Projects

1. _Topic: Time-Telling_

_Problem:_ Learners at Robert Tredgold School are frequently late to school due to difficulties in telling
time.

2. _Topic: Directions_

_Problem:_ New learners at Robert Tredgold School struggle to navigate around the school because it
lacks a directional map.

3. _Topic: Direction (Using a Compass)_

_Problem:_ Learners at Robert Tredgold School struggle to follow directions when using a compass to
identify cardinal points.

4. _Topic: Angles_

_Problem:_ Learners at Robert Tredgold School are struggling to identify and classify different types of
angles.

5. _Topic: Area of Combined Shapes_

_Problem:_ Learners at Robert Tredgold School are having difficulty calculating the area of combined
shapes.

6. _Topic: Money- Household Budgeting_

_Problem:_ Parents of learners at Robert Tredgold School are struggling to budget their monthly
income, resulting in unpaid school fees.

7. _Topic: Shapes- Properties of Shapes_

_Problem:_ Learners at Robert Tredgold School are struggling to identify the properties of solid shapes.
8. _Topic: Shapes_

_Problem:_ Learners at Robert Tredgold School are having difficulty distinguishing between plane and
solid shapes.

9. _Topic: Financial transactions - simple interest_

_Problem:_ Parents of learners at Robert Tredgold School are being exploited when taking loans due to
their inability to calculate interest.Here are some examples of classroom-based action research for
primary school teachers:

Examples

1. *Improving Handwriting through Multi-Sensory Approaches*: Investigate the effectiveness of multi-

sensory approaches (e.g., playdough, sand, shaving cream) on improving handwriting skills in Year 2
pupils.

2. *Enhancing Science Engagement through Inquiry-Based Learning*: Examine the impact of inquiry-
based learning on pupil engagement and motivation in science lessons for Year 5 pupils.

3. *Using Visual Timetables to Support Pupils with Autism*: Investigate the effectiveness of visual
timetables on supporting pupils with autism in transitioning between activities and reducing anxiety in a
Year 3 classroom.

4. *Developing Phonics Skills through Games and Activities*: Explore the impact of phonics games and
activities on developing phonics skills in Reception pupils.

5. *Promoting Positive Behaviour through Restorative Circles*: Investigate the effectiveness of

restorative circles on promoting positive behaviour and reducing conflicts in a Year 6 classroom.

6. *Improving Comprehension through Graphic Organizers*: Examine the impact of graphic organizers
on improving comprehension skills in Year 4 pupils during reading lessons.

7. *Enhancing Mathematical Problem-Solving through Real-World Applications*: Investigate the

effectiveness of using real-world applications to enhance mathematical problem-solving skills in Year 5
pupils.

8. *Supporting EAL Pupils through Bilingual Resources*: Explore the impact of bilingual resources on
supporting EAL pupils' language development and academic achievement in a Year 3 classroom.

9. *Fostering a Growth Mindset through Praise and Feedback*: Investigate the effectiveness of praise
and feedback on fostering a growth mindset in Year 5 pupils during mathematics lessons.
10. *Developing Fine Motor Skills through Play-Based Activities*: Examine the impact of play-based
activities on developing fine motor skills in Reception pupils.

These examples illustrate the diverse range of topics and issues that primary school teachers can
investigate through classroom-based action research.

Remember to choose a topic that:

- Aligns with your teaching interests and goals

- Addresses a genuine need or issue in your classroom or school

- Is feasible to investigate within the constraints of your teaching schedule and resources

Stage 1: Problem Identification

_Project Title_: Heritage Based Maths: Using African Measurements to Solve Real World Problems

_Problem Description_: In rural areas, people lack modern equipment to accurately measure quantities,
leading to difficulties in trade and everyday life.

_Statement of Intent_: To design and develop a low-cost, African measurement-based system to solve
real-world problems.

_Design Specifications_:

1. The system must be based on traditional African measurements.

2. The system must be low-cost and made from locally available materials.

3. The system must be easy to use and understand.

4. The system must be accurate and reliable.

Stage 2: Investigation of Related Ideas

_Possible Ideas_:

1. Using traditional African units of measurement, such as "ruoko" (a handful) or "chigubu" (a

container).

2. Creating a measurement system based on natural objects, such as seeds or stones.

3. Developing a conversion chart to convert traditional measurements to modern units.

4. Designing a set of measuring cups or spoons based on traditional African measurements.

Stage 3: Generation of Ideas

_Possible Solutions_:

1. Designing a set of measuring cups based on traditional African units of measurement.

2. Creating a conversion chart to convert traditional measurements to modern units.

3. Developing a measurement system based on natural objects, such as seeds or stones.

4. Creating a set of measuring spoons based on traditional African measurements.

Stage 4: Development of Ideas

_Chosen Solution_: Design and development of a set of measuring cups based on traditional African
units of measurement.

_Materials Needed_:
- Clay

- Water

- A mold or shape to form the measuring cups

- A measuring deviceIf (e.g. a ruler)

_Methodology_:

1. Research traditional African units of measurement.

2. Design and create a set of measuring cups based on traditional African units of measurement.

3. Test the measuring cups for accuracy and reliability.

4. Refine the design and make adjustments as needed.

Stage 5: Presentation of Results

_Prototype_: A working prototype of the measuring cups will be presented.

Stage 6: Evaluation and Recommendations

_Evaluation_: The effectiveness of the measuring cups will be evaluated based on their accuracy,
reliability, and ease of use.

_Recommendations_: Based on the evaluation, recommendations will be made for further

improvements to the measuring cups, including adding additional features or modifying the design.

Stage 1: Problem Identification

_Project Title_: Heritage Based Maths: Using African Measurements to Solve Real World Problems

_Problem Description_: In rural areas, people lack modern equipment to accurately measure quantities,
leading to difficulties in trade and everyday life.

_Statement of Intent_: To design and develop a low-cost, African measurement-based system to solve
real-world problems.

_Design Specifications_:

1. The system must be based on traditional African measurements.

2. The system must be low-cost and made from locally available materials.

3. The system must be easy to use and understand.

4. The system must be accurate and reliable.

Stage 2: Investigation of Related Ideas

_Possible Ideas_:

1. Using traditional African units of measurement, such as "ruoko" (a handful) or "chigubu" (a

container).

2. Creating a measurement system based on natural objects, such as seeds or stones.

3. Developing a conversion chart to convert traditional measurements to modern units.

4. Designing a set of measuring cups or spoons based on traditional African measurements.

Stage 3: Generation of Ideas

_Possible Solutions_:

1. Designing a set of measuring cups based on traditional African units of measurement.

2. Creating a conversion chart to convert traditional measurements to modern units.

3. Developing a measurement system based on natural objects, such as seeds or stones.

4. Creating a set of measuring spoons based on traditional African measurements.

Stage 4: Development of Ideas

_Chosen Solution_: Design and development of a set of measuring cups based on traditional African
units of measurement.

_Materials Needed_:

- Clay

- Water

- A mold or shape to form the measuring cups

- A measuring deviceIf (e.g. a ruler)

_Methodology_:

1. Research traditional African units of measurement.

2. Design and create a set of measuring cups based on traditional African units of measurement.

3. Test the measuring cups for accuracy and reliability.

4. Refine the design and make adjustments as needed.

Stage 5: Presentation of Results

_Prototype_: A working prototype of the measuring cups will be presented.

Stage 6: Evaluation and Recommendations

_Evaluation_: The effectiveness of the measuring cups will be evaluated based on their accuracy,
reliability, and ease of use.

_Recommendations_: Based on the evaluation, recommendations will be made for further

improvements to the measuring cups, including adding additional features or modifying the design.

In mathematics, the value and place value of a number are two related but distinct concepts:

*Value of a Number*

The value of a number refers to its actual quantity or magnitude. It is the amount or quantity that the
number represents.

*Place Value of a Number*

The place value of a number, on the other hand, refers to the value of a digit depending on its position
or place within a number. It is the value of a digit based on its location in the number.

To illustrate the difference, consider the number 456:

- The value of the number 456 is 456.

- The place value of the digit 4 is 400 (because it is in the hundreds place).

- The place value of the digit 5 is 50 (because it is in the tens place).

- The place value of the digit 6 is 6 (because it is in the ones place).

In summary, the value of a number refers to its actual quantity, while the place value of a number refers
to the value of a digit based on its position within the number.

Here are some Physical Education school-based project ideas suitable for pupils in an under-resourced
school in a rural setup in Zimbabwe:

Games and Sports Projects

1. _Design a New Game_: Create a new game using local materials and rules, promoting physical activity
and teamwork.

2. _Improve a Traditional Game_: Modify a traditional Zimbabwean game to make it more engaging and
physically demanding.

3. _Sports Equipment Design_: Design and create sports equipment using local materials, such as a
soccer ball made from plastic bags and string.

Fitness and Wellness Projects

1. _Fitness Circuit_: Create a fitness circuit using local materials and natural obstacles, promoting
physical fitness and well-being.

2. _Healthy Lifestyle Campaign_: Develop a campaign to promote healthy lifestyles, including exercise,
nutrition, and hygiene.

3. _Stretching and Flexibility Program_: Design a stretching and flexibility program for pupils, using local
materials and music.

Dance and Movement Projects

1. _Traditional Dance Performance_: Research and perform a traditional Zimbabwean dance, promoting
cultural heritage and physical expression.

2. _Creative Movement Routine_: Create a creative movement routine using local music and natural
materials, promoting physical expression and imagination.

3. _Dance for Fitness_: Develop a dance routine that promotes physical fitness and well-being, using
local music and materials.
Outdoor and Adventure Projects

1. _Nature Scavenger Hunt_: Create a nature scavenger hunt that promotes physical activity, teamwork,
and environmental awareness.

2. _Orienteering Course_: Design an orienteering course using local landmarks and natural obstacles,
promoting physical fitness and navigation skills.

3. _Outdoor Games Festival_: Organize an outdoor games festival, featuring traditional and modern
games that promote physical activity and teamwork.

Inclusive and Adaptive Projects

1. _Inclusive Games_: Develop inclusive games that cater to pupils with disabilities, promoting physical
activity and social inclusion.

2. _Adaptive Sports Equipment_: Design and create adaptive sports equipment for pupils with
disabilities, promoting physical activity and participation.

3. _Disability Awareness Campaign_: Develop a campaign to raise awareness about disability and
promote inclusion in physical education.

These projects are designed to be low-cost, sustainable, and relevant to the rural Zimbabwean context.
They promote

activity, teamwork, and creativity, while also addressing local needs and challenges.

*The problems that each of the Physical Education school-based projects may attempt to solve:*

Games and Sports Projects

1. _Design a New Game_

1. Limited access to recreational facilities and equipment

2. Lack of engaging physical activities for pupils

3. Limited opportunities for teamwork and socialization

2. _Improve a Traditional Game_

 1. Loss of cultural heritage and traditional games

2. Limited physical activity opportunities for pupils

3. Inadequate equipment and facilities for traditional games

3. _Sports Equipment Design_

1. Limited access to sports equipment and facilities

2. High costs of traditional sports equipment

3. Inadequate equipment maintenance and repair

Fitness and Wellness Projects

1. _Fitness Circuit_

1. Limited physical fitness opportunities for pupils

2. Inadequate equipment and facilities for physical fitness

3. High rates of obesity and related health issues

2. _Healthy Lifestyle Campaign_

1. Limited awareness of healthy lifestyle practices

2. High rates of unhealthy behaviors and habits

3. Inadequate education on nutrition, hygiene, and exercise

3. _Stretching and Flexibility Program_

1. Limited flexibility and mobility among pupils

2. High rates of injuries and musculoskeletal disorders

3. Inadequate education on stretching and flexibility exercises

Dance and Movement Projects

1. _Traditional Dance Performance_

1. Loss of cultural heritage and traditional dances

 2. Limited opportunities for physical expression and creativity

3. Inadequate education on traditional dances and cultural heritage

2. _Creative Movement Routine_

1. Limited opportunities for physical expression and creativity

2. Inadequate education on movement and dance techniques

3. High rates of stress and anxiety among pupils

3. _Dance for Fitness_

1. Limited physical fitness opportunities for pupils

2. Inadequate equipment and facilities for physical fitness

3. High rates of obesity and related health issues

Outdoor and Adventure Projects

1. _Nature Scavenger Hunt_

1. Limited opportunities for outdoor education and exploration

2. Inadequate education on environmental conservation and sustainability

3. High rates of screen time and sedentary behavior among pupils

2. _Orienteering Course_

1. Limited opportunities for outdoor education and exploration

2. Inadequate education on navigation and spatial awareness

3. High rates of sedentary behavior and obesity among pupils

3. _Outdoor Games Festival_

1. Limited opportunities for physical activity and socialization

2. Inadequate equipment and facilities for outdoor games

3. High rates of screen time and sedentary behavior among pupils

Inclusive and Adaptive Projects

1. _Inclusive Games_

1. Limited opportunities for physical activity and socialization for pupils with disabilities

2. Inadequate education on disability awareness and inclusion

3. High rates of social isolation and exclusion among pupils with disabilities

2. _Adaptive Sports Equipment_

1. Limited access to adaptive sports equipment for pupils with disabilities

2. Inadequate education on adaptive sports and physical activity

3. High rates of sedentary behavior and obesity among pupils with disabilities

3. _Disability Awareness Campaign_

1. Limited awareness and understanding of disability issues among pupils and staff

2. Inadequate education on disability rights and inclusion

3. High rates of stigma and discrimination against pupils with disabilities

[3/24, 08:03] null: *A properly well written project should have the following aspects*

Stage 1

*Problem identification*

*Statement of Problem*

- answers the questions ( What is the problem? Who is affected? Where I the problem happening?

*-Statement of Intent*

answers the question ( How am I going to solve problem)

*-Design Specifications*

What is the project going to look like in order for it to be carried out easily

What am I going to use

*#Additional information to be placed on Cover page*

Project Title- The heading of the project/The clear Theme

Objectives

What do you want to achieve by doing the project

Stage 2 Investigation of Related Ideas

At this Stage learner is expected to look at solutions that have been used before to solve similar problem
elsewhere.To achieve this learner attempt answer questions below

How has the problem been solved before?

How successful were the solutions?

Learner outlines solutions that have been used before (at least 4)
Learner clearly shows where each solution has been used( place) and how successful
(advantages/strengths and /disadvantages /weaknesses

To show whether the solutions were ok solving the problem(*pictures and drawings are necessary*)

Stage 3 Generation of Ideas

On this Stage learner has the chance to select best solutions from Stage 2

Or Modify Solutions on Stage to overcome the weaknesses noted on Stage 2

Learner can even come up with new ideas/solutions

Learner banks on the strengths and weaknesses identified from the solutions in Stage 2 to develop own
solutions the learner will use to solve the problem ( 3-4 solutions)

Learner outlines strengths and weaknesses of each solution in solving the problem

This the learner does by

1- adopting the same solutions

2-modifying the identified solutions

3-innovating new solutions.( drawings,diagrams and photos are necessary to show developmebt abd
effectiveness of each solution)

Stage 4 Development of Selected Ideas

Learner selects best solution that the learner thinks and knows can use to solve the problem in real
time/or demonstrate ability to solve problem in real life
Learner explains why selected solution was chosen

Learner takes note of the materials he/she will use to develop the solution

Learner outlines the process involved in development of solution( photos as evidence of ownship of
project are necessary here) and or drawings

Stage 5 Presentation of Results

Learner at this stage does the following

1- Use the solution to solve problem

2-Test the solution to see if it solves the problem

3-Demostrates functionality of selected developed solution by exposing it to the solution to see if it

solves the problem

4-Learner can use a sample population ( school/class to test the solution)

Stage 6 Evaluation and Recommendations

*Evaluation*

Learner outlines problems faced during execution of project and how they were overcome
*Recommendations*

Learner makes suggestions noting other solutions that can be used to completely solve the problem that
the learner could not use.

Please note Projects are marked Stage by Stage not as a whole

Projects are not forced on learners.Allow them to identify easy problems they can solve.

You are expected to adhere to the provisions of Circular 9 of 2024 copied into the Teacher Guide

Do not give learners research projects

( these require literature view and methodology)

Projects are simple as explained above

There is no need to investigate the causes and effects of the problem

This is because the learner is solving a problem they are familiar with.

Projects are meant to produce a product or service at the end

The written write up is a document that shows how the problem will be solved by developing a suitable
solution
[3/24, 08:16] null: Fertilization is the process where a male sperm cell fuses with a female egg cell to
form a zygote. This occurs in the fallopian tube and marks the beginning of human development by
combining genetic material from both parents.

[3/27, 07:54] null: a project on the problem of high temperatures affecting our school garden:

Stage 1: Problem Identification

*Problem Description*

High temperatures are affecting the growth and productivity of our school garden, where we grow
vegetables. The extreme heat is causing plants to wilt, reducing yields, and making it difficult to maintain
the garden.

*Statement of Intent*

The purpose of this project is to investigate the impact of high temperatures on our school garden and
to identify potential solutions to mitigate this problem.

*Main Theme*

"Beat the Heat: Finding Solutions to High Temperatures in Our School Garden"

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data*

- *Temperature Recordings*: Use a thermometer to record temperature readings in the garden at

different times of the day.

- *Plant Observations*: Observe and record the effects of high temperatures on different plants in the
garden.

- *Interviews*: Interview gardeners, teachers, and students to gather information on their experiences
with high temperatures in the garden.

- *Review of Existing Literature*: Research articles and books on gardening in hot climates to gather
information on best practices.
*Research Questions and Findings*

- What are the effects of high temperatures on plant growth and productivity in our school garden?

- What are the current practices used to mitigate the effects of high temperatures in our school garden?

- What are some potential solutions to mitigate the effects of high temperatures in our school garden?

Preliminary findings suggest that:

- High temperatures are causing plants to wilt and reducing yields in our school garden.

- Current practices, such as watering and shading, are not sufficient to mitigate the effects of high
temperatures.

- Potential solutions, such as using drought-resistant plants, mulching, and installing shade structures,
could be effective in mitigating the effects of high temperatures.

Stage 3: Generation of Ideas

Here are some ways to solve the problem:

1. *Use Drought-Resistant Plants*: Plant vegetables that are resistant to drought and high
temperatures.

2. *Mulching*: Apply mulch to the soil to retain moisture and reduce soil temperature.

3. *Shade Structures*: Install shade structures, such as gazebos or canopies, to provide shade for plants.

4. *Irrigation Systems*: Install irrigation systems that deliver water directly to the roots of plants,
reducing evaporation and runoff.

5. *Greenhouses*: Build greenhouses to provide a controlled environment for plants.

Stage 4: Development of Ideas

One idea that is applicable in rural areas is the use of drought-resistant plants. Here's how it can be
developed:
- Research and identify drought-resistant plant varieties that are suitable for our school garden.

- Obtain seeds or seedlings of these varieties and plant them in the garden.

- Monitor and evaluate the performance of these plants in terms of growth, productivity, and water
usage.

Stage 5: Data Presentation

The data collected will be presented in the form of charts, graphs, and tables. The findings will also be
presented in a written report.

Stage 6: Evaluation and Recommendations

*1. Evaluation*

*a. Strengths*

The project has several strengths, including:

- The use of a mixed-methods approach, which allowed for a comprehensive understanding of the issue.

- The involvement of students, teachers, and gardeners, which helped to ensure the relevance and
effectiveness of the project.

*b. Weaknesses*

The project also has some weaknesses, including:

- The limited sample size, which may not be representative of the entire population.

- The reliance on self-reported data, which may be subject to bias.

*2. Recommendations*

Based on the findings of this project, the following recommendations are made:
- Implement the use of drought-resistant plants in our school garden.

- Install shade structures and irrigation systems to reduce the impact of high temperatures.

- Monitor and evaluate the performance of these solutions and make adjustments as necessary.

https://whatsapp.com/channel/0029VaCQ7ezG8l5F1sf5Bz2N

[3/27, 07:56] null: project on the problem of computer viruses at our school:

Stage 1: Problem Identification

*Problem Description*

Our school computers are frequently affected by viruses, leading to data loss, system crashes, and
decreased productivity. This problem disrupts teaching and learning, causing frustration among students
and staff.

*Statement of Intent*

The purpose of this project is to investigate the causes and effects of computer viruses at our school and
to identify potential solutions to prevent and mitigate this problem.

*Main Theme*

"Protecting Our Digital Assets: Combating Computer Viruses at Our School"

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data*

- *Surveys*: Distribute questionnaires to students, teachers, and staff to gather information on their
computer usage habits and experiences with viruses.

- *Interviews*: Conduct in-depth interviews with the school's IT staff and administrators to gather
information on the school's current virus protection measures and policies.
- *Observations*: Observe students' computer usage habits in the computer lab and library to identify
potential risks.

- *Review of Existing Literature*: Research articles and books on computer virus prevention and
mitigation to gather best practices.

*Research Questions and Findings*

- What are the common sources of computer viruses at our school?

- What are the effects of computer viruses on teaching and learning at our school?

- What are the current virus protection measures and policies in place at our school?

Preliminary findings suggest that:

- The common sources of computer viruses at our school are email attachments, infected websites, and
USB drives.

- Computer viruses are causing significant disruptions to teaching and learning, resulting in lost
productivity and data.

- The school's current virus protection measures and policies are inadequate, and there is a need for
more effective solutions.

Stage 3: Generation of Ideas

Here are some ways to solve the problem:

1. *Install Anti-Virus Software*: Install reputable anti-virus software on all school computers and ensure
regular updates.

2. *Implement Firewall Protection*: Implement firewall protection to block unauthorized access to the
school's network.

3. *Conduct Regular Backups*: Conduct regular backups of important data to prevent loss in case of a
virus attack.
4. *Educate Students and Staff*: Educate students and staff on safe computer practices, such as
avoiding suspicious emails and websites.

5. *Develop a Virus Response Plan*: Develop a plan to respond quickly and effectively in case of a virus
outbreak.

Stage 4: Development of Ideas

One idea that is applicable in rural areas is educating students and staff on safe computer practices.
Here's how it can be developed:

- Develop a comprehensive training program that covers safe computer practices, such as avoiding
suspicious emails and websites.

- Conduct regular training sessions for students and staff.

- Provide resources and support for students and staff to practice safe computer habits.

Stage 5: Data Presentation

The data collected will be presented in the form of charts, graphs, and tables. The findings will also be
presented in a written report.

Stage 6: Evaluation and Recommendations

*1. Evaluation*

*a. Strengths*

The project has several strengths, including:

- The involvement of students, teachers, and staff, which helped to ensure the relevance and
effectiveness of the project.

- The use of a mixed-methods approach, which allowed for a comprehensive understanding of the issue.

*b. Weaknesses*
The project also has some weaknesses, including:

- The limited sample size, which may not be representative of the entire population.

- The reliance on self-reported data, which may be subject to bias.

*2. Recommendations*

Based on the findings of this project, the following recommendations are made:

- Implement a comprehensive training program to educate students and staff on safe computer
practices.

- Install reputable anti-virus software on all school computers and ensure regular updates.

- Develop a virus response plan to respond quickly and effectively in case of a virus outbreak.

ICt project

Investigating the impact of hacking as a security threat on computer 💻 systems.

Stage 1: Problem Identification

*a. Problem Description*

Hacking is a serious issue at our school, compromising student and staff personal data, disrupting online
services, and undermining the overall security of our school's computer systems.

*b. Statement of Intent*

To address the issue of hacking and develop strategies to improve the security and integrity of our
school's computer systems.

*c. Main Theme*

"Protecting Our Digital Assets"

*d. Design Specification*

Develop a comprehensive plan to prevent hacking, detect vulnerabilities, and respond to security
incidents.

Stage 2: Investigation of Related Ideas

*Methods of Collecting Data*

- Surveys and questionnaires administered to students and staff

- Interviews with IT experts and security professionals

- Review of existing literature on cybersecurity and hacking

- Analysis of school's computer systems and network logs

*Research Questions*

- What are the common types of hacking attacks targeting our school?

- What are the vulnerabilities in our school's computer systems and network?

- What are the effective strategies for preventing and responding to hacking incidents?

*Findings*

- 60% of students and staff reported experiencing hacking incidents.

- IT experts identified vulnerabilities in the school's network and computer systems.

- Effective strategies include implementing firewalls, intrusion detection systems, and encryption.

*Analyze Data Collected*

The data collected highlights the severity of the hacking problem at our school and the need for
effective strategies to prevent and respond to hacking incidents.

Stage 3: Generation of Ideas

*Ways of Solving the Problem*

- Implement firewalls and intrusion detection systems

- Use encryption to protect sensitive data

- Provide cybersecurity training for students and staff

- Conduct regular security audits and vulnerability assessments

- Develop an incident response plan

*Analyse Points Raised*

Each of the proposed solutions has its advantages and disadvantages. Implementing firewalls and
intrusion detection systems may require significant investment in hardware and software. Providing
cybersecurity training may require additional resources and time.

Stage 4: Development of Ideas

*Idea: Implementing Firewalls and Intrusion Detection Systems*

- Applicable in urban areas with high-speed internet connectivity

- Effective in preventing hacking attacks and detecting vulnerabilities

- Can be integrated with existing computer systems and network

- Provides real-time monitoring and alerts

- Enhances overall security and integrity of computer systems

Stage 5: Data Presentation

*Bar Chart: Hacking Incidents Before and After Implementing Firewalls*

| Before Implementing Firewalls | After Implementing Firewalls |

| ----------------------------- | ---------------------------- |

| 60 hacking incidents | 10 hacking incidents |

| 50 hacking incidents | 5 hacking incidents |

| 40 hacking incidents | 0 hacking incidents |

This bar chart shows a significant reduction in hacking incidents after implementing firewalls.

Stage 6: Evaluation and Recommendations

*Evaluation*

*a. Strengths*

- Effective in preventing hacking attacks

- Provides real-time monitoring and alerts

- Enhances overall security and integrity of computer systems

*b. Weaknesses*
- May require significant investment in hardware and software

- Requires regular updates and maintenance

*Recommendations*

1. Implement firewalls and intrusion detection systems to prevent hacking attacks.

2. Provide cybersecurity training for students and staff to promote awareness and best practices.

3. Conduct regular security audits and vulnerability assessments to identify and address potential
weaknesses.

4. Develop an incident response plan to ensure prompt and effective response to hacking incidents.

5. Continuously monitor and evaluate the effectiveness of security measures.