How To Write Chapter Three Of Your Research Project

 

Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the research method you wish to adopt, the instruments to be used, where you will collect your data and how you collected it.

This chapter explains the different methods to be used in the research project. Here you mention the procedures and strategies you will employ in the study such as research design, research area (area of the study), the population of the study, etc.

You also tell the reader why you chose a particular method, how you planned to analyze your data. Your methodology should be written in a simple language such that other researchers can follow the method and arrive at the same conclusion or findings.

You can choose a survey design when you want to survey a particular location or behavior by administering instruments such as structured questionnaires, interviews, or experimental; if you intend manipulating some variables.

The purpose of chapter three (research methodology) is to give an experienced investigator enough information to replicate the study. Some supervisors do not understand this and require students to write what is, in effect, a textbook.

A research design is used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The chapter should begin with a paragraph reiterating the purpose of the study.

It is very important that before choosing a method, try and ask yourself the following questions:

Will I generate enough information that will help me to solve the research problem by adopting this method?

For instance, you are attempting to identify the influence of personality on a road accident, you may wish to look at different personality types, you may also look at accident records from the FRSC, you may also wish to look at the personality of drivers that are accident victims, once you adopt this method, you are already doing a survey, and that becomes your methodology.

Your methodology should aim to provide you with the information to allow you to come to some conclusions about the personalities that are susceptible to a road accident or those personality types that are likely to have a road accident.
The following subjects may or may not be in the order required by a particular institution of higher education, but all of the subjects constitute a defensible methodology chapter.

HOW TO WRITE CHAPTER THREE OF YOUR RESEARCH PROJECT - WRITING A RESEARCH DESIGN

A qualitative study does not have variables. A scientific study has variables, which are sometimes mentioned in Chapter 1 and defined in more depth in Chapter 3. Spell out the independent and dependent, variables. An unfortunate trend in some institutions is to repeat the research questions and/or hypotheses in both Chapter 1 and Chapter 3. Sometimes an operational statement of the research hypotheses in the null form is given to set the stage for later statistical inferences. In a quantitative study, state the level of significance that will be used to accept or reject the hypotheses.

Pilot Study

In a quantitative study, a survey instrument that the researcher designed needs a pilot study to validate the effectiveness of the instrument, and the value of the questions to elicit the right information to answer the primary research questions in. In a scientific study, a pilot study may precede the main observation to correct any problems with the instrumentation or other elements in the data collection technique. Describe the pilot study as it relates to the research design, development of the instrument, data collection procedures, or characteristics of the sample.

Instruments

In a research study, the instrument used to collect data may be created by the researcher or based on an existing instrument. If the instrument is the researcher created, the process used to select the questions should be described and justified. If an existing instrument is used, the background of the instrument is described including who originated it, and what measures were used to validate it.

If a Likert scale is used, the scale should be described. If the study involves interviews, an interview protocol should be developed that will result in a consistent process of data collection across all interviews. Two types of questions are found in an interview protocol: the primary research questions, which are not asked of the participants, and the interview questions that are based on the primary research questions and are asked of the participants.

Procedure

In a qualitative study, this is the section where most of the appendices are itemized, starting with letters of permission to conduct the study and letters of invitation to participate with the attached consent forms.
Sample: this has to do with the number of your participants or subjects as the case may be.
Analysis (how are you planning to analyze the results?)

EFFECTIVE GUIDE AND METHODOLOGY SAMPLES

This chapter deals effectively with the research methods to be adopted in conducting the research, and it is organized under the following sub-headings:

1. Research Design
2. Area of Study
3. The population of the Study
4. Sample and Sampling Techniques
5. Instruments for Data Collection
6. The validity of the Instrument
7. Reliability of the Instrument
8. Administration of the instruments
9. Scoring the instruments
10. Method of Data Collection
11. Method of Data Analysis

 

Research Design:

This has to do with the structure of the research instrument to be used in collecting data. It could be in sections depending on different variables that form the construct for the entire topic of the research problems. A reliable instrument with a wrong research design will adversely affect the reliability and generalization of the research. The choice of design suitable for each research is determined by many factors among which are: kind of research, research hypothesis, the scope of the research, and the sensitive nature of the research.

Area of Study:

Research Area; this has to do with the geographical environment of the study area where the places are located, the historical background when necessary and commercial activities of that geographical area. For example, the area of the study is Ebonyi State University. At the creation of Ebonyi State in 1996, the Abakaliki campus of the then ESUT was upgraded to Ebonyi State University College by Edict no. 5 of Ebonyi State, 1998 still affiliated to ESUT with Prof. Fidelis Ogah, former ESUT Deputy Vice-Chancellor as the first Rector. In 1997, the Faculty of Applied and Natural Sciences with 8 departments was added to the fledging University, and later in 1998 when the ESUT Pre-Science Programme was relocated to Nsukka, the EBSUC Pre-Degree School commenced lectures in both Science and Arts in replacement of the former. This study focused on the students of the Business Education department in Ebonyi state university.

 

The population of the Study

The population is regarded in research work as the type of people and the group of people under investigation. It has to be specific or specified. For example educational study teachers in Lagos state. Once the population is chosen, the next thing is to choose the samples from the population.

According to Uma (2007), the population is referred to as the totality of items or object which the researcher is interested in. It can also be the total number of people in an area of study. Hence, the population of this study comprised of all the students in the department of Business Education, Ebonyi State University which is made up of year one to four totaling 482. The actual number for the study was ascertained using Yaro-Yamane's formula which stated thus:

n   =        N

1-N (e)²

Where;

N is the Population

1 is constant

e is the error margin

Then, n   =         482

1+482(0.05)²

482

1+1.16

=  482

2.16

= 214.35 approximately 214

 

Sample and sampling technique:

It may not be possible to reach out to the number of people that form the entire population for the study to either interview, observe, or serve them with copies of the questionnaire. To be realistic, the sample should be up to 20% of the total population. Two sampling techniques are popular among all the sampling techniques. These are random and stratified random sampling techniques. (A). in Random Sampling, the writers select any specific number from a place like a school, village, etc. (B). In Stratified Random Sampling, one has to indicate a specific number from a stratum which could be a group of people according to age, qualification, etc. or different groups from different locations and different considerations attached.

 

Instruments for Data Collection:

This is a device or different devices used in collecting data. Example: interview, questionnaire, checklist, etc. instrument is prepared in sets or subsections, each set should be an entity thus asking questions about a particular variable to be tested after collecting data. The type of instrument used will determine the responses expected. All questions should be well set so as to determine the reliability of the instrument.

 

The validity of the Instrument

This has to do with different measures in order to determine the validity and reliability of the research instrument. For example, presenting the drafted questionnaire to the supervisor for scrutiny. Giving the questionnaire to the supervisor for useful comments and corrections would help to validate the instrument.

 

Reliability of the Instrument

The test-retest reliability method is one of the simplest ways of testing the stability and reliability of an instrument over time. The test-retest approach was adopted by the researcher in establishing the reliability of the instrument. In doing this 25 copies of the questionnaire were administered on twenty-five selected respondents. After two weeks another 25 copies of the same questionnaire were re-administered on the same group. Their responses on the two occasions were correlated using Pearsons Product Moment Correlation. A co-efficient of 0.81 was gotten and this was high enough to consider the instrument reliable.

 

Administration of the instruments:

Here, the writer states whether he or she administers the test personally or through an assistant. He also indicates the rate of return of the copies of the questionnaire administered.

 

Scoring the instruments:

Here items on the questionnaire or any other device used must be assigned numerical values. For example, 4 points to strongly agree, 3 points to agree, 2 points to disagree, and 1 point to strongly disagree.

Table of Analysis

S/N	Item	SA	A	D	SD

 

 

ONCE	TWICE	THRICE

 

 

Method of Data Collection

The researcher collected data using the questionnaire. Copies of the questionnaire were administered by the researcher on the respondents. All the respondents were expected to give maximum co-operation, as the information on the questionnaire is all on things that revolve around their study. Hence, enough time was taken to explain how to tick or indicate their opinion on the items stated in the research questionnaire.

Method of Data Analysis

In this study, the mean was used to analyze the data collected. A four (4) point Likert scale was used to analyze each of the questionnaire items.

The weighing was as follows:

VGE—————- Very Great Extent (4 points)

GE—————– Great Extent (3 points)

LE—————– Little Extent (2 points)

VLE—————- Very Little Extent (1 point)

And;

SA—————– Strongly Agree (4 points)

A——————- Agree (3 points)

D—————— Disagree (2 points)

SD—————- Strongly Disagree (1 point)

The mean of the scale will then be determined by summing up the points and dividing their number as follows with the formula:

x = ∑fx

N

= = 2.5

Where; x= mean

f= frequency

X= Nominal value of the option

∑= summation

N= Total Number

Therefore, the mean of the scale is 2.5.

This means that any item statement with a mean of 2.50 and above is considered agreed by the respondents and any item statement below 2.5 is considered disagreed.

EDITORS SOURCE: How To Write Chapter Three Of Your Research Project (Research Methodology)

How To Write Effective Research Project Abstract

 

 

A research project is much more than just a summary of a topic with credible or valid sources, but it is an extended

article that presents a writer's understanding and assessment or argument. The purpose of writing this project is to analyze a perspective or argue a point, consequently exhibiting your knowledge, writing and vocabulary skills, and ability to do great research on a given project topic.

At times, your supervisor may request an abstract along with your research project and in spite of the fact that abstracts are moderately short, numerous students still find it confusing. You also need to write abstracts if your work revolves around carrying out research or other investigative processes. Don’t worry, the writing process is simpler than you might think; keep reading to see how to complete this task.

What then is an abstract?

So as to write one perfectly, you have to know exactly what an abstract is

All things considered, an abstract is characterized as a brief summary of a larger project; it describes the content and scope of the project while identifying the objective, methodology, findings, and conclusion.

The motivation behind an abstract is to summarize the significant parts of a research project, but it is important to bear in mind that it is descriptions of your project and not the topic in general.

Basically, you use abstract to describe what specifically you are doing, not the topic your project is based upon. For example, if your research project is about the bribe, the abstract is about survey or investigation you carry out about the prevalence of bribe, how people are likely to offer it to someone, do people take a bribe, etc. In this case, the abstract is not about the bribe itself, its definition, why people do it, and other related things. If you don’t` know, what the research work should look like – look at the example of a research project.

Types of abstracts

• Critical abstract – describes the main information and findings while providing a comment or judgment about the study’s reliability, validity, and completeness. Here, the researcher evaluates some paper and compares it to other works and papers on the same topic
• Descriptive abstract – only describes the work being summarized without comparing it to other papers on the given subject
• An informative abstract – most common type of abstracts, the researcher explains and presents the main arguments and the most important results. While it doesn’t compare one work to others on the same subject, an informative abstract includes conclusions of the research and recommendations of the author
• Highlight abstract – written to catch the reader’s attention, rarely used in academic writing

Components the abstract has to contain

Despite the fact that there are various types of abstracts, one thing is certainly common in all, it contains the same elements or components i.e. four types of information presented to the reader. Before you learn how to write an abstract for a research project, make sure your abstract should comprise of the following:

Objective

Objective or the principle method of the reasoning of the project acquaints readers with the research that you just completed. This section accounts for the first few sentences of the abstract and announces the problem you set out to solve or the issue you have explored. The objective can likewise clarify a writer's inspiration for the project.

Methods

Once the objective is described, it’s time to move to the next section – methods. Here, a writer explains how he/she decided to solve a problem or explore some issue i.e. methods or steps they used to get the answers. Of course, your approach or methods depend on the topic, your field of expertise, subject, etc. For example:

• Hard science or social science – a concise description of the processes used to conduct a research
• Service project – to outline types of services performed and the processes followed
• Humanities project – to identify methodological assumptions or theoretical framework
• Visual or performing arts project – to outline media and processes used to develop the project

In other words, regardless of the field or subject, the methods section serves to identify any process you used to reach the results and conclusions.

Results

This section is self-explanatory; your goal is to list the outcomes or results of the research. If the research isn’t complete yet, you can include preliminary results or theory about the potential outcome.

Conclusion

Just like in every other work, the conclusion is the sentence or two wherein you summarize everything you’ve written above. In the abstract, a writer concludes or summarizes the results. When writing the conclusion, think of the question “what do these results mean”, and try to answer it in this section.

NOTE: More extensive research papers can also include a brief introduction before the objective section. The introduction features one-two sentences that act as a basis or foundation for the objective. A vast majority of abstracts simply skip this section.

Don’t include these in Abstract

A common mistake regarding abstracts is writing them the same way you would write the rest of a research paper. Besides some elements that your abstract has to contain, there are some things you should avoid. They are:

•        Abbreviations

•        Fluff, abstracts should be relatively short, no need to pump up the word volume

•        Images, illustration figures, tables

•        Incomplete sentences

•        Jargon

•        Lengthy background information, that’s what research paper is for, abstracts should be concise

•        New information that is not present in the research paper

•        Phrases like “current research shows” or “studies confirm”

•        References

•        Slang

•        Terms that the reader might find confusing

•        Unnecessary details that do not contribute to the overall intention of the abstract

Writing the abstract

Now that you know what the abstract is, elements it should contain and what to avoid, you are ready to start writing. The first thing to bear in mind is that your abstract doesn’t need a certain “flow”. Keep in mind that abstract should be precise and concise; you don’t need to worry about making it seem bigger. Ideally, you should focus on introducing facts and making sure a reader will get a clear picture of the topic presented through your research paper. Follow these steps to create a strong, high-quality abstract.

Step 1

Start writing the abstract only when you complete the research paper. By the time you finish the essay writing process, you will know what to use in the abstract to perfectly describe your work. Choosing to write an abstract first is highly impractical, takes ages, and it doesn’t represent the research paper adequately.

Step 2

For your objective and conclusion sections, you can use the most important information from the introduction and conclusion section of the research paper. Rather than wasting your time on trying to figure out what to include, just use the important premises and summarize them into one-two sentences in the abstract.

Step 3

While researching or carrying out surveys for your paper, write down everything you do. Use these notes to create methods sections for the abstract. This particular section just has to inform a reader about the process you implemented to find the answers from the objective. No need to introduce unnecessary information.

Step 4

Make sure the abstract answers these questions:  What is the purpose of this research? How was the research conducted? How did I get my answers?  What answers did I get?

What do these results mean?

Step 5

When the abstract is complete, read everything you have written from top to bottom. Then, eliminate all extra information in order to keep it as concise as possible.

Step 6

Read the abstract thoroughly again. Make sure there is the consistency of information presented in the abstract and in the research paper. Basically, information included in both abstract and research papers shouldn’t be different. After all, the abstract is a summary or a short description of the research paper itself. This is why you shouldn’t introduce new details into the abstract as well.

Step 7

Once you ensure the abstract contains only relevant information and describes the research paper concisely, read it again. This time, you should look for grammar and spelling mistakes, punctuation, sentence structures, and tense consistency. Never submit the abstract (and research paper or any other type of work) without proofreading and editing first.

Step 8

At this point, your research paper and abstract are error-free, complete, and ready for you to send them to your professor or client.

Don’t forget:

•        Vary sentence structures to avoid choppiness. Don’t include too many long sentences one after another and avoid doing the same with short sentences as well. A mixture of longer and shorter sentences work the best

•        To avoid adding too many long sentences, just break them up into shorter structures

•        Use active voice whenever possible. Also, ask your professor if it is okay to use passive voice when necessary. Every professor has his/her criteria, asking is a great way to avoid mistakes

•        Use past tense to describe the work you have already done

•        Read the abstract aloud or to someone else in order to make sure the content is readable and easy to understand

Most Importantly

The final year project is a common assignment in college education, and beyond. Writing these papers usually involves creating an abstract, a brief summary or description of the subject or argument you discussed throughout the paper. Abstracts are a major source of concern for many students, but they are incredibly easy to write when you’re familiar with the steps. As seen throughout this post, the ideal way to write an abstract is to keep it concise without pumping up word count with unnecessary information. If you don’t know what about you can write – look at different research paper topics! Now you’re ready to start writing the abstracts for research papers, good luck. Don’t forget to see another guide about abstract research paper!

 

Editors Source: How To Write Effective Research Project Abstract

 

 

 

 

 

Project Defense Questions And Steps To Defend Your Project With Success

 

Project Defense Questions:

Question 1: Why Did You Decide to Undertake This Particular Project Topic?

This project defense question will be troublesome which is beyond convincing the panel that you simply have done an applicable study. "What is that analysis issue?" It is likewise, which you should answer directly. The issue(s) raised and handle during the study ought to be clarified in-depth. Disclose that your mission to handle this drawback or disadvantage transformed into your motivation which powered the need to discover an answer for it. Endeavor not to state money related reasons or the need to graduate as an explanation as you will destroy the motivation behind the research.

Questions 2: What Motivates You On Your Research?

Questions two and three may seem to be comparable anyway respondents may uncover a little qualification. You'll be persuaded by expressing different disadvantages to begin this analysis. You'll be inspired by the need to add to the data pool inside the field and you'll even be persuaded by professional interest.

Question 3: Why Is the Drawback you’ve Got Tackled Valuable:

You should have the option to decide the issue being handled as important enough to warrant the direct of an educational examination concerning its goals.

Question 4: What's Your Analysis About?

This is frequently the essential project defense question that you will be asked. Well, this is frequently an area of educational logical research resistance technique that gets most students stifling for words not understanding what is expected is a condensed analysis in a couple of sentences utilizing your Abstract. It's the exact of the work and a higher comprehension of your abstract that is all you wish to ask past this commonly humiliating question.

Question 5: What Are The Aims, Questions, and Hypotheses?

Students shouldn't trouble much about being in-depth when answering this. It’d be re-asked during your Ph.D. defense.

Question 6: However Can This Study Contribute To The Body Of Knowledge?

This is a question that has not altered throughout the years. As of now, you're expected to legitimize how your study can expand the current data. Your methodology, discourse analysis, or any special model or abstract framework that was utilized as a part of the investigation ought should be stated and defended.

Question 7: What is the Importance of the Study?

Disclose your commitment to the present data pool. You should put forth a defense for the significance of your analysis. To respond to this question, you should present a defense for how and why the study can encourage the government to move toward the creation and advancement of arrangements.

Question 8: Did you connect any hole from your Study?

You should utilize your tutorial logical research to unwind the existing downside. Inspect present issues. At this stage, you need to layout the issues that your analysis was led to approach.

Question 9: What Limitations Did You Encounter?

This is another simple yet sensitive question. To address this question, you should be careful with words as you will trap yourself. Be adequately vigilant to not supply out yourself. Endeavor to not cite the imperatives in your information analysis techniques as this would deduce that your assessment can be one-sided or not well researched. Utilize simple and extra clear confinements simply like the issues you encountered connection addresses and task as critical limiting your investigation

Question 10: What Area unit are the main discoveries/Findings of this Research Analysis?

Quickly put forth a defense for the final result of your study. Please it's significant at this phase you simply connect the final result of your study to your analysis question to stay away from or turn out of the direction. Associate your findings to your analysis objectives/questions. this may build the board to successfully be continued.

Question 11: Do Your Findings Compare With Alternative Analysis During This Field?

Rundown your findings and rundown out the findings of an alternative that comes within the same field and highlight the gaps that your analysis serves to fill. put forth a defense for any way the findings of alternative analyzers exclusively serve to go with anyway not to invalidate your research.

Question 12: Treat And Justify Your Analysis Methodology.

To move beyond this piece of your instructional exercise analysis barrier, you need to have a sound data of your Chapter three. Put forth a defense for your analysis methodology and also the reason behind your alternative of that method. At this time your ability to justify your sample size and technique are extremely rewarded here.

Question 13: Why Opt For This Method?

You ought to have the option to at this stage put forth a defense for the explanations behind your alternative of methodology. If you’re aiming to defend your analysis then you’re undoubtedly aiming to defend your analysis methodology and this is often not as troublesome because it could appear, simply quotes studies wherever this methodology is utilized in the past to support the rationale behind your alternative of methodology.

Question 14: On arriving at Your Discoveries/Findings What Are Your Recommendations?

Proposals are fundamental in each study. You should manufacture proposals. However, I think if you’ve got survived the educational analysis defense method up to the purpose wherever you’re asked this question then you won’t have any drawback after you are asked to reveal your recommendations.

Question 15: What And Where Did You Get And Go Wrong?

Once more, you need to abstain from uncovering your risk. You’ll imply obvious mistakes like grammatical errors and typographies however don’t ever choose a hole in your methodology or statistics. Avoid exposing the weak points in your analysis.

Question 16: Supported Your Findings, What Areas Can You Recommend For Future Research?

At the point when you are asked this explicit tutorial scientific research defense question you ought to try and build suggestions for future researchers as an example if I researched on the challenges of automatic teller machine usage in the Federal Republic of Nigeria, decent space for future study could also be in electronic banking or purpose of sales systems.

The best gratitude to move beyond this, you regularly need to recognize the information gaps still existing inside the realm of your study. This information gaps should as of now be clear to you all through the analysis method.

Question 17: What Is The Practicality Of Your Research?

This question is regularly direct for science students and engineering students aside from the social researchers or the administration science students it’s going to be a small amount difficult as a result of their analysis area unit principally within the kind of abstracts.

Be that as it may, you should endeavor your best to be practical here. Use examples and illustrations which are relatable and relevant can score your smart purpose here.

Question 18: Would You Summarize Your Study To A Professional In An Exceedingly Few Sentences?

Here you should start with terminologies associated with your analysis, for example, what you are required to know to be knowledgeable of that field. Just outline the technical importance of your analysis. Your ability to give specific information from the findings can score you incredible marks here.

Question 19: What Would You Edit If You Were To Conduct The Study Again?

Some of the time such a tutorial research project defense question area unit requested to lure you into exposing the weaknesses in your research; the question is supposed to purpose you towards the weaknesses in your research thus please simply do a similar issue I asked you to try to in question six.

Question 20: What is Your Activity Instrument?

This instructional exercise logical project defense question is solely associate degree inquiry concerning your information assortment methodology for the study. Here you state if questionnaires were distributed or information was gotten from secondary sources.

Question 21: What Are Your Analysis Variables?

Here you should prevail upon the board members that you simply comprehend what you're talking concerning project topics and its defense. You wish to explain your independent and dependent variable(s) to prevail upon them that you just set your area unit on purpose. Your variables area unit gift in your project topic. You wish to detect these variables and understand their definitions likewise to be an expert in your defense.

Question 22: What Are Your Analysis Questions?

This shouldn't cause any test at all as your analysis queries area unit clearly declared in chapter one.

Question 23: What Do You Commit To Do Together With Your Scientific Research Once Graduation?

In the event that you propose to distribute your analysis or build some components of it out there to a web diary then this is regularly the half any place you'd notice at that. Proposing that you simply need to make your analysis out there on-line for future analysts or as an area of an internet publication is often an awfully spectacular plan.

Question 24: What Supply Of Knowledge Was Used For The Study?

Right now you must express the source(s) you purchased data from. Ordinarily, you must state whether data was gotten from primary or secondary supply or each. You'll extra prevail upon the board of trustees members by discoursing on the literature reviewed for the study-both theoretical and empirical.

Question 25: What Theories Or Theoretical Framework Is Your Study Primarily Based On?

Never pick your research project defense without information on a minimum of 2 relevant theories that relate to your study. For instance, the "effect of inspiration on workers profitability" are bolstered Maslow's Theory and elective speculations of inspiration.

On the off chance that you can not see important theories to keep a copy of your study, consult your supervisor to encourage or send America a mail permit us to interface you with a chase proficient.

Question 26: Would You Relate Your Findings To Existing Theories On The Study?

Presently this is an express project defense question. It is reasonable to analyze anyway your research relates to existing theories in your study. You ought to understand existing theories on the topic matter also as empirical studies too.. Your capacity to connect your findings to previous analysis studies (regardless of whether they concur or not) can go an all-encompassing way of securing your study.

Question 27: Has your intuition adjusted as a result of your research?

They need to comprehend what your initial opinion concerning the study was and that they are observant to find out if your opinion has adjusted over the span of the study. you’ve got to be terribly careful in respondent these queries as a result of you want to offer tangible reasons for any amendment in opinion and if care isn’t taking you will build your analysis appear obsolete by voice communication your opinion concerning the analysis modified throughout the course of the study. Be frightfully cautious once responding to such research or project defense question that will invalidate your research.

Question 28: What suggestions do you have for future research?

This research project defense question is asking you from areas that you are very well might have extra research on. This is regularly and basically done by distinctive problems around you that don’t seem to be however analyzed and highlight them out as stuffed with prospects for future research.

Question 29: What is The Scope Of The Study?

Express the limit line of the study quickly. This may be a date or earth science or each.

Question 30: What Question(S) Do You Have For The Committee?

Not a potential instructional tutorial logical research defense question in our Nigerian setting. This is frequently an opportunity to act together with your committee members and raise some constructive queries. Try not to raise senseless or too inconvenient findings in light of the fact that the objective should be to make the board members feel on the grounds that the "judges". It'll moreover go an all-encompassing way in indicating that you just area unit an amazing and guaranteed

Knowing and getting the topic is of embodiment. Care ought to be taken to know the rudiments of all of the issues which emerge in the issue and how to handle them. Having great relational abilities help as well. Be professional and abrupt when you ought to be.

What's your interpretation of this? We accept this article was intriguing right, if indeed, don't stop for a second utilizing our offer catch underneath to illuminate – companions and connection through Facebook, Twitter, or Google+

Above are the most effective project defense questions that you will be asked by the board members and below are the steps to defend your project effectively with colorful result

Project in all is an individual or community task, potentially associated with research or configuration work that is painstakingly arranged, usually by a project team to achieve a particular aim.

Right now, we will concentrate on eight significant angles on the most proficient method to defend a final year project effectively

1.Get Ready For Questions: If you are getting ready for questions that might be asked during your defense, at that point, your answers will stream easily and adequately. This will demonstrate your insight regarding the topics, and reinforcing your contention. Ask loved ones like friends and family, read your work for them to listen to your presentation, and record down questions. You might be lucky that the panel will ask you those you have just getting prepared on.

2. Solid Summary: Summarizing your parts will help keep your crowd centered in light of the fact that it is simple for a mind to drift, so giving summaries will ensure your panel will follow along, regardless of whether they lose focus for a brief moment. Visual associates, for example, graphs and power-point presentations can be useful. On the off chance that you are going to utilize these, ensure you will rehearse your presentation with them.

3. Be Bold in Your Project Work: Not knowing your point back to front will make you battle and eventually come up short with your project defense. You have to know the topic from each point to guarantee you are completely arranged for any question that may come to your direction.

4. Conclusion: Reinforce your findings to round up your defense. The finale of your presentation should concentrate on demonstrating the work that has been finished. You may need to recap on what has changed and stayed unchanged if it is necessary.

5 . Tune in or Listen: Before you get cautious or recount a specific answer, ensure you really understand the question being asked. Being a decent audience is significant quality, on the grounds that giving a mistaken or off-topic answer will likewise debilitate the legitimacy of your paper.

On the off chance that you don't have the foggiest idea about the appropriate response, answer that you don't have the data accessible to give an exact answer. Almost certainly, the panel knows the response to that specific inquiry you were being asked, thus they will realize that the one you are giving is a wrong answer. Likewise, you should not be shy in approaching or asking the panel for a question to be repeated on the off chance that you didn't get it well, this will assemble your trust in the way to deal with your reaction.

6. Do Adequate Research on Your Topic: Before defending your project, you should source for similar materials on your topic, center focus on how the problems were identified and addressed. Identify your keywords, variables, the background of the study, and also be able to explain in detail your abstract and conclusion off-hand before your defense date.

7. Know What Motivate You For Your Research Project: Most final year students in Nigeria defending their projects do not perform well since they neglect to distinguish their motives in their study. The inspiration for your project is most likely the principal answer to any question you might be asked in the defense hall or room.

Before a research project is attempted, there is normally an issue to understand. The craving to tackle that issue will turn into your motivation for the study. Try not to utilize the cash to look into without investing your effort, your energy to take care of an issue ought to be your motivation towards your study.

Inspiration for the study is the best to apply in addresses like "why attempt this study? Enlighten us regarding your work" so in the event that you were utilizing cash to compose your project, by what means will you inform the panel concerning your motivation towards your work?

8. Proficient or Professional Discussion on Your Project Topic: Make your friends and family your panel members, and defend before them. Advise them to reprimand and ask you various questions. With this small preparation, you will tune your mentality for what a defense hall will look like. You can likewise look for proficient or professional assistance before the defense date.

Here are a few tips that will help you on your defense day.

Rehearse with friends again and again before entry into the defense hall which we have already considered above. Develop good self-esteem and confidence.

Comport yourself well and for ladies don’t apply much makeup on your faces during your defense, when you are out of the hall you can make up as much as you want.

Editors Source: Most Project Defense Questions And Steps To Defend Your Project With Recordable Success

 

 

 

 

 

 

 

Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

 

Introduction:

 

A

the questionnaire is a strategy for gathering information whereby a respondent gives answers to a progression of questions given to him or her by a researcher or a research student.  And as straightforward or simple as it might appear or sound, most students still think that it's very hard to frame or design a decent research questionnaire for their research project works.

There are various methods of developing a decent questionnaire for research purposes; this relies upon the sort or type of final year project topic or project topics the student is working on it.

Although, each educational field of study has its own format for the design of its research questionnaires, at times this might not be an order from the school but the choice of the supervisor.

Before a research student will be able to develop a decent questionnaire properly he or she must first of all be able to understand his or her final year project topic or project topics properly, before deciding on the kind of questions he or she will like to ask his or her respondents.

A questionnaire is a strategy for gathering information whereby a respondent gives answers to a progression of questions and to build up a decent questionnaire that will gather the information you need takes effort and time. However, by adopting a step by step strategy to questionnaire development, you can think of a successful way to gather the information that will address your remarkable research question.

Questionnaire design is a multistage process that requires attention to many details at once. Designing the questionnaire is a bit complicated because the studies can ask about topics in varying degrees of detail, questions can be asked in different ways, and questions asked earlier in research may influence how people respond to later questions. Researchers also are often interested in measuring change over time and therefore must be attentive to how opinions or behaviors have been measured in prior studies.

Maybe the most important part of the research process is the development or creation of questions that accurately measure the opinions, experiences, and behaviors of the public. Accurate random sampling and high response rates will be wasted if the information gathered is built on a shaky foundation of ambiguous or biased questions. Creating good measures involves both writing good questions and organizing them to form the questionnaire.

The diagram below shows a clear and decent research process to follow when designing a decent questionnaire

Also, read: HOW TO WRITE CHAPTER THREE OF YOUR RESEARCH PROJECT (RESEARCH METHODOLOGY)

The model of the research process

Experiences and motivation: You may be given a title for a project or you may choose your own. Your own background and interests will help you determine the research question.

Literature review: It is very important to know what research has been done in your field so that you can ascertain the value of your contribution (your position in a conceptual framework). Knowledge of any gaps in the literature may guide you to the best research question for your study.

Strategies: Choose a strategy or strategies that will suit your research.

Data generation methods: You may be working from secondary data but most likely will need to gather data by one of these methods. Data analysis: Use qualitative or quantitative methods depending on the type of data collected.

Designing and administering questionnaires

Many students do projects that use a questionnaire survey to collect data. These must be carefully designed so that the data you collect is meaningful and can be analyzed.

This stage has to follow a careful plan of what your research question is and what hypothesis /hypotheses are you testing.

The control group in research

You may want to include a control group.

E.g. if you wanted to know the extent to which disabled children from a special school use computers you could survey a group of children of the same age from ordinary school as a control group.

Types of data

§  Surveys can collect written data (qualitative) and measurement data or preferences on a sliding scale (e.g.using the Likert scale).

§  These latter two categories of data are classed as quantitative data.

Questionnaires

§  Can be used in conjunction with interviews.

§  The interview can produce qualitative data.

§  The questionnaire can produce quantitative data.

The nature of qualitative research

§  Qualitative research uses non-probability sampling as it does not aim to produce a statistically significant result.

§  Qualitative research aims for breadth as well as depth.

Purposive sampling

Purposive sampling is often used in qualitative research. When using purposive non-random sampling the number interviewed is less important than the criteria used to select them.

Determine what you need to know

§  What exactly do you need to find out?

§  What type of question do you want to ask?

§  The more structured the question the easier it is to analyze.

§  Types of questions (from Bell (1993) p 76, after Youngman (1986))

Linking the survey questions to theory

If you decide to collect survey data via a questionnaire for your project then you need to be able to design the questionnaire with sound theoretical underpinning, a description, and justification of your choice of questions, a sampling strategy and descriptions of your participants, and the number surveyed. And additionally, you must also describe the procedure for collecting the data and consent and ethical considerations in dealing with your participants.

Determine:

§  What exactly do you need to find out?

§  What is your research question? This is a high-level question.

§  What are the hypotheses arising from the research question? You will collect data to answer these questions.

§  What type of question do you want to ask? The more precise and focused the question the easier it is to analyze.

Pros and cons of questionnaires

§  Pros

–Less cost and time

–Low cost to distribute especially online

–People like answering structured questions without much need for writing

§  Cons

–Social desirability in answering

–People may deliberately lie

Structured questions

§  List

–Select from a list you give them

§  Category

–Offer selected categories such as age categories e.g. 16-25, 26-35, etc

§  Ranking

–The respondent is asked to put something in rank order

§  Scale

–Scales are devices to elicit strength of feeling or attitude. A straightforward attitude scale is a Likert scale

Ambiguity, imprecision, and assumption

§  Words that appear common sense to you may have a totally different meaning to others

§  Be precise in your wording

§  E.g. you ask “What type of school does your child attend? And the respondent chooses from a list of types of school.

§  You have assumed that the mother has one child-but she may have several and at different levels of schooling (primary and secondary)

Also, read: HOW TO WRITE EFFECTIVE RESEARCH PROJECT ABSTRACT

Developing a questionnaire

Identify the goal of your questionnaire. What kind of information do you want to gather with your questionnaire? What is your main objective? Is a questionnaire the best way to go about collecting this information?

§  Come up with a research question. It can be one question or several, but this should be the focal point of your questionnaire.

§  Develop one or several hypotheses that you want to test. The questions that you include in your questionnaire should be aimed at systematically testing these hypotheses.

Choose your question type or types. Depending on the information you wish to gather, there are several possible types of questions to include on your questionnaire, each with unique pros and cons. Here are the types of commonly used questions on a questionnaire:

§  Dichotomous question: this is a question that will generally be a “yes/no” question, but may also be an “agree/disagree” question. It is the quickest and simplest question to analyze but is not a highly sensitive measure.

§  Open-ended questions: these questions allow the respondent to respond in their own words. They can be useful for gaining insight into the feelings of the respondent but can be a challenge when it comes to the analysis of data. It is recommended to use open-ended questions to address the issue of “why.”

§  Multiple choice questions: these questions consist of three or more mutually-exclusive categories and ask for a single answer or several answers. Multiple choice questions allow for easy analysis of results, but may not give the respondent the answer they want.

§  Rank-order (or ordinal) scale questions: this type of question asks your respondent to rank items or choose items in a particular order from a set. For example, it might ask your respondents to order five things from least to most important. These types of questions force discrimination among alternatives but do not address the issue of why the respondent made these discriminations.

§  Rating scale questions: these questions allow the respondent to assess a particular issue based on a given dimension. You can provide a scale that gives an equal number of positive and negative choices, for example, ranging from “strongly agree” to “strongly disagree.” These questions are very flexible, but also do not answer the question “why.”

Develop questions for your questionnaire. The questions that you develop for your questionnaire should be clear, concise, and direct. This will ensure that you get the best possible answers from your respondents.

§  Write questions that are succinct and simple. You should not be writing complex statements or using technical jargon, as it will only confuse your respondents and lead to incorrect responses.

§  Ask only one question at a time. This will help avoid confusion

§  Beware of asking for private or “sensitive” information. This can be something as simple as age or weight, or something as complex as past sexual history.

§  Asking questions such as these usually require you to anonymize or encrypt the demographic data you collect.

§  Determine if you will include an answer such as “I don’t know” or “Not applicable to me.” While these can give your respondents a way of not answering certain questions, providing these options can also lead to missing data, which can be problematic during data analysis.

§  Put the most important questions at the beginning of your questionnaire. This can help you gather important data even if you sense that your respondents may be becoming distracted by the end of the questionnaire.

Restrict the length of your questionnaire. Keep your questionnaire as short as possible. More people will be likely to answer a shorter questionnaire, so make sure you keep it as concise as possible while still collecting the necessary information. If you can make a questionnaire that only requires 5 questions, does it.

§  Only include questions that are directly useful to your research question. A questionnaire is not an opportunity to collect all kinds of information about your respondents.

§  Avoid asking redundant questions. This will frustrate those who is taking your questionnaire?

Identify your target demographic. Is there a certain group of people who you want to target with your questionnaire? If so, it is best to determine this before you begin to distribute your questionnaire.

§  Consider if you want your questionnaire to collect information from both men and women. Some studies will only survey one sex.

§  Determine whether you want your survey to collect information from both children and adults. Many surveys only target certain age ranges for which the questions are applicable.

§  Consider including a range of ages in your target demographic. For example, you can consider a young adult to be 18-29 years old, adults to be 30-54 years old, and mature adults to be 55+. Providing an age range will help you get more respondents than limiting yourself to a specific age.

§  Consider what else would make a person a target for your questionnaire. Do they need to drive a car? Do they need to have health insurance? Do they need to have a child under 3? Make sure you are very clear about this before you distribute your questionnaire.

Ensure you can protect privacy. Make your plan to protect respondents’ privacy before you begin writing your survey. This is a very important part of many research projects.

§  Consider an anonymous questionnaire. You may not want to ask for names on your questionnaire. This is one step you can take to prevent privacy, however, it is often possible to figure out a respondent’s identity using other demographic information (such as age, physical features, or zipcode).

§  Consider de-identifying the identity of your respondents. Give each questionnaire (and thus, each respondent) a unique number or word, and only refer to them using that new identifier. Shred any personal information that can be used to determine identity.

§  Remember that you do not need to collect much demographic information to be able to identify someone. People may be wary to provide this information, so you may get more respondents by asking less demographic questions (if it is possible for your questionnaire).

§  Make sure you destroy all identifying information after your study is complete.

Also, read: TRENDING PROJECT TOPICS FOR FINAL YEAR STUDENTS AT A GLANCE

Question-wording

§  Ambiguity

§  Avoid any ambiguity in meaning

§  Imprecision

§  Be precise when asking questions-think of the range of possible answers and be sure that your question will elicit the full range

§  Assumption

§  You bring to your questionnaire design your cultural values e.g. you cannot assume that everyone will be free on a Saturday to answer a survey –some religions worship on a Saturday.

Memory

§  Memory can play tricks.

§  If you ask about something that happened a long time ago like games played at school, a younger person would probably remember more than someone older.

§  It depends on why you want this question answered-if it is critical that you get as much data from the person as possible then perhaps provide a list of games they can choose from.

Leading questions

§  Do not ask leading questions.

§  These are usually subjective and often emotive and are guiding the respondent in one direction.

Double questions

§  Double questions should never be asked

§  Do you like apples and oranges?

§  Yes to one? Or both?

§  How do you analyze data from this question?

Appearance, layout, and length

§  Questionnaires should be typed or printed.

§  Instructions should be clear.

§  Spacing between questions helps the reader.

§  If you want a limited number of sheets –reduce the copy.

§  Keep all response boxes in line towards the right of the sheet.

§  Start with straightforward, easy-to-complete questions.

§  Be critical of your questionnaire.

Also, read: HOW TO DEVELOP EFFECTIVE AND UNIQUE PROJECT TOPICS