GUIDELINES FOR PROJECT WORK THROUGH LITERATURE REVIEW

WITH PRIMARY AND/OR SECONDARY DATA.

A. Research Topic
The research topic or title should be specific and clear. It is the focus of your
research.
The following factors should guide the selection of a topic/title:

the practical value of the research

the feasibility of the research

the uniqueness of the research

the scope of the research

the topicality of the research

the polyvalence of the research

the value of the research

the coverage of the researchers daily job

the theoretical value of the research

B. INTRODUCTION:
The project work will essentially be field based research relying on
primary and/or secondary sources of information. It will embody the
hallmarks of any scientific research undertaking including the definition
of research problem, research objectives, methodology, findings and
conclusions. It will be an individual students piece of work.
C. SPECIFIC GUIDELINES
1. PROBLEM, OBJECTIVE, SCOPE:
will be practical, theoretical or conceptual based on students desire
to solve an existing problem and/or contribute to understanding of
concept(s) e.g methods of share valuation and how it actually
manifest itself in the Ugandan situation.
WHAT IS A RESEARCH PROBLEM?

Defining a research problem is the fuel that drives the scientific

process, and is the foundation of any research method and
experimental design, from true experiment to case study. It is one of
the first statements made in any research paper and, as well as
defining the research area, should include a quick synopsis of how
the hypothesis was arrived at.
A research problem is the situation that causes the researcher to
feel apprehensive, confused and ill at ease. It is the demarcation of
a problem area within a certain context involving the WHO or WHAT,
the WHERE, the WHEN and the WHY of the problem situation.
There are many problem situations that may give rise to reseach.
Three sources usually contribute to problem identification. Own
experience or the experience of others may be a source of problem
supply. A second source could be scientific literature. You may read
about certain findings and notice that a certain field was not
covered. This could lead to a research problem. Theories could be
a third source. Shortcomings in theories could be researched.
Research can thus be aimed at clarifying or substantiating an
existing theory, at clarifying contradictory findings, at correcting a
faulty methodology, at correcting the inadequate or unsuitable use
of statistical techniques, at reconciling conflicting opinions, or at
solving existing practical problems.
STRUCTURING THE RESEARCH PROBLEM
Look at any scientific paper, and you will see the research problem,
written almost like a statement of intent. Defining a research
problem is crucial in defining the quality of the answers, and
determines the exact research method used. A quantitative
experimental design uses deductive reasoning to arrive at a
testable hypothesis. Qualitative research designs use inductive
reasoning to propose a research statement.
IDENTIFICATION OF THE PROBLEM
The prospective researcher should think on what caused the need to
do the research (problem identification). The question that he/she
should ask is: Are there questions about this problem to which
answers have not been found up to the present?

Research originates from a need that arises. A clear distinction

between the PROBLEM and the PURPOSE should be made. The
problem is the aspect the researcher worries about, think about,
wants to find a solution for. The purpose is to solve the problem, ie
find answers to the question(s). If there is no clear problem
formulation, the purpose and methods are meaningless.
Keep the following in mind:

Outline the general context of the problem area.

Highlight key theories, concepts and ideas current in this area.

What appear to be some of the underlying assumptions of this

area?

Why are these issues identified important?

What needs to be solved?

Read round the area (subject) to get to know the background

and to identify unanswered questions or controversies, and/or
to identify the the most significant issues for further
exploration.
The research problem should be stated in such a way that it
would lead to analytical thinking on the part of the researcher
with the aim of possible concluding solutions to the stated
problem. Research problems can be stated in the form of
either questions or statements.

The research problem should always be formulated

grammatically correct and as completely as possible. You
should bear in mind the wording (expressions) you use. Avoid
meaningless words. There should be no doubt in the mind of
the reader what your intentions are.
Demarcating the research field into manageable parts by
dividing the main problem into subproblems is of the utmost
importance.

STATEMENT OF THE PROBLEM

The statement of the problem involves the demarcation and
formulation of the problem, ie the WHO/WHAT, WHERE, WHEN,
WHY.
CHECKLIST FOR TESTING THE FEASIBILITY OF THE RESEARCH
3

YE NO

PROBLEM

Is the problem of current interest? Will the research results

have social, educational or scientific value?

2 Will it be possible to apply the results in practice?

3 Does the research contribute to the science of education?
4

Will the research opt new problems and lead to further

research?

Is the research problem important? Will you be proud of the

result?

Is there enough scope left within the area of reseach (field of

research)?

Can you find an answer to the problem through research? Will

you be able to handle the research problem?

8 Will it be pratically possible to undertake the research?

Will it be possible for another researcher to repeat the
research?

10 Is the research free of any ethical problems and limitations?

11 Will it have any value?
12

Do you have the necessary knowledge and skills to do the

research? Are you qualified to undertake the research?

13

Is the problem important to you and are you motivated to

undertake the research?

14

Is the research viable in your situation? Do you have enough

time and energy to complete the project?

15 Do you have the necessary funds for the research?

16

Will you be able to complete the project within the time

available?

17

Do you have access to the administrative, statistic and

computer facilities the research necessitates?
TOTAL:

2. MINI LITERATURE REVIEW.

This will involve;
a) Reviewing, critiquing and summarizing relevant literature from
journals, text books, and reports etc. conceptualizing the
4

problem and providing evidence that the student understood the

problem.
b) Citation and referencing: only the APA style of referencing is
acceptable
c) Plagiarism: The verb "plagiarize" is defined in the Shorter Oxford
as follows: Take and use as one's own (the thoughts, writings,
inventions, etc., of another person); copy (literary work, ideas,
etc.) improperly or without acknowledgement; pass off the
thoughts, work, etc. of (another person) as one's own.
Plagiarism is when you copy directly from someone else's work
without acknowledging (citing) the original author. In other
words you take credit for someone else's work. In academic
writing, this is the same as cheating on an exam. Plagiarism is
conventionally seen as a serious breach of scholarly ethics, being
a theft of credit for ideas in a competitive intellectual market
place. Among intellectuals, plagiarism is normally treated as a
grievous sin.
d) A thorough literature study is an indispensable component of all
research. It familiarizes the researcher with both research which
has already been done in his field as well as with current
research. A literature study makes the researcher aware of what
the current train of thought is, as well as the focus of existing
and acceptable thought regarding a specific topic. lt also helps
him demarcate the boundaries of his research theme. When
doing this, he finds ideas for his own research theme and for
possibly processing his data.
e) The researcher also gains personally by his literature review. It
fosters a certain attitude and leads to the attainment of certain
skills:
a.

It develops the ability to recognize and select the

significant and the relevant, without getting lost in
trivialities.

b.

It helps in gauging the quality of research material and

in planning his research accordingly.

c.

It develops a critical attitude regarding others' research

as well as his own efforts.

d. It trains him to be an astute observer especially in respect

of certain obstacles, making it possible for him to avoid
them.
e. Knowledge of relevant literature helps the researcher to
define the boundaries of his field.
1.2 The role of a literature study in research
f) The literature study helps the researcher to:
a. select a research problem or theme. Relevant literature
enables the researcher to discover where inconsistencies,
wrong designs and incorrect statistical conclusions occur.
b. Often research reports are concluded with
recommendations regarding research which still needs to
done. The researcher's thinking can be shaped in this way,
which in turn will enable him to:
c. define the boundaries of his field;
d. establish the size and extent of his research;
e. consider the procedures and the instruments which he will
use in his research. After having considered other
researchers' procedures and instruments, the researcher
becomes more sophisticated in the choice of his own;
f.

see his own problem in better perspective through a better

understanding of the underlying theory. This enables him
to establish whether his research will make a contribution
and what the value of his contribution would be;

g. avoid unnecessary (non-purposeful) repetition of research

already undertaken. A researcher often develops a brilliant
insight into how to tackle a problem, only to discover,
through a study of relevant literature, that someone else
has already done so;
h. better evaluate the significance of his own findings. This
applies especially in respect of which techniques were
used, and which contributions were made to gaining a
better understanding of the problem, etc;
i. formulate his hypotheses with sharper insight;
j. carry out his research more purposefully. In time he learns
to eliminate the unnecessary. He learns from the successes
and failures of others.
6

1.3 Types of literature

g) In studying works dealing with earlier (and acceptable) research,
two types of sources, especially, come to the fore:
h) Comprehension literature, ie books and articles by experts in
which they state their opinions, experiences, theories and ideas
on concepts and constructs within a specific problem area, as
well as their opinions on what is good or bad, desirable or
undesirable, valuable or worthless regarding insight into specific
concepts or constructs. For the young researcher it is very useful
because it helps him to understand the validity of correctness of
theories (outdated, existing or newly formed) better. It also
shows him where there are shortcomings in a specific field (thus
requiring research). It also shows its strengths which he may
wish to pursue.
i)

Research literature: This includes reporting in respect of

research already undertaken in the field (and is currently drawing
attention) and gives the researcher a good indication of
successes and problems in respect of research procedures,
design, hypotheses, techniques and instruments.

j) The results of studying these two types of literature are thus a

personal frame of reference, i.e. an insight into the body of basic
knowledge, possible differences, underlying theories, et cetera.
k) It furthermore leads to a greater awareness of those matters
within the field which have already sufficiently been
demonstrated and proved, as well as those matters still requiring
more in-depth research.
1.4 Primary and secondary sources
a. Primary sources of a specific type of information are the
original works, books, magazine articles, films, sound
recordings, et cetera, which reflect the information
firsthand. Secondary sources include commentaries,
explanations, elucidations et cetera, which other writers
have done on the primary sources.
b. It is desirable (especially in historical research) that, where
possible, the primary source should preferably be
consulted. T here are, however, problems with consulting
primary sources.
c. The source is out of print, has been destroyed or is
unobtainable. Then secondary sources have to be
consulted.
7

d. The primary source is in a foreign language, rendering it

inaccessible for the researcher. Translations have to be
used with the expressed knowledge that such translations
are possibly inaccurate or even incorrect. Sometimes it
helps to read an expert's comment on the translation.
e. The primary source is so complicated and advanced that
the researcher cannot understand it. It then helps to read
explanations in technical dictionaries, encyclopaedias or
elementary handbooks.
f. This, does not mean, however, that secondary sources are
of no value whatsoever. The researcher could possibly
encounter many useful references to primary sources in his
study of secondary sources.
1.5 Making notes
l) The following general guidelines should be useful when making
notes:

Start with the most recent works and work back to

earlier (timeless) works: your chances of adhering to
outdated or faulty theories are then much smaller. Earlier
misunderstandings and obscurities can be eliminated at
this point. The recent works should lead you to older
works by referring to them - not vice versa.

You should preferably start with the works of recognized

writers dealing with the specific theme. For example,
research on human thinking which does not refer to
writers such as Ausubel, Fenerstein, Bruner or Piaget is
incomplete. Then too, it would be unforgivable not to
read the original works of such writers.

Further, it is worthwhile starting with articles, treatises

and dissertations. This kind of literature is usually very
well-documented and will quickly put you on the track of
other relevant sources.

Before reading a source in its entirely, you should read

the summary, precis or abstract of the book or article in
order to ascertain whether or not it is at all relevant. This
will save much time and will spare you much frustration.

Before making notes, you should skim through the whole

chapter, paragraph or section in order to ascertain
8

whether, and if so how, the section links up with your

own problem. This will help to determine the kind of
notes to be made. Much valuable time can be saved in
this way.

Work on cards and not on scraps of paper. Write your

notes directly on to record cards, and save yourself the
double trouble of rewriting. (You will also eliminate the
possibility of unnecessary errors made while rewriting
your notes from scraps of paper on the cards). Cards (as
a result of their stiffness and uniform size) are easier to
handle and file than scraps of paper or the backs of
envelopes.

For this reason, it is a sound habit always to keep a few

record cards on hand (in the pocket of your jacket, in
your handbag) so that ideas can be jotted down as soon
as they occur. Such ideas may occur in the bus, while
you are waiting to see someone, or while listening to a
lecture or presentation.

You should select a comfortably sized card. I personally

fine 150 cm x 100 cm (6" x 4") the most useful. It is
small enough to fit into a jacket pocket and yet big
enough to allow for plenty of information.

In order to facilitate filing and sorting, and to allow for

flexibility, a single piece of information (thought, opinion)
should be entered on a single card. You should preferably
only write on one side of the card. In cases where more
than one card is used to enter a specific argument (or
episode), cards which belong together can be kept
together by means of elastic bands.

The source and a relevant page number should be

clearly entered on each card. This will later eliminate
many frustrations.

Each card should have a suitable heading/key word. This

facilitates filing and retrieving information. Apart from
this, it already serves to structure the chapters of the
research report.

You should try, as far as possible, to summarise the

writer's thoughts in your own words. This eliminates the
danger of plagiarism, and will force you to try to
understand the information. You should only rewrite
9

verbatim those thoughts which you cannot paraphrase

better. In such cases you should ensure that you rewrite
the quotation absolutely correctly. Each punctuation
mark, each capital, must be correct. Be careful to spell
correctly.

You should clearly distinguish on your cards if you have

written (1) a direct quotation; (2) a paraphrased
summary or your own comment.

Very long quotations should rather be photostatted and

pasted on to the cards - this will save time and eliminate
unnecessary rewriting errors.

Neat handwriting is not a requirement. Retyping notes,

or first taking them down in shorthand and later
rewriting them neatly, is an unnecessary waste of time.

You should plan ahead and acquire a sturdy filing

system. Initially, shoe boxes are very useful.

A final remark - each source should be dealt with as

accurately as if you will not handle it again

3. METHODOLGY
Helpful websites: http://www.socialresearchmethods.net/kb/
Methodology essentially details how the study was undertaken. It
outlines the research design, sampling, sources of data,
measurements, and analysis. It is advisable that students undertake
action research or descriptive research where possible. However a
student may opt for historical research if the supervisor allows
him/her to do so.
A.

Action research

Action research is regarded as research that is normally carried out

by practitioners (persons that stand in the field of work). It is a
method par excel lance for instructors/trainers. It enables the
researcher to investigate a specific problem that exists in practice.
This requires that the researcher should be involved in the actions
that take place. A further refinement of this type of research is that
the results obtained from the research should be relevant to the
practice. In other words it should be applicable immediately. This
means that the, researcher, as expert, and the person standing in
10

the practice, jointly decide on the formulation of research

procedures, allowing the problem to be solved.
Action research is characterized according to by the following four
features:
Problem-aimed research focuses on a special situation in practice.
Seen in research context, action research is aimed at a specific
problem recognizable in practice, and of which the outcome problem
solving) is immediately applicable in practice.
- Collective participation. A second characteristic is that all
participants (for instance the researchers and persons standing in
the practice) form an integral part of action research with the
exclusive aim to assist in solving the identified problem.
- Type of empirical research. Thirdly, action research is characterized
as a means to change the practice while the research is going on.
Outcome of research can not be generalized. Lastly, action research
is characterized by the fact that problem solving, seen as renewed
corrective actions, can not be generalized, because it should comply
with the criteria set for scientific character.
B.

Descriptive research

The term descriptive is self-explanatory and terminology

synonymous to this type of research is: describe, write on, depict.
The aim of descriptive research is to verify formulated hypotheses
that refer to the present situation in order to elucidate it.
Descriptive research is thus a type of research that is primarily
concerned with describing the nature or conditions and degree in
detail of the present situation. The emphasis is on describe rather
than on judge or interpret.
Researchers who use this method for their research usually aim at:
demarcating the population (representative of the universum)
by means of perceiving accurately research parameters; and

recording in the form of a written report of that which has been

perceived.

The aim of the latter is, that when the total record has been
compiled, revision of the documents can occur so that the
perceptions derived at can be thoroughly investigated .
11

Because the total population (universum) during a specific

investigation can not be contemplated as a whole, researchers make
use of the demarcation of the population or of the selection of a
representative test sample. Test sampling therefore forms an integral
part of descriptive research. In descriptive research the following
steps should be included:
Problem selection and problem formulation. The research
problem being tested should be explicitly formulated in the form
of a question.
Literature search. Intensive literature search regarding the
formulated problem enables the researcher to divide the problem
into smaller units.

Problem reduction.

Hypothesis formulation.

Test sampling. The researcher should determine the size of the

test sample.

Information retrieval. The application of appropriate information

retrieval techniques to comply with the criteria set for
authenticity and competency, is relevant.

General planning. Any research requires sound planning.

Report writing. The report entails the reproduction of factual

information, the interpretation of data, conclusions derived from
the research and recommendations.

Data Analysis
Before a researcher can use a statistical method for his research, he
should be familiarized with the various statistical methods as well as
the prerequisites for the implementation thereof. Because of the
circumference of statistical methods, an in-depth discussion cannot
take place for the purpose of this element. It will suffice to highlight
the basic statistical methods.
Statistical methods in the broadest sense are classified into two main
groups namely descriptive and inferential statistics.

Descriptive statistics
12

Descriptive statistics is the formulation of rules and procedures

according to which data can be placed in useful and significant order.
Descriptive statistics deals with the central tendency, variability
(variation) and relationships (correlations) in data that are readily at
hand. The basic principle for using descriptive statistics is the
requirement for absolute representation of data.
The most important and general methods used are:
-

Ratios. This indicates the relative frequency of the various

variables to one another, for example 1.

Percentages. Percentages (%) are calculated by multiplying a

ratio with 100. In other words it is a ratio that represents a
standard unit of 100.

Frequency tables. It is a means to tabulate the rate of recurrence

of a specific measurement, for example a specific achievement in a
test. Data arranged in such a manner is known as distribution. If
the distribution tendency is large, larger class intervals are used in
order to acquire a more systematic and orderly system.

The histogram. The histogram is a graphic representation of

frequency distribution and is being used to represent simple
frequency distribution. Characteristic is a vertical line (the y
axis/ordinate) at the left sideline of the figure and the horizontal
line (x axis) at the bottom. The two lines meet at a 90 grade
angle.
Because frequencies should be divided into class intervals, the
benefit of graphic presentation is that data can be observed
immediately.

Frequency polygon. The frequency polygon does not differ

basically from the histogram, but is only used for continual data.
Instead of drafting bars for the complete histogram, a dot
indicating the highest score is placed in the middle of the class
interval. When the dots are linked up, the frequency polygon is
formed. Usually an additional class is added to the end of the
line in order to form an anchor.

Cumulative frequency curve. The frequency on the frequency

table is added, starting from the bottom of the class interval,
and adding class by class. The cumulative frequency in a
specific class interval can then clearly indicate how many
persons/ measurements perform below or above the class
13

intervals. In other words, from cumulative frequency tables a

curve can be drawn, to reflect data in a graphic manner.

Percentile curve. The cumulative frequency can also be converted

into percentages or proportions of distribution. From such a table,
one could read certain percentages or promotions of persons or
cases, with regards to a certain point on the scale. The scale value in
which 10% of the score in a distribution falls, is regarded as the P10
(10 percentile). Those in which 25% of the score falls is the first
quarter of P25 etc.

14

Line graphic. During the previous graphic presentations the

historical line (X axis) indicated the scale of measurement, whilst the
vertical line (Y axis) indicated the frequency. In the case of a line
graphic, both axes (X and Y) are used to indicate the scale of
measurement with the aim of indicating a comparison between two
comparable variables.

Central tendency

Central tendency is defined as the central point around which data

revolve. The following techniques can be employed:

The mode

The mode is defined as the score (value or category) of the

variable which is observed most frequently. For example:
375864595
From the above mentioned, the mode equals 5 because 5
appears to be the most frequent score amongst all the numbers
(occurred 3X).

Median

The median indicates the middle value of a series of sequentially

ordered scores. Because the median divides frequencies into two
15

equal parts, it can also be described as being the fiftieth

percentile.
10

13

14

15

18

19

22

25

25

The median in the above-mentioned is the fifth score, that is 18.

There are 4 counts on both sides of the numerical value 18.
In cases where you have, for instance:
10

13

14

15

18

19

22

25

26

29

there are 2 numerical values indicating the median. By dividing

the result by 2, the median can be determined. The fifth score
with a numerical value of 18 and the sixth score with the
numerical value of 19 are in the middle of the sequentially
ordered scores. The median for the above mentioned scores is
therefore 18 + 19 ) 2 = 18,5. Because 18,5 does not occur in the
sequentially ordered scores, Huysamen (1983: 50) states that
one should in cases of these rather refer to the 18.5 percentile.

Arithmetic mean

The arithmetic mean refers to a measure of central tendencies

found by adding all scores and dividing them by the number of
scores. The following is an example:

5 2 6 1 6 = (Sum total of scores

N
Thus 5 + 2 + 6 + 1 + 6 = 20, because there are 5 scores, N = 5,
and the sum total of the scores (20) is divided by 5.

Standard deviation

The standard deviation is a measure of the spread of dispersion

of a distribution of scores. The deviation of each score from the
mean is squared; the squared deviations are then summed, the
result divided by N-1, and the square root taken (Landman 1988:
94).

Inference statistics
16

Apart from descriptive statistics that deal with central

tendencies, statistical methods enabling researchers to go from
the known to the unknown data also exist. This is to say to make
deductions or statements regarding the broad population as the
samples from which the 'known' data are drawn. These
methods, according to literature are called inferential or
inductive statistics . These methods includes estimation,
predictions, hypothesis testing and so forth.
In conclusion the role of statistical methods in research is to
enable the researcher to accurately utilize the gathered
information and to be more specific in describing his findings.

4. FINDINGS.
This will be, essentially, presentation of findings.
Its essentially an
application of knowledge, attesting of knowledge, a testing of knowledge to
explain your findings from literature especially as it applies in Uganda
situation.
DATA INTERPRETATION
The application of statistics in research is well documented. Before choosing
a statistical method for your own research project, knowledge regarding
scales of measurement is a prerequisite. Scales of measurement per se have
to do with the allocation of numerical values to characteristics according to
certain rules. Measurement can thus either be quantitative or qualitative.
The qualitative level of measurement includes among other things, aspects
such as interpretation and paragraph analysis, whilst the quantitative level of
measurement focuses on measures such as nominal, ordinal, internal and
ratio levels of measurement. The latter are basic scales of measurement and
will be briefly outlined.
1. CONCLUSIONS:
These are the major insights or generalizations you can state as a
result of the study. They are insights of the study that are based on
findings of the literature included in the study.
2. RECOMMANDATIONS(optional)

17

These will be the courses of action that should be taken by people to

improve the situation or undertaking identified in the study. It can be
management action or research action.
3. BIBLIOGRAPHY.
This will spell out all the sources of literature used in the study at all
stages. This should be done according to standard format of
referencing academic presentations.
4. GENERAL GUIDELINES.

The project will test the students application of his or her

knowledge to a particular PRACTICAL business problem.

The project will require conceptualizing a research problem,

about which primary and/or secondary data can easily be
accessed or is available to the candidate.

Studies done in the students area of specialization are preferred.

Report length will be a minimum of 30 pages and a maximum of

50 pages, longer reports should be undertaken with supervisors
approval.

All major subheadings of a research proposal or report will be

required, including background to the problem.

Line spacing (2) - (Double space) as in all report writing.

APA style of referencing should be adopted

Structure of the report:

format provided below.

The project report should follow the

TYPE A: QUANTITATIVE (PRIMARY

AND/OR SECONDARY)
Title page (1 page)
Declaration (standard)
Dedication (1 line)
Acknowledgements (1/2 to 1 page)
Table of contents(1-2 pages)
List of tables (1/2 to 1 page)
list of illustrations (1/2 to page)

B: QUALITATIVE (PRIMARY
AND/OR SECONDARY)
Title page (1 page)
Declaration (standard)
Dedication (1 line)
Acknowledgements (1/2 to 1 page)
Table of contents(1-2 pages)
List of tables (1/2 to 1 page)
list of illustrations (1/2 to page)
18

Definition of terms & Observations

(1/2 to 1 page)
Abstract (1/4-1/2 Pages)
Chapter one: contain
Background (1.5 pages)
Statement of problem (1/4-1/2
pages)
Purpose (1/4 page

Definition of terms & Observations

(1/2 to 1 page)
Abstract (1/4-1/2 Pages)
Chapter one: contains
Background (1.5 pages)
Statement of problem
Statement of problem (1/41/2 pages)
Purpose

Objectives (1/4 page)

Research questions (1/4 page)

Research questions (1/4 page)

Area and scope of study (1/4

page)

Justification/
page)

significance

(1/4

Chapter two: literature review

( 10 pages)
Chapter three: Methodology (3-5
pages)
Research design ( page)
Population and sample size (1/2
to 1 page)
Sampling procedure and design
(1/2 to 1 page)
Measurements (1/2 to 1 page)
Data collection Instrument (s)
(1/2 to 1 page)
Data Analysis

Research Objectives.

Research questions.

Research questions.

Area and scope of study.

Justification/ significance.

Chapter two: literature review

(10 pages)
Chapter three: Methodology (57 pages) including

19

Research design and research

paradigm: This section should
include a write up on the research
paradigm since you expect to have
readers who are not familiar with the
naturalistic research paradigm. It
may not be necessary in contexts
where qualitative research is an
accepted form of inquiry.
Identify and generally describe your
research method (e.g., ethnographic
field study, single case study), and
your research procedures (e.g., long
interviews, observation).
Cite the major authors who have
described your research method. See
Lincoln and Guba (1985); Glaser and
Strauss (1967), etc.
Describe what you did in detail
during your study.

Chapter four: presentation of

findings (10-12 pages)

Explain how you selected informants

and gained entry into the research
context (if relevant).
Describe the procedures you took to
protect the rights of your informants
(e.g., informed consent, human
subjects approval, and debriefing).
Describe the kind of data you
collected (e.g., field notes from
memory, audio tapes, video tapes,
transcripts
of
conversations,
examination of existing documents,
etc.).
Describe
the
data
collection
procedures. If interviews were used,
list your question(s) or attach as an
appendix. Describe equipments used.
Describe the procedures used to keep
track of the research process. a.
Process notes: Day to day activities,
methodological
notes,
decision
making procedures. b. Materials
relating to intentions and reactions:
personal notes about motivations,
experiences with informants, etc. c.
Instrument development information:
revisions of interview questions, etc.
Describe
your
data
analysis
procedures (coding, sorting, etc.)? a.
Data reduction: Write-ups of field
notes, transcription procedures and
conventions, computer programs
used, etc. b. Data reconstruction:
development of categories, findings,
conclusions, connections to existing
literature, integration of concepts.
Describe how the research design
evolved as the process unfolded.
Describe how you have organized,
formatted and presented your data,
interpreted, and concluded.
Chapter four: presentation of
findings (10-12 pages)

Chapter five: Discussion,

Chapter five: Discussion,

20

conclusion and
recommendations (3-5
pages)
Discussion
Conclusions ,
Recommendations and
Areas for further research

conclusion and
recommendations (35 pages)
Discussion

Conclusions

Recommendations

Areas for further research

References (min.10)

References &
15)

Appendices (optional)

Appendices (optional)

21

bibliography (min