Writing Research Proposals Research Articles

Research Capability of Doctoral Students in Utilizing Multivariate Statistics, Writing Research Proposal and Publishable Paper

Research Capability of Doctoral Students in Utilizing Multivariate Statistics, Writing Research Proposal and Publishable Paper

Coaching clinic research proposal writing: A practical guide to your research success

Writing a research proposal is a crucial first step in determining the success of your research project. However, authors often face challenges in formulating proposals that are clear, relevant, and persuasive. The purpose of this service is to help researchers, especially young researchers in making research proposals. The method of implementing this service uses a Coaching Clinic, discussion, and mentoring which is carried out in a hybrid manner with pre-test and post-test. Participants in this Coaching Clinic were young lecturers from Politeknik Medica Farma Husada Mataram and several other universities who participated online. There were 20 participants and it was held online through a Zoom meeting on December 16, 2023. The main target of this activity is young lecturers who have minimal experience writing research proposals. The results of this service show an increase in lecturers' abilities or skills and understanding in writing research proposals by 84.50%. Coaching clinics can improve the ability of lecturers to write research proposals.

Is ChatGPT Building or Destroying Education? Perception of University Students in Tanzania

Since its launch, ChatGPT has gained popularity and is widely used by university students. The tool has both positive and negative effects on students’ education. In other words, it contributes to either the building or destruction of education. This study was conducted to ascertain university students’ perceptions of whether ChatGPT is building or destroying their education. A cross-sectional research design was employed, in which data were collected from 200 randomly selected students from two Tanzanian Universities. The collected data was analysed using SPSS, in which frequencies, means, and standard deviation (SD) facilitated descriptions of various aspects of the study. Results showed that the majority of university students in the study area (around 81.5%) were using ChatGPT for a variety of reasons, including helping them prepare for exams, undertaking assignments, and writing research proposals and reports. Although there are negative impacts, such as reducing academic integrity and diminishing critical thinking, it was established that if ChatGPT is used cleverly, it stands to build rather than destroy education. Thus, this study recommends that universities should consider formulating and operationalizing respective policies and guidelines, as detailed further in the document. The study, therefore, delivers more clarity on the nexus between the use of ChatGPT and University education endeavours. Keywords: ChatGPT, AI, Education, University Students, Tanzania

Research practice, satisfaction, motivation, and challenges among university academics in Kurdistan Region of Iraq.

Researchers in universities and academic institutions must be in a leading position in generating research evidence to inform and direct national policies and strategies, improve service delivery, and achieve the main objectives. This study aimed to determine the factors that promote or hinder research productivity and quality among university academics in Kurdistan Region of Iraq. A cross-sectional study was conducted on 949 university academics from all public universities in the Kurdistan Region of Iraq. The authors developed a questionnaire that included sociodemographic data, challenges, satisfaction, and motivation for conducting research. Data were collected using a Google form. Frequencies, percentages, and the Chi-square test were used to analyze the data. Most university academics (94.6%) believed that research was part of their job, but only 51.6% were satisfied with their role as academic researchers. The lack of financial motivation was the main reason for dissatisfaction, while the main incentive to conduct research was the passion for science. Around 21% of the university academics had not published any research, while 53.1% published 1-5 articles. Half of the participants (49.7%) lacked training in writing research proposals, and the majority (86.1%) have not applied for international grants. Approximately half of university academics (46.9%) shared their research findings with stakeholders, and the primary method was by sharing their published papers (59.4%), followed by seminars (42.2%). One of the important challenges in conducting research was the lack of funding (62.8%). The academics at universities in the Kurdistan Region of Iraq are passionate about their role as researchers, but face many challenges in conducting effective research. A strategic plan is needed to provide an encouraging environment for university academics regarding infrastructure, financial, and technical support. More studies are needed to identify the root factors of academic staff needs and challenges.

TRENDS IN THE FINAL-YEAR PROJECT TITLES FOR INTERCULTURAL COMMUNICATION UNDERGRADUATE STUDENTS DURING THE POST-PANDEMIC ERA

Titles in a research project play a crucial role as they serve as the first point of contact for readers, conveying essential information about the study. Despite its brevity, crafting a good research title is a challenging undertaking that demands both time and mental exertion. The title is used to describe the content and purpose of the study using the fewest words possible. Even though students have access to the guidelines on constructing a research title, they still find it overwhelming, as they are unfamiliar with writing research papers and other publications. Considering the post-pandemic era, this study aimed to examine the titles of final-year projects among undergraduate students in the Intercultural Communication program. The analysis focused on the structure of titles, including considerations of length, beginnings, and construction types. It also sought to identify the preferred research areas and settings students chose. Employing a mixed-method design and purposive sampling, this study used only research titles from completed final-year projects. The findings shed light on the structure of titles and the research areas and settings favoured by students. This information could be beneficial for both teachers and students in the teaching and learning how to write research proposals, as well as providing insights into the linguistic areas that students can focus on.

Exploring the bioethical implications of using artificial intelligence in writing research proposals

Abstract Artificial intelligence (AI) has great potential to assist researchers in writing research proposals, by generating hypotheses, identifying literature, and suggesting methods for data collection and analysis. However, the use of AI in research proposal writing raises important bioethical implications, including the unintentional propagation of bias and questions about the role of human expertise and judgment in the research process. This paper explores the ethical implications of using AI in research proposal writing and proposes guidelines for the responsible and ethical use of AI in this context. The paper will review the potential benefits and challenges associated with using AI in research proposal writing, discuss the role of human expertise and judgment, and propose guidelines for promoting transparency and accountability in developing and using AI systems. Ultimately, addressing the bioethical issues related to AI in research proposal writing will require ongoing dialogue and collaboration between stakeholders, as well as a commitment to transparency, accountability, and ethical principles.

Research Capability of Doctoral Students in Utilizing Multivariate Statistics, Writing Research Proposal and Publishable Paper

Research Capability of Doctoral Students in Utilizing Multivariate Statistics, Writing Research Proposal and Publishable Paper

Determinant factors affecting the research performance of lecturers receiving external funds

Quality research can positively impact the development of science and technology and improve the reputation of universities. This study investigates the determinant factors that affect the research performance of lecturers who obtain external funding. The sample was 41 lecturers who obtained external research funds from various institutions (e.g., Directorate of Research, Technology and Community Service, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia; National Research and Innovation Agency of the Republic of Indonesia; and similar institutions) for the last three years (2021 - 2023). Cluster analysis using secondary data (Science and Technology Index or SINTA data) was conducted to determine research performance clusters (high and low). Discriminant analysis was conducted to determine the determinant factors affecting research performance achievement based on the cluster analysis results. The results revealed that internal factors, including mastery of English and interest in the research topics offered, are determinant factors that affect the research performance of lecturers receiving external funding. In external factors, eight determinant factors affect research performance, namely: support for dissemination of research results in journals, support from research assistant staff, satisfaction with awards from the university, satisfaction with awards from outside the university, support for research matching funds from the university, training in writing research proposals, ease of obtaining research permits from agencies outside the university, and adequacy of facilities at the university. Universities need to consider these factors to encourage the improvement of the research performance of lecturers receiving external funding.

Training Workshop on Research Proposal Writing for Faculty Members: Assessment of the Feedback of the Participants

Proposal writing training enriches lecturers' capacity in conducting research. The purpose of this study was to assess direct feedback (reactions) from faculty members participating in a research proposal writing training workshop. This was a cross-sectional study conducted through a self-administered questionnaire. The data was analyzed for central tendency. Pre-questionnaire data were retro skewed, so the Wilcoxon Signed Rank Test was used for median comparisons. Open question data were checked manually. The results of this study found a ranking of training workshop attributes, namely usefulness (8.71 ± 1.23), content (8.86 ± 1.15), relevance (8.90 ± 1.18) and facilitation (9.09 ± 1.15). .09) was also quite prominent and overall (9.05±.97). Participants' confidence levels increased significantly (<0.001) on six relevant cognitive skills items; conducting research (before Median-2, IQ-1, after Median-3, IQ-0); conducting a systemic review (before Median-2, IQ-1, after Median-3, IQ-1), choosing a research design (before Median-2, IQ-2, after Median-3, IQ-0), applying basic biostatistics ( before Median-2, IQ-1, after Median-3, IQ-0), academic writing (before Median-2, IQ-1, after Median-3, IQ-0) and research proposal writing (before Median-2, IQ-1, after Median-3, IQ-0). Overall the feedback from the participants was positive and excellent and their confidence levels increased significantly on the cognitive skills assessment.

Approaches for Deviant English Competence Repair in Written Research Proposals at a Rural-Based University

Approaches for Deviant English Competence Repair in Written Research Proposals at a Rural-Based University

GRAMMATICAL ERROR ON STUDENTS’ RESEARCH PROPOSAL WRITING

This article is: (1) to find the students grammatical errors types in writing research proposal; (2) to investigate their reasons of having grammatical errors, and (3) to find the solutions in minimizing the grammatical errors. This article used qualitative approach. The respondents were taken purposively. To analyze the data, it was used content analysis. The results of this research are the respondents had addition, omission, misformation and misordering. These errors are because they had not paid more attention to the use of tenses. Besides, they read thesis in the library.

The Plagiarism Awareness of University’s Students in Writing Research Proposal

This study aimed to investigate the students' understanding and awareness of plagiarism in writing proposal. This study also investigated their reasons doing plagiarism in academic writing. A qualitative research method was used in this study by using interview for data collection techniques based on phenomenological research. The participants of this study were four students in the sixth semester in the English department at one of public universities in Banjarmasin. The study showed that students were aware of the act of plagiarism. They did plagiarism because of several factors, namely, laziness, wanting to finish quickly, and being pressured by circumstances. The study concluded that students needed to warn from the beginning related to the cause and impact of plagiarism for their future career. It`s not only bad for themselves but also harm others. The students should be actively involved in writing classes to express their own ideas and it can help them in proposal writing.

Research Proposal Writing: A Basic Understanding for Research

Research Proposal Writing: A Basic Understanding for Research

Designing Project-Based Learning in research proposal writing: Its effect, problems, and scaffolding utilized

Project Based Learning (PBL) is highly important to be suited to the student’s needs as a guide in writing research proposals. The objectives of the study were to (1) describe the PBL design based on the students’ needs, (2) identify the problems encountered during the project writing, (3) describe the scaffolding utilized, and (4) analyze the effect of PBL implementation on the quality of students’ research proposal. The research used mixed methods in the form of a research and development design using the ADDIE model (which consists of steps of analyzing needs, designing the product of PBL, developing, and implementing it, and conducting evaluation). The participants were 20 respondents during the needs analysis, two lecturers, and three intact classes of 69 students during PBL implementation. Data were collected through questionnaires, interviews, a document study, and an experiment. A needs analysis was conducted using the Organizational Element Model (OEM), from which the PBL was developed. The data were analyzed using qualitative and quantitative analyses. The findings revealed that the PBL designed based on students’ needs has characteristics such as it is in the form of a framework and has systematic stages of teaching, being technology friendly, and being supported with various scaffoldings. The problems encountered concerned both grammar and content. The implementation of the PBL framework was found to have a significant effect on students’ research proposal writing in Research Method Course and develop their independence and learning autonomy.

Metacognitive Skills Assessment in Research-Proposal Writing (MSARPW) in the Indonesian University Context: Scale Development and Validation Using Multidimensional Item Response Models

This study aimed to develop the Metacognitive Skills Assessment in a Research Proposal Writing Context (MSARPW), a multidimensional measure, based on student perspectives, for assessing metacognitive skills in thesis writing, and assess the instrument’s psychometric properties using item factor analysis (IFA) and multidimensional item response models. The 40-item MSARPW was administered to 602 Indonesian university students (Mage = 25.254 SDage = 6.854). The IFA showed that the two-dimensional factor structure of MSARPW was satisfactory; however, only 24 of the 40 items were found to fit the model. Multidimensional graded response models (MGRM) were applied to the subsequent 24-item MSARPW, which showed that one item (Item 4) did not satisfy the criteria. The estimated reliabilities of each subscale showed that the 23-item MSARPW has good internal consistency (0.891 and 0.902). To conclude, the 23-item MSARPW appears to be a valid and reliable tool for assessing metacognitive skills in the context of research-proposal writing among Indonesian university students.

Konsep Perancangan dan Penyusunan Proposal Penelitian

This paper describes the concept of design and preparation of research proposals. This topic was chosen as an alternative solution to overcome common problems that are often encountered by researchers in writing research proposals. This paper helps researchers and readers to prepare research proposals properly and correctly. This paper is discussed using a type of qualitative research method with a library research approach. This literature paper was written with data sources from reading books, relevant journals, and input comments from research class seminars and the author's experience during research. The results of this paper indicate that in the design and preparation of research proposals, it is necessary to pay attention to the important elements in the proposal. Important elements include the accuracy of determining the topic or research theme, writing a clear background of the problem, identifying the problem, formulating research with problem questions and then limiting the problem so that it is more focused and concerned in the research, as well as writing research objectives that are correlated with the formulation of the problem. The conclusion of this paper is that a good research proposal is prepared based on preparation and a good understanding of the elements of the research.

Common Mistakes Committed and Challenges Faced in Research Proposal Writing by University of Aden Postgraduate Students

The purpose of this study is to investigate the common mistakes committed by the postgraduate students as well as the challenges they faced during writing their proposals. The study obtained a convince sampling in which 15 postgraduate students of English Department, University of Aden were recruited. In this study, the data was collected by using the students' proposals, and their correction forms, as well as using focused group discussion. The researcher analyzed the data and used qualitative analyses i.e., content-based analyses by highlighting the main themes. The findings of the study indicated that the majority of the postgraduate students committed common mistakes such as the choice of an appropriate title, unclear statement of the problem, writing irrelevant literature review, choosing inappropriate methodology, references system was not clear and some plagiarism issues. Moreover, it was investigated that the postgraduate students generally had some challenges in using standard proposal format, writing literature reviews, methodology skills and other supervision issues. These findings are of great importance for instructors at postgraduate program.

The Influence of PBL vs PJBL Learning Models and Initial Knowledge on the Ability to Write Research Proposal

The low ability student in authorship research proposal becomes one of the big enough problems to remember to to compete in the field of education ability to write is a must for a student. Teacher need to apply suitable learning model in guiding students in writing research proposal in order to achieve target of learning. The research objective was to analyze differences and interaction in the ability to write research proposals between the PBL learning model and the PjBL learning model in high and low initial knowledge. This research was conducted with a non-equivalent control group design by applying a 2x2 factorial design to the experimental design. The research subjects were students in the second semester of the 2021/2022 academic year, in the Educational Technology study program at Adi Buana University, Surabaya, which consisted of 122 people. Subjects were taken randomly, and the number of members was 80 subjects. Furthermore, they were grouped into two classes according to the study design. The research hypothesis was tested with the Statistical Analysis of Variance (Anova). The results showed that (1) there were differences in the ability to write research proposals between students who studied with the PBL learning model and the PjBL learning model, (2) there were differences in the abilities to write research proposals between students with high prior knowledge and low, (3) there is no interaction between the learning model and prior knowledge on the ability to write research proposals.

THE DIFFICULTIES OF WRITING A RESEARCH PROPOSAL BY STUDENTS OF STIBA IEC JAKARTA

This research aims to analyze the English Literature students’ of STIBA – IEC Jakarta problems in writing final project in English. The causes are viewed from students’ and the lecturers perspective as the advisor and also what are supposed to do to help the student minimize the problems in writing final project. This study used descriptive qualitative method that fully describe the problems as well as solutions in writing final projects. The deep analysis has been done from the student’s and the lecturer’s perspectives. After conducting a survey by doing some interviews and distributing questionnaires, we found that there are so many factors that affects the studnts’ difficulties in finishing their final projects. This research method is a method of classroom action research conducted to improve the ability of students to make a research proposal through a direct learning model. The process of implementation of the measures is implemented in stages until the research is successful. The procedure initiated actions of (1) the action plan, (2) implementation of the action, (3) observation, and (4) reflection. Results research shows that the ability to write a student thesis research proposal in semesters 7-8 English Literature Study Program 2018 academic year belongs to sufficient qualifications. Semester 7-8 students of the English Literature Study Program STIBA - IEC Jakarta should be helped to really understand how to prepare a thesis research proposal so that they can write research proposals well and in the end students will be able to complete the thesis quickly and on time.

Action research with projects to facilitate students to study research and prepare research proposals during the Covid-19 pandemic

ABSTRACT Knowledge and skills in the field of research are key requirements for the successful completion of studies for students, including prospective teachers. However, the outbreak of the COVID-19 coronavirus has made it difficult for students to conduct research in the usual ways. This study aims to apply project-based learning through action research to teach students educational research methods and to help them prepare research plans that are adaptive to classroom situations. This is achieved through the provision of learning resources to teach research theory, followed by the implementation of action research to write research proposals and evaluations of learning outcomes. Learning resources were systematically arranged to support online learning to teach research methods, and effective action research led students to learn actively and develop educational research plans. Competence in the field of research was achieved. Student learning outcomes sequentially for assignment scores (M = 88.38 ± 3.00), final project scores (M = 88.20 ± 3.55), and posttest (M = 92.06 ± 2.17) were all high. Project-based learning is shown to be effective in guiding students to learn actively by utilizing available learning resources. It motivates students to learn independently and can be applied to achieve competency targets in both normal and abnormal learning situations, such as those experienced during the COVID-19 pandemic.