MODULE 3: RESEARCHING

NATURE OF A RESEARCH

Researching has many stages:

1. Systematic
● Maintain an ethical stance in the collecting, analyzing and the reporting of the information
● Have questions relevant to the research being conducted
● Often people would say that they are going to the library to do a research, but this is inaccurate,
as real researching involves taking a systematic approach.

The following are features of a real research:

(i) identifying a problem that impacts human development

(ii) formulating research questions or hypotheses, by devising a set of questions or concerns
that focus on what the researchers want to be informed about
(iii) conducting a literature review to inform the researcher about as many aspects of the topic
as possible by the employment of a variety of sources
(iv) choosing a suitable data collection strategy
(v) analyzing the data collected using research questions as a guide
(vi) interpret the data and consider the implications and then make recommendations that will
contribute to human development.
2. Reliability
● Reliability is the degree to which an instrument is interpreted in the same way, by all subjects
being interviewed
● When questioning sources, the researcher must have a ready set of question [interview protocol]
that should not vary from one source to the next
● Thus questions should be so stated that they are not ambiguous and open to a variety of
interpretations
3. Validity
● Research questions are considered to be valid when the questions asked and the methods used
are likely to produce relevant answers to the questions posed by the researcher
● Questions must only be about what is being studied
● Thus reliability ensures that data collected is faithful to what the researchers are interested in find
out

Therefore the nature of a research involves taking a systematic approach and employing procedures that ensure
reliability and validity. This is because a research is intended to provide information and the information
provided would be wrong or misleading if procedures are not properly employed.

Activity: develop a research problem that serves each of the listed purposes of conducting a research.

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APPROACHES TO RESEARCH

1. Mainstream
● use of a scientific approach by social scientist involves studying many persons in an attempt to
make generalizations for the population
● they do this by asking all the respondents the same questions and they do not become familiar
with subjects.
● in this ‘scientific approach’, a sample is chosen which is representative of the entire population,
from whom a generalization is made
● the data collected is typically presented on graphs and tables, and it referred to as quantitative
research
2. Alternative
● in this type of research, the researcher works with the participants and do not detach himself
from them
● using this approach usually involves using interview protocol as a data collection instrument and
results in a large amount of material/qualitative
● this approach is interested in ‘subjective knowledge’, in terms of: (i) what people think they
know (ii) the beliefs and feelings of people
● despite the subjectivity of this type of approach, measures must be put in place to ensure validity
and reliability of data collected
✔ Validity in this approach will be achieved by ensuring participants are credible and dependable.
In addition proper research procedures must be followed; for example interviews should be in
depth etc.
✔ Reliability in this type of approach will be achieved by using a variety of methods to collect data,
such as: observations, interviews and document analysis. Reliability is measured in this approach
by examining how consistently each participant interprets what is being asked.
3. Radical Approach
● researchers using this approach are called ‘action researchers’
● This approach is undertaken by individuals who understand that they have the power to
investigate and improve their lives
● This type of approach is typically very ‘site based’: school. It is not system based as in the case
of many or all schools

The method used and the data produced can also be used to classify a research; for instance a research may be
quantitative – yields numerical data, or qualitative – an in depth analysis of complex situations using words.

THE RESEARCH PROBLEM

● Researchers must be.g.in by identifying a topic that is worthy of study. From that topic they develop a
narrow focus and thus isolate a problem/issue that impacts human development of Caribbean people
● The researcher must be interested in the chosen topic or it will not be done wholeheartedly
● Time must be properly allocated and managed. Time management helps to determine which data
collection instrument will be used to ensure reliability and validity
● The researcher should always plan from the beginning how they will conduct their research

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Once you have decided on a topic, you are ready to search for data relating to your topic. However, before we
go on with the research, ensure that your topic has the following characteristics: 

● It should ask about the relationship between two or more variables. For example, within this topic 'The
Impact of Incest on Student Performance in Jamaican Schools', there are three variables: impact of
incest; student performance and Jamaican schools.
● You will need to provide definitions for each of these variables and this can be done through a review of
related literature. 
● It should be stated in the form of a question, either direct or implied. 
● It should be testable, that is, you should be able to collect data to answer the question asked. 
● It should not be about a moral or ethical position. For example, 'Is lying a bad thing to do under all
circumstances?' This is not an appropriate topic. 
In normal research process, you are advised to use the following checklist as a guide:

✔ Is the problem significant enough to be worth the time, effort and resources to be researched?
✔ Is your hypothesis likely to be supported/unsupported based on your research and can it be tested?
✔ Are there ethical issues concerning your research that will adversely affect other people? If so, is it
proper and responsible to go through with it?
✔ Is your topic narrow and focused enough for you to achieve a result given the time and resources
available to you, the researcher?
✔ Is your research design the most appropriate one to investigate your topic and support or disprove your
hypothesis?

HYPOTHESES

● This is an expectation or prediction about the relationship between two variables in a research study.
The hypotheses can be upheld or rejected by the outcomes of the research
● Mainstream approach and researches in the natural sciences uses this strate.g.y. The hypotheses narrow
the research questions, so it becomes evident what information is being sought.
● E.g. ‘censorship in mass media is mainly influenced by the church’ or ‘the school curriculum does not
effectively promote knowledge about the world of work’

PROBLEM STATEMENTS

This is the aspect of the topic that is being researched and it can be stated as a question, statement or
hypotheses. Whichever way the Problem Statement is expressed, there should an independent and dependent
variable. Variables are the ‘what’ of the research, and you may want to narrow your variable[s] to a specific
group and or community etc.

Considering Variables

A variable is anything (person, event, or setting) in your research topic that can affect the outcome of your
research because of its ability to change or to take on different values. Variables must be measurable and

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observable. Some of the most common variables that researchers consider are age, class, gender, time and
behaviour.

Variables are what are used to measure or test the hypothesis. Variables help to decide the best way(s) to gather
data on your topic. For example, gender, age, location and testing methods are crucial in the topic “The
Performance of Boys from a Rural Primary School in St. James in the 2003 GSAT Examination”.

Types of Variables

Variables are classified depending on their use in the research process and these include:

● Independent variable - refers to any variable that is manipulated by the researcher to affect the outcome
of the research. It is believed to cause or be responsible for the outcome.
● Dependent variable - which is so called since its influence on the outcome of one’s research depends on
the way in which the independent variable is manipulated. Manipulation refers to an action done to the
experimental group by the researcher that is not done to the control group. Thereafter, the two groups
are measured to see whether the experimental group was affected by the independent variable.
● Controlled variable - which refers to those factors that have to be controlled or held constant or held
constant so that their effect on the outcome of one’s researched is neutralized.

Relationship between Variables

There are two main relationships between variables that will affect the type of outcome that the researcher can
expect and on which s/he can base his or her hypothesis. These are causal and associational.

● Causal - it is assumed that one factor in a series of factors is the cause or is responsible for whatever
change(s) are observed in the other factors. If in the topic mentioned above, the boys in the rural
primary school were performing poorly, it might be presumed that there is a causal relationship between
the type of school they attend and their performance. There may also be a causal relationship presumed
between the gender of the students and their performance.
● Associational relationships - assume that an increase in the magnitude and scope of one factor will
result in a corresponding increase in the magnitude and scope of other related factor(s). For example,
workers in a factory are experiencing low and declining productivity. This is linked to the fact that each
month the manager has been laying off workers. If workers in the factory have no job security and are
being laid off on a monthly basis, there might be an associational relationship between low productivity
and growing insecurity.

RESEARCH OBJECTIVES

● These are essential sub-components of the research problem identified and are used to focus the enquiry
into the problem
● These should be: (i)relevant (ii) directly linked to research problem (iii) informed by sources (iv) clear

RESEARCH QUESTIONS

● These are central questions that the research will answer, they are derived from the research objectives

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 ● The research questions state the relationship between two or more concepts/variables that the
researchers wants to investigate
● The research questions directly influence data collection as the researcher takes each research question
and make sub-questions which help to create/develop the questions in the questionnaires, interviews and
other forms of data collection

STATEMENT OF THE PROBLEM [Refer to Appendix 3]

This is not a restatement of the topic or the research problem. It is two to three paragraphs about the problem; it
therefore puts the research in context and also outlines why it is important to conduct this research.

PURPOSE OF A RESEARCH

1. Generate new knowledge 3. Predict an event/outcome

2. Solve a problem/clarification 4. Test a theory

PURPOSE OF THE RESEARCH

● Possible justifications include:

(i) It addresses a strongly felt need in the society
(ii) Fills a void in the existing literature on the topic
(iii) It results will affect a large number of people and make the issue clearer
(iv) The research even though it deals with a small group of people, the people are important to society
● Try not to over justify in your in your rationale; if you claim too many consequences, you may
encounter problem living up to the claims in your actual research
● Examples pg. 426 – 427 Mohammed

SOURCES OF DATA [Refer to Appendix 1 and 2]

● Sources should always be: (i) adequate (ii) relevant (iii) objective (iv) trustworthy (v) valid
● When doing a quantitative research objectivity is essential; while trustworthiness is essential in an
qualitative research
● After identifying a topic, the researcher must ensure that the research is focused and not too wide; the
researcher should also find out if there is enough information on the topic and if it is accessible
● Understanding how the research will be conducted helps to determine the best sources for the research
● The researcher should also be aware of the pros and cons of each type of source
● Examples of sources: pg. 421 Mohammed & pg. 21 Syllabus

CHARACTERISTICS OF SOURCES

All the sources available for the generating of the data may be grouped into two categories: primary and
secondary sources.

Primary Data Sources:

● They are eyewitness accounts of first records of the event. They are written, created or recorded during
the period or context under investigation.
● They are original sources on which interpretation, analysis and studies are based.
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 ● They exist in any media or genres which include: poems, diaries, journals, scientific research,
interviews, autobiographies, works of art, publications, official and private records, legislative bills,
pictures and maps, artefacts, furniture, clothing, oral history etc.
● They tend to be narrative in style rather than analytical or evaluative; and they consist of the collation of
facts, impressions and observations.
● They tend to be subjective in nature reflecting the viewpoint and individual or group bias of the
recorder(s) of the event.
● They tend to reflect the social, political and philosophical worldview and styles of the epoch or period in
which they are written or produced.
● They are obtained chiefly through observation, survey, experiments and through documents.

Characteristics of Secondary Data Sources:

1. They are usually written or produced after the event that they purport to comment.
2. They comment on primary sources offering explanation, evaluation, and interpretation of them as well
as other secondary sources.
3. They may offer answers and solutions to queries and questions raised by primary sources.
4. They tend to be analytical and interpretative in style.
5. They may attempt to be objective and balanced depending on their purpose and the author.
6. They could reflect the bias and attitude of the worldview in which they are written.
7. They are obtained mainly through documentary media.

Location of Sources

The main sources of information available to any researcher are the library, the internet and surveys.
LITERATURE

Once you have chosen a topic it is very important to READ everything you can about your chosen topic and the
aspect of the topic that you will be researching.

Chosen literature should be relevant, valid and adequate; however, when the work is being presented,
considerable efforts should be made to avoid plagiarism.

The Literature Review

● This is a summary of information derived from sources. It should not be a summary of everything or all
existing information on the topic
● Instead only information from sources should be detailed, and the information must relate and be
relevant to the research questions
● Research questions will be the factor that determines what/who to use as a source; research questions
therefore determines how to select the information that will be placed in the literature review
● Typically literature reviews will provide background information on the topic and highlight the varying
views on this topic from previous research

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 ● The literature also highlights developments that have been made in the specific area of research.
Therefore the literature review can be used as a critique as well as to identify commonalities among
previous studies on this topic
● Websites can be used to obtain material, however: (i) ensure the author is reliable and reputable (ii)
ensure the information is current/updated (iii) ensure the structure of the text has evidence or examples
to support points/arguments (iv) ensure the content is well balanced and of a good quality
● Always use your Research Questions/Objectives to help you structure your Lit. Review
● A good literature review has the following characteristics: pg. 427 Mohammed

Structure of the Lit Review

In this section of the research a comprehensive examination of the literature and previous studies related to the
research is done. The researcher will be using the literature to answer the Problem Statement and this response
will be completely guided by the Research Questions. The Literature Review should be written in a coherent
and argumentative manner; though it is the views from the literature that it is being presented, it should be an
answer to the Problem Statement.
The sources should be cited properly in the essay; when quoting from a text use only the author’s last name and
the year in bracket – e.g... According to Brown [2010]....The researcher may also cite the text instead of the
author, this is allowed; however, both author and text should not be cited when making reference in the essay.
The source can also be placed at the end of a quote or an idea in your essay that is taken from them – e.g. The
people of Grenada have always struggled to be politically independent [Brown, 2010] or [The Caribbean Story
Book 1, 2008]. The page number that the quote or the idea is taken from can also be included.
If a long quotation is being used the researcher should try to take out the relevant parts of the quote and use’...’
to substitute for the parts taken out; however the parts of the quote that remain should be presented so it seems
nothing was taken out – e.g.. “…the police and military received military training from Chile....the government
had links with communist rulers such as Fidel Castro”. [Freedom and Change, 2009].
The points made in the essay should always be supported by sources; however, the response should not be a
collection of quotes, it is expected to be an argumentative essay that is supported/ justified by relevant
sources/literature which are appropriately incorporated into the Literature Review.
COLLECTING DATA

● After the research questions are created, the researcher will know exactly: (i) what information is needed
(ii) the depth (iii) the emphasis
● How the researcher interprets the research questions will determine the methods used to collect data and
sources for data collection. There are a number of things to consider when collecting data: pg. 430
Mohammed

TECHNOLOGY AND RESEARCH

Pg. 22, CAPE Caribbean Studies

POSITIVE AND NE.G.ATIVES OF USING THE INTERNET FOR RESEARCH

Pg. 31 - 32, CAPE Caribbean Studies

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DATA COLLECTION INSTUMENT

SAMPLING

This is a subset of the target population. The subset/sample should be an amount that is representative of the
target population. If the sample is representative than the findings can relate to the entire target population

Sampling Procedure

There are two types of sampling procedures: (i) probability (ii) non-probability. In probability sampling any
member of the target population as equal chance of being chosen as part of the sample, based on the selection
process used; while non-probability is the opposite.

1. Random Sampling
● Random Sampling is an example of probability procedure.
● In random sampling, every member of the target population has a chance to be selected to be in
the study
● The researcher would have a list of random numbers and members of the target population that
comprise these numbers will be used for the data
● Due to the random nature of the selection of subjects/participants, there should be no bias and the
target population will be represented; therefore the findings can be generalized.

2. Stratified Random Sampling

● The researcher will divide the sample into subsets based on certain categories important to the
study. Subsets may be based on categories such as: (i) age (ii) gender (iii) colour (iv) class etc.
● After categorising then the researcher will apply randomly generated numbers to the master
list/categorised subsets
3. Systematic Sampling
● The researcher may decide to collect data from every 5th or 8th person that comes along.
Therefore the researcher could have a large sample of 1000 persons, but only collects data from
every 10th person etc.
4. Quota Sampling
● Allows researcher to control variables without having a sample frame. The researcher
predetermines how many respondents with particular characteristics are to be questioned. This is
ideal if it is a study based on a simple comparison between two persons. This is not random and
results cannot be generalized.
5. Multistage Sampling
● Involves selecting a sample from another sample
6. Snowballing
● Involves using personal contacts to build up a sample of the group
7. Purposive/Purposeful/Judgmental Sampling
● These methods are typically used in alternative and or radical action approaches; and are
generally used in qualitative studies.
● The sample is not expected to be large or even representative of the entire population; as these
type of research approach seeks deeper understanding and not necessarily new knowledge.

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 ● In these sampling methods the researchers purposefully uses their judgement to decide who the
sample will be. This method non-probable.
8. Convenience Sampling
● This is a popular method, where the researcher is limited by convenience or economy; the
researcher will therefore choose a site or subjects nearby, or the first to come along/become
available
● This type of sampling uses the non-probability procedure; it is therefore sometimes referred to as
a non-probabilistic sample.
● Findings from this research cannot be applied to anyone or any site not included in the study;
thus generalizations for the entire population cannot be made.

NATURE OF THE SAMPLE

This is where an explanation of the persons, groups or cases is given and is important to be very specific.

1. How many people will be selected?

2. Where will they be acquired and how?
3. Was there assistance given to identify/locate the sample?

METHODS OF DATA COLLECTION

The most widely used methods are surveys and survey data: (i) questionnaires (ii) structured interviews (iii)
observations

1. Interview is a conversation between the researcher and a selected person; this is a qualitative method of
enquiry, because the questions are usually opened ended.
2. The researcher could be a participant observer, where he would live at the site or temporarily become a
member of the group
3. Questionnaires are intended to measure: (i) attitudes (ii) perceptions (iii) opinions. Forced choice
questionnaires are easier to analysed
4. Checklist is a table where observations [covert or overt] are recorded

Questioning as Data Collection Tool

It is important to carefully structure the questions used to elicit information.

● Questions should be clearly and specifically stated to avoid vagueness and ambiguity.
● They should be constructed with the respondent’s intellectual ability in mind. There is no sense
constructing questions that sound nice but are not understood by respondents.
● The language of the questions should be simple and easily understood.
● They should be logically and sequentially presented to the respondents whether in written or verbal
form.
● The language of the questions should be objectively expressed so as not to reveal the researcher’s bias.
● Individual questions should not require more than a single response. Questions requiring multiple
responses (double-barreled questions) tend to confuse respondents.

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 ● The structure of questions should not lead or mislead respondents to believe that the researcher is
looking for or is interested in a particular response.

Types of Questions

There are two categories:

1. Open-ended/free response: - requires the respondent to construct the answer by themselves and allows
for free recall and self-explanation.
2. Closed-ended/convergent questions: - requires a single or acceptable “correct” answer and because
there can be no variation in or alternative to the acceptable answer, it is also referred to as the objective
type questions.

Types of Open-Ended Questions

● Short answer
● Essay type question

Types of Closed-Ended Questions

● True or False/ Yes or No ● Fill in the blanks
● Matching or Associating ● Multiple choice

Questionnaires
A copy of the questionnaire should be placed in the Appendix; there should be no less than 15 questions and no
more than 25 questions. The questions should be relevant and valid and structured in a manner that they provide
information for the research. Questionnaires usually have three parts:
● An introduction – where you tell the respondent what your research is about and you ask for their
cooperation
● Personal information – you may have questions designed to outline basic facts about the respondents.
● The questions - questions should be both closed and open ended; however there should be other options
than yes or no in the closed ended questions.
They are used when factual information is required. When opinions are required an opinionnaire is used. This is
constructed in a similar manner as a questionnaire. A questionnaire is used with all research designs. There are
approximately three ways in which a questionnaire can be administered:
* Personally * the telephone * the mail * electronic mail
Strengths of Questionnaires

• Good for measuring attitudes and eliciting other content from research participants.
• Inexpensive (especially mail questionnaires and group administered questionnaires).
• Can provide information about participants’ internal meanings and ways of thinking.
• Can administer to probability samples.
• Quick turnaround.
• Can be administered to groups.
• Perceived anonymity by respondent may be high.

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 • Closed-ended items can provide exact information needed by researcher.
• Open-ended items can provide detailed information in respondents’ own words.
• Ease of data analysis for closed-ended items.

Weaknesses of Questionnaires

• Reactive effects may occur (e.g., interviewees may try to show only what is socially desirable).
• No response to selective items.
• People filling out questionnaires may not recall important information and may lack self-awareness.
• Response rate may be low for mail and email questionnaires.
• Data analysis can be time consuming for open-ended items.
Interviews 
These can either be structured or unstructured. They are a list of questions administered to the respondent face
to face. The structured interviews comprise a set of precisely formulated questions, which are asked of a
respondent. The unstructured interviews allow the respondent to respond to a stimulus question. It is very
informal and allows for the respondent to speak for as long as he/she wants. These are used in qualitative
research and case studies, but can be useful in surveys- especially social surveys.
Strengths of Interviews

• Good for measuring attitudes and most other content of interest.

• Allows probing and posing of follow-up questions by the interviewer.
• Can provide in-depth information.
• Can provide information about participants’ internal meanings and ways of thinking.
• Closed-ended interviews provide exact information needed by researcher.
• Telephone and e-mail interviews provide very quick turnaround.
• Can use with probability samples.
• Relatively high response rates are often attainable.

Weaknesses of Interviews

• In-person interviews usually are expensive and time consuming.

• Reactive effects (e.g., interviewees may try to show only what is socially desirable).
• Investigator effects may occur (e.g., untrained interviewers may distort data because of personal biases and
poor interviewing skills).
• Interviewees may not recall important information and may lack self-awareness.
• Perceived anonymity by respondents may be low.
• Data analysis can be time consuming for open-ended items.
• Measures need validation.

Observation Schedule 
The researcher records observations in terms of a predetermined schedule. This is used in action research as
well as case studies.
Strengths of Observational Data

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 • Allows one to directly see what people do without having to rely on what they say they do.
• Provides firsthand experience, especially if the observer participates in activities.
• Can provide relatively objective measurement of behaviour (especially for standardized observations).
• Observer can determine what does not occur.
• Observer may see things that escape the awareness of people in the setting.
• Excellent way to discover what is occurring in a setting.
• Helps in understanding importance of contextual factors.
• Can be used with participants with weak verbal skills.
• May provide information on things people would otherwise be unwilling to talk about.
• Observer may move beyond selective perceptions of people in the setting.
• Good for description.
• Provides moderate degree of realism (when done outside of the laboratory).

Weaknesses of Observational Data

• Reasons for observed behaviour may be unclear.

• Reactive effects may occur when respondents know they are being observed (e.g., people being observed
may behave in atypical ways).
• Investigator effects (e.g., personal biases and selective perception of observers)
• Observer may “go native” (i.e., over-identifying with the group being studied).
• Sampling of observed people and settings may be limited.
• Cannot observe large or dispersed populations.
• Some settings and content of interest cannot be observed.
• Collection of unimportant material may be moderately high.
• More expensive to conduct than questionnaires and tests.
• Data analysis can be time consuming.
Attitude or Sentiment Scales 
These are used to measure attitudes, beliefs and opinions of a respondent. They can be used with all types of
research, but more specifically with surveys and action research. 
Focus Groups
A focus group is a form of qualitative research in which a group of people are asked about their perceptions,
opinions, beliefs, and attitudes towards a product, service, concept, advertisement, idea, or packaging.
Questions are asked in an interactive group setting where participants are free to talk with other group members.
Strengths of Focus Groups

• Useful for exploring ideas and concepts.

• Provides window into participants’ internal thinking.
• Can obtain in-depth information.
• Can examine how participants react to each other.
• Allows probing.
• Most content can be tapped.
• Allows quick turnaround.

Weaknesses of Focus Groups

• Sometimes expensive.
• May be difficult to find a focus group moderator with good facilitative and rapport building skills.
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 • Reactive and investigator effects may occur if participants feel they are being watched or studied.
• May be dominated by one or two participants.
• Difficult to generalize results if small, unrepresentative samples of participants are used.
• May include large amount of extra or unnecessary information.
• Measurement validity may be low.
• Usually should not be the only data collection methods used in a study.
• Data analysis can be time consuming because of the open-ended nature of the data.

Secondary/Already Existing Data

Strengths of Documents and Physical Data

• Can provide insight into what people think and what they do.
• Unobtrusive, making reactive and investigator effects very unlikely.
• Can be collected for time periods occurring in the past (e.g., historical data).
• Provides useful background and historical data on people, groups, and organizations.
• Useful for corroboration.
• Grounded in local setting.
• Useful for exploration.

Strengths of Archived Research Data

• Archived research data are available on a wide variety of topics.

• Inexpensive.
• Often are reliable and valid (high measurement validity).
• Can study trends.
• Ease of data analysis.
• Often based on high quality or large probability samples.

Weaknesses of Documents and Physical Data

• May be incomplete.
• May be representative only of one perspective.
• Access to some types of content is limited.
• May not provide insight into participants’ personal thinking for physical data.
• May not apply to general populations.

Weaknesses of Archived Research Data

• May not be available for the population of interest to you.

• May not be available for the research questions of interest to you.
• Data may be dated.
• Open-ended or qualitative data usually not available.
• Many of the most important findings have already been mined from the data.

DATA COLLECTION SOURCES

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In this section the researcher is expected to respond in an essay format without using any bullets or numbering.
Response should be about two or three paragraphs and the following should be explained:
● State all the sources used in the SBA
● Description of the sources
● Why the sources were chosen
● How the sources will contribute to an understanding of the research being done
● How/where the sources were acquired
● As it relates to questionnaires, the researcher will explain how these were distributed and collected etc.
PRESENTING THE DATA [Pg. 22 in the Syllabus]

The section has all the graphs and tables etc.; there should be at least 5 and no more than 8 presentations used.
The presentations should be varied in terms of varying graphs and tables. Each presentation should have
appropriate headings and below each presentation should be a label and a brief sentence explaining the
presentation.
How the presentations are presented should be guided by the Research Questions/Objectives.
Graphs and illustrations help to evaluate and analyse your findings; this is because they show trends and
anomalies etc. Graphics make it easier to make inferences and assumptions, thus making it easier for the
research to be understood.

Line graphs should only be used for continuous data; therefore if the data are not related to each other, then a
discontinuous presentation strategy should be used, such as a table, bar graph or pie chart. However, pie charts
are more often used to show percentages.

ANALYSING THE DATA

This section should not be the Presentation of Data in words; instead it should be an explanation of the
outcome of the presentations; in terms of what results were obtained, why the results were obtained. This
section should also show trends, patterns and anomalies among the data collected from the questionnaires etc.
This sections requires inferences to be made based on the data presented; inferences made should be logical and
well-organised [pg. 48 CAPE Caribbean Studies]

DISCUSSION OF FINDINGS

This section should include ALL the researcher found out about the Problem Statement from the: Literature
Review, questionnaires and Presentation of Data etc.
CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS

In this section the research is concluded in one paragraph.

As it relates to the limitation, the researcher will present logical arguments which will outline any issues that
impacted/impaired the quality of the research.
There should be no more than three [3] credible and practical recommendations; these should be outlined in
essay format, therefore no numbering or bullets.
ETHICS AND RESEARCH

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 ● This relates to the researcher treating subjects/participants fairly and with respect. All efforts must be
taken to avoid harm to them. If they are harmed then the research will be
compromised/flawed/unreliable and will not be acceptable as there were ethical breaches
● Pg. 439 Mohammed and pg. 23 Syllabus

REFERENCES

● These are intended the give readers as much information as possible, as it relates to text and articles that
were consulted; therefore it allows others to source the same material
● Referencing let others know if the study is based on wide or limited sources; and if variety was used
● Referencing acknowledges the authors and thus avoid charges of plagiarism [using someone’s
words/work/ideas without crediting them]
● The most common referencing style is the American Psychological Association [APA]:
pg. 441 Mohammed

On this page ALL sources used for the research will be listed in alphabetical order under appropriate
headings; these headings are Articles, Internet Sources, and Texts.
Sometimes an article may not have an author, in that case only the name of the article will be listed and the year
if there is any. Articles are sometimes taken from the internet; in that case the articles will be listed under
Internet Sources.
When listing sources taken from the internet, the entire URL must be listed and at the end in bracket the
retrieval date will also be listed.
When listing text the format is: Author [last name first], the Name of the text [underlined]. Publishing City:
Publisher, Year.
APPENDIX

In this section relevant maps, illustrations and pictures etc. are appropriately placed and labelled. This means
items in the Appendix must have a heading and a note identifying it – e.g.. Appendix A or Picture 1 etc.
Additional information pertinent to the research is listed in the Appendix, for example maps or pictures etc.

● Appendices are usually labeled by a letter: Appendix A, B etc.

● They should be presented in the order they were referenced in the research. Each appendix should have a
title and they should mentioned in the contents

ACTIVITY PAGE
CAPE Caribbean Studies [Pearson Publications]

1. Pg. 9

2. Pg. 12

3. Pg. 40

4. Pg. 45

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5. Pg. 52

CARIBBEAN STUDIES SBA OUTLINE

The research should be between 2000 – 2500 words, neatly typed or hand-written and must be double spaced.
COVER PAGE
The cover page must have the following:
● The candidate’s name
● The candidate’s number
● The centre and centre number
● The teacher’s name

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 ● The topic
● Appropriate illustration which is placed behind the text

TITLE PAGE
This title page must have the following:
● The Topic, which is taken verbatim directly from the syllabus
● The Problem Statement, which will be written in the form of a question, statement or hypotheses. It
should be clear, concise and have at least two variables.
● The Research Question/Objectives this serves to guide the SBA, and should be no more than three
questions which also serves to breakdown the Problem Statement.
INTRODUCTION
The following sub-headings should be located within the Introduction:
● Statement of the Problem: under this sub-heading an overview of the topic is given in a paragraph or
two; this helps to put the research in context.

● Purpose of the Research: under this sub-heading the reason for this research is properly explained and
justified in a paragraph, in terms of why your research is important and relevant to your Caribbean
society.
● Value of the Research: under this sub-heading the educational value of the research is explained in a
paragraph, in terms of who/what will benefit from this research [be very specific].

● Technical Terms used in the Study: terms used in the research are listed in alphabetical order and
defined in a complete and proper sentence.

LITERATURE REVIEW – Refer to page 6 - 7

DATA COLLECTION SOURCES – Refer to page 14

PRESENTATION OF DATA – Refer to page 14

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ANALYSIS OF DATA – Refer to page 14

DISCUSSION OF FINDINGS – Refer to page 14

CONCLUSIONS, LIMITATIONS and RECOMMENDATIONS – Refer to page 14 - 15

REFERENCE PAGE/ WORK CITED PAGE – Refer to page 15

APPENDIX – Refer to page 15

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