Table of Contents

Section I - Introduction and Objectives ....................................................................2

What is a Senior Research Project.............................................................................3
Brainstorming and Preparation..................................................................................4
Meeting Schedule......................................................................................................5

Section II - Research Proposal....................................................................................6

What is a Research Proposal.....................................................................................7
Work Length Summary.............................................................................................8
Components of a Research Proposal.........................................................................9
Proposal Evaluation.................................................................................................13

Section III - Research Project...................................................................................14

Work Length Summary...........................................................................................15
Components of the Project......................................................................................16
Findings & Discussion............................................................................................16
Written Project Evaluation......................................................................................17

Section IV - Oral Presentation..................................................................................18

Oral Presentation Procedures..................................................................................19
Oral Presentation Evaluation...................................................................................21

Section V - Project Evaluation..................................................................................22

Grade Distribution...................................................................................................23
Senior Project Evaluation Form..............................................................................24
Proposal Scoring Rubric..........................................................................................25
Senior Project Scoring Rubric.................................................................................26
Oral Presentation Scoring Rubric............................................................................27

Section VI - Appendices.............................................................................................28
Sample Title Page....................................................................................................29
Sample Abstract.......................................................................................................30
Problem Sheets........................................................................................................31
Formatting Table of Contents..................................................................................40
Sample Table of Contents.......................................................................................45
Tables vs Figures.....................................................................................................47
APA Reference Citation..........................................................................................48
Meeting Minutes......................................................................................................52
 Section I
Introduction & Objectives

What is a Senior Research Project?

Brainstorming & Preparation
Meeting Schedule

2
What is a Senior Research Project

Purpose

This guide provides step by step guidelines to help senior students with all the parts of
their senior research project.
The guide includes instructions with definitions, worksheets, and examples.

Components of a Research Project

Your senior project includes three parts:

• Research Proposal
• Written Project
• Oral Presentation
Each section has its own requirements and grade weight. It’s important to follow the
steps and guides provided in this booklet for each part while adhering to the required
time frames.

The senior project is a multifaceted project which gives you the opportunity to apply
your research skills, knowledge, and talents that you have developed during your
university studies. This project is introduced as part of the research method course. It
gives you an opportunity to relate what you have learned to the real world. Prior to
writing the senior project, you are asked to submit a research proposal.

Objectives of a Research Project

After completion of the senior project, you will have acquired the following
objectives:

1. To pose a researchable question

2. To integrate ideas and theories

3. To use research skills to investigate a specific problem

4. To utilize data and empirical evidence to answer questions or find solutions

5. To develop critical evaluation of research findings and data

6. To use decision making strategies

7. To develop plans and a time frame for achieving them

8. To develop problem-solving skills

3
9. To develop communication skills

4
Brainstorming and Preparation

Choosing a Topic

When you choose a topic for your senior project, it’s important to select one that is of
interest to you. The senior project is labor-intensive. You’ll spend a full semester
developing your project. You‘ll feel especially motivated if you focus on a research
question and subject that deeply interest you and you enjoy exploring.
There are steps you can take to select a topic for your senior project.
Some suggestions include:

• Keeping a list of interesting articles you have read.

• When you write term papers or projects, think of ways you could extend your
projects/papers to your senior project.

• Keep notes and books from statistics and research method courses. You are
likely to refer to them for your senior project.

• You may start working on your topic as part of your research method course
when you develop your research proposal and extend it later on with your
advisor’s approval.

• Discuss your topic/question with various faculty members to seek different

ideas and opinions.

Every time you come up with an idea ask yourself the following questions:

• Do I have access to resources and material?

• Critically review the existing literature which bears on the stated problem.
• How long will it take to conduct?
• Will I get bored with it?
• Is this topic current and exciting to know more about?

Focusing a Research Topic

Focusing a research topic is narrowing (or sometimes broadening) a topic so that you
can demonstrate a good understanding of it, including enough examples and important
details, within the size limits of the project you are required to produce.

5
Meeting Schedule

You are required to meet with your advisor regularly during the semester.

Meeting Date Agenda Notes

WEEK I Discussion of senior guide project
Brainstorming topics of interest
WEEK II. Choice of topic is discussed
(feasibility, importance)
Problem sheet 1 is due
WEEK III Approval of topic and discussion of
methodology
Problem sheet 2 is due
WEEK IV Presentation of proposal
Problem sheet 3 & 4 are due
WEEEK V Elaboration of literature review
Discussion of references used
Problem sheet 5 and 6 are due
WEEK VI Discussion of instruments to be
implemented /time frame of field work
Problem sheet (6-10 ) are due
Discussion of steps of the proposal
WEEK VII Submission of Proposal Ch. 1-3

WEEKIX Discussion of field work progress

Data analysis and conclusion
WEEKXII Discussion of changes and correction

Week XIII Due: Final project

Week XIV Due: Presentation Outline

WEEK XV Final Presentation

6
 Section II
Research Proposal

What is a Research Proposal?

Work Length Summary
Components of a Research Proposal
Proposal Evaluation

7
Writing a Research Proposal

What is a Research Proposal?

A research proposal sets out the broad topic you would like to research (substance),
what the research would set out to achieve (aims and objectives), how you would go
about researching it (methodology), how you would undertake it within the time
available (outline plan) and what the results might be in relation to knowledge and
understanding in the subject (potential outcomes).

The research proposal can be considered as the process (step by step guidelines) to
plan and to give structure to the prospective research with the final aim of increasing
the validity of the research. It is therefore a written submission to spell out in a logic
format the nature of the design and the means and strategies that are going to be used.

When is the Research Proposal Written?

Before an attempt is made to start with a research project, a research proposal should
be compiled. This is usually the most difficult part. It is, however, the most important
aspect of the research project; hence you should give it substantial consideration. This
does not only require subject knowledge, but also insight into the problem that is
going to be investigated, so as to give logic and structure to your research.

Writing a Title for your Proposal

The title is usually only formulated after the research problem and sub-problems have
been stated in a more or less final format. The research project title should demarcate
the following:

• the WHO or/and WHAT is researched;

• the WHERE;
• the WHEN;
• the HOW; and
• an indication of the ENVISAGED SOLUTION or possible NEW
PRODUCT.

8
 Work Length Summary
Research Proposal
Description of Sections Length

Introductory Section
• Title Page
• Abstract
• Table of Contents
• List of Figures
• List of Tables

Chapter I. Introduction
A. Problem Statement 1-3 Sentences
B. Purpose 1-2 Paragraphs
C. Justification of the Study 1 Paragraph
D. Definition of Terms 1-2 Lines each def.
E. Brief Overview of Study 1-2 Paragraphs

Chapter II. Background & Review of Related Literature

A. Theory, if appropriate 1-4 Pages
B. Studies directly related 8-20 Pages
C. Studies tangentially related 2-8 Pages

Chapter III. Procedures

A. Description of the Research Design 1-2 Paragraphs
B. Description of the Sample 1-2 Paragraphs
C. Description of Instruments Used (reliability, validity) 1-2 Paragraphs
D. Explanation of the Procedures Followed (what, when, 2-4 Paragraphs
where, how of the study) 1-2 Pages
E. Discussion of Internal Validity 1-2 Pages
F. Discussion of External Validity 1-2 Pages
G. Description and Justification of Statistical Techniques or 1-2 Paragraphs
other Methods of Analysis Used
Total 24-44 Pages

9
Components of a Research Proposal

Problem Statement

The first step in selecting a research problem is to identify a general problem area that
is related to your area of expertise and of particular interest to you. The next step is to
narrow down the general area into a specific research problem. One major way to
narrow your problem is to read sources giving overviews or summaries of the current
status of research in your area.
Start the first sentence of this section with “The problem is …”. Remember this is the
introduction to your paper and should be supported with references that lend
credibility to why you believe the problem exists and the project is worthy to be
carried out.

Purpose of the Study

The purpose states succinctly what the researcher proposes to investigate. The
purpose should be a concise statement, providing a framework to which details are
added.
“The purpose of this study is to investigate the effect of using drama as instructional
strategy on students’ interest and achievement in social studies”
Then go on to discuss this purpose in greater detail including a reference or two about
other projects of similar focus you have found in your research.

Justification of the Study

For this part, you make it clear why this particular subject is important to investigate.
A good justification should also include any specific implications based on the results
of the study. In other terms, you explain how your study will contribute to knowledge
of your field.

Research Question

The research question is a more specific form of the problem in question form. A
good research question should have the following characteristics:

• Feasible (it can be investigated with an undue amount of time, energy, or money).
• Clear (i.e. most people would understand what the key words in the question mean).
• Significant, (i.e. it is worth investigating because it will contribute important knowledge).
• Ethical (it will not involve psychological harm or damage to human beings or
other damage to the natural environment).
Example:
“Does using drama as an instructional strategy in the teaching of social studies
improve 5th grade students’ interest and achievement?”

10
Definition of Terms

Three common ways to clarify ambiguous or unclear terms in a research question

involve the use of constitutive (dictionary-type) definitions, definition by example,
and operational definitions.
A constitutive definition uses additional terms to clarify meaning.
An operational definition describes how examples of a term are to be measured or
identified.

Hypotheses

The term hypothesis, as used in research, refers to a prediction of results usually made
before a study commences. A hypothesis should clearly and concisely state the
expected relationship or difference between the variables in the study, and should
define the variables in operational, measurable term
A significant hypothesis is one that is likely to lead, if it is supported, to a greater
amount of important knowledge.
A directional hypothesis is a prediction about the specific nature of relationship, for
example, method A is more effective than method B.
A non-directional hypothesis is a prediction that a relationship exists without
specifying its exact nature, for example, there will be a difference between method A
and method B (without saying which will be more effective).

Review of Related Literature

The review of related literature should present the least related references first and the
most related references last, just prior to the statement of the hypothesis. The
literature review should lead logically to a tentative, testable conclusion, your
hypothesis. The review should conclude with a brief summary of the literature and its
implication.
Try to combine authors with similar points of view rather than listing each one
separately. If Smith (2000), Jones (1999) and Green (2005) all said the same thing,
then combine the ideas into one section synthesizing all three authors.

Types of Sources for a Literature Review

General References – indexes (of primary sources and abstracts (ERIC, Psych
Abstracts)
Primary Sources – publications where researchers report their results (peer-reviewed /
refereed journals)
Secondary Sources – publications where authors describe works of others
(encyclopedias, tradebooks, textbooks)
Searching www… be careful of reliability

11
Writing the Literature Review

Introduction - describes problem and justification for study

Body – discusses related studies together
Summary – ties literature together/gives conclusions arising from literature.
Remember your literature should follow like a v???, starting with the least related
studies and ending with the most related studies

Method

Sampling /Subjects

The term sampling, as used in research refers to the process of selecting individuals
who will participate (e.g., be observed or questioned) in a research study.
The description of subjects should clearly define the population, the larger group from
which the sample will be selected. The description should indicate the size and major
characteristics of the population. In other words, where are the subjects for your study
going to come from? What are their characteristics? How many do you need to choose
from?

Random – every population element has an equal and independent chance to

participate
Non-random/purposive - troubles with representativeness /generalizing
Elimination of bias in selecting the sample is very important (meaning the researcher
does not influence who gets selected).
Ensuring sufficient sample size is second most important.
Sample size affects accuracy of representation.
Larger sample means less chance of error.

Instrumentation

It’s important to provide a rationale for selecting an instrument to be used as well as a

description of the instrument. The procedures followed in developing the instruments
should be described in terms of how they enhance validity and reliability.
Procedural Details

The procedures to be followed in the study –what will be done, as well as when,
where, and how- should be described in details. In this section, you should make clear
how the information collected will be used to answer the original hypothesis.

12
Data Analysis

During this part, you indicate how the data to be collected will be organized and
analyzed, including statistical procedures that will be used, and why these procedures
are appropriate.

References

The references (bibliography) should list all sources that were used in the writing of
the project. The reference section should begin on a new page, with all sources listed
alphabetically by authors’ names. Make sure you adhere to APA Style when citing
throughout your project as well as the reference page.

13
Proposal Evaluation

All the steps of your proposal will be evaluated in a formative way and on a regular
basis as you meet with your advisor and submit the problem sheets. After submitting
your proposal, the advisor will score it according to the criteria in the Proposal
Scoring Rubric (refer to Section V) with additional comments if necessary. The grade
of the proposal will constitute 15% of your senior project final grade. Thorough
planning and effort in your proposal will save time and troubles in the implementation
phase.

14
 Section III
Research Project

Work Length Summary

Components of a Research Project
Written Project Evaluation

15
 Work Length Summary
Research Report
Description of Sections Length

Introductory Section
• Title Page
• Abstract
• Table of Contents
• List of Figures
• List of Tables
Chapter I. Introduction
A. Problem Statement 1-3 Sentences
B. Purpose 1-2 Paragraphs
C. Justification of the Study 1 Paragraph
D. Definition of Terms 1-2 Lines each def.
E. Brief Overview of Study 1-2 Paragraphs
Chapter II. Background & Review of Related Literature
A. Theory, if appropriate 1-4 Pages
B. Studies directly related 8-20 Pages
C. Studies tangentially related 2-8 Pages
Chapter III. Procedures
A. Description of the Research Design 1-2 Paragraphs
B. Description of the Sample 1-2 Paragraphs
C. Description of Instruments Used (reliability, 1-2 Paragraphs
validity) 2-4 Paragraphs
D. Explanation of the Procedures Followed (what, 1-2 Pages
when, where, how of the study)
E. Discussion of Internal Validity 1-2 pages
F. Discussion of External Validity 1-2 pages
G. Description and Justification of Statistical 1-2 Paragraphs
Techniques or other Methods of Analysis Used
Chapter IV. Findings/ Results
• Description of Findings/Results pertinent to 3-5 Pages
Hypothesis or Questions
Subtotal 27-49 Pages
Chapter V. Discussion
• Discussion 2-4 Pages
• Limitations 1-2 Pages
• Recommendations 2-4 Paragraphs
• Dissemination 1 Paragraph
• Suggestions for Further Research 1 Paragraph
Total 31-56 Pages

16
Components of the Project

The written project consists of the same components as the proposal in addition to the
findings and discussion sections. After making the necessary changes in the proposal,
you include the corrected parts, with any additional elaborations on the literature
review.

Findings

The findings of the study constitute the results of the researcher’s analysis of his/her
data. The results section should describe any statistical techniques that were applied to
the data and the results that were obtained. Each result should be discussed in relation
to the topic studied. The results of any statistical tests of significance should be
reported. Qualitative data analysis should present clear descriptions (and sometimes
quotations) to support and/or interviews. Tables and figures should present clear
summaries of the data analysis.

Discussion

The discussion section presents the researcher’s interpretations of what the results for
theory and practice. This includes, testing of hypothesis, an assessment of the extent
to which the hypothesis was supported.
In the discussion section, researchers place their results in a broader context. Here
they recapitulate any difficulties that were encountered, make note of the limitations
of the study, and suggest further related studies that might be done/conducted in the
future to advance knowledge in the field.

References

The references (bibliography) should list all sources that were used in the writing of
the project. The reference section should begin on a new page, with all sources listed
alphabetically by authors’ names. Make sure you adhere to APA Style when citing
throughout your project as well as the reference page.

17
Written Project Evaluation

With the agreement of the advisor, the student will prepare three copies to be
submitted to the members of the committee, which include the advisor. The members
of the committee score the project and prepare written reports of their comments and
needed modifications to be submitted to the student after his/her oral presentation.
Refer to the Senior Project Scoring Rubric to check criteria. The grade of the written
project will constitute 55% of the final grade and will be the average of the scores
given by the committee members with the advisor’s grade weighing double the weight
of the other two committee members (Refer to Section V).

18
 Section IV
Oral Presentation

Oral Presentation Procedures

Oral Presentation Evaluation

19
Oral Presentation

All senior students are required to present an oral presentation in front of a committee
of three members, including the student’s advisor. After the approval of the advisor,
the presentation will be scheduled 10 days before its date.

I. Oral Presentation (20-30 minutes)

Generally an oral presentation consists of a 20-30-minute power point presentation of

a student’s project. It‘s very crucial to abide by this time frame. Usually your
PowerPoint shouldn’t exceed 25 slides. The outline of this presentation, for the most
part, will follow major sections of your project:

1. Problem to be Investigated

A. Purpose of the study (including assumptions)

B. Justification of the problem

C. Research questions and hypothesis

D. Definitions of terms

2. Background and Review of Related Literature

A. Theoretical Background

B. Studies Tangentially related

C. Studies directly related

3. Procedures

A. Description of the research design

B. Description of the sample

C. Description of instruments used (scoring procedures; reliability; validity)

D. Explanation of the procedures followed (the what, when, where, and how
of the study)

E. Description and justification of the statistical techniques or other methods

of analysis used

20
 4. Findings

Description of findings pertinent to each of the research hypothesis or

questions

5. Summary and Conclusion

A. Brief summary or an overview of the research question being investigated,

the procedures employed, and the results obtained

B. Discussion of the implications of the findings-their meaning and

significance

C. Limitations –unresolved problems and weaknesses

D. Recommendations and suggestions for future research

Students are expected to present the elements of their project in an articulate and
engaging manner, using slides as a backdrop to the oral presentation.

II. Questions and Discussion (approximately 15-20 minutes)

Committee members use this time to question the student about different areas of the
project. All attendees are welcomed to participate in the discussion and questions.

III.Final Grade

After the oral presentation, the student receives the committee’s comments of his/her
written project to correct or make necessary changes. The final grade will be recorded
once the student has submitted the modified written project. Students who fail to
submit their projects within the due time will risk receiving an incomplete grade (I) in
the senior course project.

21
Oral Presentation Evaluation

At the conclusion of the question/discussion period, the student is asked to leave the
room so that the committee members may have an open discussion about the student’s
performance and assign a grade (refer to Section V). All three committee members
collaborate to assign the oral presentation grade. The student is called back to the
room and the advisor conveys the results of the committee deliberations with the
student and a letter grade is assigned. If a student did not receive a passing grade,
arrangements are made for a second & final oral presentation.

22
 Section V
Project Evaluation

Grade Distribution
Senior Project Evaluation Form
Proposal Scoring Rubric
Senior Project Scoring Rubric
Oral Presentation Scoring Rubric

23
Grade Distribution

Project Components Percentage Scorer

Proposal 15% Advisor
Project 55% Committee (including
advisor. The advisor’s
grade has double the
weight of the two other
members )
Oral Presentation 30% Committee (including
advisor )

24
Senior Project Evaluation Form

Faculty: Committee Members:

Major: Advisor:

Project Title: Member 1:

Name of Student: Member 2:

Student ID Number:

Date of Presentation:

Senior Project Final Evaluation

Components Rubric Scores Percentage

Proposal (check proposal /100 /15
scoring rubric)
Project (check project /100 /55
scoring rubric )
Oral Presentation (check /100 /30
oral presentation scoring
rubric)
Final Total Grade

Advisor’s Signature:

Member 1 Signature:

Member 2 Signature:
Head of Department’s
Name & Signature:

25
Proposal Scoring Rubric

Criterion Possible Scores

• Problem
o Feasibility, clarity, and significance /15
o Variables are operationally defined
• Review of Literature
o Comprehensiveness, relevance, organization /15
o Important relevant references are included
o Conclude with a brief summary and implication
• Hypotheses
o Hypotheses are clear, testable, and specific /10
o Variables are operationally defined
o The hypotheses logically flow from the
theoretical and conceptual framework
• Subjects
o Sampling technique is appropriate (adequate and /10
representative)
• Research Design /15
o The research design is appropriate for the study
o The research design is adequately described
• Data Collection Methods /20
o Instruments are appropriate and adequate
o Validity and reliability of instruments are
discussed
o A pilot study is conducted (if needed)
• Language and Mechanics /10
• APA Format /5
Total Grade /100

26
Senior Project Scoring Rubric

Criterion Possible Scores

1. Problem /10
a. Feasibility , clarity, and significance
b. Variables are operationally defined
2. Review of Literature /10
a. Comprehensiveness, relevance, organization
b. Important relevant references are included
c. Conclude with a brief summary and implication
3. Hypotheses /10
a. Hypotheses are clear, testable, and specific
b. Variables are operationally defined
c. The hypotheses logically flow from the theoretical
and conceptual framework
4. Subjects /10
a. Sampling technique is appropriate (adequate and
representative)
5. Research Design /10
a. The research design is appropriate for the study
b. The research design is adequately described
6. Data Collection Methods /10
a. Instruments are appropriate and adequate
b. Validity and reliability of instruments are discussed
7. Interpretation and Discussion of Findings /25
a. The interpretations are based on the data obtained
b. All generalizations are warranted and defended
c. The limitations of the results are identified
d. Implications of the results are discussed
e. Recommendations for future research are identified
f. Conclusions are justified
8. Language and Mechanics /10
9. APA Format /5
Total Grade /100

27
Oral Presentation Scoring Rubric

Criterion Possible Scores Total scores

CONTENT
Demonstrates mastery of /15
content and knowledge of
research
Gives clear explanation /10

Connects all project /10

components in an organized,
logical and sequential order
/55
Presents conclusions and a /5
closing statement

Answers panel questions /5

fluently and confidently

Provides strong arguments and /10

justification
DELIVERY
Uses appropriate language /10

Uses clear voice and correct, /10

precise pronunciation of terms
Maintains correct posture and /5
poise /45
Sustains eye contact with
audience /5
Uses audiovisuals and /5
advanced organizers
Shows enthusiasm for topic /5

Meets time specification /5

Total Grade /100

28
 Section VI
Appendices

Sample Title Page

Sample Abstract
Problem Sheets
Formatting Table of Contents
Sample Table of Contents
Table vs. Figures
APA Reference Citation
Meeting Minutes

29
 Sample Title Page
Improving the Success 1

Running head: IMPROVING THE SUCCESS RATE

Improving the Success Rate of Students with Learning Disabilities Receiving

Academic Instruction in Inclusive Settings at the Junior High School Level

Sam Student

Global University
Senior Research Project

Research Proposal Submitted in Partial Fulfillment of the Requirements

For the Bachelor’s Degree in Education

Global University
2010

30
The author wrote: Sample Abstract

Improving the Success Rate of Students with Learning Disabilities Receiving

Academic Instruction in Inclusive Settings at the Junior High School Level. Slack,
Marla. 1996: Practicum Report, Nova Southeastern University, Ed.D. Program in
Child and Youth Studies. Inclusive Education/Learning Disabilities/Curriculum
Modifications/Evaluative Modifications/Grade Reporting for Special Education
Students/Teacher Training in Inclusive Education.
This practicum was designed to improve the success rate of students with Learning
Disabilities (L.D.) in inclusive settings at the junior high school level. The students
were receiving failing grades on report cards and progress reports; they were not
completing homework on a regular basis, and assignment and test scores were below
average.
The writer implemented a multi-faceted solution strategy to effectuate improved
success rates of students with learning disabilities in inclusive schools. Learning
disability students received direct instruction related to improving organization skills;
classroom teachers were trained on the components and mandates of Individual
Educational Plans (IEPs); in-services were conducted on various curricular and
evaluative modifications effective for L.D. students in inclusive settings; suggestions
for specific students were presented to classroom teachers in individual conferences.
Analysis of the data indicated that the combination of strategies implemented
contributed to an improved success rate for students with learning disabilities in
inclusive settings. Because students were able to employ organizational strategies
related to schoolwork, more credit was given for assignments completed. Likewise, as
teachers became more familiar with curricular and evaluative techniques, student
success improved.
****

31
 Problem Sheet 1: Type of Research

1. A possible topic or problem I am thinking of researching is:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. The type of research that seems most appropriate to this topic or problem is:
(circle one)
a. An experiment
b. A correlational study
c. A causal-comparative study
d. A survey using a written questionnaire
e. A survey using interviews of several individuals
f. An ethnographic study
g. A case study
h. A content analysis
i. A historical study

3. What questions (if any) might a critical researcher raise with regard to your study?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

32
 Problem Sheet 2: The Research Question

1. My (restated) research problem is

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. My research question is:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. The following are the key terms in the problem or question that are not clear and
thus need to be defined:

a. ___________________________
b. ___________________________
c. ___________________________
d. ___________________________
e. ___________________________
f. ___________________________

4. Here are my constitutive definitions of these terms:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. Here are my operational definitions of these terms:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

33
6. My justification for investigating this question/problem (why I would argue that it
is an important question to investigate) is as follows:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

34
 Problem Sheet 3: The Research Hypothesis

1. My research question is:

________________________________________________

2. I intend to use a hypothesis to investigate this question. Yes _____ No ______

3. If no, my reasons are as follows:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. If yes, my hypothesis is:

__________________________________________________________________
__________________________________________________________________

5. This hypothesis suggests a relationship between at least two variables.

They are ____________________ and ____________________

6. More specifically, the variables in my study are:

a. Dependent
_______________________________________________________________

b. Independent
_______________________________________________________________

7. The dependent variable is (check one) categorical ______ quantitative ______

The independent variable is (check one) categorical ______ quantitative ______

8. Possible extraneous variables that might affect my results include:

a. _______________________________________________________________

b. _______________________________________________________________

c. _______________________________________________________________

d. _______________________________________________________________

e. _______________________________________________________________

35
 Problem Sheet 4: Ethics and Research

1. My research question is:

__________________________________________________________________
__________________________________________________________________

2. The possibilities for harm to participants (if any) are as follows:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I would handle these problems as follows:

__________________________________________________________________
__________________________________________________________________

3. The possibilities of problems of confidentiality (if any) are as follows:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I would handle these problems as follows:

__________________________________________________________________
__________________________________________________________________

4. If you think your proposed study would fit the guidelines for exempt status, state
why here.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

36
 Problem Sheet 5: Review of the Literature

1. The question of hypothesis in my study is:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. The general reference(s) I consulted was (were):

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. The database I used in my search was:
__________________________________________________________________

4. The descriptors (search terms) I used were (list single descriptors and
combinations in the order in which you did your search):
______________________________
______________________________
______________________________
______________________________

5. The results of my search using these descriptors were as follows:

Search # Descriptor(s) Results

6. Attached is a printout of my search (attach to the back of this sheet).

7. The title of one of the abstracts located using the descriptors identified above is:

__________________________________________________________________
(Attach a copy of the abstract)
8. The titles of the studies I read (note cards are attached) were:

a. _______________________________________________________________

b. _______________________________________________________________

c. _______________________________________________________________

37
 Problem Sheet 6: Sampling Plan

1. My intended sample (subjects who would participate in my study) consists of (tell

who and how many):
__________________________________________________________________
__________________________________________________________________

2. Demographics (characteristics of the sample) are as follows:

a. Age range ____________________

b. Sex distribution ____________________

c. Ethnic breakdown ____________________

d. Location (where are these subjects?) ____________________

e. Other characteristics not mentioned above that you deem important (use a
sheet of paper if you need more space)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Type of sample: simple random _____ stratified random _____

cluster random _____ two-stage random _____ convenience _____
purposive _____

4. I will obtain my sample by:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. External validity (I will generalize to the following population):

a. To what accessible population?

________________________________________
b. To what target population?
___________________________________________
c. If not generalizable, why not?
_________________________________________

38
6. Ecological validity (I will generalize to the following settings/conditions):

a. Generalizable to what setting(s)?

_______________________________________
b. Generalizable to what condition(s)?
____________________________________
c. If not generalizable, why not?
_________________________________________

39
 Problem Sheet 7: Instrumentation

1. The question or hypothesis in my study is

__________________________________________________________________
__________________________________________________________________

2. The types of instruments I plan to use to measure my variables are:

__________________________________________________________________
__________________________________________________________________

3. Circle one of the following:

a. I plan to use an existing instrument.
b. I plan to develop an instrument.

4. If I need to develop an instrument, here are two examples of the kind of questions
I would ask (or tasks I would have students perform) as part of my instrument:
a.________________________________________________________________
b.________________________________________________________________

5. These are the existing instruments I plan to use:

__________________________________________________________________
__________________________________________________________________

6. The independent variable in my study is

____________________________________
I would describe it as follows (circle the term in each set that applies)
[quantitative or categorical] [nominal or ordinal or interval or ratio]

7. The dependent variable in my study is

_____________________________________
I would describe it as follows (circle the term in each set that applies)
[quantitative or categorical] [nominal or ordinal or interval or ratio]

8. My study does not have independent/dependent variables. The variable(s) in my

study is (are)
__________________________________________________________________
__________________________________________________________________

40
9. For each variable above that yields numerical data, I will treat it as follows (check
one in each column):
Independent Dependent Other
Raw score _________ _________ _________
Age/grade
equivalents _________ _________ _________
Percentile _________ _________ _________
Standard
score _________ _________ _________

10. I do not have any variables that yield numerical data in my study ________

41
 Problem Sheet 8: Instrument Validity and Reliability

1. I plan to use the following existing instruments: _______________________________

______________________________________________________________________
______________________________________________________________________

In summary, I have learned the following about the validity and reliability of scores
obtained with these instruments. ____________________________________________
______________________________________________________________________
______________________________________________________________________

2. I plan to develop the following about the validity and reliability of scores obtained with
these instruments. _______________________________________________________
______________________________________________________________________
______________________________________________________________________

I will try to ensure reliability and validity of results obtained with these instruments by:
______________________________________________________________________
______________________________________________________________________

3. For each instrument I plan to use:

a. This is how I will collect evidence to check internal consistency: _______________

___________________________________________________________________

___________________________________________________________________

b. This is how I will collect evidence to check reliability over time (stability): _______
___________________________________________________________________
___________________________________________________________________

c. This is how I will collect evidence to check validity: _________________________

___________________________________________________________________

___________________________________________________________________
 Problem Sheet 9: Descriptive Statistics

1. The question or hypothesis of my study is: __________________________________

2. My variables are: (1) ___________________________________________________

(2) _________________________ (others) _________________________________

3. I consider variable 1 to be: quantitative ____________ or categorical ____________

4. I consider variable 2 to be: quantitative ____________ or categorical ____________

5. I would summarize the results for each variable checked below (indicate with a check
mark):

Variable 1: Variable 2: Other:

a. Frequency polygon
b. Box plot
c. Mean
d. Median
e. Range
f. Standard deviation
g. Frequency table
h. Bar graph
i. Pie chart

6. I would describe the relationship between variables 1 and 2 by (indicate with a check
mark):
a. Comparison of frequency polygons ______
b. Comparison of averages ______
c. Crossbreak table(s) ______
d. Correlation coefficient ______
e. Scatterplot ______
 How–To Guide:

Formatting a Table of Contents

Using Microsoft WORD

 Table of Contents

Step 1: Setting Up the Paper....................................................................44

SELECT THE FORMATTING TOOLBAR...............................................................................44

SELECT THE HEADING STYLE AND FORMAT.....................................................................44
SETTING PARAGRAPH SPACING........................................................................................44
INSERTING THE TABLE OF CONTENTS..............................................................................45
LINE SPACING IN TABLE OF CONTENTS...........................................................................45
UPDATING TABLE OF CONTENTS.....................................................................................46
 Step 1: Setting Up the Paper

Select the Formatting Toolbar

1. Look in the tool bar and select “View”

2. Then select “ Toolbars”

3. Then make sure that the “Formatting” tool bar is selected.

Select the Heading Style and Format

Once you have added the Formatting toolbar, you will see a window that has “AA”,

probably in the upper left. Generally this says “Normal” or something like that. Click on the

drop-down box and you will see all sorts of formatting styles.

When you are ready to type a Level I Heading (chapter headings, Reference page,

Appendixes) you will need to do the following:

1. Select “Heading 1”. This will put a bold heading, probably in Arial and 16 point font.

2. Change the font to the same font as you are using for your paper.

3. Change the font size to 12

4. Unselect bold

5. Select Center alignment

Setting Paragraph Spacing

Once you have selected your Level I heading, right click and you will see

“Paragraph”. Here is what you will do to make sure that the spacing between lines is even.

1. Open the “Paragraph” option

2. You will see “Spacing”. Put “0” in both boxes, “Before” and “After”

3. Go right to “Line Spacing” and select “Double”

This will keep the spacing between all paragraphs and lines even. If something gets messed

up, just highlight the area and follow these three steps again.
Inserting the Table of Contents

When you are ready to insert the Table of Contents into your paper, follow these
steps:
1. Select “Insert” and “Page Break” on the page where you want your Table of Contents.

2. Type “Table of Contents” at the top center in “Normal”, not in a Level I heading.

3. Select “Insert” once again and select “Reference”

4. Then select “Index and Tables”

A box will appear. Select “Table of Contents and follow these steps:

1. Look for “Tab Header” and select “………….”

2. Look for “General” and then “Format” and select “From Template”

3. Look for “Show Levels” and select “3”

4. Then click “OK” and your Table of Contents will appear.

If you format this as you do your sentence outline, it will be very easy to update the page
numbers. See below:

Line Spacing in Table of Contents

The default spacing for a Table of Contents is “single”. Follow these steps to change
the line spacing:
1. Right click anywhere on the Table of Contents

2. Select “Paragraph”

3. Set the “Spacing” of “Before” and “After” to “0”

4. Select either 1.5 or 2 for the “Line Spacing, depending on how long your Table of

Contents is. Try to fit it on one page if at all possible.

Updating Table of Contents

As you work on your paper, the page numbers will change. It is easy to change your
page numbers in the Table of Contents by following the following steps.
1. Go to your Table of Contents. It will appear as dark gray.
2. Right click anywhere on the Table of Contents and select “Update Field”.

3. You can the select “Update page numbers only” or “Update entire field”

4. Select either one and click “OK” and the Table of Contents will change to reflect new

writing in your paper.

 Sample - Table of Contents

Abstract………………………………………………………………………………iv

Chapter I: Introduction

Problem Statement………………………………………………………….2

Purpose………………………………………………………………………2

Description of Community………………………………………………….2

Description of Work Setting………………………………………………..3

Writer's Role…………………………………………………………………4

Chapter II: Study of the Problem

Problem Description…………………………………………………………7

Problem Documentation…………………………………………………….9

Literature Review……………………………………………………………10

Causative Analysis…………………………………………………………..20

Chapter III: Outcomes and Evaluation

Goals and Expectations……………………………………………………..23

Expected Outcomes…………………………………………………………23

Measurement of Outcomes…………………………………………………23

Analysis of Results…………………………………………………………..25

Chapter IV: Solution Strategy

Problem Statement…………………………………………………………..27

Discussion…………………………………………………………………….27

Description of Selected Solutions…………………………………………..30

Calendar Plan…………………………………………………………………33
Chapter V: Results

Results…………………………………………………………………………38

Discussion……………………………………………………………………..40

Recommendations……………………………………………………………45

Plans for Dissemination……………………………………………………...47

References…………………………………………………………………………….48

Appendix A: Informed Consent Letter………………………………………………

51

Appendix B: Pre-Project Teacher

Survey…………………………………………..53

Appendix C: Post-Project Teacher Survey…………………………………………

55

Appendix D: Action Research Project Verification

Form………………………….57

Appendix E: Action Research Project Presentation Verification

Form………….59
Tables versus Figures

Typically, tables display exact values (numbers), and figures display graphics, such as
pictures, drawings, and bar graphs.

Proper Label for a Table

Type the table number; then, single-space (Global University, page 70), and type a
description of the table in italics. Capitalize only the initial letters of the principal
words. Refer to APA 5th edition, page 301. Please note that the label always goes
above the table.

Proper Label for a Figure

Figures are numbered sequentially in Arabic numerals as they appear in the

document. Figures contain a descriptive, full-sentence caption rather than a title and
should be placed under the figure. The caption should be flush left, single-spaced,
italicized, and followed by appropriate punctuation. Refer to APA 5 th edition, pages
198-199.

Sources
According to APA style:
When reproducing figures and tables, cite the source to give credit within the document.

Other Table and Figure Tips

• Tables and figures should be placed as near as possible to their description in

the text.

• Tables and figures should be numbered separately. For example: Table 1,

Table 2, Table 3, and start over numbering for Figure 1. Refer to APA 5 th
edition, page 155.
 APA Reference and Citation Style Help

Reference Style – For your Reference/Bibliography or for an article review

Publication year
followed by comma Title of article followed by period
and one space and and 1 space. Only first word, proper
month or season if nouns, or words following
Periodical (Journal, Magazine) any. ( ) followed by punctuation are capitalized. ALL
OTHERS are lower case.
period and 1 space.

1 author
Frair, K. K. (1999, November). Changing voices, changing times. Educators

Journal, 86(3), 26-27, 29. Page numbers Publication name in

notice that italics followed by
sequential comma and 1 space.
Volume in italics numbers are
Author’s Last followed by no space and separated by a
Name, First (issue number – no hyphen and
Initial, Second italics) followed by non-sequential
Initial. 1 comma and one space. numbers by a
space between comma
comma and followed by a
first initial and Double Spaced, Colon followed by
12 point font, period.
1 space 1 space and capital
following one-half inch letter for first letter
period after handing indent of next word.
last initial. (5-7 spaces).

Note: If the title of the article has a colon, follow this example.

Haroutounian, J. (1995).Talent identification and development in the arts: An

artistic/educational dialogue. Roeper Review, 18(2), 112-117.

2 or more authors

LeBlanc, A., Jin, Y. C., Obert, M., & Siivola, C. (1997). Effect of audience on

exam anxiety. Journal of Research in Math Education, 45(3), 480-496.

Each author with last name first followed

by first and middle initial with periods and
one space between. Comma with one
space separating each author with comma
and “&” before last author.
 Title of book in italics
with only first letters
capitalized.

Book or other non-periodical

Saxe, G. B. (1991). Cultural and cognitive development: Studies in mathematical

understanding. Hillsdale, NJ: Earlbaum.

Author and
publication date
City and state/country of
same as above. publisher. Separated by
comma and one space and
followed by a colon and one
space. If it New York, City
only put New York and not
the state

Chapter in a book

Baker, F. M., & Lightfood, O. B. (1993). Psychiatric care of ethnic elders. In A. C.

Editor of book – first
initial, period-space, Gaw (Ed.), Culture, ethnicity, and mental illness (pp. 512-552). Washington, DC:
second initial, period –
space, last name (Ed.)
followed by comma
American Psychiatric Press. Pages of the
chapter being
and space. Title of book – italics
referenced.

Magazines

Henry, W. A., III. (1990, April 9). Beyond the melting pot. Time, 135, 28-31.

Year followed by comma and then

actual date of publication.

Newspapers

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The

Washington Post, pp. A1, A4

Section and
pages
Electronic References

Electronic Databases

If you are referencing version of an actual full-text journal article found on an electronic

database, use this format.

Feldhusen, J. F., Dai, D. Y., & Clinkenbeard, P. R. (2000). Dimensions of competitive

and cooperative learning among gifted learners. Journal for the Education of the

Gifted, 23, 328-342. [Electronic version]. Retrieved March 4, 2001, from Wilson Web

database.

On-line Versions

If you are referencing an on-line version of an actual article from a journal, magazine, or

other publication that you found on a web, use this format.

Bridges, W., & Mitchell, S. (2000). Leading transition: A new model for change

Leader to Leader, 16. [Electronic version]. Retrieved August 8, 2001, from

http://www.pfdf.org/leaderbooks/ l2l/spring2000/bridges.html No period!!

ERIC document –

Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that

novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI:

National Center for Research on Teacher Learning. (ERIC Document Reproduction

Service No. ED346082)

These are the BASICS:

Publications manual of the American psychological association. (5th ed.) (2001).

Washington, DC: American Psychological Association.

************************

ALL APA papers should be in 12 point font with 1 inch margins on right, left, top, and

bottom unless otherwise stated by the instructor or publishing organization.

You can access information about APA style from www.apa.org

There are two pieces of software that are helpful

APA Style Helper

http://www.apastyle.org/stylehelper/

Format Ease

http://www.formatease.com/

Within a document

If you are citing a reference in your paper, you would do it in the following manner”

One author –
Jones (1999) stated that “Knowledge is Power” (p. 34)
OR
“Knowledge is Power” (Jones, 1999, p.34).

Two or more authors –

According to Brown and Jones (1999), the general education classroom teacher is
often the first person to realize that a student needs special education services.
OR
The general education classroom teacher is often the first person to realize that a
student needs special education services (Brown & Jones, 1999)

You ALWAYS put a page number if you use a direct quote

 Meeting Minutes

Student Name:

Advisor Name:

Date:

Duration of Meeting:

I. Work Progress and Accomplishments to Date (to be filled out prior to meeting):

II. Points Discussed During Meeting:

III. Agreements Made with Due Dates :