Course Code: CORE8

Course Title: PRACTICAL RESEARCH 1

Course Type: APPLIED
Pre-requisite: NONE
Co-requisite: NONE
Quarter: 1st
Course Topic: IDENTIFYING THE INQUIRY AND STATING THE
PROBLEM
Module: #3 Week: 6
Course Subtopic: The Range of Research Topics in the Area of Inquiry
The Specificity and Feasibility of the Problem Posed
Course Description: This course develops critical thinking and problem-
solving skills through qualitative research.
Course Outcomes (COs) and Relationship to Student Outcomes
Course Outcomes SO
After completing the course, the student must be a b c d
able to:
2. Decide on suitable qualitative research in I I
different areas of interest.
* Level: I- Introduced, R- Reinforced, D- Demonstrated

IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

THE RANGE OF RESEARCH TOPICS IN THE AREA OF INQUIRY

RESEARCH TITLE
By: Bavdekar, Sandeep (2016)

Title is the gateway to the contents of a scientific article. It is usually the first
part of a manuscript that the editors and reviewers read. After publication, it is
the first (and many a times, also the only) part of an article that readers see.
Based on their understanding of the title, readers decide if the article is
relevant to them or not. Similarly, readers who are browsing through a
database get to see only the title. The first impressions created by the title, help
them decide if there is a need to take a detailed look at the article. Hence,
authors should take efforts to choose an informative, appropriate and catchy.

Before we get to the actual task of describing how a title should be written, let
us describe the role that the titles are expected to play. Titles are expected to
describe the content of the paper, so that readers can have an idea about what
the paper is about and take the decision regarding reading it. A title should
help differentiate that particular article from other papers on the topic. Titles
should catch and hold readers‘ attention, thereby enticing them to read the
entire paper. A title is also expected to ensure that the paper gets ―picked up‖
when interested readers are looking for articles on a particular topic in a
database. In short, we expect the title to attract readers so that the article is
read, appreciated and cited.

Various categories of titles are described and each type informs readers about
the content in differing manner. Although, Hartley has enumerated at least 13

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types of titles, we will consider three broad categories: declarative, informative
and interrogative.

DECLARATIVE TITLES
state the main finding or conclusion stated in the paper. Descriptive titles
describe the article theme, but without divulging its findings or conclusions
(For example, ―Randomized controlled trial of a monoclonal antibody against
the interleukin-2 receptor as compared with rabbit antithymocyte globulin for
prophylaxis against rejection of renal allografts ‖ ) . Many descriptive titles
include all aspects of the research question studied (participant, intervention,
control and outcome; PICO). Although, this makes the title rather long; it has
certain advantages too: One, the readers get complete information about the
article content. In addition, as such a title contains several ―key words‖, it
increases the article‘s chances of being discovered by search engines, being
read by discerning readers, and being cited by investigators.

INTERROGATIVE TITLES
Usually restate the research question (in part or in full; for example: ―Does
occupational exposure to anesthetic gases lead to increase of pro-inflammatory
cytokines?‖). Generally, descriptive titles are preferred, as they inform the
reader about what a study entails but not about the study result. This helps
maintain the suspense about the outcome. On the other hand, a declarative
title states the outcome and it is believed that a casual reader may then not
have much curiosity left for reading the entire paper

Example ―An observational study to determine the effect of inhaled steroid

administration for over two years on the final height in children with bronchial
asthma‖ vs. ―Administration of inhaled steroids to children with bronchial
asthma for a two-year period leads to reduction in final height achieved‖

From the construct point of view, titles can be classified as nominal-,

compound- and full sentence titles.

NOMINAL TITLES
Capture main premise of the study (for example, ―Off-label drug use in
neonatal intensive care unit‖).

COMPOUND TITLES (or hanging titles)

Have a subtitle. The subtitles are primarily used to present additional relevant
information. They may provide:
 Additional context, inform about the study design
Example, ―Smallto-moderate decreases in cold hypersensitivity up to 3
years after severe hand injuries: A prospective cohort s t u d y ‖
 Geographic
Example, ―Human leukocyte antigen diversity: a South African
perspective‖)
 Temporal Scope

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  Example, ―Pelvic floor muscle training for female stress urinary
incontinence: Five years outcomes‖) of the research.

A subtitle is also used to add substance to a provocative or a literary (e.g. ―First

know thyself : cognition and error in medicine‖) title.

Compound titles also correlate with higher number of citations. Full-sentence

titles are uncommon and tend to be longer. They indicate an added degree of
certainty of the study results.

Example, ―Serum Vitamin D Is Significantly Inversely Associated with Disease

Severity in Caucasian Adults with Obstructive Sleep Apnea Syndrome‖.

Titles for research articles that end with an exclamatory mark are scarce. No
one construct is ideal or better than the other and they need to be chosen
depending upon the article‘s premise. Author‘s individual preference and
judgment also play a part.

ATTRIBUTES OF A GOOD TITLE

By: Bavdekar, Sandeep (2016)

Informs the reader accurately about the contents of the article:

It is the foremost ‗duty‘ of the title that it would tell readers (and not
mislead) about what the article is about.

Is simple, direct, clear, brief and attractive: A good title should be

interesting, easy to read and understand and catchy. It should
convey information in an unambiguous and precise manner. It
should not be open to multiple interpretations and should not
confuse the readers about the message it intends to communicate.
The issue of appropriate length of a title is hotly debated with
contrasting suggestions. Some journals go to the extent of actually
prescribing the number of words (generally 10-15 words) or
characters that can be used in a title.

Does not contain abbreviations or jargon: Use of non-standard

abbreviations in the title distracts and disturbs readers. If acronyms
have to be use in the title, it is advisable to spell them out.

Does not contain numerical values o f the parameters: There is

generally no need to include numbers in the title

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 It is line with the tenor of the paper: Medical research is a serious
business. Hence, it is better to avoid amusing or hilarious titles for
research articles. Although they might attract some initial attention,
findings in articles wth amusing or humorous titles are usually taken
less seriously.and are cited less often.

Includes keywords used for indexing: If key words that are used for
searching or indexing are used in the title, the article is more likely to
be accessed.

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 GUIDELINES FOR CHOOSING A RESEARCH TOPIC
By: Massachusetts Institute of Technology (2020)

Choosing an interesting research topic is your first challenge. Here are some
tips:
Choose a topic that you are interested in! The research process is more

relevant if you care about your topic.
Narrow your topic to something manageable.
o If your topic is too broad, you will find too much information and
 not be able to focus.
o Background reading can help you choose and limit the scope of
your topic.
Review the guidelines on topic selection outlined in your assignment.

Ask your professor or TA for suggestions.
Refer to lecture notes and required texts to refresh your knowledge of

the course and assignment.
Talk about research ideas with a friend. S/he may be able to help

focus your topic by discussing issues that didn't occur to you at first.
 Think of the who, what, when, where and why questions:

 WHY did you choose the topic? What interests you about it? Do you
have an opinion about the issues involved?
WHO are the information providers on this topic? Who might publish
 information about it? Who is affected by the topic? Do you know of
organizations or institutions affiliated with the topic?
 WHAT are the major questions for this topic? Is there a debate about
the topic? Are there a range of issues and viewpoints to consider?
 WHERE is your topic important: at the local, national or international
level? Are there specific places affected by the topic?
 WHEN is/was your topic important? Is it a current event or an
historical issue? Do you want to compare your topic by time periods?

RESEARCH TOPICS TO BE AVOIDED

By: YourDictionary staff (2017)

Although the topics are endless, there are a few key indicators that show
whether you might want to avoid a particular topic. But, what topics should
you avoid in writing a research paper? Let's pull back the veil.

1. Personal Stories and Information

By definition, a research paper requires you to do research. There must be

sources available on the topic. So, unless you're a famous person, there might
not be a lot of published material about yourself. You might, however, be able
to include personal information about something like your ancestry. In this
regard, you could look up family records or interview family members and
historians.

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What this all boils down to is appropriateness. Unless you can maintain an
element of research and "fieldwork," you might want to reserve your personal
stories for more colorful times, like when your teacher assigns a personal
narrative essay.

2. Topics With No Available Information

This might go without saying, but you can't write a research paper about a
topic with no data. If you choose something too esoteric (like the color of
Napoleon's socks or what Albert Einstein ate for breakfast), you probably aren't
going to find a lot of detailed information about it. Thus, you won't have
enough information to write a successful paper.

3. Topics That Are Too Technical

If it's outside your wheelhouse, it's outside your wheelhouse. It might seem like
a fun challenge to research and convey something new to you. And, by all
means, you should consider this. But, if it's starting to edge toward a topic
that's too technical or will require too much self-teaching, try to stay away from
it.

It'll leave you feeling frustrated when you should be enjoying the process of
writing. Worst of all, it'll leave too many opportunities for you to state
something in error because the topic isn't entirely within your area of expertise.

4. Topics That Are Too Narrow

Continuing along the same theme, you also don't want to pick a topic that is
too narrow in scope. Again, finding enough information to write your paper is
going to be practically impossible.

You could, for example, easily write an informative essay on "what makes a
diamond valuable." However, it would be a lot harder to find enough detailed
information if your paper was about "what makes a one karat round F color
diamond purchased in New York City valuable," because you have just
narrowed the topic to become way, way too specific.

5. Topics That Are Too Broad

Swinging in the other direction, it is also possible that a topic will have too
much information available and will also not be good for a paper. You'll find
yourself going in too many directions, and unsure where to even begin. The
essay will lack focus.

If you have too much data, or there are too many different things involved, you
won't be able to go into any depth about them and your paper might not be a
good one. For example, a paper about "causes of gang violence" is probably
going to be a lot better of a paper than one broadly about "gang violence." The
one about "gang violence" will just have too many possible things for you to
write about, like causes, effects, amount, types, and more.

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6. Controversial Topics
Some people may wonder if there are any specific topics to avoid because they
might be "hot button issues." Generally speaking, unless you know for a fact
that the person receiving the paper will be offended, writing about controversial
issues can be okay. However, you need to remember that this is a research
paper. As such, it should be fact-driven and as unbiased as possible.

You can't (and shouldn't) present your opinions or views on an issues -

especially a hot button topic. That will turn your research paper into
a persuasive essay. If you make sound and logical arguments supported by
research and data, the reader of your paper should be able to appreciate its
accuracy and validity of the research, even if they don't necessarily share the
views espoused in the paper.

7. "Played Out" Topics

Abortion… The death penalty… These topics are of the utmost importance in
society today. So are bullying, gun control, and freedom of religion. However,
they definitely fall into the "played out" category.

Public speaking professors have heard these informative or persuasive

speeches delivered a hundred times. Teachers have seen these essay topics
submitted time and time again. Unless you can offer a remarkable fresh
perspective on these too-common topics, it's probably best to avoid them.

Scan the online newspapers. Look for something new and fresh - something
that needs to be brought into the limelight that doesn't currently enjoy much
attention.

8. Careful, Courageous Selection

Although this seems like a lot of "no, no, no," there are actually a wealth of
research paper topics available. Essentially, anything is fair game, as long as
you pull back from over-familiarity or possibly offensive topics.

RESEARCH TOPICS SOURCES

By: Northcentral University Library (2020)

Primary Sources
Primary resources contain first-hand information, meaning that you are
reading the author‘s own account on a specific topic or event that s/he
participated in. Examples of primary resources include scholarly research
articles, books, and diaries. Primary sources such as research articles often do
not explain terminology and theoretical principles in detail. Thus, readers of
primary scholarly research should have foundational knowledge of the subject
area. Use primary resources to obtain a first-hand account to an actual event
and identify original research done in a field. For many of your papers, use of
primary resources will be a requirement.

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Examples of a primary source are:
 Original documents such as diaries, speeches, manuscripts, letters,
interviews, records, eyewitness accounts, autobiographies
 Empirical scholarly works such as research articles, clinical reports, case
studies, dissertations
 Creative works such as poetry, music, video, photography

Secondary Sources
Secondary sources describe, summarize, or discuss information or details
originally presented in another source; meaning the author, in most cases, did
not participate in the event. This type of source is written for a broad audience
and will include definitions of discipline specific terms, history relating to the
topic, significant theories and principles, and summaries of major
studies/events as related to the topic. Use secondary sources to obtain an
overview of a topic and/or identify primary resources. Refrain from including
such resources in an annotated bibliography for doctoral level work unless
there is a good reason.

Examples of a secondary source are:

Publications such as textbooks, magazine articles, book reviews,
commentaries, encyclopedias, almanacs

THE SPECIFICITY AND FEASIBILITY OF THE PROBLEM POSED

PARTS OF A RESEARCH PAPER

INTRODUCTION
By: Shuttleworth, Martyn (2020)

For many students, writing the introduction is the first part of the process,
setting down the direction of the paper and laying out exactly what the
research paper is trying to achieve.

For others, the introduction is the last thing written, acting as a quick
summary of the paper. As long as you have planned a good structure for the
parts of a research paper, both approaches are acceptable and it is a matter of
preference.

A good introduction generally consists of three distinct parts:

1. You should first give a general presentation of the research problem.
2. You should then lay out exactly what you are trying to achieve with this
particular research project.
3. You should then state your own position.

Ideally, you should try to give each section its own paragraph, but this will vary
given the overall length of the paper.

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 THEORETICAL FRAMEWORK
By: Adom, Dickson, Hussein, Emad Kamil & Agyem, Joe Adu (2018)

It is the ‗blueprint‘ or guide for a research (Grant & Osanloo, 2014). It is a

framework based on an existing theory in a field of inquiry that is related
and/or reflects the hypothesis of a study. It is a blueprint that is often
‗borrowed‘ by the researcher to build his/her own house or research inquiry. It
serves as the foundation upon which a research is constructed. Sinclair (2007)
as well as Fulton and Krainovich-Miller (2010) compare the role of the
theoretical framework to that of a map or travel plan. Thus, when travelling to
a particular location, the map guides your path. Likewise, the theoretical
framework guides the researcher so that s/he would not deviate from the
confines of the accepted theories to make his/her final contribution scholarly
and academic. Thus, Brondizio, Leemans, and Solecki (2014) concur that the
theoretical framework is the specific theory or theories about aspects of human
endeavor that can be useful to the study of events. The theoretical framework
consists of theoretical principles, constructs, concepts, and tenants of a theory
(Grant & Osanloo, 2014).

Grant and Osanloo (2014) present a checklist that can aid researchers to be
able to identify the suitable theoretical framework for their research inquiry.
The authors have succinctly put them into questions that must be reliably
answered by the researcher to convince him/her that the selection of a theory
or theories is appropriate for a particular study.
These questions are:
1. What discipline will the theory be applied to?
2. Does the theory agree with the methodology plan for the study?
3. Is the theory to be selected well developed with many theoretical
constructs?
4. Have specific concepts or theoretical principles been selected to meet the
objectives of the study?
5. Does the problem of the study, the purpose and importance of the study
correlate with the theoretical framework?
6. Can the theory be used hand in hand with the research questions for the
study?
7. Does the theoretical framework inform the literature review?
8. Does the data analysis plan agree with the selected theoretical
framework?
9. Does the theoretical framework undergird the conclusions and
recommendations based on the data analysis?

CONCEPTUAL FRAMEWORK
By: Adom, Dickson, Hussein, Emad Kamil & Agyem, Joe Adu (2018)

A conceptual framework is a structure which the researcher believes can best

explain the natural progression of the phenomenon to be studied (Camp,
2001). It is linked with the concepts, empirical research and important theories
used in promoting and systemizing the knowledge espoused by the researcher

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(Peshkin, 1993). It is the researcher‘s explanation of how the research problem
would be explored. The conceptual framework presents an integrated way of
looking at a problem under study (Liehr & Smith, 1999). In a statistical
perspective, the conceptual framework describes the relationship between the
main concepts of a study. It is arranged in a logical structure to aid provide a
picture or visual display of how ideas in a study relate to one another (Grant &
Osanloo, 2014). Interestingly, it shows the series of action the researcher
intends carrying out in a research study (Dixon, Gulliver & Gibbon, 2001). The
framework makes it easier for the researcher to easily specify and define the
concepts within the problem of the study (Luse, Mennecke & Townsend, 2012).
Miles and Huberman (1994, p.18) opine that conceptual frameworks can be
‗graphical or in a narrative form showing the key variables or constructs to be
studied and the presumed relationships between them.‘

Conceptual frameworks are always constructed by researchers (Polit & Tatano,

2004). Ravich and Carl (2016) aver that conceptual frameworks are generative
frameworks that reflects the thinking of the entire research process. Mostly,
diagrams are created to clearly define the constructs or variables of the
research topic and their relationships are shown by the use of arrows. Latham
(2017) argues that the entire methodology must agree with the variables, as
well as their relationships and context. Researchers are at liberty to adopt
existing frameworks, but have to modify it to suit the nature of the context of
their research as well as the nature of their research questions (Fisher, 2007).
Fisher adds that a good conceptual framework must also be expressed in
writing for it to be understood clearly. This means that after a researcher has
craftily produced a diagrammatic representation of the main variables of the
study, s/he has to explain the relations among them and how their
complementation helps in answering the major research problem defined.

Figure 2:Conceptual Framework on Child Literacy Research

Source: Adopted from http:// www. monash. edu.au/lls /hdr/
design/2.2.1.html (Accessed 11/8/2017)

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 RESEARCH OBJECTIVES
By: SOAS University of London

In general, research objectives describe what we expect to achieve by a project.

Research objectives are usually expressed in lay terms and are directed as
much to the client as to the researcher. Research objectives may be linked with
a hypothesis or used as a statement of purpose in a study that does not have a
hypothesis. Even if the nature of the research has not been clear to the
layperson from the hypotheses, s/he should be able to understand the
research from the objectives.

A statement of research objectives can serve to guide the activities of research.

Consider the following examples.
 Objective: To describe what factors farmers take into account in making
such decisions as whether to adopt a new technology or what crops to
grow.
 Objective: To develop a budget for reducing pollution by a particular
enterprise.
 Objective: To describe the habitat of the giant panda in China.

In the above examples the intent of the research is largely descriptive.

 In the case of the first example, the research will end the study by being
able to specify factors which emerged in household decisions.
 In the second, the result will be the specification of a pollution reduction
budget.
 In the third, creating a picture of the habitat of the giant panda in China.
These observations might prompt researchers to formulate hypotheses which
could be tested in another piece of research. So long as the aim of the research
is exploratory, ie to describe what is, rather than to test an explanation for
what is, a research objective will provide an adequate guide to the research.

STATEMENT OF THE PROBLEM

By: SOAS University of London

If you have gone through the ‗brainstorming‘ process described above you will
probably have a number of questions which are close to your requirements as
research questions – they appeal to your interests and are likely to be
answerable within your time and resource constraints. Phrase your questions
so that they are simple and clear.

It is usually best to pose only one or two questions. Do not pose more than
three questions as this generally leads to a much larger research project. Start
questions with terms like, how, who, what, why, and when. Questions should
be specific, not vague.
Example research questions
 When is the best time of year to translocate a meadow grassland from its
original site in Surrey, south-east England to a new site?

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  How does applying fertilizer affect the yield of a wheat crop grown on the
North Downs in Kent?
 What are the implications of de-regulating a hitherto controlled market
for a staple food commodity on producers and consumers in a named
region of a country?
 Why do residents of a named village object to the siting of wind turbines
2 km from their homes?

The questions above represent wide differences in scope and complexity and
hence will make very different demands on research resources. Some of these
questions might later need to be modified to fit resources (abilities, time,
finance, equipment) while still addressing research problem.

SCOPE AND LIMITATIONS

SCOPE
Refers to how far the research area has explored and parameters in with the
study will be operating in. The type of information to be included in the scope
of a research project would include facts and theories about the subject of the
project.

DELIMITATIONS
Aim to narrow the scope of a study. For example, the scope may focus on
specific variables, specific participants, specific sites, or narrowed to one type
of research design (e.g., ethnography or experimental research). (Research
Paper Advisor, 2017)

LIMITATIONS
Aim to identify potential weaknesses of the study. For example, all statistical
procedures and research strategies, such as surveys or grounded theory
studies have limitations. In introductory discussions about these strategies,
authors typically mention both their strengths and their weaknesses. (Research
Paper Advisor, 2017)

SIGNIFICANCE OF THE STUDY

According to Colorlib (2020) Significance of the study is written as part of the
introduction section of a thesis. It provides details to the reader on how the
study will contribute such as what the study will contribute and who will
benefit from it. It also includes an explanation of the work‘s importance as well
as its potential benefits. It is sometimes called rationale.

Tips in Writing the Significance of the Study

1. Statement of the problem will guide you to write a significance of the
study. Based on your statement of the problem you will see the potential
benefits of your study. Just answer this question, ―What are the benefits
or advantages of the study based on statement of the problem?‖
2. Determine the specific contribution of your thesis study to the society as
well as to the individual

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 OPERATIONAL DEFINITON

As defined by William J. Lammers and Pietro Badia (2013), If we are to avoid

confusion and misinterpretation, we must be able to communicate
unambiguously the meaning of such terms as intelligence, anxiety, altruism,
hostility, love, alienation, aggression, guilt, reinforcement, frustration, memory,
and information. These terms have all been used scientifically, in very precise
ways. Each of these terms could be given a dictionary definition, usually
referred to as a literary or conceptual definition. But dictionary definitions are
not sufficiently precise for many scientific terms because they are too general
and often too ambiguous. When a word is to be used scientifically or
technically, its precise meaning must be conveyed—it must be clear and
unambiguous. We achieve this clarity of meaning by operationally defining the
term. To state the operations for a term means to make the term observable by
pointing to how it is measured. An operational definition, then, makes the
concept observable by stating what the scientist does to measure it.

WRITTEN WORK 3:
THE RESEARCH PAPER

Instructions: Draft the first part of your Research Paper.

I. INTRODUCTION
II. THEORETICAL FRAMEWORK
III. CONCEPTUAL FRAMEWORK
IV. RESEARCH OBJECTIVES
V. STATEMENT OF THE PROBLEM
VI. SCOPE AND LIMITATIONS
VII. OPERATIONAL DEFINITON

PAPER FORMAT
Paper Size: Short Bond Paper (Handwritten/Typewritten)
Font Style: Times New Roman
Font Size: 11
Spacing: 1.15

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 HOMEWORK 2
RESEARCH TITLE

Instructions: Create a Qualitative Research Title for the following

topics.

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 SELF-ASSESMENT

Encircle
your
Answer

FORM
Read each statement and check ( ) the box that reflects your work today.

Name: Date:
Section:
Strongly
Disagree Agree
Agree

1. I found this work interesting.

2. I make a strong effort.
3. I am proud of the results.
4. I understood all the instructions.
5. I followed all the steps.
6. I learned something new.
7. I feel ready for the next assignment.
www.ldatschool.ca/executive-function/self-assessment/

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Online References:
 Bavdekar, Sandeep (2016), Formulating the Right Title for a Research
Article
Retrieved from: https://www.researchgate.net/publication/292976399
 Massachusetts Institute of Technology (2020), Selecting a Research
Topic: Overview
Retrieved from: https://libguides.mit.edu/c.php?g=175961&p=1160160
 YourDictionary staff (2017), What Topics Should You Avoid in Writing
a Research Paper?
Retrieved from: https://grammar.yourdictionary.com/for-students-and-
parents/what-topics-should-you-avoid-writing-research-paper.html
 Northcentral University Library (2020), Research Process
Retrieved from: https://ncu.libguides.com/researchprocess/primary
andsecondary
 SOAS University of London, Unit 1: Introduction to Research
Retrieved from: https://www.soas.ac.uk/cedep-demos/000_P506_RM
_3736-Demo/module/pdfs/p506_unit_01.pdf
 Shuttleworth, Martyn (2020), Parts of a Research Paper
Retrieved from: https://explorable.com/parts-of-a-research-paper
 Adom, Dickson, Hussein, Emad Kamil & Agyem, Joe Adu (2018),
Theoretical And Conceptual Framework: Mandatory Ingredients Of A
Quality Research
Retrieved from: https://www.researchgate.net/publication/322204158
 Research Paper Advisor (2017), State The Study Delimitations And
Limitations
Retrieved from: https://researchpaperadvisor.com/lets-getstarted/state-
the-study-delimitations-and-limitations/
 Colorlib (2020), Writing Thesis Significance of the Study
Retrieved from: https://thesisnotes.com/thesis-writing/writing-thesis-
significance-of-the-study/
 William J. Lammers and Pietro Badia (2013), Fundamentals Of
Behavioral Research
Retrieved from: http://uca.edu/psychology/files/2013/08/Ch5-
Measurement

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