RESEARCH PROPOSAL

TYPES OF RESEARCH STUDY (1)

• To gain familiarity with a phenomenon or to achieve new insights into it (Exploratory

or formulative research studies
• To describe accurately the characteristics of a particular individual, situation or a group
(Descriptive research studies)
• To determine the frequency with which something occurs or with which it is associated
with something else (Diagnostic research studies)
• To test a hypothesis of a causal relationship between variables (Hypothesis-testing
research studies).
 TYPES OF RESEARCH STUDY (2)

• Descriptive research includes surveys and fact-finding enquiries. The main

characteristic of this method is that the researcher has no control over the variables; he
can only report what has happened or what is happening
• In analytical research, on the other hand, the researcher has to use facts or
information already available, and analyse these to make a critical evaluation of the
material.
 TYPES OF RESEARCH STUDY (3)

• Attitude or opinion research i.e., research designed to find out how people feel or
what they think about a particular subject or institution is also qualitative research
• Empirical research is data-based research, experimental type of research. Such
research is thus characterised by the experimenter’s control over the variables under
study and his deliberate manipulation of one of them to study its effects
 SESSION OUTCOMES

By the end of this session, you should be able to:

1. Identify the type of research you intend to conduct;
2. Apply the deficiencies model when writing the proposal’s introduction;
3. Design a literature map to organise the writing of the literature review;
4. Select a research design aligned to your study’s purpose;
5. Create a research proposal map to plan for the study you intend to conduct.
 TYPE OF RESEARCH ACTIVITY

Write a 50 word paragraph describing the type of research you intend to conduct. You can
share your description with you supervisor.
 DEFINITION OF A PROPOSAL (1)

• A comprehensive exploration of existing scholarship on a specific topic

• An account of what has been published on a topic by accredited scholars
• A well-framed (by theme, method, chronology, etc.) presentation of the current
state of topic knowledge, which is designed to highlight past research findings
and to pave the way for your study
 DEFINITION OF A PROPOSAL (2)

• It tells on WHY, HOW, Your proposal describes your proposed plan of work:
WHERE, and to WHOM the 1. What you intend to study (scope and research
research will be done and shows questions).
what benefits are to be derived 2. How you intend to study your topic
from it. (methodology).
3. Why this topic needs to be studied (significance).
4. When you will complete this work (timeline).
5. Where you will conduct this work
 PARTS OF A PROPOSAL

Section 1: Working title; Abstract

Section 2: Introduction; Problem statement; Purpose of the study; Research questions
Section 3: Review of literature; theoretical framework
Section 4: Methodology
References
Plan of work
 WORKING TITLE (1)

• Before considering what literature to use in a proposal, first identify a topic to study and
reflect on whether it is practical and useful to undertake the study
• The topic is the subject or subject matter of a proposed study, such as high school
teaching, leadership creativity, or psychological stress
• Describe the topic in a few words or in a short phrase. The topic becomes the central
idea to learn about or to explore.
 HOW WOULD THIS WORKING TITLE BE WRITTEN? (1)

1. Try completing this sentence: My study is about …

2. When creating a title be:
• Brief and avoid wasting words
• Eliminate unnecessary words, such as “An Approach to …,” “A Study of …,” and so forth
• Use a single title or a double title. An example of a double title would be “An Ethnography:
Understanding a learners’ beliefs about mathematical learning.
• consider a title no longer than 12 words, eliminate most articles and prepositions, and make sure that it
includes the focus or topic of the study.
[See Creswell and Creswell 2017:58 ]
 HOW WOULD THIS WORKING TITLE BE WRITTEN? (2)

3. Another strategy for topic development is to pose the topic as a brief question. What
question needs to be answered in the proposed study? A researcher might ask,:
• What teaching method is best for Environmental education?
• What does it mean to be an academic in the South Africa society today?
• When drafting questions such as these, focus on the key topic in the question as the major
signpost for the study

[See Creswell and Creswell 2017:58 ]

 WRITING THE INTRODUCTION (2)

The deficiencies model of an introduction is an approach to writing an introduction to a research

study that builds on gaps existing in the literature. It includes the elements of stating the research problem,
reviewing past studies about the problem, indicating deficiencies in these studies, and advancing the
significance of the study. It consists of five parts, and a separate paragraph can be devoted to each part, for
an introduction of about two pages in length:
1. State the research problem.
2. Review studies that have addressed the problem.
3. Indicate deficiencies in the studies.
4. Advance the significance of the study for particular audiences.
5. State the purpose statement.
Introduction as an inverted triangle: moving from very general to very specific:

General: including a “hook” to grab your readers

Background
Context
Previous research
Key references

Specific: what is it you are contributing to the problem

 ACTIVITY# 1-INTRODUCTION

• Highlight or underlined the following aspects of an introduction in the attached introduction

• Statement of the goal of the study
• Context of the study
• Background of the study [starting from a broad picture narrowing in on your research question]
• The context and significance of the question addressed.
• Literature review
• Citation of relevant references
• Knowledge gap to be addressed
• Explaining the scope of the work, what will and will not be included (if you are answering only part of the question you are posing)
• Purpose of the study
 PROBLEM STATEMENT (1)

• Research problems are always linked to a more general set of problems, so it is

useful to separate the problem statement into two parts:

1) The general problem (or problematic situation),

2) The specific problem (or the researchable problem).

• Note that the specific problem is not necessarily “small”, but rather it must be
precisely specified and capable of being addressed with available resources.
 PROBLEM STATEMENT (2)

• The general problem statement sets the stage for the specific, researchable
problem.
• The specific problem narrows the perspective to a set of issues on which
knowledge or information is needed.
• It must be clarified,
– what knowledge is needed
– the reasons the knowledge is needed
– by whom the knowledge is needed
– the potential purposes it could serve.
 PURPOSE OF THE STUDY (1)

• The purpose statement indicates why you want to do the study and what you intend to
accomplish.
• The purpose statement is the central controlling idea in a study. It is written in a sentence or
several sentences and sets the objectives, the intent, or the major idea of a proposal.
• Well written purpose of statements contain information about the central phenomenon
explored in the study, the participants in the study, and the research site.
• A purpose of the study conveys is aligned to the design and uses research words drawn
from it [design]
 A SCRIPT FOR WRITING QUALITATIVE PURPOSE
STATEMENTS : EXAMPLE #1
The purpose of this (strategy of inquiry, such as ethnography, case study, or other type) study is
(was? will be?) to (understand? describe? develop? discover?) the (central phenomenon being
studied) for (the participants, such as the individual, groups, organization) at (research site). At
this stage in the research, the (central phenomenon being studied) will be generally defined as
(provide a general definition).
 A SCRIPT FOR WRITING QUALITATIVE PURPOSE
STATEMENTS : EXAMPLE #2
The purpose of this (experiment? survey?) study is (was? will be?) to test the theory of
(theory name) that (compares? relates?) the (independent variable) to (dependent variable),
controlling for (control variables) for (participants) at (the research site). The independent
variable(s) will be defined as (provide a definition). The dependent variable(s) will be defined
as (provide a definition), and the control and intervening variable(s) will be defined as
(provide a definition).
 RESEARCH QUESTIONS (2)

• A research question is the question around which you centre your research
• Depending on the complexity and breadth of the study, there could be more than one
research questions
• Identifying a research question will provide greater focus to the research
• It will clarify the direction of the search may it be a descriptive or experimental in
natureA well-written research question will also shed light on appropriate research
methods.
 RESEARCH QUESTIONS (2)

There are three types of research questions, namely descriptive, comparative and causal types:
Descriptive research questions: used to assist a study that aims to describe something. For
example, What are the important factors that affect the choice of South Africa university students?
Comparative research questions: To analyse the difference between two or more groups, on the
dependent variables, we use comparative research questions. For example, What is the attitudinal
difference between primary boys and girls on mathematics?

Causal research questions: When a research is aimed to find out whether a variable
causes one or more outcome variables, it is called a casual or relationship research. For
example, What is the relationship between study time and performance in Physics?
 REVIEW OF LITERATURE
(1)
• An introduction that shares the persistent The literature demonstrates the
question(s) the reviewed literature will significance of the study
address and indicates how the reviewed
• Does it demonstrate a gap in the
scholarship will be framed
literature?
• An organizational frame, which groups
• Does it identify a conflict that needs
relevant scholarship by topic, chronology,
resolution?
theoretical approach, methodology, etc.
and/or a combination of approaches
 REVIEW OF LITERATURE (2)

Writing the literature review allows you to understand:

• How other scholars have written about your topic
• The range of theories used to analyse materials or data
• How other scholars connect their specific research topics to larger issues, questions, or
practices within the field.
• The best methodologies and research techniques for your particular topic
 REVIEW OF LITERATURE:
RHETORICAL FUNCTIONS
• Situates the current study within a wider disciplinary conversation.
• Illustrates the uniqueness, importance of and need for your particular project.
• Justifies methodological choices.
• Demonstrates familiarity with the topic and appropriate approaches to studying it.
 LITERATURE MAP (1)

• One of the first tasks for a researcher working with a new topic is to organize the
literature. This organization enables a person to understand how the proposed study
adds to, extends, or replicates research already completed
• A useful approach for this step is to design a literature map
• This map is a visual summary of the research that has been conducted by others, and it is
typically represented in a figure
LITERATURE MAP #EXAMPLE
 LITERATURE REVIEW PITFALLS: FORGETTING TO
FRAME
• Failing to synthesize ideas and information from your sources into a narrative account of what
the researchers currently know with the purpose of credentialing your study
• This synthesis could be framed by date, theoretical orientation, method, issue, etc.
• The literature review, however, is not an annotated bibliography. In other words, you organize
the literature review by issues and ideas rather than by individual sources. Your goal is to
create a conversation between and among the scholars on each important issue reviewed.
 THEORETICAL FRAMEWORK (1)

• Theories are constructed in order to explain, predict and master phenomena (e.g.
relationships, events, or the behavior)
• A theory makes generalizations about observations and consists of an interrelated, coherent
set of ideas and models
• The theoretical framework of the study is a structure that can hold or support a theory of a
research work. It presents the theory which explains why the problem under study exists
• The purpose of a theoretical framework is to provide a general framework for data analysis
WRITING THE THEORETICAL FRAMEWORK

• Specify the theory used as basis for the study

• Mention the proponents of the theory
• Cite the main points emphasized in the theory
• Support of the theory by ideas from other experts;
• Illustrates the theoretical framework by means of a diagram [if needed]; and,
• Reiterates the theoretical proposition in the study
 CONCEPTUAL FRAMEWORK (1)

• After formulating the theoretical framework, the researcher has to develop the
conceptual framework of the study
• While the theoretical framework is the theory on which the study is based, the
conceptual framework is the operationalization of the theory. A conceptual framework is
the researcher’s idea on how the research problem will have to be explored
• The conceptual framework is also called the research paradigm.
 DIFFERENCE BETWEEN TF AND CF

The difference between theoretical framework and conceptual framework can be further
clarified by the following examples on both concepts:
Theoretical Framework: Stimulus elicits response.
Conceptual Framework: New teaching method improves students’ academic
performance.
 WRITING AN INTRODUCTION (1)

• includes a statement of the goal of the study: why it was undertaken

• sets the context for your proposed project and must capture the reader's interest
• explains the background of your study starting from a broad picture narrowing in on your research
question
• give sufficient background information to allow the reader to understand the context and significance of
the question you are trying to address
• reviews what is known about your research topic as far as it is relevant to your thesis
• cites relevant references
• all cited work should be directly relevant to the goals of the thesis
 RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the research problem. Its purpose is to:
• Introduce the overall methodological approach.
• Indicate how the approach fits the overall research design.
• Describe the specific methods of data collection.
• Explain how you intend to analyse and interpret your results (i.e. statistical analysis,
theoretical framework).
• If necessary, provide background and rationale for unfamiliar methodologies.
• Address potential limitations
 ELEMENTS OF THE METHODOLOGY (1)

Part Definition Types

Approach • The set of common beliefs and agreements shared Positivism
between scientists about how problems should be Interpretivism
understood and addressed (Kuhn 1962) Critical/transformative
Decolonial
• Research Paradigm = Ontology + Epistemology +
Methodology
 ELEMENTS OF THE METHODOLOGY (2)
Design Definition
Quantitative A means for testing objective theories by
examining the relationship
among variables.
Qualitative A means for exploring and understanding
the meaning individuals or groups ascribe
to a social or human problem.
Mixed Methods An approach to inquiry that combines or
associates both qualitative and
quantitative forms.
Strategies
Non-Experimental research [Survey
research]; Experimental research
Ethnography; Narrative;
Phenomenological; Grounded theory
Case study
Sequential mixed methods
Concurrent mixed methods
Transformative mixed methods
 ELEMENTS OF THE METHODOLOGY (3)
Part Definition Strategies
Sampling A sample is a smaller collection of units from a Probability (Random) Sample
population used to determine truths about that Simple random sample
population Systematic random sample
Stratified random sample
Multistage sample
Multiphase sample
Cluster sample
Non-Probability Sample
Convenience sample
Purposive sample
Quota
Data collection The process by which the researcher collects • Quantitative – Numbers, tests, counting, measuring
the information needed to answer the research • Qualitative – Words, images, observations,
questions.
conversations, photographs
 ELEMENTS OF THE METHODOLOGY (4)

Part Definition Types

Data analysis Quantitative and qualitative methods produce Basic analytical strategies
Describing
different types of data Modeling
• Quantitative data produces numerical values Examining deviant cases
• Qualitative data produces narratives Telling a story
Counting
But for both quantitative and qualitative data, the same Factoring
analytical strategies are used for data interpretation Clustering
Comparing
Finding commonalities
Finding covariation
Ruling out rival explanations
Factoring
 ELEMENTS OF THE METHODOLOGY (5)

Part Definition Types

Validity and Reliability [in
QUAN & MM]
Validity: Degree to which a test or instrument • Face validity
measures what it purports to measure • Content validity
1. How can we be sure we are measuring what our • Statistical validity [concurrent;
we set out to? predictive]
2. To what extent are we describing and measuring • Construct validity
what our research question set out?

Reliability:The degree to which a test or • Relative

measure produces the same scores when • Absolute
applied in the same circumstances • Rater reliability [Intrarater;
If we repeated the research, would we find the same Interrater]
results?
 ELEMENTS OF THE METHODOLOGY (6)
Part Definition Types
Trustworthiness [in QUAL & MM] The process of ensuring quality and Five criteria for trustworthiness
rigour in qualitative studies • Credibility
• Transferability
• Dependability
• Confirmability
• Authenticity
Positionality The term positionality both describes an individual’s world view and the
position they adopt about a research task and its social and political context

Ethical considerations The importance of values, moral • Informed consent

principles and obligations, and • Voluntary participation
the protection of participants/ • Do no harm
respondents from all harm and danger • Confidentiality
throughout the research process • Anonymity
 RESEARCH ALIGNMENT: MEANING
• Your research purpose must be
aligned with (i.e., consistent with)
the specific problem you are
studying and the knowledge gap
that your research is intended to
address
• Your research questions must be
aligned with your research
purpose
• Your research design must be
appropriate to and consistent with your
research questions
• Your research design must be
appropriate to and consistent with your
research purpose and the nature of
your research questions
• Your research design must be
appropriate to and consistent with your
research method
RESEARCH ALIGNMENT EXAMPLES
Title: Exploring the preparation practices for STEM
student teachers for using English as a medium of
instruction (EMI): a case study of Southern African
universities
Purpose: To examine how different universities in
Southern Africa prepare their STEM student
teachers to use English as a Language of Learning
and Teaching (LoLT)
Problem: English is used as LoLT in all high school
curriculum. However, language is used different in
each discipline. From literature, there is paucity of
studies that focus on how STEM teachers in ESL
contexts are prepared to use EMI.
RQ 1: To what extent do Southern African
universities prepare their STEM student teachers to
use English as EMI?
RQ 2: What is the relationship between student teachers’
use of English as LoLT and their ability to teach STEM
subjects?
Theoretical orientation: Bourdieu’s Theory of Habitus (It
refers to the physical embodiment of cultural capital; the
deeply ingrained habits, skills, and dispositions that we
possess due to our life experiences through being part of a
particular social class)
Approach : Qualitative explanatory case study
Design: Phenomenological study
Methods: Focus group discussions ; document analysis;
semi-structured interviews
Analysis: Inductive thematic analysis
 ABSTRACT

The typical kinds of information found in most abstracts is:

• The context or background information for your research; the general topic under study; the specific topic of your
research
• The central questions or statement of the problem your research addresses
• What’s already known about this question, what previous research has done or shown
• The main reason(s), the rationale, the goals for your research—Why is it important to address these questions? Are you,
for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying
new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• The research and/or analytical methods
• The relevance of the main findings, results, or arguments
• The significance of your findings or arguments.
 ABSTRACT EXAMPLE #1

Multiculturalism in Education: A Guide for Beginning Teachers

Multiculturalism in education is an important issue to many school personnel, but perhaps may be of utmost
importance to beginning teachers. These teachers may find themselves in multicultural classrooms for the
first time, which can be a difficult adjustment. Therefore, the diverse needs of the class are a new obstacle to
overcome. This guide is being created to aid beginning educators with teaching in a multicultural environment.
Four surveys addressing attitudes toward multiculturalism and responses to hypothetical scenarios will be
administered to the following groups: teachers of pre-primary and primary , teachers of first through third
grades, students with no teaching experience, and students with education majors or concentrations. It is
expected that teachers in multicultural classrooms will be more sensitive to diverse student needs. On the
other hand, students who have not been exposed to such environments may have different approaches when
responding to the hypothetical situations in the surveys. The final product will consist of a guide for beginning
teachers including discussion of the survey results, a review of current literature regarding multiculturalism in
education, as well as some suggestions for teaching effectively in a diverse environment.
 ACTIVITY# 1-ABSTRACT

Using the abstract in the previous slide, identify the following:

Kinds of information on an abstract Statements from the abstract
Context or background information
Central questions or statement of the problem
Previous research has done
The rationale of the study
Analytical methods

Relevance of the main findings

Significance of your findings

 ACTIVITY# 2-ABSTRACT

Use the table below to write your own proposal abstract.

Kinds of information on an abstract Use your own research focus to complete
this section
Context or background information
Central questions or statement of the problem
Previous research has done
The rationale of the study
Analytical methods

Relevance of the main findings

Significance of your findings

 ENTERING THE ACADEMIC CONVERSATION

Creating a Research Space Move 3: Occupying the Niche

Move 1: Establishing a Territory
• Show centrality
• Review previous research
Move 2: Creating a Niche
• Indicate a gap or extend previous
knowledge
• Outline purposes
• List Research Questions or
Hypotheses
• Announce principle findings
• State value of research
• Preview structure of paper
 PLAN OF WORK

• In a plan of work you must specify objectives you will meet over a given period of time
and how you intend to meet them
• This section of your proposal should contain a graphic timeline as well as a table of
objectives, activities, and responsibilities.
PLAN OF WORK #EXAMPLE

Activity Time Frame Anticipated Outputs

 REFERENCING STYLES

• You can use the following reference styles:

1. MLA
2. APA
3. Chicago
4. Harvard
• Be consistent with one referencing style that you use
REFERENCES

Creswell, J.W. and Creswell, J.D., 2017. Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA:
Sage Publications.

Maree, K., Creswell, J.W., Ebersohn, L., Eloff, I., Ferreira, R., Ivankova, N.V., Jansen, J.D., Nieuwenhuis, J., Pietersen, J. & Plano Clark,V. L.
(Ed). 2016. First Steps in Research. Van Schaik Publishers (2nd Ed.) First steps in research. Pretoria Van Schaik.

Kivunja, C., 2018. Distinguishing between theory, theoretical framework, and conceptual framework: A systematic review of lessons
from the field. International Journal of Higher Education, 7(6): 44-53.

Shenton, A.K., 2004. Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), pp.63-
75.
 RESEARCH PROPOSAL MAP

Complete the attached research proposal map to plan and organize your proposed study.
Share this plan with your supervisor.