\ MUTARE TEACHERS’ COLLEGE

STUDENTS’ RESEARCH BOOKLET

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Foreword

This module on Research is a product of Mutare

Teachers’ College lecturers. The spearheading team
was the Research Committee consisting of: Dr Ruth
Kutiwa(Chairing), Dr Innocent Rambakutongwa
Madenga, Mr John Tengwi, Mrs Theresa Murahwa,
Mrs Jerita Razuwika, Mr Biggie Matore, Mr
Raymond Damba, Dr Kuziwa Kutiwa, Mr Geofrey
Kuziwa Munjoma, Mr Watson Mapeto Mlambo, Mrs
Kuda Patricia Mandabva, Mr Thomas Chemwaita,
Dr David Magege, Mrs Tambudzai Veronica
Mhindurwa and Mr Alois Matorevhu.

The facilitators were Dr Reginald Dennis Gwisai and

Dr R Kutiwa .It is hoped that our students will find
the document worthwhile in sharpening their research
skills. The module provides a scholarly step by step
approach to carrying out a research project at Mutare
Teachers’ College. A strong research capacity is a
necessity to the nation and particularly to the education fraternity for socio-economic
transformation. It is crucial that students take research seriously as it helps them solve
teaching and learning problems as well as promoting innovation. I therefore wish to thank the
Mutare Teachers’ College Research Committee that put this booklet together at Montclair
Hotel 2019. It is hoped that the booklet will go a long way in improving the quality of
research at Mutare Teachers’ College and beyond.

---------------------------
MUTUBUKI, A.
PRINCIPAL

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CONTENTS PAGE

What is research?.......................................................................................................................3

Why carry out a research project?............................................................................................3

Topic formulation.....................................................................................................................3

The problem and its setting.......................................................................................................5

Statement of the problem...........................................................................................................6
Research objectives...................................................................................................................6
Sub-problems/ research questions.............................................................................................6
Hypothesis/proposition .............................................................................................................7
Significance/ justification/importance of the study/rationale....................................................7
Assumptions of the study .........................................................................................................7
Scope/ delimitations of the study.............................................................................................7

Limitations of the study............................................................................................................8

Definition of terms..................................................................................................................8

Review of related literature......................................................................................................9

Types of literature review sources……………………………………………...….................9
Why review of related literature?.............................................................................................9
Research design and methodology.........................................................................................12
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Research design......................................................................................................... ……….12
Population ..............................................................................................................................12
Sample and sampling procedure...........................................................................................13

Data collection instruments...................................................................................................13

Data presentation, analysis and interpretation ......................................................... ………15
Ethical considerations..........................................................................................................15

Data presentation, analysis and interpretation.......................................................... ………16

Summary, conclusion and recommendations........................................................................19
References............................................................................................................................23

What is Research?

Creswell (2014) describes research as the systematic and objective analysis and recording of
controlled observations that may lead to the development of generalisations, principles, or
theories, resulting in the prediction and possibly ultimate control of events (Keith, 2014). It
can be argued that, research is a systematic process of collecting, analysing and interpreting
data for the purpose of solving a problem and creating new knowledge.

Research is a systematic process of collecting information which is meant to solve a problem.

It involves:
 Collecting data;
 Analysing and interpreting data;
 Drawing conclusions;
 Developing new information;
 Gathering data or using existing data from primary sources for a new purpose;
 Accurate observation and description;
 Patience and unhurried activity;
 Courage to the extent of following procedures that may not be popular;
 Careful recording and reporting;
 Validity and reliability.

Why carry out a research project?

Human beings conduct research every day in many different ways, settings and for many
reasons. In education settings research is meant to:
 Improve school practices and individuals who strive to improve those practices;
 Improve curriculum and instruction (teaching practices);
 Develop new knowledge and understanding about teaching, learning, and educational
administration that will lead to the improvement of educational practice;
 Improve policy makers’ decision making;
 Develop and improve student research skills.
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  Fulfil the requirements of the Diploma in Education.

Topic formulation

You can formulate a research question/topic in the following manner:

 Identify your area of interest;
 Question this topic from several viewpoints;
 Topic must be grounded in some already known information where inadequacy is
found but it can also be a new area with little or no other studies conducted;
 Assess the extent to which the topic benefits stakeholders;
 Check out any ideas you have with your supervisor as something in one of these areas
may be appropriate to research;
 A further possibility is that your research topic may come from ‘suggestions for future
work’ listed at the end of a research paper you have found interesting; though in this
case it is advisable to undertake some literature search;
 Browse newspapers and the internet for current events to research and write about;
 Search out current controversies and new studies making news that apply to teaching
and learning;
 Choosing a current event to write about ensures that your paper is fresh and original;
 Write 3 topics you can think of and then do some brief research on the literature
available. Nearly any topic can be the basis of a research project so do not be afraid to
explore the ideas and issues you love;
 With the guidance of the supervisor select one topic which you feel you have more
capability and passion to research on.
 Formulate a researchable topic;

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 GUIDELINES FOR THE CONTENT OF EACH CHAPTER

CHAPTER ONE
THE PROBLEM AND ITS SETTING
1.1 Introduction
Locate the problem and give an overview of the whole chapter. The introduction provides the
focus and the context of the problem.

1.2 Background to the study

In this section you are expected to describe the problem that needs to be solved or researched
on. The whole idea is to establish whether a solution to the problem can be found. To
interrogate the problem, there are certain pertinent issues you should make an effort to
address. These are;
 What observations have you made to suggest to you that there is a problem?
 How does the problem manifest itself?
 The researcher should show clearly the indicators of the problem, what has created the
problem and what prompted him/ her to venture into the area?
 It must attempt to show a gap between the real and the desired position/ scenario;
 It should attempt to demonstrate a fresh approach to the problem;
 It can be based on a historical narrative and unfold into the present scenario;
 Should demonstrate your experience, knowledge and passion for the subject;
 What views do you get from the literature about the problem?
 What has been done and is being done to address the problem?
 Why are these efforts limited and thus making your study necessary?

Scenario

Tambudzai Choto is a student teacher at Mutare Teachers’ College recently deployed at

Dombo Secondary School in Nyanga for her attachment teaching practice. She is allocated a
form two History class comprising 62 learners. As it turns out, her lessons in History
continue to be disrupted to the extent that half of the class miss her lessons at any given time.
As a result, she cannot achieve her set objectives. She cannot manage her time well; pupils
always sneak out of class making noise and are usually inattentive. Ms Choto becomes very
worried.

Activities

1. Identify the challenges faced by Ms Choto

2. What advice can be given to Ms Choto?
3. What research topic can be drawn from this scenario?
4. Write down Ms Choto’s statement of the problem.

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1.3 Statement of the problem

 The statement of the problem should be: significant; genuine; specific; clear;
researchable; straightforward; relevant; well defined; real life related and relates to
researcher’s practice.
 The statement should highlight the problem which necessitates the research.
 It should clearly indicate why and how it is a problem thereby justifying the need to carry
out the research on the topic.
 In attempting to address a gap, the researcher is expected to give a description of the
issues that need to be addressed by the study.
 The following aspects ought to be captured in the statement of the problem;
 The problem should be significant enough to contribute to the existing body of
knowledge, thus stimulating more research.
 The problem should be interesting to the researcher and be formulated in a manner
that is not answering the question with a YES/ NO.
 What do you wish to find out and why?

Activity
(i) Outline Ms Choto’s problem.
(ii) Describe how Ms Choto’s problem is affecting the teaching and learning
process.

1.4 Research objectives

The researcher outlines the intentions in undertaking the study and these are in line with the
sub-problems;
 Should show what the researcher intends to achieve;
 Should closely relate to the statement of the problem;
 Seek answers to the research questions;
 They also help to keep the study focused;
 They must be arranged from simple to complex using action verbs;

1.5 Sub-problems/ research questions

 These are subsequent problems th
 at are derived from the main problem;
 These bear a direct link to the main problem and are not independent issues being
brought in by the researcher;
 These should be arranged in a logical manner;
 Should be formulated in the form of questions to be answered as the research
unfolds (but not YES and NO answers);
 Each sub – problem must attempt to answer a specific area of the main research
question;
 Should be in line with research objectives;
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  What are the specific goals /targets you want to achieve through the study?

NB: You can use both or either research questions or research objectives to answer
your main research question/topic.

1.6 Hypothesis/proposition (optional)

One important consideration in the formulation of a research problem in quantitative
research is the construction of a hypothesis. Hypotheses bring clarity, specificity and
focus to a research problem. In simple terms, a hypothesis is:
 A statement of expectation or prediction that will be tested by the research;
 It is an intelligent guess or proposition that attempts to explain a fact or facts of
natural phenomena;
 Usually used in the field of science.

NB: If you use hypotheses then do not use research questions.

1.7 Significance/ justification/importance of the study/rationale

In this section the researcher explains the importance of the study not only to other
segments of the society or community but to him/her as well. The following aspects
ought to be addressed:
 Write about why you are doing the research/study;
 Write about the positive effects of your study;
 How it may be helpful, to whom and why?
 State the individuals/ groups of people who will benefit from the study e.g. the
learners, the student teachers, practising teachers and so forth.

1.8 Assumptions of the study

 It is a belief that forms one of the bases of research which should not be tested or
needs to be supported by empirical evidence/ data, for example, respondents' ability to
read and write, the continued importance of the subject to the school curriculum.
 Should justify that each assumption is true, for example, assuming that all the
respondents will answer all the questions in the questionnaire honestly.
 These can be at least three in number.
 It encourages researchers to undertake pilot and feasibility studies.

1.9 Scope/ Delimitations of the study

Scope or delimitations of the study are the boundaries set by the researcher to control the
study they are doing. The researcher is in control of these, that is to say, the choice of the
problem, the population, and the objectives of the study, the variables to be used / tests
and so forth. The researcher also explains the criteria for participation, geographical area

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 to be covered, (can include a sketch map) organisations involved and other details. The
purpose of the delimitation of the study is to make the researcher's objectives attainable.
Furthermore, delimitations of the study helps to reduce time spent on unnecessary details.

1.10 Limitations of the study

The researcher explains’;

 Any problems s/he might encounter during the research and offers possible
solutions.
 Challenges which might be beyond the control of the researcher, for example, lack
of resources or failure to respond to questionnaires by respondents are highlighted.
 However, the researcher needs to suggest ways of reducing the effects of
limitations so that the study findings are not affected.

1.11 Definition of Terms

 These are terms that will be used in the study which are peculiar to the study or
subject.
 The terms can be extracted from scholarly works but there is also a need for one to
zero in on the contextual/operational meanings of such terms.

N.B. Definition of all peculiar terms used in the study is cumulative.

1.12 Summary
 Give a summary of the chapter/section
 Highlight the ideas discussed and give a brief description of the focus and content
of the subsequent chapter.

NB: The summary does not have to read like the introduction.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
A brief statement linking the current chapter with the previous one is crucial. The review of
related literature is an integral part of the research process and makes a valuable contribution
to almost every operational step. In the initial stages of research it helps you to clarify your
ideas, establish the theoretical roots of your study and develop your research methodology.
Before undertaking the review of related literature, one must understand that literature means
writings or any written discourse. A body of literature refers to all the published writings in a
particular study on a particular subject.

2.2 What is Review of Related Literature?

 A description of your topic area, supported by references;
 A researcher should be able to critique the sources that they would have consulted
(avoid simple narration);
 The voice of the researcher must be heard;
 It is a careful examination of a body of literature pointing towards the answer to one’s
research question/ sub-problems or objectives;
 It attempts to establish knowledge gaps and aims to address them;
 Review of other studies outlining important research trends;
 The process of assessing the strengths and weaknesses of existing research;
 Establishes need for current and/or future research projects.

2.3 Types of Literature Review sources

Primary literature sources include published sources such as reports, central and local
government publications. They also include unpublished manuscript sources such as letters,
memos and committee minutes that may be analysed as data.

Secondary literature sources such as books and journals are the subsequent publication of
primary literature. These publications are aimed at a wider audience. They are easier to locate
than primary literature as they are better covered by the tertiary literature.

Tertiary literature sources, also called ‘search tools’, are designed either to help to locate
primary and secondary literature or to introduce a topic. They, therefore, include indexes and
abstracts as well as encyclopaedias and bibliographies.

Other sources
Include newspapers and the internet (World Wide Web) search engines. These can point you
to the more reputable sources; in general avoid citing them directly in your literature review.
Whilst the use of the internet is encouraged, it should be done in a scholarly way. Researchers
should avoid the use of Wikipedia, they should instead use the Google scholar search engine.
If using Google, then the source should be authentic, that is, it should have the publication
date or authority.

Activity: Categorise the various sources as primary, secondary and tertiary literature sources.
2.4 Why Review of Related Literature?
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  The main purpose of reviewing related literature is that it tests one’s research question
against what is already known about the research under study.
 It seeks to discover whether the research question has already been answered by
someone else and if so, how far and what gaps were left out in relation to the research
question.
 If the researcher finds out that the research question has already been answered by
someone else, then one must change/modify the question.
 As the review describes and summarises existing research on the topic one has, it
helps the researcher to evaluate existing research as to how it applies to his/her own
research.
 It informs the methodology.
 It sharpens the research problem.

2.5 Tips on Getting Started

The researcher:
 May use one’s sub-problems to note down the initial thoughts on the topic.

NB. It is important to do this before reading so that you do not waste time on irrelevant
reading. The example below relates to the scenario in Chapter 1 section 1.2.

Topic: Classroom management strategies for effective teaching and learning

Pseudo-questions to guide Review of Related Literature

 What are the possible causes of truant behaviour?

 How can a teacher reduce truancy?
 What is motivation?
 How can a teacher motivate his / her class?
 What strategies can a teacher use to ensure effective management of time?
 Which strategies can a teacher use to generate and sustain pupils’ interest / attention?

2.6 Terms used in - text citations

The following terms are usually used in literature review:
posit claim suggests propose postulates contends insists
asserts affirms points out concurs advocates agrees
appraise etc.
 Varied and effective use of these verbs helps one to develop a coherent literature
review.

2.8 Checklist for a literature review

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  Does the literature relate to the research question (relevance). In fact try to use your
sub-research questions or objectives as guidelines for reviewing related literature.
 Does it start at a general level and narrow down?
 Are the sources used varied and recent?
 Is the relationship inherent in the literature shown (similarities, differences, and
trends)?

N.B At least twenty (20) sources is the minimum recommended at this level.
Literature Review should cover at least 10 to 15 pages.

2.9 Summary
Highlight the emerging trends and gaps in the literature cited and give a projection to the next
chapter.

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 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
A brief statement linking this chapter to the previous one should be provided. It gives a brief
overview of the approach to be taken, the research design to be used and the rationale for
choosing it.

3.2 Research Approach

There are three approaches namely qualitative, quantitative and mixed methods.

3.2.1 Qualitative
This is a way of collecting data in a natural setting. It involves getting views, facts,
opinions, attitudes and perceptions and is a source of convergent and divergent views. The
information for qualitative research is drawn from the source directly (i.e. primary data).
Qualitative deals with reality on the ground and goes beyond numbers. The researcher in this
type of research interacts, observes and role plays (Keith, 2014).
3.2.2 Quantitative

Involves collecting and converting data into numerical form so that statistical calculations can
be made and conclusions drawn. The emphasis is on describing phenomena (Saunders, 2009).
3.2.3 Mixed methods
Focus on collecting and analysing both quantitative and qualitative data in a single study.
(Tashakkori and Creswell 2007 cited in Mertens 2015 page 304).

3.3 Research Design

It is a plan used to conduct research. Examples include: descriptive survey, experimental,
case study or quasi-experimental. Designs are approach specific. (See table below).

Table 3.1: Research approaches

Qualitative Quantitative Mixed

Case Study Experimental Exploratory sequential
Survey Surveys Explanatory sequential
Document /analysis Correlational Convergent

3.4 Population
 This is a larger group from which individuals/objects are selected to participate in a
study (Jacobs, 2010).
 It is a group of people or objects from which the researcher wants to draw conclusions
(Babbie, 2013 page 115).

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  There are two types of population namely: target and accessible population
 Target population refers to individuals or objects associated with the problem.
 Accessible population refers to those individuals or objects within reach of the
research.
 The researcher must describe characteristics of the accessible population like gender,
age, grade level etc;
ACTIVITY
Using the example of Ms Choto’s scenario from chapter one define the population.

3.5 Sample and sampling

Sampling is a process of selecting research participants from a larger population (Adler –

Clark, 2011). A research sample is therefore, a small group of representatives (selected for
study) whose characteristics exemplify the larger group from which they were selected
(Jacobs, 2010). Sampling is a prerequisite because it is not necessary, even if possible, to
collect data from the entire target population (Babbie, 2013).

3.5.1 Sampling procedures

These are techniques for selecting the sample. There are two categories of sampling
procedures namely probability (quantitative) and non – probability (qualitative) sampling.

[Link] Probability Sampling (Quantitative)

In probability sampling, each member of the population has a chance of being selected to be
part of the sample (Magwa and Magwa, 2015).

Examples
Simple Random sampling
A sampling technique in which each member of the population has an equal chance to be
chosen as part of the sample.

Stratified random sampling

A sampling technique is intended to guarantee the sample represents specific sub – groups or
strata.
 Population is divided into non – overlapping groups called strata.
 A simple random sample is extracted from each stratum.
 A composite sample is made from these samples.

Cluster sampling
A sampling technique in which clusters of participants that represent the population are
identified and included in the sample.
 A random sample of clusters is made.
 A survey of all clusters selected is carried out.
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Other examples are systematic and multistage sampling

[Link] Non – Probability Sampling (Qualitative)

A sampling technique in which the individual members of the population do not have an
equal likelihood of being selected to be a member of the sample.

Examples
 Convenience sampling
 Purposive or Judgmental Sampling
 Quota

3.6 Data Collection Instruments

This section should include all the instruments to be used to collect data as per your sub –
research questions/objectives and research approach. Research instruments that can be used
include:
 Observation schedule,
 Interview guides,
 Questionnaires,
 Document analysis,
 Focus group discussion guide,
 Tests and so on.
The instruments could be structured, semi-structured or open ended depending on the type of
data to be collected and the approach that is guiding the research.

The researcher may need to:

 Develop the instruments;
 Acknowledge the source of the instruments adapted;
 Validate the reliability and trustworthiness of the information about each tool to be
used;
 Use at least two instruments to collect the same data that will help in triangulation of
data.

3.7 Data Presentation, Analysis and Interpretation Plans

You need to describe how you are going to present, interpret and analyse data. The analysis
could be statistical or descriptive or both depending on the nature of the research design and
approach. These processes are very important and they should:
 Be based on the research questions/objectives/themes and the design selected for the
study;
 Briefly describe the presentation technique that will be used, for example, narrative
and or verbatim presentations, histograms, scatter-plots, bar graphs, pie-charts and so
on;
 Specify the procedures for reducing and coding data;
 Include summary of narrations, descriptive statistics for example the mean, standard
deviation, correlation and inferential statistical tests, for example, Chi-square, t-tests,
ANOVA.

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3.8 Ethical Considerations
These are moral issues that are considered when carrying out research. They appeal to the
public conscience and entail the respect of the research participants/ respondents; that
include;
 Confidentiality;
 Informed consent;
 Anonymity;
 Privacy;
 Prevention of physical/psychological harm, etc.
 Deception and falsification

NB. The research design and methodology section should not be a mere review of
literature but linked with your current study.

3.8 Summary
This part should give a summary of the chapter and provide a brief link to the next chapter.

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 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
A brief statement linking this chapter to the previous one should be written. It should
summarise the sub – headings that will be used for data presentation, analysis and
interpretation. It highlights what the chapter involves. It should also be brief and specific.
There are no quotations here.

4.2 Data Presentation, Analysis and Interpretation (Discussion of Findings)

4.2.1 Data Presentation
Presentation: refers to the putting across of collected data. This could also be considered as
the painting of a picture of what happened. As such data can be presented in the form of a
narration/description, pie-charts, graphs, tables and so forth.
Data can be organised and presented in many ways. However, care should be taken to;
 Organise data in a clear and concise manner;
 Organise data in a way or format that it can easily be understood and utilised;
 Present data in the most convincing manner;
 Keep the language as simple as the subject permits;
 Arrange the ideas in a logical order;
 Ensure that the data presented addresses all the research questions/objectives;
 Present data as per each sub-research question /objective or theme, pattern, trend that
emerges from the finding;
 The presentation should cover all the instruments used and data should be presented
in the order they were collected;
 In the presentation of data, repetition should be avoided;
 There is also need to vary the presentation of different findings;
 After presenting data in either form; table/figure, a clear interpretation should be
made.

In research, one or more of the following aspects become apparent.

i. Theme: It is a subject of focus; an idea that recurs; the main idea of discussion.
ii. Pattern: It is a regular arrangement/occurrence of something; it is a system, form,
method, sequence, format, and so on; it is something that repeats over and over again.
iii. Trend: It is a general direction in which something is developing or changing e.g.
there is a general upward/downward movement in prices; sales; etc.

4.2.2 Tabulation/Tables and Figures

This deals with presentation of data in figures or tabular form. Tabulation condenses a large
mass of data. It enables comparisons to be made easily among the classes of data. A table /
figure should therefore, have the following;
 Tables and figures should be titled and presented in a logical sequence.

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  For the table the title should be inserted above the table and for the figure it should be
below.
 The source comes below the table or graph.
 The tables/ figures should be clearly and logically numbered, preceded by the chapter
number; e.g. the first table /figure should be labeled, ‘Table 4.1’ or ‘Fig. 4.1’
respectively.
 The column and row headings should be labelled in bold.
 After each table, a clear interpretation/ discussion should be made.

NB: Choice of the graphical method of presentation is dependent on the nature of the data.
 For distribution – Histograms, Frequency distribution curves.
 For composition – Pie-charts.
 For comparison – Pie -charts, multiple bar charts.
 To show relationships – bar graphs, line graphs.
 For continuous data- Bar graphs, histograms.

4.2.3 Analysis and Interpretation

[Link]. Analysis
It is the process of developing answers to the questions using statistical procedures in
quantitative approach and critical reflection on the data presented in qualitative approach.

The following observations are useful;

 What is the significance of the findings in relation to the research
questions/objectives?
 Check the relationship to the pattern, trend or theme emerging from the data;
 What does the data mean?

[Link] Interpretation

 It is the process of assigning meaning to the collected information and determining

the conclusion, significance and implications of the findings.
 Other studies reviewed in chapter two should be quoted to support similarities and
differences of the current findings.

4.3 Summary
This is a brief outline of the main findings / issues presented and linking it with the next
chapter.

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 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction
It comprises the summary, conclusions and recommendations drawn from the whole
study.

5.2 Summary
The purpose is to give an overview of the study that was conducted. (Look at all the chapters
summarising the main points).
This can be done by:
 Stating the problem solved, the issue at stake, that is, the main research question.
What problems did the researcher encounter and how did the researcher go about to
minimise the problems?
 Mentioning the main ideas coming out from literature related to the problem. What
are the major findings and gaps in knowledge that motivated the study? Cite critical
studies that have been conducted briefly.
 Making a brief description of methods used, this should include the design, target
population, sample and sampling procedures. What instruments were used? What data
analysis procedures were used? What ethical procedures were taken into account?
 What were the major findings?

N.B The write up should be as brief as possible, consistent with clear presentation of all
important information concerning the problem, method and findings.
5.3 Conclusion
It is a final comment or judgement on the Research Project. It is drawn from the findings.
The conclusion is answering the major problem which is the topic. From this conclusion the
recommendations are made.

NB: The above must be discussed with your subject and topic in mind.

Basically, the researcher attempts to restate what was said in the opening paragraph and ties
together all the informational threads that have been woven into a research project.
5.4 Recommendations
 Recommendations are based on findings in chapter 4 and methodological problems
encountered.
 The recommendations are suggestions or strategies that maybe put in place in order to
deal with the problem that was started off with methodology.
 Recommendations should stipulate who takes what action(s) and with what urgency
depending on the seriousness or the magnitude of the research discoveries.

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  State a finding from chapter 4 and make a recommendation related to the finding to
include focus for future research.
 What problems were met and what do you recommend.
 Make recommendations that are practical.
 The recommendations should be linked to the significance of the study. The
recommendations should not outweigh the strengths of the problem.
 Recommendations must focus on various stakeholders linked to your research.
 Avoid use of authoritative terms, for example, “must”; rather use terms like
“encourage”, “urge”, and so on.

5.5 Referencing
We use the American Psychological Association (APA) style of referencing to acknowledge
all sources of our information both in-text and at the end of the research project.
5.5.1 In text citation/referencing
To cite information directly or indirectly, there are two ways to acknowledge citations
Make it a part of a sentence and acknowledge all the authors in parentheses at the end of a
sentence.
 Direct quotation: use quotation marks around the quote and include page numbers
e.g. Mullin and Smith (2016) argue that “disability does not mean inability to
participate in sport’’ (p.11). “Disability does not mean inability to participate in
sport’’ (Mullin and Smith, 2016).
 Indirect quotation /paraphrasing and summarising e.g. Incentives are necessary for
skills retention (Johnson and Smith, 2016). According to Johnson and Smith
(2016), incentives are necessary for skills retention.
Citations from Secondary sources – researchers and practitioners are both participants in
processes of education and systems of schooling (Wagner, 1997, as cited in Jaworski, 2003).
Wagner (1997) contends that in co – learning, “researchers and practitioners are both
participants in processes of education and systems of schooling (Wagner, 1997, as cited in
Jaworski, 2003).
5.5.2 The reference list
A reference list is a full list of the sources you consulted and cited within your work. These
include: books, journal articles and websites. All works cited in – text must be listed at the
end of the research project. The reference list is not numbered. Provide the list alphabetically
by the surname of the author. The most useful examples (books, journal articles etc.) of writ-
ing the reference list is provided at the end of this module.
Examples;
Komisar, L. (1991). The new feminism. New York: Franklin Watts.
Maki, R. H. (1982). Categorization effects which occur in comparative judgment tasks.
Memory & Cognition, 10, 252 – 264.

20
Smith, K., Atkinson, R. C., & Shiffrin, R.M, (1994). The control of short-term memory.
Scientific American, 225, 82 – 90.
Strunk, W. Jr., White, E. B. (1979). The elements of style (3rd Ed.). New York: Macmillan
Roll, W. P. 1976. Research methodology. In J.M.O. Wheatley & H.L. Edge (Eds.),
Philosophical dimensions of parapsychology (pp.154 – 184). Springfield, IL
American Psychiatric Press.

5.5.3 Plagiarism
It is an academic theft which is committed when the researcher does not acknowledge and
cite the sources of information using the recommended format.

21
References
Dornyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed
Methodologies. Oxford: Oxford University Press.
Creswell. J.W.( 2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches.
4th ed. Los Angeles: Sage.
Babbie, E. (2013). The Practice of Social Research. 13th ed. Wardsworth: Cengage Learning.
Adler, E.S. and Clark, R. (2011). An Invitation to Social Research: How it’s done. 4th ed. Belmont:
Wadsworth.
Gay, L.R., Mills, G.E. and Airasian, P. Educational Research: Competencies for Analysis and
Applications. 10th ed. Boston: Pearson.
Jacobs, R.M. (2010). Educational Research: Sampling a Population. (online). Available:
[Link]/docs/35709761/Sampling-a Population (Accessed 19 July 2014).
Keith, J. (2014). Introduction research methods in education, Sage Publication, London ECIYSE
`O’Leary, Z.( 2010). The Essential Guide to Doing your Research Project. Los Angeles: Sage.
Onwuegbuzie, A. J. and Johnson, R. B.( 2006). The Validity Issue in Mixed Research. Research in
the schools (online), 13(1): 48-63. Available:
[Link]
(Accessed 7 June 2016).
Teddlie C. and Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating
Quantitative and Qualitative Approaches in the Social and Behavioural Sciences. London:
SAGE.

22
 There are anti – plagiarism softwares e.g turnitin.
MUTARE TEACHERS’ COLLEGE Research Project Supervision Form
NAME OF STUDENT.............................................................................................................................[Link]................
RESEARCH SUPERVISOR: ..............................................................................................................YEAR GROUP..................
RESEARCH TOPIC ………………………………………………………………………….....................................................................
................................................................................................................................................................................................................

DATE ISSUES DISCUSSED SUPERVISOR’S STUDENT’S

SIGNATURE
SIGNATURE

23
 Mutare Teachers’ College
PROFESSIONAL DEVELOPMENT STUDIES DEPARTMENT
Research Project Marking Guide

Name of candidate ………………………………………………………………………………….Candidate Number MARK

ResearchTopic………………………………………………………………………………………………………………………………………………………………………………………………………...
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
…………………

Marker

Section Marking Points Possible Mark Mark Comments

Overall  The quality of typing and presentation of project, [5]

Organization pagination and binding.
 Topic page, acknowledgements dedication table
of contents and abstract.
 List of tables, list of figures, list of appendices.

24
Chapter 1/  Background to the problem [20]
Introduction  Statement of the problem
 Research objectives, research questions/sub prob-
lems.
 Assumptions of the research.
 Significance of the study
 Limitations and delimitations.
 Definition of key terms
Chapter 2  Relevance of literature [15]
 Links with research questions /sub problems.
Review of  Critical evaluation of literature cited
related  Recency of literature.
literature

Chapter 3  Appropriateness of research design. [15]

 Description of target population, sample and
Research sampling methods
Methodology  Description of instruments including their valida-
tion.
 Data collection procedures including discussion of
ethical considerations taken into account
 Data presentation and analysis plans
Chapter 4  Relevant use of sub headings, tables, figures, titles [25]
 Complete description of trends, patterns, etc
Data emerging from data.
presentation,  Discussion and interpretation of data in relation to
analysis and problem and related literature.
interpretation/
discussion.

Chapter 5  Summary: in terms of the problem, main ideas [15]

from literature, methodology findings and con-
Summary, straints met and extent to which they were min-
Conclusions imized.
 Conclusions: Extent to which each research ques-
25
and tion was answered or sub problem solved or not
Recommendati solved
ons  Recommendations : to be based on stated find-
ings
References and  Listing of all references cited in the text alphabet- [5]
Bibliography ically
 Proper technique of text referencing
Total 100

Name of Supervisor Signature Date

Name of marker Signature Date

External Assessor’s Name Signature Date

26
 UNIVERSITY OF ZIMBABWE
DEPARTMENT OF TEACHER EDUCATION
MUTARE TEACHERS' COLLEGE
DIPLOMA IN EDUCATION (SECONDARY)

ASSESSING PASS RATE IN MATHEMATICS AT ORDINARY LEVEL IN

MUTARE URBAN IN ZIMBABWE

BY

TENDAYI CHIKOTI

CANDIDATE NUMBER 245/10

A RESEARCH PROJECT SUBMITTED TO THE PROFESSIONAL

DEVELOPMENT STUDIES DEPARTMENT IN PARTIAL FULFILMENT OF THE
REQUIREMENTS OF THE DIPLOMA IN EDUCATION OF THE UNIVERSITY OF
ZIMBABWE

SUPERVISOR: MR T. WHITE

DUE DATE: 31/05/2019

NB: No fancy borders

No pictures

27
ABSTRACT

The study sought to investigate strategies for addressing barriers hindering female girls to
attain A level education in Mutare Urban Secondary Schools. The study was prompted by the
increased number of females who are failing to attain A level education yet their education is
vital in the development of the society and the country as a whole. The study employed the
qualitative methodology. The case study design was employed in Mutare Urban secondary
schools as a geographical setting. More so, purposive sampling was employed to select
information rich cases who in this case are females in Mutare urban Secondary schools who
are failing to attain A level education therefore discussing the strategies for addressing
barriers hindering female girls to attain A Level education within the area. Focus group
discussions, questionnaires and semi-structured interviews were the data generation tools. In
terms of data presentation and analysis, information was presented according to each research
instrument. The study concluded that there are barriers hindering O Level females to attain A-
Level education. In line with the above, the study recommends that the government should
have a strong policy in regards to female drop outs.

NB Single spacing and not more than a page

28
ACKNOWLEDGEMENTS

I would like to give all honour to the Lord Jesus Christ for His grace and mercy for giving me
the strength and wisdom to complete this study. I owe exceptional gratitude to my Supervisor
F Madondo who guided me tirelessly to write this research study. I also thank my mom, Dr
Kutiwa for her guidance and unwavering support. My sincere thanks go to all secondary
institutions that participated in the study.

This study got strong support from the advice provided by many people and special thanks
goes to my family who encouraged and supported me and these were; Panashe Kutiwa and
Kundai Kutiwa . Last but not least I thank my dear father, Dr Kutiwa for believing in my
capability and for the typing services.

29
DEDICATION

I dedicate this research study to my dear brother Nokutenda.

TABLE OF CONTENTS
30
CONTENTS PAGE

Abstract..................................................................................................................................................................i

Dedication..............................................................................................................................................................ii

Acknowledgements..............................................................................................................................................iii

Table of Contents.................................................................................................................................................iv

Abbreviations and Acronyms...........................................................................................................................viii

CHAPTER 1: INTRODUCTION

1.0 Introduction …………………………………………………………………………………………….…...1

1.1 Background of the problem …………………………………………………………………………..…......1

1.2 Statement of the problem ………………………………………………………….…………………....…...3

1.3 Objectives of the study ……………………………………………………………………………….....…...3

1.4 Research questions …………………………………………………………………………………..…...….3

1.5 Definition of terms………………………………………………………………………………..………….4

1.6 Assumptions…………………………………………………………………………….……….…………....4

1.7 Importance of the study…………………………………………………………………………..……….....4

1.8 Delimitations……………………………………………………………………………………..……….…..5

1.9 Limitations ………………………………………………………………………………………….…..…....5

1.10 Summary…………………………………………………………………………….……………..………..5

CHAPTER TWO

2.0 Introduction …………………………………………………………………………….................................6

2.1 The aims and purposes of science practical……………………………………….………………..………6

2.2 Challenges faced in science practical’s …………………………………………………………..…………7

2.2.1 Poor laboratory facilities ……………………………..………………………………………….………..7

2.2.2 Teaching methods …………………………………………………………………….................................8

2.2.3 Attitudes of teachers towards science practical’s ………………………………………………..……..11

2.2.4 Learners’ attitudes towards science practical’s …………………………………………….…….……12

2.3 How science practical’s can be improved ……………………………………………………….…..…….12

2.3.1 Motivation …………………………………………………………………………………….……….….13

2.3.2 Responsibility of a teacher in practical teaching …………………………………………………….....13

2.3.3 Improvement of laboratory facilities ………………………………………………………………..…..14

2.4 Summary……………………………………………………………………………….……………….…...14

CHAPTER 3: RESEARCH METHODOLOGY

31
3.0. Introduction …………………………………………………………………………………………..…..16

3.1. Research design………………………………………………………………………………………..…..16

3.1.1 Qualitative research……………………………………………………………………………………....16

3.2 Targeted population …………………………………………………………………………………….….17

3.2.1 The sample …………………………………………………………………………………….……….…17

3.2.2 Sampling ……………………………………………………………………………………….………....17

3.3 Research instruments ……………………………………………………………………………….……...18

3.3.1. Interviews ……………………………………………………………………………………….………..19

3.3.2 Questionnaires ………………………………………………………………………………….………...19

3.4 Data collection procedures. …………………………………………………………………………..……20

3.5 Data presentation and analysis plan………………………………………………………………..……...20

3.6 Summary …………………………………………………………………………………………..………..20

CHAPTER 4

4.1 Introduction …………………………………………………………………………………...……………21

4.1 Challenges faced in doing of science practical’s. …………………………………………………………26

4.2 Ways of improving science practical’s…………………………………………………………………….26

4.2.1 Answers to interview questions ……………………………………………………………………….…27

4.3 Summary ……………………………………………………………………………………………….…...27

CHAPTER 5

5.1 Introduction ………………………………………………………………………………………………...28

5.2 Summary…………………………………………………………………………………………………….28

5.3 Conclusion …………………………………………………………………………………………………..29

5.4 Recommendations ……………………………………………………………………………...…………..30

REFERENCES…………………………………………………………………………………………..……...31

Appendix ………………………………………………………………………………..….

ABBREVIATION AND ACRONYMS

EFA Education For All

O-LEVEL Ordinary Level

UNESCO United Nation Sciatic Cultural Organisation

32
 INSTRUCTIONS TO STUDENTS
Complete your research project using the format outlined in this module;
 Your typed report should be font size12;
 Use font Times New Roman;
 1.5 spacing and justify throughout the document except in the abstract;
 Your typed report should be a minimum of 30 pages exclusive of the preliminary
pages;
 Begin each chapter on a new page and centre the number and the title;
 Work closely with your supervisor;
 Unsupervised work will not be accepted.
 Collect your data whilst on TP.
 Honour deadlines -3 year end of May
-2 year end of July

Standing from left Ms V. Mhindurwa, Mr [Link], Mr G.K Munjoma, Dr D. Magege, Mrs T.

Murahwa, Ms [Link], Doc [Link], Mrs [Link], Mr [Link], Mr [Link],
Mr [Link],Dr [Link],Dr [Link], Mr [Link], Mr B. Matore and Dr Gwisai (Bindura
University).

33