Fundamentals of Research

Fundamentals of Research 2
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?
Steps Guideline Content

1 Formulate the Topic Be specific; narrow the topic to a local
area of study.
2 Introduction to the Research Project 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.
Either add limitations here or at the
beginning of the Results section.
Literature Review Relevant secondary sources. It can
also be included in the Introduction
and other relevant sub-topics, except
the Conclusion.
3 Choosing the appropriate Must include a detailed description of
Methodology both Primary and Secondary sources.
(Problems encountered are not to be
included.)
4 Results Refer to the formulated questions to
devise sub-topics. Use the following
styles in the write-up (expository,
Data Analysis and Discussion analytical, critical, descriptive and
report). Photographs (max. 5),
graphs, tables, diagrams, etc used
must be properly referenced).
Have a leading statement before
5 Writing Recommendations recommendations are listed. Listing
is applicable to 5 points or more
otherwise write in paragraphs.
Recommendation can either be on its
own or embedded in the discussion.
Conclusion A paragraph – discussion of sub-
conclusions into a neat conclusion.
No new points.
6 Preparing the References List all sources used in alphabetical
order with the exception of personal
interviews.
7 Including the Appendices Sample blank questionnaire
(no pictures)
Refer to appendix 1 for format.

Refer to appendix 1 for format.
REFER TO THE SAMPLE BELOW
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.)
(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.)
a. 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 student decides on the type of information required to be collected/gathered, she/he needs
to consider the available:
n resources such as statistics, survey figures, diagrams, maps, views from target groups
n sources such as newspapers, periodicals, books, the web, information from interviews and
questionnaires
The Methodology must be written in the passive voice. (Example: Twenty questionnaires were
distributed randomly to the boarders of Viti High School)
The American Psychological Association reference style uses the Author-Date format.
N.B. Page numbers are optional when paraphrasing, although it is useful to include
them. (Publication Manual, p. 171).
Steps Activity FY12CE & FY13
1 Formulating the topic Term 1: Week 2-3
a) Theme – 1. Identify and select theme 2. List 2-3
reasons for choice 1 day
b) Topic: 1. Identify major issue to be main focus of research.
[What is the significance of the issue?]
NOTE: TOPIC MUST BE VERY SPECIFIC AND LOCAL TO

STUDENT’S PHYSICAL LOCATION
Formulate topic of your Research (must be specific and 1 day
2. local)
3. Identify and list 3 significant reasons for choice of topic/ issue
c). Aims (Year 12) List 2 things you expect to find/prove/ 1 day
disprove at the end of your research.
Thesis (Year 13)
d) Objective – 1. Formulate objectives which are details of 1 day

aims.
2. Write Objectives in question form.
e) Methodology – Secondary Source [Literature Review]: 1 day

Identify and list 3 relevant and available sources of
information to gather most appropriate information for
chosen topic (2 primary and 1 secondary source)
Primary Source: Identify which of the following would
be used to gather information [interviews, observation,
surveys or questionnaires, documents to be analysed, etc.
for your topic]
f) Time Frame – Outline of research duration. 1 day
g) Final Proposal – Prepare and submit proposal to show 1 day

write up of outline of above (a – f) subject to teacher’s
approval.
2 Introduction to the Research Project Term 1: Week 4
Paragraph 1: Definitions of key concept of the study/ a brief
overview of the topic.
Paragraph 2: Reasons for conducting research/ background
/locality.
Paragraph 3: Stating how the project will be presented
3 Choosing the appropriate methodology – using Term 1: Week 5

the 5 research styles
4 Doing data analysis and discussion – 1. Organise data col- Term 1: Week 6-8
lected from primary and secondary research.
2. Describe the result of findings/data/ [narrative/ statistical]
3. Discussion to prove whether assumption/aim has been
proved correct or not.
5 Writing the conclusion and recommendations Term 1: Week 9

Conclusion : Content of draft to include :
• Explanation on main results of the
findings.
• Answers to the questions of the
research (this is a must)
• Summary of the main points of the
research.
Recommendation :
• Based on research findings analysed
in data [not on personal opinions]
• Provide a maximum of 2 solutions
or recommendations on how best to
minimize/alleviate/solve problems
or issue.
6 Preparing the references: Term 1: Week 10-11

• Correct in – text references for primary and
secondary sources.
• Corresponding list of sources for in-text refer-
ence to appear in Reference page [except for
[pers. Comm.]
• Note: no pers. Comm must appear in Refer-
ence page.
• 2 primary and 1 secondary sources are
compulsory
7 Including the appendices- blank copy of the questionnaire to Term 1: Week 12

be put in the appendix.
Draft 1 Term 1: Week 13
Draft 2 Term 2: Week 6
Final Term 2: Week 7-12
Internal/ School Moderation Term 2 Week 13 – Term 3 Week 4
District Modertaion Year 13: Term 3 Weeks 1 - 3
Year 12: Term 3 Weeks 4 - 6
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.)
NB: The discussion must be presented in the passive construction.
It is also acceptable for students to use either quantitative or qualitative approach.
The students are to use at least three primary and one secondary source.
 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?

 where does the research 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.
 Literature Review (Secondary Research)

A review of the relevant literature is necessary especially the most recent
ones. Goals for reviewing literature are to:
- identify definitions for key concepts,
- identify recent researches on the chosen topic and
- identify research methods used.
 Methodology
This is where one defines whether this is qualitative or quantitative. Also
describe the selection of the research field and the respondents.
Do not forget to include whether data will be collected from surveys,
interviews, observations, or analysed documents. Include:
 How the study will be conducted.

 The duration of the study.
 The manner in which respondents will be approached.
 Permission sought to conduct the research.
 All necessary actions undertaken to ensure that an ethical study will
be conducted.
 Presentation of Results & Discussion

NB: The This section highlights the results of the study. The results can be pre-
discussion sented in various forms depending on the research approach taken e.g. ta-
must be bles, bar graphs, pie chart, in essay or paragraph form. Graphs should have
presented in
he passive Figure 1: Dead Fish in Qawa River.
construc-
tion.
Source & Explanatory note to be provided
Please refer to Appendix 2 for the Vanua Framework.
APPENDIX 2
2.2 The Steps of the Vanua Research Framework
Vanua Research Framework The Research Process
This involves the theorizing and

 Na navunavuci conceptualizing of the research including
the consideration of appropriate framing.
 Sankalpan/Dharnaa This ensures that all people that are
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 vakavakarau Research needs to be prepared well and
the budget must reflect this. A research
 Teiyaari aur yojna in the Vanua needs to have chiefs,
leaders and elders consulted and
 Preparation and planning approached beforehand.
For people in Fiji now, the Fijian

 Nai i curucuru / na i sevusevu customary process of a i sevusevu is a
norm for requesting entry into a vanua
 Pravesh (home, village, community). Entry is
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/ Veitalanoa The appropriate method for collecting
information is through talanoa. All the
Interviews (saakshaatkaar) types and rules of engagement in the
Multilogue (vartalaap) talanoa and the protocols are determined
Dialogue (batachit) by the Vanua and its contextual realities.
Monologue (Aatmabhaashan),
Story collection (kahani sangrah)
APPENDIX 2
Na i tukutuku Reporting should be guided by vanua

values and protocols of knowledge. Not
Reporting (report dena) only must the researcher answer the
research questions but all information
Analysis (vishleshan) gathered needs to be sieved carefully by
the researcher. It is the responsibility of
the researcher to act responsibly in the
Writing (lekham kriyaa)
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 vakavinavinaka and ongoing relationship between the
researcher and the researched. Gifting
Gifting (uphaar dena) may occur both ways, depending on
circumstances or the nature of
Thank you (dhanyavaad/shukriya) relationships between the researcher
and the researched.
Researchers are often reminded, that

 I Tatau relationships once established are
usually for life – a lifelong association is
 Prasthaan established. This is a Fijian customary
 Departure 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
 Vakarogotaki lesu tale / taleva lesu 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).
N.B Please note the Hindi used here is the standard Hindi Language.
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.
Qualitative Research
 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.
5.3 Reliability & Validity

Reliability and validity can be ascertained if several data collection methods are
used and the source of data itself is legitimate, for example, interviews,
observations and document analysis.
Validity: Ways to validate a research are as follows:
 Triangulation – this refers to the collective analysis of data gathered from

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,

respondents are to be given the opportunity to view their comments and
make amendments.
 Peer examination: Allows other researchers working on a similar topic to
give comments on the research study.
5.4 Data Analysis Process
This is a process where the data obtained is organized and rearranged in order to
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.
5.4.1 Data Preparation
 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.
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).
APA Examples of references by type

This table shows how you reference materials from books with one or
more authors, films, the web, journals and other sources.
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.
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. Use & between authors’ names, except

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 need to be con-
sistent.
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.
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. (“Report Casts Shadow,” 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.
University of Waikato, (2010)
Source Notes on layout and citations Layout examples
Books that have Author/Editor: if it is an editor always put (ed.) Höffe, O. (2007) Democracy in
been translated or (eds.) after the name(s) an age of globalisation. Trans.
Year of publication: in brackets Haubrich, D. & Ludwig, M. Studies in
Title: in italics Global Justice, volume 3. Dordrecht,
Trans: followed by the name of the person(s) Springer.
who translated the book
Series title and number: if part of a series
Edition: if not the first edition
Place of publication: if there is more than one
place listed, use the first one
Publisher
Books written in a Author/Editor: if it is an editor always put (ed.) Milani, F. (2001) The Phantom of the
foreign language or (eds.) after the name(s) Opera. [Le Fantome De L’Opera].
Year of publication: in brackets Paris, LeRoux.
Title: in italics
[Title in original language]: in italics
Place of publication
Publisher
Dictionaries and Title: in italics. It is common for dictionaries Collins English Dictionary (2011)
th
reference materials and other reference materials to be cited using 11 edition. Glasgow, HarperCollins
the title rather than an author or editor. If there Publishers.
is an obvious author, refer to Books above.
Year of publication: in brackets
Publisher
Independent Stud- Can be used for PhD theses, and dissertations, Webber, A. (2007) The concept of
ies, Dissertations project reports, discourses and essays (MSc, the female body in a selection of writ-
and Theses MA, BSc and BA). ing by Margaret Atwood and Carol
Author Ann Duffy. BA (Hons). University of
Year of publication: in brackets Worcester.
Title: in italics
Type of thesis: e.g. PhD thesis
Academic institution
Journal articles Author(s) Cassaday, H.J., Bloomfield, R.E. &
(hard copy/ print) Year of publication: in brackets Hayward, N. (2002) Relaxed condi-
Title of article tions can provide memory cues in
Title of journal: in italics both undergraduates and primary
Volume number school children. British Journal of
Issue (or part) number: in brackets, if issue Educational Psychology, 72 (4),
number is available 531-547.
Page number(s) of the article: do not use ‘p.’
or ‘pp.’ before page numbers
Journal articles ac- Author(s) Englebrecht, F. & Wendt, T. (2008)
cessed online Year of publication: in brackets Detecting sugar: an everyday prob-
(e-journal articles) Title of article lem when facing diabetes. Science in
Title of journal: in italics School. [Online] 9, 22-27. Available
[Online] from: http://www.scienceinschool.org/
Volume number repository/docs/ issue9_diabetes.pdf
Issue (or part) number: in brackets, if issue [Accessed 12 November 2010].
number is available Gillenwater, P.J. & Kaelin, M. (2008)
Page numbers of the article: do not use ‘p.’ Take your new team to the top.
or ‘pp.’ before page numbers Journal of Accountancy. [Online] 205
Available from: database name or, if freely (3), 58-60. Available from: Busi-
available, webpage address of journal or ness Source Premier [Accessed 11
article November 2010].
[Date of access]
Newspaper articles Reporter: if there is no reporter use the name Kidderminster Shuttle (Thursday 22
(hard copy/ print) of the newspaper as a corporate author. July 2010) Second school uses ‘lolli-
Full date and year of publication: in brack- cam’. Kidderminster Shuttle, p.5.
ets (in-text citations should display year only Termlett, G. (Thursday 12 May 2011)
unless the full date is required to distinguish Spanish city struck by deadly earth-
it from a separate news item from the same quake. The Guardian, p.19.
author in the same year).
Title of article
Title of newspaper: in italics
Page number(s) of the article: use ‘p.’
before a single page number and ‘pp.’ where
there are multiple pages
Newspaper articles Reporter: if there is no reporter use the name Baker, M. (Saturday 19 June 2010)
and news items of the newspaper as a corporate author. Schools ‘in a curriculum vacuum’. BBC
accessed online Full date and year of publication: in brackets News. [Online] Available from: http://
(see in-text citation note above) www.bbc.co.uk/news/10355207 [Ac-
Title of article cessed 27 July 2010].
Title of Newspaper/news website: in italics Barker, I. (Friday 25 June 2010)
[Online] Two-thirds of TAs engaged in ‘active
Page number(s) of article: if available. Use teaching’. The Times Educational
‘p.’ before a single page number and ‘pp.’ when Supplement. [Online] Available from:
there are multiple pages. http://www.tes.co.uk/article.aspx?
Available from: newspaper database name storycode=6048531 [Accessed 28 July
(e.g. Lexis Library) or webpage address of 2010].
news item Reynard, A. (Tuesday 11 March 2008)
[Date of access] There are lessons only parents can
teach. The Daily Telegraph. [Online]
p.20. Available from: Lexis Library.
[Accessed 5 April 2012].
Conference Author(s)/Presenter(s) Whetton, C. & Sainsbury, M. (2007)
proceedings Year: in brackets E-assessment for improving learning.
rd
(online) Title of paper: in italics [Online] 33 International Asso-
[Online] ciation for Educational Assessment
Conference title Conference. Baku, Azerbaijan,
Location of conference 16-21 September. Available from:
Day(s) and month of conference http://www.iaea.info/documents/
Available from: webpage address paper_1162d1bbf7.pdf [Accessed 21
[Date of access] June 2013].
Conference Author(s)/Presenter(s) Dombey, H. (2002) Making the case:
proceedings (in Year: in brackets why we need to teach children the
print) Title of conference paper regularities of our spelling system. In:
In: Cook, M. (ed.) Perspectives on the
Editor(s): followed by (ed.) or (eds.) Teaching and Learning of Phonics: Pa-
Title of publication: in italics pers from two conferences held by the
Place of publication United Kingdom Reading Association
Publisher in 1999 and 2000. Royston, UKRA,
Page number(s) of paper: use ‘p.’ before a pp. 14-28.
single page number and ‘pp.’ when there are
multiple pages.
Webpages Author (s): if there is no named author, then Medwell, J., Wray, D., Poulson, L.
the organisation name can be used as corpo- & Fox, R. (1998) Effective teachers
rate author. If neither exist, then use the title of of literacy. [Online] Available from:
the webpage http://www.leeds.ac.uk/educol/docu-
Year if available: in brackets. ments /000000829.htm [Accessed 5
Title: in italics October 2010].
[Online] National Autistic Society (2011) What
Available from: webpage address is Asperger Syndrome? [Online]
[Date of access] Available from: www.autism.org.uk/
asperger [Accessed 3 May 2011].
Reports Note that ‘report’ can simply refer to a pub- (1)
lished document, often written on behalf of, Morgan, Dr. R. (2011) Younger chil-
or produced by, an organisation. The starred dren’s views. [Online] Ofsted. Report
items (*) may not be available in every report, number: 100094. Available from:
particularly online documents. http://www.ofsted.gov.uk/Ofsted-
Author: use the name of the organisation or home/
project team as corporate author, if there is no Publications-and-research/Browse-
named author all-by/Care/Children-s-rights /
Year of publication: in brackets Younger-children-s-views/ [Accessed
Title: in italics 3 May 2011].
[Online]: if online (2)
* Organisation: if different to the author Rose, Sir J. (2009) Independent
* Report number: if available review of the primary curriculum: final
* Place of publication: if available report. [Online] Available from: https://
* Publisher: if available www.education.gov.uk/publications/
Available from: webpage address, if accessed standard/
online publicationdetail/page1/DCSF-00499-
[Date of access]: if accessed online 2009 [Accessed 27 May 2011].
Examples on the right: (3)
(1) online report with organisation and report National Skills Task Force (2000)
number; Tackling the adult skills gap: upskill-
(2) online report with none of the starred items, ing adults and the role of workplace
so is a ‘webpage’ reference format; learning. Third Report of the National
(3) is a published report in hard copy, with Skills Task Force. Department for
organisation name, report number, place and Education and Employment. Report
publisher. number: SKT26. London, DfEE.
Online video Author: name or alias of person or organisa- cfccnc (2009) A quick guide to
tion who posted or produced the video plagiarism. [Online] Available
Year: when the video was created, or posted from: http://www.youtube.com/
online watch?v=VnTPv9PtOoo [Accessed
Title of video: in italics 24 September 2010].
[Online]
Available from: webpage address
[Date of access]
Note: this layout is similar to a simple ‘web-
page’ format. See also advice about citing from
videos and other audiovisual sources in the
‘Direct Quote’ section.
Television pro- Title of programme: in italics Atlantis. (2011) BBC One, 8 May.
gramme Year of transmission: in brackets
Name of channel
Date of transmission: day and month.
Episode in a televi- Title of episode: in single quotation marks ‘Woodland animals’. (2011) The
sion series Year of transmission: in brackets Animal’s Guide to Britain. Series 1,
Title of programme: in italics episode 3. BBC Two, 5 May.
Series and episode number
Name of channel
Date of transmission: day and month.
Television pro- Follow the format for television programme, or ‘Woodland animals’. (2011) The
gramme viewed episode in a television series, as above. Then Animal’s Guide to Britain. Series 1,
online add: episode 3. BBC Two, 5 May. [Online]
[Online] Available from: www.bbc.co.uk/
Available from: webpage address iplayer [Accessed 9 May 2011].
[Date of access]
DVD, Blu-ray, VHS Title of film/programme: in italics Harry Potter and the Chamber of
Year: in brackets Secrets. (2002) Directed by: Chris
Directed by: followed by director’s name (if Columbus. [DVD] USA, Warner
available) Brothers.
[DVD]: replace with [Blu-Ray] or [VHS] if Accommodating different learning
viewed in any of these formats. styles. (2004) [DVD] Bristol, Class-
Place of production room Video.
Production company
Music: downloads Artist: if no artist, use the title The Killers (2004) Mr Brightside.
Year of distribution: in brackets iTunes. [Download] Available from:
Title of recording: in italics http://www.apple.com/uk/itunes/ [Ac-
Name of download site: in italics cessed 27 April 2011].
[Download]
[Date of access]
Music: CD or cas- Artist Oasis (1995) (What’s the story)
sette Year of distribution: in brackets Morning glory. [CD] London, Creation
Title of recording: in italics Records.
[CD] or [Audio cassette]
Place of distribution
Distribution company
Podcasts Author/Presenter: where there is no author, Winkleman, C. (2011) ‘Radio 2 Arts
use the title of the podcast instead. Show with Claudia Winkleman 22 Apr
Year of publication: in brackets 11’. The Arts Show with Claudia Win-
Title of podcast: in single quotation marks kleman. [Podcast] 26 April. Available
Title of internet site: in italics from: http://www.bbc.co.uk/podcasts/
[Podcast] series/r2weekndr [Accessed 3 May
Day and month of posted message 2011].
[Date of access]
Market Reports Author Mintel (2011) Car Buying – UK –
Year: in brackets March 2011. [Online] Available from:
Title of market report: in italics Mintel [Accessed 7 April 2011].
[Online]
Available from: database name or webpage
address
[Date of access]
Maps Author Geographical Survey of Great Britain
Year of publication: in brackets (1972) Brighton. 1:50.000. London,
Title: in italics AA Publishing.
Scale
Place of publication: if there is more than one
place listed, use the first one
Publisher
Acts of Parliament UK Legislation and Statutory Instruments are Disability Discrimination Act 2005.
available online at http://www.legislation.gov.uk (c.13). London, The Stationery Office.
Author: Acts of Parliament have a Corporate For Acts prior to 1963, a different
Author, which is Parliament itself. Author system operated based on the date
should be displayed as Great Britain if it needs of the Sovereign’s accession to the
to be distinguished from Acts produced by throne (called the regnal year) and
other Governments, however it is common the dates of the Parliamentary ses-
practice to leave this information out of the sion. Examples:
reference. Road Transport Lighting Act 1957.
Title: in italics. This is the ‘short title’ of the (5&6 Eliz. 2, c.51). London, HMSO.
Act, which includes the year, with key words Education Act 1944. (7&8 Geo. 6, c.
capitalised. 31). London, HMSO.
Chapter: if required, in brackets
Publisher
Hansard and Parlia- Based on the University of Oxford’s OSCOLA Reference List examples:
mentary publica- guidance (pp.39-40). HL Deb 21 July 2005, vol 673, col
tions Hansard reports and many Parliamentary WA261
publications are available online at http://www. HC Deb 3 February 1977, vol 389,
parliament.uk/business/publications/ cols 973–76
HL Deb day month year, volume, column HC Deb 11 June 2013, vol 564, col
HC Deb day month year, volume, column 161
• HL is House of Lords; In-text citation example:
• HC is House of Commons; Michael Gove MP, speaking in the
• Deb stands for Debates; House of Commons, stated that
• Use ‘col’ for one column number, and ‘cols’ GCSE examination reform was re-
for more than one. quired to “restore public confidence”
in the system (HC Deb 11 June 2013,
vol 564, col 161).
For more detail about citing and referencing case law, legislation and Parliamentary sources, see: Uni-
th
versity of Oxford (2012) OSCOLA. [e-book] 4 edition. Oxford, Hart Publishers. Available from: http://www.law.
ox.ac.uk/publications/oscola.php [Accessed 19 June 2013].
White and Green Government department Government consultation papers
papers Year of publication: in brackets to inform the debate on new policy
Title: in italics and laws.
[Online]: if accessed online Department of Health (2004) Choos-
Paper number: there is often a CM number ing Health: making healthier choices
towards the front of the document. easier. CM6374. London, TSO (The
Place of publication Stationery Office).
Publisher Department for Education (2010) The
If online, add Available from: URL and [Date importance of teaching: the schools
of access] White Paper 2010. [Online] CM7980.
London, The Stationery Office. Avail-
able from: https://www.education.
gov.uk/
publications//eOrderingDownload/
CM-7980.pdf [Accessed 27 May
2011].
The checklist below is to be closely followed by students upon completion of a research project.
Note:
1. Every student must use an exercise book/folder for Draft work.
2. Teachers are encouraged to print and distribute to students the work plan checklist and
progressive feedback to paste in their draft exercise book/folder.
FORMAT Yes
 Correct and appropriate page numbers for complimentary and Literature review
 Font size – content : Tahoma -12 /Times New Roman- 14
 Headings and sub-headings – 14-18 (from the above)
 Constant font size to be used
 Underlined headings and sub- headings
 Correct page order /numbering
 [Table of Content must begin with “Introduction” page only.][Refer to Appendix 2]
 Proper labeling of graphs with key
 No fancy borders for the graph except line borders
 Relevant use of colors(graphs)
 Appropriate use of photographs, sources and captions. Pictures should be original
[No downloaded pictures from the internet.]
 Sub-headings are to be clearly marked and identified eg 2.0,2.1.1,2.1.2 etc

Content
 Method must include at least three sources from both primary and secondary.
[compulsory - 2 primary sources, 1 printed source(book) and any other]
 Overall , in-depth research and excellent interpretation
 Facts with discussion [content - merge Secondary and primary sources /keep them
separate]
 Analysis can be merged with discussion or placed under a separate heading
 Language – free of major errors in expression and grammar
 No typing errors
 Use of passive voice and formal vocabulary in the content
 Design questions based on sub topics
 Maximum of 5 graphs or a minimum of 3 to be included and well labeled.
Style
 Elements of the three styles - Descriptive/expository/ analytical
 Reference – appropriate layout and matches in-text reference
 Check the order of format in Appendix 2 for the appropriate compilation of the
project
 Avoid writing “SUB-HEADING/SECONDARY RESEARCH” again etc. but the actual
phrase/title is to be written.
APPENDIX 1
FORM 6 & 7 PROJECT FORMAT
Year 12 Page number Year 13 Page number
Cover page Cover page

Place the Theme on this page also.
Capture sheet Capture sheet
Topic page i Topic i
Aims & Objectives ii Thesis ii
Acknowledgement iii Acknowledgement iii
Methodology iv Methodology iv
Declaration of Originality v Declaration of Originality v
Table of Contents vi Table of Contents 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.)
Introduction 1 Introduction 1
Literature Review Literature Review Page numbers will

NB: Sub topics / Findings / Page numbers will NB: Sub topics / Find- depend on the num-
Results / Discussions depend on the ings / ber of pages used
number of pages Results / Discussions within the content
used within the
Recommendations content Recommendations
(optional) (optional)
Conclusion Conclusion
Reference Reference
Glossary (optional) Glossary (optional)
Appendix Appendix
YEAR 12 ENGLISH PROJECT MARK CAPTURE SHEET
NAME OF SCHOOL: _________________________________________________________________________
STUDENT’S NAME (as in Birth certificate) ________________________________________________________
THEME_____________________________________________________________________________________
TOPIC______________________________________ _____________________________________________
DATE OF SUBMISSION: _______________________________ LEVEL/FORM _________________________
CRITERIA MAXIMUM MARKS COMMENTS

MARK GAINED
Presentation 2
Theme & Topic 4
Aims & Objectives 3
Methodology [Questionnaires, interviews, Library Research, Case Study, 4

Observation, Document Analysis,]
Introduction 4
Content & relevant sub topics 6
Use of graphic presentations 4
Results & Discussion 6
Conclusion 2
Recommendations 2
In text referencing 2
Full referencing 2
Appendix 2
Originality 2
Language Usage/ Spelling 6
Questionnaires/Interview Questions [open-ended; close- ended] 4
Progressive Feedback 5
Total Marks Gained & % Weighting [mark ÷ 60 X 30] 60

30 %
General
Comments_______________________________________________________________________________________________
Subject Teacher’s name: ______________________________________ Signature: ____________Date: __________________
Name of Head of Department: _________________________________ Signature: ______________Date: _________________
Name of Principal: __________________________________________ Signature: _________________ Date_______________
CRITERIA MAXIMUM MARKS DESCRIPTORS
MARK GAINED
Presentation 2 2 Correct order of pages [Refer to Appendix 1 of Fundamentals of Research Textbook pg 58]
1 Incorrect order of pages
4 4 Topic is specific, researchable, local & relevant to theme[2], issue clearly defined[1]; convincing reasons for choice of issue[1]
Theme & Topic 3 1 missing from the above
2 2 missing from the above
3 3 Aim of research clearly stated in predictive form; specific and relevant to topic; objectives relate to aim and reflected in
Aims & Objectives questionnaires
2 2 of the above
1 1 of the above
Methodology [Questionnaires, 4 4 3 methods used; providing appropriate details of the processes involved with correct usage.
interviews, Library Research, 3 2 methods used; providing appropriate details of the processes involved with correct usage.
Case Study, Observation, 2 1 method used; providing appropriate details of the processes involved with correct usage.
Document Analysis,] 1 Methods used do not provide appropriate details of each process used; incorrect usage
4 4 Clear discussion of Issues to be investigated; purpose for choice of issue; background of issue; relevant quotes
Introduction 3 I missing from the above
Content & 6 6 5 – 6 marks for accurate information used that addresses all questions/areas to be researched
Data relevant sub 4 3 – 4 marks for accurate information used that addresses most questions/areas to be researched
topics 2 1 – 2 marks for inaccurate information used that addresses few questions/areas to be researched
Analysis
4 4 Relevant graphics labeled with apt captions for analysed data
& Use of graphic 3 Relevant graphics labeled with apt captions that contain slight errors for analysed data
presentations 2 Graphics with inapt captions that contain many errors for analysed data
1 Irrelevant graphics with inapt captions for analysed data
Discussion Results & 6 6 5 – 6 complete & accurate with specific details in question to overall results
Discussion 4 3 – 4 complete & accurate with some specific details and some unnecessary details & results
2 1 – 2 incomplete; inaccurate details and results
Conclusion 2 2 Appropriately sums up responses from findings
1 Does not really sum up the entire responses
Recommendations 2 2 Provides 2 or more relevant recommendations
1 Provides only 1 relevant recommendation
In text 2 2 Consistent use of correct and appropriate in text reference; relevant to researched information
Reference referencing 1 Inconsistent or incorrect use of in text reference; relevant to researched information
Full 2 2 Matches with in text reference following correct format
referencing 1 Does not match in text reference; incorrect format
Appendix 2 2 Samples of questionnaires or interview questions attached relate to researched information
1 Samples of questionnaires or interview questions attached do not relate to researched information
Originality 2 2 Evidence of original work from consistent progressive feedback
1 Some evidence of original work; progressive feedback not consistent
Language Usage/ Spelling 6 6 5 – 6 marks for error free work OR 4 – 6 spelling errors and/ or grammatical errors
4 3 – 4 marks for 7 – 12 spelling and/or grammatical errors
2 1 – 2 marks for more than 12 spelling and/or grammatical errors
Questionnaires/Interview 4 4 All questions relevant to aim; all questions structured to investigate topic
Questions [ open-ended; close- 3 Some questions relevant to aim; some questions structured to investigate topic
ended; 2 Very few and unclear questions; not really structured to investigate topic
1 Irrelevant questions; irrelevant analysis
Progressive Feedback 5 4–5 Topic approved by teacher; Proposal completed & submitted on time, all drafts submitted [including Final] on time, teacher’s
feedback appropriately incorporated.
2-3 Topic approved by teacher; some delay in proposal submission; all drafts submitted on time; teachers feedback not fully
incorporated.
1 Topic approved by teacher, a lot of delays in proposal /draft /final submission, teacher’s feedback not incorporated.
TOTAL MARKS 60 30%
CRITERIA MAXIMUM MARKS DESCRIPTORS
MARK GAINED
Presentation 2 2 Correct order of pages [Refer to Appendix 1 of Fundamentals of Research Textbook pg 58]
1 Incorrect order of pages
4 4 Topic is specific, researchable, local & relevant to theme[2], issue clearly defined[1]; convincing reasons for choice of issue[1]
Theme & Topic 3 1 missing from the above
3 3 Thesis statement clearly states the assumption/issue to be proved
Thesis 2 Thesis statement partially states the assumption/issue to be proved
1 Thesis statement is unintelligible
Methodology [Questionnaires, 4 4 3 methods used; providing appropriate details of the processes involved with correct usage.
interviews, Library Research, 3 2 methods used; providing appropriate details of the processes involved with correct usage.
Case Study, Observation, 2 1 method used; providing appropriate details of the processes involved with correct usage.
Document Analysis,] 1 Methods used do not provide appropriate details of each process used; incorrect usage
4 4 Clear discussion of Issues to be investigated; purpose for choice of issue; background of issue; relevant quotes
Introduction 3 I missing from the above
Content & 6 6 5 – 6 marks for accurate information used that addresses all questions/areas to be researched
Data relevant sub 4 3 – 4 marks for accurate information used that addresses most questions/areas to be researched
topics 2 1 – 2 marks for inaccurate information used that addresses few questions/areas to be researched
Analysis
4 4 Relevant graphics labeled with apt captions for analysed data
& Use of graphic 3 Relevant graphics labeled with apt captions that contain slight errors for analysed data
presentations 2 Graphics with inapt captions that contain many errors for analysed data
1 Irrelevant graphics with inapt captions for analysed data
Discussion Results & 6 6 5 – 6 complete & accurate with specific details in question to overall results
Discussion 4 3 – 4 complete & accurate with some specific details and some unnecessary details & results
2 1 – 2 incomplete; inaccurate details and results
Conclusion 2 2 Appropriately sums up responses from findings
1 Does not really sum up the entire responses
Recommendations 2 2 Provides 2 or more relevant recommendations
1 Provides only 1 relevant recommendation
In text 2 2 Consistent use of correct and appropriate in text reference; relevant to researched information
Reference referencing 1 Inconsistent or incorrect use of in text reference; relevant to researched information
Full 2 2 Matches with in text reference following correct format
referencing 1 Does not match in text reference; incorrect format
Appendix 2 2 Samples of questionnaires or interview questions attached relate to researched information
1 Samples of questionnaires or interview questions attached do not relate to researched information
Originality 2 2 Evidence of original work from consistent progressive feedback
1 Some evidence of original work; progressive feedback not consistent
Language Usage/ Spelling 6 6 5 – 6 marks for error free work OR 4 – 6 spelling errors and/ or grammatical errors
4 3 – 4 marks for 7 – 12 spelling and/or grammatical errors
2 1 – 2 marks for more than 12 spelling and/or grammatical errors
Questionnaires/Interview 4 4 All questions relevant to aim; all questions structured to investigate topic
Questions [ open-ended; close- 3 Some questions relevant to aim; some questions structured to investigate topic
ended; 2 Very few and unclear questions; not really structured to investigate topic
1 Irrelevant questions; irrelevant analysis
Progressive Feedback 5 4–5 Topic approved by teacher; Proposal completed & submitted on time, all drafts submitted [including Final] on time, teacher’s
feedback appropriately incorporated.
2-3 Topic approved by teacher; some delay in proposal submission; all drafts submitted on time; teachers feedback not fully
incorporated.
1 Topic approved by teacher, a lot of delays in proposal /draft /final submission, teacher’s feedback not incorporated.
TOTAL MARKS 60 30%
PROGRESSIVE FEEDBACK TEMPLATE
Teachers must use this template to consistently monitor, guide and assist students in each step of the research process to ensure
originality of students’ research.
(This must be pasted on the front page of student’s draft project exercise book/folder)
STUDENT NAME: _____________________________________________ LEVEL: ____________ Year: 20_________
DATE STEPS COVERED COMMENTS BY TEACHER ON STATUS OF STUDENT’S WORK IN THIS STEP
(refer to RESEARCH PROCESS IN ACTION pg.6) (Teachers to sign and date with brief comments on status)
Research Proposal
Identify & select theme
List 2 – 3 reasons for choice
Identify major issue to be main focus of research
At least 3 significant reasons for choice of issue/topic
Formulate topic sentence
2 things you expect to find/prove/disprove
Formulate objectives (details of aim)
Write objectives in question form
Secondary sources identified and listed
Primary sources identified and listed
Time Frame prepared
Final Proposal submitted
Research Process in Action
Writing the Introduction
Gathering information - primary & secondary sources.
Organise information collected from primary & secondary sources
Analyse and discuss data presented
Writing the Conclusion
Writing Recommendations
Reference page corresponds with in-text referencing
Drafts proofread and edited with amendments made
Final project submitted
School: _______________________________________________ Teacher’s Name: ________________________________
Marist Brothers’ High School
2014
Fiji School Leaving Certificate Examination English Project
Name: Ratu Jone Kolinio Banuve Rabaka

Year: 1102
Teacher: Mr. Dayal
NAME OF SCHOOL: _________________________________________________________________________
THEME_____________________________________________________________________________________
TOPIC______________________________________ _____________________________________________

MARK GAINED
Presentation 2
Theme & Topic 4
Aims & Objectives 3

Introduction 4
Conclusion 2
Recommendations 2
Full referencing 2
Appendix 2
Originality 2

30 %
General
Comments_______________________________________________________________________________________________
Problem of Truancy
Amongst Students
of Year 1102 of
Marist Brothers
High School
AIM
This research project intends to find out the “Problem of Truancy Amongst
Students of Year 1102 of Marist Brothers High School.”
OBJECTIVES
This study will enable me to:
 Identify the number of students that play truant;
 Analyse the factors that causes truancy;
 List the effects of truancy amongst students in Year 1102 of Marist Brothers
High School;
 Highlight means of awareness about truancy;
 Recommend ways to stop truancy.
ii
ACKNOWLEDGEMENT
This project was possible through the help of the following people:
 Mr. Mausio, Marist Brothers High School Librarian for allowing me to carry
out internet research;
 Thirty students who answered the written questionnaires;
 My teacher, Mr. Dayal for guiding us;
 My parents for helping me and giving me financial support;
 And the Almighty God for giving the strength to carry out this project.
iii
METHODOLOGY
This research project was undertaken through two methods of research.
i) Secondary Research
The research was conducted through searching the internet for information
relevant to the topic truancy. Moreover, the main two libraries accessed for
information were Marist Brothers High School and the Pacific Islands
Forum Secretariat library at Ratu Sukuna Road, Nasese.
ii) Primary Research

This research was done through a written questionnaire consisting of ten
(10) questions, given to thirty (30) students of Year 1102 of Marist Brothers
High School and through personal observations.
iv
DECLARATION OF ORIGINALITY
I, Ratu Jone Kolinio Banuve Rabaka of Year 1102 of Marist Brothers High School
hereby declare that this project is my original work.
Name: Ratu Jone Kolinio Banuve Rabaka Signature: ______________

Date: 10th July 2014
TABLE OF CONTENTS
Content Page No.
Topic i
Aim & Objectives ii
Acknowledgement iii
Methodology iv
Declaration of Originality v
1.0 Introduction 1
2.0 Causes of Truancy 2
3.0 Effects of Truancy 3
4.0 Future Impacts of Truancy 4
5.0 Results and Discussions 5-13
6.0 Conclusion 14
7.0 Recommandations 15
8.0 References 16 – 17
9.0 Appendix 18
1.0 INTRODUCTION
In this project, the issue that will be looked at is truancy. Truancy is an absence
from class or not being in a place where you are supposed to be. It is believed to
be a major issue in Marist Brothers High School. Students tend to be truant every
day, not only from school but also from class. It can be caused by peer pressure,
family problems, lack of interest and many more, for example, a student in Marist
Brothers High School who is a new student is sometimes truant from classes due to
peer pressure and lack of interest.
These issues are seen all over Fiji. It is written in articles in the newspapers and on
the internet. It is not only an issue here but globally. Truancy in the United States
and other countries may lead to other problems like school dropouts, students
futures are affected and may lead to crimes and even poverty.
This project intends to investigate further into the topic truancy. The causes of
truancy and its effects, as well as suggestions or recommendation to curb or reduce
this problem not only in our school but other places where truancy is a serious
case.
2.0 What Causes Truancy Amongst Students of Year 11-02 of
Marist Brothers High School
2.1 Academic Problems

As kids move up into higher grades, they face a lot of challenges and problems.
With no proper support and guidance from parents and teachers they can become
frustrated and pressured. If school becomes a place where students are
unsuccessful, students will stop going to classes and even skip school not knowing
this will make it even harder for them and their education (Carrey, 2009).
2.2 Family Dynamics

Not all students come to school well-rested, well-fed and ready to start their day.
Some students come from homes with problems and situations which can affect
students’ school work. Being able to go to sleep at the right time, get up early and
leave in time for school is very difficult. Students may not also come to school
because they cannot leave an ill family member alone at home, or need to look
after their younger siblings or help out at home during school hours (Carrey, 2009).
2.3 Peer Pressure

As we all know, peer pressure is a main concern in schools nowadays. Peers tend
to influence or force students to skip classes and do other things or even skip
school because they want to be in a bigger group or gang even though they are
taught good habits from home and with no support and guidance they can lead to
an even bigger problem (Scheff, 2007).
2.4 Bullying
Some students may be truant because of abuse, being threatened, having no friend
or bullied due to attitudes or a way a person may participate in class, or by
something he may have done (Scheff, 2007).
3.0 Effects of Truancy Amongst Students of Year 1102 of Marist
Brothers High School
3.1 Academic Problems
Teachers think that the students that are truant tend to miss out on something
important that would help them in education, even if they were truant for a short
period of time, especially students that are truant for a long period of time, they are
the very ones that will suffer the most because of the coverage they missed
(Malcom et al., 2003, pg25).
3.2 Unemployment
Truancy also leads to reduce of equality of education a child receives. This
problem also contributes to idealness, joblessness, unemployment and
underemployment of students who grow older and need jobs as a source of income
for themselves (Ememe et al., 2011, pg3).
3.3 Loss of Confidence

Students that are truant tend to be frustrated and pressured as they move higher in
education and with no regular support; students tend to lose confidence and
determination in themselves to excel further in life (Pera, 2003, pg25).
2.4 Crimes
Truancy also leads to criminal activities. In youths, students who are truant tend to
be up to no good, that is, getting into gangs to vandalising, shoplifting and many
more.
4.0 Future Impacts of Truancy Amongst Students of Year 11-02 of
Marist Brothers High School
4.1 Parents and guardians want to fulfil their desires to make sure their children
excel in school and if students continue to be truant, they will fail short-tests
examinations, tasks and projects. So with all these, students will fall behind
and not move ahead in education to excel in life (Krishnan and Graspragasem,
2013).
4.2 Students who continuously skip school or classes tend to drop out of school and
get themselves involved in gangs, use drugs and alcohol and also get involved
in criminal activities in the future which will set them on the wrong path in life
(Bye et al, 2013).
4.3In the long run, students that are always truant may come across challenges or
new things in their life that are hard to handle but could have learnt how to
tackle them if they weren’t truant during school hours and class which make
them lose confidence in themselves (Martins Library, 2012).
4.4When students are truant; they miss out on a lot of things. Things that are
important like getting them a job and if they are unemployed it would be hard
for them in life (Ememe et al, 2011, pg3).
5.0 Results and Discussion
5.1 Your Understanding of Truancy
According to the pie chart or the information given above, 100% of the students
that filled the questionnaire understand the meaning of truancy.
5.2 Practise of Truancy
Fig. 5.1: Practiced Truancy
37%
Yes
No
63%
Source: Questionnaire; Question # 2 (Refer to Appendix)

It is believed that 37% of the class practiced truancy from school and from class
and 63% of the form doesn’t practice truancy.
5.3 Frequent Places visited when students play Truant
Fig. 5.2: Frequent Places Visited
20%
Home
0% Internet Shop
53%
Game Shop
27%
Friend's House

The information above shows that 53% of the students that filled the questionnaire
believed that most students go to internet shops, 27% believed that students go to
game shops, and 20% of students who play truant go to their friend’s house. None
of the respondents thought that students who play truant would go home.
5.4 Activities of Students while Truant
Fig. 5.3: Activities Done Whilst Truant
10%
Smoke
Update Notes
33%
40% Go on Facebook
Play Video Games
Others
7%
10%
According to the pie chart above 33% of the students believed that students smoke
when they are truant, 7% of the boys who play truant update their notes, 10% go
on facebook, 40% play video games and 10% believed that there were other
reasons.
5.5 Practice of Truancy by Students against their Own Will
Fig. 5.4: Practice Truancy Against Own Will
37%
Yes
No
63%
Results from the pie chart above shows that students believed that 63% people
practice truancy against their own will and 37% do not practice against their will.
5.6 Actions Taken Against Truancy
Fig. 5.5: Action Taken Against Truancy
13% 7%
Suspend
Call Parents
27%
School Service
53%
Expel
The pie chart above shows that 7% of the students that filled the questionnaires
suggested students who practice truancy should be suspended, majority at 53%
suggested that their parents should be called, 27% thought that student who played
truant should go on school service and 13% thought that those truant students
should be expelled.
5.7 Stopping friends from Practicing Truancy
Fig. 5.6: Stop Friends From Practicing Truancy
47% Yes
No
53%
It is stated above that 53% of students stop their friends from practicing truancy
and 47% do not stop their friends from practicing truancy.
10
5.8 Things that Influence Truancy
Fig. 5.7: Influences on Truancy
3%
23%
Peer Pressure
Free Period
Laziness
Others
10% 64%
The information given above shows that 63% of the students think that truancy is
caused by peer pressure, 10% is because of free period, 23% is because of laziness
and 3% is for other reasons.
11
5.9 Getting Caught when Truant
Fig. 5.8: Getting Caught When Truant
47% Yes
53%
No
The pie chart shows that students who play truant do not always get caught, 47%
of students who are truant always get caught and 53% do not always get caught.
12
5.10 Impact of Truancy on School Work
Fig. 5.9: Impact on School Work

7%
Yes
No
93%
The pie chart above shows that students that filled the questionnaire believed 93%
of students who play truant do bad in their school work and 7% do not think
truancy has an impact on school work.
13
6.0 CONCLUSION
To conclude this task, I have learnt from my primary research that 37% of the class
practice truancy and the other 63% of the students do not. When they are truant,
one of the main things students do is smoke and go to game shops which is mainly
caused by peer pressure. The principal can control this problem by suspending
those who continue to be truant, put them on school service and even call their
parents, if not it would affect their education as they move up to higher grades.
I have also learnt from the secondary research that truancy is also caused by family
problems or things that are left unsolved at home, lack of interest, mental and
physical issues and many more. All these affect a person’s progress now and in
the future but are all being dealt with the law enforcements, parents and that the
community.
From my point of view, I think all is been said. The involvement of the law
enforcements, parents and the community can all reduce or curb this problem.
14
7.0 RECOMMENDATIONS
 Koroi (2005) indicates that entertainment centres such as cinemas, internet
cafes, gaming centres and so forth, should implement strict rules that will avoid
truants from entering these facilities and to report them to parents/guardians,
police and/or their respective schools (Education World, 2014).
 Most students are truant because they are struggling academically; they stay
away from school so they will not do the work. Instead of sending them to do
school services and counselling sessions, they could also send them to tutoring
program; provide extra classes in the evening and also classes on Saturday. All
these can help a student improve mentally (Education World, 2014).
 Parents or guardians should be called to verify their children or ward’s absence
in school (California Department of Education, 2014).
 The teachers should provide good and meaningful activities, places and
equipments throughout the students stay in school (Ememe et al, 2011, pg3).
 Should set high annual goals to assist in reducing the number of habitual truants
and chronic absentees which are monitored throughout the year (California
Department of Education, 2014).
 Monitor students’ attendance and identify the specific number of days which
students have missed school and intervene to improve students’ attendance.
15
8.0 REFERENCES
Bye, L. Alvarez, M.E., Haynes, J. And Sweigart, C.E., 2010, “Impact of Truancy”,
Oxford Scholarship online. Retrieved June 22, 2014 from
http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780195398496.001.
0001/ocprof-9780195398496-chapter-4
California Department of Education, 2014, “School Attendance Improvement

Strategies”. Retrieved June 22, 2014 from
http://www.cde.ca.gov/Is/ai/cw/attendstrategy.osp
Carney, S., 2014, “Student Truancy Causes and Solutions”. Retrieved June 22,
2014 from http://suite.io/susan-carney/lezr2bc
Creative Education, 2011, “Tackling the Causes of Truancy from School”.

Retrieved June 22, 2014 from
http://www.creativeeducation.co.uk/blog/index.php/2011/07/tackling-th-causes-of-
truancy-from-school/
Education World, 2014, “Tackling Teen Truancy”. Retrieved on June 22, 2014
from http://www.educationworld.com/a_issues/issues300.shtml
Ememe, Ph.D, O.N., Ezeh Ph.D, C.C and Onouchekwa, Ph.D, G.U., 2011,
“Truancy and Academic Performances of Students in Secondary Schools in Aba
North, Abia State, South-East Nigeria”. Retrieved June 22, 2014 from
http://www.globalacademicgroup.com/journals/approaches/truancy%20and%20aca
demic%performances%20of%20students%20secondary%205.pdf
Gosain, N.C., 2013, “A study of the factors leading to truancy among adolescent
students in district Faridad”, ISOR Journal of Research & method in Education,
Vol.1, No.6, pp. 13-19
Kalb, J.D, 2004, “Truancy”. Retrieved June 22, 2014, from

http://www.cycnet.org/cyc-online/cycol-0804-truancy.html
Krishnan, A. And Grapragasem, S., 2013, “The Effect of Truancy on Future

Generations”, Curtin University: Sarawak Malaysia. Retrieved June 22, 2014,
from http://www.curtin.edu.rny/campusneus/insight/2013/IN13-11.htm
16
Malcolm, H., Wilson, V., Davidson, J. And Kirk, S., 2003, Absence from School:
A study of its causes and effects in seven LEAs, Queen’s Printers, Nottingham.
Martins Library, 2013, “Discussion and Recommendations of Truancy

Consequences on Students Poor Performance”. Retrieved June 22, 2014 from
http://martinslibrary.blogspot.com/2013/09/discussion-and-recommendations-
of.html
Scheff, S., 2007, “Youth Truancy in America: What Causes Truancy?” Retrieved
June 22, 2014 from http://www.SusanScheff.net/truancy-causes/
The Fiji Times, 2005, “Community Must Help Fight Truancy: Union [1 edition]”.
Retrieved June 16, 2014 from Proquest Database.
Truancy Prevention.org, 2014, “Truancy definition, facts and laws”. Retrieved

June 22, 2014 from http://www.truancyprevention.org
17
12
9.0 APPENDIX
Problem of Truancy Amongst Form 502 Students of Marist Brothers High School
1. Do you understand the term truancy?
Yes No
2. Have you practiced truancy?
Yes No
3. Where do you think students go to when they play truant?
Home Game shop
Internet shop Friend’s house
4. What do you think students do when they are truant?
Smoke Go on Facebook Play video games
Update notes Others
5. Do you think students practice truancy against their will?
Yes No
6. What do you think the principal should do to students who practice truancy?
Suspend School service
Call parents Expel
7. Do you stop friends from practicing truancy?
Yes No
8. What do you think influences truancy?
Peer pressure Teachers not in class Laziness
Free period Others, please state________________
9. Do you think students who play truant always get caught?
Yes No
10. Do you think truancy has an impact on school work?
Yes No
Thank you!
18
JAI NARAYAN COLLEGE
FIJI SEVENTH FORM EXAMINATION
ENGLISH PROJECT
THEME: FIJI AS A TRANSITIONAL SOCIETY
Name : Nischal Raj Singh

Form : 13X
Year : 2014
Teacher: Mrs. Y. Naicker
NAME OF SCHOOL: _________________________________________________________________________
THEME_____________________________________________________________________________________
TOPIC______________________________________ _____________________________________________

MARK GAINED
Presentation 2
Theme & Topic 4
Aims & Objectives 3

Introduction 4
Conclusion 2
Recommendations 2
Full referencing 2
Appendix 2
Originality 2

30 %
General
Comments_______________________________________________________________________________________________
Page |i
Thesis Statement
The Government’s initiative towards Free Education for all students in Primary
and Secondary levels maybe highly criticized as it could bring about laxity on the
students’ part, as they would take this for granted thus falling short in their
responsibilities and commitments. Additionally, another concern would be that
does Free Education translate into quality education for students. However, the
Free Education scheme would indeed truly be a blessing for the society in
breaking the cycle of illiteracy and moving Fiji to a further literate one.
P a g e | ii
Acknowledgement
I would like to render my sincere gratitude to the following people without whose
assistance this project would not have been a successful one. Their exquisite,
constant, and pecuniary support has enabled this research work to be aptly
compiled:
 The Almighty God - for showering his blessings and giving me the
strength, knowledge and wisdom to complete this project and henceforth
opening the doors of success for this project.
 My mother (Mrs. Sharmila Singh) - for contributing relevant ideas and

getting this project printed.
 Mrs. Y. Naicker (English Teacher) - for her step by step guidance and
advice throughout the various phases of this research project.
 All those students, teachers and parents who have answered the
questionnaire.
P a g e | iii
Methodology
In order to amass this project, the following research tools were used under the
two methods of research.
Primary Research had included the following:

 Questionnaires
Twenty-five questionnaires comprising of twenty one questions were
distributed to the various stakeholders of the Jai Narayan College including
students, teachers and parents who are being directly affected by the Free
Education scheme. For a period of four weeks, the questionnaires were
distributed and analysed and henceforth a draft was created.
 Observation
As the complete participant, observation was made on the various changes
that arose since the introduction of the Free Education scheme and other
conceivable changes in attitude that had occurred amongst students,
teachers and the school system as a whole.
 Talanoa
A Talanoa session was held amongst four fellow colleagues at Jai Narayan
College in order to obtain their views, opinions, insights, reactions and
attitudes towards the introduction of Free Education policy.
Secondary Research had included the following:
 Newspaper Articles and Reports
Were accessed to obtain more insights and public opinion on the system.
 Internet
Numerous websites were accessed to gain information on the effects of
Free Education, especially its impact on other nations.
 School Library
Various reference texts, from the Jai Narayan College library, were used to
get information relevant to the topic.
All information gathered has been duly referenced.
P a g e | iii
Declaration of Originality
I, Nischal Raj Singh, of Year 13X, of Jai Narayan College, do hereby solemnly
declare that this research project is an original piece of work and that all borrowed
information from external sources has been duly acknowledged and referenced.
Signature Date
P a g e | iii

Table of Content
Content Page Number
1.0 Introduction 1-2
2.0 Free Education in Fiji 3
3.1 Respondent’s Reaction to the Free Education Scheme 4-5
3.2 Benefits of the Free Education Scheme on the Respondents 5-6
3.3 Importance of Formal Education 6-7
3.4 Quality of Free Education 8-9
3.5 Effect of Free Education on Students’ Attitude Towards Studies 10-11
3.6 Deprivation from Sporting Activities through Compulsory Education 11-12
3.7 Effects of the Free Education Scheme 13-14
4.1 Impacts of the Free Education Scheme on Future Workforce 15
4.2 Impacts of the Free Education Scheme on Future Employment Rates 16-17
4.3 Effect of an Increase in Student to Teacher Ratio on Classroom Learning 17-18
4.4 Opinion on Whether the Free Education Scheme Would Work in Fiji 18-19
4.5 Long Term Effects of Government’s Expenditure 19-20
4.6 The Population Factor 21
4.7 Free Education for All – The Equitable Income Distribution Factor 21
5.0 Conclusion 22
6.0 References 23-24
7.0 Appendices
7.1 Questionnaire 25-29
7.2 Interview Questions 30
P a g e | vi

1.0 Introduction
According to the Oxford Advanced Learner’s Dictionary, education is a process
of teaching, training and learning, especially in schools or colleges, to improve
knowledge and develop skills. (Hornsby, 2010, p.485) Therefore, education is
vital for all youths and thus is being given much overwhelming priority in many
countries around the world. As such, many nations around the world, with the
help of charitable organisations, taxation, and other sources of aid are able to
ensure that all children are blessed with free formal education. (Easterbrook,
2014)
Likewise, the Fiji Government has also taken the initiative, through the annual
national budget for 2014 which apportioned $541.5 million (about one-fifth of
the budget) to the education sector, to ensure that all children are able to gain
access to formal education till secondary level and even to pursue further tertiary
studies through the introduction of the National Toppers Scholarship scheme and
Tertiary Education Loan Scheme (TELS). (Swami, Tertiary Assistance, 2013)
The scheme will benefit 721 primary and 173 secondary schools Fiji wide.
(Naleba, 2013)
Furthermore, the introduction of the Free Education scheme would reduce the
burden on parents to a significant extent as “no Fijian parent will ever go to bed
again worrying about how they will meet their children’s school fees”. (Swami,
Plus for education, 2013) Thus, students and parents will prominently benefit
especially the poor families in rural areas. Hence, through the government’s
assistance and additional aid from various other organisations and impending
auspicious news such as the alleviation of fees for preschools in 2015, Fiji would
be able to truly progress towards a knowledge-based society. (Swami, Grants for
all schools, 2013)
Unfortunately, the Free Education scheme is still in its initial stages and this has
contributed towards a major limitation of this project which is that relevant
statistics are not available to completely illustrate how the scheme has affected
the nation or the area of study. This has therefore resulted in this research being
more difficult to carry out in the sense that it is more so difficult to say how this
system will fair out and how it would affect the quality of teaching and the
provision of materials (such as text books) for students and schools. In addition,
various other nations have also implemented the Free Education scheme in
schools however the outcomes have been erratic. (Ligomeka, 2014) Fiji, being a
developing nation and relatively smaller in geographical area and population,
cannot be directly compared to these nations due to the aforementioned reasons
Page |1

and thus it becomes more difficult to ascertain whether this system will really be
advantageous and henceforth lead Fiji to change, peace and progress or towards
huge economic debts and declination in standards.
Moreover, for the purpose of this research project, Jai Narayan College will be
looked at specifically, monitored and studied in relation to how it has adapted to
this new transitional phase that Fiji is now moving towards: ‘Building A Smarter
Fiji’. The research project will also look into whether this scheme will be agreed
upon by students, teachers, parents and other stakeholders in the education sector.
Additionally, the project will look into the various immediate and long term
benefits and drawbacks that may arise from the implementation of this scheme
with the primary focus on how the implementation of this scheme will transit Fiji
towards a becoming a smarter nation.
Page |2

2.0 Free Education in Fiji
The Free Education scheme was announced by the Prime Minister of Fiji
Frank Bainimarama on the 8th of November, 2013 during the National Budget
Address. The education sector was allocated about 19% of the entire budget’s
funds ($541.5 million) a staggering amount which accounted for all tuition fees,
textbook fees, building fees and any other fee usually charged by schools.
(Gibson, 2013)
In the past, according to the Fiji Islands Population Profile Based on 1996 Census,
only 17.4% of the living population had attained primary education, 70%
attaining secondary education and only 9.9% attaining post-secondary education.
An astonishing 3.1% of the population had never attended school at all.
Additionally, the literacy rates which accounted for persons over 15 years of age
and having attained at least 4 years of schooling was reported to be 92.9%.
(Rakaseta, 1999) With the gift of Free Education for all Fijians from Year 1 to
13, scholarships and cheap loans for students pursuing tertiary studies as well as
promising news such as free education for kindergarten students, one may
undeniably anticipate these statistics to approach the zenith of 100% and move
Fiji towards a ‘Knowledge-Based Society’.
The main reason for the implementation of this scheme is deemed to be to provide
assistance to families, especially those with financial constraints, so that all
children are able to have their right to education met. (Rasoqosoqo, 2013) The
scheme would also tend to potentially alleviate the problem of child labour.
Furthermore, with various changes in the education system over the recent years
such as the Bus Fare assistance, zoning and the abolishment of Fiji Intermediate
Examination (FIE), Fiji Eighth Year Examination (FEYE), and Fiji Junior
Examination (FJC) and its replacement by Internal Assessment Tasks (IA), Class
Based Assessments (CBA) such as oral presentations, group work, class
presentations, role play and other various organized activities will now look
towards the holistic development of a child and not on pure examinational focus
only so that school dropouts would be prevented. (Sun Fiji Newsroom, 2009)
The Free Education scheme therefore shows much potential for success in Fiji
despite the controversies and criticisms highlighted by many having the
preconceived idea that Free Education will not translate into quality education.
However, if youths are believed to be the future of tomorrow, then certainly
investing in the future should mean positive and brighter prospects for Fiji.
Page |3

Figure 3.1
Respondent's Reaction to the

Free Education Scheme
12%
4%
Happy
Unhappy
Confused
84%
Of the sample size that was questioned, Figure 3.1 above shows an overwhelming
84%, which forms the majority group, replied that they were happy with the
government’s decision on the abolishment of all primary and secondary level
school fees. Likewise, a minor 12% of the respondents’ were confused with the
idea of free education. This was simply because of the belief that nothing is for
free and whether there may be other hidden factors not yet revealed to the public.
Additionally, a truncated 4% responded unfavourably to the scheme. This group
basically comprised of foreign (international) students who were paying higher
rate of school fees than the local residential students thus the reason for their
discontent.
In addition, investing huge sums of money into the education sector for a
developing nation is highly criticized by many critics and economists on the
belief that it is an electoral strategy only.
“This budget illustrates what some governments do when elections are

around the corner, when they want to give out ‘goodies’ to voters, and they
cannot ‘balance the books’.”
(Narsey, 2013)
Page |4

Moreover, this scheme has been successfully implemented in many nations such
as China and UK where it has been gladly accepted by all. The scheme could
similarly be a success in Fiji. However, for a developing nation like Fiji, contrary
to the aforementioned nations, the system may pose issues such as national debts
to be repaid by the citizens in the coming years which would create traps for the
future generations. (Narsey, 2013)
Hence, the majority of respondents’ happy reaction to the scheme indicates a

favourable and an accepting attitude to the implementation of the scheme and
would mean that the prospects for its success is relatively high.
Figure 3.2 Benefits of the Free Education Scheme on the Respondents
Financial savings (52%)
More money for other expenses (29%)
Nothing to worry about / No hassels (10%)
Reduces burden of record keeping for fees & absenteeism

(10%)
The figure above shows the four major responses on how the respondents have
benefited from the introduction of the Free Education scheme. The majority, 52%
of the sample size, commented that the scheme would mean huge financial
savings for them and their families as a major expense for parents have been cut
down. Thus, more funds would be available for expenditures on other items such
as buying of stationery, uniforms, and other accessories. This forms the second
most received comments (29%). Additionally, another 10% replied that the
abolition of school fees would mean no hassles or nothing to worry about for the
students. Previously, many students often had to take home reminders from form
teachers regarding accrued school fees and to persuade or tug money out of their
parents’ pockets. Furthermore, issues such as non-issuance of clearance and exam
results rife for students. (Lala, 2014 pers.comm, 15 March). In addition, a few
responses stated that the scheme would possibly reduce the burden of record
Page |5

keeping and absenteeism rates in school thus benefitting teachers as well by
making their work easier.
The benefits of free education is undoubtedly real and enjoyed by many locals.
Likewise, the free education scheme has benefitted many citizens in foreign
nations. Poverty, homelessness, unemployment; these are some of the worst
aspects that plague our society. The government, in various other nations, has
created equal opportunities for aspiring students regardless of their financial
situation or any type of racial discrimination. (Juliet, 2011)
Moreover, previously in the past, a few scholarships were awarded to students in

the past to assist students in secondary level education. (Province sets up
education scholarship scheme, 2008) However, the scheme could only benefit a
handful of students unlike the free education scheme which would benefit the
entire populace thus truly making it a major benefit for all.
Figure 3.3
Importance of Formal Education

4%
96%
Very Important Does not make much difference
Figure 3.3 above shows the responses received the importance of formal
education. Majority of the respondents (96%) agreed that education is important
for all students due to reasons such as: find a suitable job for themselves, develop
a child holistically, enables one to learn important skills to be applied to real life
situations, prepares one for the future challenges, higher educational
qualifications would provide better salaries, improvement in the standard of
living, ability to successfully achieve personal dreams and becoming capable to
support one’s own family. A minor 4% of the respondents stated that education
does not make much difference to a child’s future by the way of the belief that
Page |6

formal academic education does not necessarily teach one to be practical in life
thus being insignificant.
Conversely, no response was received stating that academic education is totally

useless. Hence, majority agree formal academic education is exceedingly
essential.
A famous English philosopher, scientist, jurist, orator, essayist, and author,

Francis Bacon said, “Knowledge is power”. By empowering our youth with
greater knowledge, they gain the power to create an increasingly intellectual
society. (Simpson, n.d.)
Another famous critic, Anthony Woodburn, states “education is narrowly defined

as activities that impart knowledge or skills, enrolment, nor the attainment of
literacy and numeracy exclusively”. Instead, the concept must be seen as a
comprehensive process of teaching and learning within clearly defined
boundaries, and unlike the traditional approach, the process must adapt to the
changing needs of a dynamic societies. Inarguably, education must not be
corporatized, interpreted as luxury or seen as a privilege rather its importance
must be reemphasized to understand it true value. (Woodburn, 2007)
Moreover, primary education generally focusses on first principles - literacy and

numeracy whilst secondary education extends the process with greater
complexity, from literacy and numeracy to the added components of critical
thinking. This natural progression should see tertiary education extending the
process to the point of deconstructing theory for purposes of problem solving,
public sector management, research, invention, innovation, international relations
and creativity. Once education is understood and accepted within this realm, it is
then that the quarrel and indecisiveness surrounding free education will yield to
a robust national debate and political commitment. To ensure that today’s youth
are better educated, there is utmost need for equal opportunities and options.
(Juliet, 2011) Hence, the free education scheme makes this plausible for all
Fijians.
Page |7

Figure 3.4
Quality of Free Education
40%
44%
16%
Yes No It makes no difference
A common controversial issue raised relating to the introduction to the free

education scheme is whether it would lead to better quality education for students.
Figure 3.4 above shows the responses of the various group of people questioned
in Jai Narayan College. A majority, 44%, of the respondents felt that the
introduction free education would not affect the standard or the quality of
education being offered at primary and secondary school levels. Similarly,
another 40% responded that the introduction of the free education scheme would
possibly improve the quality of education for all. This could be plausible since
more investment in being made in resources such as purchasing of text books,
further developments in Jai Narayan College, such as the development of two
more lavatories for students, more photocopied notes, increased competition
amongst students and with the abolishment of school fees and bus fare assistance
to students, class attendance is expected to further increase thus leading to an
overall increase in the quality of education. On the contrary, a trivial but
significant 16% of the respondents stated that free education would not translate
into quality education upon the reasoning that class roll in schools would increase
thus more emphasis would be placed on quantity education over quality
education. Additionally, many felt that since there is no financial burden on
parents or families and no competition to advance to further classes, students
would easily become complacent and relaxed thus not being bothered or
concerned about their studies thus leading to a decline in the quality of education.
Page |8

The free education scheme obviously leads to quantity education for all, for
example, all students having passed the Fiji School Leaving Certificate
Examination are ensured a place in Year 13 or Form 7 unlike the situations in the
past where cut off marks such as 230 or 250 above aggregate marks were required
for a spot in Form 7. However, the government is now determined not to leave
any student behind. All children are guaranteed a place in school under their
constitutional rights. (Tuwere, 2014) Although, quantity education is important,
quality education is imperative. In a study by David Gillespie, an Australian
Lawyer, reports suggest that the costs of education was not necessarily a
determinant of quality education, rather it is the leadership of the school,
particularly the principal, and teachers that is important. (Gillespie, 2014)
Moreover, the free education scheme in Fiji is likely to backfire in a similar

manner to Malawi, Africa if the quality of education deteriorates. In Malawi,
Africa, free education (implemented in 1990) initially led to a staggering 80%
rise in admission rates however it has consistently dropped ever since because
conditions at schools remain deplorable. (Education in Malawi, 2013) Factors
such as no classrooms for the pupils, no teaching and learning materials, and no
qualified teachers to teach the newly inflated classes significantly contributed to
the downfall of the scheme. To compound the issue, the untrained teachers
became demoralized due to poor salaries, poor housing, and lack of teaching and
learning materials. The recruitment of unqualified and untrained teachers, both at
the primary and secondary school levels, resulted in the poor performance of
pupils during examinations. Moreover, another limitation is according to Senate
Paulo, a former secondary school teacher, that the ‘country's education system
focuses too heavily on academic subjects, while there is lack of vocational and
career guidance’. (Ligomeka, 2014)
Additionally, the free education scheme is being implemented at a pivotal

political point with upcoming elections which would mean that the free education
scheme could go either way as per techniques of governance by the government.
The education policy would lead to similar consequences as Malawi if the level
of resources is not increased proportionally to the increase in admission rates. To
add on, issues such as corruption, mishandling and misuse of funds and lack of
proper management of grants and allowances by the government would certainly
translate into poor quality education, hence, there is important need for the
relevant authorities to treat this topic with sensitivity and criticality.
Page |9

Figure 3.5
EFFECT OF FREE EDUCATION ON STUDENTS' ATTITUDE

TOWARDS STUDIES
8%
Further Encourages
48% Discourages
44%
Does not affect at all
Figure 3.5 above shows students’ reaction on how their attitude is affected by the
introduction of the free education scheme. The largest portion of the respondents,
that is, 48% stated that free education scheme further encourages one to improve
their academic performance and work harder in school as they have been given a
wonderful opportunity to obtain essential education without any hassles. A
similar 44% state that the scheme does not really affect them in regards to learning
as they would continue working as they have previously. Additionally, a minor
8% suggest that the removal of fees leads them into a lethargic and tranquil
attitude towards their studies.
Academic excellence, to be achieved, requires a positive and an optimistic student

attitude. This can be brought about through factors such as students' perceptions
about their academic successes, for example, if a student believes that he/she will
not be able to succeed than chances are that they will not, performance on prior
work and engagement with the subject matter also impacts their attitudes in the
classroom. Additionally, the family support a child receives is vital in
determining their academic performance. (Morley, n.d.) Hence, students must
learn to prioritize education in order to succeed.
Moreover, teachers’ attitude towards students is also particularly important in

establishing a positive assertiveness from students. (Swenson, n.d.) Students’
attitude towards education can be better developed when students’ fears or them
finding school boring or pointless is eradicated. To add on, helping children see
how school is relevant to other areas of life can promote a stronger appreciation
P a g e | 10

for education, for example, various math calculations can be related to real life
applications such as money use which would thus provide students with a reason
to look forward to class. (Minger, 2014) Therefore as the above pie chart depicts,
the majority of students report that the free education scheme further encourages
them to work harder thus indicating positive prospects for the nation.
Figure 3.6
Deprivation from Sporting Activities through Compulsory Education
YES (58%)
NO (42%)
Figure 3.6 above, depicted by a counterbalance, shows the responses received

when the various stakeholders were asked whether education made compulsory
through the free education scheme would affect them in sporting and other non-
curricular activities. The results shown above indicate that the majority, that is
58% of the respondents’ feel that this scheme would indeed deprive students’
from sporting activities as Jai Narayan College generally does not fully
participate or encourage sporting activities in comparison to its academic
emphasis. (Narayan, 2014 pers.comm, 17 March) Additionally, a few
respondents felt that since there are no barriers (such as financial constraints) for
students, many parents could force their children into highly academic oriented
schools such as Jai Narayan College and thus crush their inner talents and skills.
Most students now would have to find their own ways and paths if they wish to
enter into sporting diligences. Conversely, the other 42% of the sample size feel
that the now said to be compulsory education would not have any impact on
students’ sporting activities. The various reasons for this given by the respondents
are that education is the first priority for all children and athletes must be able to
P a g e | 11

balance their life between the extremes and that students who have enrolled into
Jai Narayan College have made up their mind to excel academically.
Compulsory education, although it may deter students on focussing on other non-

curricular activities, it is highly important due to its various influence, for
instance, nearly all employment opportunities require some form of basic
educational qualification. Hence, education should be the first priority for all
students as it is one of the easiest ways to become successful in life. (Sharma,
2014 pers.comm, 22 February)
Moreover, previously, issues such as child labour, poverty and social exclusion,
discrimination and lack of adequate social protection and educational opportunity
were common in the society. Fortunately, education can play a crucial role in
combatting the various issues like child labour to make the society a better one.
(Education: the key to the future, 2014)
P a g e | 12

Figure 3. 7 Effects of the Free Education Scheme
Positive Effects Negative Effects
Figure 3.7 above shows both the positive and negative impacts of free education
that the various stakeholders are experiencing. There are several positive impacts
that the respondents feel would arise as a consequence. Firstly, on a national scale,
the youths in the economy are expected to become fully literate and to be able to
build ‘A Smarter Fiji’ as per the Prime Minister’s objective. According to 1996
population profile, the literacy rates in Fiji is 92.9%; however, there are various
nations such as Andorra, Finland, Greenland, Liechtenstein, Luxembourg,
Norfolk Island, Norway, and other countries like New Zealand and Korea which
has a near 100% literacy rate. (List of countries by literacy rate, 2014)
Astonishingly, these countries offer free education to all residents and strict
compulsory education laws exist. (Education, 2014) Fiji, in similar terms could
P a g e | 13

definitely join this group of countries in the foreseeable future should the Free
Education scheme continue.
Additionally, the introduction of the free education scheme in Fiji provides every
child with equal opportunities to obtain education up to secondary level thus
further motivating students to perform well academically as represented in figure
3.5. To add on, with a massive $541.5 million investment in the education by the
government, parents and guardians of children all over Fiji will have huge
financial savings and this saved funds could instead be used for buying better
stationery, uniforms, shoes and other gears for their children. Another benefit of
this scheme is that dropout rates could be completely eradicated as students have
no particular reason not to attend school such as no fees (Free Education), no bus
fare (Bus Fare Assistance), failure in exams (Abolishment of three major external
examinations – FIE, FEYE and FJC)
To add on, another benefit of the scheme is that it leads to more development in
Jai Narayan College, for example, two latrines are being developed this year
which would be occurring due to the increasing roll and to facilitate for this. In
addition, with the free education scheme being placed, schools would now need
to have better updated and accurate financial records, thus the chances of
embezzlement of funds would decrease.
Moreover, although the free education scheme has several benefits, it also leads
to a few drawbacks. Firstly, it leads to shortage of facilities such as text books
which normally has to be shared amongst students and other resources
(Newsroom, 2013) which would eventually lead to delays in coverage. Secondly,
students may now take education for granted as they or their parents are not
paying anything for it. This is represented by 8% of the respondents who stated
that the free education scheme further discourages them from studying (Figure
3.5)
Furthermore, business organisations would take advantage of the free education

scheme by raising the price of several stationery items such as exercise books,
uniform prices and many others. Another drawback of this scheme is that it makes
parents too dependent on the government. For instance, many parents have
requested the government to provide school uniforms free of charge as well.
Schools may also tend to misuse the funds provided by the government if proper
internal control does not exist.
P a g e | 14

Figure 4.1
Impacts of the Free Education Scheme on Future Workforce
Quality will improve

Responses received
Quality will degrade
It would not make any difference
0 2 4 6 8 10 12 14
Number of Responses
Figure 4.1 above depicts how the implementation of the free education scheme would
affect the future workforce of the nation. Of the sample size questioned, twelve (12)
out of the twenty-five (25) said that the quality of the future workforce would improve
as a consequence. The major reason for the majority in stating the improvement in the
quality of the workforce is that free education will lead to better literacy rates thus
improving the skills and ability of locals and more competition amongst Fijians for an
employment opportunity would certainly increase the productivity of workers which
would increase the efficiency of future workforce. Additionally, as higher level
education is made possible through the new National Toppers scholarship scheme and
very cheap loans to all students, the need to employ expatriates would decline thus
giving locals better opportunities to earn a living in a nation which they consider their
home.
Furthermore, another 6 respondents feel that the introduction of the free education
scheme would decline the quality of the future workforce in the sense that the
abolishment of various external examination would make all students including
students with lesser abilities to advance through school grades and further laxity on
the students’ part would compound onto this issue. The remaining 7 respondents felt
that the introduction of the free education scheme would not have much impact on the
quality of workforce as this is a factor that depends on the students themselves and
generally tertiary institutes influence the workforce that will be absorbed into the
labour market.
P a g e | 15

Figure 4.2
Impacts of the Free Education Scheme on

Future Employment Rates (White Collar Jobs)
MORE EMPLOYMENT
Responses received
MORE UNEMPLOYMENT
RATES WOULD NOT BE AFFECTED
0 2 4 6 8 10 12 14
Number of Responses
Figure 4.2 above shows how the respondents felt the free education scheme would
affect the future employment rates, particularly for white collar jobs. The majority
of the response favoured an increase in employment, which is 12 out of 25. This
may occur so as more students would become educated hence would be able to
look for employment opportunities at an increasing rate. Conversely, 10
respondents stated that unemployment rates would rather incline as more
candidates would seek for employment opportunities whilst the level of resources
available to cater for this would remain constant. A minority group of 3
respondents stated that employment rates would not be affected as the level of
candidates making it through tertiary levels and thus getting gript into the job
market would not be affected.
Foremost, the implementation of the free education scheme could initially lead to
an increase in the number of teachers being employed. For certain schools around
Fiji which are accepting more students than their previous school rolls, certainly
the number of teaching and other ancillary staff would increase as a consequence.
Many other countries such as Malawi and Kenya have experienced an increase in
demand for teachers. (Owich, n.d.)
Furthermore, teachers, doctors, pharmacists, bank officers, clerks, and various

other type of employment opportunities all require some form of academic
qualification. Thus, education forms the basis for employment and should the free
education scheme lead to a better educated and qualified populace, employment
opportunities would also increase as its demand increases and people would also
P a g e | 16

be able to establish into the job market or they could also engage in self-
employment provided some background knowledge. (Rokobuli, 2014
pers.comm, 17 March) Hence, the free education scheme would certainly increase
the job opportunities available and the employment rates in the years to come.
Figure 4.3
Effect of an Increase in Student to Teacher Ratio on

Classroom Learning
50
45
40
Number of Responses (%)
35
30
25
20
15
10
5
0
Learning Would More Pressure More Pressure More resources Learning Would No effect
Become Difficult on Teachers on Students demanded Improve
Group of Responses
Figure 4.3 shown above illustrates the responses of the various stakeholders on
how classroom learning would be affected in an event of an increase in the student
to teacher ratio. Most of the respondents, that is, 45% of the respondents stated
that learning would become much more difficult as individual student to teacher
interaction would decline. Additionally, another 10% stated that teachers would
experience more pressure as it would be difficult to teach and control a larger
number of students. Furthermore, another 10% stated that pressure on students
would also increase they as would face more competition and effects of peer
pressure on them as a larger class roll could lead to more positive or negative
influences on students such as competition or distraction from schoolwork. To
add on, 6% of the respondents stated that the increase in the student to teacher
ratio would lead to an eventual increase in demand for resources like teachers,
classrooms, and lavatories thus the classroom learning would be affected
favourably or unfavourably based on whether developments occur in these areas,
for example, Jai Narayan College has currently built one new latrine this year and
is in the process of building another set. Moreover, a set of 6% of the sample size
commented that the increase in the student to teacher ratio could actually further
P a g e | 17

improve learning as better chances exist for students to interact and help each
other (Peer Tutoring) and increased competition would further improve
education. The remaining 23% stated that the increase in student to teacher ratio
through the free education scheme has no effect on their learning as they felt that
learning will come from a student’s own initiative and their will to learn.
Figure 4.4
Opinion on Whether the Free Education

Scheme Would Work in Fiji
26%
Yes
No
74%
Figure 4.4 above shows whether the respondents felt that the free education
scheme would really work in Fiji unlike the situation in countries like Malawi,
Africa and the e-ticketing scheme implemented last year in Fiji (2013) which was
not successful. The majority of the respondents that is an overwhelming 74% said
that the free education scheme has brighter prospects for success in Fiji in similar
regards to its success in other nations like New Zealand, Korea and various other
nations. However, the remaining 26% of the respondents felt that the scheme
would eventually fade out in similar regards to the failure of the e-ticketing
scheme in Fiji due to reasons such as mismanagement of government funds and
possibly improper account and record keeping.
The free education scheme implemented in various nations such as Andorra,

Korea, New Zealand, Kenya and others have sparked positive responses and has
been operating successfully. Kenya, for instance, is a nation where many people
live below the poverty line thus parents mostly who survive with incomes under
a dollar a day, have been relieved of the burden of school fees.
P a g e | 18

In addition, it has also increased the demand for teachers and thus become an
avenue of job creation in Kenya. In the beginning pessimists saw the system as
one that is doomed to fail miserably. However, the government’s persistence in
its implementation has made it to bare fruits.
Moreover, the success of the free primary education in Kenya has made the
government has start eying the launching of free secondary education. Since free
secondary education is still in the teething stages, the government has only
ventured into subsidizing it and making it affordable. In this taste the government
has been awarding education bursaries to needy students. (Owich, n.d.)
Contrary to the failure of the free education scheme in certain parts of Africa, this
scheme has generally been favoured by most nations and statistically, it has
enabled nations such as Andorra to achieve 100% literacy rates. (List of countries
by literacy rates, 2014). Likewise, with a majority favourable response (74%), the
free education should work just as well as several other nations if not better than
them.
Figure 4.5
Long Term Effects of Government's Expenditure
Huge Economic Debts

50% 50% Change, Peace and Progress
Figure 4.5 above illustrates the concern on whether the respondents think the
implementation of the free education scheme in Fiji would lead to huge economic
debts in the future or whether it would help the Ministry of Education achieve its
vision to ensure ‘Change, Peace and Progress’ in Fiji. The response to this
question was equally balanced as 50% (12 out of the 24 who answered this
P a g e | 19

question) stated that the free education scheme would lead to economic debts for
the nation to be repaid by the future generations if students do not utilize the
scheme to its full benefit and if funds received by schools are not properly utilized
or if embezzlement of funds rife. Additionally, many felt that the Fiji Government
is not so financially well off in comparison to other nations, hence the free
education scheme further compound Fiji’s debts. To add on, no particular
guarantee exists whether students would actually make use of the scheme or
whether they would take it for granted. Conversely, the other 50% associated the
free education scheme as a means of bringing change, peace and progress in Fiji
as the quality and quantity of knowledge in Fiji would improve thus helping to
‘Build A Smarter Fiji’ as per the Prime Minister’s objective. (Swami, Plus for
education, 2013)
Furthermore, the implementation of the free education scheme would be

detrimental to Fiji’s economy if emigration rates in Fiji continue to rise rapidly
and youths find better prospects of immigrating into other nations for a higher
wage given their academic qualifications and thus failing short in their
responsibilities towards their home country, then the scheme would be rendered
useless. (Atil, 2014 pers.comm, 19 April) In addition, if the huge investment in
education does not contribute to better qualified and innovative workforce to
increase the level of economic activities in the future, then this exercise would
again result in economic debts. (Rokobuli, 2014 pers.comm, 17 March)
Moreover, the aforementioned theory could work in a positive manner if more

students get fully educated and contribute back to the economy would gradually
add to an increase in personal income, leading to increased savings and
investment, thus leading to higher tax returns to the government thus helping to
improve the standard of living for the Republic of Fiji. (Rajan, 2014 pers.comm,
11 March)
P a g e | 20

4.6 The Population Factor
Another debatable topic arising with the free education scheme is that since
education is free, it may lead to higher population growth in the distant future.
This would occur as majority of the financial obligations of parents have been
lifted thus the possibilities exist for an increase in population. However, many
critics have argued conversely. The free education scheme would lead to a better
educated and developed nation, hence the citizens would become more
understanding and sensible thus eventually leading to better family planning and
controlled population growth. Statistics indicate that population growth is
particularly high in lesser educated poor nations where families somewhat depend
on children for contribution towards family income. (Golladay, n.d.) Fortunately,
the free education scheme would work in place to eradicate this issue.
4.7 Free Education for All – The Equitable Income Distribution Factor
Another debatable topic arising from the free education scheme is whether
making it free for all students would be the best means of achieving equality in
income distribution. Few other nations such as Australia conduct feasibility
studies to determine which families need government assistance and which does
not. Therefore, the financially well off parents, who can afford to pay their child’s
fees, may do so while those who cannot are assisted. (Atil, 2014 pers.comm, 19
April) This would in a way help to establish better equitable income distribution.
Similarly, the bus fare assistance scheme in Fiji is currently provided to only
needy students not to all students, this may certainly lead to disputes.
P a g e | 21

5.0 CONCLUSION
Upon the completion of this research project, it can be said that the aims and
objectives formulated were aptly achieved. The research project looked into the
views and sights of students, teachers and parents on the introduction of the free
education scheme and the various ways by which the various related groups were
positively and negatively affected.
The Free Education scheme has been introduced for the general benefit for all
Fijians and hence can be accredited as an astute investment as its benefits will be
pertinent for years to come in making the economy a fully literate one. Opinions
of various respondents’ varied from one another based on their own
interpretations however, financial benefits and better accessibility to schools for
students are common and promising advantages of the scheme. On the contrary,
the scheme would not show any promising benefits to the economy in the short
run, rather, it needs to be implemented in the long run. The doubt obviously
arising is whether this would create huge economic debts for the economy to be
repaid by the citizens or would it lead to change for the betterment of the nation.
Accordingly, it has been proven through this research that the Free Education
scheme has worked in various countries such nations such as UK and China and
has backfired in others such as Malawi, Africa. Thus, the onus is on the various
stakeholders to utilize the scheme to maximum benefit and to make wise use of
the available resources to avoid any economic imbalances as a result.
The step towards ‘Building A Smarter Fiji’, through Free Education, is indeed a
bold one and not an impetuous one as various other developed nations have had
implemented this scheme successfully and hence Fiji would also be able to make
the transition towards a better developed and literate society.
P a g e | 22

6.0 REFERENCES
Easterbrook, S. (2014, February 26). How Many Countries Offer Free Education? Retrieved
March 16, 2014, from Blurtit: http://education.blurtit.com/186722/how-many-
countries-offer-free-education
Education. (2014, April 10). Retrieved March 15, 2014, from Wikipedia:
http://en.wikipedia.org/wiki/Andorra#Education
Education in Malawi. (2013, November 27). Retrieved March 16, 2014, from Wikipedia:
http://en.wikipedia.org/wiki/Education_in_Malawi
Education: the key to the future. (2014, March 15). Retrieved from International Labour
Organization: http://www.ilo.org/ipec/Action/Education/lang--en/index.htm
Gibson, D. (2013, December 16). Academic applauds free education initiative. Retrieved
March 16, 2014, from The Fiji Times ONLINE:
http://www.fijitimes.com/story.aspx?id=254389
Gillespie, D. (2014, January 25). Money can’t guarantee a good education. Retrieved March
22, 2014, from David Gillespie - Don't Curse the Darkness, Light a Candle:
http://davidgillespie.org/money-cant-guarantee-a-good-education/
Golladay, F. (n.d.). Population and Education - Social and Economic Factors. Retrieved
March 22, 2014, from State University:
http://education.stateuniversity.com/pages/2327/Population-Education.html
Hornsby, A. S. (2010). Oxford Advanced Learner's Dictionary of Current English. Oxford:

Oxford University Press.
Juliet, J. (2011, September 5). Benefits of Free Education. Retrieved March 16, 2014, from
Benefits Of: http://benefitof.net/benefits-of-free-education/
Ligomeka, B. (2014, January 04). Free primary education backfires. Retrieved March 23,
2014, from News from Africa:
http://www.newsfromafrica.org/newsfromafrica/articles/art_902.html
List of countries by literacy rate. (2014, April 19). Retrieved March 16, 2014, from
Wikipedia: http://en.wikipedia.org/wiki/List_of_countries_by_literacy_rate
Minger, D. (2014, February 5). Ways to Promote Positive Attitudes Towards School.
Retrieved April 19, 2014, from Livestrong: http://www.livestrong.com/article/83701-
promote-positive-attitudes-towards-school/
Morley, M. (n.d.). Students in the Classroom & Their Attitudes. Retrieved April 19, 2014,
from eHow: http://www.ehow.com/info_7962179_students-classroom-attitudes.html
Naleba, M. (2013, November 18). Nil tuition circular. Retrieved April 20, 2014, from The
Fiji Times Online: http://www.fijitimes.com/story.aspx?id=251688
P a g e | 23

Narsey, W. (2013, November 13). The 2014 Budget: selling the farm assets. Retrieved April
21, 2014, from WADAN NARSEY on FIJI - for fairness and freedom:
http://narseyonfiji.wordpress.com/2013/11/13/2690/
Newsroom, F. S. (2013, November 25). Education grants: The facts. Retrieved April 17,
2014, from Fiji Sun Online: http://www.fijisun.com.fj/2013/11/25/education-grants-
the-facts/
Owich. (n.d.). Facts about Free Primary Education in Kenya. Retrieved March 16, 2014,
from Picture Kenya: http://picturekenya.com/283free-primary-education-in-kenya/
Province sets up education scholarship scheme. (2008, January 13). Retrieved March 16,
2014, from The Fiji Times ONLINE:
http://www.fijitimes.com/story.aspx?ref=archive&id=78501
Rakaseta, V. (1999). Fiji Islands Population Profile Based On 1996 Census. Noumea, New
Caledonia: Secretariat of the Pacific Community.
Rasoqosoqo, L. (2013, November 11). Clarified. Retrieved March 26, 2014, from Fiji Sun:
http://www.fijisun.com.fj/2013/11/11/clarified/
Simpson, D. (n.d.). Francis Bacon. Retrieved March 16, 2014, from Internet Encyclopedia of
Philosophy: http://www.iep.utm.edu/bacon/
Sun Fiji Newsroom. (2009, July 2). Cabinet eliminates external exams. Retrieved March 15,
2014, from Fiji Sun: http://www.fijisun.com.fj/2009/07/02/cabinet-eliminates-
external-exams/
Swami, N. (2013, November 25). Grants for all schools. Retrieved April 21, 2014, from The
Fiji Times ONLINE: http://www.fijitimes.com/story.aspx?id=252352
Swami, N. (2013, November 09). Plus for education. Retrieved March 19, 2014, from The
Fiji Tiimes ONLINE: http://www.fijitimes.com/story.aspx?ref=archive&id=250685
Swami, N. (2013, November 10). Tertiary Assistance. Retrieved April 19, 2014, from The
Fiji Times ONLINE: http://www.fijitimes.com/story.aspx?id=250818
Swenson, L. (n.d.). Classroom Activities to Promote Positive Attitudes in Students. Retrieved

March 3, 2014, from eHow: http://www.ehow.com/info_7881937_classroom-
promote-positive-attitudes-students.html
Tuwere, J. (2014, January 31). Building a culture of leadership, excellence in Fijian schools,
10. Fiji Sun.
Woodburn, A. (2007, July 29). The long-term benefits of free education. Retrieved March 12,
2014, from Jamaica Gleaner: http://jamaica-
gleaner.com/gleaner/20070729/focus/focus3.html
P a g e | 24

7.0 APPENDICES
7.1 Questionnaire
FIJI SEVENTH FORM ENGLISH PROJECT: 2014

JAI NARAYAN COLLEGE
Theme: Fiji As A Transitional Society
Topic: Free Education for Students: A Transition Towards ‘Building A Smarter Fiji’
(A Survey in Jai Narayan College)
Questionnaire
Name (Optional): Year Level
1) i. On 8th November, 2013, the National Budget was announced which permitted free
education for all Primary and Secondary school students. What was your first reaction
to this?
Happy Unhappy Confused
ii. Please explain
2) In what ways has Free Education benefitted you?
3) How important is formal academic education in shaping a child’s future? Please explain
Highly Important Not Very Important It makes no difference
P a g e | 25

4) Will Free Education translate into quality education for students? Please explain
5) Does the Free Education scheme further encourage you to work harder in terms of your
schoolwork? Please explain.
6) Have you noticed any specific changes in the school’s education system since the
introduction of the Free Education system? If Yes, please include examples
Yes No
7) Have you noticed or experienced any positive impacts from the introduction of the Free
Education scheme? Please list a few examples if so.
8) Can you list a few drawbacks or negative effects of the Free Education system that you
have noticed in the Fiji’s Education system?
P a g e | 26

9) Apart from financial savings for parents, who else do you think this scheme will benefit
and how?
10) Do you think that students who have set their career paths in sporting activities will be
forced into going to school and thus being deprived of sporting activities as sports are
generally discouraged in Jai Narayan College? Please explain.
Yes No
11) The government is ensuring that education is made compulsory by investing huge sums
of money in various schemes such as Free Education, Bus Fare Assistance and the
replacement of FIE, FEYE, FJC exams with IA and CBA. Do you think its actions are
justified? Please explain.
Yes No
12) Since education is free, students of all calibres will be able to get full education
including the low achievers. How do you think this will affect the quality of the work
force in years to come? Quality will:
Improve Degrade Remain the same
P a g e | 27

13) With more students enrolling into schools, how do you think this will affect the
unemployment rates in the future? Unemployment rates will:
Improve Worsen It will not be affected
14) Now that education has been made compulsory, the number of students attending
schools is expected to increase. How does this affect you in terms of pressure of
competition and concerns for other factors such as shortages of scholarships and places
in Universities?
15) Upon the assumption that more students will enrol into schools, how do you think this
will affect other sectors in Fiji such as Agriculture, Athletics and others? Please
explain. Other sectors will:
Improve Deteriorate Not be affected
16) As a direct result of free education, more students will be enrolling into schools and
thus the student to teacher ratio will increase. How do you feel this will affect
classroom learning?
17) In what ways do you think the Free Education scheme will be of benefit to the
government?
P a g e | 28

18) How do you think the Free Education scheme will benefit Jai Narayan College?
19) Do you think the Free Education scheme will work in Fiji, as in comparison to other
countries like Malawi, Africa where it has backfired?
Yes No
20) The government is spending millions of dollars to ensure that education is free for all
primary, secondary and even tertiary level to some extent. Do you think this will lead to
huge economic debts in the future or will it bring about change, peace and progress in
Fiji? Please explain.
Huge Economic Debts Progress
21) If you were to give advice to the relevant authorities on improving the system of Free
Education, what would it be?
Thank You for your precious time!
P a g e | 29

7.2 Interview Questions
1. What is your opinion on the free education scheme (Favourable or Unfavourable)?
2. Do you think investing in education would be the way forward for the nation?
3. How important is education in comparison to other sectors in Fiji?
4. How do you feel the scheme would affect the future debts of the nation?
5. How else would the budget deficits be financed apart from taxation?
6. For a developing nation like Fiji, the free education scheme would lead to a
massive accumulated budget deficit in years to come. Do you think the free
education scheme will create a trap for students whereby they will be responsible
for repaying these funds in the future?
7. Do you think that the Free Education scheme has been implemented due to the
upcoming elections?
8. Last year, an e-ticketing scheme was implemented, but it was resisted by many
bus operators and drivers and eventually it has faded away. What do you think
about the prospects of the Free Education scheme?
P a g e | 30


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Fundamentals of Research

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Fundamentals of Research 2

Steps Guideline Content

Refer to appendix 1 for format.

NOTE: TOPIC MUST BE VERY SPECIFIC AND LOCAL TO

Formulate topic of your Research (must be specific and 1 day

3. Identify and list 3 significant reasons for choice of topic/ issue

d) Objective – 1. Formulate objectives which are details of 1 day

e) Methodology – Secondary Source [Literature Review]: 1 day

f) Time Frame – Outline of research duration. 1 day

g) Final Proposal – Prepare and submit proposal to show 1 day

3 Choosing the appropriate methodology – using Term 1: Week 5

5 Writing the conclusion and recommendations Term 1: Week 9

6 Preparing the references: Term 1: Week 10-11

7 Including the appendices- blank copy of the questionnaire to Term 1: Week 12

Draft 1 Term 1: Week 13

Draft 2 Term 2: Week 6

Final Term 2: Week 7-12

Internal/ School Moderation Term 2 Week 13 – Term 3 Week 4

District Modertaion Year 13: Term 3 Weeks 1 - 3

Year 12: Term 3 Weeks 4 - 6

It is also acceptable for students to use either quantitative or qualitative approach.

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

 Literature Review (Secondary Research)

 How the study will be conducted.

 Presentation of Results & Discussion

Source & Explanatory note to be provided

2.2 The Steps of the Vanua Research Framework

Vanua Research Framework The Research Process

This involves the theorizing and

For people in Fiji now, the Fijian

Na i tukutuku Reporting should be guided by vanua

This is reciprocal behaviour; it is not a

Researchers are often reminded, that

 Vakarogotaki lesu tale / taleva lesu This needs to be carried out

Adapted from Nabobo, U. (2008, pp. 140-145).

5.3 Reliability & Validity

Validity: Ways to validate a research are as follows:

 Triangulation – this refers to the collective analysis of data gathered from

Older men or women Elders of the village

 Member checks / Respondent validation: After transcribing interviews,

5.4 Data Analysis Process

5.4.1 Data Preparation

APA Examples of references by type

1. Book with one author

N.B. The first letter of the first word of the

2. Book with two to five authors

NB. Use & between authors’ names, except

Web pages (When multiple web pages are

NB. Author (could be organised), date

Book chapter in edited book

NB. Include the page numbers after the

NB. Article title comes first. In the text,

Film - (see Library APA referencing

Zhang, Y. (Producer/Director. (2000). Not

NB: For films, DVDs or video

University of Waikato, (2010)

 Sub-headings are to be clearly marked and identified eg 2.0,2.1.1,2.1.2 etc

FORM 6 & 7 PROJECT FORMAT

Year 12 Page number Year 13 Page number

Cover page Cover page

Topic page i Topic i

Aims & Objectives ii Thesis ii

Acknowledgement iii Acknowledgement iii

Declaration of Originality v Declaration of Originality v

Subject Teacher’s name: ____________________ Signature: Date:

Name of Head of Department: _______________ Signature: Date: _

Name of Principal: __________________________________ Signature: _ Date_______

School: _______________ Teacher’s Name:

Subject Teacher’s name: ____________________ Signature: Date:

Name of Head of Department: _______________ Signature: Date: _

Name of Principal: __________________________________ Signature: _ Date_______