthesizing that research and conveying it clearly is also important, as employees seek to share useful insights and inspire effective actions.

Effective research skills are essential for those seeking to:

Analyze their target market

Investigate industry trends

Identify customer needs

Detect obstacles

Find solutions to those obstacles

Develop new products or services

Develop new, adaptive ways to meet demands

Discover more efficient ways of acquiring or using resources

Why do we need research skills?

Businesses and individuals alike need research skills to clarify their role in the marketplace, which of course, requires clarity on the market in which they function in. High-quality research helps people stay better prepared for challenges by identifying key factors involved in their day-to-day operations, along with those that might play a significant role in future goals.

• Benefits of having research skills

Research skills increase the effectiveness of any role that's dependent on information. Both individually and organization-wide, good research simplifies what can otherwise be unwieldy amounts of data. It can help maintain order by organizing information and improving efficiency, both of which set the stage for improved revenue growth.

Those with highly effective research skills can help reveal both:

Opportunities for improvement

Brand-new or previously unseen opportunities

Research skills can then help identify how to best take advantage of available opportunities. With today's increasingly data-driven economy, it will also increase your potential of getting hired and help position organizations as thought leaders in their marketplace.

• Research skills examples

Being necessarily broad, research skills encompass many sub-categories of skillsets required to extrapolate meaning and direction from dense informational resources. Identifying, interpreting, and applying research are several such subcategories—but to be specific, workplaces of almost any type have some need of:

Searching for information

Attention to detail

Taking notes

Problem-solving

Communicating results

Time management

• How to improve your research skills

Whether your research goals are to learn more about a subject or enhance workflows, you can improve research skills with this failsafe, four-step strategy:

Make an outline, and set your intention(s)

Know your sources

Learn to use advanced search techniques

Practice, practice, practice (and don't be afraid to adjust your approach)

These steps could manifest themselves in many ways, but what's most important is that it results in measurable progress toward the original goals that compelled you to research a subject.

• Using research skills at work

Different research skills will be emphasized over others, depending on the nature of your trade. To use research most effectively, concentrate on improving research skills most relevant to your position—or, if working solo, the skills most likely have the strongest impact on your goals.

You might divide the necessary research skills into categories for short, medium, and long-term goals or according to each activity your position requires. That way, when a challenge arises in your workflow, it's clearer which specific research skill requires dedicated attention.

How can I learn research skills?

Learning research skills can be done with a simple three-point framework:

Clarify the objective — Before delving into potentially overwhelming amounts of data, take a moment to define the purpose of your research. If at any point you lose sight of the original objective, take another moment to ask how you could adjust your approach to better fit the original objective.

Scrutinize sources — Cross-reference data with other sources, paying close attention to each author's credentials and motivations.

Organize research — Establish and continually refine a data-organization system that works for you. This could be an index of resources or compiling data under different categories designed for easy access.

Which careers require research skills?

Especially in today's world, most careers require some, if not extensive, research. Developers, marketers, and others dealing in primarily digital properties especially require extensive research skills—but it's just as important in building and manufacturing industries, where research is crucial to construct products correctly and safely.

Engineering, legal, medical, and literally any other specialized field will require excellent research skills. Truly, almost any career path will involve some level of research skills; and even those requiring only minimal research skills will at least require research to find and compare open positions in the first place.

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

Start for free today, add your research, and get to key insights faster

Editor’s picks

Last updated: 18 April 2023

Last updated: 27 February 2023

Last updated: 6 February 2023

Last updated: 6 October 2023

Last updated: 5 February 2023

Last updated: 16 April 2023

Last updated: 7 March 2023

Last updated: 9 March 2023

Last updated: 12 December 2023

Last updated: 11 March 2024

Last updated: 6 March 2024

Last updated: 5 March 2024

Last updated: 13 May 2024

Latest articles

Related topics, .css-je19u9{-webkit-align-items:flex-end;-webkit-box-align:flex-end;-ms-flex-align:flex-end;align-items:flex-end;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-flex-direction:row;-ms-flex-direction:row;flex-direction:row;-webkit-box-flex-wrap:wrap;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;-webkit-box-pack:center;-ms-flex-pack:center;-webkit-justify-content:center;justify-content:center;row-gap:0;text-align:center;max-width:671px;}@media (max-width: 1079px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}}@media (max-width: 799px){.css-je19u9{max-width:400px;}.css-je19u9>span{white-space:pre;}} decide what to .css-1kiodld{max-height:56px;display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}@media (max-width: 1079px){.css-1kiodld{display:none;}} build next, decide what to build next.

Users report unexpectedly high data usage, especially during streaming sessions.

Users find it hard to navigate from the home page to relevant playlists in the app.

It would be great to have a sleep timer feature, especially for bedtime listening.

I need better filters to find the songs or artists I’m looking for.

Log in or sign up

Get started for free

Home › Study Tips › Research Skills: What They Are and How They Benefit You

Research Skills: What They Are and How They Benefit You

• Published May 23, 2024

Research skills give you the ability to gather relevant information from different sources and analyse it critically in order to develop a comprehensive understanding of a subject. Thus, research skills are fundamental to academic success.

Developing these skills will improve your studies, helping you understand subjects better and positioning you for academic success.

That said, how can you develop important research skills? This will explore what research skills are, identify the core ones, and explain how you can develop them.

What Are Research Skills?

Research skills are a set of abilities that allow individuals to find and gather reliable information and then evaluate the information to find answers to questions.

Good research skills are important in academic settings, as finding and critically evaluating relevant information can help you gain a deeper understanding of a subject.

These skills are also important in professional and personal settings. When you graduate and are working in a professional capacity, you’ll often need to analyse sets of data to identify issues and determine how to solve them.

In personal contexts, you’ll always need to assess relevant information to make an informed decision. Whether you’re deciding on a major purchase, choosing a healthcare provider, or planning to make an investment, you’ll need to evaluate options to ensure better decision outcomes.

Different Types of Research Skills

Research skills are categorised into different sub-skills. The most common types are:

Quantitative Skills

Quantitative skills refer to the ability to work with numerical data and perform mathematical and statistical analyses to extract meaningful insights and draw conclusions. 

When you have quantitative skills, you’ll be able to apply mathematical concepts and operations in research design and data analysis. 

You’ll also be proficient in using statistical methods to analyse data and interpreting numerical data to draw meaningful conclusions. 

Analytical Skills

Analytical skills refer to the ability to gather data, evaluate it, and draw sound conclusions. When you have analytical skills, you’ll be able to systematically analyse information to reach a reasonable conclusion. 

Analytical skills are important in problem-solving. They help you to break down complex problems into more manageable components, think critically about the information at hand, analyse root causes, and develop effective solutions.

Qualitative Skills

Qualitative skills refer to the ability to collect, analyse, and interpret non-numerical data. When you have qualitative skills, you’ll be proficient in observation, interviewing, and other methods for collecting qualitative research data. 

You’ll also be able to analyse non-numerical data, such as documents and images, to identify themes, patterns, and meanings.

Research Skills Examples

The core research skills you need for success in academic, professional, and personal contexts include:

Data Collection

Data is at the centre of every research, as data is what you assess to find the answers you seek. Thus, research starts with collecting relevant data.

Depending on the research, there are two broad categories of data you can collect: primary and secondary.

Primary data is generated by the researcher, like data from interviews, observations, or experiments. Secondary data is pre-existing data obtained from different existing databases, like published literature, government reports, etc. 

Thus, data collection is more than gathering information from the Internet. Depending on the research, it can require more advanced skills for conducting experiments to generate your own data.

Source Evaluation

When doing research on any subject (especially when using the Internet), you’ll be amazed at the volume of information you’ll find. And a lot is pure garbage that can compromise your research work.

Thus, an important research skill is being able to dig through the garbage to get to the real facts. This is where source evaluation comes in!

Good research skills call for being able to identify biases, assess the authority of the author, and determine the accuracy of information before using it.

Time Management Skills

Have you ever felt that there is not enough time in a day for all that you need to do? When you already have so much to do, adding research can be overwhelming.

Good time management skills can help you find the time to do all you need to do, including relevant research work, making it an essential research skill.

Time management allows you to plan and manage your research project effectively. It includes breaking down research tasks into more manageable parts, setting priorities, and allocating time to the different stages of the research.

Communication Skills

Communication is an important aspect of every research, as it aids in data collection and sharing research findings. 

Important communication skills needed in research include active listening, active speaking, interviewing, report writing, data visualisation, and presentation, etc.

For example, when research involves collecting primary data via interviews, you must have sound speaking and listening skills. 

When you conclude the research and need to share findings, you’ll need to write a research report and present key findings in easy-to-understand formats like charts. 

Attention to Detail

Attention to detail is the ability to achieve thoroughness and accuracy when doing something. It requires focusing on every aspect of the tasks, even small ones. 

Anything you miss during your research will affect the quality of your research findings. Thus, the ability to pay close attention to details is an important research skill.

You need attention to detail at every stage of the research process. During data collection, it helps you ensure reliable data. 

During analysis, it reduces the risk of error to ensure your results are trustworthy. It also helps you express findings precisely to minimise ambiguity and facilitate understanding.

Note-Taking

Note-taking is exactly what it sounds like—writing down key information during the research process.

Remember that research involves sifting through and taking in a lot of information. It’s impossible to take in all the information and recall it from memory. This is where note-taking comes in!

Note-taking helps you capture key information, making it easier to remember and utilise for the research later. It also involves writing down where to look for important information.

Critical Thinking

Critical thinking is the ability to think rationally and synthesise information in a thoughtful way. It is an important skill needed in virtually all stages of the research process.

For example, when collecting data, you need critical thinking to assess the quality and relevance of data. It can help you identify gaps in data to formulate your research question and hypothesis. 

It can also help you to identify patterns and make reasonable connections when interpreting research findings.

Data Analysis

Data may not mean anything until you analyse it qualitatively or quantitatively (using techniques like Excel or SPSS). For this reason, data analysis analysis is an important research skill.

Researchers need to be able to build hypotheses and test these using appropriate research techniques. This helps to draw meaningful conclusions and gain a comprehensive understanding of research data.

Problem-Solving Skills

Research often involves addressing specific questions and solving problems. For this reason, problem-solving skills are important skills when conducting research. 

Problem-solving skills refer to the ability to identify, analyse, and solve problems effectively. 

With problem-solving skills, you’ll be able to assess a situation, consider various solutions, and choose the most appropriate course of action toward finding a solution.

Benefits of Research Skills

Research skills have many benefits, including:

Enhances Critical Thinking

Research skills and critical thinking are intertwined such that developing one enhances the other.

Research requires people to question assumptions, evaluate evidence, analyse information, and draw conclusions. These activities require you to think critically about the information at hand. Hence, engaging in research enhances critical thinking.

Develops Problem-Solving Skills

Research helps you acquire a set of critical skills that are directly transferable to problem-solving. 

For example, research fosters creative thinking, as it often requires synthesising data from different sources and connecting different concepts. After developing creative thinking via research, you can apply the skill to generate innovative solutions in problem-solving situations. 

Helps in Knowledge Acquisition

Engaging in research is a powerful way to acquire knowledge. Research involves exploring new ideas, and this helps you expand your breadth of knowledge.

It also involves applying research methods and methodologies. So, you’ll acquire knowledge about research methods, enhancing your ability to design and conduct studies in your higher education or professional life.

Why Are Research Skills Important?

Strong research skills offer numerous benefits, especially for students’ academic learning and development. 

When you develop good research skills, you’ll reap great academic rewards that include:

In-Depth Understanding

Conducting research allows you to delve deep into specific topics, helping you gain a thorough understanding of the subject matter beyond what is covered in standard coursework.

Critical Thinking Development

Research involves critical evaluation of information and making informed decisions. This builds your ability to think critically.

This skill will not only help you solve academic problems better, but it’s also crucial to your personal and professional growth.

Encouragement of Independent Learning

Research encourages independent learning. When you engage in research, you seek answers independently. You take the initiative to find, retrieve, and evaluate information relevant to your research.

That helps you develop self-directed study habits. You’ll be able to take ownership of your education and actively seek out information for a better understanding of the subject matter.

Intellectual Curiosity Development

Research skills encourage intellectual curiosity and a love of learning, as they’ll make you explore topics you find intriguing or important. Thus, you’ll be more motivated to explore topics beyond the scope of your coursework.

Enhanced Communication Skills

Research helps you build better interpersonal skills as well as report-writing skills.

Research helps you sharpen your communication skills when you interact with research subjects during data collection. Communicating research findings to an audience also helps sharpen your presentation skills or report writing skills.

Assistance in Career Preparation 

Many professions find people with good research skills. Whether you’ll pursue a career in academia, business, healthcare, or IT, being able to conduct research will make you a valuable asset.

So, researching skills for students prepares you for a successful career when you graduate.

Contribution to Personal Growth

Research also contributes to your personal growth. Know that research projects often come with setbacks, unexpected challenges, and moments of uncertainty. Navigating these difficulties helps you build resilience and confidence.

Acquisition of Time Management Skills

Research projects often come with deadlines. Such research projects force you to set goals, prioritise tasks, and manage your time effectively.

That helps you acquire important time management skills that you can use in other areas of academic life and your professional life when you graduate.

Ways to Improve Research Skills

The ways to improve your research skills involve a combination of learning and practice. 

You should consider enrolling in research-related programmes, learning to use data analysis tools, practising summarising and synthesising information from multiple sources, collaborating with more experienced researchers, and more. 

Looking to improve your research skills? Read our 11 ways to improve research skills article.

How Can I Learn Research Skills?

You can learn research skills using these simple three-point framework:

Clarifying the Objective

Start by articulating the purpose of your research. Identify the specific question you are trying to answer or the problem you are aiming to solve.

Then, determine the scope of your research to help you stay focused and avoid going after irrelevant information.

Cross-Referencing Sources

The next step is to search for existing research on the topic. Use academic databases, journals, books, and reputable online sources.

It’s important to compare information from multiple sources, taking note of consensus among studies and any conflicting findings. 

Also, check the credibility of each source by looking at the author’s expertise, information recency, and reputation of the publication’s outlet.

Organise the Research

Develop a note-taking system to document key findings as you search for existing research. Create a research outline, then arrange your ideas logically, ensuring that each section aligns with your research objective.

As you progress, be adaptable. Be open to refining your research plan as new understanding evolves.

Enrolling in online research programmes can also help you build strong research skills. These programmes combine subject study with academic research project development to help you hone the skills you need to succeed in higher education.

Immerse Education is a foremost provider of online research programmes.

Acquire Research Skills with Immerse Education 

Research skills are essential to academic success. They help you gain an in-depth understanding of subjects, enhance your critical thinking and problem-solving skills, improve your time management skills, and more. 

In addition to boosting you academically, they contribute to your personal growth and prepare you for a successful professional career.

Thankfully, you can learn research skills and reap these benefits. There are different ways to improve research skills, including enrolling in research-based programmes. This is why you need Immerse Education!

Immerse Education provides participants aged 13-18 with unparalleled educational experience. All our programmes are designed by tutors from top global universities and help prepare participants for future success.

Our online research programme expertly combines subject study with academic research projects to help you gain subject matter knowledge and the important research skills you need to succeed in higher education.  With one-on-one tutoring or group sessions from an expert academic from Oxford or Cambridge University and a flexible delivery mode, the programme is designed for you to succeed. Subsequently, enrolling in our accredited Online Research Programme will award students with 8 UCAS points upon completion.

• I'm a Parent
• I'm a Student
• Hidden Name * First Last
• Full Name *
• School SF ID
• Which subjects interest you? (Optional) Architecture Artificial Intelligence Banking and Finance Biology Biotechnology Business Management Chemistry Coding Computer Science Computer Science and Artificial Intelligence Creative Writing Creative Writing and Film Criminology Data Science and Analytics Earth Science Economics Encryption and Cybersecurity Engineering English Literature Entrepreneurship Fashion and Design Female Future Leaders Film Studies Fine Arts Global Society and Sustainability Health and Biotechnology History International Relations Law Marketing and Entertainment Mathematics Medicine Medicine and Health Sciences Nanotechnology Natural Sciences Philosophy Philosophy Politics and Economics Physics Psychology Software Development and AI Software Development and Gaming Veterinary Studies Online Research Programme
• Yes. See Privacy Policy
• First Name *
• Family Name *
• Phone Number

Would you like to receive anything else?

• Prospectuses
• Residential Syllabus Overviews (ages 13-15)
• Residential Syllabus Overviews (ages 15-18)
• Residential Syllabus Overviews (ages 16-18)
• Online Syllabus Overviews (ages 13-18)
• Immerse Education Prospectus 2024
• Career Insights - London Course Guide
• Career Insights New York
• Career Insights San Francisco
• Online Insights Prospectus
• Online Research Programme Prospectus
• Academic Insights - Cambridge & Oxford Prospectus
• Academic Insights Sydney
• Academic Insights Toronto
• Female Future Leaders
• Dates & Fees
• Architecture
• Artificial Intelligence
• Business Management
• Business Management (Sydney)
• Business Management (Career Insights)
• Computer Science
• Creative Writing
• Creative Writing (Sydney)
• Creative Writing & Film (Career Insights)
• Earth Sciences
• Engineering
• Engineering (Career Insights)
• Engineering (Sydney)
• Film Studies
• International Relations
• International Relations (Sydney)
• Medicine (Career Insights)
• Medicine (Sydney)
• Natural Sciences
• Psychology (Sydney)
• Veterinary Studies (Sydney)
• Banking & Finance (New York)
• Business Management (London)
• Data Science & Analytics (San Francisco)
• Creative Writing & Film (London)
• Entrepreneurship (San Francisco)
• Engineering (London)
• Fashion & Design (New York)
• Health Tech & Biotechnology (San Francisco)
• Marketing & Entertainment (New York)
• Medicine (London)
• Law (New York)
• Software Development & AI (San Francisco)
• Architecture & Design (Career Insights)
• Biotechnology
• Business Management (Toronto)
• Computer Science & AI (Toronto)
• Criminology
• Engineering (Toronto)
• English Literature
• Fine Art (Career Insights)
• Game Design (Career Insights)
• Law (Career Insights)
• Mathematics
• Medicine (Toronto)
• Nanotechnology
• Computer Science & AI
• Sustainability

Complete Your Request

• Yes. See Privacy Policy.

Secure priority enrolment for our new summer school location with a small refundable deposit.

" * " indicates required fields

Receive priority enrolment for new summer school locations by registering your interest below.

Our programme consultant will contact you to talk about your options.

Subject is unavailable at location

You have selected a subject that is not available at the location that you have previously chosen.

The location filter has been reset, and you are now able to search for all the courses where we offer the subject.

10 Research Skills and How To Develop Them

• Updated December 25, 2023
• Published August 8, 2023

Are you looking to learn more about Research skills? In this article, we discuss Research skills in more detail and give you tips about how you can develop and improve them.

What are Research skills?

Research skills refer to the ability to effectively and efficiently gather, analyze, and synthesize information to answer questions, solve problems, or contribute to a body of knowledge. These skills are essential for various fields and disciplines, ranging from academic and scientific research to business, journalism, and beyond. Effective research skills involve several key components:

Information Retrieval

Source evaluation.

• Critical Thinking

Data Analysis

Problem formulation, organization and note-taking, synthesis and writing, ethical considerations, time management.

• Adaptability

Top 10 Research Skills

Below we discuss the top 10 Research skills. Each skill is discussed in more detail, and we will also give you tips on improving them.

Information Retrieval is all about mastering the art of finding relevant and credible sources of information to support your research goals. This skill involves using various online and offline tools to locate the data, articles, studies, and materials that are most pertinent to your research topic. It’s like being a detective for knowledge – you’re trying to uncover valuable insights that will contribute to your research project.

To excel in Information Retrieval, you must become adept at effectively using search engines, databases, libraries, and other resources. It’s not just about typing keywords into a search bar; it’s about understanding how to refine your searches, use advanced search operators, and explore different databases and sources.

You’ll need to evaluate the quality and reliability of sources to ensure that the information you gather is trustworthy and accurate. This skill also requires critical thinking, as you’ll need to assess the relevance of sources to your research objectives.

How to Improve Information Retrieval

Improving your Information Retrieval skills involves a combination of practice, strategy, and awareness. Start by familiarizing yourself with different research databases and libraries relevant to your field. Experiment with various search terms and use advanced search operators to narrow down results. Take the time to evaluate the credibility of sources – look for peer-reviewed articles, authoritative authors, and reliable institutions. Keep track of your searches and results to refine your strategies over time.

Stay updated with the latest developments in search technology and research databases to optimize your information retrieval process. Remember, the more you practice and fine-tune your approach, the better you’ll become at uncovering valuable gems of information for your research endeavors.

Source Evaluation is about becoming a discerning judge of the information you encounter during your research journey. It involves assessing the credibility, reliability, and relevance of the sources you come across, ensuring that you’re building your work on a foundation of trustworthy and accurate information. Think of yourself as a gatekeeper, using only the most reliable and relevant sources to support your research.

You need to develop a critical eye to enhance your Source Evaluation skills. Begin by examining the authorship – who wrote the source, and what are their credentials? Peer-reviewed articles from established researchers are more reliable than anonymous blog posts. Consider the publication source – is it a reputable journal or website in your field?

Next, look for citations and references within the source – a well-researched work will often cite other credible sources. Additionally, evaluate the publication date – while older sources can provide historical context, ensure you’re using recent information for up-to-date insights.

How to Improve Source Evaluation

Improving your Source Evaluation skills requires a combination of awareness and practice. As you encounter new sources, ask questions about their credibility and relevance. Do evidence and references support the information? Does the author have any potential biases? Take advantage of critical thinking to analyze the source’s overall quality.

To further refine your skills, seek guidance from mentors, professors, or librarians who can provide valuable insights into evaluating sources. The more you engage with this skill, the better you’ll become at building a solid foundation for your research with credible and reliable materials.

Critical Thinking is the intellectual toolset that empowers you to analyze information objectively, discern patterns, and draw well-informed conclusions based on evidence. It’s like being a detective for ideas – you sift through data, identify biases, and unravel complexities to make informed judgments that drive your research forward with clarity and precision.

To hone your Critical Thinking skills, you need to cultivate a curious and analytical mindset. Start by questioning assumptions and biases in both your own thinking and the information you encounter.

When evaluating sources, consider multiple viewpoints and sources of evidence before forming conclusions. Develop the ability to identify logical fallacies or weak arguments that may distort the validity of your findings. Embrace open-mindedness and be willing to adapt your ideas when faced with compelling evidence that challenges your initial perspective.

How to Improve Critical Thinking

Improving your Critical Thinking skills requires practice and deliberate effort. Engage in discussions and debates within your field and beyond to expose yourself to diverse perspectives and sharpen your ability to analyze complex issues. Regularly challenge yourself to critically evaluate information, whether it’s a news article, a research paper, or a colleague’s argument.

Seek feedback from mentors or peers to refine your critical thinking process and identify areas for improvement. Remember, Critical Thinking is an ongoing journey that can be developed over time – the more you engage with it, the more adept you’ll become at navigating the intricate landscape of ideas in your research endeavors.

Related :  Critical Thinking Interview Questions & Answers

Data Analysis is the art of processing, interpreting, and extracting meaningful insights from the raw information you’ve collected during your research journey. Think of it as deciphering a puzzle – you’re transforming numbers, observations, or qualitative data into a coherent narrative that answers your research questions and adds value to your work.

To excel in Data Analysis, you need to develop both quantitative and qualitative skills. For quantitative data, embrace statistical tools and techniques that help you identify trends, correlations, and patterns in your data sets. Practice using software like Excel, SPSS, or specialized tools for your field to perform statistical tests and visualize results effectively. For qualitative data, immerse yourself in the details, coding and categorizing themes to distill rich insights from textual or visual sources.

How to Improve Data Analysis

Improving your Data Analysis skills involves a combination of practice, learning, and refining your techniques. Start by immersing yourself in the basics of statistics and data analysis methodologies relevant to your research field. Engage in tutorials and online courses to familiarize yourself with various tools and software. As you analyze data, maintain clear documentation of your process and decisions, which will be crucial when presenting your findings.

Collaborate with peers or mentors who are experienced in data analysis to gain insights and feedback on your techniques. Remember, Data Analysis is about transforming data into knowledge – the more you engage with this skill, the better you’ll become at uncovering valuable insights that contribute to the depth and impact of your research.

Related :  Research Interview Questions & Answers

Problem Formulation is like setting the compass for your research journey – it involves defining clear and focused research questions or hypotheses that guide your entire investigation. Consider it the foundation of your work, as it shapes your approach, methods, and the ultimate impact of your research.

To master Problem Formulation, you need to become skilled in asking the right questions. Begin by thoroughly understanding the topic you’re exploring. What gaps or uncertainties do you notice in the existing knowledge? What specific aspect of the topic piques your interest? Craft research questions that are specific, measurable, achievable, relevant, and time-bound (SMART).

If you’re developing hypotheses, ensure they are testable and grounded in existing theories or observations. Your skills in Problem Formulation also extend to identifying the scope and boundaries of your research – understanding what you’re including and excluding from your study.

How to Improve Problem Formulation

Improving your Problem Formulation skills requires practice and iterative refinement. Start by conducting a comprehensive literature review to understand the existing research landscape in your area. This will help you identify potential gaps and formulate questions that build upon existing knowledge.

Discuss with peers, mentors, or experts in your field to gain different perspectives and insights into potential research problems. As you develop your skills, be open to revising and refining your research questions based on new information or insights. Remember, Problem Formulation is the compass that guides your research journey – the more you invest in crafting clear and well-defined questions, the more impactful and focused your research will be.

Related :  10 Fact Finding Skills and How to Develop Them

Imagine these skills as your research toolkit for maintaining order amidst the vast sea of information you encounter. Organization involves structuring and managing your research materials, while Note-Taking ensures you capture valuable insights and details for future reference. Together, they help you stay on track and prevent valuable information from slipping through the cracks.

To excel in Organization and Note-Taking, you need to develop strategies that work best for you. Start by creating a systematic folder structure on your computer to store digital documents, articles, and data sets. For physical materials, consider using labeled folders or binders. As you gather information, employ tools like reference management software to keep track of your sources and generate citations efficiently.

Simultaneously, practice effective Note-Taking during your readings and research. Jot down key points, ideas, and relevant quotes in a structured format, whether you’re using a physical notebook or a digital note-taking app.

How to Improve Organization and Note-Taking

Improving your Organization and Note-Taking skills requires a mix of discipline and adaptability. Establish consistent routines for organizing research materials, updating folders, and managing citations. Regularly review and reorganize your notes to keep them relevant and accessible. Experiment with different note-taking techniques, such as outlining, summarizing, or mind mapping, to find the approach that aligns with your learning style.

Remember, Organization and Note-Taking are your allies in navigating the sea of information – the more you refine these skills, the smoother your research journey will become and the more confident you’ll be in tackling complex topics.

Synthesis and Writing are your means of weaving together the threads of information and insights you’ve collected into a coherent and impactful narrative. Think of it as crafting a masterpiece from the puzzle pieces of your research – you’re presenting your findings, analysis, and conclusions in a way that informs and engages your audience.

To excel in Synthesis and Writing, you must become a data and idea storyteller. Begin by outlining your research paper or report. Organize your findings logically, building a structured framework that guides your reader through your research journey. Ensure each section flows smoothly, connecting the dots between concepts and evidence. While writing, focus on clarity and conciseness – avoid jargon and convoluted language that may confuse your readers. Use effective transitions to guide them from one point to the next.

How to Improve Synthesis and Writing

Improving your Synthesis and Writing skills requires both practice and revision. Start by breaking down the writing process into manageable steps – drafting, revising, and editing. Give yourself time between drafting and revising to approach your work with fresh eyes. Critically evaluate your writing for clarity, coherence, and accuracy during revision.

Consider seeking feedback from peers, mentors, or writing centers to gain insights into improving your writing style. Study well-written papers in your field to observe how experienced researchers present their ideas effectively. Remember, Synthesis and Writing are your tools for communicating your research’s impact – the more you refine these skills, the more effectively you’ll share your discoveries and contribute to the body of knowledge in your field.

Ethical Considerations encompass the principles and guidelines that ensure your research is conducted with integrity, respect for participants’ rights, and a commitment to transparency. Think of it as the moral compass that guides your research journey, ensuring that your work upholds ethical standards and contributes positively to society.

To excel in Ethical Considerations, you need to become a guardian of ethical integrity in your research. Begin by understanding the ethical guidelines and regulations specific to your field and your research type. This involves respecting participants’ autonomy by obtaining informed consent, protecting their privacy and confidentiality, and ensuring they’re treated with dignity. Additionally, uphold intellectual honesty by properly attributing sources, avoiding plagiarism, and disclosing any potential conflicts of interest.

How to Improve Ethical Considerations

Improving your Ethical Considerations skills involves a combination of awareness and vigilance. Regularly educate yourself on the ethical codes and regulations relevant to your field and research methods. When designing your research, carefully plan how you will address ethical concerns and potential risks.

As you conduct your research, stay attuned to any ethical dilemmas that may arise and be prepared to address them appropriately. Remember, Ethical Considerations are at the heart of responsible research – the more you cultivate these skills, the more your work will contribute positively to both your field and society as a whole.

Related :  Climate Change Analyst Interview Questions & Answers

Time Management involves the art of effectively allocating your time to different research tasks, ensuring that you meet deadlines, stay on track, and maintain a balanced workflow. Think of it as your compass for navigating the often-intricate landscape of research – it helps you stay organized, productive, and in control of your research journey.

To excel in Time Management, you need to become a master of planning and prioritization. Start by breaking down your research project into manageable tasks and setting realistic goals for each stage. Create a schedule that allocates research, data collection, analysis, writing, and revision time. Be mindful of your energy levels – tackle complex tasks during your most productive hours. Embrace tools like to-do lists, calendars, and time-tracking apps to keep yourself accountable and stay aware of your progress.

How to Improve Time Management

Improving your Time Management skills requires consistent practice and self-awareness. Continuously assess your progress against your planned schedule, adjusting as needed to accommodate unexpected challenges or new insights. Develop the skill of saying no to distractions and non-essential tasks that can derail your focus.

Break larger tasks into smaller, more manageable chunks to prevent feeling overwhelmed. Regularly reflect on your time allocation and efficiency – what strategies are working well, and where can you improve? Remember, Time Management is a skill that can significantly impact your research journey – the more you refine it, the more you’ll find yourself navigating your work with greater ease and achieving your research goals with greater success.

Related :  10 Coordinating Skills and How to Develop Them

Adaptability is the ability to flex and evolve in response to changing circumstances, unexpected findings, and new information that arise during your research journey. Think of it as your compass for navigating the dynamic and ever-changing landscape of research – it empowers you to embrace uncertainty and adjust your course to ensure the best outcomes for your work.

To excel in Adaptability, you need to cultivate a mindset that embraces change and seeks opportunities within challenges. Start by acknowledging that research is often full of surprises and plans might need to shift. Develop a sense of resilience by staying open to revising your research questions, altering methodologies, or exploring unanticipated angles.

Being adaptable also means being resourceful – finding alternative approaches when things don’t go as planned. Embrace feedback from peers, mentors, or unexpected results, and be ready to integrate this feedback to improve the quality of your research.

How to Improve Adaptability

Improving your Adaptability skills involves practicing flexibility and embracing a growth mindset. Regularly reassess your research plan and objectives in light of new information or developments. Embrace failures and setbacks as opportunities for learning and growth rather than roadblocks. Seek out interdisciplinary perspectives and engage with new ideas that challenge your assumptions.

As you navigate through unexpected turns, continuously reflect on what you’ve learned and how you’ve adapted, so you can refine your approach in the future. Remember, Adaptability is the key to thriving in the dynamic landscape of research – the more you foster this skill, the better equipped you’ll be to tackle unforeseen challenges and emerge stronger from your research journey.

Related :  Research Intern Cover Letter Examples & Writing Guide

Research Skills Conclusion

In the pursuit of knowledge and discovery, honing research skills is the linchpin that sets the stage for success. Throughout this exploration of various research skills and how to nurture them, one thing becomes evident: deliberate practice and continuous improvement are the bedrock of growth. Developing research skills is not merely a checkbox to mark; it’s a journey that empowers you to excel in your field, make meaningful contributions, and amplify the impact of your work.

Improving these skills isn’t just an option – it’s a necessity in today’s job market. The ability to gather information effectively, critically evaluate sources, analyze data, formulate problems, synthesize findings, and more, transforms the research process from a mere task into a dynamic and transformative experience. These skills serve as the pillars that uphold the credibility and validity of your work, ensuring that your contributions stand the test of scrutiny and time.

Related posts:

• 10 Life Skills Coach Skills and How to Develop Them
• Research Assistant vs. Research Coordinator – What’s The Difference?
• 10 Deductive Reasoning Skills and How to Develop Them
• 10 Fact Finding Skills and How to Develop Them
• 10 Technical Engineer Skills and How to Develop Them

Rate this article

Your page rank:

MegaInterview Company Career Coach

Step into the world of Megainterview.com, where our dedicated team of career experts, job interview trainers, and seasoned career coaches collaborates to empower individuals on their professional journeys. With decades of combined experience across diverse HR fields, our team is committed to fostering positive and impactful career development.

You may also be interested in:

10 nail technician skills and how to develop them, 10 creative writing skills and how to develop them, 10 financial management skills and how to develop them, 10 cash handling skills and how to develop them, interview categories.

• Interview Questions
• Cover Letter
• Interview Tips

Megainterview/Contact

• Career Interview Questions
• Write For Megainterview!
• Editorial Policy
• Privacy Policy / GDPR
• Terms & Conditions
• Contact: [email protected]

Sign-up for our newsletter

🤝 We’ll never spam you or sell your data

Popular Topics

• Accomplishments
• Career Change
• Career Goals
• Communication
• Conflict Resolution
• Creative Thinking
• Cultural Fit
• Customer Service
• Entry-Level & No Experience
• Growth Potential
• Honesty & Integrity
• Job Satisfaction
• Negotiation Skills
• Performance Based
• Phone Interview
• Problem-Solving
• Questions to Ask the Interviewer
• Salary & Benefits
• Situational & Scenario-Based
• Stress Management
• Time Management & Prioritization
• Uncomfortable
• Work Experience

Popular Articles

• What Is The Most Challenging Project You Have Worked On?
• Tell Me About a Time You Had to Deal With a Difficult Customer
• What Have You Done To Improve Yourself In The Past Year?
• Interview Question: How Do You Deal With Tight Deadlines?
• Describe a Time You Demonstrated Leadership
• Tell Me About a Time When You Took Action to Resolve a Problem
• Job Interview Questions About Working in Fast-Paced Environments
• Job Interview: What Areas Need Improvement? (+ Answers)
• Tell Me About a Time You Were On a Team Project That Failed
• Tell Me About a Time You Managed an Important Project

Our mission is to

Help you get hired.

Hofplein 20

3032 AC, Rotterdam, the Netherlands

Turn interviews into offers

Every other Tuesday, get our Chief Coach’s best job-seeking and interviewing tips to land your dream job. 5-minute read.

• No idea what to do?
• Career path test
• Salary calculator
• Career path guides
• Top graduate employers
• Career profiles
• Further study
• A day in their life
• Find an internship
• Vacation schemes
• Deadline Tracker
• Internship Experience UK
• Find a graduate job
• Find an industrial placement
• STEM advice
• Aptitude & numerical tests
• Assessment centres
• Commercial awareness
• Core career skills
• Entering the world of work
• Bright Network events
• Employer events
• Previous event highlights
• Success stories
• For employers

Missed the IEUK deadline? Apply to On Demand

Can’t attend IEUK’s live experience or missed the deadline? No worries! You can still participate with On Demand. Access recorded sessions and work samples in your chosen sector, and complete the experience at your own pace over two weeks. Apply by 26th June.

• Graduate career advice
• Key graduate career skills

Research skills: Examples + how to improve them

No matter what career path you choose to take, research skills are one of the key graduate career skills that will help you impress employers in applications and support you throughout your entire working life. 

Research skills are essential in problem-solving; learning how to improve research skills is therefore a great way to prepare for the workplace and improve your overall skill set in your early career. In this article, you’ll find out what research skills are, how to improve your research skills and much more. 

• What are research skills?
• Examples of research skills
• Jobs that require research skills
• How to improve research skills

How to use research skills at your workplace

How to include research skills in a cv, how to include research skills in a cover letter.

• How to demonstrate your research skills at a job interview

Becoming a Bright Network member is free and easy - sign up to get exclusive access to jobs, events, networking opportunities, advice and more.

What are research skills? 

Research skills refer to an individual’s ability to source information about a certain topic, and effectively extract and evaluate the information in order to answer questions or solve problems. 

Research skills are soft skills that are highly sought after by employers as they show a candidate’s ability to understand and analyse a variety of materials and sources. Whether you’re studying or already in the workplace, research skills are important transferable skills to have in any role or sector that you choose.

These skills can be constantly improved, and this is a great way to develop in your early career and prepare for the workplace. For example, your manager might ask you to conduct research or analysis for various projects, where these skills will be essential for your success. 

Learn how to develop your entire transferable skillset with this free online learning course. You'll also get a certificate once you complete the course that you can display on your CV and LinkedIn profile.

Examples of research skills 

During your time at school and university, you will have used a variety of research skills to complete projects and assignments. If you’re not sure what research skills look like in practice, here are some examples: 

Data collection 

Data collection is the process of systematically gathering information in order to solve problems, answer questions and better understand a particular topic. The information or data that you are collecting can be quantitative or qualitative; it can be collected through using surveys, interviews, reviewing existing materials and more to solve a particular problem.

At university, you would need to read broadly on a certain topic or conduct a literature review for a certain project. This is all data collection, and you can develop and use these experiences in your future role too. 

Critical thinking

Critical thinking is the ability to interpret and analyse information in order to form a particular judgement or evaluation. Someone who is a great critical thinker will be able to apply their knowledge (informed by evidence from, for example, data collection) to think rationally and come to a conclusion. Critical thinking is key in the workplace as it means you can analyse and evaluate strategically, to come to a judgement that will inform a particular action or idea.

Detail orientation 

Another key example of a research skill is detail orientation, or the ability to focus on small details. Someone who is detail-oriented will be able to notice small mistakes and will be able to deliver high-quality and accurate work. When solving problems, this is essential, as the ability to extract and evaluate information with accuracy is important for the validity of your research and will help drive high-quality results. 

Time management 

Time management is the ability to organise your time when planning different activities and projects. Effective time management means you’re able to balance your workload and ensure all tasks are completed within an allotted time. This is important for your research skills, as it means you are able to effectively delegate your time between data collection, analysis and evaluation.

Jobs that require research skills 

• External auditors have great attention to detail to investigate organisations. In an external auditor role, you will need to research policies and regulations, analyse data provided by the organisation and draw conclusions for a report.
• A strategist in the financial sector looks at an organisation’s finances to come up with plans for the future. You need great analytical and evaluative skills in order to understand the best options for your clients and turn a rational judgement into action. 
• A role in the Civil Service involves researching, developing and maintaining policy in the UK. Being able to inform your decisions with evidence, and manage your time effectively, is key. 
• In the role of a data scientist , you will need to conduct research to understand why a client or company needs a data scientist, and be able to analyse effectively to see big patterns in large amounts of data. 
• Clinical scientists must carefully analyse and process large amounts of data, requiring strong research skills and detail orientation.

Not quite sure about the type of career you should pursue? Take our Career Path Test and get matched with the career paths and sectors that meet your interests. 

How to improve research skills 

• Practise your time management and organisation skills: Whether you’re at university or in your early career, it’s important to start learning how to balance your time effectively to complete a number of tasks. For your next project, try setting out clear activities that need to be completed, how long you need to spend on each, and a timeline for when each task will be started and completed. 
• Learn how to write reports: In any research process or project, you will need to summarise and evaluate your findings in a written report in a clear and concise way. Make sure to include the objective of your research, a summary of your findings, and the judgements you have made from the evidence you found. 
• Read more widely: One of the core aspects of research and analysis is the ability to extract information from a variety of materials. Reading more widely will improve your data collection skills and will give you experience with forming judgements from a range of sources and on a number of topics.
• Plan . Before you start a project at work, make sure you’ve taken time to plan what tasks you need to do, and how long each will take, to understand the timelines of the project. This allows you to set aside dedicated time for the research phase, for example, before analysing data or putting ideas into action.
• Read about the topic . Whatever sector you’re in, and whatever project you’re working on, reading about your subject area is key to understanding your field ahead of any decisions being made. This will help you solve problems and answer any questions you need to be answered at the offset.
• Compare your results . Following any research or data collection, it’s a good idea to compare your findings with colleagues to ensure consistency across the team. This will lead to greater accuracy for the project as a whole.
• Present . Practising your presentation and communication skills is an essential part of developing your research skills. At the end of any research you’ve conducted, get into the habit of presenting your findings in a written report, and try presenting this to your line manager and wider team.

Once you’ve developed your research skills, it’s important that you know how to convey these effectively in applications – starting with your CV.

Read: How to write a CV | Advice & templates

Your CV is usually the first thing an employer sees of you, so you need to impress them from the offset. Highlighting your research skills, and how you’ve used them in your experience so far, is a great way to do this and will show your organisation, attention to detail and critical thinking.

Research skills should be included under the ‘skills and achievements section of your CV. This is where you include your technical and personal skills that relate to the role you’re applying for.

When talking about your research skills, remember to highlight how you’ve developed these in a concise way. For example, you might have developed research skills by writing a number of literature reviews at university. This might be phrased as “developed effective research skills through data collection and analysis when writing literature reviews for university projects.”

Another way to convey your research skills on your application and impress employers is through the cover letter. If an employer asks for one, it’s important to know how to structure a cover letter so that you can convey your skillset and interest in the role clearly and succinctly.

Your cover letter needs to be no more than one page and should highlight your competency for the role you’re applying for. Approach your application from the basis of ‘what I can do for you’ rather than ‘what you can do for me’. As research skills are transferable, this is a great chance to highlight how you can benefit the organisation and team you’re applying for, as it shows your ability to collect data, think critically, organise your time, analyse and more. Remember to apply these soft and transferable skills to what the job description says will be expected of you.

How to demonstrate your research skills at a job interview 

Interviews are another opportunity to impress employers with your skill set - including how you have developed strong research skills which you can use in the role you’re applying to. 

Ahead of your interview, you should be using your research skills to look into the company you’ve applied for. Get familiar with what they do, their company values and what they’re looking for in a candidate for your chosen role. 

You can also get prepared by practising to answer potential research skills questions like “give me an example of a time when you solved a problem using your research skills.” To answer this, make sure you’re identifying the specific research skills you have used, and explain a real example of when you have solved problems using them. Think about the impact using those research skills had in order to highlight how you have developed these skills effectively in practice. 

Research skills are essential for success in many different roles and fields. By learning how to improve your research skills, you are setting yourself up to impress employers at application and become an asset to a team when you enter the workplace. 

Research skills are soft skills that employers value, are essential for developing your problem-solving skills and are one of the key graduate career skills that recruiters look for. By adding ‘research skills’ to your CV, and highlighting your research capabilities at interviews, you are increasing your employability and chances for success.

Browse thousands of available graduate jobs, schemes and more and demonstrate to employers that you're able to use your research skills to succeed at interview and in your early career. 

• Skip to main content
• Skip to primary sidebar
• Skip to footer
• QuestionPro

• Solutions Industries Gaming Automotive Sports and events Education Government Travel & Hospitality Financial Services Healthcare Cannabis Technology Use Case NPS+ Communities Audience Contactless surveys Mobile LivePolls Member Experience GDPR Positive People Science 360 Feedback Surveys
• Resources Blog eBooks Survey Templates Case Studies Training Help center

Home Market Research Research Tools and Apps

Research Skills: What they are and Benefits

Research skills play a vital role in the success of any research project, enabling individuals to navigate the vast sea of information, analyze data critically, and draw meaningful conclusions. Whether conducting academic research, professional investigations, or personal inquiries, strong research skills are essential for obtaining accurate and reliable results.

LEARN ABOUT:   Research Process Steps

By understanding and developing these skills, individuals can embark on their research endeavors with confidence, integrity, and the capability to make meaningful contributions in their chosen fields. This article will explore the importance of research skills and discuss critical competencies necessary for conducting a research project effectively.

Content Index

What are Research Skills?

Important research skills for research project, benefits of research skills.

• Improving your Research Skills

Talk to Experts to Improve Skills

Research skills are the capability a person carries to create new concepts and understand the use of data collection. These skills include techniques, documentation, and interpretation of the collected data. Research is conducted to evaluate hypotheses and share the findings most appropriately. Research skills improve as we gain experience.

To conduct efficient research, specific research skills are essential. These skills are necessary for companies to develop new products and services or enhance existing products. To develop good research skills is important for both the individual as well as the company.

When undertaking a research project, one must possess specific important skills to ensure the project’s success and accuracy. Here are some essential research skills that are crucial for conducting a project effectively:

Time Management Skills:

Time management is an essential research skill; it helps you break down your project into parts and enables you to manage it easier. One can create a dead-line oriented plan for the research project and assign time for each task. Time management skills include setting goals for the project, planning and organizing functions as per their priority, and efficiently delegating these tasks.

Communication Skills:

These skills help you understand and receive important information and also allow you to share your findings with others in an effective manner. Active listening and speaking are critical skills for solid communication. A researcher must have good communication skills.

Problem-Solving:  

The ability to handle complex situations and business challenges and come up with solutions for them is termed problem-solving. To problem-solve, you should be able to fully understand the extent of the problem and then break it down into smaller parts. Once segregated into smaller chunks, you can start thinking about each element and analyze it to find a solution.

Information gathering and attention to detail:

Relevant information is the key to good research design . Searching for credible resources and collecting information from there will help you strengthen your research proposal and drive you to solutions faster. Once you have access to information, paying close attention to all the details and drawing conclusions based on the findings is essential.

Research Design and Methodology :

Understanding research design and methodology is essential for planning and conducting a project. Depending on the research question and objectives, researchers must select appropriate research methods, such as surveys, experiments, interviews, or case studies. Proficiency in designing research protocols, data collection instruments, and sampling strategies is crucial for obtaining reliable and valid results.

Data Collection and Analysis :

Researchers should be skilled in collecting and analyzing data accurately. It involves designing data collection instruments, collecting data through various methods, such as surveys or observations, and organizing and analyzing the collected data using appropriate statistical or qualitative analysis techniques. Proficiency in using software tools like SPSS, Excel, or qualitative analysis software can be beneficial.

By developing and strengthening these research skills, researchers can enhance the quality and impact of their research process, contributing to good research skills in their respective fields.

Research skills are invaluable assets that can benefit individuals in various aspects of their lives. Here are some key benefits of developing and honing research skills:

Boosts Curiosity :

Curiosity is a strong desire to know things and a powerful learning driver. Curious researchers will naturally ask questions that demand answers and will stop in the search for answers. Interested people are better listeners and are open to listening to other people’s ideas and perspectives, not just their own.

Cultivates Self-awareness :

As well as being aware of other people’s subjective opinions, one must develop the importance of research skills and be mindful of the benefits of awareness research; we are exposed to many things while researching. Once we start doing research, the benefit from it reflects on the beliefs and attitudes and encourages them to open their minds to other perspectives and ways of looking at things.

Effective Communication:

Research skills contribute to practical communication skills by enhancing one’s ability to articulate ideas, opinions, and findings clearly and coherently. Through research, individuals learn to organize their thoughts, present evidence-based arguments, and effectively convey complex information to different audiences. These skills are crucial in academic research settings, professional environments, and personal interactions.

Personal and Professional Growth :

Developing research skills fosters personal and professional growth by instilling a sense of curiosity, intellectual independence, and a lifelong learning mindset. Research encourages individuals to seek knowledge, challenge assumptions, and embrace intellectual growth. These skills also enhance adaptability as individuals become adept at navigating and assimilating new information, staying updated with the latest developments, and adjusting their perspectives and strategies accordingly.

Academic Success:

Research skills are essential for academic research success. They enable students to conduct thorough literature reviews, gather evidence to support their arguments, and critically evaluate existing research. By honing their research skills, students can produce well-structured, evidence-based essays, projects, and dissertations demonstrating high academic research rigor and analytical thinking.

Professional Advancement:

Research skills are highly valued in the professional world. They are crucial for conducting market research, analyzing trends, identifying opportunities, and making data-driven decisions. Employers appreciate individuals who can effectively gather and analyze information, solve complex problems, and provide evidence-based recommendations. Research skills also enable professionals to stay updated with advancements in their field, positioning themselves as knowledgeable and competent experts.

Developing and nurturing research skills can significantly benefit individuals in numerous aspects of their lives, enabling them to thrive in an increasingly information-driven world.

Improving Your Research Skills

There are many things you can do to improve your research skills and utilize them in your research or day job. Here are some examples:

• Develop Information Literacy: Strengthening your information literacy skills is crucial for conducting thorough research. It involves identifying reliable sources, evaluating the credibility of information, and navigating different research databases.
• Enhance Critical Thinking: Critical thinking is an essential skill for effective research. It involves analyzing information, questioning assumptions, and evaluating arguments. Practice critical analysis by analyzing thoughtfully, identifying biases, and considering alternative perspectives.
• Master Research Methodologies: Familiarize yourself with different research methodologies relevant to your field. Whether it’s qualitative, quantitative, or mixed methods research, realizing the strengths and limitations of each approach is crucial.
• Practice Effective Time Management: Research requires dedicated time and effort. Develop good time management skills to ensure that you allocate sufficient time for each stage of the research process, including planning, data collection, analysis, and writing.
• Embrace Collaboration: Collaborating with peers and colleagues can provide a fresh perspective and enrich your research experience. Engage in discussions, share ideas, and seek feedback from others. Collaborative projects allow for exchanging knowledge and skills.
• Continuously Update Your Knowledge: Stay informed about your field’s latest developments and advancements. Regularly read scholarly articles, attend conferences, and follow reputable sources of information to stay up to date with current research trends.

There is plenty of information available on the internet about every topic; hence, learning skills to know which information is relevant and credible is very important. Today most search engines have the feature of advanced search, and you can customize the search as per your preference. Once you learn this skill, it will help you find information. 

Experts possess a wealth of knowledge, experience, and insights that can significantly enhance your understanding and abilities in conducting research. Experts have often encountered numerous challenges and hurdles throughout their research journey and have developed effective problem-solving techniques. Engaging with experts is a highly effective approach to improving research skills.

Moreover, experts can provide valuable feedback and constructive criticism on your research work. They can offer fresh perspectives, identify areas for improvement, and help you refine your research questions, methodology, and analysis.

At QuestionPro, we can help you with the necessary tools to carry out your projects, and we have created the following free resources to help you in your professional growth:

• Survey Templates

Research skills are invaluable assets that empower individuals to navigate the ever-expanding realm of information, make informed decisions, and contribute to advancing knowledge. With advanced research tools and technologies like QuestionPro Survey Software, researchers have potent resources to conduct comprehensive surveys, gather data, and analyze results efficiently.

Where data-driven decision-making is crucial, research skills supported by advanced tools like QuestionPro are essential for researchers to stay ahead and make impactful contributions to their fields. By embracing these research skills and leveraging the capabilities of powerful survey software, researchers can unlock new possibilities, gain deeper insights, and pave the way for meaningful discoveries.

Authors : Gargi Ghamandi & Sandeep Kokane

FREE TRIAL         RICHIEDI DEMO

MORE LIKE THIS

When You Have Something Important to Say, You want to Shout it From the Rooftops

Jun 28, 2024

The Item I Failed to Leave Behind — Tuesday CX Thoughts

Jun 25, 2024

Feedback Loop: What It Is, Types & How It Works?

Jun 21, 2024

QuestionPro Thrive: A Space to Visualize & Share the Future of Technology

Jun 18, 2024

Other categories

• Academic Research
• Artificial Intelligence
• Assessments
• Brand Awareness
• Case Studies
• Communities
• Consumer Insights
• Customer effort score
• Customer Engagement
• Customer Experience
• Customer Loyalty
• Customer Research
• Customer Satisfaction
• Employee Benefits
• Employee Engagement
• Employee Retention
• Friday Five
• General Data Protection Regulation
• Insights Hub
• Life@QuestionPro
• Market Research
• Mobile diaries
• Mobile Surveys
• New Features
• Online Communities
• Question Types
• Questionnaire
• QuestionPro Products
• Release Notes
• Research Tools and Apps
• Revenue at Risk
• Training Tips
• Tuesday CX Thoughts (TCXT)
• Uncategorized
• Video Learning Series
• What’s Coming Up
• Workforce Intelligence

Explore your training options in 10 minutes Get Started

• Graduate Stories
• Partner Spotlights
• Bootcamp Prep
• Bootcamp Admissions
• University Bootcamps
• Coding Tools
• Software Engineering
• Web Development
• Data Science
• Tech Guides
• Tech Resources
• Career Advice
• Online Learning
• Internships
• Apprenticeships
• Tech Salaries
• Associate Degree
• Bachelor's Degree
• Master's Degree
• University Admissions
• Best Schools
• Certifications
• Bootcamp Financing
• Higher Ed Financing
• Scholarships
• Financial Aid
• Best Coding Bootcamps
• Best Online Bootcamps
• Best Web Design Bootcamps
• Best Data Science Bootcamps
• Best Technology Sales Bootcamps
• Best Data Analytics Bootcamps
• Best Cybersecurity Bootcamps
• Best Digital Marketing Bootcamps
• Los Angeles
• San Francisco
• Browse All Locations
• Digital Marketing
• Machine Learning
• See All Subjects
• Bootcamps 101
• Full-Stack Development
• Career Changes
• View all Career Discussions
• Mobile App Development
• Cybersecurity
• Product Management
• UX/UI Design
• What is a Coding Bootcamp?
• Are Coding Bootcamps Worth It?
• How to Choose a Coding Bootcamp
• Best Online Coding Bootcamps and Courses
• Best Free Bootcamps and Coding Training
• Coding Bootcamp vs. Community College
• Coding Bootcamp vs. Self-Learning
• Bootcamps vs. Certifications: Compared
• What Is a Coding Bootcamp Job Guarantee?
• How to Pay for Coding Bootcamp
• Ultimate Guide to Coding Bootcamp Loans
• Best Coding Bootcamp Scholarships and Grants
• Education Stipends for Coding Bootcamps
• Get Your Coding Bootcamp Sponsored by Your Employer
• GI Bill and Coding Bootcamps
• Tech Intevriews
• Our Enterprise Solution
• Connect With Us
• Publication
• Reskill America
• Partner With Us

• Resource Center
• Bachelor’s Degree
• Master’s Degree

Research Skills: How to Find the Right Answers

Most jobs require some form of problem-solving. You might encounter an obstacle and come up with a question that you will need to answer to move forward. To answer this question, chances are you will need to have research skills to do some investigating. This kind of investigation is known as research.

What Is Research?

Research is the investigation of sources or facts to establish or draw conclusions. In an academic context, people often think of research in the sciences and the social sciences. But really, you will need to conduct some kind of research in any academic subject or while performing any job.

Find your bootcamp match

In fact, nearly every profession or job requires some amount of research and research skills. As long as you come across a question, which is a natural occurrence in almost everything, you should come across an opportunity to research. And when there is a call to research, strong research skills definitely come in handy.

What Are Research Skills?

Research skills mean that you are able to identify the answer to a question or a set of questions. Research questioning can lead to many different kinds of research. You might get started by using search engines to find reliable sources. You can evaluate information by scanning search results to embark on your research project. 

What Is the Purpose of Research?

Research can serve a few different purposes, depending on the kind of research you are doing. The three main kinds of research are exploratory, descriptive, and explanatory. 

Exploratory research seeks to explore a general question and possible answers without necessarily seeking one singular, specific answer. Descriptive research is often data-driven and seeks to describe research findings in great detail. Explanatory research is often more qualitative and does seek explanations to substantiate it and its findings. 

Below is a deep dive into the kinds of general research skills you will need to excel in any field, especially tech.

Different Kinds of Research Skills

Below are a few basic types of research skills that might help you get a better sense of what research is and why you need to master research skills.

Searching for Information

In its most basic sense, research is the search for information. This can take on many different forms. Though in 2020, we are all used to using Google as one of our primary research methods. 

Older generations remember having to go to the library any time they had a question about the way the world works or any time they needed to search for information.

Attention to Detail

By paying close attention to detail, you can conduct better research on a micro-level, noticing details and storing them away for future reference. During job training, an information session, or a webinar, for example, you can conduct research just by paying close attention to detail. This can also involve taking notes so you don’t end up forgetting all of this detail.

Time Management

You will likely never come across a question or a research question with absolutely no time limit. Research almost always requires time management skills to make sure you can get everything done on time. 

Depending on the kind of research you’re conducting, you may have to manage your time between one kind of research, interviews, for example, and another kind of research, such as online web searches. 

Problem-Solving

Research is all about problem-solving. Without problem-solving, research would just be looking for information. But research is about searching and then identifying information that provides a potential answer to a question or a solution to a problem. 

Communicating Results

Research results are useless if you don’t know what to do with them. Ideally, you will have the resources and ability to apply your research findings to your question or your problem. 

If you’re working on a team, you should be able to describe your research, your research methods, and your research results to your teammates. The goal is to get others on board by communicating your results. 

Online Research Skills

In a time when the Internet is overloaded with so much information, it’s hard to know what to trust. Though online research is by far the most accessible, it can also be the most difficult. 

Internet users using the web for research, including simple search engine searches, should understand how search engine results work and how to discern the reliable from the unreliable sources.

Below are a few tips for conducting discerning online research responsibly. 

Ask the Right Questions

Remember that all research starts with at least one question. The question you are asking absolutely makes a difference in the kind of research you will want to be conducting. It also makes a difference in how fruitful your online research might be. 

Ask the right question by considering how you are phrasing the question and what words and terms you are including in the question. To do this, try to be as specific as possible to get to the root of the question you are asking.

Check Your Sources

Always do some research on your source pages. Is the domain something you’ve never heard of? Does it look very outdated and low-budget? If the answer to these questions is yes, you might want to find more reliable sources. You will also need to evaluate the actual information you find from your sources, which might even require a bit of fact-checking.

Never Plagiarize, Always Interpet

Even if you find exactly what you’re looking for in an Internet search, you will need to interpret what you find. Never take anything for granted and always reinterpret information in your own words.

Conclusion: Start Your Research

Whatever your question, all you have to do to develop research skills is get started. Like with anything else in life, practice makes perfect. Good luck and check out our other Career Karma resources as you embark on your research projects.

About us: Career Karma is a platform designed to help job seekers find, research, and connect with job training programs to advance their careers. Learn about the CK publication .

What's Next?

Get matched with top bootcamps

Ask a question to our community, take our careers quiz.

Leave a Reply Cancel reply

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

What Are Research Skills, and How You Can Improve Them

• Posted on March 9, 2022

Original research is an arduous task, no matter how you slice it. Conducting extensive research and collecting relevant information for an original idea is complicated. It involves much more than just reading several recently published papers.

Good research will help you develop a data collection that provides accurate and relevant information to your topic. So, is research a skill that you can develop and improve? What are research skills?

Research skills are the abilities and techniques needed to conduct research. This includes finding and assessing information and properly citing all research. Research skills are fundamental to academic success, and the more you practice, the better you will become.

Research Skills vs. Research Methods

Some people use the terms research skills and research methods interchangeably. Although they relate closely, they are different.

Research skills are a part of the process, but they also take a lot of time to master. Research methods are what you use during the research stages.

For example, one research method may be a literature review. Research skills would involve learning how to conduct the best possible literature review.

You can practice research skills and improve your speed, accuracy, and reliability. Critical thinking, project management, effective note-taking, and time management are great examples of research skills.

How To Improve Your Research Skills

Conducting high-quality research requires mastering several skills. Some of the best skills for good academic research come with practice and experience. You can improve your research skills by using outlines, sources and practicing.

Use Outlines to Your Advantage

An outline is a great way to keep yourself organized and on topic. By paying close attention to the outline you craft, you set yourself up to conduct good research that lends itself to a well-written paper. After all, an outline makes it easier to write your first draft, and a structured approach will improve your writing.

Before you even begin your research, outline what you need to do to complete your paper on time. Start with an introduction, add your first point and then supporting evidence, a second point with its supporting evidence, and then a third, fourth, or fifth, depending on how in-depth your paper will be. The last step will be your conclusion or a summary of your content.

Often outlining will give you ideas for research methods that you may not have considered before. Data collection can be challenging, but devising an outline can make the process much easier.

Because an outline allows you to think about all the topics you need to cover in your paper, you’ll be better prepared when you begin researching.

Dig Into Your Sources

It’s daunting to determine relevant information, especially if it’s a topic that you’re not knowledgeable about. It’s important to know when your sources are reliable for academic research . It’s also imperative to use different sources when finding relevant information, or you may display a bias. This also helps you avoid plagiarism by relying on multiple points of reference.

For example, you should know that an article published in a peer-reviewed journal will be more reliable than an article found on Wikipedia. Wikipedia, though often sourced, is open to be edited by anyone. The sources supplied themselves are not always credible, as the organization largely relies on unpaid editors to donate time to review articles.

A peer-reviewed journal will be fact-checked multiple times, demonstrate a history of credibility, and use reputable sources to support any arguments or claims.

Your sources should also answer the question that you are trying to ask. You should perform a light critical analysis of your source materials to determine their value. This requires investigative thinking and research itself. You need to discover:

• Who wrote the source?
• What was their agenda?
• Who sponsored the publication, if anyone?
• What was the agenda of the publisher?
• Does the publisher have a notable bias?
• Does the author have a notable bias?
• What year was the material published, and has it become outdated?

Try Advanced Search Techniques

Google and other search engines aren’t the only way to find information for your research paper. Library resources offer a wealth of services and tools, such as full-text journals and databases. Your local university library is another excellent place to start.

Often, librarians will be able to assist you with your research and can help you utilize advanced research methods you may not have thought of. They can direct you to the correct database and demonstrate how to best use it to find information about your subject. They may know of specific journals or other literature that could be a good starting point to get your footing.

During your research process, seek a different point of view and new ways to find reliable sources for your paper. When you rely on a single viewpoint or only one credible source, you not only develop a bias by showing just one side of your topic, but you run the risk of plagiarism. Where will your source’s argument end and yours begin? It may appear that you’re simply copying someone else’s hard work.

Practice Makes Perfect

Research isn’t a skill that people learn overnight. But you’d be surprised how fast these skills develop every time you conduct research. Once you get used to collecting data from reliable sources, you can become a master at it by learning from your own research paper mistakes.

One of the most overlooked aspects of research is a person’s time management skills. Those who wait until the last minute to start research run the risk of not finding adequate sources and producing a sub-par product. By giving yourself extra time, especially as you develop your research skills, you allow yourself to thoroughly investigate your sources, find appropriate support for your arguments, and develop a conclusion based on research, rather than trying to scramble to find research to support a specific conclusion.

6 Steps for Conducting Research

Conducting research isn’t easy, and many people find it frustrating. It can be like solving a puzzle to uncover the best information about the topic you’re researching. Here are 5 steps to help with your research strategy.

• Clearly define your research question. Precisely formulate your question so you know exactly which information sources are relevant to your research. This will save you lots of time.
• Draft a solid outline. Put your research question at the top of the document, then write out each of your supporting points or arguments. Include a few thoughts that go with each of those points.
• Determine the research methods you’ll use. Depending on the type of research paper you’re writing, you may need primary or secondary research. Your research will likely be either qualitative, quantitative, descriptive, or experimental.
• Find data from reliable sources. Make sure your resources are reliable by looking for things like the date of publication, author credentials, and publisher.
• Focus on your note-taking. Take detailed notes in whatever format you’re most comfortable with, whether that’s on your computer, tablet, or by hand in your notebook or on index cards.
• Draft your research paper. Combine your notes with a solid outline, and put it all together. Don’t forget to cite all of your sources . Give your paper a final review, then you’re done!

Final Thoughts

Conducting research can be a frustrating assignment. Here is the good news: the above steps and tools will make research report writing more effective.

By clearly defining your research question, determining the type of research methods you’ll use, and finding data from reliable sources, you’ll be on your way to conducting successful research.

Your last steps should be using a plagiarism detector and a citation generator, to double-check your work. Quetext is an online plagiarism checker with a built citation generator, so you can easily cite everything that you read.

Sign Up for Quetext Today!

Click below to find a pricing plan that fits your needs.

You May Also Like

How to Summarize a Paper, a Story, a Book, a Report or an Essay

• Posted on June 25, 2024 June 25, 2024

How to Use AI to Enhance Your Storytelling Process

• Posted on June 12, 2024

Essential Comma Rules for Business Emails

• Posted on June 7, 2024

How to Write Polished, Professional Emails With AI

• Posted on May 30, 2024

A Safer Learning Environment: The Impact of AI Detection on School Security

• Posted on May 17, 2024

Rethinking Academic Integrity Policies in the AI Era

• Posted on May 10, 2024 May 10, 2024

Jargon Phrases to Avoid in Business Writing

• Posted on May 3, 2024 May 3, 2024

Comparing Two Documents for Plagiarism: Everything You Need to Know

• Posted on April 26, 2024 April 26, 2024

Input your search keywords and press Enter.

Resume builder

The Best Research Skills for a Resume

If you want to apply for a research position, you need to provide evidence of research skills on your resume. In this article, we explore what the best research skills for a resume are, why they are important and how to list them properly. We also provide a researcher resume sample to get you started – you can use it as inspiration or a template.

Table of Contents

What Are Research Skills?

A career like research is an excellent option for anyone who can collect, analyze and interpret data, solve complex problems, dive deep into discovery, and offer innovative solutions. The best thing about being a researcher is that you can not only succeed in science and academia but also climb up the career ladder in the corporate world. Indeed, having solid research skills opens the door to many roles and industries, including academic environments, government settings, transnational corporations, startups, tech giants, and non-profit organizations, to name but a few.

From human behavior to regional studies to biotech, there are myriads of research spheres where a qualified individual can make a difference. Researchers utilize their skills to explore a variety of topics, and if you have your mind set on pursuing a career as a researcher, you need to understand what skill set is pivotal for success in this field.

In a nutshell, research skills are all about searching ways to resolve problems. They are knowledge, abilities and competencies that ensure you can investigate particular topics, perform critical analysis, extract and organize data, interpret results, form hypotheses, and derive data-driven conclusions.

As a researcher, you are expected to be capable of relaying your findings to other people in a compelling and digestible form and even inspire action, both in yourself and in others.

Whether you are a seasoned researcher or a novice in this field, you need to put the right skills on your resume . Below you will find a list of the most in-demand research skills in today’s job market.

The Top 10 Research Skills for a Resume

Communication.

Communication is a crucial aspect of a research career since you are required to share information, relay findings and spread knowledge efficiently and effectively, both orally and in writing . While communication skills certainly have a place on your resume , that doesn’t mean adding “Communication” to your list of skills is enough to move on. You need to provide relevant examples verifying that you can research things as part of a team and work towards a common goal. You could add something like this to add credibility to your claim:

Recruited 7 research assistants for clinical studies by visiting clinics and sending out email invites, increasing participation by 20%.

Explained 100+ research procedures to a group of study participants in 10 days, resulting in a 0% incident rate.

Problem Solving

Being an advanced problem solver means you can consistently identify issues and find effective and efficient solutions to them . It is an extremely valuable skill when it comes to research-based activities, and 86% of employers look for workers who are capable of solving problems in the workplace according to the National Association of Colleges and Employers’ Job Outlook 2022 survey. If you want to add problem-solving skills to your resume, you need to underpin them with relevant accomplishments. For instance, you could add examples like these:

Resolved course accessibility issues by creating interactive presentations for remote learners, increasing student satisfaction by 89%.

Developed and introduced a new computing environment for analysis, identifying 100% of failure patterns and improving issue detection by 75%.

Analytical Skills

Having analytical skills means you can parse data into digestible pieces, interpret them correctly and make data-based connections and conclusions . Data analysis incorporates a vast set of competencies, including technical skills like proficiency in programming languages, such as Python and R, familiarity with data visualization tools, like Tableau and Power BI, and a strong grasp of statistical analysis methods, such as hypothesis testing, regression analysis, and sample size determination. Armed with these skills, a researcher can take data to the next level and drive both innovation and profitability.

Being able to make sense of facts and figures both manually and using automated solutions will help you thrive in most roles, so recruiters would love to know that you are an analytical thinker when considering your candidacy. Your best bet here is to make sure they can find this out by examining your resume. You can add examples like the ones below to prove you can tackle complicated issues using your analytical skill set:

Collected, cleaned and analyzed first-party data from 10+ departments to identify the socio-economic impact of the COVID-19 pandemic on the company.

Performed regression analysis to determine the effects of a company-wide minimum wage increase, concluding that the hiring process was accelerated by 25% due to the wage change in question.

Qualitative Analysis

Qualitative analysis allows you to analyze a research subject using non-numerical and non-quantifiable parameters, characteristics and indicators and is based on abstract concepts . For instance, you can use qualitative attributes like human behavior or brand reputation to make business decisions or recognize investment opportunities. This skill is in demand today as it helps researchers use their observations to make conclusions, identify patterns and tackle challenges. Since you cannot quantify this area of your expertise, you need to provide relevant context to convince the reader that you are capable of analyzing non-tangible aspects of a subject. You can do that by using appropriate examples, like the following ones:

Evaluated the quality and accuracy of 200+ data sources in a month.

Performed quality control of high-volume content in a rapidly changing environment, maintaining a quality score of 99.9%.

Quantitative Analysis

Quantitative analysis is an approach that allows you to collect, study, measure, and analyze data . From statistical research to financial modeling, quantitative analysis includes a powerful toolkit that helps a researcher refine and simplify vast amounts of raw data to make better decisions and forecast trends.

Quantitative analysis has countless applications: with it, you can track metrics, measure variables and evaluate parameters in multiple fields, from finance and accounting to molecular biology and astrophysics. Therefore, it is no wonder that it is one of the most important research skills for a resume and highlighting it the right way is likely to help you move forward in the job searching process. You can prove that you know how to work with tangible data by providing relevant examples, like the following ones:

Designed a new data analysis technique, saving 30 monthly hours in parameter comparisons.

Used SQL to analyze customer data and identify areas for improvement related to customer conversions, resulting in a conversion boost by 75%.

Academic Writing

Academic writing is the ability to create complex documents containing scientific data, such as formulas, graphs, and charts . Academic writing skills help researchers prepare reports, presentations and articles for scientific journals and magazines, and if you have them, it means you know how to present technical information clearly and concisely. Recruiters from scientific fields are especially interested in candidates capable of writing academically, so submitting a resume with examples of written work is likely to help you secure a position as a researcher. Listing your publications to prove your expertise is the best option here, but since you might not have enough space to add all your papers, books and articles, you could highlight your academic writing proficiency with something like this:

Created 350+ articles on the principles of academic research for the university’s database, increasing student satisfaction by 60%.

Published 30+ papers focused on structural changes in protein conformations.

We know that expressing your writing potential in limited words can be difficult, so here getting assistance from a summarizing tool can be a good idea.

Literature Review

Literature review is a methodology that implies conducting rigorous research on a particular topic . Having literature review skills means you can explore your subject area in greater depth using sources like books, journal articles, industry magazines, etc. Such competencies allow you to build upon existing knowledge and generate new ideas, accelerating your research and pushing it to its full potential. Naturally, your literature review skills are a valuable asset to your resume. We recommend you to illuminate them with appropriate examples, focusing on tangible outcomes:

Gathered and reviewed 10+ articles on Stata to extract variables from a dataset.

Performed 100+ literature reviews to implement changes in clinical practice, boosting quality of care by 70%.

Time Management

Time management is a powerful soft skill that is especially valuable in research environments. It allows you to manage your time effectively, break large tasks into manageable chunks and prioritize them properly, set up measurable, attainable, and time-bound goals, and even juggle your responsibilities . Proper time management helps you stay focused on your work, boosts your productivity and thereby leads to consistently high results and impressive outcomes. From carrying out experiments to writing reports to teaching, as a researcher, you need to apply time management strategies on a daily basis to successfully accomplish your tasks. You can show you are good at time management on your resume by showcasing your successes, like in the examples below:

Developed a database for organizing behavioral data for 100+ study participants, decreasing data processing time by 30%.

Implemented data analysis techniques in Python, increasing the amount of data analyzed per hour by 17% and accelerating project completion by 40%.

Attention to Detail

Paying attention to detail is a vital aspect of being a researcher. Having this skill helps you gather credible information, perceive meaningful connections, notice discrepancies, and deliver high-quality work based on correct evidence. Since each and every aspect of a career in research requires efficiency and trustworthiness, attention to detail is something you cannot go without – otherwise, your progress will come to a screeching halt. Naturally, you need to illuminate this skill on your resume as recruiters seek candidates who can look at details with a critical eye and minimize distractions. And the best way to do that is by providing a relevant example of success. You can use the ones below for reference:

Checked 10 + data sheets for completion and quality per day, resulting in a <1% error rate.

Supervised the maintenance and updates of the lab’s database with a 99% accuracy rate.

Editing & Proofreading

Editing and proofreading skills are essential to perform successful research since they ensure it is both accurate and easy to read . While editing is more about making your text more digestible and improving the overall quality of your writing, proofreading corrects surface issues like errors in spelling, punctuation and grammar. Both require you to have a solid command of the language you use and a certain degree of focus. The devil is indeed in the details, so you need to always polish your texts before submitting them. Only this way will they be perceived by your peers and superiors as constructive and professional. And to prove you are good at editing and proofreading, you need to add appropriate examples to your resume. Here is how you can demonstrate your ability to provide high-quality texts:

Edited 11 federal grant proposals designed by my team, which generated $200+ in lab funding.

Edited a research paper co-authored with 2 postdoctoral employees regarding protein generation, which received the Best Paper Award in 2020.

How to List Research Skills on a Resume

Your resume is the best place to highlight your research experience and the value you could bring to your next role. The key here is to put your research skills in the right section so that they get noticed by the reader. You have no fewer than 7 options here:

• A dedicated research section
• Your work experience section
• The education section
• The list of your research publications
• The projects section
• The skills section
• Your resume summary

If you have a solid research background, you may want to create a separate section on your resume and call it Research or Research Experience . This place will help you expand on your projects and their details, specify the nature of your research, and describe the specifics of your previous roles, providing relevant examples and demonstrating the most prominent accomplishments.

If your career is all things research, the work/professional experience section can incorporate your research skills and accomplishments. List your employers and your duties, along with the dates of your employment, like you would do when describing your non-research work experience.

Your education section is an appropriate place to highlight your research skills if you are a student or a recent graduate. You can put it at the top of your resume if you want to draw more attention to your research background when applying for your first job in science or academia.

If you have a whole host of published works, it could be a great idea to create a separate section for listing your publications . This will help you add credibility to your research skills and accomplishments. Research-related accomplishments can also be highlighted as projects on your resume. This might be appropriate if your research background is not so extensive or not quite relevant to your current career aspirations.

You can list your research skills in your skills section as long as they are tangible and relevant for the job you want to land. We recommend you to avoid general skills here and focus on industry-specific expertise, illuminating it with the keywords you can find in the corresponding job listing and relevant skill levels .

Highlighting your research skills in the summary section is appropriate if you are applying for a role where a robust research background is essential. Your resume summary is just a few lines appearing at the top of the document, so make sure to add only the most important research skills there – those that you want the reader to see first and foremost.

Why Are Research Skills Important?

Research-oriented positions and most jobs in academia require you to have a solid set of research skills. Employees outside these roles can also benefit from research experience – research skills are transferable , meaning you can bring them to the table no matter your position, career field or job level. Therefore, they are a valuable addition to a resume in many cases.

Businesses and organizations are eager to employ candidates with proven research skills because they can

• come up with original plans and ideas,
• design innovative products and services,
• improve processes,
• keep up with technology,
• identify customers’ needs and requirements and find ways to meet them,
• resolve complicated issues,
• analyze competitors’ strengths and weaknesses,

By adding research skills to your resume, you show recruiters that you can think outside the box, know how to work with data and technology, are capable of making well-informed decisions, and are good at solving problems. This makes you a valuable hire in today’s skill-based job market

A Resume Sample to Apply for a Research Position

JOHN/JANE DOE Research Assistant Location ⋅ Email ⋅ Phone number Diligent and hardworking clinical researcher seeking a position at [Name of Company] to apply academic expertise and facilitate biological research. PROFESSIONAL EXPERIENCE Company/Organization, Location Dates of Employment Research Assistant Assisted scientists in 30+ research projects related to therapeutics for COVID-19 Conducted data-driven testing with an accuracy rate of 98% Supervised a team of 3 junior research assistants with daily laboratory duties Company/Organization, Location Dates of Employment Graduate Research Assistant Participated in cell research projects as part of a cross-departmental team of 30 researchers. Performed cell counts with 99% accuracy Was engaged in developing a platform to investigate immune responses to virus-infected hepatocytes. … Company/Organization, Location Dates of Employment Research Student Assistant Gathered and analyzed data and evidence for 10+ clinical research cases monthly. Awarded “Research Impact Award” in recognition of consistent research excellence (only 1 student is awarded in a class of 100). … EDUCATION NAME OF UNIVERSITY Location Degree, Major Dates of Education SKILLS Molecular cloning RNA isolation Cell counting Knowledge of SQL code and queries Data analysis Literature review

A career in research is an extremely exciting yet quite a demanding path. Since the competition for positions in the field is very fierce, as a researcher, you need to have high levels of determination and persistence and a powerful combination of skills. The research skills we have outlined in this article are what recruiters expect to see on your resume, so make sure to expand on them to get the job of your dream, rise to the top of your game and deliver ground-breaking research.

Leave a Reply Cancel reply

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

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

Tips for Online Students , Tips for Students

The Best Research Skills For Success

Updated: June 19, 2024

Published: January 5, 2020

Every student is required to conduct research in their academic careers at one point or another. A good research paper not only requires a great deal of time, but it also requires complex skills. Research skills include the ability to organize, evaluate, locate, and extract relevant information.

Let’s learn how to develop great research skills for academic success.

What is Research?

We’ve all surely heard the term “research” endlessly. But do you really know what it means?

Research is a type of study that focuses on a specific problem and aims to solve it using scientific methods. Research is a highly systematic process that involves both describing, explaining, and predicting something.

Photo by  Startup Stock Photos  from  Pexels

What are research skills.

Research skills are what helps us answer our most burning questions, and they are what assist us in our solving process from A to Z, including searching, finding, collecting, breaking down, and evaluating the relevant information to the phenomenon at hand.

Research is the basis of everything we know — and without it, we’re not sure where we would be today! For starters, without the internet and without cars, that’s for sure.

Why are Research Skills Important?

Research skills come in handy in pretty much everything we do, and especially so when it comes to the workforce. Employers will want to hire you and compensate you better if you demonstrate a knowledge of research skills that can benefit their company.

From knowing how to write reports, how to notice competition, develop new products, identify customer needs, constantly learn new technologies, and improve the company’s productivity, there’s no doubt that research skills are of utter importance. Research also can save a company a great deal of money by first assessing whether making an investment is really worthwhile for them.

How to Get Research Skills

Now that you’re fully convinced about the importance of research skills, you’re surely going to want to know how to get them. And you’ll be delighted to hear that it’s really not so complicated! There are plenty of simple methods out there to gain research skills such as the internet as the most obvious tool.

Gaining new research skills however is not limited to just the internet. There are tons of books, such as Lab Girl by Hope Jahren, journals, articles, studies, interviews and much, much more out there that can teach you how to best conduct your research.

Utilizing Research Skills

Now that you’ve got all the tools you need to get started, let’s utilize these research skills to the fullest. These skills can be used in more ways than you know. Your research skills can be shown off either in interviews that you’re conducting or even in front of the company you’re hoping to get hired at .

It’s also useful to add your list of research skills to your resume, especially if it’s a research-based job that requires skills such as collecting data or writing research-based reports. Many jobs require critical thinking as well as planning ahead.

Career Paths that Require Research Skills

If you’re wondering which jobs actually require these research skills, they are actually needed in a variety of industries. Some examples of the types of work that require a great deal of research skills include any position related to marketing, science , history, report writing, and even the food industry.

Photo by  Abby Chung  from  Pexels

How students can improve research skills.

Perhaps you know what you have to do, but sometimes, knowing how to do it can be more of a challenge. So how can you as a student improve your research skills ?

1. Define your research according to the assignment

By defining your research and understanding how it relates to the specific field of study, it can give more context to the situation.

2. Break down the assignment

The most difficult part of the research process is actually just getting started. By breaking down your research into realistic and achievable parts, it can help you achieve your goals and stay systematic.

3. Evaluate your sources

While there are endless sources out there, it’s important to always evaluate your sources and make sure that they are reliable, based on a variety of factors such as their accuracy and if they are biased, especially if used for research purposes.

4. Avoid plagiarism

Plagiarism is a major issue when it comes to research, and is often misunderstood by students. IAs a student, it’s important that you understand what plagiarism really means, and if you are unclear, be sure to ask your teachers.

5. Consult and collaborate with a librarian

A librarian is always a good person to have around, especially when it comes to research. Most students don’t seek help from their school librarian, however, this person tends to be someone with a vast amount of knowledge when it comes to research skills and where to look for reliable sources.

6. Use library databases

There are tons of online library resources that don’t require approaching anyone. These databases are generally loaded with useful information that has something for every student’s specific needs.

7. Practice effective reading

It’s highly beneficial to practice effective reading, and there are no shortage of ways to do it. One effective way to improve your research skills it to ask yourself questions using a variety of perspectives, putting yourself in the mind of someone else and trying to see things from their point of view.

There are many critical reading strategies that can be useful, such as making summaries from annotations, and highlighting important passages.

Thesis definition

A thesis is a specific theory or statement that is to be either proved or maintained. Generally, the intentions of a thesis are stated, and then throughout, the conclusions are proven to the reader through research. A thesis is crucial for research because it is the basis of what we are trying to prove, and what guides us through our writing.

What Skills Do You Need To Be A Researcher?

One of the most important skills needed for research is independence, meaning that you are capable of managing your own work and time without someone looking over you.

Critical thinking, problem solving, taking initiative, and overall knowing how to work professionally in front of your peers are all crucial for effectively conducting research .

1. Fact check your sources

Knowing how to evaluate information in your sources and determine whether or not it’s accurate, valid or appropriate for the specific purpose is a first on the list of research skills.

2. Ask the right questions

Having the ability to ask the right questions will get you better search results and more specific answers to narrow down your research and make it more concise.

3. Dig deeper: Analyzing

Don’t just go for the first source you find that seems reliable. Always dig further to broaden your knowledge and make sure your research is as thorough as possible.

4. Give credit

Respect the rights of others and avoid plagiarizing by always properly citing your research sources.

5. Utilize tools

There are endless tools out there, such as useful websites, books, online videos, and even on-campus professionals such as librarians that can help. Use all the many social media networks out there to both gain and share more information for your research.

6. Summarizing

Summarizing plays a huge role in research, and once the data is collected, relevant information needs to be arranged accordingly. Otherwise it can be incredibly overwhelming.

7. Categorizing

Not only does information need to be summarized, but also arranged into categories that can help us organize our thoughts and break down our materials and sources of information.

Photo by  Noelle Otto  from  Pexels

What are different types of research, 1. qualitative.

This type of research is exploratory research and its aim is to obtain a better understanding of reasons for things. Qualitative research helps form an idea without any specific fixed pattern. Some examples include face-to-face interviews or group discussions.

2. Quantitative

Quantitative research is based on numbers and statistics. This type of research uses data to prove facts, and is generally taken from a large group of people.

3. Analytical

Analytical research has to always be done from a neutral point of view, and the researcher is intended to break down all perspectives. This type of research involves collecting information from a wide variety of sources.

4. Persuasive

Persuasive research describes an issue from two different perspectives, going through both the pros and cons of both, and then aims to prove their preference towards one side by exploring a variety of logical facts.

5. Cause & Effect

In this type of research, the cause and effects are first presented, and then a conclusion is made. Cause and effect research is for those who are new in the field of research and is mostly conducted by high school or college students.

6. Experimental Research

Experimental research involves very specific steps that must be followed, starting by conducting an experiment. It is then followed by sharing an experience and providing data about it. This research is concluded with data in a highly detailed manner.

7. Survey Research

Survey research includes conducting a survey by asking participants specific questions, and then analyzing those findings. From that, researchers can then draw a conclusion.

8. Problem-Solution Research

Both students and scholars alike carry out this type of research, and it involves solving problems by analyzing the situation and finding the perfect solution to it.

What it Takes to Become a Researcher

• Critical thinking

Research is most valuable when something new is put on the table. Critical thinking is needed to bring something unique to our knowledge and conduct research successfully.

• Analytical thinking

Analytical thinking is one of the most important research skills and requires a great deal of practice. Such a skill can assist researchers in taking apart and understanding a large amount of important information in a short amount of time.

• Explanation skills

When it comes to research skills, it’s not just about finding information, but also about how you explain it. It’s more than just writing it out, but rather, knowing how to clearly and concisely explain your new ideas.

• Patience is key

Just like with anything in life, patience will always take you far. It might be difficult to come by, but by not rushing things and investing the time needed to conduct research properly, your work is bound for success.

• Time management

Time is the most important asset that we have, and it can never be returned back to us. By learning time management skills , we can utilize our time in the best way possible and make sure to always be productive in our research.

What You Need to Sharpen Your Research Skills

Research is one of the most important tasks that students are given in college, and in many cases, it’s almost half of the academic grade that one is given.

As we’ve seen, there are plenty of things that you’ll need to sharpen your research skills — which mainly include knowing how to choose reliable and relevant sources, and knowing how to take them and make it your own. It’s important to always ask the right questions and dig deeper to make sure that you understood the full picture.

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone.

Related Articles

• Graduate Jobs
• Careers Advice
• Research skills

Updated on 04 June 2020

Research skills are in demand. This guide explains what research skills are and how you can prove you've got them!

What are research skills?

In a nutshell, research skills help us find answers to questions.

Research skills are the ability to search for, find, collect, analyse, interpret and evaluate information that is relevant to the subject being studied.

Research shapes the future, it teaches us new things and helps us adapt and evolve. Without research, we wouldn't have cars, smartphones or the internet (or this website for that matter!)

Everyone is a researcher

We all research, even if we don't know it.

The internet is a huge part of our lives. Using search engines (like Google) is a way of researching. Whether you're finding cheap flights or a top restaurant, it's all research!

Why are research skills important?

Employers love research skills. Research is an important part of business because it helps companies:

• Report writing
• Keep an eye on their competitors
• Develop new products
• Identify what customers want
• Get better at what they do
• Keep up with changing technologies

Research skills show companies you're able to suggest new ideas and help the business adapt to the ever changing world we live in.

Research saves money

Launching a new product is expensive. Research helps companies find out if anyone will buy it.

Launching a product without research is risky. There might not be a demand for it. The money spent on launch, marketing and production could've been saved if the company did some research.

How can you gain research skills?

You can research using tools and methods like:

• The internet
• Experiments

How can you demonstrate your research skills?

As a graduate, It's likely you've done a lot of researching! For example during:

• Your dissertation
• Assignments
• Group projects

In interviews

Talk about what you researched, how you did it and what you found. Explaining research you've done as part of a group will also demonstrate your teamwork skills #2birds1stone.

Using the S.M.A.R.T framework is helpful way to structure your answer. You can read more about S.M.A.R.T in our planning and organising guide.

Show what you know

Demonstrate your research skills by sharing what you know about the industry or company you want to work for. The more you know, the more likely you are to impress.

Add your research skills to your CV

Especially if you're applying for a job that requires research skills.

In many cases, your CV is your chance to make a first impression. Your CV will help employers check you've got the right skills. If they can see you've got them, it's likely you'll get to the next stage.

Examples of research skills

Here's a list of some research skills for your CV:

• Data collection
• Analysis of information from different sources
• Finding information off the internet
• Critical thinking
• Planning and scheduling
• Interviewing
• Critical analysis

Which careers require research skills?

Research plays a key role in several industries. For example:

• Consumer goods

We love cookies! We use them to improve your experience and help you find jobs. By clicking "Got it" you agree to our Privacy Policy. View terms .

Recommendation in Research

Ai generator.

A recommendation in research refers to the advice or suggestions provided by researchers at the conclusion of their study, aimed at addressing the gaps identified, enhancing future research , and applying findings in practical contexts. Recommendations are crucial as they guide stakeholders, including policymakers, practitioners, and fellow researchers, on how to utilize the research outcomes effectively. These suggestions are typically based on the evidence gathered during the study and are intended to improve practices, inform decision-making, and inspire further investigations to build on the existing knowledge.

What is Recommendation in Research?

A recommendation in research is a suggestion or course of action proposed by researchers based on their study’s findings. It aims to address identified gaps, enhance future research, and apply results in practical scenarios. Recommendations guide stakeholders, such as policymakers and fellow researchers, on utilizing the research effectively to improve practices, inform decisions, and inspire further studies.

Examples of Recommendations in Research

• Implement Comprehensive Training Programs : Ensure that employees receive ongoing training to keep up with technological advancements.
• Increase Funding for Renewable Energy Projects : Allocate more resources to develop sustainable energy solutions.
• Promote Interdisciplinary Research : Encourage collaboration across various fields to address complex global issues.
• Adopt Advanced Data Analytics : Utilize cutting-edge data analysis techniques to improve decision-making processes.
• Enhance Public Awareness Campaigns : Develop strategies to educate the public on critical health issues.
• Strengthen Cybersecurity Measures : Implement robust security protocols to protect sensitive information.
• Encourage Community Involvement : Foster greater community participation in local governance.
• Develop Inclusive Policies : Create policies that address the needs of diverse populations.
• Optimize Supply Chain Management : Improve logistics and supply chain efficiency to reduce costs.
• Support Mental Health Initiatives : Increase support for mental health programs and services.

Recommendation for Students in Research

Research is a crucial component of academic and professional development. Here are some key recommendations for students engaged in research to ensure success and meaningful contributions to their field:

1. Choose a Relevant and Interesting Topic

• Personal Interest: Select a topic that genuinely interests you.
• Relevance: Ensure the topic is relevant to your field of study.
• Scope: Make sure the topic is neither too broad nor too narrow.

2. Conduct a Thorough Literature Review

• Background Research: Review existing literature to understand the current state of knowledge.
• Identify Gaps: Identify gaps in the existing research that your study can address.
• Theoretical Framework: Build a strong theoretical foundation for your research.

3. Develop a Clear Research Plan

• Objectives: Define clear and achievable research objectives.
• Methodology: Choose appropriate research methods and techniques.
• Timeline: Create a realistic timeline with milestones for completing each stage of the research.

4. Use Reliable and Valid Sources

• Academic Journals: Prefer peer-reviewed journals for sourcing information.
• Primary Sources: Whenever possible, use primary sources to gather data.
• Citation Management: Use citation management tools to organize your references.

5. Ensure Ethical Conduct

• Informed Consent: Obtain informed consent from participants if your research involves human subjects.
• Data Privacy: Ensure the confidentiality and privacy of your data.
• Integrity: Maintain honesty and transparency in your research process.

6. Develop Strong Analytical Skills

• Critical Thinking: Develop the ability to critically analyze data and sources.
• Statistical Analysis: Gain proficiency in statistical methods if your research involves quantitative data.
• Qualitative Analysis: Learn methods for analyzing qualitative data, such as thematic analysis.

7. Seek Feedback and Collaboration

• Mentorship: Seek guidance from your research advisor or mentor regularly.
• Peer Review: Engage with peers for feedback and constructive criticism.
• Collaboration: Collaborate with other researchers to enhance the quality of your study.

8. Maintain Clear and Consistent Documentation

• Research Journal: Keep a detailed journal of your research process, observations, and reflections.
• Data Management: Organize your data systematically for easy retrieval and analysis.
• Progress Reports: Regularly update your progress and adjust your plan as needed.

9. Communicate Your Findings Effectively

• Writing Skills: Develop strong academic writing skills to present your findings clearly.
• Presentations: Learn to create and deliver effective presentations of your research.
• Publication: Aim to publish your research in reputable academic journals or conferences.

10. Stay Updated and Continue Learning

• Current Trends: Stay updated with the latest developments in your field.
• Professional Development: Attend workshops, seminars, and conferences to enhance your knowledge and skills.
• Networking: Build a professional network with other researchers and professionals in your field.

Types of Recommendation in Research

Recommendations in research are crucial as they provide actionable insights based on the study’s findings. Here are the primary types of recommendations commonly found in research:

1. Practical Recommendations

Practical recommendations offer actionable advice that can be implemented in real-world settings. These are particularly useful for practitioners and policymakers.

• Implementation Strategies: Suggest ways to apply research findings in practice.
• Policy Changes: Recommend modifications to existing policies or the creation of new policies.
• Best Practices: Identify effective practices and procedures based on research results.

2. Theoretical Recommendations

Theoretical recommendations are aimed at advancing academic knowledge and understanding. They often suggest directions for future research or adjustments to existing theories.

• Theory Development: Propose new theories or modifications to existing ones based on research findings.
• Conceptual Frameworks: Suggest new conceptual models or frameworks.
• Research Hypotheses: Recommend specific hypotheses for future testing.

3. Methodological Recommendations

Methodological recommendations focus on the research process itself. They offer suggestions for improving research design, data collection, and analysis techniques.

• Research Design: Advise on more effective or innovative research designs.
• Data Collection Methods: Recommend better or alternative methods for data collection.
• Analytical Techniques: Suggest advanced or more appropriate analytical techniques.

4. Policy Recommendations

Policy recommendations are directed towards governmental or organizational bodies. They aim to influence policy-making processes based on research evidence.

• Legislative Changes: Recommend changes to laws or regulations.
• Organizational Policies: Suggest adjustments to organizational policies and procedures.
• Public Health Initiatives: Propose new public health strategies or interventions.

5. Educational Recommendations

Educational recommendations are targeted at educational institutions, educators, and curriculum developers. They aim to improve educational practices and outcomes.

• Curriculum Development: Suggest changes or additions to curricula.
• Teaching Methods: Recommend effective teaching strategies and methods.
• Educational Programs: Propose new programs or enhancements to existing ones.

Recommendation for Future Researchers

Future researchers can benefit from insights and guidance to enhance the quality and impact of their studies. Here are some key recommendations:

1. Explore Unanswered Questions

• Identify Gaps: Focus on gaps highlighted in previous research to build on existing knowledge.
• New Areas: Investigate emerging areas or under-researched topics within your field.

2. Improve Methodological Rigor

• Innovative Methods: Incorporate innovative research methodologies and techniques.
• Replication Studies: Conduct replication studies to verify and validate findings from prior research.
• Mixed Methods: Utilize mixed methods approaches to provide a comprehensive understanding of the research problem.

3. Ensure Ethical Conduct

• Ethical Guidelines: Adhere to ethical guidelines and standards throughout the research process.
• Informed Consent: Ensure that participants provide informed consent and understand their rights.
• Data Privacy: Protect the confidentiality and privacy of participants’ data.

4. Enhance Data Quality

• Robust Data Collection: Use robust data collection methods to ensure accuracy and reliability.
• Triangulation: Employ triangulation by using multiple data sources or methods to strengthen findings.
• Longitudinal Studies: Consider conducting longitudinal studies to observe changes over time.

5. Collaborate and Network

• Interdisciplinary Collaboration: Work with researchers from different disciplines to gain diverse perspectives.
• International Partnerships: Form partnerships with international researchers to broaden the scope and impact of your study.
• Professional Networks: Join professional organizations and attend conferences to stay updated and connected.

What is the Purpose of Recommendation in Research

Recommendations in research are essential for guiding future actions based on the study’s findings. Here are the main purposes of including recommendations in research:

1. Guiding Future Research

• Identify Gaps: Point out areas where more research is needed.
• Suggest Topics: Recommend specific topics or questions for future studies.
• Encourage Validation: Suggest replicating the study in different settings to confirm results.

2. Informing Policy and Practice

• Policy Changes: Provide evidence-based suggestions for improving or creating policies.
• Best Practices: Offer practical advice for professionals to improve their work.
• Implementation: Suggest ways to apply the research findings in real-world situations.

3. Enhancing Academic Knowledge

• Theoretical Contributions: Help develop or refine theories based on the research findings.
• Stimulate Discussion: Encourage further academic debate and inquiry.

4. Improving Research Methods

• Methodology: Recommend better or alternative research methods.
• Data Collection: Suggest more effective ways to gather data.
• Analysis Techniques: Propose improved methods for analyzing data.

5. Solving Practical Problems

• Actionable Solutions: Offer practical solutions to problems identified in the research.
• Resource Allocation: Guide organizations on how to use resources more effectively.
• Strategic Planning: Assist in planning future actions based on the research insights.

How to Write Research Recommendations?

Writing research recommendations involves providing actionable advice based on the findings of your study. Here are steps and tips to help you write effective research recommendations:

1. Review Your Findings

• Summarize Key Findings: Begin by summarizing the most important findings of your research.
• Highlight Significant Results: Focus on results that have significant implications for future research, policy, or practice.

2. Align Recommendations with Objectives

• Reflect on Objectives: Ensure that your recommendations align with the original objectives of your study.
• Address Research Questions: Directly address the research questions or hypotheses you set out to explore.

3. Be Specific and Actionable

• Concrete Actions: Provide specific actions that stakeholders can take.
• Clear Guidance: Offer clear and practical steps rather than vague suggestions.

4. Prioritize Recommendations

• Importance: Rank recommendations based on their importance and feasibility.
• Immediate vs. Long-Term: Distinguish between recommendations that can be implemented immediately and those that are long-term.

5. Consider Different Audiences

• Tailor Recommendations: Adapt recommendations to different audiences such as policymakers, practitioners, researchers, or the general public.
• Relevant Language: Use language and terms that are relevant and understandable to each audience.

6. Support with Evidence

• Link to Findings: Base your recommendations on the evidence from your research.
• Cite Data: Use data and examples from your study to justify each recommendation.

7. Address Limitations

• Acknowledge Constraints: Recognize any limitations in your study and how they might affect your recommendations.
• Suggest Improvements: Provide suggestions for how future research can address these limitations.

8. Highlight Benefits

• Positive Outcomes: Emphasize the potential benefits of implementing your recommendations.
• Impact: Discuss the impact your recommendations could have on the field, policy, or practice.

9. Be Realistic

• Feasibility: Ensure that your recommendations are realistic and achievable.
• Resources: Consider the resources required to implement your recommendations and whether they are available.

10. Review and Revise

• Proofread: Carefully review your recommendations for clarity, coherence, and correctness.
• Feedback: Seek feedback from peers or advisors to refine your recommendations.

FAQ’s

Why are recommendations important in research.

Recommendations provide practical applications of research findings, guiding stakeholders in implementing changes or further investigations.

How do you write a good research recommendation?

A good research recommendation is specific, actionable, and directly linked to the study’s conclusions and data.

What should be included in a research recommendation?

Include the action to be taken, the rationale behind it, and its expected impact or benefits.

Can recommendations suggest further research?

Yes, recommendations often suggest areas for further study to address limitations or explore new questions.

How should recommendations be structured in a research paper?

Recommendations should follow the conclusion section, clearly numbered or bullet-pointed for easy reading.

What is the difference between conclusions and recommendations?

Conclusions summarize the findings, while recommendations propose actions based on those findings.

Who benefits from research recommendations?

Policymakers, practitioners, researchers, and other stakeholders can benefit from research recommendations.

How many recommendations should a research paper have?

The number of recommendations varies but should be concise and focused, usually between three to five key suggestions.

Can recommendations be generalized to other contexts?

Recommendations should be context-specific but can sometimes be adapted for broader application.

What language should be used in writing recommendations?

Use clear, precise, and direct language to ensure recommendations are easily understood and actionable.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Research Trends in STEM Clubs: A Content Analysis

• Open access
• Published: 25 June 2024

Cite this article

You have full access to this open access article

• Rabia Nur Öndeş   ORCID: orcid.org/0000-0002-9787-4382 1  

201 Accesses

Explore all metrics

To identify the research trends in studies related to STEM Clubs, 56 publications that met the inclusion and extraction criteria were identified from the online databases ERIC and WoS in this study. These studies were analysed by using the descriptive content analysis research method based on the Paper Classification Form (PCF), which includes publishing years, keywords, research methods, sample levels and sizes, data collection tools, data analysis methods, durations, purposes, and findings. The findings showed that, the keywords in the studies were used under six different categories: disciplines, technological concepts, academic community, learning experiences, core elements of education, and psychosocial factors (variables). Case studies were frequently employed, with middle school students serving as the main participants in sample groups ranging from 11–15, 16–20, and 201–250. Surveys, questionnaires, and observations were the primary methods of data collection, and descriptive analysis was commonly used for data analysis. STEM Clubs had sessions ranging from 2 to 16 weeks, with each session commonly lasting 60 to 120 min. The study purposes mainly focused on four themes: the impact of participation on various aspects such as attitudes towards STEM disciplines, career paths, STEM major selection, and academic achievement; the development and implementation of a sample STEM Club program, including challenges and limitations; the examination of students' experiences, perceptions, and factors influencing their involvement and choice of STEM majors; the identification of some aspects such as attitudinal effects and non-academic skills; and the comparison of STEM experiences between in-school and out-of-school settings. The study results mainly focused on three themes: the increase in various aspects such as academic achievement, STEM major choice, engagement in STEM clubs, identity, interest in STEM, collaboration-communication skills; the design of STEM Clubs, including sample implementations, design principles, challenges, and factors affecting their success and sustainability; and the identification of factors influencing participation, motivation, and barriers. Overall, this study provides a comprehensive understanding of STEM Clubs, leading the way for more targeted and informed future research endeavours.

Similar content being viewed by others

Measuring the effect of sustainability programs on interest in STEM disciplines: a pre-post survey study of the student green team internship program

The eight essential elements of inclusive stem high schools.

Effects of Out-of-School STEM Learning Environments on Student Interest: a Critical Systematic Literature Review

Avoid common mistakes on your manuscript.

Introduction

Worldwide, STEM education, which integrates the disciplines of science, technology, engineering, and math, is gaining popularity in K-12 settings due to its capacity to enhance 21st-century skills such as adaptability, problem-solving, and creative thinking (National Research Council [NRC], 2015 ). In STEM lessons, students are frequently guided by the engineering design process, which involves identifying problems or technical challenges and creating and developing solutions. Furthermore, higher achievement in STEM education has been linked to increased enrolment in post-secondary STEM fields, offering students greater opportunities to pursue careers in these domains (Merrill & Daugherty, 2010 ). However, STEM activities require dedicated time and the restructuring of integrated curricula, necessitating careful organization of lessons. Recognizing the complexity of developing 21st-century STEM proficiency, schools are not expected to tackle this challenge alone. In addition to regular STEM classes, there exists a diverse range of extended education programs, activities, and out-of-school learning environments (Baran et al., 2016 ; Kalkan & Eroglu, 2017 ; Schweingruber et al., 2014 ). In this paper, out-of-school learning environments, informal learning environments, extended education, and afterschool programs were used synonymously. It is worth noting that the literature lacks a universally accepted definition for out-of-school learning environments, leading to the use of various interchangeable terms (Donnelly et al., 2019 ). Some of these terms include informal learning environments, extended education, afterschool programs, all-day school, extracurricular activities, out-of-school time learning, extended schools, expanded learning, and leisure-time activities. These terms refer to optional programs and clubs offered by schools that exist outside of the standard academic curriculum (Baran et al., 2016 ; Cooper, 2011 ; Kalkan & Eroglu, 2017 ; Schweingruber et al., 2014 ).

Out-of-school learning, in contrast to traditional in-school learning, offers greater flexibility in terms of time and space, as it is not bound by the constraints of the school schedule, national or state standards, and standardized tests (Cooper, 2011 ). Out-of-school learning experiences typically involve collaborative engagement, the use of tools, and immersion in authentic environments, while school environments often emphasize individual performance, independent thinking, symbolic representations, and the acquisition of generalized skills and knowledge (Resnick, 1987 ). They encompass everyday activities such as family discussions, pursuing hobbies, and engaging in daily conversations, as well as designed environments like museums, science centres, and afterschool programs (Civil, 2007 ; Hein, 2009 ). On the other hand, extended education refers to intentionally structured learning and development programs and activities that are not part of regular classes. These programs are typically offered before and after school, as well as at locations outside the school (Bae, 2018 ). As a result, out-of-school learning environments encompass a wide range of experiences, including social, cultural, and technical excursions around the school, field studies at museums, zoos, nature centres, aquariums, and planetariums, project-based learning, sports activities, nature training, and club activities (Civil, 2007 ; Donnelly et al., 2019 ; Hein, 2009 ). At this point, STEM clubs are a specialized type of extracurricular activity that engage students in hands-on projects, experiments, and learning experiences related to scientific, technological, engineering, and mathematical disciplines. STEM Clubs, described as flexible learning environments unconstrained by time or location, offer an effective approach to conducting STEM studies outside of school (Blanchard et al., 2017 ; Cooper, 2011 ; Dabney et al., 2012 ).

Out-of-school learning environments, extended education or afterschool programs, hold tremendous potential for enhancing student learning and providing them with a diverse and enriching educational experience (Robelen, 2011 ). Extensive research supports the notion that these alternative educational programs not only contribute to students' academic growth but also foster their social, emotional, and intellectual development (NRC, 2015 ). Studies have consistently shown that after-school programs play a vital role in boosting students' achievement levels (Casing & Casing, 2024 ; Pastchal-Temple, 2012 ; Shernoff & Vandell, 2007 ), and contributing to positive emotional development, including improved self-esteem, positive attitudes, and enhanced social behaviour (Afterschool Alliance, 2015 ; Durlak & Weissberg, 2007 ; Lauer et al., 2006 ; Little et al., 2008 ). Moreover, engaging in various activities within these programs allows students to develop meaningful connections, expand their social networks, enhance leadership skills (Lipscomb et al., 2017 ), and cultivate cooperation, effective communication, and innovative problem-solving abilities (Mahoney et al., 2007 ).

Implementing STEM activities in out-of-school learning environments not only supports students in making career choices and fostering meaningful learning and interest in science, but also facilitates deep learning experiences (Bybee, 2001 ; Dabney et al., 2012 ; Sahin et al., 2018 ). Furthermore, STEM Clubs enhance students' emotional skills, such as a sense of belonging and peer-to-peer communication, while also fostering 21st-century skills, facilitating the acquisition of current content, and promoting career awareness and interest in STEM professions (Blanchard et al., 2017 ). In summary, engaging in STEM activities through social club activities not only addresses time constraints but also complements formal education and contributes to students' overall development. Hence, STEM Clubs, which are part of extended education, can be defined as dynamic and flexible learning environments that provide an effective approach to conducting STEM studies beyond traditional classroom settings. These clubs offer flexibility in terms of time and location, with intentionally structured programs and activities that take place outside of regular classes. They provide students with unique opportunities to explore and deepen their understanding of STEM subjects through collaborative engagement, hands-on use of tools, and immersive experiences in authentic environments (Bae, 2018 ; Blanchard, et al., 2017 ; Bybee, 2001 ; Cooper, 2011 ; Dabney et al., 2012 ). STEM Clubs have gained immense popularity worldwide, providing students with invaluable opportunities to explore and cultivate their interests and knowledge in these crucial fields (Adams et al., 2014 ; Bell et al., 2009 ). According to America After 3PM, nearly 75% of afterschool program participants, around 5,740,836 children, have access to STEM learning opportunities (Afterschool Alliance, 2015 ).

STEM Clubs as after-school programs come in various forms and provide diverse tutoring and instructional opportunities. For instance, the Boys and Girls Club of America (BGCA) operates in numerous cities across the United States, annually serving 4.73 million students (Boys and Girls Club of America, 2019 ). This program offers students the chance to engage in activities like sports, art, dance, field trips, and addresses the underrepresentation of African Americans in STEM. Another example is the Science Club for Girls (SCFG), established by concerned parents in Cambridge to address gender inequity in math, science, and technology courses and careers. SCFG brings together girls from grades K–7 through free after-school or weekend clubs, science explorations during vacations, and community science fairs, with approximately 800 to 1,000 students participating each year. The primary goal of these clubs is to increase STEM literacy and self-confidence among K–12 girls from underrepresented groups in these fields. More examples can be found in the literature, such as the St. Jude STEM Club (SJSC), where students conducted a 10-week paediatric cancer research project using accurate data (Ayers et al., 2020 ), and After School Matters, based in Chicago, offers project-based learning that enhances students' soft skills and culminates in producing a final project based on their activities (Hirsch, 2011 ).

The Purpose of The Study

The literature on STEM Clubs indicates a diverse range of such clubs located worldwide, catering to different student groups, operating on varying schedules, implementing diverse activities, and employing various strategies, methodologies, experiments, and assessments (Ayers et al., 2020 ; Blanchard et al., 2017 ; Boys and Girls Club of America, 2019 ; Hirsch, 2011 ; Sahin et al., 2018 ). However, it was previously unknown which specific sample groups were most commonly studied, which analytical methods were used frequently, and which results were primarily reported, even though the overall topic of STEM Clubs has gained significant attention. Therefore, organizing and categorizing this expansive body of literature is necessary to gain deeper insights into the current state of knowledge and practices in STEM Clubs. By systematically reviewing and synthesizing the diverse range of studies on this topic, we can develop a clearer understanding of the focus areas, methodologies, and key findings that have emerged from the existing research (Fraenkel et al., 2012 ). At this point, using a content analysis method is appropriate for this purpose because this method is particularly useful for examining trends and patterns in documents (Stemler, 2000 ). Similarly, some previous research on STEM education has conducted content analyses to examine existing studies and construct holistic patterns to understand trends (Bozkurt et al., 2019 ; Chomphuphra et al., 2019 ; Irwanto et al., 2022 ; Li et al., 2020 ; Lin et al., 2019 ; Martín-Páez et al., 2019 ; Noris et al., 2023 ). However, there is a lack of content analysis specifically focused on studies of STEM Clubs in the literature and showing the trends in this topic. Analysing research trends in STEM Clubs can help build upon existing knowledge, identify gaps, explore emerging topics, and highlight successful methodologies and strategies (Fraenkel et al., 2012 ; Noris et al., 2023 ; Stemler, 2000 ). This information can be valuable for researchers, educators, and policymakers to stay up-to-date and make informed decisions regarding curriculum design (Bozkurt et al., 2019 ; Chomphuphra et al., 2019 ; Irwanto et al., 2022 ; Li et al., 2020 ; Lin et al., 2019 ; Martín-Páez et al., 2019 ; Noris et al., 2023 ), the development of effective STEM Club programs, resource allocation, and policy formulation (Blanchard et al., 2017 ; Cooper, 2011 ; Dabney et al., 2012 ). Therefore, the identification of research trends in STEM Clubs was the aim of this study.

To identify research trends, studies commonly analysed documents by considering the dimensions of articles such as keywords, publishing years, research designs, purposes, sample levels, sample sizes, data collection tools, data analysis methods, and findings (Bozkurt et al., 2019 ; Chomphuphra et al., 2019 ; Irwanto et al., 2022 ; Li et al., 2020 ; Sozbilir et al., 2012 ). Using these dimensions as a framework is a useful and common approach in content analysis because this framework allows researchers to systematically examine the key aspects of existing studies and uncover patterns, relationships, and trends within the research data (Sozbilir et al., 2012 ). Hence, since the aim of this study is to identify and analyse research trends in STEM Clubs, it focused on publishing years, keywords, research designs, purposes, sample levels, sample sizes, data collection tools, data analysis methods, and findings of the studies on STEM Clubs.

As a conclusion, the main problem of this study is “What are the characteristics of the studies on STEM Clubs?”. The following sub-questions are addressed in this study:

What is the distribution of studies on STEM Clubs by year?

What are the frequently used keywords in studies on STEM Clubs?

What are the commonly employed research designs in studies on STEM Clubs?

What are the typical purposes explored in studies on STEM Clubs?

What are the commonly observed sample levels in studies on STEM Clubs?

What are the commonly observed sample sizes in studies on STEM Clubs?

What are the commonly utilized data collection tools in studies on STEM Clubs?

What are the commonly utilized data analysis methods in studies on STEM Clubs?

What are the typical durations reported in studies on STEM Clubs?

What are the commonly reported findings in studies on STEM Clubs?

In this study, the descriptive content analysis research method was employed, which allows for a systematic and objective examination of the content within articles, and description of the general trends and research results in a particular subject matter (Lin et al., 2014 ; Suri & Clarke, 2009 ; Sozbilir et al., 2012 ; Stemler, 2000 ). Given the aim of examining research trends in STEM Clubs, the utilization of this method was appropriate, as it provides a structured approach to identify patterns and trends (Gay et al., 2012 ). To implement the content analysis method, this study followed the three main phases proposed by Elo and Kyngäs ( 2008 ): preparation, organizing, and reporting. In the preparation phase, the unit of analysis, such as a word or theme, is selected as the starting point. So, in this study, the topic of STEM Clubs was carefully selected. During the organizing process, the researcher strives to make sense of the data and to learn "what is going on" and obtain a sense of the whole. So, in this study, during the analysis process, the content analysis framework (sample levels, sample sizes, data collection tools, research designs, etc.) was used to question the collected studies. Finally, in the reporting phase, the analyses are presented in a meaningful and coherent manner. So, the analyses were presented meaningfully with visual representations such as tables, graphs, etc. By adopting the content analysis research method and following the suggested phases, this study aimed to gain insights into research trends in STEM Clubs, identify recurring themes, and provide a comprehensive analysis of the collected data.

Search and Selection Process

The online databases ERIC and Web of Science were searched using keywords derived from a database thesaurus. These databases were chosen because of their widespread recognition and respect in the fields of education and academic research, and they offer a substantial amount of high-quality, peer-reviewed literature. The search process involved several steps. Firstly, titles, abstracts, and keywords were searched using Boolean operators for the keywords "STEM Clubs," "STEAM Clubs," "science-technology-engineering-mathematics clubs," "after school STEM program" and "extracurricular STEM activities" in the databases (criterion-1). Secondly, studies were collected beginning from November to the end of December 2023. So, the studies published until the end of December 2023 were included in the search, without a specific starting date restriction (criterion-2). Thirdly, the search was limited to scientific journal articles, book chapters, proceedings, and theses, excluding publications such as practices, letters to editors, corrections, and (guest) editorials (criterion-3). Fourthly, studies published in languages other than English were excluded, focusing exclusively on English language publications (criterion-4). Fifthly, duplicate articles found in both databases were identified and removed. Next, the author read the contents of all the studies, including those without full articles, with a particular focus on the abstract sections. After that, studies related to after school program and extracurricular activities that did not specifically involve the terms STEM or clubs were excluded, even though “extracurricular STEM activities” and “after school STEM program” were used in the search process, and there were studies related to after school program or extracurricular activities but not STEM (criterion-5). Additionally, studies conducted in formal and informal settings within STEM clubs were included, while studies conducted in settings such as museums or trips were excluded (criterion-6). Because STEM Clubs are a subset of informal STEM education settings, which also include museums and field trips, the main focus of this study is to show the trends specifically related to STEM Clubs. Moreover, studies focusing solely on technology without incorporating other STEM components were also excluded (criterion-7). Finally, 56 publications that met the inclusion and extraction criteria were identified. These publications comprised two dissertations, seven proceedings, and 47 articles from 36 different journals. By applying these criteria, the search process aimed to ensure the inclusion of relevant studies while excluding those that did not meet the specified criteria as shown in Fig.  1 .

Flowchart of article process selection

Data Analysing Process

Two different approaches were followed in the content analysis process of this study. In the first part, deductive content analysis was used, and a priori coding was conducted as the categories were established prior to the analysis. The categorization matrix was created based on the Paper Classification Form (PCF) developed by Sozbilir et al. ( 2012 ). The coding scheme devised consisted of eight classification groups for the sections of publication years, keywords, research designs, sample levels, sample sizes, data collection tools, data analysis methods, and durations, with sub-categories for each section. For example, under the research designs section, the sub-categories included qualitative and quantitative methods, case study, design-case study, comparative-case study, ethnographic study, phenomenological study, survey study, experimental study, mixed and longitudinal study, and literature review study. These sub-categories were identified prior to the analysis. Coding was then applied to the data using spreadsheets in the Excel program, based on the categorization matrix. Frequencies for the codes and categories created were calculated and presented in the findings section with tables. Line charts were used for the publication years section, while word clouds, which visually represent word frequency, were used for the keywords section. Word clouds display the most frequently used words in different sizes and colours based on their frequencies (DePaolo & Wilkinson, 2014 ). So, in this part, the analysis was certain since the studies mostly provided related information in their contents.

In the second part, open coding and the creation of categories and abstraction phases were followed for the purposes and findings sections. Firstly, the stated purposes and findings of the studies were written as text. The written text was then carefully reviewed, and any necessary terms were written down in the margins to describe all aspects of the content. Following this open coding, the lists of categories were grouped under higher order headings, taking into consideration their similarities or dissimilarities. Each category was named using content-characteristic words. The abstraction process was repeated to the extent that was reasonable and possible. In this coding process, two individuals independently reviewed ten studies, considering the coding scheme for the first part and conducting open coding for the second part. They then compared their notes and resolved any differences that emerged during their initial checklists. Inter-rater reliability was calculated as 0.84 using Cohen's kappa analysis. Once coding reliability was ensured, the remaining articles were independently coded by the author. After completing the coding process, consensus was reached through discussions regarding any disagreements among the researchers regarding the codes, as well as the codes and categories constructed for the purpose and findings sections. At this point, there were mostly agreements in the coding process since the studies had already clearly stated their key characteristics, such as research design, sample size, sample level, and data collection tools. Additionally, when coding the studies' stated purposes and results, the researchers closely referred to the original sentences in the studies, which led to a high level of consistency in the coded content between the two raters.

Studies related to the STEM Clubs were initially conducted in 2009 (Fig.  2 ). The noticeable increase in the number of studies conducted each year is remarkable. It can be seen that the majority of the 47 articles that were examined (56 articles) were published after 2015, despite a decrease in the year 2018. Additionally, it was observed that the articles were most frequently published (8) in the years 2019 and 2022, least frequently (1) in the years 2009, 2010, and 2014, and there were no publications in 2012.

Number of articles by years

Word clouds were utilized to present the most frequently used keywords in the articles, as shown in Fig.  3 . However, due to the lack of reported keywords in the ERIC database, only 30 articles were included for these analyses. The keywords that exist in these studies were represented in a word cloud in Fig.  3 . The most frequently appearing keywords, such as "STEM," "education" and "learning" were identified. Additionally, by using a content analysis method, these keywords were categorized into six different groups: disciplines, technological concepts, academic community, learning experiences, core elements of education, and psychosocial factors (variables) in Table  1 .

Word cloud of the keywords used in articles

The purposes of the identified studies identified were classified into six main themes: “effects of participation in STEM Clubs on” (25), “evolution of a sample program for STEM Clubs and its implementation” (25), “examination of” (11), “identification of” (3), “comparison of in-school and out-school STEM experiences” (2) and “others” (6). Table 2 presents the distribution of the articles’ purposes based on the classification regarding these themes. Therefore, it can be seen that purposes of “effects of participation in STEM Clubs on,” and “evolution of a sample program for STEM Clubs and its implementation” were given the highest and equal consideration, while the purposes related to "identification of" (3) and "comparison of in-school and out-of-school STEM experiences" (2) were given the least consideration among them.

Within the theme of "effects of participation in STEM Clubs on" there are 11 categories. The aims of the studies in this section are to examine the effect of participation in STEM Clubs on various aspects such as attitudes towards STEM disciplines or career paths, STEM major choice/career aspiration, achievement in math, science, STEM disciplines, or content knowledge, perception of scientists, strategies used, value of clubs, STEM career paths, enjoyment of physics, use of complex and scientific language, interest in STEM, creativity, critical thinking about STEM texts, images of mathematics, or climate-change beliefs/literacy. It is evident that the majority of research in this section focuses on the effects of participation in STEM Clubs on STEM major choice/career aspiration (5), achievement (4), perception of something (4), and interest in STEM (3).

Within the theme of "evolution of a sample program for STEM Clubs and its implementation" there are three categories: development of program/curriculum/activity (14), identification of program's challenges and limitations (3), and implementation of program/activity (8). The studies in this section aim to develop a sample program for STEM Clubs and describe its implementation. It can be seen that the most preferred purpose among them is the development of program/curriculum/activity (14), while the least preferred purpose is the identification of program's challenges and limitations (3). In addition, studies that focus on the development of the program, curriculum, or activity were classified under the "general" category (10). Sub-categories were created for studies specifically expressing the development of the program with a focus on a particular area, such as the maker movement or Arduino-assisted robotics and coding. Similarly, studies that explicitly mentioned the development of the program based on presented ideas and experiences formed another sub-category. Furthermore, the category related to the implementation of program/activity was divided into eight sub-categories, each indicating the specific centre of implementation, such as problem-based learning-centred and representation of blacks-centred.

The theme of "examination of" refers to studies that aim to examine certain aspects, such as the experiences and perceptions of students (7) and the factors influencing specific subjects (4). Studies focusing on examining the experiences and perceptions of students were labelled as "general" (4), while studies exploring their experiences and perceptions regarding specific content, such as influences and challenges to participation in STEM clubs (2) and assessment (1), were labelled accordingly. Additionally, studies that focused on examining factors affecting the choice of STEM majors (2), participation in STEM clubs (1), and motivation to develop interest in STEM (1) were categorized in line with their respective focuses. As shown in Table  2 , it is evident that studies focusing on examining the experiences and perceptions of students (7) were more frequently conducted compared to studies focusing on examining the factors affecting specific subjects (4).

The theme of "identification of" refers to studies that aim to identify certain aspects, such as the types of attitudinal effects (1), types of changes in affect toward engineering (1), and non-academic skills (1). Additionally, the theme of "comparison of in-school and out-of-school STEM experiences" (2) refers to studies that aim to compare STEM experiences within school and outside of school. Lastly, studies that did not fit into the aforementioned categories were included in the "others" theme (6) as no clear connection could be identified among them.

Research Designs

The research designs employed in the examined articles were identified as follows: qualitative methods (36), including case study (20), design-case study (6), comparative-case study (4), ethnographic study (2), phenomenological study (2), and survey study (2); quantitative methods (7), including survey study (4) and experimental study (3); mixed methods and longitudinal studies (10); and literature review (3), as illustrated in Table  3 . It can be observed that among these methods, case study was the most commonly utilized. Furthermore, it is evident that quantitative methods (7) and literature reviews (3) were employed less frequently compared to qualitative (36) and mixed methods (10). Additionally, survey studies were utilized in both quantitative and qualitative studies.

Sample Levels

The frequencies and percentages of sample levels in the examined articles are presented in Table  4 . The studies involved participants at different educational levels, including elementary school (8), middle school (23), high school (14), pre-service teachers or undergraduate students (6), teachers (4), parents (3), and others (1). It is apparent that middle school students (23) were the most commonly utilized sample among them, while high school students (14) were more frequently chosen compared to elementary school students (8). It should be noted that while grade levels were specified for both elementary and middle school students, separate grade levels were not identified for high school students in these studies. Additionally, studies that involved mixed groups were labelled as 3-5th and 6-8th grades. However, when the mixed groups included participants from different educational levels such as elementary, middle, or high school, teachers, parents, etc., they were counted as separate levels. Furthermore, the studies conducted with participants such as pre-service teachers, undergraduates, teachers, and parents were less frequently employed compared to K-12 students.

Sample Sizes

The frequencies of sample sizes in the examined articles are presented in Table  5 . It was observed that in 15 studies, the number of sample sizes was not provided. The intervals for the sample size were not equally separated; instead, they were arranged with intervals of 5, 10, 50, and 100. This choice was made to allow for a more detailed analysis of smaller samples, as smaller intervals can provide a more granular examination of data instead of cumulative amounts. The analysis reveals that the studies primarily prioritized sample groups with 11–15 (f:8) participants, followed by groups of 16–20 (f:4) and 201–250 (f:4). Additionally, it is evident that sample sizes of 6–10, 21–25, 41–50, 50–100, and more than 2000 (f:1) were the least commonly studied.

Data Collection Tools

The frequencies and percentages of data collection tools in the examined articles are presented in Table  6 . The analysis reveals that the studies primarily employed survey or questionnaires (31.6%) and observations (30.5%) as data collection methods, followed by interviews (15.8%), documents (13.7%), tests (4.2%), and field notes (4.2%). Regarding survey/questionnaires, Likert-type scales (f:23) were more commonly employed compared to open-ended questions (f:7). Tests were predominantly used as achievement tests (f:2) and assessments (f:2), representing the least preferred data collection tools. Furthermore, the table illustrates that multiple data collection tools were frequently employed, as the total number of tools (95) is nearly twice the number of studies (56).

Data Analysing Methods

The frequencies and percentages of data analysing methods in the examined articles are presented in Table  7 . The table reveals that the studies predominantly employed descriptive analysis (f:33, 41.25%), followed by inferential statistics (f:16, 20%), descriptive statistics (f:15, 18.75%), content analysis (f:14, 17.5%), and the constant-comparative method (f:2, 2.5%). It is notable that qualitative methods (f:49, 61.25%) were preferred more frequently than quantitative methods (f:31, 38.75%) in the examined studies related to STEM Clubs. Within the qualitative methods, descriptive analysis (f:33) was utilized nearly twice as often as content analysis (f:14), while within the quantitative methods, descriptive statistics (f:15) and inferential statistics (f:16), including t-tests, ANOVA, regression, and other methods, were used with comparable frequency.

The durations of STEM Clubs in the examined studies are presented in Table  8 . Based on the analysis, there are more studies (f:37) that do not state the duration of STEM Clubs than studies (f:19) that do provide information on the durations. Additionally, among the studies that do state the durations, there is no common period of time for STEM Clubs, as they were implemented for varying numbers of weeks and sessions, with session durations ranging from several minutes. Therefore, it can be observed that STEM Clubs were conducted over the course of 3 semesters (academic year and summer), 5 months, 2 to 16 weeks, with session durations ranging from 60 to 120 min. Furthermore, the durations of "3 semesters," "10 weeks with 90-min sessions per week," and "unknown weeks with 60-min sessions per week" were used more than once in the studies.

The content analysis of the findings of the identified examined articles are presented by their frequencies in Table  9 . Although the studies cover a diverse range of topics, the analysis indicates that the results can be broadly classified into three themes, namely, the "development of or increase in certain aspects" (f:68), "design of STEM Clubs" (f:17), and "identification of various aspects" (f:16). Based on the analysis, the findings in the studies are associated with the development of certain aspects such as skills or the increase in specific outcomes like academic achievement. Furthermore, the studies explore the design of STEM Clubs through the description of specific cases, such as sample implementations and challenges. Additionally, the studies focus on the identification of various aspects, such as factors and perceptions.

It is evident from the findings that the studies predominantly yield results related to the development of or increase in certain aspects (f:68). Within this theme, the most commonly observed result is the development of STEM or academic achievement or STEM competency (f:11). This is followed by an increase in STEM major choice or career aspiration (f:9), an increase in engagement or participation in STEM clubs (f:5), the development of identity including STEM, science, engineering, under-representative groups (f:5), the development of interest in STEM (f:4), an increase in enjoyment (f:4), and the development of collaboration, leadership, or communication skills (f:4). Furthermore, it can be observed that there are some results, such as the development of critical thinking, perseverance and the teachers’ profession, that were yielded less frequently (f:1). The results of 16 studies were found with a frequency of 1.

Within the design of STEM Clubs, the sample implementation or design model for different purposes such as the usage of robotic program or students with disabilities (f:7), design principles or ideas for STEM clubs, activities or curriculum (f:4), challenges or factors effecting STEM Clubs success and sustainability (f:3) were presented as a result. Additionally, the comparison was made between in-school and out-of-school learning environments (f:3), highlighting the contradictions of STEM clubs and science classes, as well as the differences in STEM activities and continues-discontinues learning experiences in mathematics. Within the identification of various aspects, the most commonly gathered result was the identification of factors affecting participation or motivation to STEM clubs (f:5). This was followed by the identification of barriers to participation (f:2). The identification of other aspects, such as parents' roles and perspectives on STEM, was comparatively less frequent.

Considering the wide variety of STEM Clubs found in different regions around the world, this study aimed to investigate the current state of research on STEM Clubs. It is not surprising to observe an increase in the number of studies conducted on STEM Clubs over the years. This can be attributed to the overall growth in research on STEM education (Zhan et al., 2022 ), as STEM education often includes activities and after-school programs as integral components (Blanchard et al., 2017 ). Identifying relevant keywords and incorporating them into a search strategy is crucial for conducting a comprehensive and rigorous systematic review (Corrin et al., 2022 ). To gain a broader understanding of keyword usage in the context of STEM Clubs, a word cloud analysis was performed (McNaught & Lam, 2010 ). Additionally, based on the content analysis method, six different categories for keywords were immerged: disciplines, technological concepts, academic community, learning experiences, core elements of education, and psychosocial factors (variables). The analysis revealed that the keyword "STEM" was used most frequently in the studies examined. This may be because authors want their studies to be easily found and widely searchable by others, so they use "STEM" as a general term for their studies (Corrin et al., 2022 ). Similarly, the frequent use of keywords like "education" and "learning" from the "core elements of education" category could be attributed to authors' desire to use broad, searchable terms to make their studies more discoverable (Corrin et al., 2022 ). Additionally, it was observed that from the STEM components, only "science" and "engineering" were used as keywords, while "mathematics" and "technology" were not present. This finding aligns with claims in the literature that mathematics is often underemphasized in STEM integration (Fitzallen, 2015 ; Maass et al., 2019 ; Stohlmann, 2018 ). Although the specific term "technology" did not appear in the word cloud, technology-related keywords such as "arduino," "robots," "coding," and "innovative" were present. Furthermore, the analysis revealed that authors preferred to use keywords related to their sample populations, such as "middle (school students)," "elementary (students)," "high school students," or "teachers." Additionally, keywords describing learning experiences, such as "extracurricular," "informal," "afterschool," "out-of-school," "social," "clubs," and "practice" were commonly used. This preference may stem from the fact that STEM clubs are often part of informal learning environments, out-of-school programs, or afterschool activities, and these concepts are closely related to each other (Baran et al., 2016 ; Cooper, 2011 ; Kalkan & Eroglu, 2017 ; Schweingruber et al., 2014 ). Moreover, the analysis showed that keywords related to psychosocial factors (variables), such as "disabilities," "skills," "interest," "attainment," "enactment," "expectancy-value," "self-efficacy," "engagement," "motivation," "career," "gender," "cognitive," and "identity" were also prevalent. This suggests that the articles investigated the effects of STEM club practices on these psychosocial variables. To sum up, by using these keywords, researchers can gain valuable insights and effectively search for relevant articles related to STEM clubs, enabling them to locate appropriate resources for their research (Corrin et al., 2022 ).

The popularity of case studies as a research design, based on the analysis, can be attributed to the fact that studies on STEM Clubs were conducted in diverse learning environments, highlighting sample implementation designs (Adams et al., 2014 ; Bell et al., 2009 ; Robelen, 2011 ). At this point, case studies offer the opportunity to present practical applications and real-world examples (Hamilton & Corbett-Whittier, 2012 ), which is highly valuable in the context of STEM Clubs. Additionally, the observation that quantitative methods were not as commonly utilized as qualitative methods in studies related to STEM Clubs contrasts with the predominant reliance on quantitative methods in STEM education research (Aslam et al., 2022 ; Irwanto et al., 2022 ; Lin et al., 2019 ). This suggests a lack of quantitative studies specifically focused on STEM Clubs, indicating a need for more research in this area employing quantitative approaches. Therefore, it is important to prioritize and conduct additional quantitative studies to further enhance our understanding of STEM Clubs and their impact. In studies on STEM Club, there is a higher frequency of research involving K-12 students, particularly middle school students, parallel to some studies on literature (Aslam et al., 2022 ), compared to other groups such as pre-service teachers, undergraduate students, teachers, and parents. This can be attributed to the fact that STEM Clubs are designed for K-12 students, and middle school is a crucial period for introducing them to STEM concepts and careers. Middle school students are developmentally ready for hands-on and inquiry-based learning, commonly used in STEM education. Additionally, time constraints, especially for high school students preparing for university, may limit their involvement in extensive STEM activities. Furthermore, STEM Clubs were primarily employed with sample groups ranging from 11–15, 16–20, and 201–250 participants. The preference for 11–20 participants, rather than less than 10, may be attributed to the collaborative nature of STEM activities, which often require a larger team for effective teamwork and group dynamics (Magaji et al., 2022 ). Utilizing small groups as samples can result in the case study research design being the most frequently employed approach due to its compatibility with smaller sample sizes. On the other hand, the inclusion of larger groups (201–250) is suitable for survey studies, as this number can represent the total student population attending STEM Clubs throughout a semester with multiple sessions (Boys & Girls Club of America, 2019 ).

According to studies on STEM Clubs, surveys or questionnaires and observations were predominantly used as data collection methods. This preference can be attributed to the fact that surveys or questionnaires allow researchers to gather data on diverse aspects, including students' attitudes, perceptions, and experiences related to STEM Clubs, facilitating generalization and comparison (McLafferty, 2016 ). Furthermore, observations were frequently employed because they can offer a deeper understanding of the lived experiences and actual practices within STEM Clubs (Baker, 2006 ). Along with data collection tools, descriptive analysis was predominantly utilized in studies on STEM Clubs, with quantitative methods including descriptive statistics and inferential statistics being used to a similar extent. The preference for descriptive analysis may arise from its effectiveness in describing activities, experiences, and practices within STEM Clubs. Given the predominance of case study research in the analysed studies, it is not surprising to observe a high frequency of descriptive statistics in the findings. On the other hand, the extensive use of quantitative analysing methods can be attributed to the need for statistical analysis of surveys and questionnaires (Young, 2015 ). Consequently, future studies on STEM Clubs could benefit from considering the use of tests and field notes as additional data collection tools, along with surveys, observations and interviews. Additionally, the development of tests specifically designed to assess aspects related to STEM could provide valuable insights (Capraro & Corlu, 2013 ; Grangeat et al., 2021 ). Moreover, increasing the utilization of content analysis and constant comparative analysis methods could further enhance the depth and richness of data analysis in STEM Club research (White & Marsh, 2006 ). In the studies on STEM Clubs, the duration and scheduling of the clubs varied considerably. While there was no common period of time for STEM Clubs, they were implemented for different numbers of weeks and sessions, with session durations ranging from several minutes to 60 to 120 min. However, it was observed that STEM Clubs were predominantly conducted over the course of three semesters, including the academic year and summer, or for durations of 2 to 16 weeks. This scheduling pattern can be attributed to the fact that STEM Clubs were often implemented as after-school programs, and they were designed to align with the academic semesters and summer school periods to effectively reach students. Additionally, the number of weeks in these studies may have been arranged according to the duration of academic semesters, although some studies were conducted for less than a semester (Gutierrez, 2016 ). The most common use of multiple sessions with a time range of 60 to 120 min can be attributed to the nature of the activities involved in STEM Clubs. These activities often require more time than regular class hours, and splitting them into separate sessions allows students to effectively concentrate on their work and engage in more in-depth learning experiences (Vennix et al., 2017 ).

The purposes of the studies on STEM Clubs were mostly related to effects of participation in STEM Clubs on various aspects such as attitudes towards STEM disciplines or career paths, STEM major choice/career aspiration, achievement etc., evolution of a sample program for STEM Clubs and its implementation including the development of program/activity, identification of program's challenges and limitations, and implementation of it, followed by the examination of certain aspects such as the experiences and perceptions of students and the factors influencing specific subjects, identification of such as the types of attitudinal effects and non-academic skills, and comparison of in-school and out-school STEM experiences. Therefore, the results of the studies parallel to the purposes were mostly related to development of or increase in certain aspects such as STEM or academic achievement or STEM competency STEM major choice or career aspiration engagement or participation in STEM Clubs, identity, interest in STEM, enjoyment, collaboration, communication skills, critical thinking, the design of STEM Clubs including the sample implementation or design model for different purposes such as the usage of robotic program or students with disabilities, design principles or ideas for STEM clubs or activities, challenges or factors effecting STEM Clubs success and sustainability, and the comparison between in-school and out-of-school learning environments. Also, they are related to the identification of various aspects such as factors affecting participation or motivation to STEM clubs, barriers to participation. At this point, it is evident that these identified categories align with the findings of studies in the literature. These studies claim that after-school programs, such as STEM Clubs, have positive impacts on students' achievement levels (NRC, 2015 ; Kazu & Kurtoglu Yalcin, 2021 ; Shernoff & Vandell, 2007 ), communication, and innovative problem-solving abilities (Mahoney et al., 2007 ), leadership skills (Lipscomb et al., 2017 ), career decision-making (Bybee, 2001 ; Dabney et al., 2012 ; Sahin et al., 2018 ; Tai et al., 2006 ), creativity (Wan et al., 2023 ), 21st-century skills (Hirsch, 2011 ; Zeng et al., 2018 ), interest in STEM professions (Blanchard et al., 2017 ; Chittum et al., 2017 ; Wang et al., 2011 ), and knowledge in STEM fields (Adams et al., 2014 ; Bell et al., 2009 ). Furthermore, it can be inferred that the studies on STEM Clubs paid significant attention to the design descriptions of programs or activities (Nation et al., 2019 ). This may be because there is a need for studies that focus on designing program models for different cases (Calabrese Barton & Tan, 2018 ; Estrada et al., 2016 ). These studies can serve as examples and provide guidance for the development of STEM clubs in various settings. By creating sample models, researchers can contribute to the improvement and expansion of STEM clubs across different environments (Cakir & Guven, 2019 ; Estrada et al., 2016 ).

In conclusion, as the studies on the trends in STEM education (Bozkurt et al., 2019 ; Chomphuphra et al., 2019 ; Irwanto et al., 2022 ; Li et al., 2020 ; Lin et al., 2019 ; Martín-Páez et al., 2019 ; Noris et al., 2023 ), the analysis of prevailing research trends specifically in STEM Clubs, which are implemented in diverse environments with varying methods and purposes, can provide a comprehensive understanding of these clubs as a whole.

It can also serve as a valuable resource for guiding future investigations in this field. By identifying common approaches and identifying gaps in methods and results, a holistic perspective on STEM Clubs can be achieved, leading to a more informed and targeted direction for future research endeavours.

Recommendations

Future research on STEM Clubs should consider the trends identified in the study and address methodological gaps. For instance, there is a lack of research in this area that employs quantitative approaches. Therefore, it is important for future studies to incorporate quantitative methods to enhance the understanding of STEM Clubs and their impact. This includes exploring underrepresented populations, investigating the long-term impacts of STEM Clubs, and examining the effectiveness of specific pedagogical approaches or interventions within these clubs. Researchers should conduct an analysis to identify common approaches used in STEM Clubs across different settings. This analysis can help uncover effective strategies, best practices, and successful models that can be replicated or adapted in various contexts. By undertaking these efforts, researchers can contribute to a more comprehensive understanding of STEM Clubs, leading to advancements in the field of STEM education.

Limitations

It is important to consider the limitations of the study when interpreting its findings. The study's findings are based on the literature selected from two databases, which may introduce biases and limitations. Additionally, the study's findings are constrained by the timeframe of the literature review, and new studies may have emerged since the cut-off date, potentially impacting the representation and generalizability of the research trends identified. Another limitation lies in the construction of categories during the coding process. The coding scheme used may not have fully captured or represented all relevant terms or concepts. Some relevant terms may have been inadequately represented or identified using different words or phrases, potentially introducing limitations to the analysis. While efforts were made to ensure validity and reliability, there is still a possibility of unintended biases or inconsistencies in the categorization process.

Data Availability

The datasets (documents, excel analysis) utilized in this article are available upon request from the corresponding author.

Adams, J. D., Gupta, P., & Cotumaccio, A. (2014). A museum program enhances girls’ STEM interest, motivation and persistence. Afterschool Matters, 12 , 14–20.

Google Scholar  

Afterschool Alliance (2015).  Full STEM ahead: Afterschool programs step up as key partners in STEM education . Retrieved November 2023 from http://www.afterschoolalliance.org/AA3PM/

Aslam, S., Saleem, A., Kennedy, T. J., Kumar, T., Parveen, K., Akram, H., & Zhang, B. (2022). Identifying the research and trends in STEM education in Pakistan: A systematic literature review. SAGE Open, 12 (3), 21582440221118544.

Article   Google Scholar  

Ayers, K. A., Wade-Jaimes, K., Wang, L., Pennella, R. A., & Pounds, S. B. (2020). The St. Jude STEM clubs: An after-school STEM club for upper elementary school students in Memphis, TN. Journal of STEM Outreach, 3 (1), 1–26. https://doi.org/10.15695/jstem/v3i1.13

Bae, S. H. (2018). Concepts, models, and research of extended education. International Journal for Research on Extended Education, 6 (2), 153–165.

Baker, L. (2006). Observation: A complex research method. Library Trends, 55 (1), 171–189.

Baran, E., Bilici, S. C., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4 (1), 9–19. https://doi.org/10.18404/ijemst.71338

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places and pursuits . National Research Council of the National Academies.

Blanchard, M. R., Hoyle, K. S., & Gutierrez, K. S. (2017). How to start a STEM club. Science Scope, 41 (3), 88–94.

Boys and Girls Club of America (2019). Annual report . Retrieved November 2023 from https://www.bgca.org/about-us/annual-report

Bozkurt, A., Ucar, H., Durak, G., & Idin, S. (2019). The current state of the art in STEM research: A systematic review study. Cypriot Journal of Educational Science,  14 (3), 374–383. https://doi.org/10.18844/cjes.v14i3.3447

Bybee, R. W. (2001). Achieving scientific literacy: Strategies for ensuring that free choice science education complements national formal science education efforts. In J. H. Falk (Ed.), Free choice education: How we learn science outside of school (pp. 44–63). Teachers College Press.

Cakir, N. K., & Guven, G. (2019). Arduino-assisted robotic and coding applications in science teaching: Pulsimeter activity in compliance with the 5E learning model. Science Activities, 56 (2), 42–51.

Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Educational Research Journal, 55 (4), 761–800.

Capraro, R. M., & Corlu, M. S. (2013). Changing views on assessment for STEM project-based learning. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds.),  STEM project-based learning (pp. 109–118). Brill.

Chapter   Google Scholar  

Casing, P. I., & Casing, L. M. R. (2024). Fostering students’ mathematics achievement through after-school program in the 21st century. Online Submission, 12 (3), 118–122.

Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4 , 1–16.

Chomphuphra, P., Chaipidech, P., & Yuenyong, C. (2019). Trends and research issues of STEM education: A review of academic publications from 2007 to 2017. Journal of Physics: Conference Series, 1340 (1), 012069.

Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). Teachers College.

Cooper, S. (2011). An exploration of the potential for mathematical experiences in informal learning environments. Visitor Studies, 14 (1), 48–65. https://doi.org/10.1080/10645578.2011.557628

Corrin, L., Thompson, K., Hwang, G. J., & Lodge, J. M. (2022). The importance of choosing the right keywords for educational technology publications. Australasian Journal of Educational Technology, 38 (2), 1–8.

Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with a career interest in STEM. International Journal of Science Education, Part B, 2 (1), 63–79. https://doi.org/10.1080/21548455.2011.629455

DePaolo, C. A., & Wilkinson, K. (2014). Get your head into the clouds: Using word clouds for analyzing qualitative assessment data. TechTrends, 58 , 38–44. https://doi.org/10.1007/s11528-014-0750-9

Donnelly, M., ažetić, P., Sandoval-Hernandez, A., Kumar, K., & Whewall, S. (2019). An unequal playing field-extra-curricular activities, soft skills and social mobility . Social Mobility Commission.

Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved from www.casel.org

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62 (1), 107–115.

Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G., Hurtado, S., John, G. H., Matsui, J., McGee, R., Okpodu, C. M, Robinson, T. J., Summers, M. F., Werner-Washburne, M., & Zavala, M. (2016). Improving underrepresented minority student persistence in STEM. CBE—Life Sciences Education , 15 (3), es5.

Fitzallen, N. (2015). STEM Education: What does mathematics have to offer? In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins. Proceedings of The 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 237–244). MERGA.

Fraenkel, J., Wallen, N., & Hyun, H. (2012). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: competencies for analysis and applications (10th ed.). Pearson.

Grangeat, M., Harrison, C., & Dolin, J. (2021). Exploring assessment in STEM inquiry learning classrooms. International Journal of Science Education, 43 (3), 345–361.

Gutierrez, K. S. (2016). Investigating the climate change beliefs, knowledge, behaviors, and cultural worldviews of rural middle school students and their families during an out-of-school intervention: A mixed-methods study (Publication No. 11320) [Doctoral dissertation, North Carolina State University]. NC State University Libraries.

Hamilton, L., & Corbett-Whittier, C. (2012). Using case study in education research . Sage.

Hein, G. (2009). Learning science in informal environments: People, places, and pursuits. Museums & Social Issues, 4 (1), 113–124.

Hirsch, B. (2011). Learning and development in after-school programs. Phi Delta Kappan, 92 (5), 66–69. https://doi.org/10.1177/2F003172171109200516

Irwanto, I., Saputro, A. D., Widiyanti, W., Ramadhan, M. F., & Lukman, I. R. (2022). Research trends in STEM education from 2011 to 2020: A systematic review of publications in selected journals. International Journal of Interactive Mobile Technologies (iJIM), 16 (5), 19–32.

Kalkan, C., & Eroglu, S. (2017). Designing sample activities based on STEM materials for gifted/talented students in support education rooms. Journal of Gifted Education and Creativity , 4 (2), 36–46. Retrieved November 2023 from  https://dergipark.org.tr/tr/pub/jgedc/issue/38702/449432

Kazu, I. Y., & Kurtoglu Yalcin, C. (2021). The effect of STEM education on academic performance: A meta-analysis study. Turkish Online Journal of Educational Technology-TOJET, 20 (4), 101–116.

Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educa- Tional Research, 76 (2), 275–313.

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7 (1), 1–16.

Lin, T. C., Lin, T. J., & Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36 (8), 1346–1372.

Lin, T. J., Lin, T. C., Potvin, P., & Tsai, C. C. (2019). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41 (3), 367–387.

Lipscomb, S., Haimson, J., Liu, A. Y., Burghardt, J., Johnson, D. R., & Thurlow, M. L. (2017). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across disability groups: Full report (Report No. NCEE 2017–4018). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.

Little, P., Wimer, C., & Weiss, H. B. (2008). After school programs in the 21st century: Their poten- tial and what it takes to achieve it. Issues and Opportunities in out-of-School Time Evaluation, 10 , 1–12.

Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51 , 869–884. https://doi.org/10.1007/s11858-019-01100-5

Magaji, A., Ade-Ojo, G., & Bijlhout, D. (2022). The impact of after school science club on the learning progress and attainment of students. International Journal of Instruction, 15 (3), 171–190.

Mahoney, J. L., Parente, M. E., & Lord, H. (2007). After-school program engagement: Links to child competence and program quality and content. The Elementary School Journal, 107 (4), 385–404.

Martín-Páez, T., Aguilera, D., Perales-Palacios, F. J., & Vílchez-González, J. M. (2019). What are we talking about when we talk about STEM education? A Review of Literature. Science Education, 103 (4), 799–822.

McLafferty, S. (2016). Conducting questionnaire surveys. Key Methods in Geography, 3 , 129–142.

McNaught, C., & Lam, P. (2010). Using Wordle as a supplementary research tool. Qualitative Report, 15 (3), 630–643.

Merrill, C., & Daugherty, J. (2010). STEM education and leadership: A mathematics and science partnership approach. Journal of Technology Education, 21 (2), 21–34.

Nation, J. M., Harlow, D., Arya, D. J., & Longtin, M. (2019). Being and becoming scientists: Design-based STEM programming for girls. Afterschool Matters, 29 , 36–44.

National Research Council, Division of Behavioral, Board on Science Education, & Committee on Successful Out-of-School STEM Learning (2015). Identifying and supporting productive STEM programs in out-of-school settings . National Academies Press.

Noris, M., Saputro, S., & Ulimaz, A. (2023). STEM research trends from 2013 to 2022: A systematic literature review. International Journal of Technology in Education (IJTE), 6 (2), 224–237. https://doi.org/10.46328/ijte.390

Pastchal-Temple, A. S. (2012). The effect of regular participation in an after-school program on student achievement, attendance, and behavior (Publication No. 4368) [Doctoral dissertation, Mississippi State University]. Mississippi State University Libraries.

Resnick, L. B. (1987). Education and learning to think . National Academy Press.

Robelen, E. (2011). New STEM schools target underrepresented groups. Education Week, 31 (1), 18–19.

Sahin, A., Ekmekci, A., & Waxman, H. C. (2018). Collective effects of individual, behavioral, and contextual factors on high school students’ future STEM career plans. International Journal of Science and Mathematics Education, 16 , 69–89.

Schweingruber, H., Pearson, G., & Honey, M. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research . National Academies Press.

Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after school program activities: Quality of experience from the perspective of participants. Journal of Youth Adolescence, 36 , 891–903.

Stemler, S. (2000). An overview of content analysis. Practical Assessment, Research & Evaluation, 7 (17), 1–6. https://doi.org/10.7275/z6fm-2e34

Stohlmann, M. (2018). A vision for future work to focus on the “m” in integrated STEM. School Science and Mathematics, 118 (7), 310–319. https://doi.org/10.1111/ssm.12301

Sozbilir, M., Kutu, H., & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon & D. Jorde (Eds.), The world of science education: Handbook of research in Europe (pp. 1–35). Sense publishers.

Suri, H., & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79 (1), 395–430.

Tai, R. H., Qi Liu, C., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312 (5777), 1143–1144.

Vennix, J., Den Brok, P., & Taconis, R. (2017). Perceptions of STEM-based outreach learning activities in secondary education. Learning Environments Research, 20 , 21–46.

Wan, Z. H., So, W. M. W., & Zhan, Y. (2023). Investigating the effects of design-based STEM learning on primary students’ STEM creativity and epistemic beliefs. International Journal of Science and Mathematics Education, 21 (Suppl. 1), 87–108.

Wang, H. H., Moore, T. J., Roehrig, G. H., & Park, M. S. (2011). STEM integration: Teacher perceptions and practice. Journal of Pre-College Engineering Education Research, 1 (2), 1–13.

White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55 (1), 22–45.

Young, T. J. (2015). Questionnaires and surveys. In Z. Hua (Ed.), Research methods in intercultural communication: A practical guide (pp. 163–180). John Wiley & Sons. https://doi.org/10.1002/9781119166283.ch11

Zeng, Z., Yao, J., Gu, H., & Przybylski, R. (2018). A meta-analysis on the effects of STEM education on students’ abilities. Science Insights Education Frontiers, 1 (1), 3–16.

Zhan, Z., Shen, W., Xu, Z., Niu, S., & You, G. (2022). A bibliometric analysis of the global landscape on STEM education (2004–2021): Towards global distribution, subject integration, and research trends. Asia Pacific Journal of Innovation and Entrepreneurship, 16 (2), 171–203.

Download references

Open access funding provided by the Scientific and Technological Research Council of Türkiye (TÜBİTAK). There was no external funding received for the research conducted in this article.

Author information

Authors and affiliations.

Department of Industrial Engineering, Istanbul Aydin University, Istanbul, Turkey

Rabia Nur Öndeş

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Rabia Nur Öndeş .

Ethics declarations

Ethical approval and consent.

This is a review study and no ethical approval is required.

Competing Interests

The authors have no competing interests to declare that are relevant to the content of this article.

No potential conflict of interest was reported by the author.

Rights and permissions

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

Reprints and permissions

About this article

Öndeş, R.N. Research Trends in STEM Clubs: A Content Analysis. Int J of Sci and Math Educ (2024). https://doi.org/10.1007/s10763-024-10477-z

Download citation

Received : 19 January 2024

Accepted : 10 June 2024

Published : 25 June 2024

DOI : https://doi.org/10.1007/s10763-024-10477-z

Share this article

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

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

Provided by the Springer Nature SharedIt content-sharing initiative

• Research Trends
• Content Analysis
• After-school Program
• Extracurricular Activities
• Find a journal
• Publish with us
• Track your research