Writing Research Proposals Research Articles

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.

Bench2Bedside 2022 Case Competition & Conference: Translational Research Proposals

The Bench2Bedside Case Competition & Conference is an undergraduate initiative which aims to further undergraduate student understanding of translational research. This initiative prompts students to examine clinical questions through a basic science lens while examining laboratory work from a clinical perspective. It promotes an understanding of how clinical research is conducted, effective ways of communicating cross-disciplinary research findings, how findings are critically evaluated, and productively applied to patient care. Students engage in a two round case competition involving an initial written research proposal stage, followed by an oral presentation stage. The case competition is based on a case study developed in conjunction with an authority in translational research. Experts with a rich understanding of translational research are also involved in judging the case competition, along with workshops conducted during the conference portion of the event. This year’s case study focused on neurocognitive disorder and COVID-19 in an elderly patient. The research proposal abstracts for competition finalists are highlighted in this abstract book. For more information on the competition structure, and conference offerings please visit https://bench2bedside.club/.

Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

<p style="text-align:justify">Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.</p>

UPAYA MENINGKATKAN KETERAMPILAN MENULIS PROPOSAL MAHASISWA PROGRAM STUDI DIII KEPERAWATAN SOLOK POLTEKKES KEMENKES PADANG

Writing is a productive and expressive activity. For this writing activity, the writer must be proficient in grammar, language structure, and vocabulary. Like writing a research proposal, this writing skill will not come naturally but must be developed through extensive practice. The proposal plays a crucial role in research activity. Like people who want to take a trip, a proposal is a map that describes the journey's location, direction, and a path that must be passed to get to the destination. Partners have reported several issues related to the point of writing research proposals, including the inability of students to develop an appropriate problem or research topic, a suitable framework for writing a proper proposal by the rules of scientific writing, fair use of language, and accuracy when composing proposals. The Solok DIII Nursing Study Program, 2015 cohort students, are trained through lecture methods, discussions, and proposal writing exercises in order to carry out community service activities. Lectures are conducted by providing explanations and information on how to write a good and correct proposal based on the Improved Indonesian Spelling (EYD) rules. Five lecturers serve as source persons for the Student Creativity Program (PkM) and help students understand the subject matter. Participants can generally accept the information that has been presented by the source person well as a different approach to help students learn how to formulate good and correct research problems/topics, develop a good and proper framework for writing proposals by the rules of scientific writing, use appropriate language, also excellent and accurate proposal writing. The extent to which student knowledge improves can be used as a performance indicator of the success of extension activities, discussions, and training. Although they need a lot of writing practice, students can understand the framework for creating proposals due to the presentation of information from source persons.

PBSI Students’ Competency Using Letters and Punctuation in Writing Research Proposal about Language and Literature Learning based Environment

This article aims to describe the results of research on competency in Ejaan Yang Disempurnakan (EYD) in research proposals for students of Indonesian language and literature education study program (PBSI) class of 2020. Specifically, the objectives are focused on two, namely competency in using letters and competency in using signs. read. This research method is descriptive, involving 80 research subjects. Data analysis was carried out quantitatively by calculating the average and percentage of competency for each student. The results obtained from this research illustrate that students’ competence in using letter spelling is sufficient. Meanwhile, students’ competence in using qualified punctuation marks is lacking. This proves that PBSI students class of 2020 still do not have the skills to apply spelling properly. Suggestions from the results of this research are that supervisors are expected to focus more on checking and reviewing the use of spelling in student research proposals. Apart from that, students need intensive guidance regarding the use of correct spelling in accordance with the spelling rules that apply in Indonesian.

Concept‐based language instruction and the teaching of citation in English academic writing

AbstractThis article reports a teaching project for the purpose of improving the citation ability of second language (L2) graduate students in academic writing through concept‐based language instruction (C‐BLI). “Citation” here refers to writers’ use of external sources in their own writing, which is an important and unique feature of academic writing. However, developing the ability to use citation appropriately and effectively is a difficult process for many L2 novice writers of English. This study attempts to apply C‐BLI in the teaching of citation in order to observe whether it is effective in bringing about changes in the perception and performance of novice academic writers in terms of their use of citation forms and functions. The teaching focused on citation types and functions with creatively designed SCOBAs (schema for complete orienting basis of an action) and activities. To examine the pedagogical impact of C‐BLI, we administered four measurements: questionnaire, interview, test, and revision of previously written research proposals. The four types of data were collected before and after the teaching sessions. Comparative analyses identified positive evidence that indicates the occurrence of changes in the students’ understanding of the complexity of the citation concept as well as their improved practice in the use of citations.

Improving Prospective Mathematics Teachers’ Writing Skills in Drafting Research Proposals Through the Think, Talk, Write (TTW) Learning Model

This research was to improve the prospective mathematics teachers’ writing skills in one of the universities in Indonesia. This was classroom-action research to improve students’ skills in writing research proposals. The quantitative and qualitative methods were used. Final year students were selected as the subjects. Observation sheets, questionnaires, interviews, anecdotal notes, and student final manuscripts were used as the instruments. The data were analyzed quantitatively to see improvements between cycles and learning completion. Data was also analyzed qualitatively to describe the improvements due to the TTW model after the data reduction and triangulation. The results showed that there were improvements to students’ writing skills by using the TTW model. Cycle #1 completion was 45.45%, Cycle #2 was 69.7%, and Cycle #3 was 81.82%. Students’ skills were improved because TTW provided exercises for thinking skills. TTW also improving speech skills by training students to speak in front of class forums, and improving writing skills by training the students to compile research proposals and providing opportunities to consult with teachers.

Carving the Research Proposal

This study aims at assessing the process of writing research proposal with its format and lay out used by different researchers and institutions. Using secondary sources of data, the study embarks the structure of the research proposal discussing with regards to the key sections of the proposal like proposal format provided by various institution, cover page, introduction, literature review, research and research question, research purpose and objectives, significance of the study, limitations and delimitations of the study, research methodology, ethical considerations, timeline, budget estimations and references employing a descriptive research design. Simple descriptive tools, content analysis and tables have been used for analysis of data. A research proposal is a detail description of a proposed study designed to explore a given problem. An excellent carved proposal has more possibility of persuading the evaluation committee on credibility, achievability, practicality and reproducibility of the research design as the evaluation committees may constitute academic colleagues, policy makers, practitioners and lay audience who potentially evaluate the research proposal. The first class research proposal includes practicality, broader linking, crystal clarity and good plan and also contains the concern literatures that support the study as well as writer’s thought explaining all about the time needed to conduct the each stage of the research.

Analysis of Nepalese post graduate students’ errors in writing research proposals

With the change in socio-political and educational contexts in global academia, the trend of writing academic papers has arisen among Nepali students and educators in higher education. However, many of them are still unfamiliar with the basic standard to be incorporated in an academic paper. In this context, this study examined the post-graduate students’ errors in writing research proposals. A textual analysis method was employed, where quantitative phase of analysis was followed by qualitative, and the data were collected from 24 purposively selected research proposals and from the interview with 10 students. The quantitative data were gathered from content analysis of the research proposals and qualitative data were collected from the unstructured interview. The collected proposals were studied, erroneous expressions were listed and categorized in to four parameters like grammatical errors, lexical semantic errors, mechanic errors and syntactic errors. The information from the interview was recorded, noted and analyzed. The results exhibited that (1) article and preposition usages were more persistent grammatical errors; (2) run-ons and fragmentation were more reiterated syntactic errors; and (3) uses of single lexical items were more common lexical-semantic errors and punctuation was the more regular mechanical errors. These findings reveal that students have insufficient knowledge and skills for academic writing. Therefore, they need academic writing courses, training, or workshops from the early level of their schooling. The findings of this study are useful for curriculum designers, policymakers, instructors, and students because it provides significant information on the building blocks experienced by English language learners in writing research paper.

Exploring Students’ Ability in Applying Conjunction in Writing Re-search Proposal at Eight Semester Students of Unimuda Sorong

Although having three courses of writing, college students’ especially at Unimuda Sorong often forget to apply conjunction to their writing when composing text. Students also tended to make very long sentence in a text that sometimes make the main ideas were difficult to be understood. Thus, this research aimed at exploring students’ ability in applying conjunction in writing research proposal. This qualitative research design used eight semester of English department students as the subject. The data was collected by document analysis. The obtained data was analyzed using the theory by Spradley. The results of this research showed that English department students’ used three kinds of conjunction, these were coordinating conjunction, correlative conjunction and subordinating conjunction, to join clauses or ideas. The mostly used conjunctions were coordinating conjunction and subordinating conjunction. In the chapter introduction, the conjunctions used to emphasize, give detail information and give strong reason for taking certain topic for research. It also used to influence the reader to agree with the information presented by the researchers. In the chapter research methodology, the students tended to use subordinating conjunction to ease students in presenting phases or steps in planning, organizing and conducting their research

Needs analysis on the research capabilities of the Diocesan Secondary School teachers of Abra: basis for a capability enhancement program

This study revealed the needs in research of the diocesan secondary school teachers of Abra as a basis for a capability enhancement program. Questionnaire, documentary analysis, and unstructured interview were the instruments used in substantiating the needed data for the study. Forty – five (45) teachers were the respondents of the study. Descriptive – correlational methods of investigation were utilized in the study. Teachers of the selected schools are females, unmarried, and whose age is 28 years old and below. Most of them have already started their post graduate studies and were college graduates from private higher educational institutions. Further, majority of them did not yet experience to attend seminars in research. These teachers toughly need assistance in writing research proposals particularly in conceptualizing their framework. Moreover, they mostly need help in writing research conclusions. The teachers’ sex, civil status, age, highest educational attainment, type of school graduated from college, and attendance to seminars on research do not bring any significant effect to their level of needs in writing the research either in the proposal or in the full-blown research ready for journal publications. Therefore, there is really a need for the diocesan school teachers of Abra to be guided in the writing of research proposals and as well as in writing the full-blown research for journal publications. A research enhancement program is to be extended to them by agencies who provide technical support and assistance. Lastly, Administrators of these schools must send their faculty to attend research writing enhancement programs.

Pelatihan metodologi penelitian sains dan teknologi bagi santri Madrasah Aliyah Negeri Insan Cendekia Lombok Timur

Basic knowledge on scientific method is important for the preparation of scientific papers for student of Madrasah Aliyah Negeri. Since, research methodology was not teached in Madrasah Aliyah curriculum. Writing scientific papers is an activity related to education from elementary school to university level, which teaches rational and empirical thinking by using scientific method. This training was intended to provide knowledge about research methodologies, especially in the fields of science and technology for the preparation of students' final assignments of Madrasah Aliyah Negeri Insan Cendekia East Lombok. The method of activity was by lectures, discussions and guidance for writing research proposal. This activity took place on July 1, 2022 in the Hall of MAN Insan Cendekia, attended by 111 students. This activity consist three session, first is the explanation about material from the lectures, followed by discussion and the last session is mentoring. The students followed the activity enthusiastically marked by so many question in the discussion session about the topic of research and its design.

Research Capabilities of Public Secondary School Teachers in the Schools Division of Zambales

The study aimed to assess the research capability of public secondary school teachers in the Division of Zambales and utilized a descriptive research design with a questionnaire as the main instrument in gathering data from seven hundred (700) teacher-respondents who were randomly selected. The researcher found out that the respondent is a married female Teacher-I in her early adulthood, with 21-25 hours of teaching load, baccalaureate degree holder had no research conducted and published but had attended a school-based seminar on research with knowledge on basic computer applications. The respondents were assessed "moderately capable" of writing a research proposal and writing a research report. There is significant differences in civil status, academic rank, specialization, number of seminars attended, number of research published, and the level of computer literacy towards writing research proposal while the significant difference in age, specialization, number of seminars attended number of research published, and the level of computer literacy towards writing a research report. There is a slight or weak relationship between the number of research conducted and the research capability and a negligible relationship between the number of seminars attended and the research capability as to writing a research proposal and writing a research report.

Using a Systemic Functional Linguistics Genre Approach to Help EFL Pre-Service Teachers Write Research Proposals

This article presents the results of a qualitative research study that aimed to explore the benefits of implementing a Systemic-Functional Linguistics (SFL) genre-based approach to help a group of English as a Foreign Language (EFL) pre-service teachers write the statement of the problem section of their research proposals. The implementation comprised a series of writing workshops and individual tutoring sessions with students designed following the principles of the SFL genre-based curriculum cycle. To gain better insights into the benefits of this approach, the workshop sessions, the individual tutoring sessions, and the individual student interviews were audio-recorded. In addition, samples of students’ drafts and final texts were collected and analyzed. The findings show that the approach has the potential to enhance students’ awareness of how to structure arguments in the statement of the problem section of their research proposal. Students also improved their ability to elaborate on each argument that they put forward throughout the section.

Teaching Nanotechnology through Research Proposals

Nanotechnology has made a huge impact on science, technology, and society. At the same time, educational institutions at all levels have recognized its relevance and introduced courses that aim at familiarizing their students with the basic concepts of nanotechnology. While the importance of teaching nanotechnology, the contents of such courses, and insightful activities in the laboratory have received a lot of attention, the classroom activities that help students grasp the concepts of nanotechnology have been rather underrepresented, especially in higher education. Here, we describe a student activity that focuses on a research proposal as part of a third-year undergraduate nanotechnology course for chemistry majors. Students work in pairs to review a relevant and contemporary topic in nanotechnology and to propose and develop an original research idea. This is presented and defended in the form of an oral presentation before an audience of peers and is written using an article template. The aim of the described approach is to not only help students learn about nanotechnology in a fun and active manner but also to stimulate critical scientific thinking in students as well as to foster the development of their academic, professional, and soft skills. In line with this, the assessment of students relies on the assessment of the oral presentation, engagement in discussion, and the written research proposal.

Development of Digital-Based Learning Tools of Research Methodology Course in Early Childhood Teacher Education Department

This study aims to develop digital-based learning tools in a research methodology course. The learning tools that were developed are modules. The development of this module is conducted through the Research and Development Method by Borg & Gall, the participant involved in the process of developing this learning module consists of material and media design experts, and students who have studied the research methodology course and students who are writing their undergraduate thesis. Data analysis using quantitative descriptive analysis.The final product is made after material and media design expert validation provides recommendations for testing in small groups and large groups. Testing results in the small group obtained an average value of 3.76 (good) and the large group with an average value of 3.70 (good). This indicates that digital-based learning tools in research methodology subject are already worth using. The learning module consists of module: 1. Research concept; 2. Types of research methods; 3. Research problems; 4. Theoretical foundation, thinking framework, and research hypothesis; 5. Research methodology, design, population, and sample; 6. Research data collection techniques and instruments; 7. Research data analysis techniques; 8. Writing research proposals according to the type of research method; 9. Compilation of research results, discussions, conclusions, and suggestions; and 10. Writing research reports according to the type of research method. The final product of the teaching material module is formatted in pdf. This research has limitations, where this research is preliminary so that further development is needed, besides that researchers also experience several obstacles to coordinating with the team directly due to the COVID 19 pandemic, but all are resolved by utilizing internet networks and technology to coordinate. The advantages of the products created make the products created have their own characteristics compared to other products, the modules developed from this research are very relevant to the needs of novice researchers such as students in writing a thesis, on the other side, the modules created are also support students to study online, during the COVID 19 pandemic.

Undergraduate Nursing Students’ Challenges when Writing Research Proposals at the University of Namibia

Research topic selection and problem formulation are prerequisites when preparing a proposal for conducting research. However, nursing students find this a daunting task when doing it for the first time, despite the research methodology module that introduces nursing students to research. Institutions of higher learning should, therefore, establish the challenges that undergraduate nursing students face when writing their research proposals to develop strategies in order to mitigate these challenges. In Namibia, students’ challenges when writing research proposals have not been extensively researched. This study aimed to explore and describe undergraduate nursing students’ challenges when writing research proposals at the University of Namibia (UNAM), with a view to describing the factors that affect this. Accordingly, a qualitative, explorative, descriptive and contextual design was applied and purposive sampling was used to select 20 undergraduate nursing students enrolled for the Bachelor of Nursing Science (Clinical) (Honours) at UNAM. Individual interviews were conducted, using semi-structured interviews in line with an interview guide. Data were analysed by means of qualitative thematic analysis, which identified the following themes: challenging experiences when writing the research proposal; influence of the supervisor; and recommendations for improvement. The findings of this study call for well-articulated plans and actions from the lecturers and supervisors involved to address the challenges highlighted in this study, as well as actions and plans that should inform the curriculum. A need was identified for a strong focus on library information literacy and English for academic writing to be taught simultaneously with the writing of research proposals from the third year.

Writing research proposal

Writing research proposal

Writing research proposal

A research proposal is a written document specifying what a researcher intends to study and written before beginning the research which communicate research problem and proposed methods of solving it. A research proposal should be built on a concrete plan to conduct academic or scientific research. Types of proposals include internal, external, solicited, unsolicited, preproposals, continuation or non-competing and renewal or competing. Purpose of a Research Proposal is to convince the organization and readers .Characteristics need to be based on attention, interest, desire and action. Qualities of good proposal include specific scope, realistic nature, appropriate credentials, fulfill needs, beneficial, short and simple. Need for good preparation of proposal is vital in formulating proposal, assisting researcher and improving the research quality. Functions of Proposal consists to synthesize critical thinking, clarifies own thinking, refine proposed research, communicate ideas, open thinking and negotiation between researcher and involved parties. Basic composition of Proposal needs a beginning, middle and an end. Typical proposal format includes title, abstract, introduction, background, preliminary studies, research methodology, budget, curriculum vitae for principal investigators, appendix and human subjects. Proposal development strategies and writing tips includes use of outline , listings, visuals, forecasting , internal summaries , significant issues , sequencing components , review , edit , proof read , avoiding overkill point and errors . Proposals are turned down when problems are trivial, complex, nebulous, diffuse without clear aim, lack of sufficient evidence, imagination and originality.

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

Despite the emphasis on effective supervisory feedback formulation on postgraduates’ academic writing, our understanding of effective feedback forms may not be comprehensive without mentoring students’ responses to feedback. Therefore, the current case study explores feedback formulation on research proposal writing and two postgraduates’ responses to feedback in a Malaysian university. Data were collected from written feedback, students’ commenting responses to feedback, their text revisions, and follow-up interviews. The feedback is formulated as directive, referential, and expressive, and it addresses issues related to content, organization, linguistic accuracy, and appropriateness in research proposal writing. The two postgraduates engaged in cognitive (e.g., confusion), metacognitive (e.g., reading feedback), and affective (e.g., appreciating feedback) responses to feedback. They integrated most of the feedback in revising their writing and made additional text revisions. Although this study is primarily qualitative in nature, simple descriptive quantitative measures were applied to the data to determine the prevalence of feedback forms, responding and revision patterns. The study provides useful suggestions for supervisory feedback practices.