chapter one of a research project

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HOW TO WRITE CHAPTER ONE OF RESEARCH PROJECTS

A PRACTICAL GUIDE TO RESEARCH WRITING – CHAPTER ONE

The outline of a well written Chapter One is supposed to include all or some of the following:

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives or Purpose of the Study

1.4 Research Questions and /or Hypotheses

1.5 Significance of the Study

1.6 Scope and Limitation of the Study

1.7 Basic Assumptions

1.8 Operational Definition of Terms

As can be seen above, the project outline constitutes a huge part of the project proposal and the student researcher just needs to perfect the approved research proposal with the view of using it as the Chapter One. The fact remains that all the other parts that as had been written for the project proposal would still stand, with the inclusion of Operational Definition of Terms. At this stage, it is important to understand and know what is contained under each of the subheadings in the first chapter and these are described thoroughly in this article: –

1.1 Background to the Study

Just as the name means, this section outlines the history of the subject matter under investigation; the evolution of the research problem; how the researcher became fascinated with the problem. He goes on to describe the specific situation surrounding the research problem, using facts from the literature to support various arguments. In this section also, the student researcher tries to ascertain the suitability and feasibility of the study, concluding from the sufficient evidences drawn from the previous literature.

In a nutshell, this is where the student researcher initiates the subject of his investigation using all obtainable evidences and figures to establish its groundwork. Note that even if there is no standard number of pages that this should take, the lengthier and well focused the Background to the Study, the better for a good and solid groundwork for that research being conducted.

1.2 Statement of the Problem

The Problem Statement, as it is otherwise described, is the reasonable conclusion of the problems/issues raised in the Background to the Study. The idea is that while the Background to the Study offers a wider or global perspective/standpoint to the subject matter of the research, the Problem Statement makes assumptions from there and concludes on the specifics as they relate to the specific investigation being conducted.

That is the reason Problem Statement is expected to flow, rather logically, from the Background to the Study; and it is not a good Problem Statement, one that deviates from this; given that they are not expected to be two unconnected entities, as it were. It is nevertheless different from Background to the Study in that it must be stated reasonably briefly and very clearly. All the descriptive components of the Background to the Study would have assisted to allow one go straight for the specifics under the Problem Statement.

This is why experienced project supervisors would maintain that the Problem Statement should be in the range of one to three paragraphs only. The idea is that the shorter, the clearer; and the clearer the better for the whole process of investigation. In a nutshell, one cannot overstate the need to state the research problem very clearly and accurately, since the entire course of the investigation depends on it.

Therefore, there is no doubt that a satisfactory statement of the research problem is the most important component of a research process. The plain reason for this claim is that the whole process of investigation centers on it and it is typically related to some of the following issues:

A missing link
One-sidedness
An unanswered question.
An unsatisfactory state of arrangements

Consequently, the Problem Statement offers direction to the rest of the project; signifying and highlighting the major variables of concern to the researcher as well as the exact relationship that exist between them.

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Academic project or thesis or dissertation writing is not an easy academic endeavor. To reach your goal, you must invest time, effort, and a strong desire to succeed. Writing a thesis while also juggling other course work is challenging, but it doesn't have to be an unpleasant process. A dissertation or thesis is one of the most important requirements for any degree, and this book will show you how to create a good research write-up from a high level of abstraction, making your research writing journey much easier. It also includes examples of how and what the contents of each sub-headings should look like for easy research writing. This book will also constitute a step-by-step research writing guide to scholars in all research fields.

1.3 Objectives {Purpose} of the Study

Simply similar to every other component in a research project, the Objectives of the Study is strongly connected to the Research Problem. The former is derived directly from the latter. The Objectives of the Study, which is sometimes described as Purpose, stand for the aims of carrying out the investigation and could be categorized into general and specific.

The general objective describes the overall aim of a research project whereas the specific objective is concerned with the comprehensive list of intentions concerning what the research stands to accomplish at the end of the project. Typically, the specific objectives are stated in the form of declarative statements for example, the statement should start with “to examine”, “to analyze”, “to determine”, “to assess”, “to find out” etc. The Research Questions usually take the form of interrogative statement, the Objectives present the same thing, but in the statement form.

1.4. Research Questions and/or Hypotheses

Typically, these come immediately after the Research objectives because of their strong relationship. They do not just seek to convert the declarative statement of the objectives into interrogative form, but further break down the major problems compressed in the research objectives. As its name implies, Research Questions is presented just like interrogations seeking to create specific relations among the main variables of investigation.

As well, the Research Questions usually serve as the foundation from where the questionnaire items/questions would ultimately be derived. The difference between the two is that the items in the questionnaire offer a further breakdown of each of the research questions to a greater specification. This is to the level that a single research question can turn out the range of between three to five questionnaire items/questions. But the Research Questions are wide in nature, the questionnaire items are typically directed towards the details thereby getting down to more specifics.

In the case of Hypotheses, they are not the same as Research Questions even though they are sometimes used to substitute each other. In other words, it is not unusual to find projects which have both as well as others which have only one of them. Since they are not the same, they are not expected to replace each other. If they stand to do that, then one should be retained and the other disposed of. By this piece of information, one can easily know that it is not necessary that a project should have both; particularly at the elementary level, where in most of the times, the research questions would be okay.

By meaning, a Research Hypothesis is a clear, specific statement whose validity and workability can be tested by means of scientific method. Being a declarative statement of prediction, it tries to determine the relationship or difference that exists between one variable and the other; and to what degree. It is a form of clever guess or supposition regularly derived from the results of previous studies and/or theories originating from the literature. Hypotheses are formulated on the core of any of the areas and objectives listed below:

To merely describe a occurrence or a statement of fact
To compare two or more concepts, individuals and places
To reveal the relationship between variable
To reveal a cause/ effect situation between variables.

Usually, there are two kinds of hypotheses; basically referring to the way they are stated. They are the Null and the Alternative. While the former is frequently stated in the negative form of “No Significant Relationship” or “No Significant Difference” etc., the latter takes the positive form of statement; such as “There is a Significant Relationship”, “There is a Significant Difference” etc.

The Research Hypotheses specify the fundamental issues relating to the data to be gathered in the process of conducting the study. They serve as a theoretical conceptualization of what the researcher anticipated with respect to his research outcomes. These help him to test and verify his concepts on the basis of which he makes very tangible and reliable conclusions and generalizations. They also assist in sharpening researcher’s focus on the research problem with a view to determining the direction where to find the solution.

Therefore, some of the qualities of a good hypothesis must include that:

It should be sensible {i.e. clever guesses}.
It should be in line with known facts or theories.
It should be constructed in such a manner that it is testable and found to be probably true or false.
It should be in very simple, unambiguous terms.
It should be directly connected to the problem of research.
It should involve very few variables at a time.
It should be quantifiable {i.e. operationally formulated}.

1.5. Significance of the Study

It is anticipated that every research project must have something new to contribute to knowledge in that research field, no matter how small. In point of fact, no research should take place if it will not contribute anything to knowledge; as this represents the major feature of all research endeavors.

Consequently, this section is expected to clarify the possible benefits of the research and to whom such anticipated benefits would be meant. All these should be clearly stated. In any way, there is no standard detail as to the number of benefits that a research project should have or its length. It can be arranged sequentially or itemized or paraphrased depending on the person’s method of writing.

1.6. Scope and Limitation of the Study

The scope of the study basically refers to the level of coverage of the research subject being investigated and the good statement of the problem will act as a helpful guide to doing this. That means, if the problem had been properly stated at the beginning, it helps, certainly, in defining the scope of the research. That is why the scope of the study is partially dependent on the title of the research project. If well formulated, the phrase of the title only does define the scope of the study and possibly, needs a little rider to make it clearer. The limitation of the study represents the things and issues that constituted challenges in the process of investigations.

Consequently, if the scope was concerned with the level of the research’s coverage, then, limitation implies building a fence around the subject of research. This is with a view to creating a foundation for the non-inclusion of certain things in the study for understandable reasons.

1.7. Basic Assumptions

Even though many student researchers tend to mistake Assumptions with Hypotheses, it is important to state very clearly that they are not the same. We have already discussed about hypotheses; its meaning and significance in a research project. However, Assumptions are only mere statements, which are frequently, not subjected to any testing. They are, more or less, ordinary statements that are taken for granted. They cannot replace the Hypotheses; yet, they tend to duplicate the Hypotheses, because they are fairly similar.

It is because of these reasons that a lot of research experts have suggested that if the study has hypotheses, then assumptions would no longer be needed. For a study with Research Questions only nevertheless, it is suitable to have assumptions, to act as a guide towards the achievement of the research objectives.

Assumptions are typically itemized while the number varies.

1.9 Operational Definition of Terms

This section of the Chapter one (introduction) is used to offer a kind of working definition to all the concepts, which would be operationally used in the course of the research. The notion is that there are some terminologies, which have been “adapted” and so utilized restrictively for the purpose of the research project.

This implies that such terminologies would mean something somewhat different from the one adapted under a different circumstances; therefore the name Operational Definition of Terms. In defining terms operationally, individual concepts/words to be so defined are recognized and then itemized. Thus, operational definitions are typically given in such a manner that will imply that they are not the usually accepted as standard definitions but those peculiar to the study in specifically. This section typically comes last in the introductory chapter.

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>>>>> HOW TO WRITE CHAPTER TWO OF RESEARCH PROJECTS

23 comments.

excellent write up, this should help me in writing my chapter one

Excellent write up. Great job, really helped me with my chapter one in my MBA project write up.

However I would like to know if I can add justification of study to my chapter one since you didn’t mention it in your post?

Great write up nevertheless!

Well thank you for the special guardian for my first chapter write up, however I wish if you break up background of the study into theoretical background, conceptual background and contextual background to make me have better analysis on how they are framed

Thanks a lot

This really helped me out to have an approach to good chapter one of my project. Thank you very much.

I realy apreciate your work here. This article helped me alot.

Do you have another one on chapter 2 (literature review)

Thanks. “how to write chapter two”, an article that will guide researcher on how to write the literature review will soon be published.

tanx,tanx,tanx this really help me when I wrotte my exam on research topic on my N.C.E program

Nice one, I haven’t started but I think this is really a nice guide for a start.

This is a great light to me. Thanks for the post

This is a well analysed research procedure….

Good work , well articulated, unambiguous, simply & logically stated.

Thanks for the write up… This should help me writing my project… Thanks once again.

GOD BLESS YOU

I am so glad with your work,l have gone through.l think what I benefited from it, will definitely guide me in my project work.so l am so grateful to you for making me to discover what I am looking for.

Thaaaaanks A good guide i’ll do a study on chapter one

Truth be told, I wish I had come across this write up before now. This is the clearest article I’ve read about contents of the chapters of a research project, especially chapter two. I’ve sent the link to my colleague PG Students.

Thanks so much.

it will great if you can add examples of what these when properly written will look like.

good guidance, keep doing so to help us learn better, together we stand

God bless you ?

Omo thanks a bunch

Good work done keep it up, i think your write up have helped me alot

Thank you,I do really appreciate and I learned more about.

Thanks very much, I have found this piece to he very educative and resourceful to any researcher.

This is the best foundation of Researchers

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Thesis and Dissertation

How To Write Chapter One Of Research Projects

The outline of a well written Chapter One is supposed to include all or some of the following:

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

1.2 Statement of the Problem

1.3 Objectives or Purpose of the Study

1.4 Research Questions and /or Hypotheses

1.5 Significance of the Study

1.6 Scope and Limitation of the Study

1.7 Basic Assumptions

1.8 Operational Definition of Terms

1.1 Background to the Study

1.2 Statement of the Problem

This is why experienced project supervisors would mainatain that the Problem Statement should be in the range of one to three paragraphs only. The idea is that the shorter, the clearer; and the clearer the better for the whole process of investigation. In a nutshell, one cannot overstate the need to state the research problem very clearly and accurately, since the entire course of the investigation depends on it.

A missing link
One-sidedness
An unanswered question.
An unsatisfactory state of arrangements

1.3 Objectives {Purpose} of the Study

1.4. Research Questions and/or Hypotheses

To merely describe a occurrence or a statement of fact
To compare two or more concepts, individuals and places
To reveal the relationship between variable
To reveal a cause/ effect situation between variables.

Therefore, some of the qualities of a good hypothesis must include that:

It should be sensible {i.e. clever guesses}.
It should be in line with known facts or theories.
It should be constructed in such a manner that it is testable and found to be probably true or false.
It should be in very simple, unambiguous terms.
It should be directly connected to the problem of research.
It should involve very few variables at a time.
It should be quantifiable {i.e. operationally formulated}.

1.5. Significance of the Study

1.6. Scope and Limitation of the Study

1.7. Basic Assumptions

Assumptions are typically itemized while the number varies.

1.9 Operational Definition of Terms

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

Dissertation structure and layout - the basics

The Caveat

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.

Overview: S tructuring a dissertation or thesis

Acknowledgements page
Abstract (or executive summary)
Table of contents , list of figures and tables
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results
Chapter 5: Discussion
Chapter 6: Conclusion
Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

The introduction chapter presents the core research question and aims .
The literature review chapter assesses what the current research says about this question.
The methodology, results and discussion chapters go about undertaking new research about this question.
The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

A dissertation's structure reflect the research process

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

Succinct (not overly lengthy or verbose)
Specific (not vague or ambiguous)
Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

The broader area of the research (i.e. the overarching topic)
The specific focus of your research (i.e. your specific context)
Indication of research design (e.g. quantitative , qualitative , or mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

Your dissertation supervisor or committee.
Any professors, lecturers or academics that helped you understand the topic or methodologies.
Any tutors, mentors or advisors.
Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

Your research questions and aims – what key question(s) did your research aim to answer?
Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
Your findings – following your own research, what did do you discover?
Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

What will you be investigating (in plain-language, big picture-level)?
Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
What is the scope of your study? In other words, what will and won’t you cover ?
How will you approach your research? In other words, what methodology will you adopt?
How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

What does the literature currently say about the topic you’re investigating?
Is the literature lacking or well established? Is it divided or in disagreement?
How does your research fit into the bigger picture?
How does your research contribute something original?
How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

Exactly HOW will you carry out your research (i.e. what is your intended research design)?
Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings . In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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Home » How To Write A Research Proposal – Step-by-Step [Template]

How To Write A Research Proposal – Step-by-Step [Template]

Table of Contents

How To Write a Research Proposal

Writing a Research proposal involves several steps to ensure a well-structured and comprehensive document. Here is an explanation of each step:

1. Title and Abstract

Choose a concise and descriptive title that reflects the essence of your research.
Write an abstract summarizing your research question, objectives, methodology, and expected outcomes. It should provide a brief overview of your proposal.

2. Introduction:

Provide an introduction to your research topic, highlighting its significance and relevance.
Clearly state the research problem or question you aim to address.
Discuss the background and context of the study, including previous research in the field.

3. Research Objectives

Outline the specific objectives or aims of your research. These objectives should be clear, achievable, and aligned with the research problem.

4. Literature Review:

Conduct a comprehensive review of relevant literature and studies related to your research topic.
Summarize key findings, identify gaps, and highlight how your research will contribute to the existing knowledge.

5. Methodology:

Describe the research design and methodology you plan to employ to address your research objectives.
Explain the data collection methods, instruments, and analysis techniques you will use.
Justify why the chosen methods are appropriate and suitable for your research.

6. Timeline:

Create a timeline or schedule that outlines the major milestones and activities of your research project.
Break down the research process into smaller tasks and estimate the time required for each task.

7. Resources:

Identify the resources needed for your research, such as access to specific databases, equipment, or funding.
Explain how you will acquire or utilize these resources to carry out your research effectively.

8. Ethical Considerations:

Discuss any ethical issues that may arise during your research and explain how you plan to address them.
If your research involves human subjects, explain how you will ensure their informed consent and privacy.

9. Expected Outcomes and Significance:

Clearly state the expected outcomes or results of your research.
Highlight the potential impact and significance of your research in advancing knowledge or addressing practical issues.

10. References:

Provide a list of all the references cited in your proposal, following a consistent citation style (e.g., APA, MLA).

11. Appendices:

Include any additional supporting materials, such as survey questionnaires, interview guides, or data analysis plans.

Research Proposal Format

The format of a research proposal may vary depending on the specific requirements of the institution or funding agency. However, the following is a commonly used format for a research proposal:

1. Title Page:

Include the title of your research proposal, your name, your affiliation or institution, and the date.

2. Abstract:

Provide a brief summary of your research proposal, highlighting the research problem, objectives, methodology, and expected outcomes.

3. Introduction:

Introduce the research topic and provide background information.
State the research problem or question you aim to address.
Explain the significance and relevance of the research.
Review relevant literature and studies related to your research topic.
Summarize key findings and identify gaps in the existing knowledge.
Explain how your research will contribute to filling those gaps.

5. Research Objectives:

Clearly state the specific objectives or aims of your research.
Ensure that the objectives are clear, focused, and aligned with the research problem.

6. Methodology:

Describe the research design and methodology you plan to use.
Explain the data collection methods, instruments, and analysis techniques.
Justify why the chosen methods are appropriate for your research.

7. Timeline:

8. Resources:

Explain how you will acquire or utilize these resources effectively.

9. Ethical Considerations:

If applicable, explain how you will ensure informed consent and protect the privacy of research participants.

10. Expected Outcomes and Significance:

11. References:

12. Appendices:

Research Proposal Template

Here’s a template for a research proposal:

1. Introduction:

2. Literature Review:

3. Research Objectives:

4. Methodology:

5. Timeline:

6. Resources:

7. Ethical Considerations:

8. Expected Outcomes and Significance:

9. References:

10. Appendices:

Research Proposal Sample

Title: The Impact of Online Education on Student Learning Outcomes: A Comparative Study

1. Introduction

Online education has gained significant prominence in recent years, especially due to the COVID-19 pandemic. This research proposal aims to investigate the impact of online education on student learning outcomes by comparing them with traditional face-to-face instruction. The study will explore various aspects of online education, such as instructional methods, student engagement, and academic performance, to provide insights into the effectiveness of online learning.

2. Objectives

The main objectives of this research are as follows:

To compare student learning outcomes between online and traditional face-to-face education.
To examine the factors influencing student engagement in online learning environments.
To assess the effectiveness of different instructional methods employed in online education.
To identify challenges and opportunities associated with online education and suggest recommendations for improvement.

3. Methodology

3.1 Study Design

This research will utilize a mixed-methods approach to gather both quantitative and qualitative data. The study will include the following components:

3.2 Participants

The research will involve undergraduate students from two universities, one offering online education and the other providing face-to-face instruction. A total of 500 students (250 from each university) will be selected randomly to participate in the study.

3.3 Data Collection

The research will employ the following data collection methods:

Quantitative: Pre- and post-assessments will be conducted to measure students’ learning outcomes. Data on student demographics and academic performance will also be collected from university records.
Qualitative: Focus group discussions and individual interviews will be conducted with students to gather their perceptions and experiences regarding online education.

3.4 Data Analysis

Quantitative data will be analyzed using statistical software, employing descriptive statistics, t-tests, and regression analysis. Qualitative data will be transcribed, coded, and analyzed thematically to identify recurring patterns and themes.

4. Ethical Considerations

The study will adhere to ethical guidelines, ensuring the privacy and confidentiality of participants. Informed consent will be obtained, and participants will have the right to withdraw from the study at any time.

5. Significance and Expected Outcomes

This research will contribute to the existing literature by providing empirical evidence on the impact of online education on student learning outcomes. The findings will help educational institutions and policymakers make informed decisions about incorporating online learning methods and improving the quality of online education. Moreover, the study will identify potential challenges and opportunities related to online education and offer recommendations for enhancing student engagement and overall learning outcomes.

6. Timeline

The proposed research will be conducted over a period of 12 months, including data collection, analysis, and report writing.

The estimated budget for this research includes expenses related to data collection, software licenses, participant compensation, and research assistance. A detailed budget breakdown will be provided in the final research plan.

8. Conclusion

This research proposal aims to investigate the impact of online education on student learning outcomes through a comparative study with traditional face-to-face instruction. By exploring various dimensions of online education, this research will provide valuable insights into the effectiveness and challenges associated with online learning. The findings will contribute to the ongoing discourse on educational practices and help shape future strategies for maximizing student learning outcomes in online education settings.

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Guide to Project Writing-Chapter One

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Knowledge Base
Starting the research process

A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal, other interesting articles.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

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So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

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Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

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Writing chapter 1 of your research project.

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A well-written Chapter One should have all or some of the following in its outline:

INTRODUCTION

Background of the study

Statement of the problem.

Research objectives
Research Hypotheses and/or Questions
Significance of the Research
Scope and limitation of the study
Basic Assumptions
Operational Term Definition

As was said above, a significant portion of the project work is the project outline, therefore all that is left for the student researcher to do is polish the authorized research plan to use it as Chapter One, with the addition of the Operational Definition of Terms, all the other sections that had been created for the project proposal would still be valid.

At this point, it is crucial to comprehend and be aware of what each of the first chapter’s subheadings means; this page goes into great detail about them.

This part explains the history of the topic under examination, the development of the research challenge, and how the researcher came to be intrigued by the problem, just as the name implies, the student then goes on to detail the precise circumstances surrounding the study challenge , supporting his points with information from the literature, the student researcher attempts to determine the applicability and viability of the study in this portion as well, concluding the adequate evidence gleaned from the prior literature.

In a nutshell, this is when the student researcher introduces the topic of his investigation and establishes its foundation utilizing all available facts and data. Even though there is no set number of pages for this, it is important to keep in mind that the background to the study’s duration and topic are both important for laying a sound and solid foundation for the research that will be undertaken.

The idea is that although the Background to the Study provides a broader or international viewpoint or stand on the topic of the research, the Problem Statement is a plausible conclusion of the concerns or problems noted in the Background to the Study.

The Problem Statement concludes the specifics as they apply to the particular inquiry being done based on those assumptions and because they are not expected to be two distinct entities, as it were, the Problem Statement is expected to flow rather logically from the Background to the Study, if it deviates from this, it is not a good Problem Statement.

Despite this, it differs from the Background of the Study in that it must be described very succinctly. The Background to the Study’s entire descriptive structure would have made it easier to jump right to the specifics under the Problem Statement and because of this, project supervisors would argue that the Problem Statement should only be one to three pages long.

The notion is that the clearer it is, the better it is for the entire inquiry process if it is shorter. In summary, as the outcome of the study depends on how precisely and clearly the research challenge is stated, its importance cannot be overstated.

Therefore, there is no question that the most crucial element of a research process is a satisfactory characterization of the study problem. As a result, the Problem Statement guides the remainder of the project by identifying and emphasizing the key factors that concern the researcher as well as the precise nature of their relationship .

Like every other component of a research project, the study’s objectives are strongly tied to the research problem and are thus generated from the latter. The goals of doing the research are referred to as the study’s objectives, sometimes known as its purpose, and they can be further broken down into general and specific goals, the particular objective is concerned with the entire list of intents regarding what the research aims to accomplish at the end of the project, while the broad objective describes the overarching goal of a research project, the particular objectives are typically expressed as declarative expressions.

Research Questions and/or Hypotheses, section

Due to their close association with the Research objectives, these usually come right after them and in addition to breaking down the primary issues condensed in the study objectives, they also try to change the objectives’ declarative language into an interrogative form. Research Questions are presented exactly like interrogations to establish particular relationships among the primary variables under inquiry, as their name suggests.

Additionally, the Research Questions typically act as the starting point from which the final questionnaire items and questions would be produced. The elements in the questionnaire provide a more detailed description of each of the study questions, which is how they differ from the two, this has reached the point where one study issue can generate anywhere from three to five questionnaire items or inquiries. Although the research questions are broad in scope, the questionnaire items are frequently focused on the details, which allows for greater specificity.

Even though they are occasionally used interchangeably, hypotheses and research questions are not the same in this circumstance. In other words, it is common to find projects that include both of them as well as those that have only one and they cannot be expected to replace one another because they are not interchangeable.

If they have a chance to achieve it, one should be kept and the other should be thrown away. By knowing this knowledge, one can easily understand that a project doesn’t need to contain both; especially at the elementary level.

degree project topics

Significance of the study

Every research effort, no matter how modest, is expected to add something new to the body of knowledge in that study subject. In reality, since advancing knowledge is the main goal of all research initiatives, no study should be conducted if it will not add to it.

It’s expected that this part will make clear any potential advantages of the research as well as the intended audience for those advantages, these should all be explained in simple terms and there is no set specification for the number of advantages or length of a research study, depending on the person’s writing style, it may be presented consecutively, as an itemized list, or in paraphrase.

research project topics

A clear statement of the problem will serve as an effective roadmap for doing this. The scope of the study essentially refers to the degree of coverage of the research subject being investigated. Therefore, if the problem had been adequately articulated at the outset, it would have undoubtedly helped in determining the research’s scope.

Because of this, the study’s scope is somewhat influenced by the project’s title. If properly phrased, the term in the title merely serves to describe the study’s focus and may require a small qualifier. The study’s limitations are represented by the objects and problems that presented difficulties during the course of the research.

Limitation, therefore, entails erecting a wall around the research subject if the scope was concerned with the depth of coverage. This is done to lay the groundwork for why some things were purposefully left out of the study.

Operational Definition of Terms

All the ideas that would be operationally employed throughout the investigation are given a form of working description in this section of Chapter One’s introduction, the idea is that some terminologies have been “adapted” and hence used sparingly for the study project’s goals.

Operational Definition of Terms derives from the implication that such terminologies would signify something substantially different from those modified under various conditions and individual concepts or words that need to be defined operationally are identified and then listed so operational definitions are frequently provided in a way that suggests they are unique to the study at hand rather than the definitions that are generally acknowledged as standards.

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How To Write A Complete Final Year Project From Chapter One, Chapter Two, Chapter Three, Chapter Four, To Chapter Five. | ResearchWap Blog

Posted: Friday, 16 October 2020
By: ResearchWap Admin

How To Write A Complete Final Year Project From Chapter One, Chapter Two, Chapter Three, Chapter Four, To Chapter Five.

The final year research project is an independent effort required of students in every tertiary institution. The students, under supervision by academic staff, are to carry out a pre-determined research work within the constraints of their studies.

The supervisor primarily is to receive project proposals of the research interest, approve it, provide guidance, and assess the work at the end. An external supervisor is usually and primarily to provide an external and independent assessment of the research works.

The proposal for the research topic is to include the intended subject of study, a brief description, justification for the work, aims and milestones, software and hardware to be employed, assumptions to be made, the methodologies involved, and the references.

There are standards in the research build-up, actual research, and presentation, and print submissions. These, surely put the students in shape for the strict rules they are to face after-school.

In developing the content, there are certain guidelines that would be beneficial to every student. The work is usually divided into five chapters (broadly) before any further divisions. Hence the typical formats as such:

Approval page
Acknowledgment
Table Of Content
List Of Tables
List Of Figures
List Of Symbols/ Nomenclature (Where Applicable)
Main Work (Chapter One To Five)
Appendices (Where Applicable)

Title page: Here, the title of the research project will come in, the name of the institution is added, including the name of the Author, then the reason for the report (this is why it is required that students add that it is 'in partial fulfillment of the course requirement required for the award of the B.Sc degree, Higher National Diploma or any other degree.' Then the date is added.

Approval page: The name of the institution and department, then a statement signifying approval for the work by the supervisor, head of the department, and external supervisor. Space is reserved for signatures of all listed parties as well.

Dedication page: This is where the researcher dedicates the research to a deity, someone, dead, or/and alive. This is different from the acknowledgment.

Acknowledgment: The researcher here writes to appreciate all that contributed, (technical, financial, moral, and otherwise) to the success of the research.

Abstract: This is the synopsis of the research work. It is often written last with the tense in past. Usually, less than 100 words summarizing the problem statement, the methodology employed the findings, conclusion, and recommendations. This should be in a single paragraph and the word limit not exceeded. Click here for more Info on Writing a Good Abstract

Table of content: The main heading s and sub-headings and page numbers are listed. This allows for easy page identification and reference. The table of content should be edited at the final stage as well, to correctly capture the reflections in the work. Click here for more info on developing a table of content

List of tables/figures/symbols: The list is to aid the reader in locating tables/figures/symbols. It should contain the tag numbers, a tag that reflects the content, and the page numbers. It should be well-numbered and unambiguous. In the main content, the figure/table should be well-labeled. (The body of the work)

Chapter One: This is usually the introduction. This describes the background, scope, and purpose of the research. A good introduction of the final year project should tell the reader what the project is all about without assuming special knowledge and without introducing any specific material that might obscure the overview. It should anticipate and combine the main points described in more detail in the rest of the project report. The rest of the report should be tied to the information supplied. The researcher should strive to present sufficient details regarding why the study was carried out. It shouldn't be rushed, a gradual build-up of the content from bottom to top is ideal. It should be closed with a linking paragraph that would disclose the objectives, constraints, and limitations. Click Here for More Info on How To Write Your Final Year Project Chapter One (Introduction To A Research Project)

Chapter two: This is usually the theoretical literature review.

A literature review is a survey of academic sources on a particular project topic. It gives an overview of the ebb and flows information, permitting you to distinguish significant hypotheses, strategies, and holes in the current research.

A literature review is to show your reader that you have read, and have a good grasp of, the main published work concerning a particular topic or question in your field.

It is very important to note that your review should not be simply a description of what others have published in the form of a set of summaries but should take the form of a critical discussion, showing insight and an awareness of differing arguments, theories, and approaches. It should be a synthesis and analysis of the relevant published work, linked at all times to your own purpose and rationale.

Conducting a literature review involves collecting, evaluating, and analyzing publications (such as books and journal articles) that relate to your research question. There are five main steps in the process of writing a literature review:

Search for relevant literature
Evaluate sources
Identify themes, debates, and gaps
Outline the structure
Write your literature review

A good literature review doesn’t just summarize sources – it analyzes, synthesizes, and critically evaluates to give a clear picture of the state of knowledge on the subject.

According to Causley (1992) of La Trobe University, the literature review should:

• compare and contrast different authors’ views on an issue • group authors who draw similar conclusions • criticize aspects of the methodology • note areas in which authors are in disagreement • highlight exemplary studies • highlight gaps in research • show how your study relates to previous studies • show how your study relates to the literature, in general, • conclude by summarizing what the literature says Chapter two basically presents, the work done by others. It is on the groundwork done by others that the current research is to be based, hence the review. It sums up the pros and cons of all past work but due credit should be given to the various Authors (see the guide on referencing on this website). The use of quotations should be less in use, more of paraphrasing (reading and making out meaning in your own words), making comments in the review is great as well, it just depends on the context. Click Here for More Info on How To Develop Your Research Project Chapter Two Effectively (Literature Review)

Chapter three: This is usually the research methodology.

Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the research method you wish to adopt, the instruments to be used, where you will collect your data and how you collected it.

This chapter explains the different methods to be used in the research project. Here you mention the procedures and strategies you will employ in the study such as research design, research area (area of the study), the population of the study, etc.

You also tell the reader why you chose a particular method, how you planned to analyze your data. Your methodology should be written in a simple language such that other researchers can follow the method and arrive at the same conclusion or findings.

You can choose a survey design when you want to survey a particular location or behavior by administering instruments such as structured questionnaires, interviews or experimental; if you intend manipulating some variables.

The purpose of chapter three (research methodology) is to give an experienced investigator enough information to replicate the study. Some supervisors do not understand this and require students to write what is, in effect, a textbook.

A research design is used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The chapter should begin with a paragraph reiterating the purpose of the study.

It is very important that before choosing a method, try and ask yourself the following questions:

Will I generate enough information that will help me to solve the research problem by adopting this method?

For instance, you are attempting to identify the influence of personality on a road accident, you may wish to look at different personality types, you may also look at accident records from the FRSC, you may also wish to look at the personality of drivers that are accident victims, once you adopt this method, you are already doing a survey, and that becomes your methodology.

Your methodology should aim to provide you with the information to allow you to come to some conclusions about the personalities that are susceptible to a road accident or those personality types that are likely to have a road accident. The following subjects may or may not be in the order required by a particular institution of higher education, but all of the subjects constitute a defensible methodology chapter.

Here the language used should be in the past tense. It is a sum-up of the research design, procedures, the area, and the population of the study. The data sampling and data sources are detailed as well. The method used, from all alternatives, should also be justified. The materials and equipment used are also included. Click Here for More on How To Write Chapter Three Of Your Research Project (Research Methodology)

Chapter four: This is usually for data presentation and analysis (results and discussion).

The purpose of this chapter four in your final year project is to summarize the collected data and the statistical treatment, and or mechanics of analysis. The first paragraph should briefly restate the problem, taken from Chapter one, and explain the object of each experiment, question, or objective, point out salient results, and present those results by the table, figure, or other forms of summarized data. Select tables and figures carefully. Some studies are easier to defend if all the raw data is in this chapter; some are better if the bulk of the raw data is in an appendix.

Chapter four of a Qualitative Research work carries different titles such as ‘Analysis of Data’, ‘Results of Study’, ‘Analysis and Results’ and so forth but the keywords are ‘analysis’ and ‘results’ which implies that you have ‘analyzed’ the raw data and presenting the ‘results’ or what you discovered in the fieldwork carried out, in this Chapter.

The results obtained in the research are presented here in chapter four. Visual aids like graphs, charts, and the likes should be used as well. The results should be discussed then compared with the results of past Authors. The effects and applications of the results should be detailed as well. Click Here for More on How To Write Chapter Four Of Your Final Year Project (Data Analysis And Presentation)

Chapter five: This chapter summaries the research findings, discusses the limitations, and reflect the recommendations of the study.

The easier way of getting your research project work done is to understand how to SAY what you are going to say, SAY IT, and SAY what you have already said

In writing chapter five of your final year research project. You are meant to say what you’ve already said. Here, you are reminding the reader where he or she is coming from.

It is always ideal to start your research project chapter five by reminding your readers of the purpose of the study (Say what you’ve said already), this will refresh their memory of what the research study is all about.

In my previous writing on How To Write Chapter Four Of Your Final Year Project (Data Analysis and Presentation), I took my time to thoroughly explain how to report your research project analysis. And at this very point of your research project documentation, it is assumed that you have already done with your study and now into reporting

First of all, you will have to tell your readers what you are able to understand your analysis of the variables used. Then relate that to what other researchers had found out from their research (as related to your own studies). Then you make your recommendations based on your own findings and finally your conclusions.

In writing chapter five (5) of your research project, it is recommended that you check with your institution on their preferred title for research project chapter five(5). Chapter five has been titled in different ways. Here in this writing, it is suggested that the chapter is titled as Summary, Conclusion, and Recommendations since institutions vary in their chapter five (5) of the final year research project.

Chapter five houses the conclusions and recommendations. From the results of the research, conclusions are made, then suggestions for improvement for other researchers with similar interests. Based on the whole happenings, recommendations are proffered. Click Here for More on How To Write Chapter Five Of Your Final Year Project ( Summary, Conclusion, and Recommendation).

References: This is a list of all the relevant journals, books, and all sources of information consulted in the research work, either online or print. Plagiarism should be avoided at all costs, all quoted and exact words of different sources should be properly referenced, in-text, and at the references' list/bibliography. MLA, APA, and Chicago style are the commonest referencing styles. (See a comprehensive guide on this blog). Click Here for More on All You Need To Know On References Before Writing A Final Year Project

Appendices: This is for all extra materials that were not added to the body of the work. This encapsulates extensive proofs, official data from the case study, a list of parameters, et al. P.S: After writing, the researcher should painstakingly proofread the whole content for grammatical and spelling errors. This could be very distracting while reading the material. The page numbers are easily distorted by changing font size and type, spacing et al. The final submission should be very clear, error-free(to a large degree), and as required by the standard.

Tags: final year project, research project, project work, research work, complete project, chapter 1, chapter 2, chapter 3, chapter 4, chapter 5,

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How To Write A Complete Final Year Project: Chapter One To Five

To complete your degree program in any tertiary university, home or abroad, you’ll have to write a final year project. A final year project is an independent research work typically of about 10,000 to 20,000 words in a word or PDF document. It will require that you carry out a scientific investigation using scientific methods to achieve specific objectives and answer predetermined research questions.

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You’ll work under the supervision of an academic staff, who will need to approve your project topic. After that, you’ll submit a research proposal to your supervisor, who will assess your proposal, approve it, and provide you with guidance to write a complete final year project. Note that when you complete your project, it will typically be assessed by an external supervisor from another tertiary institution, who will independently judge the value of your research work.

In your research proposal, you’ll need to state the intended subject of your study, briefly describe your work, give justification for your study, state the aims and objectives as well as assumptions that will be made, the methodologies that you’ll use, and provide references.

Specific standards will guide each stage of your final year project. From the build-up of your research to the research itself, your project presentation, and submission of your printed project, there are requirements you’ll need to follow. These requirements help to prepare final year students for the rigours of life after school.

Table of Contents

Here! Let’s now take an in-depth look at the different chapters (chapters one to five) of your research project.

Chapter One

Chapter one is the introduction of your project. Here, you need to give an overview of what the project is all about. It provides information on the problem that your research will address. By reading your introduction, anyone should get a clear understanding of your research project, although not in detail. The rest of your project will build on the information you provide in your introduction. Here is the format your introduction will typically follow:

Background of the study : This gives an assessment of the research topic, current information about the topic, and similar research that has already been done.
Statement of the problem : This clearly states the issue that the research will address or improve upon. It should show what others have done and what the research intends to do, and flow logically to the research objectives.
Research objectives : This is a summary of what the researcher hopes to achieve from the study. It clearly shows the aims and objectives of the research; both general and specific.
Research questions : This is the query that the research is centred on. The questions that the research will answer. It should be straightforward and flow logically from the research objectives.
Research Hypothesis : This is a statement of expectation or prediction that will be tested by the research. It predicts the possible outcome of the study.
Significance of the study : The significance of the study is a description of the importance of the study, the impact it will have on existing learning, and how it will be of benefit to others.
Scope of the study : This shows the parameters within which the research will be done. It includes where the research will be carried out, the reason for choosing that place, and the timeframe of the research.
Definition of terms : This provides a standardized definition of the keywords used in the study, and how they are used.

Chapter two

Chapter two is the literature review of your project. To write your literature review, you’ll need to survey academic resources that are available on your specific research topic. Your literature review should provide detailed information on the current knowledge, substantial findings, and contributions of previous research already done about your research topic. It should show to a reader that you have a clear, in-depth understanding of the major published works carried out in your research area.

Ensure that your literature review isn’t simply a description of the works published by other researchers but a thorough critical evaluation of the various arguments, theories and research strategies. The evaluation should be linked to your own research objectives and purpose. You’ll need to collect and evaluate research materials like books and journals that are apply to your research questions.

Simple steps to write a great literature review include:

Compare and contrast various researchers’ views on your research topic
Group researchers that have similar conclusions
Look critically at the various aspects of their research method
Note areas of disagreements between researchers
Emphasize exemplary studies
State gaps in research
Show how your research work relates to the literature
Conclude by summarizing what the literature says

Note that your literature review should give credit to previous researchers, i.e. proper referencing should be done. As much as possible, try to do more paraphrasing of other published works than direct quotations.

Chapter three

Chapter three is the research methodology. The research methodology is a crucial part of your research project as it explains in detail the way your research is structured and how you were able to achieve your research objectives. You’ll state the research method that you adopted, the instruments used, where and how you got the data for your research. This chapter basically provides details about your research design, study area, population area, sampling techniques, data collection methods, data analysis, ethical concerns, etc. Your research methodology should be simple enough for another researcher to follow and achieve the same results and conclusions. It should provide sufficient information that can be helpful to replicate your research.

This chapter should be introduced by restating the purpose of the research. The research design should show how all the major aspects of your project, including sampling, data collection, and analysis, work together to answer your research questions. Your survey instruments, like questionnaires, interviews, or experiments, need to be appropriate for your survey location. To choose the best research method for your study, you need to ask yourself a question: Will this research method generate sufficient information that is needed to solve the research problem?

In your research methodology, you’ll also need to state how you ensured the reliability and validity of your research findings, particularly when using primary sources of data. Reliability means the ability of the research instrument to produce the same results in multiple trials. Validity refers to the ability of the research instrument to effectively measure what it was designed for. Also, all ethical considerations in your research, such as anonymity of the respondents, should be clearly stated. Note that the language you use to write your research methodology should be in the past tense.

Chapter four

The chapter four of your final year project is typically the data presentation and analysis (results and discussion). After carrying out your research and writing your chapters one to three, it’s important that you analyze the data obtained from your research, show the results, and discuss your findings.

You should begin this chapter by restating the research problem as stated in chapter one. Then explain each research question and state the results obtained. Your results should be presented using tables, figures or other mediums of summarizing data. Carefully choose your tables and figures. Note that for some studies, you may state all your raw data in this chapter, while for other studies, it may be more appropriate to have the major part of your raw data in the appendix section.

In a Qualitative Research, the title of this chapter may be called: Results of Study or Analysis and Results. Regardless of the chapter title, the most important thing is that this chapter analyses the data obtained and displays the results. You should also use graphs and charts to display your results. You’ll need to discuss your results and compare them to those obtained by previous researchers. The applications of your results should also be explained.

Chapter five

This chapter usually has the title, ‘Summary, Conclusions and Recommendations’ but may vary depending on your institution. So, confirm with your supervisor. By this time in your project, you should have completed your study, and are now writing your final report. Ideally, start this chapter by once again stating the purpose of your study. Summarize the entire project from chapters one to four to remind your readers about what your study is all about.

Your conclusions should be drawn from the result findings, stating what the research was able to discover. Limitations to your research should also be stated. Limitations refer to the influences that impact on the research methodology and conclusions which are beyond the control of the researcher. Based on the result findings, conclusions and limitations, you’ll then give recommendations. These recommendations include ways to improve on the positive outcomes of your research or mitigation strategies against negative outcomes. Recommendations also include suggestions on how future researchers can improve on the results obtained and other similar topic areas that still need to be explored.

After writing the chapters one to five of your final year research project, your project report is still not complete without your reference and appendix sections.

Your reference provides a list of all the publications; books, journals, and all information sources you used to write your research, whether online or print. To ensure your project is plagiarism-free, make sure you reference all quoted words properly, both in-text and in your reference list/bibliography. There are several reference styles that are used in research work. The most popular ones include Chicago, MLA, and APA. However, you’ll need to confirm from your supervisor which reference style is accepted in your institution.

Your appendices include all extra information and materials that you didn’t include in the body of your project report. These could include official data from case studies, a copy of your questionnaire, a list of parameters, etc. Typically, this section helps to give a more in-depth understanding of your research, and it’s the last section in your final year project.

Now that you’ve successfully written the various chapters of your project, as well as the references and appendices, you can now write your abstract.

Your abstract is a brief summary of your research work. It provides information about the research problem, objectives, methodology used, findings, and recommendations. Your abstract should be just one paragraph, and typically not more than 100 words. Ensure that you stick to the word limit.

After your supervisor has gone through your project report and you have made all necessary corrections, you can include your title page, declaration, dedication, acknowledgment, table of content, list of contents, list of tables, and list of figures. You’re now ready to bind your final year project.

In conclusion, note that one important thing you must do is to carefully and thoroughly edit your entire project before binding it. Use grammar checker tools if possible to check for all grammatical and spelling mistakes. Ensure that the pages are properly numbered. Overall, make sure that the final submission of your research project is free from error and meets the required standards of your institution.

After reading this article, you’re now fully informed to write an excellent and complete final year project. Remember to share this article with other final year students.

All the best!!

About Author

Ofure Odibeli

Ofure Odibeli is a freelance writer and editor who has worked across a range of digital and traditional media platforms. As a versatile writer, her projects have cut across several niches, including public health, education, history, health and wellness, real estate, international relations, and lifestyle. Her specialties are writing and editing, content marketing, and creative services. She currently works as a freelance writer on Upwork, an Editorial Consultant for the African Women’s Collaborative for Healthy Food Systems, and a writer for MotivationAfrica. Ofure is available for editing and writing projects, as well as private consultation. Contact Ofure at [email protected]

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15 thoughts on “How To Write A Complete Final Year Project: Chapter One To Five”

Thank you for this. A complete guide!

Sure wish to meet with you in the long ground

Nice guide thanks

I thank you for your help and support towards our Education field of study I may like to be part of you people

Well, I wish to recommend the source via which I did a perfect project work and analysis including my proposal.

will appreciate if you can share that.

Thank you, this was very helpful.

I NEED AN ADVICE ON HOW TO CREATE A TOPIC

Thanks so much Sir, i have found this guidelines very relevant to my study

You did a great job here,k it is a big relieve. Thank you so much. God bless.

i found this so helpful after going through it. thanks.

Thanks very much it really help

Thank you for this guide.

Thank you for this guide. You have save me countless hours of searching for guidelines online

The Research Process

What is the Research Process?

There are many ways to describe the process of researching a topic for a paper or a project.

This description of the research process consists of ten actions across five stages. This process is cyclical and creative, not linear. Continue to adjust your terms, tools, and questions throughout the process and move back and forth across stages and actions as you explore your topic and find out new information.

Understand your assignment and timeline, and think about and write down the questions you'll be asking while you do your research. You may be asked to turn in a topic proposal for class, and this stage helps you complete your proposal.

Brainstorm the concepts, topics, and phrases you'll use to search for source material, and think about and choose the databases, websites, or other places you'll search.

Explore and search in the databases or other places you've chosen while developing your plan. Look through other databases or sites as new questions arise. Collect more sources than are required for your paper or project. Evaluate and select your sources. Take your time in this stage, and search again for different sources, if needed.

Read your selected sources carefully, taking notes while you do so. Read critically. Answer your existing questions and come up with new questions. Search again, if needed, so you can fill any gaps in knowledge and satisfy your curiosity about your topic.

Create your product, whether it's a research paper, a poster, a presentation, or something else. Draft your citations, and check your product against your assignment requirements. Edit your draft, proofread, incorporate feedback and turn it in.

Next: Prepare >>
Last Updated: Sep 16, 2024 10:38 AM
URL: https://libguides.unomaha.edu/researchprocess

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Table of Contents
Chapter 1: Introduction
Chapter 2: Creating Trustworthy Guidelines
Chapter 3: Overview of the Guideline Development Process
Chapter 4: Formulating PICO Questions
Chapter 5: Choosing and Ranking Outcomes
Chapter 6: Systematic Review Overview
Chapter 7: GRADE Criteria Determining Certainty of Evidence
Chapter 8: Domains Decreasing Certainty in the Evidence
Chapter 9: Domains Increasing One's Certainty in the Evidence
Chapter 10: Overall Certainty of Evidence
Chapter 11: Communicating findings from the GRADE certainty assessment
Chapter 12: Integrating Randomized and Non-randomized Studies in Evidence Synthesis

Chapter 4: Formulating PICO Questions

This ACIP GRADE handbook provides guidance to the ACIP workgroups on how to use the GRADE approach for assessing the certainty of evidence.

Guidelines help answer questions about clinical, communication, organizational or policy interventions, in the hope of improving health care or health policy. 1 It is therefore helpful to structure a guideline in terms of answerable questions with relevant outcomes. Research questions that are too broad may necessitate extra resources to conduct the review, leading to heterogenous results that may be difficult to interpret. However, a broad question may produce a holistic summary based on a larger body of evidence and more generalizable findings. In contrast, narrow questions may require less resources but could lead to a smaller body of evidence with less generalizable findings. Depending on the scope of the review, authors should decide if it is more beneficial to lump things together resulting in a broader PICO question or if it is more useful to split comparisons and create narrow PICO questions. 2 To define the scope of the review, research priorities should be identified, and stakeholders should be engaged. The scope of the review may focus on a setting in which a vaccine is introduced where there was no vaccine previously or in a setting where a new vaccine is being compared to an existing vaccine. The scope may also be focused on new or updated recommendations for existing vaccines based on a changing epidemiology and/or the populations affected. For more information about developing a PICO question for a systematic review, refer to https://training.cochrane.org/handbook/current/chapter-02 . 2

The GRADE approach can be used to answer various questions that lead to actionable recommendations. 3 Research questions can be categorized as either background or foreground questions. 1 Background questions provide context and frame the need for the guideline, while foreground questions directly inform recommendations. Therefore, background questions can provide information on the prevalence or burden of a problem that help formulate foreground questions. Foreground questions provide insight on harms and benefits of the intervention of interest while also considering factors like acceptability and feasibility. Good questions target topics with controversy or doubt surrounding the answer, help pave the way for future research and positively impact patient care, costs and quality of life.

Research questions act as the starting point for formulating recommendations; they help inform inclusion and exclusion criteria for included studies, shape search strategies, inform the type of data to be extracted and guide the wording for recommendations. 3 Research questions may also inform the type of data synthesis used in a review. In order to create strong research questions that shape an evidence review, questions should be developed and presented using the PICO (population/intervention/comparator/outcome) framework. 1 The population component of the question describes the target population for the intervention. The intervention includes the treatment, test, policy or exposure being evaluated in the review. The comparator specifies the alternatives to the intervention being recommended in the guideline. Typically, a placebo is not used as a comparison in a recommendation (even though it may serve as a comparison in the systematic review of the literature), as "placebo" would not be a sensible option to recommend. Instead, the comparisons could look at existing alternatives, standard practice and no intervention (e.g., no vaccine in the situation when no vaccine has been previously available). Outcomes consider the potential benefits and harms of the intervention and should be patient centered. Table 1 provides two examples of well-formulated PICO questions.

Table 1. Examples of PICO Questions

Policy question	Example 1: Should pre-exposure vaccination with the rVSVΔG-ZEBOV-GP vaccine be recommended for adults 18 years of age or older in the U.S. population who are at potential occupational risk of exposure to Ebola virus (species Zaire ebolavirus) for prevention of Ebola virus infection (ACIP Grading for Ebola Vaccine \| CDC, 2021)?	Example 2: Should persons vaccinated with a MenB primary series who remain at increased risk for serogroup B meningococcal disease receive a MenB booster dose
Population	Adults aged 18 years or older in the United States who are at potential risk of exposure to EBOV because they are:	Persons aged ≥10 years who have previously completed a MenB-FHbp or MenB-4C primary series who remain at increased risk for serogroup B meningococcal disease because of:
Intervention	Pre-exposure intramuscular immunization with a single licensed dose of the rVSVΔG-ZEBOV-GP vaccine	MenB-FHbp or MenB-4C booster dose
Comparison	No vaccine	No MenB-FHbp or MenB-4C booster dose
Outcomes

When developing PICO questions for guidelines, the setting in which the recommendations will be applied is often taken into consideration in addition to elements specified in the PICO approach. Moreover, the identification of subgroups within the population part of the PICO question allows for guideline panels to create recommendations targeting specific subpopulations. In the case of multiple comparators within a PICO question, guideline authors may need to clarify if the intervention is recommended over all the comparators equally or if there is a hierarchy. Additionally, PICO questions for guidelines may have a more comprehensive list of outcomes compared to a systematic review since they need to consider harms and how the implementation of an intervention may impact different populations. When listing outcomes for a PICO question informing a guideline document, the importance of the outcomes should be rated before the evidence review begins.

World Health O. WHO handbook for guideline development. World Health Organization; 2014:167.
Thomas J, Kneale D, McKenzie J, Brennan S, Bhaumik S. Chapter 2: Determining the scope of the review and the questions it will address. In: Higgins J, Thomas J, Chandler J, et al, eds. Cochrane Handbook for Systematic Reviews of Interventions version 63 (updated February 2022). Cochrane; 2022. www.training.cochrane.org/handbook .
Guyatt GH, Oxman AD, Kunz R, et al. GRADE guidelines: 2. Framing the question and deciding on important outcomes. J Clin Epidemiol. 2011/04// 2011;64(4):395-400. doi:10.1016/j.jclinepi.2010.09.012

ACIP GRADE Handbook

This handbook provides guidance to the ACIP workgroups on how to use the GRADE approach for assessing the certainty of evidence.

TR News July-August 2018: Transportation Project Delivery: Alternative Contracting Methods Research (2018)

Chapter: profiles: lily elefteriadou.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

As director of the University of Florida (UF) Transporta-tion Institute, Lily Elefteriadou leads a multidisciplinary team of researchers. In a current project funded by the National Science Foundation and the Florida Department of Transportation, Elefteriadouâs team is developing methods and tools for joint optimization of signal control and vehicle move- ment, to improve mobility by exploiting the capabilities of con- nected and autonomous vehicles. âWe have developed several versions of optimization algo- rithms and data fusion algorithms, which we have tested in a closed-course environment with UFâs autonomous vehicle using dedicated short-range communications,â Elefteriadou comments. Through simulations and field testing, the team is refining the algorithms, with the goal of implementing the methods and tools at a signalized intersection on the UF cam- pus in Gainesville. Elefteriadou also is leading a collaboration with Florida DOT and the City of Gainesville to develop I-STREET, a real- world testbed located on UFâs campus and on the surrounding highway network. âI-STREET will deploy and evaluate many advanced technologies, including connected and autonomous vehicles, smart devices, and sensors,â she notes. âIt will also develop and apply novel applications to enhance mobility and safety. These technologies and their application will work within the existing highway network and will accommodate the presence of conventional vehicles.â I-STREETâs first project will be the deployment of an auton- omous bus, which will operate in the downtown Gainesville area starting in late summer. âThis will be the first deployment in the country to operate multiple vehicles in mixed traffic and offer transportation to the public,â adds Elefteriadou. Elefteriadou received a graduate diploma in surveying and environmental engineering from Aristotle University of Thessa- loniki, Greece, and a masterâs degree in civil engineering from Auburn University in Alabama. At the Polytechnic University of New York University, she wrote her doctoral dissertation on modeling breakdowns at freewayâmerge junctions. In 1994, Elefteriadou joined the faculty at Pennsylvania State Universi- tyâs Department of Civil and Environmental Engineering and by 2002 had become associate director of the Pennsylvania Transportation Institute (PTI). After serving nearly a year as interim director of PTI, Elef- teriadou moved to Florida to lead the Transportation Institute at UF, then called the Transportation Research Center. She also has served as professor of civil and coastal engineering. âResearch is essential to understanding the world and help- ing to improve lives,â Elefteriadou comments. She first joined the Transportation Research Boardâs (TRBâs) Standing Com- mittee on Truck Size and Weight in 1996. She was a longtime member of the Standing Committee on Traffic Flow Theory and Characteristics and now is a member of the Operations and Preservation Group. In 2003, Elefteriadou joined the Standing Committee on Highway Capac- ity and Quality of Service. The committee provides guidance on the research and enhancement of the Highway Capacity Manual, a fundamental reference that details the procedures and guidelines for the measurement, analysis, and interpre- tation of data quantifying highway capac- ity and quality of service. She served as chair of the committee from 2010 to 2016. âThis is a great time to be involved in transportation research, as many new and evolving technologies have the potential to revolution- ize the way we live and travel,â Elefteriadou affirms, empha- sizing the importance of collaboration across disciplines and organizations. âIn order for these advancements to material- ize, multidisciplinary and multiagency collaboration is more important than ever: transportation engineers, computer sci- entists, mechanical engineers, industry representatives, public servants, and academics all need to work together. I am finding through my work with automated vehicles and the I-STREET testbed that we all have a lot to learn from each other.â In 2001, Elefteriadou received a Fulbright grant to study at the Technical University Delft in the Netherlands. She also is the recipient of the 2015 James Laurie Prize from the American Society of Civil Engineering and the 2015 Ethel S. Birchland Lifetime Achievement Award from the American Road and Transportation Builders Association. At TRB, she received a 2000 Fred Burggraf Award for excellence in transportation research by young researchers, for her paper âDevelopment of a New Procedure for Evaluating the Horizontal Alignment Design Consistency of Two-Lane Rural Highways.â TR N EW S 31 6 JU LY âA UG US T 20 18 46 âIn order for research advancements to materialize, multidisciplinary and multiagency collaboration is more important than ever.â Lily Elefteriadou University of Florida Transportation Institute P R O F I L E S . . . . . . . . . . . . . . . . . . .

TR News 316: July–August 2018 examines 20 years of research and TRB activities on alternative contracting methods (ACM) and success stories from implementing research innovations. Explored are pioneering tools and contracting techniques used by state departments of transportation such as Georgia and Colorado, along with tested project delivery methods, selection tools for transit, international alliancing, using ACM for risk sharing and transfer, benefits of early contractor involvement, and risk-based quality management for design–build projects. Success stories also are presented for a variety of different contracting methods, offering insights and guides for future construction projects.

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In the 1980s multimedia became one of the most prominent research areas in systems and communication. Early work around these topics were carried out at the European Networking Center (ENC) in Heidelberg. The so called HeiProjects formed a project suite where the most relevant research topics in this space were addressed. It was, for instance, investigated what the specific requirements of multimedia are and how they can be supported through networks and operating systems (OS). The concept of streaming to provide a good user experience was also introduced. This was initially associated with Quality of Service (QoS). MHEG (Multimedia and Hypermedia information coding Expert Group) was another relevant topic to support multimedia throughout the networked system context and Quality of Experience (QoE) became a topic of interest. Ralf Steinmetz and the team were also some of the first to address synchronisation in all the various forms within a multimedia system. In this chapter, some of this early research is recalled and the lessons learned are discussed.

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Griwodz, C., Mauthe, A., Wolf, L.C. (2024). Selected Topics of Multimedia Systems Research: The Beginnings. In: Schulte, S., Koldehofe, B. (eds) From Multimedia Communications to the Future Internet. Lecture Notes in Computer Science, vol 15200. Springer, Cham. https://doi.org/10.1007/978-3-031-71874-8_1

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Tribes sue BOEM for lack of research in wind energy project on the Oregon Coast

by Lexi Ryan & KCBY.com Staff

COOS COUNTY, Ore. — A lawsuit filed by the Confederated Tribes of the Coos, Lower Umpqua and Siuslaw Indians alleges that the Bureau of Ocean Energy Management (“BOEM”) conducted insufficient analysis of offshore wind energy impacts.

The development of offshore wind energy areas are set to take place in two regions off the Oregon Coast, near Coos Bay and Brookings.

BOEM recently authorized the sale of leases for approximately 195,012 acres for wind energy development, and the plaintiff argues the areas are within the Tribe’s ancestral territory, which contain critical fish and marine wildlife habitats.

According to the Tribes, BOEM turned a blind eye to not only environmental impacts but also operational effects.

“You need to look at the totality of the project and its impacts. You can’t segment out leasing from construction operation. You need to look at all impacts before you make a decision to figure out what are the impacts going to be to fish and whales and marine habitats and cultural resources and to the coastal communities and tribes that depend on all of those,” attorney Rick Eichstaedt said.

The sale is scheduled for Oct. 15th, and according to Eichstaedt. the Biden Administration is pushing BOEM to move quickly.

“That ties their hands from taking the time to finish those kinds of studies and to figure out the impacts or ways to mitigate those impacts, and frankly the tribe doesn’t believe that the risk to the environment into the resources into the environment should be put at risk to what’s frankly an arbitrary deadline,” Eichstaedt said.

Impacted communities, including local elected officials, have reached out to BOEM asking for a delay, but BOEM, which would not comment on pending litigation, has not demonstrated a willingness to push the deadline back.

Coos County Commissioner Bob Main said that he is against the wind energy project.

“Our whole board is against the wind farms. People should know that in Virgina and Rhode Island, it’s already been passed in their legislatures and it’s been talked about at least twice in Oregon legislature as feed-in tariff," he said. "Imagine what your power bill might be."

Main said he expects rates to increase.

The tribal lawsuit was made with the intent to stop the October lease sale and force BOEM to do a comprehensive Environmental Impact Statement to see the impact wind energy will have on coastal resources.

According to Sen. Jeff Merkley (D-Ore.), it’s important to have a process that engages all the stakeholders.

“The state has set up such a process because BOEM didn’t, and the right thing now is for BOEM to step down and let the state have the same process, bringing in the stakeholders, hearing everyone out and seeing if there’s a win-win answer to this and recognizing that there’s no rush to lease right now,” Merkley said.

Eichstaedt said the lawsuit specifically claims BOEM violated the federal National Environmental Policy Act (“NEPA”), including that it narrowly drafted an environmental assessment that failed to consider: (1) the impacts of future wind energy

development; (2) the cumulative impacts of this project, along with other West Coast wind energy development; and (3) alternatives to its proposal, including examining alternatives that exclude important habitat areas from leasing and wind energy development.

The lawsuit also alleges that BOEM issued its decision before complying with its legal obligations to protect cultural resources, as required by the National Historic Preservation Act.

Eichstaedt said the tribes are not against the project and would rather work collaboratively with BOEM and would be willing to withdraw its lawsuit if the October lease sale is delayed and BOEM furthers its research efforts.

Stopping time: Jean Quirion indulges in the pleasure of creating with others

Frankiki, the pink character from the Zaventures des Petits-Zamours picture books, sitting outside at a table eating a slice of pie, with a beverage in front of him. Butterflies flutter above his head.

During his treatments at the cancer centre, Jean decided to write. Facing the uncertainty of his life — a year or two — counting down, he embarked on a project: to be a grandpa to his future grandkids, the petits-zamours he’ll never know, and to introduce them to the simple, essential pleasures of life — love, family and friendships — through children’s stories. Bequeathing a legacy of pleasure and imagination is so Jean Quirion. Exclaiming “This would make lovely picture books!” spouse Lyne Marcil struck a happy chord with the love of her life — someone who brings people together — greatly expanding on the original idea..

With the six picture books having just been completed, Jean Quirion recounted the fantastic journey he took to mourn the loss of his inner grandpa, surrounded by his family, the loves of his life and his friends. Never one to shun pleasure, Jean also took the opportunity to close, in his own way, the chapter on his career as a researcher, linguist and professor at the University of Ottawa.

The end of writing Les Petits-Zamours, the beginning of an adventure

What was the writing process like for Les Zaventures des Petits-Zamours? “I did it in one go,” Jean says. He knew he’d told all the stories he had inside him when he wrote the last story, the one in which Grandpa is no more. That ending became the beginning of the adventure, with the picture-book idea bringing Team Quirion-Marcil together. Lyne officially became the second-in-command, to take over the helm of the adventure, come what may. Sylvain Lemay, a former colleague and friend of Jean’s, lent his expertise as a comics specialist. Rosaura Guzman Clunes, Sylvain’s spouse, handled the graphic design. Richard, his long-time friend, supported the project financially, donating his employer’s generous retirement gift.

At the start of each picture book, the caption “Under the artistic direction of Lyne and Sylvain” is testimony to their invaluable role in the creative process. Jean provided the rich raw material, while Sylvain suggested where to trim, and Lyne kept everything on track. They were joined by Thom, for the illustrations, and three of Jean’s former PhD students for the audio versions—Baris Bilgen, Julián Zapata and Elizabeth Saint (and her son Elliot). Pictures, colours, drawings, sounds and sound effects brought new ways of entering the world of the petits-zamours. Ever the linguist, Jean says he discovered different storytelling techniques. His rectangular pages of words come to life in story tables.

Les Petits-Zamours is inspired by Jean and Lyne’s life with their own children, Vincent, Flavie and François, who are now grands-zamours. The family traditions created for the simple pleasure of being together have been kept alive through the books. Then there are the slides, stuffed toys, ice cream treats, bike rides and the cargo bike, Jean’s dream invention for taking his grandchildren on outings.

An epic adventure for a grand exit. To my suggestion that the adventure also take in the uOttawa campus, Jean replies, “Sounds good!”

Bequeathing his thirst for learning together: Hi campus!

It’s no secret that Jean Quirion is a teacher, researcher and colleague whom everyone adores. To the question, “What would you say to the students you’ll never know?” he pauses briefly, then holds forth again. “Truth be told, this article is also allowing me to mourn the loss of everything to do with university, which has been a huge part of my life.”

“Truth be told, this article is also allowing me to mourn the loss of everything to do with university, which has been a huge part of my life.”

Jean Quirion, professor, uOttawa’s School of Translation

— Jean was named Faculty of Arts Professor of the Year in September 2024.

To him, academic research and life are similar to the process of creating his picture books: they offer the freedom to invent, innovate and collaborate. Jean, the epicurean linguist, insists that this freedom must be based on the pure pleasure of being together.

For the students he’ll never know, the man who was named Faculty of Arts Professor of the Year in September reminds us that classes are collaborative environments in which the professor serves as a guide. Each class is an invitation to discovery. Professor Quirion has always put this non-hierarchical vision of teaching into practice. In his renowned “Terminology Biciclass,” Jean took students on a bike tour exploring the reality of the translator in real-world working environments and the vitality of the language in the locales the group cycled to, as well as their stories. Quirion the guide observed the progress of his students over their 500-kilometre trek. Two weeks pedalling to the topic of language and translation—what freedom!

To the students he’ll never know, Jean says that research is really the free-flowing meeting of ideas over a coffee... or a beer. Collaboration multiplies innovation potential, and these ideas become serious research and publications. He would like to pass on this infectious thirst for learning that’s always driven him.

Time, which we come back to, is flying by, and our meet-up is drawing to a close. I suggest to Jean that we carry on a little longer with another project: “When’s the Petits-Zamours movie coming out, Jean?” He laughs and merely replies, “Why not? Did you know that a friend of mine whose son lives in Barcelona has taken on a new adventure in children's literature? Maybe the Petits-Zamours will be translated into Spanish!” Pequeños amores...

And the discussion continues with this translation professor, children’s author and master of the art of bringing people together.

The Petits-Zamours also has a social component. For each picture book sold, 100% of the net profits will be donated to the Fondation Santé Gatineau .

Faculty of Arts Awards of Excellence 2024

A global conundrum:

How immigration is writing the next chapter for global economies, the story of immigration and its impact on the labor force isn't about one country or one policy; it's about a global shift in demographics, economies, and societies. countries across the globe are grappling with the challenges of maintaining a vibrant and productive workforce amidst aging populations and declining birth rates. allianz research’s newly published report offers a glimpse into how immigration could be the linchpin in sustaining not just economies, but the very fabric of societies worldwide., related links, the global stage: a workforce in transition, germany at the crossroads.

In the heart of Europe, Germany epitomizes the challenge at hand. Without immigration, its workforce, aged between 20 and 66, would plummet to 39.4 million by 2050. The ramifications? A potential increase in retirement age to 68, a push toward full-time employment of part-time employees, and an urgent need to boost labor force participation rates across the board. Yet, it's clear that immigration alone cannot rectify these issues. A holistic approach—enhancing participation among women, older workers, and immigrants—is vital for a balanced labor market.

Germany's reliance on immigration is not a new narrative; it has been the backbone of population growth since 1972. The influx of refugees and asylum seekers in recent years has not resolved the labor shortage. The labor force participation rates of these groups often lag behind, spotlighting the necessity and need for successful integration strategies.

Policy pathways and recommendations

A comprehensive integration of immigrants into the labor market emerges as a critical lever for economic sustainability. Allianz researchers suggests extensive policy reforms—ranging from education and language training to legal adjustments aimed at easing immigration. Germany's Skilled Immigration Act is a step in the right direction, offering a blueprint for other nations facing similar challenges.

The disparity that may exist in education and language proficiency among immigrant populations underscores a significant barrier to labor market integration. Addressing these educational gaps, coupled with fostering German language skills, is paramount for not just economic participation but social integration as well.

Looking ahead: Challenges and opportunities

The future of the global workforce hinges on our collective ability to navigate the complexities of immigration, demographic changes, and labor market needs. The Allianz Research report offers not just an analysis, but a call to action—for Germany, for economies around the world, and for the global community.

As nations strive to balance economic needs with social cohesion, the role of immigration in shaping the future labor force cannot be overstated. This narrative, while rooted in data and policy recommendations, is ultimately about envisioning a future where diversity, integration, and economic sustainability go hand in hand.

For an in-depth look at the data and policy recommendations, download the entire report here .

About Allianz

Cautionary note regarding forward-looking statements, related stories.

Sep 03, 2024

Allianz Global Investors research on current status of energy transition

Significantly increasing investment in clean energy is essential because the energy transition is one of six important elements necessary to support climate transition. But the energy transition is more complex than simply replacing fossil fuels with renewables. While shifts in markets, climate models and geopolitical landscapes present challenges, there are distinct areas of potential investment.

Aug 05, 2024

Allianz pledges long-term commitment to rugby through a multi-year partnership with the Rugby Football Union

One of the world’s leading insurers, Allianz, and the Rugby Football Union (RFU) today announce the next step in their partnership, as Allianz extends its support for rugby by making a significant, long-term investment in the game.

Jul 31, 2024

Aviation risk, claims and insurance outlook

Allianz Commercial experts identify risks and claims in the aviation sector in their latest insurance outlook. This report, highlights some of the most important trends and challenges we see impacting the industry, from the rising number of runway incursions on the ground to growing GPS interference in our skies.

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Q: What do I include in chapter one of my research project?
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1.6 Scope and Limitation of the Study. 1.7 Basic Assumptions. 1.8 Operational Definition of Terms. As can be seen above, the project outline constitutes a huge part of the project proposal and the student researcher just needs to perfect the approved research proposal with the view of using it as the Chapter One.
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The outline of a well written Chapter One is supposed to include all or some of the following: CHAPTER ONE INTRODUCTION 1.1 Background to the Study 1.2 Statement of the Problem 1.3 Objectives or Purpose of the Study 1.4 Research Questions and /or Hypotheses.
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A quick guide to Chapt er One. Conten ts of Chapter One. INTRODUCTION. 1.1 Background of the Study. 1.2 Stat ement of the Pr oblem. 1.3 Objectives of the s tudy. 1.4 Relev ant Resear ch questions ...
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Abstract or executive summary. The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report - in other words, it should be able to ...
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It shows that on the pre-test majority of the. respondents had a low range score in Endurance Dimension of AQ® (49 or. 27.07%) and the rest got a below average score (61 or 33.70%), 47 or 25.97%. got an average score, 19 or 10.48% got an above average score and 5 or 2.76%. got a high score.
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Research proposal examples. Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We've included a few for you below. Example research proposal #1: "A Conceptual Framework for Scheduling Constraint Management".
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As a standard rule your objectives should be related to the research problem stated in 1.2 above. It is possible to make a general statement of what you hope to accomplish (General Objective). However it is advisable to break them down into logically smaller parts (Specific Objectives).
How to write Chapter one of a final year project- 8 Steps you need to
However, most of the chapter one follows the following format; Background to the study. At this stage, it is expected that the research extensively discusses the keywords in their research topic, showing its relationship with existing works of literature and the gaps in knowledge. It states what will be done in the work/research study.
A Beginner's Guide to Starting the Research Process
Step 4: Create a research design. The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you'll use to collect and analyze it, and the location and timescale of your research. There are often many possible paths you can take to answering ...
WRITING CHAPTER 1 OF YOUR RESEARCH PROJECT
As was said above, a significant portion of the project work is the project outline, therefore all that is left for the student researcher to do is polish the authorized research plan to use it as Chapter One, with the addition of the Operational Definition of Terms, all the other sections that had been created for the project proposal would ...
How To Write A Complete Final Year Project From Chapter One, Chapter
Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the research method you wish to adopt, the instruments to be used, where you will collect your data and how you collected it.
How To Write Chapter 1 Of A PhD Thesis Proposal (A Practical Guide)
This article focuses on how to write chapter 1 of a PhD thesis proposal. Chapter 1 of a thesis proposal has about 10 sections discussed below: Introduction to the chapter. Background to the study. Statement of the problem. Justification of the study. Significance of the study.
Write my chapter one
We have outlined the sub-heading that make up the Research Project Chapter one here: HOW TO WRITE CHAPTER ONE OF A FINAL YEAR PROJECT The content of the chapter of either undergraduate, masters or Ph.D. thesis is presented in a logical sequence which allows for the meaning derived from the previous segment of chapter one to be sustained and reinvented in the subsequent segment while paying ...
How To Write A Complete Final Year Project: Chapter One To Five
Spread the love. To complete your degree program in any tertiary university, home or abroad, you'll have to write a final year project. A final year project is an independent research work typically of about 10,000 to 20,000 words in a word or PDF document. It will require that you carry out a scientific investigation using scientific methods ...
Introduction
There are many ways to describe the process of researching a topic for a paper or a project. This description of the research process consists of ten actions across five stages. This process is cyclical and creative, not linear. Continue to adjust your terms, tools, and questions throughout the process and move back and forth across stages and ...
Chapter 4: Formulating PICO Questions
Summary. Guidelines help answer questions about clinical, communication, organizational or policy interventions, in the hope of improving health care or health policy. 1 It is therefore helpful to structure a guideline in terms of answerable questions with relevant outcomes. Research questions that are too broad may necessitate extra resources to conduct the review, leading to heterogenous ...
Read "TR News July-August 2018: Transportation Project Delivery
Internet address: www. TRB.org. Editorial Correspondence: By mail to the Publications Office, Transportation Research Board, 500 Fifth Street, NW, Washington, DC 20001, by telephone 202Â334Â2986, by fax 202Â334Â3495, or by eÂmail [email protected]. Subscriptions: North America: 1 year $75; single issue $19.
Read "TR News July-August 2018: Transportation Project Delivery
Show this book's table of contents, where you can jump to any chapter by name. « Back Next » ×...or use these buttons to go back to the previous chapter or skip to the next one. « Back Next » ×. Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.
Selected Topics of Multimedia Systems Research: The Beginnings
The late 1980s and early 1990s were a time of a multitude of developments and innovations in communication systems research. Motivated by the perceived "inevitable convergence" of four major technology areas (i.e. telecommunication, publishing, television and computing) [] multimedia did become one of the most prominent research topics for ICT-based research groups around the world.
Tribes sue BOEM for lack of research in wind energy project on the
A lawsuit filed by the Confederated Tribes of the Coos, Lower Umpqua and Siuslaw Indians alleges that the Bureau of Ocean Energy Management (“BOEM”) conducted i
Stopping time: Jean Quirion indulges in the pleasure of creating with
During his treatments at the cancer centre, Jean decided to write. Facing the uncertainty of his life — a year or two — counting down, he embarked on a project: to be a grandpa to his future grandkids, the petits-zamours he'll never know, and to introduce them to the simple, essential pleasures of life — love, family and friendships — through children's stories. Bequeathing a ...
How immigration is writing the next chapter for global economies
The story of immigration and its impact on the labor force isn't about one country or one policy; it's about a global shift in demographics, economies, and societies. Countries across the globe are grappling with the challenges of maintaining a vibrant and productive workforce amidst aging populations and declining birth rates. Allianz Research's newly published report offers a glimpse into ...
2024 State of the Science Report
Chapter 3 encompasses the progress made on understanding the major stressor-receptor interactions that help delineate potential risks from MRE development. Each interaction has been the focus of multiple research and monitoring studies since the 2020 State of the Science report. COLLISION RISK FOR MARINE ANIMALS AROUND TURBINES Uncertainty around collision risk of marine animals with turbine ...

HOW TO WRITE CHAPTER ONE OF RESEARCH PROJECTS

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How To Write A Research Proposal – Step-by-Step [Template]

How To Write a Research Proposal

1. Title and Abstract

2. Introduction:

3. Research Objectives

5. Methodology:

6. Timeline:

7. Resources:

8. Ethical Considerations:

9. Expected Outcomes and Significance:

10. References:

11. Appendices:

Research Proposal Format

Research Proposal Template

Research Proposal Sample

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Muhammad Hassan

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How To Write A Complete Final Year Project: Chapter One To Five

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The Research Process

Chapter 4: Formulating PICO Questions

Table 1. Examples of PICO Questions

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