What part of the paper typically features a description of the participants subjects that were involved the study design the materials that were used and the study procedure?

A report on a scientific study using human participants will include a description of the participant characteristics. This is included as a subsection of the “Methods” section, usually called “Participants” or “Participant Characteristics.” The purpose is to give readers information on the number and type of study participants, as a way of clarifying to whom the study findings apply and shedding light on the generalizability of the findings as well as any possible limitations. Accurate reporting is needed for replication studies that might be carried out in the future.

The “Participants” subsection should be fairly short and should tell readers about the population pool, how many participants were included in the study sample, and what kind of sample they represent, such as random, snowball, etc. There is no need to give a lengthy description of the method used to select or recruit the participants, as these topics belong in a separate “Procedures” subsection that is also under “Methods.” The subsection on “Participant Characteristics” only needs to provide facts on the participants themselves.

Report the participants’ genders (how many male and female participants) and ages (the age range and, if appropriate, the standard deviation). In particular, if you are writing for an international audience, specify the country and region or cities where the participants lived. If the study invited only participants with certain characteristics, report this, too. For example, tell readers if the participants all had autism, were left-handed, or had participated in sports within the past year.

Related: Finished preparing the methods sections for your research paper? Find out why the “Methods” section is so important now!

Next, use your judgment to identify other pieces of information that are relevant to the study. For a detailed tutorial on reporting “Participant Characteristics,” see Alice Frye’s “Method Section: Describing participants.” Frye reminds authors to mention if only people with certain characteristics or backgrounds were included in the study. Did all the participants work at the same company? Were the students at the same school? Did they represent a range of socioeconomic backgrounds? Did they come from both urban and rural backgrounds? Were they physically and emotionally healthy? Similarly, mention if the study sample excluded people with certain characteristics.

If you are going to examine any participant characteristics as factors in the analysis, include a description of these. For instance, if you plan to examine the influence of teachers’ years of experience on their attitude toward new technology, then you should report the range of the teachers’ years of experience. If you plan to study how children’s socioeconomic level relates to their test scores, you should briefly mention that the children in the sample came from low, middle, and high-income backgrounds. Finally, mention whether the participants participated voluntarily. Include information on whether they gave informed consent (if the participants were children, mention that their parents consented to their participation). Also, mention if the participants received any sort of compensation or benefit for their participation, such as money or course credit.

Case Studies and Qualitative Reports

Case studies and qualitative reports may have only a few participants or even a single participant. If there is space to do so, you can write a brief background of each participant in the “Participants” section and include relevant information on the participant’s birthplace, current place of residence, language, and any life experience that is relevant to the study theme. If you have permission to use the participant’s name, do so. Otherwise, use a different name and add a note to readers that the name is a pseudonym. Alternatively, you might label the participants with numbers (e.g., Student 1, Student 2) or letters (e.g., Doctor A, Doctor B, etc.), or use initials to identify them (e.g., KY, JM).

Use Past Tense

Remember to use past tense when writing the “Participants” section. This is because you are describing what the participants’ characteristics were at the time of data collection. By the time your article is published, the participants’ characteristics may have changed. For example, they may be a year older and have more work experience. Their socioeconomic level may have changed since the study. In some cases, participants may even have passed away. While characteristics like gender and race are either unlikely or impossible to change, the whole section is written in the past tense to maintain a consistent style and to avoid making unsupported claims about what the participants’ current status is.

The function of this section is to summarize general trends in the data without comment, bias, or interpretation. The results of statistical tests applied to your data are reported in this section although conclusions about your original hypotheses are saved for the Discussion section.

Tables and figures should be used when they are a more efficient way to convey information than verbal description. They must be independent units, accompanied by explanatory captions that allow them to be understood by someone who has not read the text. Do not repeat in the text the information in tables and figures, but do cite them, with a summary statement when that is appropriate. Example:

Incorrect: The results are given in Figure 1.

Correct: Temperature was directly proportional to metabolic rate (Fig. 1).

Please note that the entire word "Figure" is almost never written in an article. It is nearly always abbreviated as "Fig." and capitalized. Tables are cited in the same way, although Table is not abbreviated.

Whenever possible, use a figure instead of a table. Relationships between numbers are more readily grasped when they are presented graphically rather than as columns in a table.

Data may be presented in figures and tables, but this may not substitute for a verbal summary of the findings. The text should be understandable by someone who has not seen your figures and tables.

1. All results should be presented, including those that do not support the hypothesis.

2. Statements made in the text must be supported by the results contained in figures and tables.

3. The results of statistical tests can be presented in parentheses following a verbal description.

Example: Fruit size was significantly greater in trees growing alone (t = 3.65, df = 2, p < 0.05).

Simple results of statistical tests may be reported in the text as shown in the preceding example. The results of multiple tests may be reported in a table if that increases clarity. (See Section 11 of the Statistics Manual for more details about reporting the results of statistical tests.) It is not necessary to provide a citation for a simple t-test of means, paired t-test, or linear regression. If you use other tests, you should cite the text or reference you followed to do the test. In your materials and methods section, you should report how you did the test (e.g. using the statistical analysis package of Excel).

It is NEVER appropriate to simply paste the results from statistical software into the results section of your paper. The output generally reports more information than is required and it is not in an appropriate format for a paper.

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

The function of a research design is to ensure that the evidence obtained enables you to effectively address the research problem logically and as unambiguously as possible. In social sciences research, obtaining information relevant to the research problem generally entails specifying the type of evidence needed to test a theory, to evaluate a program, or to accurately describe and assess meaning related to an observable phenomenon.

With this in mind, a common mistake made by researchers is that they begin their investigations far too early, before they have thought critically about what information is required to address the research problem. Without attending to these design issues beforehand, the overall research problem will not be adequately addressed and any conclusions drawn will run the risk of being weak and unconvincing. As a consequence, the overall validity of the study will be undermined.

The length and complexity of describing research designs in your paper can vary considerably, but any well-developed description will achieve the following:

Identify the research problem clearly and justify its selection, particularly in relation to any valid alternative designs that could have been used,
Review and synthesize previously published literature associated with the research problem,
Clearly and explicitly specify hypotheses [i.e., research questions] central to the problem,
Effectively describe the information and/or data which will be necessary for an adequate testing of the hypotheses and explain how such information and/or data will be obtained, and
Describe the methods of analysis to be applied to the data in determining whether or not the hypotheses are true or false.

The research design is usually incorporated into the introduction. You can get an overall sense of what to do by reviewing the literature of studies that have utilized the same research design. This can provide help you develop an outline to follow for your own paper.

NOTE: Use the SAGE Research Methods Online and Cases and the SAGE Research Methods Videos databases to search for scholarly resources on how to apply specific research designs and methods. The Research Methods Online database contains links to more than 175,000 pages of SAGE publisher's book, journal, and reference content on quantitative, qualitative, and mixed research methodologies. Also included is a collection of case studies of social research projects that can be used to help you better understand abstract or complex methodological concepts. The Research Methods Videos database contains hours of tutorials, interviews, video case studies, and mini-documentaries covering the entire research process.

Creswell, John W. and J. David Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th edition. Thousand Oaks, CA: Sage, 2018; De Vaus, D. A. Research Design in Social Research. London: SAGE, 2001; Gorard, Stephen. Research Design: Creating Robust Approaches for the Social Sciences. Thousand Oaks, CA: Sage, 2013; Leedy, Paul D. and Jeanne Ellis Ormrod. Practical Research: Planning and Design. Tenth edition. Boston, MA: Pearson, 2013; Vogt, W. Paul, Dianna C. Gardner, and Lynne M. Haeffele. When to Use What Research Design. New York: Guilford, 2012.