UNIVERSITY OF ESWATINI RESEARCH PROPOSAL GUIDE.pptx

Guidelines for writing research proposal report

1. Research proposal A research proposal is a planning document that outlines your thinking about a research problem and describes what is to be studied and how’ ( Bak , 2005:3). Leedy and Ormrod (2001:131) say that ‘a research proposal is a clear statement of a problem and sub-problems, the data and how they will be processed and most important of all, how the data will be interpreted.’ Difference between a Research Proposal and a Research Report/project noted by Creswell (2005) is that a Research Proposal ends with methodology while a Research Report/project goes further and ends with data analysis/interpretation of results. Including summary, conclusion and recommendations.

2. Main Components of a Research Proposal In your Chapter 1, among other things you need to discuss is the background to the study, articulate your statement of the problem, purpose of the study, objectives of the study, research questions/hypotheses, significance of the study, limitations and delimitations of the study as well as defining terms operationally or operational definition of terms and summary The expectation of your supervisor as a researcher is very high. The explanation in the next slides serves as a guide in order to fulfil the expectations as expected.

3. CHAPTER ONE: INTRODUCTION Introduction Introduce the chapter by presenting what the chapter is all about briefly. Background to the study This is a critical section in chapter one of a B.Ed research project that provides readers with the necessary information to understand the research purpose, context, and importance of the research. The section should logically bring a clear conviction as the necessity for enduring into the study. Provide globally, regionally and locally views of the problem Expectations: The researcher must defend the rationale for identifying a given problem and contextualise the research problem (by providing historical context). Background of the study should be the researchers' personal views or experience on the identified problem. It must clearly project the rationale for the study and the decision to pursue its investigation to a conclusion. Personal views should be corroborated by backing up your view with the views of authors/scholars/researchers without turning the section into a review of literature ( Bandele , 2004). The reasons that such problem exist and the need to go into the process of solving the problem should be clearly stated.

4. Statement of the problem: This section is the reason for embarking on the study, what prompted you to the study and what have you observed or seen that need to be investigated. Expectations: Clearly describe the current state or status of the problem , present brief outline of the problem you observed that triggered your interest to investigate the issue. The gaps from previous research should be clearly shown In this section, light should be thrown on the research problem in such a way that no one is left in doubt as to the reason why the study is necessary. Avoid using assertive or confirmatory statements and support your view/ observation with the views or findings of two or three scholars that related to the study

5. Purpose of the study: This section informs the readers and other researchers about the specific aims of the study. Purpose provides the general direction of your study and should be stated clearly and align with the topic. If the topic is on “Integration of ICT tools for online teaching in secondary schools in Manzini Region of Eswatini ”. Expectation: The purpose of the study is to explore or examine the Integration of ICT tools for online teaching in secondary schools in Manzini Region of Eswatini The title of the study presents the purpose of the study. Make sure that you follow the Faculty of Education guideline and explanation in this course in presenting this section.

6. Objective of the study: An objective defines specific goals to be accomplished. Objectives of your study should be realistic i.e. achieved within the expected timeframe. It can serve to guide the activities of the researcher. It can be stated as follows: to explore…, to establish…, to examine…, to identify, to investigate… and to evaluate… Topic: “Integration of ICT tools for online teaching in secondary schools in Manzini Region of Eswatini ”. Expectation: The objectives can be stated in this way: To examine teacher competency on the Integration of ICT tools for online teaching in secondary schools in Manzini Region of Eswatini . To identify the types of ICT tools that available for online teaching in secondary schools in Manzini Region. To determine the challenges faced by teachers in integrating ICT tools for online teaching in secondary schools in Manzini Region of Eswatini

7. Research questions: These are the questions in which the research must prove/provide an answer to. One should ask questions relating to the stated objectives or purpose of the study. That is, the research objectives and the research questions must align. Expectation: How competent are secondary school teachers in integrating ICT tools during online teaching in Manzini Region of Eswatini ? What are the types of ICT tools available for online teaching in secondary schools in Manzini region? What are the challenges faced by teachers when integrating ICT tools during online teaching?

8. Hypotheses: A null hypothesis must be formulated if your study is on quantitative research. It must be stated in form of; no difference, no relationship and no influence. Expectation: 1. There is no significant difference between the competency of female and male teachers on the integration of ICT tools during online teaching in secondary schools Manzini Region .2. There is no significant difference in the types of ICT tools available for online teaching in secondary schools in the Manzini region. 3. There is no significant difference in the challenges faced by teachers when integrating ICT tools during online teaching

9. Research o bjective Research question To examine teacher competency on the Integration of ICT tools for online teaching in secondary schools in Manzini Region of Eswatini . How competent are secondary school teachers in integrating ICT tools during online teaching in Manzini Region of Eswatini ? To identify the types of ICT tools that available for online teaching in secondary schools in Manzini Region. How do teachers integrate of technology tools into the teaching learners in online classes in secondary schools Manzini Region? To determine the challenges faced by teachers in integrating ICT tools for online teaching in secondary schools in Manzini Region of Eswatini What are the challenges faced by teachers when integrating ICT tools during online teaching?

10. Significance of the study : This section outlines the importance, practical, and societal relevance, contribution to knowledge and potential impact of the research or study. The study should point out how the stakeholders will benefit from the findings and in which way. The language should not be assertive or loose. Expectation: The study will provide details information on how the teachers can integrate ICT tools during teaching in secondary schools. The study may help the school administrators and MoET to know the available ICT tools for online teaching and learning in secondary schools.  Limitations: The research should state clearly the shortcomings, weaknesses, or constraints that affect the design, procedures and findings of the study that he/she aware of, but not capable to address. This could be time, unavailability of resources, attitude of the participants or respondents, finance or access to information needed in the area of the study and it must be clearly stated.

11. Cont. Delimitation : Describe the boundaries that you have set for the study. It also refers to the scope of study and the boundaries of the study should be clearly stated in term of geographical location, sample/variable, methodology , respondents/ participants to be used, schools, areas to cover etc.  The. Operational definition of terms: This section presents a list of words or vocabularies and their corresponding meanings as used in your study.

12. CHAPTER TWO: REVIEW OF RELATED LITERATURE Introduction: Start by introducing this chapter Theoretical Framework/Conceptual framework where you are examining theories and ideas in which your study is grounded. At B.Ed level is either you use theoretical framework or conceptual framework. Expectation: Look for relevant theory/concept and start by mentioning the name of the scholar who propounded the theory and year. Briefly state those who have used the theory/concept and their findings Justify the reason for using the theory/concept

13. Review of empirical studies : Relevant empirical studies should also be part of the review. where you examine research studies conducted in your area of interest. Relevant and recent studies should be reviewed globally, regionally and locally How to structure the review of empirical studies Review according to the stated objectives Where and when were those studies conducted? What paradigm used for the study? What approach used for the study? What design adopted for the study? What are the findings and how do these findings related to your study? All these should be specified, described and explain the suitability. In-text citation should follow the approved APA style. All materials in form of journals, books, conference papers, encyclopedia , these and other relevant materials related to your study should be consulted and authority cited must be referenced and correctly quoted.

14. CHAPTER THREE: RESEARCH METHODOLOGY In Chapter 3 (Research Methodology), you need to articulate the research paradigm, research approach (quantitative or qualitative) and research design you are going to use and why you are using them. State your population, sample size, sampling procedures, research instrument(s), and how you ensured the validity and reliability for quantitative research or trustworthiness for qualitative research, data collection procedures, data analysis and ethical consideration. In some research layout, the research design and approach were discussed together in line with the research paradigm.

15. Research paradigm A paradigm is a shared world view that represents the beliefs and values in associating with discipline and to guides how problems are solved. You need to specify the appropriate paradigm to be used based on the research approach used for your study. So, it leads us to ask certain question and use appropriate approaches towards systematic inquiry. The commonly used paradigm in educational research are: i . Positivism for quantitative research ii. Interpretivism /Constructivism popularly used in qualitative iii. Pragmatism popularly used in mixed methods research. Expectation: Identify relevant paradigm and explain it. Justify the reason for using the identified paradigm

16. Research approach: I s a strategy or plan put in place by the researchers to outlines the procedures, techniques, and tools for a study. It is also a roadmap for conducting research and gathering or generating data to address the stated research objectives, questions and hypotheses Expectation: specify the appropriate approach for your study and explain Quantitative research approach The quantitative research method consists of studies that make use of data that are numerals or scores. A quantitative research approach is an approach for testing objective theories by examining the relationship between variables. These variables, in turn, can be measured using appropriate instruments. The data obtained can be analysed using the statistical procedure. The results of the quantitative analysis using appropriate statistics are most commonly presented in tables or graphs with the correct comparisons of mean and statistical significance. The purpose of quantitative research is to test the hypothesis, look at cause and effect and make predictions

17. Qualitative research approach Qualitative research is a systematic inquiry into social phenomena. Data are described in respect of a particular phenomenon with the aim of understanding the situation of things from the participants’ point of view. In qualitative research, the researcher serves as the main data collection instrument. The research process involves an investigation into why events occur, what happens, and what these events mean to the participants' studies.

18. Mixed method research approach Mixed method research applies to research that combines quantitative and qualitative techniques/methods and concepts in a study or related studies. Download the materials below and read more about mixed methods Philips. J.A. (2020). Almiki academy. Retrieved from valmikiacademy.com/ module.fivewriting -the- phd -thesis. Project writers Nigeria (2019). Writing chapter five of research project-guide to summary, conclusion and recommendation. Retrieved from www.projectwriters.ng/wqriting-chapter-five-of-researchproject1  

19. Research design Research design is the overall strategy put in place by the researcher to investigate the different components of the study in a coherent and logical way that effectively addresses the research problem. It constitutes the blueprint for the collection, measurement, and analysis of data. It can also be defined as a structural plan put in place to impose controlled restrictions on observations of natural phenomena Expectation: Specify the design you adopted for the study Ensure that the design adopted is suitable for the study Explain the design Justify the reason for using the design

20. Cont. Popularly Used Quantitative Research Design Popularly Used Qualitative Research Design   Descriptive research design: This is the type of design adopted for the purpose of describing the situation or case under investigation or research study using numerical numbers. Correlational research design: is a Non-experimental research design (technique) which uses to establish a relationship between two categories of variables. Experimental research design: is used to establish the relationship between the cause and effect of a situation. Quasi-experimental research design:     Phenomenology: A phenomenological study describes and interprets experience by determining the meaning of the experience as perceived by the people who have participated in it. Case study: It provides an in-depth description of a specific unit that may be selected from. It also provides intensive description and analysis of a phenomenon or social units such as individual, group, institution or Community. Narrative design Exploratory research design: main design from descriptive research to gain a deeper understanding of something. It provide direction to subsequent and rigorous research. Ethnography: It seeks to understand the relationship between culture and behaviour. Culture is the beliefs, value, and attitude of a specific group of people Ground theory: This approach focuses on gathering data about peoples’ experiences in a particular context to inductively build a theory bottom up  

21. Mixed methods research design Concurrent design Explanatory mixed methods design Exploratory mixed methods design

22. Population Population in educational research is a group of people or collection of organisms sharing the same characteristic. In educational research, population always refers to human beings, such as students/pupils, teachers, parents and any other object or animate that has the probability of being chosen for a given problem of study. Target population referred to a particular set of people that the researcher considered suitable for an identified problem under investigation and on whose bases he/she wishes to generalize the findings of his/her study at a particular time ( Bandele , 2004). Expectation: You need to specify the target population and justify the reason for using the target population for your study.    

23. Sample size and sampling Sample size: Sample is a representation of a given population or target population in terms of number that are selected from an elements (people or objects) chosen for participation in a study. Expectation when presenting the sample size: Specify the region/geographical location In case you are using schools, you have to state clearly the number of schools. Mention the specific numbers of the participants/ respondents Sampling refers to procedure or technique or strategy or method or the process of selecting a sample or representative part of a population or target population. Expectation: Specify and discuss the sampling method you are going to use in selecting the sample size. In most case probability sampling (simple random, stratified, cluster, systematic) suitable for quantitative study while non-probability sampling (purposive, accidental, quota, convinence ) suitable for qualitative

24. Data collection procedure: Is the techniques used to gather or generate data for a research study or project. The most appropriate instruments for a qualitative, quantitative and mixed methods are the one below: Specify the instrument and discuss Quantitative Qualitative Mixed method Questionnaire Experiment Tests Rating scale Checklist Interviews guide Focus Group Discussion Observation Combine qualitative and quantitative instruments: Questionnaire and Interviews/Focus group discussion Observation and any quantitative instrument

25. Validity and Reliability in Quantitative research method Validity of an instrument for quantitative study is the extent to which an instrument measures what it purports or it is designed to measure. Reliability of an instrument for quantitative is its measure of consistency, stability, dependability, predictability, precision, and accuracy.

26. Validity and reliability/Trustworthiness Quantitative Research Qualitative research   Validity Face Content Construct Concurrent Predictive Specify the method to validate the research instrument for example the questionnaire and discuss it Reliability Test retest Parallel or equivalent Split-half Kuder -Richardson 20-21 Cronbach’s Alpha  Inter- rater Objectivity Specify the method estimating the reliability of the questionnaire and discuss it       Trustworthiness is developed on the issues of: Credibility  Conformability Transferability dependability  Discuss how will carry out the trustworthiness of the qualitative data using process above

27. Data analysis procedures Quantitative data analysis Qualitative data analysis Descriptive statistics Measure of central tendency and measure of dispersion Correlation: Pearson Product Moment Correlation (PPMC), Correlation Matrix, Spearman Rank Inferential statistics t-test, Analysis of variance (ANOVA), Analysis of Covariance (ANCOVA), Linear Regression, Multiple analysis of variance/Multiple regressions, Factor analysis and Path analysis. Chi-square test, Mann-Whitney test, Wilcoxon test   Explain how the data will be analyzed using any of the methods above     Thematic/content analysis  is perhaps the most common and effective method. Thematic (Theme and sub-theme) Narrative analysis Explain how the data will be analyzed using any of the methods above

28. Ethical considerations in educational research Ethical consideration deals with beliefs about what is right or wrong, proper or improper, good or bad, acceptable or unacceptable. Ethical consideration ensured that no harm or at least very minimal harm is inflicted on the subject. Ethical standards prevent the fabrication or falsifying of data and therefore promote the pursuit of knowledge and truth which is the primary goal of research. Expectation: explain how you will protect human subjects by considering the ethics in slides 24 below

29. Cont. Major Ethical considerations/issues in conducting research The right to privacy The right to non-participation Respect for anonymity The right to confidentiality Dignity Informed consent Beneficence-Does not harm The right to prove that the research is responsible (Cohen, Manion , & Morrison, 2011; Mushoriwa,2010)

30. References You can also read more from the materials listed below Ary , D., Jacobs, L. C., Razavieh , A., & Sorensen, C. (2006). Introduction to research in education (7 th ed.) . Toronto: Thomson Wadsworth. Bagele , C. & Barbara, K. (2012). Selecting a research approach: Paradigm, methodology and methods. Retrieved from https://www . researchgate . net/publication/257944787 Bandele , S. O. (2004). Educational research in perspectives (1 st ed.) . Ibadan: Niyi comm. And Printing Ventures. Bhat , A. (2019). Research design: Definition, characteristics and types . Retrieved from www.questionpro.com/blog/research-design .

31. Chawal , D. & Sondhi , N. (2016). Research methodology: Concepts and cases (2nd ed.) . New Delhi: Vikas Publishing House PVT ltd. Cohen, L., Manion , L. & Morrison, K. (2011). Research methods in education (7 th ed.) . New York: Routledge (Taylor and Francis Group). Cohen, L. & Manion , L. (1994). Research methods in education. London: Routledge . Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Lincoln: Prentice Hall. David, L. (2015). Constructivism, In learning theories. Retrieved from www.learning-theories.com/constructivism.html Gravetter , F.J. & Wallnau , L.B. (2007). Statistics for the behavioral sciences (7 ed.) . Toronto: Thomson Learning Academic Resource Center

32. Cont Kerlinger , F. N. (1973). Foundations of Behavioural Research. New York: Holt, Rinehart and Winston. Kothari, C. R. & Garg , G. (2019). Research methodology: methods and techniques (4th ed.) . Delhi: New Age International Publishers. McMillan, J. H. & Schumacher, S. (2006). Research in education: Evidence-based enquiry. Boston: Pearson. Mouly , G. J. (1978). Educational research: The art and science of investigation. Boston: Allyn and Bacon. Mushoriwa , T. D. (2010). Educational research (IDE-EMF 314) module. Institute of Distance Learning, University of Eswatini . Ndagi , J.O. (1981). Essentials of research methodology for Nigeria educators. Ibadan: University Press Plc

33. Gerstenmaier , J. & Mandl , H. (2001). Learn more about the constructivist approach: constructivism in cognitive psychology. International Encyclopedia of the Social and Behavioural Science. Retrieved from www.sciencedirect.com/topics/computer-science/ constructivist-approach. Panneerselvam , R. (2016). Research methodology (2 nd ed.). Haryana: PHI Learning Private Limited. Philips. J.A. (2020). Almiki academy. Retrieved from valmikiacademy.com/ module.fivewriting -the- phd -thesis. Project writers Nigeria (2019). Writing chapter five of research project-guide to summary, conclusion and recommendation. Retrieved from www.projectwriters.ng/wqriting-chapter-five-of-researchproject1

34. Cont. Teherani , A., Martimianakis , T., Stenfors -Hayes, T., Wadhwa , A. Varpio , L. (2015). Choosing a qualitative research approach. Journal of Graduate Medical Education 7 (4), 669-670. Retrieved from https://www . nebi.nlm . nih . gov / pmc /article/pmc4675428. Van Dalen, D. B. (1979). Understanding educational research: An introduction. New York: McGraw-Hill. ***Faculty of education guidelines for preparing EFM 499/ EFM516 research projects in education