Fundamentals of Research

Fundamentals of Research
The Fiji Context
A Guide for Use in Forms 5, 6, and 7

in Fiji Secondary Schools
Curriculum Development Unit

Ministry of Education
2011
Fundamentals of Research 2
Preface
This first edition has been published particularly to be used as a guide for the teaching of
research for Forms 5, 6 and 7 in our Secondary Schools.
It has attempted to cover all vital areas which a researcher will need to consider when doing a
research. Thus it is expected that this book about research will be a source of inspiration and
fulfillment to all users.
While it is the first of its kind to be published for our schools, it is expected that further
amendments will be done on this book when positive suggestions and constructive views are
received.

Ministry of Education, Fiji.
acknowledgements
The following people are acknowledged for their assistance in making this publication possible:
• Professor Unaisi Nabobo Baba (University of Guam) for her valuable inputs when the idea
was conceptualized, the editing of the book, the pretesting, the piloting and the consultation
sessions held around the country.
• Dr Joe Veramu (UNDP) for his vital suggestions, editing of the first draft copy and assisting
in the consultations.
• Setoki Mataitoga (MOE) for his support and helpful advice during the consultations.
• Jeanette Francis (St Joseph Secondary School), the writer who really sacrificed a lot to
compile all the contributions including her own for this book.
• English Curriculum Workgroup for vetting the contents of the book enabling it to be
constructively contextualized as a classroom tool for teachers and students researchers.
• English Teachers Associations of Suva, Labasa and Tailevu North for recommending
adjustments to the contents to suit the classroom contexts of our secondary schools.
• This edition has been made possible through the support and the guidance provided by the
Senior Education Officer Secondary English, Mr Joeli Naleca.
To all of you, a big vinaka vakalevu, dhanyavaad, shukriyah and faiakseia.

Ministry of Education, Fiji.
table of contents
Introduction 6
Objectives of the Research Bookle 7
Why do Research? 8
Chapter 1: What is Research? 8
1.2 The Research Process 9
1.3 Detailed Steps in the Research Process 12
Chapter 2: Research Framework 21
Chapter 3: Research Ethics 24
3.1 What is Research Ethics? 24
3.2 Other Considerations……………………………………………………………………………….
3.3 The Research Field Site…………………………………………………………………………….
Chapter 4: The Research Topic……………………………………………………………………………
4.1 Selecting a Research Topic………………………………………………………………………..
4.2 Literature Review……………………………………………………………………………………..
4.3 Why Review Literature?................................................................................
4.4 How to Formulate Research Questions……………………………………………………..
4.5 The Research Proposal……………………………………………………………………………..
Chapter 5: Qualitative Research Approaches……………………………………………………
5.1 Qualitative Research……………………………………………………………………………….
5.2 Data Gathering Tools……………………………………………………………………………….
5.3 Reliability and Validity………………………………………………………………………………
5.4 Data Analysis Processes……………………………………………………………………………
5.5 Qualitative Research Report……………………………………………………………………
Chapter 6: Quantitative Research Approaches…………………………………………………
6.1 Quantitative Approach……………………………………………………………………………
6.2 Data Analysis………………………………………………………………………………………….
6.3 Quantitative Research Report………………………………………………………………..
Chapter 7: Bibliography and Referencing…………………………………………………………
7.1 Plagiarism……………………………………………………………………………………………..
7.2 Referencing…………………………………………………………………………………………..
7.3 Personal Communication………………………………………………………………………
7.4 Which Referencing Style Should I use?.....................................................
Appendix………………………………………………………………………………………………………..
Appendix 1 Form 6 and 7 Project Format……………………………………………………
Appendix 2 Vanua Research Framework…………………………………………………….
Appendix 3 Sixth Form Projects Marking Criteria……………………………………….
Appendix 4 Seventh Form Projects Marking Criteria………………………………….
Appendix 5 Sample Capture Sheet……………………………………………………………..
Appendix 6 Sample FSLC Research Project…………………………………………………
Appendix 7 Sample FSFE Research Project…………………………………………………
Glossary of Terms……………………………………………………………………………………………
References………………………………………………………………………………………………………
Bibliography………………………………………………………………………………………………….
IntrodUctIon
This text book on the fundamentals of research

senIor level
shall be the guideline for the teaching of research
work in Fiji Secondary Schools at the forms 5 to 7
Project gUIde
levels.
The project is worth 20% of the FSLC
n
The format that is outlined in this text is and the FSFE national examination.
standardized to encompass all students’ research This guide can also be utilized in
n
projects in the English subject, (however it can the various subject areas.
also be used in other high school subjects). In
this context, this guide should be used to assist
students in their research work and presentation
which is worth 20% of their external examination
marks in the Fiji School Leaving Certificate
Examination (FSLCE) and the Fiji Seventh Form
Examination (FSFE).
objectIves of the research booklet
The term RESEARCH means finding answers to certain problem(s). It can

PREPARATIon: also mean to explore or find out an issue that is of interest to the researcher.
Teachers MUST It is appreciated that students do research as part of an academic exercise
prepare students to gain personal proficiency in research skills. Students’ research projects
mentally for are assessed and the grading they receive is part of their overall assessment
research work in the subject in which the research is undertaken.
because it can be
challenging. They This text book is primarily concerned with the fundamentals of research to
must be ready enable students to complete their research projects. It emphasizes that this
to support and process is more than just an academic exercise to enable students to achieve
nurture students pass grades in their project assessments.
in the process of
researching. Students and their research teachers are expected to learn from the findings
(Thebeginning to of this research project. This can be done through class seminars where
the end of their important findings are shared or even presented in a staff meeting at school.
research projects.) Where opportunities arise, the school-based community can be invited to a
seminar where the best research projects can be presented to them.
The research project also provides the opportunity to inculcate values such
as confidence, interpersonal communication skills, library and internet
research skills, cultural etiquette (in engaging the target group(s) under
study) and other social and educational skills.
Teachers need to help students to have a good understanding of the

Students need following realities of research:
all the support
they can get from n Initial Enthusiasm: this may diminish especially if the researcher is not making
teachers and any progress or spends too long at a certain level.
parents/guardians.
n Isolation: this is caused by lack of support and disappointment at the slow pace
of work or its quality.
n Increasing Interest: it happens when everything is progressing well and the
researcher’s confidence is boosted.
n Boredom: this occurs halfway through when a researcher feels stuck or is ‘up
against a brick wall’.
n Frustration: this occurs when the researcher wants to explore new areas but
cannot deviate.
why do research?
Research begins with the identification of a problem or an issue.
To critically question (critique), explore issues of interest and challenge familiar situations in order
to find better ways to address them. Research begins with the identification of a problem or an
issue. A research (or topic) can be prepared when we assume that a problem exists or an issue needs
to be addressed. We then ask questions on the topic of interest and usually have possible answers
(assumptions) for its existence. Then we carry out the research project to find out more about the
problem/issue and whether our assumptions are valid. We also provide recommendations about how
the issue can be solved or addressed.
A research (or topic) can be prepared when we assume that a problem exists or an issue
needs to be highlighted.
chaPter 1: what Is research?
1.2 The Research Process

Research is essentially about finding answers to a problem. It can also mean to explore or find out
an issue that is of interest to the researcher. It is systematic and involves identifying the problem/
issue and formulating a topic. From the topic, we ask questions. At this point we will need to make
decisions about how to collect data (identifying and gathering the much needed information),
analyzing it and then suggesting solution(s) or ways of alleviating the problem or addressing the issue.
The research conclusions are then drawn and recommendations made.
HERE IS AN OUTLINE OF THE RESEARCH PROCESS (In STEPS).

STEP 1:
Formulate the Topic
It is assumed that a research problem/issue has already being identified and has been formulated into
a topic statement.
STEP 2:
Introduction to the Research Project
Give background information on why you chose this particular topic. (Where possible also provide
information on the context of the research.
You will also need to provide the:

n research aim/thesis
n objectives and
n research question
Literature Review—A minimum of 3 sources of which at least one book is compulsory.
nB: Thesis Statement for Form 7.
what Is research?
STEP 3:
Choosing the Appropriate Methodology
The process of gathering and analyzing information on the research project.
STEP 4:
Data Analysis and Discussion
Information, called data, which you collect as part of the research project needs to be discussed
and analyzed in terms of how they explain the causes of the research problem(s) or issue and your
perceptions of how this can be solved or addressed.
STEP 5:
Writing the Conclusion and Recommendations
The recommendations (1-3) on how the research problems can be alleviated or solved.
The conclusion provides a brief summary of your research, and whether the research questions were
answered or thesis statement met.
STEP 6:
Preparing the References
This refers to all sources of information that you used in the research project. Students are allowed to
use any style, [preferably the APA which is provided in this guide] of referencing as long as he/she is
consistent.
STEP 7:
Including the Appendices
This refers to additional information that provides further dimensions and understanding to your
research project, that is, a copy of the blank questionnaire/ interview questions.
It should be noted that all pictures (if any) for a research project must be integrated into the research and not put
in the Appendix Section. A maximum of only 5 original pictures or illustrations with sources and captions are
allowed for each research project.
what Is research?
What is Research?
StepsÊ GuidelineÊ ContentÊ

1Ê Formulate the TopicÊ Be specific; narrow the topic to a local
area of study.Ê
2Ê Introduction to the Research ProjectÊ Definitions of key concepts of the
study, the background of study, a
brief overview of the topic, reasons
for conducting the research and may
include relevant quotes.Ê
Either add limitations here or at the
beginning of the Results section.Ê
Literature ReviewÊ Relevant secondary sources. It can
also be included in the Introduction
and other relevant sub-topics, except
the Conclusion.Ê
3Ê Choosing the appropriate Must include a detailed description of
MethodologyÊ both Primary and Secondary sources.
(Problems encountered are not to be
included.)Ê
4Ê ResultsÊ Refer to the formulated questions to
devise sub-topics. Use the following
styles in the write-up (expository,
Data Analysis and DiscussionÊ analytical, critical, descriptive and
report). Photographs (max. 5),
graphs, tables, diagrams, etc used
must be properly referenced).Ê
Ê Ê Have a leading statement before
5Ê Writing RecommendationsÊ recommendations are listed. Listing
is applicable to 5 points or more
otherwise write in paragraphs.Ê
Recommendation can either be on its
own or embedded in the discussion.Ê
ConclusionÊ A paragraph – discussion of sub-
conclusions into a neat conclusion.
No new points.Ê
6Ê Preparing the ReferencesÊ List all sources used in alphabetical
order with the exception of personal
interviews.Ê
7Ê Including the AppendicesÊ Sample blank questionnaireÊ
(no pictures)Ê
Refer
Refer to appendix 1 for to appendix 1 for format.Ê Ê
format.
what Is research?
1.3 Detailed Steps in the Research Process

STEP 1:
Formulate the Topic
The first task in preparing a research project is to come up with a problem/issue that can be
researched. The problem/issue needs to be chosen after some initial observations and scrutiny of
available sources of information in the library, periodicals, internet or other sources. If there is
not enough information on this research problem, the student may need to explore other topics. If
students merely choose topics for which there is insufficient information or for which collecting data
from target groups may prove difficult, they may become frustrated and come back to the teacher a
couple of weeks later requesting to choose another topic.
REFER To THE SAMPLE BELoW
SAMPLE 1
Research Topic:
FooD In BoARDInG SCHooLS – THE CASE oF VITI HIGH SCHooL
Main Concepts
Types of food consumed in boarding schools
Food groups and nutritional values
Food quality
Boarding Schools and types of food provided
(If there is insufficient information on these concepts on Fiji, look at similar examples
from other countries, in the Pacific or even New Zealand, Australia and other developing
countries.)
The number of references for both concepts can be limited to 2 per concept. These should be
sourced from journals, texts, newspapers, and the web.
Be careful with your sources from the net – blogged opinions should not be used. In
addition, the use of Wikipedia quotes should be limited to 3 only.)
what Is research?
A note to teachers
Not all schools are well resourced. Thus, schools are encouraged to subscribe to local
newspapers or periodicals for their libraries. Teachers should assist in gathering resources and
placing these in the library for their students. Students who do not have access to PCs may
submit hand-written projects.
STEP 2:
Introduction to Your Research Project
a. Introduction- Write a brief background of the topic – look at the pieces of literature – (5 to 10
sources – this number will depend on how wide or specific your research topic is.)
b. Background: 3 – 4 subtitles from the literature review – book chapter, journal, newspaper,
internet articles, magazines, etc.
c. Research aim: Here we are going to rephrase the topic to be in a statement form – a goal, For
example: “This study deals with ….and…
e.g.: This study will examine food quality in Fiji especially the food quality at Viti High School.
Thesis statement: an argumentation of a situation before proof. It does not necessarily have to
start with “That…”. Please take note that the thesis statement can be only in a few sentences, one
paragraph or half a page.
d. Objectives: There may be 3 or 4. Imperative Verbs should be used such as…”This study will:
identify, document, examine, analyze, make recommendations, etc.”
For example: From the aim I have derived 3 objectives. They are to:
n Document the quality of food offered in the school‟s dining hall;
n Identify the types of food provided during meal times;
n Examine the challenges faced by the school in providing nutritious meals; and
n Recommend to the Ministry of Education any alternatives to be offered during meal times.
what Is research?
e. Research questions: The research questions are the objectives written in question form. (These
questions will be detailed later in the individual questionnaires, focus group questions, and
interview queries. Samples of these will appear in the appendices section of the research report,
refer to appendix 6.)
For example:
Are you satisfied with the quality of food that is provided?
What are the types of food offered during meal times?
What are some of the challenges faced by the school in providing nutritious meals?
What are some of the recommendations which you would want to make to the school and/or to
the Ministry of Education?
(Please note the link between the research topic, the objectives, the research questions
and the sub-headings of the research report. This will be closely scrutinized during
moderation.)
f. Literature Review: Here the researcher peruses past studies on the topic. He/She may look into
other readings regarding the topic as well.
STEP 3:
Choosing the Appropriate Methodology
Once the research topic is chosen, there is a need to consider the available resources: statistics, survey
figures, diagrams, maps, views from target groups. Then, jot down a list of sources (newspapers,
periodicals, books, the web, interview with individuals or target groups etc.), once a decision on the
types of information required is made. Please note that the sentence construction should be in passive
voice. (E.g. Twenty questionnaires were distributed randomly to the boarders of Viti High School.)
There are 5 research paradigms. At one time, only scientific research using the 5 senses and numbers
(number crunching – using percentages, mean, median, standard deviation, mode, etc.) was the way
researches were conducted. However, today that has changed.
resources: statistics, survey figures, diagrams, maps, views from target groups.
Then, jot down a list of sources (newspapers, periodicals, books, the web,
interview with individuals or target groups etc.), once a decision on the types of
information required is made. Please note that the sentence construction should
be in passive voice. (E.g. Twenty questionnaires were distributed randomly to
the boarders of Viti High School.)
what Is research?
Google Image (5/2011)
There are 5 research paradigms. At one time, only scientific research using the 5
senses and numbers (number crunching – using percentages, mean, median,
standard deviation, mode, etc.) was the way researches were conducted.
However, today that has changed.
Paradigms, Methodology and Tools
This table providesParadigms,
the five research paradigms
Methodology and Toolsand methodology used in various kinds of research
This table provides the five research paradigms and methodology used in various
and the tools of accessing information.
kinds of research and the tools of accessing information.
5 ParadigmsÊ Methodology (main Methods/toolsÊ

area of work)Ê
Scientific – quantitative -Survey,Ê -QuestionnaireÊ
approachesÊ -correlation studyÊ Ê
Ê
Interpretive (humanistic - ethnographyÊ - Oral history – storyÊ
qualitative approach 1)Ê - historical - document, libraryÊ
PhenomenologyÊ (archive)Ê
- heuristic*Ê - interviewsÊ
- case studyÊ Talanoa – unstructuredÊ
- Evaluation researchÊ semi structuredÊ
Ê structuredÊ
Interpretive (humanistic - ethnographyÊ - Oral history – storyÊ
qualitative approach 2)Ê - historicalÊ document, libraryÊ
- PhenomenologyÊ (archive)Ê
- heuristicÊ - interviewsÊ
- case studyÊ Talanoa – unstructuredÊ
- Evaluation researchÊ Semi structuredÊ
What is Research? Ê structuredÊ
Ê
Ê Radical approachÊ Case study survey/Text InterviewÊ

NOTE:Ê TheÊ
lastÊ 3Ê Ê Ê Ê Ê Ê analysisÊ
paradigmsÊ
areÊ notÊ easyÊ
butÊ Ê Ê Ê Ê Ê Ê Ê Ê Ê Ê Post colonialistÊ Marginalized (e.g. Gay, Ê
necessaryÊ inÊ discriminatory.)Ê
orderÊ toÊ Ê Ê Ê Ê
allowÊ theÊ Indigenous researchÊ Kaupapa Maori ResearchÊ Ê
countryÊ toÊ
develop.Ê
Grant, B.
Grant, B. &
&Gidding,
Gidding,L.S
L.S(2002)
(2002)
Ê
TheÊ RadicalÊ ParadigmÊ isÊ oneÊ thatÊ tacklesÊ withÊ topicsÊ thatÊ necessitatesÊ aÊ socialÊ
noTE: The lastchange,Ê
3 paradigms
suchÊ asÊ theÊare not easy
FijiÊ Womenÿ butCentreÊ
sÊ CrisisÊ necessary in order
tryingÊ toÊ bringÊ to allow
aboutÊ changeÊ ofÊ the country
to develop. womenÿ sÊ socialÊ statusÊ etc.Ê Ê
TheÊ Post-ColonialistÊ ParadigmÊ looksÊ atÊ anythingÊ thatÊ rigsÊ ofÊ whiteÊ hegemony,Ê thatÊ is,Ê
marginalizedÊ orÊ discriminatedÊ groups.Ê Ê
The Radical Paradigm TheÊ IndigenousÊ
is one that ParadigmÊ avoidsÊ exploitationÊ
is associated ofÊ indigenousÊ
with topics that ideas/lifestyle;Ê
necessitatesitÊ maintainsÊ
a social change, such as
culturalÊ protocol.Ê Ê ItÊ focusesÊ onÊ culturalÊ knowledgeÊ andÊ whoÊ ownsÊ it.Ê Ê ForÊ theÊ caseÊ ofÊ
the Fiji Women’s Crisis Fiji,Ê weÊCentre
canÊ useÊ trying toParadigm.Ê
theÊ VanuaÊ bring about change of women’s social status etc.
Ê
The Post-Colonialist Paradigm
Types of Researchlooks Ê Ê atÊ anything
Ê that rigs of white hegemony, that is, marginalized
or discriminated groups. Ê
Google Images (05/2011)Ê
Field Research (primary): The researcher actually goes out into the field to
The Indigenous Paradigm avoids exploitation of indigenous ideas/lifestyle; it maintains cultural
conduct research through interviews, observations, participation, talanoa or any
protocol. It focuses other method. knowledge and who owns it. For the case of Fiji, we can use the
on cultural
Vanua Paradigm. ÊÊ Ê
Ê
Ê
ÊÊÊÊÊÊÊÊ
Ê Ê Ê Ê Google Images (05/2011)Ê Ê
Action Research: (primary) also referred to as „problem solving research‟. The
researcher may want to gain some knowledge about an issue. For example, a
teacher may do an action research to find out why students are often late to
school. Sometimes, assumptions are made even before the research is under-
what Is research? tyPes of research
Field Research (primary): The researcher actually goes out into the field to conduct research
through interviews, observations, participation, talanoa or any other method.
Action Research: (primary) also referred to as”problem solving research‟. The researcher may want
to gain some knowledge about an issue. For example, a teacher may do an action research to find out
why students are often late to school. Sometimes, assumptions are made even before the research is
under-taken. These are the hypotheses of the research – to be proved or disproved at the end of the
research.
Library Research (secondary): The researcher does this research in the library scrutinizing
relevant documents concerning the research topic.
Electronic Research (secondary): The researcher browses through the internet in order to access
documents linked to his research topic.
Laboratory Research (primary/secondary): This is more a scientific kind of research based on
clinical tests.
Please note the following points about primary and secondary research
Primary data is that which is collected directly from sources in the field – interviews, etc. It is
primary since you will be the first person to document it (ORIGINAL).
Secondary data is that which is sourced from published sources – internet, books, magazines,
newspapers, etc.
STEP 4:
Doing Data Analysis and Discussion
Data analysis usually involves three steps:
a. organizing the data that has been collected. This involves checking the data for accuracy,
entering the data into your MS Word File, project book (if the project is being handwritten),
changing the data, and developing a structure that will help you answer your research questions.
what Is research?
b. Describing the data. The student researcher describes the basic features of the data in her /
his research project. If it is a qualitative study, then the description will be a narration describing
outcomes of interviews, literature review and other aspects of the data that has been collected.
If it is a quantitative study, then descriptive statistics or simple graphics of findings will need to
be shown. (Students may also integrate aspects of the two in their research projects.)
c. Proving whether the assumption, aim or thesis statement has been proved correct or not.
Here educated guesses are made of what the target population thinks from the statistics or survey
data that we have collected from our sample (usually 10% of the total) Web Centre for Social
Research Methods (2010).
STEP 5:
Writing the Conclusion and Recommendations
The conclusion summarizes the main points of the research project. It includes what was done in the
research and its‟ findings. An explanation to the findings must be given. It must address or answer the
aim, objectives and questions of the researched topic. If it cannot, then the research is incomplete.
Recommendations: What actions should be taken to solve or alleviate the problem/address the issue
based on the data? Recommendations should be based on research findings. Avoid the temptation to
present recommendations based on personal beliefs or biases that are not specifically supported by
analyzed data (Walonick, 2010).
what Is research?
STEP 6:
Preparing the References
THIS IS A QUICK GUIDE TO THE APA REFERENCING
STYLE (6TH EDITION)
The American Psychological Association reference style uses the Author-Date format.
When quoting directly or indirectly from a source, the source must be acknowledged in the text
by author‟s surname, and year of publication. If quoting directly, a location reference such as page
number(s) or paragraph number is also required.
Direct quotation – use quotation marks around the quote and include page numbers
E.g. Samovar and Porter (1997) point out that “language involves attaching meaning to symbols.
Alternatively, “Language involves attaching meaning to symbols” (Samovar & Porter, 1997, p.188)
Indirect quotation/paraphrasing – no quotation marks
E.g. Attaching meaning to symbols is considered to be the origin of written language (Samovar &
Porter, 1997).
n.B. Page numbers are optional when paraphrasing, although it is useful to include
them. (Publication Manual, p. 171).
Citations from a secondary source

E.g. As Hall (1977) asserts, “culture also defines boundaries of different groups” (as cited in
Samovar and Porter, 1997, p. 14).
what Is research?
What is Research?
Citations from a secondary source

E.g. As Hall (1977) asserts, “culture also defines boundaries of different
STEPgroups”
7: (as cited in
Samovar and Porter, 1997, p. 14).
Including the Appendices
Step 7: Including the Appendices
Appendices
Appendicesareare“add-ons”
“add-ons” to to research
researchpapers.
papers. They
They maymay include
include samples
samples of of questionnaires and
otherquestionnaires
research methods
and otherused in the
research study.used
methods They maystudy.
in the also They
include
may very
also detailed data that would be
include very detailed data that would be cumbersome to put in the body of the
cumbersome to put
research report in the body of the research report or project.
or project.
However, please take note of step 7 (on the appendices) on page 5.

A Suggested Time Line for research work
Guideline Due DatesÊ
Ê
StepsÊ ActivityÊ FSLCÊ FSFEÊ
Acceptable
font size. 1Ê Formulating the topicÊ Term 1: Week 2-4Ê Term 1: Week 3-4Ê
Ê
For content: 2Ê Introduction to the Research ProjectÊ Term 1: Week 5-7Ê Term 1: Week 5-6Ê
Ê
12 -Tahoma;
3Ê Choosing the appropriate Term 1: Week 8 - Term 1: Week 7-8Ê
14 -Times methodologyÊ 12Ê
New Ro-
4Ê Doing data analysis and discussionÊ Term 2: Week 2-5Ê Ê
man / Comic
Ê Term 1: Week 9 –
sans / Book
5Ê Writing the conclusion and Term 2: Week 6-8Ê Term 2: Week 3Ê
Antique .
recommendationsÊ
For Head- 6Ê Preparing the referencesÊ Term 2: Week 9Ê
ings and Sub
-headings: 7Ê Including the appendicesÊ Term 2: Week 10Ê
14-18, again Draft 1Ê Term 2: Week 11Ê Term 2: Week 3Ê

any from the Ê
above. Draft 2Ê Term 3: Week 2Ê Ê
Ê
FinalÊ Term 3: Week 6-8Ê Term 2: Week 7Ê
Ê
Ê 31st March of 31st July of the
DUE TO CDUÊ the following same year.Ê
year.Ê Ê
Teachers are advised to prepare their own detailed timelines to monitor students’ research progress.
NOTE: PLEASE COMPLY WITH THE CDU DUE DATES TO AVOID
PENALTIES.
Acceptable font size.
For content:
12 -Tahoma; 14 -Times New Roman / Comic sans / Book Antique .
Ê For Headings and Subheadings:
14-18, again any from the above.
note: Please comply with the CDU due date to avoid penalties.
chaPter 2:
research
framework
2.1 research framework
This framework is a guideline that will guide students in the steps they take while working on their
research projects.
Many students especially in rural and peri–urban settings (although this does not preclude urban
students in towns and cities) may consider using their school-based communities as subjects for their
research assignments. The aim of this chapter on the vanua research framework is to provide a guide
on cultural protocol, etiquette and procedures that need to be followed when engaging with local
communities.
Initially the school will send out a letter to parents and other important stakeholders in the
community explaining that students will be working on their research projects as part of the academic
program of study. The letter will also explain that as part of the research process, students will go out
to the public on data collection, through interviews, questionnaires and other methods.
Students wishing to engage with any section of the community will initially provide a letter of
explanation to their target groups. Should this be accepted, students can then follow up by gathering
information through questionnaires, interviews, focus group discussions and other research methods.
In Fijian communities, students will need to be guided by the cultural protocol outlined in the vanua
framework matrix (Appendix 2)
It is important that teachers also brief students on interpersonal communication skills of approaching
adults or research subjects.
In a fact, a research framework simply refers to a guideline which acts like a mind map for the
student researcher. It directs her/him in the process of doing the study. The research is guided by
some idea or thinking called framing. The framing defines the way the process takes place.
Please refer to Appendix 2 for the Vanua Framework.
2.3 Table 1: Main Research ApproachesÊ
Qualitative – used by researchers who are Quantitative- used by researchers who are
interested in people’s views. interested in generalizing – e.g. population.
Ê Ê
As a method we may use interviews.Ê As a method we may use questionnaires
(survey).Ê
AssumptionsÊ AssumptionsÊ
Reality is socially constructed. Facts and data have an objective reality.
Ê Ê
Difficult to measure Can be measured and identified.
Ê Ê
Events viewed from the informants’ Events viewed from outsider’s perspective.Ê
perspective.
Ê
PurposeÊ PurposeÊ
Interpretation Prediction
Ê Ê
Contextualization Generalization
Ê Ê
Understanding the perspectives of others.Ê Casual explanationÊ
MethodÊ MethodÊ
Data collection using participant’s observa- Testing and measuring
tion, unstructured interviews, etc. Ê
Ê Begins with hypothesis.
Concludes with hypothesis. Ê
Ê Statistical reporting.Ê
Descriptive write-up.
Ê
Role of ResearcherÊ Role of ResearcherÊ
Researcher as instrument. Researcher applies formal instruments.
Ê Ê
Personal involvement.Ê Detached.Ê
StrengthsÊ StrengthsÊ
Accessible to practitioners. Controlled through sampling and design.
Ê Ê
Of viable alternative.Ê Deductive approach & quantitative data
permits statistical analysis.Ê
LimitationsÊ LimitationsÊ
Validity & reliability often criticized.Ê Degrades peoples’ ability to think.
Ê
Assumes that facts are true in all situations.Ê
Burns (2000)
Burns (2000)
chaPter 3:
research
ethIcs
research ethIcs
Research ethics deals with applying moral rules and professional codes of conduct to the collection,
analysis, reporting, and publication of information about research subjects. Teachers and students
must accept that research subjects have the right to privacy, confidentiality, and must be told very
clearly why they are being interviewed so they can agree or not agree to it. This is called CONSENT.
If their consent is given, the researcher must use the data ONLY for the purpose of what the
researched understands it to be. Research ethics is especially important in case studies or studies of
small samples where participant observation is being applied (Marshall, 2010).
Ethics refers to the standards of doing things right or in a correct manner. There are universal ethics
as well as culture specific ethics. A very important factor of ethics is Respect.
aadar (vakarokoroko / veidokai) payaar (loloma),parrasparik (veirokorokovi), namrata (yalo malua,

yalo malumalumu), pratibadhata (yalo dina), etc. These are values that a researcher must practise
when doing a research. As a result, a cordial relationship is forged between the researcher and the
respondents leading to easy access and to accurate / relevant data. In fact, the researcher must be
ethical in behavior, speech, dress code and body language.
NB: It is advisable for the researcher to report his findings and observations back
to his respondents. This can probably be done by giving a copy of the final project.
(This is a common practice at tertiary level.)
3.2 other consIderatIons
n The researcher must appreciate that it is up to the individual to participate in the research or not.
n Consent must be sought for all respondents due to the risks involved. The researcher must get
parental consent for young children (teachers are to use their discretion in defining young based
on the student’s research topic), who are also respondents in the research study because there are
also risks involved.
n All information gathered from respondents must be kept confidential.
n Anonymity: respondents are not to be revealed when the research work is completed. They can
however be revealed if they give their consent.
n The researcher must be honest in all dealings during the study.
n The researcher must acknowledge ethics acceptable to the research site.
3.3 the research fIeld sIte
This refers to the place where the respondents are located - where the researcher is going to do his/
her research. It could be the classroom, the school, the village, the local community, an organization,
etc - wherever the respondents are.
3.3.1 gaInIng access to the research fIeld sIte
Respondents must first agree to be part of the study. They could even be made to sign a letter of
consent to be interviewed or observed.
Please remember, in some contexts, for example in a village, the letter may need to be written in the
vernacular language of the respondents (even in the local dialect if possible)
chaPter 4:
the
research
toPIc
4.1 selectIng a research toPIc
One normally does research in one’s field of interest. Conducting a research assignment is a well-
planned process, so one must not rush through selecting a topic. One needs to think wisely about the
topic, the kinds of information that are currently available, the availability of respondents and other
considerations before one finally decides to research a particular issue.
There are many topics to do research on. A student may have an interest in finance, sports,
agriculture, health, religion, environment, culture, business, etc. This interest can be the basis of a
research project.
One must make sure to choose a topic that s/he finds interesting. This will ensure that the topic will
not be abandoned for another when the research is in progress.
The research topic preferably a localized one has to be specific and doable.
For example:
Instead of choosing a topic such as;
“Poor Quality Foods in Fiji Boarding Schools”
one can be more specific and say:
“Food Quality in Boarding Schools in Fiji: A Case Study of Viti High School”.
Once the research topic is finalized, the researcher will need to formulate questions based on the topic
using the guide given below:
WHAT?
WHEn?
WHICH?
WHY? and
HoW?
These questions will guide the researcher in the process.
4.1 selectIng a research toPIc
For example,
If student X is interested in the benefits of sports, his / her research question may be framed as
follows:
“How has rugby helped to improve the lives of youths in Matana Village?”.
Students must justify why they selected a particular topic in the Introduction of the research
report.
If a researcher is to carry out a research based on a given theme, s/he must ensure that the topic
selected is related to the theme.
For a student researcher, the teacher must first approve the research topic before s/he proceeds to the
next level.
The student may also need to carefully consider the research field / site since the findings will only
apply to the particular research field in which the study will be carried out.
In some cases, generalizations may be made out of one’s findings, such as selecting 10
respondents from a given area. The results from these respondents can be assumed
to represent the ideas of the whole population in that area.
4.2 lIteratUre revIew (secondary research)

nB: The discussion must be presented in the passive construction.
Literature review is a necessary component of a research study.

It involves the researcher spending time studying research articles, reports, newspaper clippings,
electronic sources and personally communicated information (pers. Com. Sources) which have some
relevance to the research topic. From these, the researcher identifies frameworks, definitions and
methodologies that can be used in the study.
Literature review is often referred to as Secondary Research.
The researcher needs to collect and organize evidence and look for any relationship between known
facts and their implications.
4.2.1 why revIew lIteratUre?

n To help identify a framework that can guide the research study.
n To identify definitions of the key terms from the research topic.
n To identify the appropriate methodology and research tools to be used such as interviews,
questionnaires, observations, etc. This methodology helps in selecting the best research tools for
data gathering.
4.2.2 how to formUlate research QUestIons?
Whether an informant is interviewed or is answering a questionnaire, research questions must not

deviate from the aims / objectives of the research.
Once the research questions are formulated, a decision will have to be made on whether the
qualitative or the quantitative approach will be used. Depending on the research questions, the
researcher will have to decide which approach is appropriate to use to gather accurate and relevant
information.
Researches based on the Scientific and Mathematic fields often use the quantitative approach.
Researches in Social Sciences and the Arts tend to use qualitative approaches. It is also acceptable for
one to use both approaches (a mixed-method approach).
4.2.3 the research ProPosal
A research proposal discusses the steps a student researcher will follow.
High School students will need to prepare their research proposals first. This has to be
submitted to the teacher who will vet it and may make suggestions for improvements.
once the outstanding issues are resolved and revisions to the proposals are undertaken
satisfactorily, the students (with the concurrence of the teacher) may commence with their
research projects.
Below is a general outline for research proposals but the italised items are ex-pected to be given in the
Form 5 to Form 7 level.
Topic
Aim(s) (Form 5)/ Thesis (Form 7)
Objectives
Questions (based on the objectives)
Defining the Research Issue
Literature Review
Methodology (Approaches)
Time frame
Presentation of Results & Discussion
Conclusion
Recommendations
References (at least 3)
Glossary of Study (usually at tertiary level)
Appendices
n Topic - The main focus of the research.

n Aim(s) – The researcher’s goal – what the researcher expects to find/ prove/ disprove at the end of
the research.
n objectives – The objectives detail the aim.
n Questions – The questions reflect the objectives closely – the questions are the objectives in
question form.
the research ProPosal
n Defining the Research Problem/Issue

If it is a qualitative research, the research problem/issue should be worded as a research question, but
if it is to be a quantitative research, then there should be a thesis. If both approaches are used, then
think of the primary goal of the research and one’s theoretical perspective.
A key research question must precede the sub-research questions that clarify the key areas to be
explored in your research.
For example:
Topic: “Food Quality in Boarding Schools in Fiji: A Case Study of Viti High School”.
Research question: What are some of the challenges faced by the school in providing
nutritious meals?
Sub-research questions: Does the school have its own garden/farm?
n Rationale/Significance of Research
This section should place the research problem within context. That is,
m how did one’s thought process arrive at this research problem?
m where does the research problem/issue fit into the overall picture of education in the chosen
context?
m what is the significance of this research problem/issue?
n Glossary of Study.
This section defines the important terms used in the proposal.
n Literature Review (Secondary Research)
A review of the relevant literature is necessary especially the most recent ones. Goals for reviewing
literature are to:
m identify definitions for key concepts,
m identify recent researches on the chosen topic and
m identify research methods used.
 Rationale/Significance of Research
This section should place the research problem within context. That is,
how did one’s thought process arrive at this research problem?

the

 research
where does the researchProPosal
problem/issue fit into the overall picture
of education in the chosen context?
 what is the significance of this research problem/issue?
 Glossary of Study.
This section defines the important terms used in the proposal.
n Methodology
 Literature Review (Secondary Research)
AThis isofwhere
review one defines
the relevant whether
literature is necessarythis is qualitative
especially or quantitative. Also describe the selection of
the most recent the
research
ones. Goalsfield and theliterature
for reviewing respondents.
are to:
- identify definitions for key concepts,
-Do not recent
identify forgetresearches
to include whether
on the dataand
chosen topic will be collected from surveys, interviews, observations, or
- identify research methods used.
analysed documents. Include:
 Methodology
m How the study will be conducted.
This is where one defines whether this is qualitative or quantitative. Also
describe
m the selection of the research
The duration of thefield and the respondents.
study.
Do not forget to include whether data will be collected from surveys,
interviews, The manner
m observations, in which
or analysed respondents
documents. Include:will be approached.

 m Permission
How the sought to conduct the research.
study will be conducted.
 The duration of the study.

 m All necessary
The manner actionswill
in which respondents undertaken to ensure that an ethical study will be conducted.
be approached.
 Permission sought to conduct the research.
n
 All necessary actions
Presentation undertaken&
of Results to Discussion
ensure that an ethical study will
be conducted.
This section highlights the results of the study. The results can be presented in various forms
 Presentation of Results & Discussion
he
depending on the research approach taken e.g. tables, bar graphs, pie chart, in essay or paragraph
This section highlights the results of the study. The results can be pre-
ion form.inGraphs
sented should
various forms have aontitle,
depending caption
the research & figures.
approach taken e.g. ta-
be bles, bar graphs, pie chart, in essay or paragraph form. Graphs should have
d in Figure 1: Dead Fish in Qawa River.
sive Figure 1: Dead Fish in Qawa River.
uc-
.
Source & Explanatory note to be provided

Source & Explanatory note to be provided
nB: The discussion must be presented in the passive construction.
the research ProPosal
n Conclusion
Concluding statements are made here. Conclusions are derived from the main results of the study and
must answer the questions of the research.
n Recommendations (can be optional)
These are statements that suggest changes or steps that can be taken to remedy the problems
identified in the questions raised earlier in the study.
n References/ Bibliography
References are all sources the researcher has cited in-text or within the write-up of the research
report. Bibliography includes all references as well as all sources the researcher has read but may not
have cited explicitly in the research report.
n Appendices
This should include the following: A blank questionnaire (s) and/or a list of interview questions. The
term Appendix should not be written on a page of its own, it should appear as a heading followed by
the sample questionnaire (s)/ interview questions, etc.
chaPter 5:
QUalItatIve
research
aPProaches
5.1 QUalItatIve research
Qualitative researchers gather information that provides a deeper understanding of why people
behave the way they do. The qualitative method looks at questions such as why and how of people’s
actions and how they make decisions, although the research questions of what, where, when are also
important. Case studies and samples of larger groups are usually used by qualitative researchers.
Qualitative research methods provide information mainly on the samples that are studied, and any
conclusions that are extrapolated to the wider community are hypotheses or educated guesses.
Qualitative researchers are interested in life as it is lived in real situations. They do not set up
artificial experiments.
n Researchers make as few assumptions as possible in advance of the study.
n Being open-minded is the best approach.
n Situations are deemed to be important because they influence human behaviour. People often
behave differently in different circumstances, such as in a staffroom or in a class.
n Researchers usually prefer fairly deep involvement in the natural setting.
n The researcher needs to develop a certain rapport with the subjects of the study and to win their
trust.
5.2 data gatherIng tools:

5.2.1 IntervIew
This is the major tool for qualitative research. A researcher can gather valid views of her/his
respondents if s/he uses appropriate language. But first and foremost, s/he needs to acquire effective
listening skills and non-directive questioning techniques to ascertain this.
QUalItatIve research
Interview techniques:
n Unstructured interview: Begins with one key question and that leads the interview with other
related questions arising as the interview progresses. This is an open form of interview where
respondents are given a lot of room to discuss their views openly.
n Semi-structured interview: Here, the interview questions are prepared by the researcher to
guide the interview although the questions may not follow the order they have been prepared. Other
questions may arise during the interview.
n Structured interview: A closed form of interview is often used in surveys and opinion polls
followed by some form of analysis. Here, questions are asked and then answers are provided for the
respondents to choose from.
Recording: If anything is to be recorded, permission must be given by the respondents first.

Remember, they have the right to refuse to be recorded – that must be respected. You may use a
recorder if it is available, otherwise just take down notes.
5.2.2 observatIon
The three modes of observation are:
n The complete participant observes secretly and participates fully.
n The complete observer is completely detached from the action of those under observation. A
good example is when a two-way mirror is used to observe children at play.
n The observer-as-participant is the researcher who characterizes situations where he/she
becomes more closely involved with the sample population.
Recording: Again, permission to do this must be sought first from the respondents
5.2.3 referencIng Personal observatIons: P.o.

(Personal observatIon) data
For example,
Quality of Food in the Viti High School Dining Hall varies from day to day. (p.o.: p1 – 20.
VHS. Togo. July 13, 2010).
Field notes, July12, 2010. P. 1 – 10
Personally observed data should be paged and kept.
5.2.4 docUment analysIs

Selected documents are reviewed / critiqued / questioned to provide answers to the research
questions. This is not literature review.
Documents referred to here include:
(a) strategic plans, (f) students’ activity books,
(b) curriculum documents, (g) assessment records,
(c ) syllabuses, (h) reports, and
(d) lesson plans, (i) other written records.
(e) class registers,
In doing this, the researcher must have the ability to interpret the literal meaning and understand the
contents as well.
Primary data: Data from documents and records which are actually being analyzed.
Secondary data: The interpretation of primary data.
n Read the selected document as if looking for answers to the prepared interview questions.
n Document analysis is vital to validate the data obtained from interviews and observations.
5.2.5 talanoa (UnstrUctUred IntervIew and dIscUssIons)

Talanoa is currently a common research tool for qualitative research.
The researcher may record all that is being discussed but permission must first be sought.
Common features:
n Talanoa is a kind of unstructured interview whereby hints are provided on the
topic of discussion by the researcher for guidance and control. In fact with talanoa there are no
questions asked. It focuses on an issue which the researcher introduces to the participants and they
talk about it.
n The researcher must not exercise dominion over the respondents but must try to maintain the
spirit of the natural situation. The context must therefore be prioritized in terms of language, culture,
and tradition so they must be in their natural environment. Therefore if the study is on a farmer, valid
data would be obtained only when the farmer is at his natural setting, i.e. at the farm or at home.
n A talanoa session ends when the respondents decide to end it, though it can continue at another
time and at another place. A single session can take place in different locations depending on the
nature of the talanoa.
Qualitative ResearchÊ
 A talanoa session ends when the respondents decide to end it, though it can
continue at another time and at another place. A single session can take place
5.3 relIabIlIty and valIdIty
in different locations depending on the nature of the talanoa.
5.3Ê Reliability & Validity

Reliability
Reliability and validity
and validity can be ascertained
can be ascertained if several if several
data datamethods
collection collection
aremethods are used and the source
used ofanddata
theitself is legitimate,
source for example,
of data itself interviews,
is legitimate, observations
for example, and document analysis.
interviews,
observations and document analysis.
Validity: Ways to validate a research are as follows:
Validity: Ways to validate a research are as follows:
n Triangulation – this refers to the collective analysis of data gathered from several sources and
 the identification
Triangulation of refers
– this recurring
to the/ common themes.of data gathered from
collective analysis
several sources and the identification of recurring / common themes.
TRIANGULATION
Chief
Researcher
validates story with
all three parties.
Older men or women Elders of the village
 Member checks / Respondent validation: After transcribing interviews,

n Member checks / Respondent validation: After transcribing interviews, respondents are to be
respondents are to be given the opportunity to view their comments and
given the opportunity to view their comments and make amendments.
make amendments.
 Peer examination: Allows other researchers working on a similar topic to
n Peer
give examination:
comments Allows
on the research other researchers working on a similar topic to give comments
study. on the
research study.
5.4Ê Data Analysis Process
This is a process where the data obtained is organized and rearranged in order to
5.4 data analysIs Process
identify themes. After the data collection, it is analyzed in accordance with the
research questions and the common themes are identified. Data analysis skills are
necessary here.
This is a process where the data obtained is organized and rearranged in order to identify themes.
4.1 Data After
Preparation
the data collection, it is analyzed in accordance with the research questions and the common

themes are identified. Data analysis skills are necessary here.
Record collected data accurately. For data that is collected via recording, the
data should be transcribed.
 Respondents should be allowed to read what has been recorded for accuracy
which is in line with research ethics. Begin analyzing the data.
 Patterns should already be identified.
Proper analysis will make it easier for the researcher to identify patterns
and inconsistencies.
QUalItatIve research rePort
5.4.1 data PreParatIon

n Record collected data accurately. For data that is collected via recording, the data should be
transcribed.
n Respondents should be allowed to read what has been recorded for accuracy which is in line with
research ethics. Begin analyzing the data.
n Patterns should already be identified.
Proper analysis will make it easier for the researcher to identify patterns and
inconsistencies.
5.5 QUalItatIve research rePort

It is best to keep the report as simple and as clear as possible. The following become the first sections
of the report:
n Methodology – describes the methods (Primary and Secondary) used to gather data for the
research project. Discussion could focus on how the reliability and validity of the data was ensured.
Issues of research ethics such as the protocols followed to retrieve information can be briefly included
(refer to samples).
n Introduction – include definitions of key concepts of the study, the background of study, a brief
overview of the topic, reasons for conducting the research and may include relevant quotes.
n Literature Review (Secondary Research) – describes previous research done on the research
topic to identify definitions, methodology, and a framework (if possible.)
n Results – This is where the findings from the data analysis are writ-ten and interpreted by the
researcher.
QUalItatIve research rePort
noTE: A brief account of limitations encountered is to be presented in a paragraph

(prior to the questionnaire analysis in the Result).
For example:
The research question asked ……….. (Sub-research question one)
In response to this question, 5 out of 10 respondents agreed that …………… (State common
findings)
This was in contrast with 3 other respondents who said that ……… (State the variations in the
findings)
The remaining 2 respondents took a neutral stance…………….
n Discussion – This is where the findings from the Results section are inter-preted. To assist in
the discussion, one can refer to the relevant literature or even personal experiences (interviews/
observations/talanoa sessions) to make the results meaningful. Additional findings and recommended
solutions could also be included.
n Conclusion – This should be brief and must clearly address the thesis / aims of the main research
and all the sub-research questions. This section can also include areas that need further research as a
result of the study.
no new points are to be included in the conclusion.
chaPter 6:
QUantItatIve
research
aPProach
QUantItatIve research aPProach
6.1 QUantItatIve aPProach

Quantitative research approach focuses on testing and measuring happenings and using the results
to make predictions and generalizations. This approach analyses statistics to understand any
information that is gathered. A researcher can use the quantitative research approach to study the
same topic that another person has done using the qualitative approach. Otherwise, s/he can use a
mixed approach where quantitative approach can be used to answer one of the sub-research ques-
tions formulated under the qualitative approach, or even use quantitative data to support qualitative
data in the research.
6.1.1 thesIs/aIm
A thesis is a hunch, an educated guess whereas aim is an investigation of the purpose.
n It takes place as a follow-up from the literature review.
n A thesis/aim must be tested to confirm its capability.
n Key terms and concepts used in the thesis/aim need to be defined.
n Thesis/aim must be clearly stated.
A thesis/aim is used to help design a questionnaire.
6.1.2 samPlIng
Sampling involves taking a portion of the population, observing them, and then generalizing the
findings to the bigger population.
Generalization is a necessary scientific procedure because it is impossible to study all members of
a defined population. While the sample size for quantitative research can be larger, the sample must
represent the population. Random selection must also be made so that each member of the population
has an equal chance of being selected.
QUantItatIve aPProach
6.1.3 sUrvey desIgn

There is only one research tool used under a quantitative research approach and that is a
questionnaire. There are two types of questionnaires:
open-ended questionnaires: questions are asked but no answers are given for respondents to choose
from.
Close-ended questionnaires: questions are asked and choices are given for re-spondents to choose
from.
6.1.4 basIc gUIdelInes for PreParIng QUestIonnaIres

n Keep the question items simple.
n Make sure you ask the ‘right kind’ of questions.
n Keep the language simple so that it is easy to understand.
n Make it clear so that respondents may only choose one answer for each question.
n Ensure there is a logical progression from one section to another.
n Label each section (if necessary) to indicate which questions relate to which sub-topics.
n On the front page, provide adequate information about the research study such as research topic,
etc. and also provide clearly labelled spaces for other necessary information.
n Begin with simple questions such as age, gender, place of residence, etc. if you think this is
necessary.
n Questionnaires are to be proofread before their distribution.
n Make sure the questionnaires are tested out before distribution. This should help to refine the
questionnaires as this will determine the most appropriate way to distribute them.
n Collect the completed questionnaires as soon as they are completed. The researcher needs to be
present to give out the questionnaires and collect them back.
QUantItatIve research aPProach
6.2 data analysIs

In quantitative research approach, statistics are analysed.
6.1.1 basIc Process of statIstIcal analysIs

Data preparation
n All questionnaires must be completely filled before collection, i.e. all question items must be
answered.
n Questionnaire answers are grouped according to the responses given.
6.3 QUantItatIve research rePort

In a quantitative report, there is a need to be clear, precise, and simple.
The first three sections of a qualitative research report are the:
(a) Research Topic (rationale, research thesis and sub-thesis),
(b) Literature Review
(c) Methodology.
The remaining sections are to include the
(d) Findings,
(e) Discussions,
(f) Conclusion.
Findings
For quantitative data, the results are usually displayed as tables, graphs, and diagrams to show the
statistical analysis of the data.
Discussion
This is where significant findings are discussed and by the end of the discussion, there is to be a clear
indication of whether the thesis is to be accepted or rejected.
A format for a quantitative report is presented below.
EXAMPLE BoX
Title: to be brief and be able to clearly indicate the content.

Introduction: should have a brief overview of issues and concepts regarding the research in its
context. Aim(s) and thesis should be stated clearly in a predictive form.
Method: must be detailed enough.
Results: clear description of results. Tables and graphs to be clear and labelled.
Discussion: compare results to thesis/aim, background theory and previous research. Do note
any unexpected results. Suggest future directions for the research. Discuss limitations.
Reference: list all studies referred to using standard formatting.
Students need to have someone to review the research report before it is submitted to the teacher.
chaPter 7:
bIblIograPhy
and
referencIng
7.1 PlagIarIsm
Plagiarism is when one uses any sort of material / information which is not originally his or hers and
does not acknowledge it in the appropriate manner. It is often referred to as academic theft.
Students who plagiarise any part of his/her research work will be heavily penalised.
7.2 referencIng
Referencing is necessary for acknowledging the sources of material / information and ideas that
researchers have used in their research projects. This includes all ideas and theories from published
and unpublished works, direct quotations, etc. This acknowledgement must be evident
in the text itself (in-text reference) as well as in the Reference section of the back.
Referencing therefore is necessary in order to avoid plagiarism, to verify quotations and to enable
readers to follow-up and read more fully the cited authors’ arguments and views.
7.3 Personal commUnIcatIon

REFEREnCInG PERSonAL CoMMUnICATIon
Eg: Lal, B. (2010).
New policies in the Ministry of Education. Pers. Comms. Labasa USP Campus.
October 22, 2010.
The researcher may have obtained information (ideas and views from other people) when doing his/
her research. Permission must first be sought before doing this. This must be acknowledged as
in-text referencing but must noT appear in the reference section at the end of the research report.
Personal communication is not retrievable and must be stated as such in the in-text
referencing section:
APA – (L. Smith, personal communication, October 21, 2010)
USP – (Smith 2010, pers. comm.)
Harvard – (Petty, H 1999, pers. comm., 17 July)
MLA – (Tuidreu, Lorna. Personal interview. 28 May 2010.)
In-text Pers. Comms.

Lal, B. (2010). Pers. Comms.
bIblIograPhy and referencIng
7.4 whIch referencIng style shoUld I Use?

This guide recommends the APA (American Psychology Association) style.
However, if teachers feel comfortable with using the 3R’s by Thaman and Pene (a text which can
be purchased from the University of the South Pacific), or any other referencing style, they are
most welcome to do so as long as there is consistency in their usage.
bIblIograPhy and referencIng
At the end of the project, full bibliographic information for each

source is required. References must be listed in alphabetical or-
der by the author’s surname (University of Waikato, 2010).
At the end of the project, full bibliographic information for each source is required. References must
be listed in alphabetical order by the author’s surname (University of Waikato, 2010).
APA Examples of references by typeÊ

This table shows how you reference materials from books with one or
more authors, films, the web, journals and other sources.Ê
In a reference list In-text citation
1. Book with one author
King, M. (2000). Wrestling with the angel: A life (King, 2000) or King (2000) com-
of Janet Frame. Auckland, New Zealand: Vi- pares Frame ...
king.
N.B. The first letter of the first word of the

main title, subtitle and all proper nouns
have capital letters.
Ê
2. Book with two to five authors
(Krause, Bochner, & Duchesne,
Krause, K. L., Bochner, S., & Duchesne, S. 2006)
(2006). Educational psychology for learning then
and teaching. (2nd ed.). South Melbourne, (Krause et al., 2006)
Vic., Australia: Thomson.
NB.Ê UseÊ &Ê betweenÊ authorsÿ Ê names,Ê exceptÊ

when paraphrasing in-text. When a work
has three, four or five authors, cite all au-
thors the first time, and in subsequent cita-
tions include only the first author followed
by et al.
Web pages (When multiple web pages are

referenced, reference the homepage)
Statistics New Zealand. (2007). New Zealand (Statistics New Zealand, 2007)
in profile 2007. Retrieved from http://
www.stats.govt.nz
NB. Author (could be organised), date

(either date publication or latest update),
document title, date retrieved if contents
are likely to change, URL.
noTE: This is only one example of a referencing style which can be used. There are
others that can also be used like the 3R’s, Harvard, etc. whichever one is chosen,
consistency is necessary. NOTE: This is only one example of a referencing style which
can be used. There are others that can also be used like the
3R’s, Harvard, etc. whichever one is chosen need to be con-
sistent.Ê
Book chapter in edited book

Helber, L. E. (1995). Redeveloping mature (Helber, 1995) or Helber (1995)
resorts for new markets. In M. V. Conlin & compares luxury resorts ...
T. Baum (Eds.), Island tourism:
Management principles and practice (pp. Ê
105-113). Chichester, England: John
Wiley.
NB. Include the page numbers after the

book title.
15. Newspaper article with no author
Report casts shadow on bio-fuel crops. (ÿ ReportÊ CastsÊ Shadow,ÿ Ê 2007)
(2007, October 16). Waikato Times, p.21.
NB. Article title comes first. In the text,

abbreviate title and use double
quotation marks.
16. Personal Communication (letters,
telephone conversations, emails, (H. Clarke, personal communication,
interviews) March 19, 2004)
NB. No reference list entry as the
information is not recoverable.
Film - (see Library APA referencing

webpage for music and other media) (Zhang, 2000)
Zhang, Y. (Producer/Director. (2000). Not

one less [Motion picture]. China: Columbia
Pictures.
NB: For films, DVDs or video

recordings use [Motion picture] in
square brackets. Give the country of
origin and the name of the motion
picture studio.Ê
University of Waikato, (2010)

University of Waikato, (2010)
Ê
aPPendIx
aPPendIx 1
APPENDIX 1
form 6 & 7 Project format
FORM 6 & 7 PROJECT FORMAT
FSLCÊ Page number FSFE Page number
Cover pageÊ Cover pageÊ

Place the Theme on this page also.
Capture sheetÊ Capture sheet
Topic i Topic iÊ
Aims & ObjectivesÊ ii Thesis ii
AcknowledgementÊ iii Acknowledgement iii
MethodologyÊ iv Methodology iv
Declaration of OriginalityÊ v Declaration of Originality v
Table of ContentsÊ vi Table of ContentsÊ vi

(All complementary pages (All complementary pages
prior to the TOC page are prior to the TOC page are
not to be included here.) not to be included here.)
IntroductionÊ 1 Introduction 1
Literature ReviewÊ Ê Literature ReviewÊ Page numbers will

NB: Sub topics / Findings /Ê Page numbers will NB: Sub topics / Findings /Ê depend on the num-
Results / DiscussionsÊ depend on the Results / DiscussionsÊ ber of pages used
number of pages within the content
used within the
Recommendations content Recommendations
(optional) (optional)
ConclusionÊ Conclusion
ReferenceÊ Reference
Glossary (optional)Ê Glossary (optional)
AppendixÊ Appendix
aPPendIx 2
APPENDIX 2
vanUa research framework
2.2 The Steps of the Vanua Research Framework
Vanua Research Framework The Research Process
Ê This involves the theorizing and

 Na navunavuciÊ conceptualizing of the research including
Ê the consideration of appropriate framing.
 Sankalpan/DharnaaÊ This ensures that all people that are
Ê needed in the research are identified,
 Conception while gifts, plans, schedules and
timelines are mapped out. This also
includes the permission to be sought
from chiefs, leaders of the research
community and also from any
government body
 Na vakavakarauÊ Research needs to be prepared well and
Ê the budget must reflect this. A research
 Teiyaari aur yojnaÊ in the Vanua needs to have chiefs,
Ê leaders and elders consulted and
 Preparation and planning approached beforehand.
Ê For people in Fiji now, the Fijian

 Nai i curucuru / na i sevusevuÊ customary process of a i sevusevu is a
Ê norm for requesting entry into a vanua
 PraveshÊ (home, village, community). Entry is
Ê negotiated on a continuous basis at
 Entry levels of the research exercise.
Sevusevu can begin with gifting,
depending on the appropriateness or
circumstances.
Na talanoa/ VeitalanoaÊ The appropriate method for collecting
information is through talanoa. All the
Interviews (saakshaatkaar)Ê types and rules of engagement in the
Multilogue (vartalaap)Ê talanoa and the protocols are determined
Dialogue (batachit)Ê by the Vanua and its contextual realities.
Monologue (Aatmabhaashan),Ê
Story collection (kahani sangrah)
aPPendIx 2
APPENDIX 2
Na i tukutukuÊ Reporting should be guided by vanua

values and protocols of knowledge. Not
Reporting (report dena)Ê only must the researcher answer the
research questions but all information
Analysis (vishleshan)Ê gathered needs to be sieved carefully by
the researcher. It is the responsibility of
the researcher to act responsibly in the
Writing (lekham kriyaa)Ê
selection of information that is to be
reported for public consumption. This is
because a lot of the information
gathered would have been the result of
the researcher’s own standing in society
or the trust people have in him / her.
This trust must not be compromised.
This is reciprocal behaviour; it is not a

one-off event as it involves a continuous
Na vakavinavinakaÊ and ongoing relationship between the
researcher and the researched. Gifting
Gifting (uphaar dena)Ê may occur both ways, depending on
circumstances or the nature of
Thank you (dhanyavaad/shukriya) relationships between the researcher
and the researched.
Ê Researchers are often reminded, that

 I TatauÊ relationships once established are
Ê usually for life – a lifelong association is
 PrasthaanÊ established. This is a Fijian customary
 Departure University of Waikato, (2010)
behaviour and a way of sustaining
important links. So, while one presents
the i tatau (a bundle of yaqona) to the
researched community, it is not closure
as such; people expect that a
relationship, once forged, will continue
from then on.
aPPendIx 2
APPENDIX 2
Ê
Ê
 Vakarogotaki lesu tale / taleva lesuÊ This needs to be carried out
(Report dena ke baad) appropriately in phases with carefully
thought-out ways. To return to say
 Reporting back, revisiting site for the thank you does signal an important
purpose of presentation/informing chiefs Fijian protocol of honouring people who
and people researched of completion. have ‘looked after you or given
(Dhanyavaad kehe naa) something of value to you’. It is
indicative of appropriate upbringing or
custom on the part of the researcher.
To disappear and not return to the
research site is considered disrespectful;
only westerners may be excused for
forgetting to visit as they are considered
‘outsiders’ / vulagi/ aanjan and hence
may be excused for displaying such
behaviour.
Adapted from Nabobo, U. (2008, pp. 140-145). Adapted from Nabobo, U. (2008, pp. 140-145).
n.B Please note the Hindi used here is the standard Hindi Language.
N.B Please note the Hindi used here is the standard Hindi Language.
aPPendIx 3
sIxth form Projects markIng crIterIa

APPENDIX 3
SIXTH FORM PROJECTS MARKING CRITERIA
The following guide should be used when marking students’ Research Projects.
A. PRESENTATION 6 MARKS
(a) FORMAT:
Most appropriate layout: (Correct page numbers, consistent font size,
underlined headings and sub-headings, correct page order, proper labeling of 2 marks
graphs and key, no borders, relevant use of colours, appropriate use of
photographs and captions, all sections clearly marked and identified.)
Minor blemishes (minor errors) 1 mark
Poorly organized ½Ê mark

(b) STYLE: (Descriptive, Expository, Reporting, Analytical)
 Used at least 3 styles appropriately 2 marks
 Used 2 styles appropriately 1 mark
 Used 1 style only ½ mark
(c) REFERENCE:
Most appropriate reference and in-text referencing 2 marks
Minor blemishes 1 mark
Totally inaccurate referencing ½ mark
B. CONTENT 10 MARKS
(a) Overall, in-depth research & excellent interpretation/analysis. 10 marks
(b) Most in-depth research and very good interpretation. 9 marks
(c) Some in depth research with good interpretation. 8 marks
(d) Some good interpretation but with limited in-depth research work done. 7 marks
(e) Give facts but little interpretation. 6 marks
(f) An average effort, lacks depth, just manages to fulfill its purpose. 5 marks
(g) Lacks information and/or interpretation. 4 marks
(h) Shows very little knowledge of the topics studied. 3 marks
(i) No knowledge of the topic studied/evidence of partial plagiarism. 2 marks
(j) Fails to convince. 1 mark
(k) Fails completely to convince/ complete plagiarism. ½ mark
C. LANGUAGE 4 MARKS
(a) Free of major errors in expression and grammar 4 marks
(b) Basically free of errors but a handful of lapses 3 marks
(c) University
Contains ofproportion
a fair Waikato,of (2010)
errors 2 marks
(d) Consistently below standard for correct English or where there is
evidence of plagiarism. 1 mark
(e) Far too many major errors, reading of the research report is seriously ½ mark
affected.
aPPendIx 4
seventh form Projects markIng crIterIa

APPENDIX 4
SEVENTH FORM PROJECTS MARKING CRITERIA
The following guide should be used when marking students Research Projects.
A. PRESENTATION: 6marks
a) Format: 2 marks
(Correct page numbers, consistent font size, underlined headings and sub-headings,
correct page order, proper labelling of graphs and key, no borders, relevant use of
colours, appropriate use of photographs and captions, all sections clearly marked and
identified.)
 Clear appropriate lay out 2 marks
 Minor blemishes 1 ½ marks
 Slightly confusing 1 mark
 Very confusing ½ mark
b) Style: (Descriptive, Expository, Reporting, Analytical) 2 marks

 Appropriate style 2 marks
 Minor blemishes in style 1 ½ marks
 Slightly inappropriate 1 mark
 Unintelligible and highly inappropriate ½ mark
c) Reference: 2 marks
 Accurate footnotes and references 2 marks
 Minor blemishes 1 ½ marks
 Slightly inconsistent or unintelligible 1 mark
 Very inconsistent and very unintelligible ½ mark
B. CONTENT 10 MARKS
 Clear, worthwhile, conclusive argument or exposition, with
some pleasing insights, judgements or observations, a 10 marks
thorough-worthwhile accomplishment.
 As above, but with minor blemishes and doesn’t have the same 9 marks
quality or power or values as the above.
University
 of Waikato,
Some in-depth(2010)
research with good interpretation. 8 marksÊ
 Some good interpretation but limited in-depth research done. 7 marks
 Gives facts but very little interpretation 6 marks
aPPendIx 4
seventh form Projects markIng crIterIa

APPENDIX 4
SEVENTH FORM PROJECTS MARKING CRITERIA
 An average effort, lacks insight and just manages to fulfill its

purposes. 5 marks
 Lacks information and or interpretation or shows evidence of
partial plagiarism 4 marks
 Shows very little knowledge of the topic studied 3 marks
 Fails to convince, lacks information/facts or interpretation
or shows evidence of complete plagiarism. 2 marks
 No knowledge at all of topic. 1 mark
C. LANGUAGE 4 MARKSÊ
 Appropriate use of expressions/ proverbs, etc.
 Free of errors in expression and grammar. 4 marks
 Correct and appropriate use of vocabularies. No punctuation,
spelling, tense errors. 3 marks
 All of the above but with a few errors in expression and
grammar and a handful of serious lapses. 2 marks
 Contains a fair proportion of errors, consistently below standard
English/ or where there is evidence of plagiarism. 1 mark
 Far below too many errors; reading of the research report is
seriously affected. ½ mark
aPPendIx 5
samPle caPtUre sheet

APPENDIX 5
NAME OF EXAMINATION : YEAR
ENGLISH RESEARCH PROJECT CAPTURE SHEET
NAME OF SCHOOL
NAME OF STUDENT: FORM:

THEME: (Form 7 only)
TOPIC:
SEC- GUIDELINE TOTAL
TION MARKS
A. PRESENTATION MARKS AWARDED
Format 2marks
Style 2 marks
Reference 2 marks
B. CONTENT 10 MARKS
C. LANGUAGE 4 MARKS
TOTAL 20 MARKS
GENERAL COMMENTS
Teacher’s Signature: HOD’s Signature:
Principal’s
Teacherÿ Signature:__________________
sÊ Signature: HODÿ sÊ Signature:
Principalÿ sÊ Signature: __________________ School stamp:
Date: _______________
aPPendIx 6
aPPendIx 6
samPle fslc
Project
aPPendIx 6
NASEVA HIGH SCHOOL
FIJI SCHOOL LEAVING

CERTIFICATE EXAMINATION
ENGLISH PROJECT
2011Ê
JACOB CAKAU : FORM 501
aPPendIx 6
FIJI SCHOOL LEAVING CERTIFICATE EXAMINATION : 2011
ENGLISH PROJECT CAPTURE SHEET
NASEVA HIGH SCHOOL
NAME OF STUDENT: Jacob Cakau FORM: 501
TOPIC: Kuta and its significance to the people of Macuata : Case Studies of 2 Villages in Bua.
SECTION GUIDELINE TOTAL

MARKS
A. PRESENTATION MARKS AWARDED
Format 2marks
Style 2 marks
Reference 2 marks
B. CONTENT 10 MARKS
C. LANGUAGE 4 MARKS
TOTAL 20 MARKS
GENERAL COMMENTS
__________________
__________________ School stamp:
Date: _______________
aPPendIx 6
KUTA AND ITS SIGNIFICANCE TO THE

PEOPLE OF BUA (CASE STUDIES OF 2
VILLAGES NAMELY NAGADOA AND
NAWAILEVU)
Ê
Ê
Ê
aPPendIx 6
The aims of this study are to
AIM
This study will highlight the importance of ‘kuta’ and its traditional significance to the
province of Bua.
Ê Explore the importance of kuta in relation to the environment.
Ê Maintain the Art of making and preserving kuta amongst the young generation in the
community.Ê
OBJECTIVES
From the aim, 3 objectives were derived. They are to:

Ê Document the importance of ‘kuta’ and its traditional significance;
Ê Identify the types of ‘kuta’ made by the people of Bua;
Ê Recommend ways of trying to maintain the Art of ‘kuta’ making among the young
generation.
ii
aPPendIx 6
ACKNOWLEDGEMENT
Ê
I would like to express my sincere gratitude to the following people for enabling me to be
able to complete the compilation of this project:
Ê The Almighty for showering his knowledge and strength on me;
Ê My parents for helping financially in the completion of this project;
Ê The people of Nagadoa and Nawailevu in Bua for taking out their time to answer my
questionnaire;
Ê My sister, Alisi Rabaka and my brother-in-law, Jim Rawai in Bua for gathering all
relevant information that was needed as well as taking the photos of the different
stages of ‘kuta’ making;
Ê My mother for helping with the typing and for her advice in the various stages of the
project;
Ê Ms. Sala Finau, my English Teacher, for her assistance throughout the entire year.
Ê
Ê
Ê
Ê
Ê
Ê
Ê
iii
aPPendIx 6
METHODOLOGY
The following methods were used in obtaining data and information for the completion of
this project.
Ê
PRIMARY RESEARCH had included the following:
Ê OBSERVATION - this was done in the villages of Nagadoa and Nawailevu in Bua.
Ê INTERVIEW – ten women from the villages of Nagadoa and Naruwai were
interviewed based on given questions pertaining to the research topic.
SECONDARY RESEARCH had included the following:
Ê SCHOOL and the UNIVERSITY OF THE SOUTH PACIFIC LIBRARY – these

libraries were used to gain some information on the topic.
Ê INTERNET – the internet was accessed to retrieve information pertaining to the

research topic.
Ê
Ê
Ê
Ê
Ê
Ê
iv
aPPendIx 6
DECLARATION OF ORIGINALITYÊ
I, Jacob Cakau, of Form 501, of Naseva High School, do hereby solemnly declare that this
research project is original and all sources used have been duly acknowledged.
SIGNATURE: Cakau DATE 14/10/10
aPPendIx 6
TABLE OF CONTENT
1.0 Introduction 1
1.1 Description of case study areas 2
1.2 Calendar of growth of Kuta 2
1.3 Harvesting 2
1.4 Plaiting process and artifacts 5
1.41 Mat making 5
1.42 Baskets 6
1.43 Wedding Gowns 6
1.44 Other Artifacts 6
2.0 Economic Importance 7

2.1 Traditional importance of kuta to the
Province of Bua 7
3.0 Analysis of Questionnaire 8
4.0 Recommendations 9
5.0 Conclusion 10
References 11
Glossary 12
Appendix ÿ Interview Questions 13

Ê
Ê
Ê
Ê
Ê
vi
aPPendIx 6
1.0 INTRODUCTION
Ê
EleocharisÊ dulcis known as kutaÊ or taria in vernacular Fijian is a plant of cultural and
economic importance to the Western South Pacific (Parham, 1964: 156).
Kuta belongs to the freshwater wetland species of the sedge family (cyperaceae). It is widely
distributed in warm tropical regions, being indigenous from tropical West Africa, through
tropical Asia and Malaysia, to northern Australia. In the Pacific Islands its range extends
from Melanesia and Palau in Western Pacific to Tonga and Samoa in Polynesia. It is also
cultivated in Hawaii (Smith, 1979). In Fiji, Eleocharis dulcis is regarded as a native plant but
because itÊ isÊ aÊ speciesÊ utilizedÊ byÊ manÿ it may be an aboriginal introduction (Ash and Ash,
1984) it is one of three plant species in Fiji restricted to freshwater wetlands.
Kuta is a perennial with horizontal submerged stems that root in the mud. The underground
stems are somewhat swollen. Aerial stems reach up to two meters in height. They are
hollow, but transversally septate at intervals. The fresh stems are blue ÿ green to green and
are glossy. The flowers are small, cream in colour and are arranged in cylindrical terminal
spikes. The fruit is a small hard nut.
Kuta is found in many swampy areas and lakes of Fiji but its use for cultural artifacts and
commercial use is confined to the provinces of Bua and Macuata. In Macuata it is mainly
found in the villages of Navakasobu and Korovuli. In Bua it is mainly found in Dama, Nasau,
Naruwai, Nagadoa and Nawailevu.
In recent years forest clearing and the plantation of sugarcane and pine in an adjacent area
had resulted in the establishment of weeds that degraded the wetland and thus the habitat of
kuta. This degradation was so drastic that introduced weeds, in particular the pink water lily
out-competed kuta and other native wetland species. As a result, kuta became extinct in these
ponds. Tilapia (maleya) is also a reason for the extinction of these plants as they feed on their
roots.
Over the last years the Pacific People and Plants programme of the World Wide Fund for
Nature (WWF) have been involved in a project to restore kuta habitat which was carried out
in the villages of Navakasobu and Korovuli in Macuata as they were badly affected by the
commercial sugarcane farms and the pine plantations. This project was carried out through
the support and effort of the women in the two villages. The restoration was a success in as
much as the plants can now again be harvested for use. But there are concerns that the
ÿ restoredÿ Ê habitatÊ isÊ soÊ fragileÊ thatÊ withoutÊ continuousÊ andÊ labouriousÊ management it will
quicklyÊ revertÊ toÊ itsÊ ÿ pre-restoredÿ Ê state.
This research will focus on the Bua province mainly in the two villages of Nagadoa and
Nawailevu on how kuta is being preserved and its importance being instilled in the
community as it an important traditional artifact to the people of the Bua province.
aPPendIx 6
1.1 DESCRIPTION OF CASE STUDY AREAS

Ê
There are other villages in Bua that grow kuta but my areas of study had mainly concentrated
on the villages of NagadoaÊ and Nawailevu.
Nagadoa Village is about twelve kilometers away from Nabouwalu which is the main
shopping centre for the people of Bua as well as the port of entry. From the main road, it is
two kilometers inland and is only accessible by road but only four ÿ wheel transport and
carriers can reach the village as the road is gravel and lacks maintenance. This village has
about fifty households who are mainly subsistence farmers. Their main source of income is
dalo (taro) and yaqona (kava). The women who are able to plait kuta help their households
with financial contributions when orders are placed on them.
Nawailevu is about forty kilometers from Nabouwalu and like Nagadoa is about one and a
half kilometers inland from the main road and is only accessible by carriers and four wheel
vehicles. The village has about eighty households and they are mainly subsistence farmers.
Their main source of income is yaqona. Like Nagadoa women, kuta is also a source of
income especially when they receive orders for special functions.
Since kuta making was concentrated on women, the interview was concentrated only on five
women from Nagadoa and five from Nawailevu. All these ten women were between the ages
of 45 to 50 plus years, as these are the ages of women who can make kuta. Women below
this age group know a few stages in harvesting to drying but not in the plaiting process.
Surrounding these villages are large pine plantations planted by the Fiji Pine Commission.
After some conflicts concerning land issues, many kilometers of their land under pine have
been returned to the villagers.
Ê
1.2 CALENDAR OF GROWTH OF KUTA
From May to August, which are the dry months, kuta is usually dark green and lies on top of
the lakes when they are matured. This is the period of harvest. Harvest begins from the sides,
then the middle of the lakes and then to the other wet areas. Plaiting of kuta also begins in
these months.
Between September and October, kuta begins to regenerate. The rest of the months until
April, the Kuta is left untouched.
aPPendIx 6
1.3 HARVESTING
Harvesting is ready when the tip of the kuta has changed its colour from dark green to yellow.
Usually the harvest takes one to two days with many women carrying out this labourious
task. As a diversion from their labour, the women sang their favorite harmonies and
periodically traded jokes eliciting loud wicked laughter that resonated across the valley.
Fig.1
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
ThisÊ isÊ anÊ actualÊ photographÊ ofÊ theÊ plantÊ growingÊ besideÊ theÊ riverÊ bank.Ê
(Source:Ê PersonalÊ Collection)
Those leaves lying down are taken by the hand and are cut by a knife and the unwanted
broken, spotted and crooked ones are removed as well as any other dirt when they are placed
on top of the water. They are also put into three different sizes ÿ large, medium and small.
Five handfuls are tied together to make a bundle. A woman can carry on her back ten to
twelve bundles or more or less depending on the size of the woman.
Ê
Upon reaching the village, the bundles are leaned against a tree or house wall and the strings
are removed. The next day when the lawn/ground is dry, then the leaves are spread for about
an hour and they are turned to the other side and dried for another hour and then removed.
This is just to dry off the moisture. They are then wrapped in an old mat for three days and
three nights and must not get wet in this process. They can also just be covered with fallen
coconut leaves out in a place in the house.
aPPendIx 6
Fig.3
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
WomenÊ dryingÊ theÊ Kuta.Ê
(Source:Ê PersonalÊ Collection)Ê
Ê
They are then sunned out every day and at the same time the string is continually removed to
sun out those in the middle. This process takes at least two weeks but in Nawailevu and
Nagadoa, it can only take one week as the heat is intense and very dry.
At the end of its dryness, it is then flattened (walui) and straightened by a fresh water mussel
shell. Kuta is straightened in bundles and not individually as in the case of pandanus (voivoi)
leaves. The process of flattening kuta is only carried out towards the evening, in the night and
early morning as it is soft. In the middle of the day, being hot, flattening kuta will make them
hard and brittle. As we have seen the whole task of kuta making is done by women but at
times men help with the cutting from the lakes.
Ê
Ê
Ê
Ê
Ê
Ê
aPPendIx 6
1.4 PLAITING PROCESS AND ARTEFACTS
1.41 Mat making

Ê
After the flattening and straightening process, kuta is then ready for plaiting. The item to be
plaited is determined by the one who is going to do it.
For mat making, there are three main ones:

i)Ê IbeÊ niÊ davodavo (sleeping mat) is about one and a quarter meters in length and
three Quarters of a meter in width and uses about three to four bundles. It would
take one lady to plait this for two weeks.
ii)Ê NaÊ iÊ coco (common room mat) is about two and half meters long and one and a
Quarter meter in width and uses about fifty bundles. It takes two months to
complete it.
iii)Ê TaunamuÊ Kuta (extraordinarily very large mat or known as Fijian mosquito net)
is about three meters in length and one and a half meters in width. It uses sixty
bundles. It takes five women to plait it in five months. The plaiting process is
done in a slanting position unlike plaiting pandanus where it is done straight.
Fig. 6
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
MatÊ beingÊ wovenÊ
(Source:Ê PersonalÊ Collection)Ê
aPPendIx 6
Kuta weaving is very difficult due to its nature being very thin and only women of villages
where it is grown know the art of its making. Even in Nagadoa and Nawailevu (my case
studies) not all women know the art of making it.
1.42 BASKETS
Different baskets are weaved according to their uses. Fine ones with some strands of
different colours are used for baskets of special occasions like those for church and formal
gatherings. Those for use within the homes are not plaited with special care.
1.43 WEDDING GOWNS
These are done with the very fine strands and are in tiers and coloured strands are used; wool
is added with the modern made ones.
Fig.7
A wedding out-fit made of Kuta.

(Source:Ê personalÊ collection)Ê
Ê
1.44 0THER ARTIFACTS
Other things that are made using the Kuta include babyÊ cradles, blanketsÊ and taÿ ovalaÊ the
traditional formal sash worn by Tongans.
aPPendIx 6
2.0 EC0N0MIC IMP0RTANCE
Because of the scarcity of kuta plants due to the disappearance of their habitats brought about
by commercial farming it has a high economic demand. An IbeÊ niÊ davodavo will fetch
between sixty to eighty dollars. One iÊ coco will fetch between one hundred and fifty to two
hundred dollars. One TaunamuÊ kuta will fetch between four hundred to five hundred
dollars. For those women who can weave kuta have enjoyed financial gains which in return
have improved their lives in terms of sending their children to school, buying basic items for
family use and village commitments.
2.1 TRADITIONAL IMPORTANCE OF KUTA TO THE PROVINCE OF

BUA
According to the elders of Nawailevu, Naruwai and Nagadoa, kuta has been the yauÊ
vakamareqetiÊ (anÊ artifactÊ thatÊ holdsÊ anÊ importantÊ value) for Bua, a piece of knowledge that
has been passed down through generations. This is seen very clearly during traditional
gatherings and presentations. With other parts of Fiji, the masiÊ (tapa) is the final piece that is
placed on top of a mat spread. Bua is the only province that uses kuta mats as the top spread
instead of masi.Ê Ê In a ceremony or gathering, people will just straight away know that this is a
group from Bua just by looking at that kuta piece making the final spread at the top.
Today, the villages of Navakasobu and Korovuli in Macuata are also well known for kuta
plaiting. According to the village elders of my case studies, the art and skills of making kuta
in Macuata was through inter-marrying of women who took the art and skills with them.
Geographically, these two provinces (Bua and Macuata) are next to each other. An
interesting finding from the case study was that kuta mats of Macuata are much harder and
much browner than those made in Bua which are much whiter. According to the elders, this
is due to its sacredness and the finer arts and skills of its upkeep from the growing stage to
the making of products.
Fig.8
Ê
Ê
Ê
Ê
88Ê
A finished mat made of kuta.
(Source: Personal Collection)
aPPendIx 6
3.0 ANALYSIS OF FINDINGS
It can be seen that kuta holds a very important place in the culture and tradition of the people
of Bua. According to the interview, it was seen that very few women in the villages of
Nawailevu and Nagadoa know the preparation stages and can plait kuta. This is an area that
needs to be addressed at the boseÊ vakaÊ koro (village meeting), boseÊ vakaÊ tikina (district
meeting) as well as boseÊ vakaÊ yasana (provincial meeting). A compulsory programme needs
to be put in place in all these villages where all young ladies including school leavers are to
be taught the art of kuta making. This is how the art can be maintained and passed down to
the younger generations.
Also in these villages, people have taken up the projects of aquaculture, the rearing of
maleyaÊ (tilapia). From the advice of the Ministry of Primary Industries, that when the ponds
were cleaned and emptied after harvesting, the baby fish were not to be released into the
rivers as these will upset the natural balance of the rivers. Unfortunately, this had not been
taken seriously and the rivers next to these three villages have a lot of tilapia. Tilapia
according to the women of my case study villages has indicated that this is a big threat to kuta
as they feed on their roots, thus killing the plants. At Nagadoa, tilapia has been found in the
kuta ponds since a village further inland rears tilapia commercially. These needs to be
addressed very quickly or the kuta in these villages will soon become extinct.
In the villages of Navakasobu and Korovuli in Macuata, their kuta ponds were threatened by
sugar cane farming, road construction and infrastructural building. Fortunately for them,
according to Mealey (1999: 74), the World Wide Fund for Nature (WWF) together with the
help of the University of the Pacific and various Fiji Government departments and agencies,
have been working with the women of Navakasobu and Korovuli in Macuata to help them
record their traditional knowledge of the weaving of kuta. WWF has calculated that between
1978Ê andÊ 1994,Ê closeÊ toÊ halfÊ (48Ê %)Ê ofÊ theÊ projectÊ areaÿ sÊ forestÊ coverÊ wasÊ lostÊ toÊ agriculture,Ê
especially sugar cane and its associated different infrastructural developments. A 1929
survey map of the area showed several huge ponds surrounding the two villages, where many
of these have diminished or completely disappeared. Since WWF started work with the
women, there had been an upsurge of interest in kuta and efforts to restore its habitat, since
the community realized how rapidly this resource is being lost.
The kuta ponds of Macuata have also been affected by issues concerning land ownership
changing economic demands within villages and the status of women in land use decision
making.
In Bua if yaqonaÊ (kava) and dalo (taro) and with cassava being in the pipeline by the
government to be introduced for ethanol becomes a huge demand on these villages, then kuta
ponds may face the same fate as Navakasobu and Korovuli. The people of Nagadoa,
Naruwai and Nawailevu should learn from the Macuata Province and take precautions before
this art and skills disappear.
Ê Ê Ê Ê Ê Ê
Ê
Ê
Ê
Ê
Ê
Ê
aPPendIx 6
4.0 RECOMMENDATIONS
Since we have seen the importance of kuta in the province of Bua, then perhaps the Bua
Provincial Council should liaise with WWF to hold a series of talks on how to preserve the
kuta habitats in the above villages that grow kuta. Traditional landowners need to be
encouraged to protect their fragile environments. For kuta habitats in Bua the threats of
heavy sedimentation is already predicted due to the large pine plantations surrounding the
kuta ponds of Bua. Water lily invasion in the kuta ponds together with chemical runÿ offs
from plantations will have to be taken seriously as an added threat. Since women are mostly
involved in the art of kuta making, then they should be consulted in the various stages of
decision making concerning any developments that might upset the kuta ponds.
Since kuta plaiting is only known mostly to old ladies of these villages which grow kuta, the
art could be introduced to the two secondary schools surrounding these villages namely
Lekutu and Bua as part of their art and craft classes.
Since many women these days are plaiting more for economic gain, there should be a market
for kuta mats and other artifacts to be sold especially in the capital of Suva for standard
prices. Today the prices do vary a lot.
Since kuta is being sold for financial gain, the people of Bua will need to know and
understand the sacredness of their yauÊ vakamareqetiÊ (aÊ uniqueÊ culturalÊ heritage). Perhaps
the chiefs of Bua will have to place some form of taboo for kuta sales as in the case of tabua
(whales tooth).
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
Ê
9
aPPendIx 6
5.0 CONCLUSION
Ê
Kuta ponds hold some importance not only culturally and economically but environmentally
also. They are habitats to fish (ikaÊ droka and sesere), eels, toads and birds, water lily, ferns,
sensitive grass and mileÿ aÿ minute and local hardwood trees by the lake side like vesi,Ê
buabua,Ê dakuaÊ salusalu and kauvulaÊ (Fiji MuseumÊ Reference Library, 1998: 17 ÿ 19).Ê Ê Ê
Ê
A kuta pond is a type of wetland. Wetlands are essential to the supply of clean, fresh water in
the Pacific and around the world and are increasingly being affected by commercial
agriculture, mining and infrastructural developments like road constructions and housing.
Some ponds have been invaded by foreign plants such as water lily and water hyacinth and
fish such as tilapia and the carp.
Credit must be given to the World Wide Fund for Nature ( WWF ) and the University of the
South Pacific for taking the initiative to help the villagers especially women of Navakasobu
and Korovuli in the restoration of their kuta habitats. WWF in 1999 had also carried out an
inventory of all wetlands in Fiji where the weaving plant; kuta grew (Mealey, 2000: 2).
In conclusion, the findings suggest that WWF and the University of the South Pacific have
done their part. Therefore, with their intensive work it has set a pace for us to follow. As a
Bua native, I am pleading with all my people to take steps to save our most sacred yau before
the art dies a natural death.Ê Ê KutaÊ isÊ ourÊ identityÊ letÊ usÊ saveÊ itÊ nowÊ beforeÊ itÊ isÊ tooÊ late.Ê
10
aPPendIx 6
REFERENCES
Ê Ash, J. and Ash, W. 1984. Fresh Water Wetland Vegetation of Viti Levu, Fiji. NewÊ
ZealandÊ JournalÊ ofÊ BotanyÊ 22:337-391.
Ê Fiji Museum Reference Library, 1998. Taria ni Vanua Buca (Draft).
Ê Mealey, E. 1999. A Community comes to the rescue of Fijian Wetlands. IslandÊ

Volume (3):69-76.
Ê Mealey, E. 2000. The Ramsar Convention on Wetlands- World Wetlands Day 2000:
South Pacific. Press Release- - 2 February, 2000.
Ê Parham, J. W., 1964. PlantsÊ ofÊ theÊ FijiÊ Islands. Government Press, Suva.
Ê Smith, A. C., 1979. FloraÊ VitiensisÊ Nova. Volume 1. Pacific Tropical Botanic
Garden, Lawai, Hawaii.
Ê Women farm wetland grass for mats, 2008. TheÊ FijiÊ Times,Ê [online] Available at:
http://www.fijitimes.com/story.aspx?id=82547 [Accessed 14 July 2011]Ê
11
aPPendIx 6
APPENDIX
FIJI SCHOOL LEAVING CERTIFICATE
ENGLISH PROJECT : 2011
TOPIC: Kuta and its Significance to the people of Macuata (Case Studies of 2 villages:
namely Nagadoa and Nawailevu)
INTERVIEW QUESTIONS
Ê
1. Where does the kutaÊ grow? (Places)
2. Where are they planted? Why?
3. How long does it take the kutaÊ plant to grow?
4. When do they know it is ready to be harvested?
5. List the stages of kuta from when it is harvested to when it is plaited?
6. What role do men play when doing kutaÊ making?
7. How long does it take to plait a normal size kuta mat?
8. Can all women plait or are there any limitations to it, and why?
9. What other artifacts can be made from kutaÊ apart from mat making?
12
aPPendIx 6
10. Are they only used for traditional means or are they sold as well?
11. What is the importance of kuta?
ThankÊ youÊ forÊ yourÊ co-operationÊ
13
aPPendIx 6
aPPendIx 7
aPPendIx 7
samPle fsfe
Project
aPPendIx 7
FIJI HIGH SCHOOL
FIJI SEVENTH FORM EXAMINATION
ENGLISH PROJECT
THEME: FIJI AS A TRANSITIONAL

SOCIETY
2011
Aliti Bola
Form 702
aPPendIx 7
FIJI SEVENTH FORM EXAMINATION : 2011
CAPTURE SHEET
FIJI HIGH SCHOOL

NAME OF STUDENT: Aliti Bola FORM: 702
THEME: Fiji as a Transitional Society
TOPIC: Views of the Viti High School Community on the ‘Importance of abstaining from sex’
SECTION GUIDELINE TOTAL

A. PRESENTATION 6 MARKS MARKS AWARDED
• Format 2marks
• Style 2 marks
• Reference 2 marks
B. CONTENT 10 MARKS
C. LANGUAGE 4 MARKS
TOTAL 20 MARKS
GENERAL COMMENTS
Teacher’s Signature: __________________ HOD’s Signature:
Principal’s Signature: __________________ School stamp:
Date: _______________
aPPendIx 7
TOPIC:
VIEWS OF THE
MOSI HIGH SCHOOL COMMUNITY
ON THE
“IMPORTANCE OF ABSTAINING
FROM SEX”
aPPendIx 7
Thesis Statement
Abstinence has become an old-fashioned concept to teenagers including

the students of the Fiji High School Community. The trend of safe sex
as a result, has become an acceptable norm today. Unless the media
and community take responsibility to direct these vulnerable members of
society in raising awareness on the consequences of the ignorance of
abstinence from sex, teenagers will continue to face other socio-
economic challenges.
ii
aPPendIx 7
Acknowledgement
I would like to thank the following people who have contributed towards
making this project a success:
• Almighty God – for giving me the wisdom, knowledge and strength

so that I may be able to complete this project.
• Mrs. Peters (English teacher) – for helping me in contributing ideas

on how to do the project.
• My mother (Mrs. Nalu Bola) – for contributing her ideas towards

the making of this project.
• All those who have answered my Questionnaires.
iii
aPPendIx 7
Methodology
In compiling this research work the following research tools were used
under the two research methods, that is:
Primary Research:
a) Questionnaires
Fifteen questionnaires were distributed to the respondents and
within one week all the fifteen questionnaires were collected. For
three and a half weeks, all questionnaires were analyzed and a
draft was created.
Secondary Research:
a) Library
Information was collected from different sources such as
encyclopedias, journals and dictionaries from the Suva City
Library.
The National Substances Abuse department and also the Ministry
of Health were visited to collect Statistics on HIV and AIDS, and
teenage pregnancy cases.
b) Internet
The internet was also accessed in order to collect relevant
information pertaining to the research topic.
iv
aPPendIx 7
Declaration of Originality
I, _Aliti Bola_, of Form 702, of Mosi High School, do hereby solemnly

declare that this research project is an original piece of work and any
other information borrowed from other sources has been duly
acknowledged.
___A Bola_____ 05 / 06 / 11 _
Signature Date
aPPendIx 7
Table of Content
Content Page Number
1.0 Introduction 1
2.0 Abstinence 2
3.0 Abstinence: An unknown word 3
4.0 Benefits of Abstaining from Sex 4

4.1 Physical Benefits 4
4.2 Emotional Benefits 5
4.3 Spiritual Benefits 5
4.4 Social Benefits 5
4.5 Economical Benefits 5
5.0 Sex – A Controversy among Teenagers 6
6.0 Contraceptives versus Abstinence 7

6.1 Types of Contraceptives 8
7.0 Media’s Role in Society 10
8.0 Forms of Media 11

8.1 Lewd Lyrics 11
8.2 Pornography 11
9.0 Drugs and Sex: The danger connection 12

9.1 What can happen if Alcohol and other Drugs are used? 13
10.0 Effects of Pre-marital Sex 14

10.1 Sexually Transmitted Infections 15
10.2 Teenage Pregnancy 15
10.3 Emotionally Depressed 16
11.0 Awareness on practicing abstinence 16

11.1 Media 16
11.2 Parent – Child Communication 17
12.0 Conclusion 18
References 19
Appendix 21
vi
aPPendIx 7
1.0 Introduction
According to the Oxford Advanced Dictionary a transitional society is

defined as a society going through a process or period of change from
one state or condition to another. Therefore, premarital sex and teenage
pregnancy has been most prevalent in this transitional society due to
many factors.
Fortunately, abstinence has been considered as one of the effective

contraceptives teenagers can rely on in order to prevent premarital sex
and fallen victims to teenage pregnancy or other Sexually Transmitted
Diseases (STD’s). On the other hand, the use of other contraceptives
such as condoms is effective, but, is sometimes unsafe as its usage can
result in unwanted pregnancies and sickness.
Sadly, as teenagers are exposed to the media and peer pressure,

youths tend to engage in sexual activity and as a result suffer the
consequences of unwanted pregnancy, contracting sexually transmitted
infections-syphilis, gonorrhea, HIV and AIDS; embarrassments and
rejection from families and society.
Therefore, awareness programmes run by health organizations such as

the Ministry of Health and the Fiji Students Stand Against HIV and AIDS
(Fiji STAHS) advocating the effects of premarital sex and promoting the
eradication of unwanted pregnancies and sexually transmitted infections
(STIs) will enable teenagers to make wise decisions and eventually
change this transitional society.
aPPendIx 7
2.0 Abstinence
“Sexual attraction is natural and it is part of life to feel strongly about

someone. Even teenagers reach a certain time in their life that they feel
strongly about the opposite sex.” (Serelini, 2011b)
“Dating and having sex at a young age may be normal or accepted by

peers, it can lead to many social issues like, teenage pregnancy,
marriage and even sexually transmitted diseases if young people are not
educated on the consequences of their sexual feelings.” (Serelini,
2011b)
Abstinence can be defined as refraining from all sexual activity including

mutual masturbation, genital sexual intercourse, anal and oral sex. It is
normally a choice many teens are making as it is a best means of
ensuring avoiding infection from HIV and AIDS and other sexually
transmitted infections and unwanted pregnancies.
“As well as seeing abstinence from sex as the best option for
maintaining sexual health, many supporters of abstinence based
approaches to sex education also believe that it is morally wrong
for people to have sex before being married.” (Abstinence, 2011).
Teenagers in today’s society are more pressured to engaging into

premarital sex despite many religious upbringings, family backgrounds -
agree in engaging in sexual activity. On the other hand, the ones with
the strong family backgrounds and religious upbringing will wait for after
marriage. Realistically, it is a norm for many teenagers to engage in
sexual intercourse. Moreover, teenagers feel that disengaging in sexual
activity will result in rejection from peer groups.
However, the most responsible teenagers wait until after marriage and in
fact decisions being made are not regrettable - avoiding unwanted
pregnancies, STDs, emotional breakdown and future marital breakups.
“Some teens are regretting losing their virginity because the

person whom they lost it to was not right for them.” (Fiji STAHS “A
is for Abstinence”, n.d.)
aPPendIx 7
Fig. 1
0% Importance0%of Abstinence
7%
No
93% Yes
Of the majority of those questioned, 93% strongly feel that abstinence is

important and needs to be practiced as it protects teenagers from
unwanted pregnancies and STIs whereas the other 7% feel that children
are the leaders of tomorrow therefore, it is their choice to choose either
abstinence or the use of contraceptives. The family research at the
Adolescent and Reproductive Health Centre claimed that practicing
abstinence helps couples to avoid the long-lasting negative
consequences of premarital sex, including unwanted pregnancies, STIs,
emotional problems, promiscuity and future marital breakups.
3.0 Abstinence – An Unknown Word
Due to various factors, abstinence has since become an unknown word

in today’s transitional society. Factors such as pressure from partners
and peers, promotion of sex in the media through advertisements,
music, and videos can be reasons why teenagers engage in sexual
activity and “abstinence” has become an unknown word. Teen people
magazine – a popular magazine mostly read by teens in New York,
claimed that:
“Abstinence is ideally the solution to STDs and teenage

pregnancies, but adolescents have hormones and sexual urges
that prevent the idea of abstinence becoming a reality for all
teens.”
Practicing communication skills is easy, but talking about waiting can be

tough whether it is between couples or peers. Communication clearly
shows how deep committing to abstinence can be, and always thinking
about what the future will be like.
aPPendIx 7
Fig. 2
Abstinence - unknown word
27% Yes
No
73%
The result of the findings of this research are quite interesting and
thought provoking since 73% of those questioned said that “abstinence”
is becoming an unknown word in today’s society due to many reasons.
Firstly, teenagers are being heavily influenced by the media to engage in
such activities without knowing such consequences could occur.
Secondly, abstinence has become an unknown word due to pressures
from their peers and their partners. Minority of the respondents, 27%,
feel that teenagers “…know what to do when it comes to engaging in
sexual play.”
According to the Abstinence versus Sex-Education journal; it claimed

that abstinence only works when “…teens are sexually inactive…” as it
offers 100 percent protection and preventative ways to the individual.
4.0 Benefits of Abstaining from Sex
As discussed earlier, abstinence protects an individual from contracting

sexually transmitted diseases like HIV and AIDS and prevents unwanted
pregnancies and future marital break-ups.
The Fiji STAHS pamphlet published in 2007 stated different benefits of

abstaining from sex. Abstaining from sex also brings benefits as a credit
to individuals who practice this effective contraceptive. Below are the
physical, emotional, spiritual, social and economical benefits.
4.1 Physical Benefits
Abstaining from sex brings in positive benefits in terms of protection and

prevention from diseases caused by certain viruses. It is hundred
percent safe in terms of avoiding transmissions of viruses such as HIV
and AIDS, gonorrhea, syphilis etc. and it offers hundred percent
aPPendIx 7
protection from unwanted pregnancies, and allows the individual to wait

until physically ready to have a baby.
4.2 Emotional Benefits
Abstaining from sex builds esteem and confidence therefore

empowering the individual to say no to sex. This shows that the
individual is emotionally mature and avoids feelings of worry, guilt or
shame. Moreover, this gives the opportunity for couples to develop
deeper friendship and love or can concentrate on personal goals and
desires.
4.3 Spiritual Benefits
When a person practices abstinence, the individual shows great respect

towards God’s gift of sex, sacrament of marriage and most importantly to
the body (temple of God). Furthermore, it spiritually prepares the
individual to have sex only within marriage.
4.4 Social Benefit
Couples and partners who abstain until marriage will have longer-lasting
and happier marriages and families.
4.5 Economical Benefits
Firstly, it is expensive to have a baby - especially if the individual is not

financially ready to support the baby and his/her self. The needs and
wants of the baby from birth until adolescence need to be met for the
baby and family to survive. Secondly, there is the possibility for the
individual to lose out on education, job and most importantly losing out
on time as a youth.
Therefore, abstinence provides hundred percent protection and

prevention and also has potential benefits emotionally, economically,
physically, socially and spiritually; if and only the individual is sexually
inactive and practices monogamous relationships - having only one sex
partner, and both are uninfected and always completely faithful will help
reduce risks of contracting sexually transmitted infections and future
marital breakups.
aPPendIx 7
5.0 Sex – A Controversy Among Teenagers
Teenagers reach a certain time in their life when they feel strongly about
the opposite sex. Sexual attraction is natural and it is part of life to feel
strongly about someone. This is where new relationships are
developed. In times like this, young people can make decisions that
they have not thoroughly thought about, that is, decisions of engaging in
sexual activity so soon.
The need for social acceptance is also heightened at this time. The age
of first sexual encounter takes place between 12 and 16 years and it is
highly likely that safe sex will not be practiced. The level of risks taken
by young people in this group as well in those in their 20s is much higher
due to misguidance at home. Fiji STAHS organization highlights that:
“Sex should be special-not perverted or something that goes

terribly wrong physically, like ending up with an unwanted
pregnancy, a sexually transmitted infection or even HIV and AIDS.
Having sex is not a test of your love or feelings for another person.”
(Fiji STAHS “D is for Do other things”, n.d.)
Dingle, A. (1993) suggested that sex is not bad; in fact, it is so good-

such a beautiful gift that it belongs to the sacredness of a committed
relationship. However, it is unsafe for the unmarried.
Serelini, K. (2011b) stated that “… boys don’t want a long-lasting

relationship; they want to experience what sex is about. It is all about
discovery.” Most teenagers are not comfortable with their parents
discussing the topic sex with them. So sex education is required in most
schools. Below is the percentage finding of the Saint Joseph’s
Community students who discuss ‘sex’ topic with their parents.
Fig.3
Parent-Child Communication
0%
47% Yes
53%
No
The above finding illustrates how many parents communicate with their
child on the topic “sex”. 53% of the respondents say that their parents
aPPendIx 7
do talk to them on this topic. Within this group, 50% said that
information on ‘sex’ was collected from pamphlets/magazines, 25%
collected their information from the internet and the other 25% learn
about it from their peers. The other 47% said that there is no parent-
child communication on the topic “sex” at home.
Teens People magazine suggests that teens who are heavily exposed to
the media often misinterpret the topic as they think engaging in sexual
activity is cool and widely accepted.
Serelini, K. (2011b) claimed that “…parent’s constant advice and

understanding is important, and ignoring the issue does not help.
Parents must be aware that students discuss among themselves details
of their classmate’s sexual encounters. Moreover, girls often have
provocative ways which prompted them to indulge in sexual activity.
The reasons behind all these are that most of them had no family
support system, no one talks about sex and relationship advice while
some, do so for companionship - meaning to fill the vacancy of a
loveless relationship from home.”
6.0 Contraceptives Versus Abstinence
Teenagers and couples nowadays are always depended upon

contraceptives when it comes to indulging in sexual play. In fact,
contraceptives are not hundred percent safe as some contraceptives do
not provide protection against pregnancy and sexually transmitted
infections, but it is necessary to use.
Abstinence, on the other hand, is natural and it is hundred percent safe

as it provides protection and prevention against sexually transmitted
infections and pregnancy. Sadly, for teenagers who are sexually active
or pressured, abstinence may not be the best method to use. Therefore,
contraceptives should be used at all times in order prevent such things
from happening.
aPPendIx 7
6.1 Types of Contraceptives Source: Google Image
Contraceptives are available to those who are sexually active and it

comes in different types, effectiveness and prices. The effectiveness
depends on how the individual uses these contraceptives, time to use
these contraceptives and so on. Below is the list of contraceptives with
its effectiveness and its positive and negative effects.
Birth control Pills:

Effectiveness: 95%
Pros: very effective against pregnancy if used
correctly, makes menstrual periods more regular
and lighter, decreases menstrual cramps and acne,
less likely to get cancer, anaemia.
Cons: Does not protect the individual from sexually transmitted
infections, the individual needs to remember to take it every day at the
same time and can be very expensive.
Female Condom:
Effectiveness: 79%
Pros: provides protection against STDs and pregnancy
and can be inserted well before sexual intercourse.
Cons: Condoms may move, become noisy or
uncomfortable, also it can only be used for one act of sexual intercourse.
Intra-Uterine Device (IUD):

Effectiveness: 99%
Pros: provides protection against pregnancies
as long as it is in place in the uterus - protects
as soon as it is inserted, it does not need daily
attention and it is comfortable.
Cons: it does not provide protection against STDs and it needs to be
inserted by a health care provider, induces menstrual cramping with
longer and/or heavier bleedings.
Cervical Cap:
Effectiveness: 80%
Pros: prevents occurrences of pregnancy.
Cons: does not protect against sexually transmitted
infections, expensive to prescribe (comes with spermicidal), can be
messy and some women can be allergic to spermicidal cream.
aPPendIx 7
Tubal Ligation:
Effectiveness: 99%
Pros: prevents pregnancy, will give protected sex for up
to 48 hours, no need to apply spermicidal cream.
Cons: it does not provide protection against sexually transmitted
infections and can be expensive method to apply.
Diaphragm:
Effectiveness: 80%
Pros: can be put into place right before intercourse and it
provides protection against pregnancy.
Cons:women can have occasional side effects such as
nausea, increased appetite and headaches; and men need to use a
condom in order to lower the risks of STDs.
Male condom:
Effectiveness: 86%
Pros:lowers risks of STDs, effective against
pregnancy and cheaper to use.
Cons: may disrupt love making and can tear.
Withdrawal: effectiveness – 72%

Pros: it is natural and it has no side effects and it allows men to be an
active part of preventing pregnancy.
Cons: does not protect against pregnancy and it is not an effective
method of contraception.
Family planning: effectiveness: 76%

Pros: it is natural, approved by many religions and women get to know
her body and menstrual cycles.
Cons: provides no protection for STDs, they need to figure out when
ovulation occurs for each month, which requires a lot of work and
women who have irregular menstrual periods should not use this
method.
Adapted from: Pros and Cons of Different Contraceptive Methods

aPPendIx 7
7.0 Media’s Role in Society
As discussed earlier, many teenagers do not have communication on

the topic of sex at home. Therefore, reliance on the media occurs in
order to be educated or gain information on sex.
Due to the development of entertainment occurring in this transitional

society, more teenagers are exposed to the media. The media plays a
vital role in entertainment, promotion of sexual activity often being
misinterpreted for teenagers to indulge in it. As a result, entertainment
has being blamed for having a negative influence on youths in today’s
society.
Furthermore, the media has greatly influenced teen’s sexual behaviour.

Study reveals that teens who watch a high amount of television
programmes containing sexual content were twice as likely to indulge in
sexual intercourse compared to those who watched minimal amounts.
Fig. 4
Media - Contributing Factor Towards Youth
Problems:
Yes
100%
During the research, it was quite interesting to find out that 100% of the
respondents agreed that the media has been regarded as one of the
contributing factors towards youth problems occurring in society.
However, within this group, a woman who is a teacher disagreed as the
media is not only the contributing factor towards youth problems as the
media sometimes promotes safe sex.
10

aPPendIx 7
8.0 Forms of Media
8.1 Lewd Lyrics
Lewd lyrics according to the Advanced Oxford Learners dictionary are

lyrics which refer to sex in a rude and offensive way. Lewd lyrics in most
popular songs on local radio stations and sexual imagery on music
videos on televisions have become a norm. Furthermore, it appears to
be a common site for exposing children and teenagers to a “…highly,
globally recognized medium.”
A concerned citizen, Ashneel Prasad, wrote to the local newspaper, Fiji

Times, saying that, “… some songs are just outright absurd and carry a
similar message of sex. Some songs for me are outright noise. And as
for the video clips that are presented on TV, it is just impossible to cater
for. Small children watch the music shows regularly and if at the age of
five and six they see these kinds of things such as violence, kissing, etc
what will they learn from it? Absolutely nothing! Instead the children will
try to copy those moves and do it on their own.”
Therefore, high exposure to lewd lyrics has resulted in the increase in

juvenile cases with which sex crimes indulging children are on the rise.
Music can be soothing but music containing lewd lyrics is regarded as
absurd.
8.2 Pornography
Nowadays, modern technologies are developed in order to satisfy

people’s needs and wants. Teenagers, in this case are now in
possession to the internet, radios, gadgets-mobiles, I-pods, etc.
Therefore, with temptation comes curiosity. Access to explicit materials
such as pornography sites, nude pictures and downloaded videos has
become a norm amongst teenagers in this transitional society.
Sadly, it is even more impossible to monitor students who have access

to technology, especially since youths are in possession of laptops,
cameras and devices that with enough freedom, access to pornography
is easy.
“Pornography addiction has its roots in the viewing and hording of

magazine and video pornography however these days; the porn addict
has a new and frightening powerful and problematic enabler called the
Internet.”
11

aPPendIx 7
Fig. 5
Forms of Media - Influential Factor
Internet
Television
33%
Magazine
60%
7%
A minority group claims that television is one of the most influential

factors in society, whereas majority of the group feel that magazine and
the internet are the two most influential factors in today’s society. Dingle
(1993, p. 146) indicated that the media gives us the impression that the
giving side of love is mostly about sex. It is added that it is only the
small part shown when the first blossoming of romance settles down into
the reality of living.
9.0 Drugs and Sex – The Danger Connection
Information below is taken from the National Substance Abuse Advisory

Council.
Saying ‘yes’ to drugs and substances including alcohol, also agrees to

the following sexually transmitted infections:
• Gonorrhea and syphilis which have serious effects on the
individual and the baby.
• HIV and AIDS – a killer disease with no cure
• Chlamydia – a disease with few symptoms but very serious effects
like not able to have children
• Herpes (oral and genital) – a lifelong sickness with no cure.
Substances use make users less inhibited-more likely to do things you

would not normally do, including having sex, or forced into difficult and
dangerous situations such as having sex in exchange for drugs or for
money to pay for drugs.
12

aPPendIx 7
9.1 What can happen if Alcohol and other Drugs are used?
Studies have those youths who use alcohol and other drugs are more
likely to:
• Have sex
• Have sex at a very young age
• Have many sex partners
• Have sex without taking any contraceptive to protect oneself
against STDs including HIV and AIDS
People, who use drugs, including alcohol, have a chance of catching

STIs those are dangerous and harmful to health. If you take drugs, it is
easy to make poor choices about having sex and contracting STDs.
STIs do not have signs that cannot be seen by the naked eye and this is
considered dangerous. Therefore, alcohol and drug abuse and sexually
transmitted infections are closely linked.
13

aPPendIx 7
10.0 Effects of Premarital Sex
“A number of them were having sex, smoking and all that, but they did
not go far. Most of the boys got girls pregnant and they were forced into
a committed relationship, after high school they did not enjoy but started
worrying about family and children, they were stuck.” (Serelini, 2011a)
These are the most common problems many youths who are sexually
active face after indulging themselves in sexual activity. These are
mainly due to pressures and anxiety teenagers face whether to do it or
not. However, with education and public awareness these types of
problems will not occur.
Sadly, ignorance is the main problem teens have when it comes to

making decisions. Therefore, with premarital sex come unwanted
pregnancy, contracting STDs, embarrassment and rejection from
families and society and financial problems.
Fig. 6
Effects of Premarital Sex:
Unwanted
20% Pregnancies and
Financial Problems
40%
Unwanted
40% Pregnancies and
Parental
Commitment
Majority of those questioned, 40%, believe that the main consequences

that can arise are “unwanted pregnancies and financial problems”, the
other 40% feel that the main consequences can be “unwanted
pregnancies and parental commitment” and 20% of the remaining
respondents feel that the two main and common consequences that will
arise are “financial problems and parental commitment”.
14

aPPendIx 7
10.1 Sexually Transmitted Infections
There are many types of sexually transmitted infections that usually

occur if people engage in unprotected sex. It can cause syphilis,
gonorrhea and HIV and AIDS.
HIV and AIDS

“AIDS knows no religious, economic or social boundaries. To date
HIV/AIDS has claimed an estimated 37 million lives with new infections
believed to be around 13,500 each day. Deaths from AIDS related
illness are around 8,500 each day. It is estimated that by 2010, 25
million children would be orphaned by AIDS. AIDS is the world’s fourth
leading cause of death.” (Low, 2006)
It is believed that HIV/AIDS has no cure, therefore, AIDS is considered

deadly and with ignorance, death can occur within generations to
generations.
10.2 Teenage pregnancy
As discussed earlier, sex gives pleasure to both partners. However, it

can be dangerous to those who are not ready. Unwanted pregnancies
between the ages of 13-19 years of age are cases which are most
prevalent in this transitional society. This normally occurs when a girl
has unprotected sex, mostly pressured by peers or partner.
Fig. 7
Teenage Pregnancy - Misinformed about
sex
100%
Yes
The above findings are quite interesting since 100% feel that it is being
misinformed about sex which results in teenage pregnancy occurring in
today’s transitional society.
15

aPPendIx 7
The family research council at the Adolescent and Reproductive Health

Centre indicated that:
“Teenage pregnancy has negative consequences on parents,

children and society. Teen parents are unlikely to marry and
children born to teen mothers are most likely to suffer from
depression and live in poverty. Moreover, children will have lower
grades and drop out of school, abused or neglected and be
delinquent.”
10.3 Emotionally Depressed
Along being at risk of sexually transmitted diseases, young people who

engage themselves in sexual activity are likely to have negative
consequences. The study from the family research council states that:
“Youths engaging in premarital sex often lead to depression one

year later. Furthermore, they are likely to experience regret, guilt,
lowered self-respect, fear of commitment and fears of pregnancy
and sexually transmitted diseases and are more likely to commit
suicide.”
11.0 Awareness on Practicing Abstinence
“Abstinence-only education teaches teens about the consequences of

having sex, STDs, pregnancy to emotional impacts.” (Keating, S. 2001)
There are many ways health organisations in partnership with the

citizens can help in raising awareness on the effects of engaging in
unprotected sex. It can be through the media, youth seminars and
public awareness.
11.1 Media
Even though the media has been considered as the main ‘culprit’ in the
promotion for sex, in this case, the media accurately and efficiently
taught teens that even safe sex is not always safe and will always
consider abstinence as safe and effective.
Through articles written in local newspapers such as “The Fiji Times” or

“The Fiji Sun”, it can encourage the public to read and be aware of the
16

aPPendIx 7
negative effects of premarital sex, and this will be interesting to read and
can be taught in the high school curriculum.
11.2 Parent-child communication
“Everything starts at home”. Health organisations have encouraged all

parents to educate children on abstinence and the effects of premarital
sex as when faced with similar situations, wise decisions are able to be
made in order to prevent unwanted pregnancies and contracting STDs.
Fig. 8 Parent-Child Communication
Emphasise both on
20% "abstinence" and "safe
sex"
Emphasise only on
80% "abstinence"
Out of the majority of those questioned, 80% feel that parents need to
emphasize the importance of abstinence and safe sex to children so that
they will decide which method is safe to use. Within this group, two of
those respondents feel that parents should emphasize mostly on
abstinence, while the minority of the group, 20% believe that parents
should emphasize only abstinence to children in order for them to be
safe from such diseases and social issues.
Avert site claimed that abstinence plus sex education, although the main
emphasis is on abstinence as the preferred choice of protection, young
people are also provided with information about contraception and
disease prevention so that they can protect themselves when they do
become sexually active.
17

aPPendIx 7
12.0 Conclusion
Opinions greatly differ from person to person but the effective, protective
and preventative measures teens can rely on in order to avoid social
issues from occurring is, abstinence.
However, pressures are evolving all around a teenager and thus, teens
cannot control their sexual emotions from arousing which may result in
their involvement in sexual activity before marriage. This is likely to
have harmful psychological and physical effects.
Accordingly, it has been proven through this research that safe sex has
become a norm, due to many factors such as the media promoting that it
is cool to have premarital sex only if teenagers take contraceptives in
order to provide protection against sexually transmitted infections.
Therefore, abstinence can still be trusted and enforced by parents and

other stakeholders of society as the best and most effective remedy in
minimizing the escalating social problems among teenagers today.
18

aPPendIx 7
References
• “Abstinence and Sex Education”. (2011). Retrieved on 13th April,

from http://www.avert.org/abstinence.htm
• Adolescent & Reproductive Health Centre and National Substance

Abuse. (n.d.). “Drugs and Sex” [Brochure]. Suva: Author.
• Chaudhary, F. (2011, April 17). Lewd Lyrics. The Fiji Times, p. 3.
• Denny, G & Young, M. (2006) Abstinence versus Sex-Education.

In Journal of School Health. Vol. 76; 8. John Wiley & Sons, Inc.,
America. pp. 414-422
• Dingle, A. (1993). Alive and Well. Mc-Graw-Hill Book Company.

NSW. Australia.
• Fiji STAHS. (n.d.). “A is for Abstinence” [Brochure]. Suva: National

Substance Abuse Advisory Council.
• Fiji STAHS. (n.d.). “D is for Do other things” [Brochure]. Suva:

National Substance Abuse Advisory Council.
• Ministry of Health. (n.d.). “Teenage Pregnancy – One Time

Pleasure…Lifetime Regret” [Brochure]. Suva: Author.
• Keating, S. (2001) Sex vs. Abstinence.
• Low, S. (2006 June - August). When Talk Isn’t Cheap. Living in

Fiji, pp. 78 – 85.
• Prasad, A. (2011, April 17). Lewd Lyrics. The Fiji Times, p.11
• Serelini, K. (2011a April 17). Porn-Trapped Students. The Fiji

Times, p. 3.
• Serelini, K. (2011b May 15). School Dating and Sexual Attraction.

The Fiji Times, p. 3.
• Serelini, K. (2011c May 29). Saying No. The Fiji Times, p. 3.
19

aPPendIx 7
• Types of Contraceptives. (2009) Pros and Cons of Different

Contraceptive Methods. Center for Young Women’s Health.
Boston.
• Wehmeier, S. & Hornby, A. S., (1995). Advanced Oxford Learners
Dictionary. 7th Edition. Oxford University Press. England. pp. 1453
& 1631.
Appendix
20

aPPendIx 7
FIJI SEVENTH FORM ENGLISH PROJECT: 2011

VITI HIGH SCHOOL
Theme: Fiji as a Transitional Society
Topic: Views of the Fijii High School community on the ‘Importance of abstaining from
sex’.
Questionnaire
Please tick only the box which applies to you.
Teacher Male Female
Student Junior Intermediate Senior
1. What does “abstaining from sex” mean to you?

Engaging in sexual activity without the use of contraceptives
Engaging in sexual activity with the use of contraceptives
Do not engage in sexual activity
2. Do you think abstinence is important?

Yes No
Give a reason for answer.
3. Do you think “abstinence” is becoming an unknown word in today’s society?
Yes No.
Give a reason for your answer.
4. Do your parents openly discuss the topic of “sex” with you?
Yes No
If No, where do you get your information from? (Choose 1)

Pamphlets/Magazines Internet Peers Church
5. A) “The media is one of the contributing factors to many youth problems today.”
Is it true that the media persuades teenagers to engage in sexual activity?
Yes No
B) if your answer is yes, how?
21

aPPendIx 7
6. What other consequences can arise if teenagers engage in sexual activity? (Choose 2)
Unwanted pregnancies
Financial Problems
Parental Commitment
Brings Satisfaction
7. Do you think that abstinence from sex is the solution to social problems faced by youths of
today? Give a reason.
Yes No
8. Which form of media is the most influential factor to the Viti High School community
whereby the students gather information on sex? (Choose 1)
Television Magazine Radio Internet
9. Do you think being misinformed about sex results in teenage pregnancies?

Yes No
10. Do you think the Ministry of Health should create awareness in practicing abstaining from
sex amongst teens in school?
Yes No
11. Do you think parents should

emphasize the importance of safe sex and not abstinence.
emphasize the importance of abstinence and not safe sex.
emphasize both the importance of abstinence and safe sex.
not discuss anything at all.
12. Should there be more youth seminars on how they can advocate upon practicing abstinence
rather than safe sex?
Yes No.
If No, give a reason.
Thank you for your co-operation.
Aliti Bola
Form 702
22

aPPendIx 7

aPPendIx 7
glossary of
terms

glossary of terms
APA – the American Psychological Association style of referencing.

Close-ended questionnaires- responses are limited to the choices already given either by selecting
from given options or rating.
Et al. – this is Latin for ‘and the others’, particularly materials which are written/edited by three or
more authors/editors.
Ethics – generally accepted behaviour which is decent and virtuous to all.
Framework – a mind map, a conceptual framework, a basic process to guide how you will conduct
your study and a way to understand how each part of your study is inter-related.
Main Research Question – this is an abstract question that needs to be explored which is the cue to
other questions (sub-research questions).
MLA – Modern Language Association style of referencing.
Methodology – the process or approach that the researcher uses to gather information / data that is
needed to answer research questions which is a vital process in doing research.
open-ended questionnaire – a questionnaire with questions that are open and having no limit to the
intended responses.
Paradigm – different approaches used in conducting research project.
Primary data – data from documents and records which are actually being analyzed.
Primary research – studying the subject by firsthand observations, experimentation or through an
investigation such as a survey, etc.
Reliability – refers to the consistency of the findings if the research is repeated.
Research field – where the researcher does his research.
Research Topic – this is the focus of a research study.
in academic papers, reports, books, internet materials and other records; also known as Library
Research.
Sampling – this is the process of selecting the people to be respondents in a research; also known as
sample population.
Secondary data – the interpretation of the primary data.
Secondary research – studying the subject by looking into the work of others in academic papers,
reports, books, internet materials and other records; also known as Library Research.
USP – University of the South Pacific
Validity – how factual are the findings of a research in comparison to what it was intended to
measure.

references
Burns, R.B. (2000). Introduction to Research Methods, Sage Publication: London
Google Image (1.2010) Retrieved from the Web: http://www.google.co.nz/imgres?imgurl=http://4.

bp.blogspot.com &page=1&ndsp=24&ved=1t:429,r:18,s:0&tx=64&ty=68.
Google Images (2/2010). Retrieved from the Web:

http://www.google.co.nz.
Grant, B. & Giddings, L. S. (2002). Making sense of methodologies: A paradigm framework for the
novice researcher. Contemporary Nurse, 13(1), 10-28. Retrieved from the web.
www.cad.auckland.ac.nz/index.php?p=staff_page&staff=bgrant
Marshall, G. A Dictionary of Sociology (2010) Retrieved from the Web:

http://www.encyclopedia.com/doc/1o88-researchethics.htmlgy;
Nabobo, U (2008). Decolonising Framings in Pacific Research: Indigenous Fijian Vanua Research
Framework as an organic Response. ALTERNATIVE. Vol. 4. No 2. Pp140-154.
Pratt, N. (2010) Qualitative Research; Retrieved from the Web.

http://www.edu.plymouth.ac.uk/resined/ qualitative%20 methods%202/qualrshm.htm.
University of Waikato, (2010) APA Referencing. Retrieved form the Web:

http://www.waikato.ac.nz/__data/assets/pdf_file/0017/51632/APA_Referencing_6th_ed.pdf
Walonick, D.S. (2010) Elements of a research proposal and report. Retrieved from the Web:
http://www.statpac.com/research-papers/research-proposal.htm#chapter-5
Web Centre for Social Research Methods (2010) Analysis. Retrieved from the Web:
http://www.socialresearchmethods.net/kb/analysis.php.

bIblIograPhy
Anderson, G. 1998. Fundamentals of Educational Research (2nd Edition). New York: Falmer.
Bassey, M. (1990), On the Nature of Research in Education, Faculty of Education, Nottingham

Polytechnic.
Burns, R. B. 2000. Introduction to Research Methods. London: Sage Publication.
Denzin, N. K. & Lincoln, Y. S. 1994. Handbook of Qualitative Research. California: Sage.
Fua, S. J. 2009. Ko hota fa’ungamotu ‘a ko hota kaha ‘u- Knowledge system for redesigning Tongan
curriculum. In K. Sanga & K.H. Thaman (eds), Rethinking Education Curricula in the Pacific:
Challenges and Propects. Wellington: Victoria University, pp. 196-220
Fua, S. J. 2009, Tohi Tokona Ma ‘Ae Faiako : Founga Fekumi. Research Manual for Teachers. Tonga
Institute of Education, Tonga.
Glesne, C. & Peshkin, A. 1991. Becoming Qualitative Researchers. New York: Longman.
Guba, E. G & Lincoln, Y. S. 1985. Effective Evaluation. San Francisco: Jossey-Bass.
Health Research Council of New Zealand, 2003. Guidelines on Pacific Health Re-search, New
Zealand.
Lewin, K. 1946. Action Research and Minority Problems, Journal of Social Issues, Vol. 2.
Lincoln, Y. S. & Guba, E. G. 1985. Naturalistic Inquiry. California: Sage.
Merriam, S. B. 1998. Qualitative Research and Case Study Applications in Education. San Francisco:
Jossey- Bass.
Patton, M. Q. 2002. Qualitative Research & Evaluation Methods 3rd ed. California: Sage

bIblIograPhy
Schon, D. A. 1983. The reflective practitioner. How professionals think in action. Ba-sic Books.
Seale, C. 2004. Social Research Methods. New York: Routledge.
Tashakkori, A. & Teddlie, C. 1998. Mixed Methodology Combining Qualitative and Quantitative
Approaches. London: Sage.
Thaman, K. H. 1997. Kakala: Towards a Pacific Concept of Teaching and Learning. Keynote address,
Australian College of Education National Conference, Cairns, Sept 28th – October 1st .
Taufe ‘ulungaki, ‘A. 2003. The role of research: a Pacific perspective. In Coxon, E. & Taufe
‘ulungaki, ‘A. (Eds.). Global/ Local Intersections Researching the Delivering of Aid to Pacific
Education. Auckland: Researcher Unit of Pacific Education (RUPE), The University of Auckland, pp.
19-40.
Taufe ‘ulungaki, ‘A., Fua, S. J., Manu, S. & Takapautolo, T.2006. Sustainable liveli-hood and
Education: Tonga Pilot Report. Institute of Education, University of the South Pacific, Suva.
Thaman, R. R. 2004, Three Rs for Academic Success Research, Recording and Ref-erencing:
Guidelines for Students doing Library, Internet and Field Research. Insti-tute of Education,
University of the South Pacific.
Tohi Tokoni Ma’ae Faiako: Founga Fekumi, Research Manual for Teachers, Tonga Institute of
Education, Ministry of Education, Women Affairs and Culture.
Vaioleti, T. 2003. Talanoa Researcher Methodology: A Developing Position on Pacific Research. In

Pasifika Symposium 2003 Collection of Papers, Wilf Malcolm Institute for Educational Research,
University of Waikato, New Zealand.
Webster, A. L. 1998. Applied Statistics for Business and Economics: An Essential Version. Boston:
Irwin McGraw- Hill.


Fundamentals of Research

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fundamentals of Research

Uploaded by

Copyright:

Available Formats

Fundamentals of Research

The Fiji Context

A Guide for Use in Forms 5, 6, and 7

Curriculum Development Unit

Curriculum Development Unit

To all of you, a big vinaka vakalevu, dhanyavaad, shukriyah and faiakseia.

Curriculum Development Unit

This text book on the fundamentals of research

The term RESEARCH means finding answers to certain problem(s). It can

Teachers need to help students to have a good understanding of the

Research begins with the identification of a problem or an issue.

1.2 The Research Process

HERE IS AN OUTLINE OF THE RESEARCH PROCESS (In STEPS).

You will also need to provide the:

Literature Review—A minimum of 3 sources of which at least one book is compulsory.

nB: Thesis Statement for Form 7.

StepsÊ GuidelineÊ ContentÊ

1.3 Detailed Steps in the Research Process

REFER To THE SAMPLE BELoW

5 ParadigmsÊ Methodology (main Methods/toolsÊ

Ê Radical approachÊ Case study survey/Text InterviewÊ

Citations from a secondary source

Citations from a secondary source

However, please take note of step 7 (on the appendices) on page 5.

14-18, again Draft 1Ê Term 2: Week 11Ê Term 2: Week 3Ê

Please refer to Appendix 2 for the Vanua Framework.

aadar (vakarokoroko / veidokai) payaar (loloma),parrasparik (veirokorokovi), namrata (yalo malua,

3.3 the research fIeld sIte

3.3.1 gaInIng access to the research fIeld sIte

4.2 lIteratUre revIew (secondary research)

Literature review is a necessary component of a research study.

4.2.1 why revIew lIteratUre?

4.2.2 how to formUlate research QUestIons?

Whether an informant is interviewed or is answering a questionnaire, research questions must not

A research proposal discusses the steps a student researcher will follow.

n Topic - The main focus of the research.

n Defining the Research Problem/Issue

how did one’s thought process arrive at this research problem?

Source & Explanatory note to be provided

nB: The discussion must be presented in the passive construction.

5.2 data gatherIng tools:

Recording: If anything is to be recorded, permission must be given by the respondents first.

5.2.3 referencIng Personal observatIons: P.o.

5.2.4 docUment analysIs

5.2.5 talanoa (UnstrUctUred IntervIew and dIscUssIons)

5.3Ê Reliability & Validity

Older men or women Elders of the village

 Member checks / Respondent validation: After transcribing interviews,

5.4.1 data PreParatIon

5.5 QUalItatIve research rePort

noTE: A brief account of limitations encountered is to be presented in a paragraph

no new points are to be included in the conclusion.

6.1 QUantItatIve aPProach

6.1.3 sUrvey desIgn

6.1.4 basIc gUIdelInes for PreParIng QUestIonnaIres

n Make sure you ask the ‘right kind’ of questions.

n Keep the language simple so that it is easy to understand.

n Ensure there is a logical progression from one section to another.

6.2 data analysIs

6.1.1 basIc Process of statIstIcal analysIs

6.3 QUantItatIve research rePort

Title: to be brief and be able to clearly indicate the content.

7.3 Personal commUnIcatIon