Handout #4: The Research Proposal
Instructions: You should prepare your research proposal in approximately the same format as the final research project will appear. In each part of the proposal use the past tense as if you had already completed the study.
The title of a proposal should convey the general tone of the proposed research project. Although the length should be controlled, the title should present a true and fair preview of the work to be done. In the case of a graduate thesis, research paper or dissertation, the title becomes the major identification that you find on the cover of the document.
CHAPTER I – INTRODUCTION
1. Introduction or Background
The student should write the investigator’s reason for considering this research project. Not always do projects spring from students’ past experience; but it is entirely possible, and quite probable, that many do. This part is something like a tiny preface to the proposal; therefore one must exercise care not to write the statement of the problem here. Neither should one give any justification for the study here, because the actual problem has not been stated. One could begin by mentioning the experiences (and possibly frustrations) of others because of ignorance, handicap, or inabilities to cope with situations out of which the problem grew. The background gives the origin; not the definition of the problem. This section might also be called the introduction.
2. The Problem and Purposes of the Study
This is a very carefully worded statement that clearly states the problem to be solved. While the title (Section 1) should correctly identify the general area of the research, this section gives a more detailed or precise identification of exactly what is to be undertaken in this study. It may be necessary to identify sub-parts of the research.
3. Research Question to be Answered (May be a part of the Problem Statement)
In this section the investigator simply states the major questions to be answered by a careful analysis of all data collected. One should avoid questions that can be answered by a simple answer of yes or no (An investigator might be inclined to ask, “if a relationship exists between two factors.” A better approach would be to ask, “to what extent does a relationship exist between the two factors.”)
Some of the more formal studies can profit by using the hypothesis in place of research questions. An example of this would be the educational experiment as well as laboratory experiments in a science. The hypothesis or hypotheses answer(s) the questions raised by the problem. It (they) may be proved or disproved. The hypothesis is a tentative statement of generalisations reached by the student after considering certain observed facts related to the problem. The hypothesis is an aid in limiting the problem as the author becomes sensitive to pertinent facts by associating hypotheses and applying them as tentative answers to the problem. However, the hypothesis can only be called a tentative answer to the problem. It merely sheds light on the problem and points the way to a more perfect solution of it. The hypothesis is more directly concerned with the problem than assumptions. The problem may be stated in the form of a question; the hypothesis in answer to a question. Question: Will it rain in Carbondale this coming July? Hypothesis: I think it will snow in Carbondale in July of this year.
4. Significance of the Problem
In describing the significance of a problem one should take care not to keep on defining it. This should have been done fully in the sections above, making for a more accurate presentation of the significance or importance of the problem here. It is also a mistake to mix this section with the background of the problem. In preparing statements for the proposal, one should give careful consideration to the various sections and fit each in its proper place. The significance and./or justification should be stated simply and as convincingly as possible, because this is the one place where the student has the burden of defending and justifying the expenditure of time for such results as he/she is likely to produce. If the problem is important, and if the results are likely to be valuable, no doubt it will be worthy of consideration.
5. Limitations
After the problem has been stated, there may be cause for adding limiting factors in the study. However, the statement of the problem and the definition of it ma be sufficient. Many limitations, unforeseen at first, may be discovered as one studies the problem and its scope. The limitations of available resources may narrow a study. The amount of source material may be so voluminous that the study would be more accurate and valuable to cover a selected area rather than a broad area. Regardless, the section on limitations allows the researcher to present the procedure used for determining the scope of the study.
6. Definition of Terms
To the investigator, certain terms used in the proposal may have specific meaning that are not apparent to those who will read the proposal or the research report. For this reason, it is often necessary to define certain terms in the manner that they are considered by the investigator. The investigator has the privilege of defining any given term in a certain manner for purposes of the study, provided that this specific meaning is clearly defined in the preliminary part of the research.
CHAPTER II – LITERATURE REVIEW
One of the most important steps in organising and completing research is searching the literature related to the problem. Reading is done to help define and limit the problem, to get ideas of how others have approached similar problems, to develop hypotheses, and to discover what previous research is available.
Once the problem has been stated and you are planning the investigation, the reading changes to more specific topics. You should look at other approaches to the problem, to see what measures might have been taken by others who identified similar or like problems. Knowing what others have done helps you avoid weaknesses of other studies and can save you from “re-inventing the wheel”. However, all reading must be done critically.
To review the literature you must read in your field and out of your field, to locate valuable data. Reading current literature first has advantages. From such an approach you can develop a bibliography of what current investigators have read on the topic. Chances are, they have screened the literature and eliminated the less helpful studies.
Only original sources should be reviewed. Abstracts usually do not contain enough information about the procedure to allow a thorough a thorough evaluation of the study. Neither can one depend on a review done by another researcher. An organised approach to reviewing literature aids the researcher in locating information which will help the study.
CHAPTER III – METHODS AND PROCEDURES
1. Definition of Study Population (Source of data)
In this section, the investigator describes the study population from which data are to be collected. The methods used in identifying a sample (that is truly representative of the total population) are also included in this section. Methods of selecting a suitable sample might need to be included.
If information is to be collected from the operation of a laboratory experiment, this section would give a description of the equipment and materials to be used.
2. Instrument Design
It is important that you explain the process that you used to design the instrument (if one is used) to collect the data. You should explain how you developed the instrument, the process used to test and validate the instrument, and how you would determine the reliability of the instrument.
3. Procedure
A step-by-step procedure should follow this subtitle. Each step should be stated in simple but definite terms. Not only should the researcher tell what is going to be done, but also how it is to be done. For instance, one might have an inclination to give as one step, “Analyse data.” To analyse data one should choose from many possible methods; the correct method of analysing data should be listed in the proposal. Unless this step-by-step procedure is well planned, the researcher is far from ready to start the investigation. The procedure list should be stated in the order which the research will follow.
CHAPTER IV – RESULTS
1. Treatment of Data
The investigator should include several steps that will identify the tests or treatment that will be applied to the data. This is the proposed treatment that will result in final conclusions and perhaps the acceptance or rejection of the hypothesis. It must be remembered that after the data are secured, these proposed steps of treatment may need to be changed.
2. Presentation of Data
Information can be conveyed in narrative or table form. Emphasis should be placed on presenting data in table format with short narrative discussion which facilitates interpretation of tabled data.
CHAPTER V – CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions or Findings
Conclusions or findings are statements of the study’s outcome. Following the analogy of Carbondale snow in July, a conclusion or finding would contain a report of the observations of snow or no snow and of the related information gathered such as temperature or other precipitation. A conclusion might be that based on the evidence gathered, snow is not a precipitation alternative in Carbondale for the month of July.
2. Recommendations
Recommendations are frequently called the so-what statements. Since the conclusion that snow is not likely in a Carbondale July has been made, there are many recommendations which might follow. Examples:
a. Carbondale public works planners should not schedule snow removal activities for July. They should plan rod repairs for July.
b. Retail stores should inventory summer clothes and goods for sale in July.
c. Individuals can plan warm weather outdoor activities for July in Carbondale.
d. Further study should be devoted to determining the probability of snow in future Carbondale Julys since these recommendations are based on one year’s observations.