Module Outline

Applied Research Methodology

*NQF: 7 A qualification at this NQF level serves to focus on the deepening of knowledge
and understanding of theories, methodologies and practices in specific academic
disciplines/fields, as well as the development of the student’s ability to
formulate, undertake and resolve more complex theoretical and practice-related
problems and tasks through the selection and use of appropriate methods and
techniques. Emphasis is placed on equipping students with the knowledge,
theory, methodology, principles, and skills of the profession to enable them to
demonstrate initiative and responsibility in academic and professional contexts.

*Credits: 14 Credits are a measure of the volume of learning required for a qualification,
quantified as the number of notional study hours required for achieving the
(140
learning outcomes specified for the qualification. Ten notional study hours are
notional
equivalent to one credit. Credits represent a measure of all the learning activities
hours)
engaged in by the student and include, among others; contact time, self-study,
WIL, assignments, projects and examinations.

*The Republic of South Africa. (2014). Department of Higher Education and Training, Government Gazette (Vol. 592,
No. 38116). Pretoria: Government Printers.

Module Description
This module explores a variety of theoretical and practical approaches to research with a focus
on the most widely used research techniques. The module takes the student on a journey of
exploring the research process from planning, conceptualisation, measurement, and reviewing
methods for data collection, to data analysis. Various paradigms, research designs, and sampling
methods will be reviewed, as well as the ethical considerations embedded in these research
processes.

Module Learning Outcomes

By the end of this module, the student should have gained enough familiarity with the methods
of social science research to be able to (a) engage with published research articles across a range
of social science disciplines, and (b) design a straightforward small-scale study.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Module Outline
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When reading published research, by the end of the module the student should be able to:
▪ Identify the research question/aims;
▪ Identify whether the study is quantitative or qualitative;
▪ Understand the sampling approach used;
▪ With specific reference to qualitative research, understand the approach to data analysis
that has been used;
▪ Begin to engage critically with the methods used in research, in the sense of being able
to pose pertinent questions about the reliability and validity of the reported findings and
conclusions; and
▪ Engage critically with the ethics of the research.

When planning research activities, by the end of the course the student should be able to:
▪ Consult the existing research literature to help develop the research idea into more
specific questions/aims;
▪ Work out whether a quantitative, qualitative, or mixed-methods approach would be
appropriate;
▪ Suggest a suitable research design;
▪ Suggest one or more suitable methods for collecting data;
▪ Weigh up the advantages and disadvantages of different research methods, and justify
his/her choice of method(s); and
▪ Write a research proposal that explains the rationale of the research, situates the
research within the existing literature, has clear research aims and/or questions,
proposes a suitable method for data collection and analysis, and takes into account
relevant practical and ethical concerns.

Module Readings
Important:
To access the readings for this module, please log in to MySACAP using the student login
provided during registration. This applies to EDS (EBSCOhost), ProQuest and SABINET sources.
It would be best to remain logged in for the reading links to remain active.
Students are required to engage with all of the prescribed readings and resources to ensure in-
depth understanding and engagement with the module. Engagement with the prescribed
literature is not an “add-on”, but rather a critical and core component of this module aimed to
support and enhance the learning experience in the overall programme.

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Applied Research Methodology
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Prescribed Textbooks:
These textbooks are only available in hard copy. Please ensure to purchase a copy prior to the
start of classes.
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and science
education: A practical, step-by-step approach to a successful journey. Van Schaik
Publishers
Babbie, E. (2021). The practice of social research (15th ed.). Cengage Learning.
Please Note: This module has been built around the textbook edition(s) listed in this module outline and will apply
for a 2-year academic cycle. Should you have a later edition of the textbook, please consult with your educator to
check the alignment of your textbook readings.

Recommended Reading List:

A variety of recommended readings and/or resources have been selected for this module to
further enhance the students’ learning and engagement with the module.

Bless, C., Sithole, S. L., & Higson-Smith, C. (2013). Fundamentals of social research methods:
An African perspective (5th ed.). Juta and Company [Pty] Ltd.

Schoonenboom, J. (2023, January). The fundamental difference between qualitative and

quantitative data in mixed methods research. Forum: Qualitative Social Research, 24(1).

Module Overview

Session Topic, Content, and Readings

Session 1 What is Research? Why do we do it? Why is it important?

The session seeks to explore the multiple purposes and importance of research,
particularly in the social sciences. Topics the students will engage with include:
▪ Defining research;
▪ Identifying the characteristics of research;
▪ Exploring the different methods of acquiring knowledge;
▪ Comparing the scientific method with other means of acquiring knowledge;
▪ Evaluating the quality of research;
▪ Differentiating between inductive and deductive reasoning;
▪ Comparing and contrasting quantitative and qualitative research;
▪ Analysing the relationship between fact, theory, and observation; and
▪ Describing the process of scientific research.
Prescribed Reading:

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 Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
1-2). Van Schaik Publishers
Babbie, E. (2021). The practice of social research (Ch. 1). Cengage Learning.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). View of mixed-methods research: A
discussion on its types, challenges, and criticisms. Journal of Practical Studies in
Education, 2(2), 25–36. [Link]
Ng, J. Y. (2021). Insight into the characteristics of research published in traditional,
complementary, alternative, and integrative medicine journals: A bibliometric
analysis. BMC Complementary Medicine and Therapies, 21, 185.
[Link]
Stamenkovic, P. (2023). Facts and objectivity in science. Interdisciplinary Science
Reviews, 48(2), 277–298. [Link]

Session 2 What is knowledge and how do we acquire it? How do we look at the social world
and how can we study it scientifically and ethically?
This session explores the theories, paradigms, and perspectives when engaged in
scientific inquiry. Topics the students will engage with include:
▪ Describing ontology and epistemology;
▪ Unpacking the concept of ‘knowledge’ and how it can be acquired;
▪ Differentiating between the fives ways of knowing: belief, authoritative
knowledge, experiential knowledge, theoretical knowing and empirical knowledge;
▪ Differentiating between the various ontological positions, i.e. objectivism,
constructivism, and realism;
▪ Differentiating between the various epistemological positions, i.e. positivism,
interpretivism, and realism;
▪ Positioning research in the context of exploring, describing, understanding,
explaining or predicting aspects of the social world;
▪ Discussing the advantages of applying theoretical lenses to social research; and
▪ Defining and describing the concept ‘paradigm’.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
11). Van Schaik Publishers
Babbie, E. (2021). The practice of social research (Ch. 2). Cengage Learning.
Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in
educational contexts. International Journal of Higher Education, 6(5), 26.
[Link]
Kourti, M. (2021). A critical realist approach on autism: Ontological and epistemological
implications for knowledge production in autism research. Frontiers in Psychology,

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 12, Article 713423. [Link]
Wang, S., & Chin, T. (2020). A stratified system of knowledge and knowledge icebergs
in cross-cultural business models_ Synthesising ontological and epistemological
views. Journal of International Management, 26(4), Article 100780.
[Link]

Session 3 Considerations when Planning a Research Project

This session engages the student in the key aspects to be considered when planning a
research project. Topics the student will engage with include:
▪ Choosing a research topic;
▪ Formulating the problem, objectives, and hypotheses;
▪ Planning and drafting a research proposal;
▪ Reviewing examples of a quantitative and qualitative research proposal;
▪ Identifying the possible sources of error and bias in a study;
▪ Reviewing potential solutions to bias in a study; and
▪ Exploring ethical considerations of research.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
3, 5). Van Schaik Publishers.
Babbie, E. (2021). The practice of social research (Ch. 3). Canada: Cengage
Mirza, Hadjer & Bellalem, Fouzi & Mirza, Chahrazed. (2023). Ethical considerations in
qualitative research: Summary guidelines for novice social science researchers.
Social Studies and Research Journal, 11, 441-449.
Smith, J. D., Li, D. H., & Rafferty, M. R. (2020). The implementation research logic model:
A method for planning, executing, reporting, and synthesizing implementation
projects. Implementation Science, 15, 84. [Link]
01041-8
Toleman, M., Rowling, S., Frederiks, A., Andersen, N., & Bhattacherjee, A. (2019).
Chapter 16: Research ethics. Social science research principles methods and
practices (Revised ed., pp. 127-132). University of Southern Queensland.
[Link]
Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020). Planning qualitative research:
Design and decision making for new researchers. International Journal of
Qualitative Methods, 19, 1–12. [Link]

Session 4 Why review the literature?

This session will focus on the importance of conducting a critical literature review and the
evaluation thereof. Topics the students will engage with include:

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 ▪ An overview of the four stages of reviewing the literature;
▪ Describing the focus of the different sources, including books, journals, periodicals,
media, ‘grey’ literature, official documents, research reports, and the internet;
▪ Discussing the purpose of the literature and its value in thinking about your
research;
▪ Deciding on a search strategy and what to look for when reviewing the literature;
▪ Evaluating research reports;
▪ Exploring the practicalities of reviewing the literature; and
▪ Exploring how best to present your literature review.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
9). Van Schaik Publishers.
Babbie, E. (2021). The practice of social research (Ch. 17). Cengage Learning.
Kraus, S., Breier, M., Lim, W. M., et al. (2022). Literature reviews as independent studies:
Guidelines for academic practice. Review of Managerial Science, 16, 2577–2595.
[Link]
Linnenluecke, M. K., Marrone, M., & Singh, A. K. (2020). Conducting systematic literature
reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175-
194. [Link]
Vom Brocke, J., Simons, A., Niehaves, B., Riemer, K., Plattfaut, R., & Cleven, A. (2009,
June). Reconstructing the giant: on the importance of rigour in documenting the
literature search process. ECIS, 9, 206-2217.

Session 5 Research Questions, Conceptualisation, Operational Definitions and Measurement

This session stresses the importance of a well-constructed research question and the
conceptualisation of variables leading to operational definitions for measurement. Topics
the students will engage with include:
▪ Asking and designing research questions;
▪ Exploring the various types of research questions, including exploratory,
descriptive, explanatory and evaluative questions;
▪ Developing research questions and operational definitions;
▪ Defining and constructing hypotheses;
▪ Differentiating between real, nominal and operational definitions;
▪ Discussing the concepts: dimensions, variables, attributes and indicators; and
▪ Discussing the criteria of measurement quality, particularly reliability and validity.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and

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 science education: A practical, step-by-step approach to a successful journey (Ch.
6). Van Schaik Publishers.
Babbie, E. (2021). The practice of social research (Ch. 5). Cengage Learning.
Ratan, S.K., Anand, T., & Ratan, J. (2019). Formulation of research question - Stepwise
approach. Journal of Indian Association of Paediatric Surgeons, 24(1), 15-20.
[Link]
Zhang, X., Chen, Y., Hu, L., & Wang, Y. (2022). The metaverse in education: Definition,
framework, features, potential applications, challenges, and future research topics.
Frontiers in Psychology, 13. [Link]

Session 6 Research Planning and Design

This session aims to identify and differentiate between the various research designs.
Topics the students will engage with include:
▪ Explaining the fundamental principles of research design;
▪ Identifying the unit of analysis;
▪ Differentiating between cross-sectional and longitudinal designs;
▪ Distinguish research designs in qualitative vs. quantitative research;
▪ Differentiating between pre-experimental, quasi-experimental and experimental
designs;
▪ Developing appropriate research designs for particular research questions;
▪ Identifying and avoiding a broad range of biases that affect research designs; and
▪ Exploring the relationship between internal and external validity.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
12). Van Schaik Publishers.
Babbie, E. (2021). The practice of social research (Ch. 8). Cengage Learning
Tomaszewski, L. E., Zarestky, J., & Gonzalez, E. (2020) Planning qualitative research:
Design and decision making for new researchers. International Journal of
Qualitative Methods, 19, 1–12. [Link]
Casula, M., Rangarajan, N., & Shields, P. (2021). The potential of working hypotheses
for deductive exploratory research. Quality & Quantity, 55, 1703–1725.
[Link]
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., et al. (2024). Reporting reliability,
convergent and discriminant validity with structural equation modeling: A review
and best-practice recommendations. Asia Pacific Journal of Management, 41, 745–
783. [Link]

Session 7 Sampling and Sampling Procedure

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 This session introduces students to probability and non-probability sampling as well as
types of sampling designs. Topics the student will engage with include:
▪ Understanding the logic of sampling;
▪ Differentiating between purposive, snowball and quota sampling methods;
▪ Differentiating between simple random, systematic, stratified and multistage
cluster sampling;
▪ Reviewing populations and sampling frames; and
▪ Considering the ethics of sampling.
Prescribed Reading:
Adu EO, O. C. (2022). Fundamentals of research in humanities, social science and
science education: A practical, step-by-step approach to a successful journey (Ch.
14). Van Schaik Publishers.
Amir, N., Jabeen, F., & Niaz, S. (2020). A brief review of conditions, circumstances, and
applicability of sampling techniques in computer science domain. [Conference
Paper]. IEEE 23rd International Multitopic Conference 2020.
[Link]
Babbie, E. (2021). The practice of social research (Ch. 7). Cengage Learning
Basti, M., & Madadizadeh, F. (2021). A beginner's guide to sampling methods in medical
research. Critical Comments in Biomedicine, 2(2).
[Link]

Session 8 Qualitative Field Research and Data Collection Methods

This session introduces students to the core considerations for conducting qualitative
field research and explores the various qualitative data collection methods. Topics the
student will engage with include:
▪ Discussing the concept of field research;
▪ Identifying key considerations in field research;
▪ Evaluating the strengths and weaknesses of field research; and
▪ Exploring various data collection methods in qualitative research, including
observations, individual interviews, and focus group discussions.
Prescribed Reading:
Babbie, E. (2021). The practice of social research (Ch. 10). Cengage Learning.
Hughes, K., Hughes, J., & Cocq, F. P.-L. (2020). Introduction: making the case for
qualitative interviews. International Journal of Social Research Methodology, 23(5),
541–545. [Link]
LaDonna, K. A., Artino, A. R., & Balmer, D. F. (2021). Beyond the guise of saturation:
Rigor and qualitative interview data. Journal of Graduate Medical Education, 13(5),
607-611. [Link]
Lobe, B., Morgan, D., & Hoffman, K. A. (2020). Qualitative data collection in an era of

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 social distancing. International Journal of Qualitative Methods, 19.
[Link]
Ruslin, Ruslin & Mashuri, Saepudin & Sarib, Muhammad & Alhabsyi, Firdiansyah &
Syam, Hijrah. (2022). Semi-structured Interview: A Methodological Reflection on
the Development of a Qualitative Research Instrument in Educational Studies
Ruslin. Vol. 12. 22-29. 10.9790/7388-1201052229.
Tümen Akyıldız, S., & Ahmed, K. H. (2021). An overview of qualitative research and
focus group discussion. International Journal of Academic Research in Education,
7(1), 1-15. [Link]

Session 9 Analysing Qualitative Data

This session speaks to the link between theory and analysis, qualitative data processing
and existing software available in qualitative data analysis. Topics the student will
engage with include:
▪ Evaluating qualitative data;
▪ Coding, note-taking and concept mapping; and
▪ Characteristics of and how to conduct a thematic analysis.
Prescribed Reading:
Babbie, E. (2021). The practice of social research (Ch. 13). Cengage Learning.
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis.
Qualitative Psychology, 9(1), 3-26. [Link]
Morgan, D. L., & Nica, A. (2020). Iterative thematic inquiry: A new method for analysing
qualitative data. International Journal of Qualitative Methods, 19, 1–11.
[Link]
LaDonna, K. A., Artino, A. R., & Balmer, D. F. (2021). Beyond the guise of saturation:
Rigor and qualitative interview data. Journal of Graduate Medical Education, 13(5),
607-611. [Link]
Peel, K. L. (2020). A beginner's guide to applied educational research using thematic
analysis. Practical Assessment Research and Evaluation, 25(1).
[Link]
Riazi, M., Ghanbar, H., & Rezvani, R. (2023). Qualitative data coding and analysis: A
systematic review of the papers published in the Journal of Second Language
Writing. Iranian Journal of Language Teaching Research, 11(1), 25-47.
[Link]
Scharp, K. M., & Sanders, M. L. (2019). What is a theme? Teaching thematic analysis in
qualitative communication research methods. Communication Teacher, 33(2), 117-
121. [Link]

Session 10 Quantitative Data Collection Methods: Survey Research and Questionnaire

Construction
This session speaks to the core components of conducting survey research.

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 Furthermore, the strengths and weaknesses thereof will also be unpacked. Topics the
student will engage with include:
▪ Considering the guidelines for asking questions;
▪ Questionnaire construction;
▪ Discussing and differentiating between self-administered questionnaires, interview
surveys, online surveys, and mix-mode surveys;
▪ Exploring the strengths and weaknesses of survey research; and
▪ Considering the ethics considered in survey research.
Prescribed Reading:
Adley, M., Alderson, H., Jackson, K., McGovern, W., Spencer, L., Addison, M., &
O’Donnell, A. (2023). Ethical and practical considerations for including
marginalised groups in quantitative survey research. International Journal of Social
Research Methodology, 27(5), 559–574.
Babbie, E. (2021). The practice of social research (Ch. 9). Cengage Learning.
Barnes, B.R. (2012). Using mixed methods in South African psychological research.
South African Journal of Psychology, 42(4), 463-475.
[Link]
Griffin, M., Martino, R. J., LoSchiavo, C., Comer-Carruthers, C., Krause, K. D., Stults, C. B.,
& Halkitis, P. N. (2021). Ensuring survey research data integrity in the era of
internet bots. Quality & Quantity, 56, 2841-2852. [Link]
021-01252-1
Povee, K., & Roberts, L. D. (2015). Attitudes toward mixed methods research in
psychology: the best of both worlds? International Journal of Social Research
Methodology, 18(1), 41–57. [Link]
Struminskaya, B., & Sakshaug, J. W. (2023). Ethical considerations for augmenting
surveys with auxiliary data sources. [Special issue] Public Opinion Quarterly, 87,
619–633. [Link]

Assessment
All assessments should be typed (preferably double-spaced, 12-point Times New Roman or
11-point Calibri), carefully proofread, and should give evidence of considerable
thought/reference to relevant and, where possible, contextual psychological journals and
literature. Your assessments must show the development of your position in a coherent, logical,
and organized way, and must demonstrate thorough engagement with the various topics
covered in this module. Papers will be graded according to the following criteria: grammar and
writing style, clarity and organisation, effort, originality, critical engagement, theoretical and
practical relevance, integration of knowledge, and good use of references both current and
contextual. Excellent adherence to the APA guidelines is a requirement. As per the APA style
writing and referencing guide, please ensure that your assessments adopt bias-free language,
that you are familiar with the paper elements and formatting as per the APA guideline, that you
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understand effective scholarly writing and that you consult the reference examples. Avoid
plagiarism by referencing accurately, diligently and consistently. If it is someone else’s work, it
should be acknowledged. Students must include a minimum of 10 references in all assessments
and upload and submit their assessments onto MYSACAP.
The American Psychological Association (APA) has published preliminary guidelines on using
and citing Generative AI such as ChatGPT. According to the APA, there are instances where
students can use Generative AI to aid research but may not use it to produce the full text of their
assessment, which is in line with SACAP’s position. The preliminary guidelines make provision
for quoting or reproducing text generated by Generative AI, however, it is important to note that
these are not credible academic resources. Students and educators should familiarise
themselves with these guidelines, which can be found here. If you have used Generative AI,
please upload your prompt sheet as evidence. For guidance on how this can be done, refer to
the tab ‘AI prompt sheet for Assessment’.
Students agree that by taking this module, all required assessments may be subject to
submission to [Link] for textual similarity review and plagiarism detection. All submitted
assessments will be included as source documents in the [Link] reference database solely
to detect plagiarism of such papers. Use of the [Link] service is subject to the Usage Policy
posted on the [Link] site.

Module Engagement
Why is module engagement important?
The platform for engagement in sessions provides students with an opportunity to discuss the
content, share their understanding of the content and ask relevant questions to facilitate deeper
learning. Module engagement provides the student with an opportunity to earn grades based
on the degree and quality of their engagement with the module material and activities assigned
by their educator.

Instructions:
The educator will assess student engagement throughout this module. Student engagement
will be evaluated based on the criteria made explicit in the engagement rubric (refer to the rubric
below) and will contribute 20% to the overall grade for this module.

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 Module Engagement Rubric:
The student’s average engagement must be assessed for the term, as per the criteria below.
Scoring Always Very often Sometimes Rarely Never
Key 4 3 2 1 0
Criteria
Sessions
Score
1 2 3 4 5 6 7 8 9 10
Punctuality and Preparedness
The student completes a required task or fulfils an
obligation before or at a previously designated
time. The student has adequately prepared for the /40
learning activity by going through all of the
readings as well as making notes of where clarity is
needed.
Engagement in Learning Activities
The student is engaging, asking insightful and
constructive questions, and sharing their
/40
perspective related to the content covered. The
student strives to share at least one thought,
comment or question during each engagement.
Peer Engagement
The student shares their perspective relative to that
of their peers, demonstrating listening skills and
consideration of the contributions of all participants
/40
to the conversation and engaging with discussions
where applicable. Meaningful engagement with
peers, staying on topic and asking relevant
questions.
Behaviour/Attitude
Demonstrates respect for others’ views, appreciates
diversity among their peers and educator, providing
/40
insightful contributions to the
conversation/discussion. Positive and supportive
behaviour towards all participants.
Activity and Content Engagement
The student participates in learning activities by
responding to and asking questions, contributing to
/40
discussions, and partaking in tasks during contact,
online, offline synchronous or asynchronous
sessions.
Total Score /200
Score conversion ……../200 x 100 = ….….%

Educator
Feedback

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Assessment 1: Literature Review
Session due: Session 5
Length: Maximum of 3000 words
Marks: 100 marks (40%)

What is a Literature Review?

A literature review provides an overview of the current/available knowledge on a topic and
serves to identify, evaluate, and synthesise the relevant literature on a topic or in a particular
field. In a literature review, you examine several studies on a shared topic and note the important
aspects relevant to the topic, as well as identify and discuss aspects that are similar and different
on the topic of interest. It is not a mere description/summary of each article in one or two
paragraphs, indicating the sample size, method, findings, etc.

The student’s ability to: search, find, analyse, and report on credible research literature will be
assessed. Their ability to source, evaluate, synthesise, and report on the relevant research will
be assessed with further emphasis on referencing appropriately.

Instructions:
Choose a research area that interests you and conduct a literature review on the recent academic
articles in that field. Your literature review should highlight the significant developments in that
area of research.
To complete this task, follow these steps:
1. Choose an area of research that interests you and define a specific research question.
This will help you conduct a focused literature search.
2. Conduct a thorough search for academic articles in online academic databases and
relevant article reference lists. Make sure to only include articles from academic journals.
3. Read the articles carefully, several times, if necessary, to ensure that you understand
each study.
4. Write a literature review that covers the following aspects:
▪ Introduction: Describe the context of your research area and explain why it is
important.
▪ Synthesis: Summarize the key aspects of previous studies related to your research
question.
▪ Evaluation: Analyse and appraise the prior studies in terms of their theoretical
underpinnings, methodologies, results, interpretations, and conclusions.
▪ Justification: Identify the major themes or knowledge gaps in previous studies and
provide a rationale for your intended work or guidelines for future work on the topic.
▪ Conclusion: Recap the main findings from your literature review and explain how
these findings can inform policy, research, and practice or how your work will address
the knowledge gaps.
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 Remember, your literature review should provide an overview of the current knowledge on your
selected topic, the relevant theories, and the gaps that exist in the research.

Related key learning outcomes:

This assignment will allow students to:
▪ Practice the key skill of searching for academic research papers on a chosen topic;
▪ Engage in a structured way with the literature they have selected, orienting them to
existing work on the topic. This lays a foundation for the literature review component of
the Research Proposal assignment;
▪ Develop their academic reading and synthesis skills;
▪ Reflect on the realities of conducting research (i.e. the limitations imposed on research);
and
▪ Reflect on what makes “good” research.

Highly Somewhat Not Yet

Accomplished Competent No Evidence
Criteria Accomplished Competent Competent Total
(4) (3) (0)
(5) (2) (1)
Research The research The research The research The research The research No evidence (… / 5) x 20
question and question is question is question is question is not question is of =
focus well-defined clearly defined somewhat well-defined missing and/or assessment
and the and the defined and and the the literature requirements
(20%) literature literature the literature literature review is not being met at
review is review is review is review is relevant to the all.
focused on the mostly focused mostly focused unfocused. chosen topic.
chosen topic. on the chosen on the chosen
topic. topic.
Search for The student The student The student The student The student No evidence (… / 5) x 20
academic conducted a conducted a conducted a did not did not search of =
articles thorough good search fair search for conduct a for relevant assessment
search for for relevant relevant thorough academic requirements
(20%) relevant academic academic search for articles from being met at
academic articles from articles from relevant credible all.
articles from credible credible academic sources.
credible sources. sources. articles from
sources. credible
sources.
Understandin The student The student The student The student The student No evidence (… / 5) x 20
g of prior demonstrates demonstrates demonstrates demonstrates demonstrates of =
studies a deep a good a fair a poor a very poor assessment
understanding understanding understanding understanding understanding requirements
(20%) of the prior of the prior of the prior of the prior of the prior being met at
studies and studies and studies and studies and studies and all.
accurately accurately summarizes inaccurately does not
summarizes summarizes some of their summarizes summarize
their key their key key aspects. their key their key
aspects. aspects. aspects. aspects.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 14
Evaluation of The student The student The student The student The student No evidence (… / 5) x 15
prior studies provides a provides a provides a fair provides a provides a very of =
thorough and good evaluation of poor poor assessment
(15%) insightful evaluation of the prior evaluation of evaluation of requirements
evaluation of the prior studies in the prior the prior being met at
the prior studies in terms of their studies in studies in all.
studies in terms of their theoretical terms of their terms of their
terms of their theoretical underpinnings, theoretical theoretical
theoretical underpinnings, methodologies, underpinnings, underpinnings,
underpinnings, methodologies, results, methodologies, methodologies,
methodologies, results, interpretations, results, results,
results, interpretations, and interpretations, interpretations,
interpretations, and conclusions. and and
and conclusions. conclusions. conclusions.
conclusions.
Justification The student The student The student The student The student No evidence (… / 5) x 15
for future identifies major identifies some identifies a few identifies few does not of =
work themes or themes or themes or or no themes identify any assessment
knowledge knowledge knowledge or knowledge themes or requirements
(15%) gaps in prior gaps in prior gaps in prior gaps in prior knowledge being met at
studies and studies and studies and studies and gaps in prior all.
provides a provides a provides a fair provides a studies and
strong good rationale rationale for weak rationale does not
rationale for for their their intended for their provide a
their intended intended work work or intended work rationale for
work or or guidelines guidelines for or guidelines their intended
guidelines for for future work future work on for future work work or
future work on on the topic. the topic. on the topic. guidelines for
the topic. future work on
the topic.
Organisation Writing is Writing is Writing is Writing is Writing is No evidence (… / 5) x 5
and Clarity well- mostly well- somewhat disorganised extremely of =
(5%) organised, organised and organised and and difficult to disorganised assessment
clear, concise, clear, with clear but lacks follow, with and difficult to requirements
and easy to headings that appropriate limited use of follow, with no being met at
follow, with are use of headings, topic use of all.
appropriate appropriately headings, topic sentences, or headings, topic
and effective placed, topic sentences, and transitions. sentences, or
use of sentences, and transitions. transitions.
headings, topic transitions that
sentences, and provide ease to
transitions that reading and
impactfully that
communicate communicate
the author’s the author's
ideas and ideas.
arguments.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 15
APA Style and The document The document The document The document The document No evidence (… / 5) x 5
Referencing impeccably consistently generally demonstrates does not of =
(5%) follows APA adheres to follows APA some attempts adhere to APA assessment
style APA style style to follow APA style requirements
guidelines for guidelines for guidelines but style guidelines for being met at
formatting, formatting, may have guidelines but formatting, all.
citations, and citations, and occasional with several citations, and
references. In- references. In- errors or inconsistencies references.
text citations text citations inconsistencies and errors. In- Frequent and
and references and references . In-text text citations significant
are flawless, are accurate citations and and references errors of in-
accurate, and and consistent references are are present but text citations
consistently throughout the generally contain and references
applied. The document. The accurate but noticeable are present.
document document may have inaccuracies or There is a lack
showcases an demonstrates minor inconsistencies of consistency
excellent a good inaccuracies or . There may be and accuracy in
understanding understanding inconsistencies minor issues the use of APA
and of APA style . The document with style
implementatio requirements, shows a basic formatting and throughout the
n of APA-style with only understanding overall document.
requirements minor lapses in of APA style adherence to
with adherence. requirements APA style
meticulous but lacks requirements.
attention to thoroughness
detail. and attention
to detail.

Student Grade (Before Penalty Deductions) ( …. /100 x 100) = ….. %

Academic Sources
No deduction (Student references at least 10 academic sources.)
-1% (The student references at least 8 academic sources.)
- ….%
-2% (The student references at least 6 academic sources.)
-3% (The student references at least 4 academic sources.)
-4% (The student references 3 or fewer sources.)
Word Count
Penalties -…%
-10% (if the word count exceeds the permitted 10%)
Late Submission
-5% (1 day late - i.e. 1 min – 24hrs late)
- 10% (2 days late - i.e. 24hr – 48hrs late)
-….%
-15% (3 days late - i.e. 48hrs – 72hrs late)
-20% (4 days late - i.e. 72hrs – 96hrs late)
Not to be graded if 5 days late with an assigned grade of 0% (i.e. 96hrs+ late)
Final Grade Student Grade – (sum of penalties) = ...... %

Feedback:

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 16
Assessment 2: Research Proposal
Session due: Session 10
Length: Maximum of 3500 words
Marks: 100 marks (40%)

What is a research proposal?

A research proposal is a provisional plan to conduct research and outlines how you will go about
conducting the research. The development of a research plan or research proposal cannot be
completed without consulting the relevant literature. The research proposal is a crucial
document that seeks to convince readers of the value of the research and demonstrates the
feasibility of the project plan.

The student’s ability to: detail an appropriate methodology and to provide sound reasoning in
support of the methods selected and procedures to be followed will be assessed. Their ability
to search, find, analyse, synthesise and report on credible research and reference appropriately
will further be assessed.

Instruction:
For this assignment, you are required to write a research proposal for a qualitative study that
explores the gaps in the topic area/field of study you previously investigated in the first
assessment. The purpose of this assignment is to conceptualize how you would conduct the
research and not to carry out the research itself.
In your proposal, make sure to integrate the feedback you received in the first assessment to
refine your literature search in support of your research topic. You should propose a study that
can be realistically carried out by one person.
The structure of your research proposal should be as follows:
▪ Introduction: provide relevant background information and explain why you have chosen
to pursue this research
▪ Literature review: provide an overview of existing research on the topic, but make sure
to synthesize the literature rather than present it study-by-study. End the literature
review by stating your research aim, listing your research questions, and clarifying how
you will address the existing gap in the research.
▪ Methods: describe the research design, participants, procedure for data collection, data
collection methods, and data analysis techniques/strategies that you would use.
▪ Ethical considerations: explain any ethical considerations that would need to be
addressed in your study.
Make sure to adhere to the above structure and provide sufficient detail for each section. This
assignment is an opportunity for you to showcase your ability to design a feasible research study.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 17
 Related key learning outcomes:
The research proposal provides an opportunity for the student to:
▪ Develop his/her thinking around the research process and methodology, by planning the
research in detail;
▪ Engage in some depth with the qualitative research paradigm. The student will have to
choose an appropriate qualitative approach, including data collection and data analysis
methods, and justify this choice on theoretical and practical grounds; and
▪ Put into practice what they have learned about ethics in research, developing insight into
the ethical challenges of research.

Highly Somewhat Not Yet

Accomplished Competent No Evidence
Criteria Accomplished Competent Competent Total
(4) (3) (0)
(5) (2) (1)
Introduction The The The The The No evidence of (… / 5) x 10
(10%) introduction introduction introduction introduction is introduction is assessment =
effectively establishes the provides some unclear or does missing or requirements
establishes the research context for the not effectively does not being met at
research problem and research establish the address the all.
problem and presents a problem but research research
presents a rationale for may not clearly problem or problem or
clear rationale why the study explain the rationale for rationale for
for why the is important, significance or the study. the study.
study is but could be relevance of
important. more focused the topic.
or concise.
Literature The literature The literature The literature The literature The literature No evidence of (… / 5) x 20
Review (20%) review review review review is review is assessment =
effectively synthesizes provides a incomplete or missing or requirements
synthesizes existing general does not does not being met at
existing research and overview of effectively address all.
research and identifies gaps existing synthesize existing
clearly in the research but existing research or
identifies gaps literature, but may not research or identify gaps
in the may not be as effectively identify gaps in in the
literature. The comprehensive identify gaps in the literature. literature.
review or well- the literature
demonstrates a organized. The or provide a
sophisticated review clear
understanding demonstrates framework for
of the topic and a good the proposed
provides a understanding study.
clear of the topic
framework for and provides a
the proposed solid
study. framework for
the proposed
study.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 18
Critical Exceptional Strong critical Adequate Limited critical Minimal No evidence of (… / 5) x 20
Engagement critical engagement critical engagement critical assessment =
(20%) engagement with the engagement with the engagement requirements
with the literature and with the literature and with the being met at
literature and research topic literature and research topic literature and all.
research topic demonstrated research topic demonstrated research topic
demonstrated through a demonstrated through a demonstrated
through thorough through a basic cursory through a lack
comprehensive synthesis and synthesis and synthesis and of synthesis
synthesis and analysis of analysis of analysis of and analysis
analysis of existing existing existing of existing
existing research, research, some research, research, few
research, thoughtful ideas for limited ideas or no ideas for
innovative ideas for further for further further
ideas for further investigation. investigation. investigation.
further investigation.
investigation.
Methods There’s The research The research The research The methods No evidence of (… / 5) x 20
(20%) seamless design, design, design, are missing or assessment =
alignment participant participant participant do not requirements
among the selection, data selection, data selection, data address the being met at
research collection collection collection research all.
design, procedures, procedures, procedures, questions.
participant and data and data and data
selection, data analysis analysis analysis
collection techniques are techniques are techniques are
procedures, described and described but poorly
and data appropriate for may not be described or
analysis addressing the well suited for not appropriate
techniques research addressing the for addressing
which are all questions, but research the research
clearly may lack some questions or questions. The
described and detail or may lack proposed
well thought clarity. The sufficient detail methods are
out. The proposed or clarity. The not feasible.
proposed methods are proposed
methods are generally methods may
feasible and feasible. have some
appropriate for feasibility
addressing the issues.
research
questions.

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 19
Ethical Ethical Ethical Ethical Ethical Ethical No evidence of (… / 5) x 20
Considerations considerations considerations considerations considerations considerations assessment =
(20%) are thoroughly are addressed, are briefly are not are missing or requirements
addressed, but could be mentioned but addressed or not being met at
demonstrating more not thoroughly are addressed addressed. all.
a strong comprehensive addressed or insufficiently.
understanding or detailed. considered. The proposal
of the ethical The proposal The proposal does not
issues that provides a provides a provide a plan
could arise in plan for limited plan for for addressing
the proposed addressing addressing ethical issues.
study. The ethical issues ethical issues.
proposal that could
provides a arise.
clear plan for
addressing
these issues.
Organisation Writing is Writing is Writing is Writing is Writing is No evidence of (… / 5) x 5
and Clarity well-organised, mostly well- somewhat disorganised extremely assessment =
(5%) clear, concise, organised and organised and and difficult to disorganised requirements
and easy to clear, with clear but lacks follow, with and difficult to being met at
follow, with headings that appropriate limited use of follow, with all.
appropriate are use of headings, topic no use of
and effective appropriately headings, topic sentences, or headings,
use of placed, topic sentences, and transitions. topic
headings, topic sentences, and transitions. sentences, or
sentences, and transitions that transitions.
transitions that provide ease
impactfully to reading and
communicate that
the author’s communicate
ideas and the author's
arguments. ideas.
APA Style and The document The document The document The document The document No evidence of (… / 5) x 5
Referencing impeccably consistently generally demonstrates does not assessment =
(5%) follows APA adheres to follows APA some attempts adhere to requirements
style guidelines APA style style to follow APA APA style being met at
for formatting, guidelines for guidelines but style guidelines for all.
citations, and formatting, may have guidelines but formatting,
references. In- citations, and occasional with several citations, and
text citations references. In- errors or inconsistencies references.
and references text citations inconsistencies. and errors. In- Frequent and
are flawless, and references In-text text citations significant
accurate, and are accurate citations and and references errors of in-
consistently and consistent references are are present but text citations
applied. The throughout the generally contain and
document document. The accurate but noticeable references are
showcases an document may have inaccuracies or present. There
excellent demonstrates minor inconsistencies. is a lack of
understanding a good inaccuracies or There may be consistency
and understanding inconsistencies. minor issues and accuracy
implementation of APA style The document with formatting in the use of
of APA-style requirements, shows a basic and overall APA style
requirements with only understanding adherence to throughout
with of APA style the document.
Bachelor of Applied Social Science / Bachelor of Social Work
The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 20
 meticulous minor lapses requirements APA style
attention to in adherence. but lacks requirements.
detail. thoroughness
and attention
to detail.

Student Grade (Before Penalty Deductions) ( …. /100 x 100) = ….. %

Academic Sources
No deduction (Student references at least 10 academic sources.)
-1% (The student references at least 8 academic sources.)
- ….%
-2% (The student references at least 6 academic sources.)
-3% (The student references at least 4 academic sources.)
-4% (The student references 3 or fewer sources.)
Word Count
Penalties -…%
-10% (if the word count exceeds the permitted 10%)
Late Submission
-5% (1 day late - i.e. 1 min – 24hrs late)
- 10% (2 days late - i.e. 24hr – 48hrs late)
-….%
-15% (3 days late - i.e. 48hrs – 72hrs late)
-20% (4 days late - i.e. 72hrs – 96hrs late)
Not to be graded if 5 days late with an assigned grade of 0% (i.e. 96hrs+ late)
Final Grade Student Grade – (sum of penalties) = ...... %

Feedback:

Bachelor of Applied Social Science / Bachelor of Social Work

The South African College of Applied Psychology (Pty) Ltd
Applied Research Methodology
Page 21