Diploma in Cyber Security Management

Mr Sengu James
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Individual Assignment 1
Think of a unique research topic of your choice possibly the subject you wish to pursue
in completing your studies. Craft a mini research project in not more than 50 pages
excluding the preliminary pages. Use Statistical Package For Social Scientists (SPSS) to
analyze your research data which corresponds to your drafted questionnaire. Utilize Ms
Word to write your document and ensure everything is on one document. Your text
should be justified. Also note that referencing and pagination should be automated.
Adopt specifications spelt out below on the project guide. The marking guide for this
assignment is attached below, follow its specifications.

NB: Use data collected in assignment 2

Individual Assignment 2.

Questionnaire Design and Data Collection

Building on your research topic and mini research project from Assignment 1, design a
questionnaire using Google Forms to collect data from participants. The questionnaire
should include:

1. Demographic questions (e.g., age, gender, education level)

2. Research-specific questions aligned with your research objectives (from Assignment
1)
3. A mix of multiple-choice, Likert scale, and open-ended questions

Submission Requirements

1. Create the questionnaire using Google Forms.

2. Test the questionnaire to ensure it works correctly.
3. Submit the live link to the questionnaire via email to [email protected]
4. Include a brief introduction (approx. 100 words) explaining the purpose of the
questionnaire and how it aligns with your research topic.

Grading Criteria

- Clarity and relevance of questions (30%)

- Appropriateness of question types (20%)
- Technical functionality of the Google Form (20%)
- Introduction and alignment with research topic (30%)

Note: This assignment is a precursor to collecting real data for your research project.

Due Date Assignment 1 & 2 : 19 August 2024

 Diploma in Cyber Security Management
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Project Guide.
To most people the research process involves identifying a research problem designing
as study to address that problem, collecting and analyzing data, and interpreting the
result. However, the research process is incomplete without the very important final step
of reporting the results. Many investigations underestimate the time and discipline it
takes to report their findings.

Further much good research goes unnoticed because many investigations lack the skills
needed to report their findings in a proper manner. If research is going to contribute to
the knowledge base of your field or improve practice in some way, you need to report
your findings in a manner that is compatible with the research design you adopted for
your study. You therefore, need to familiarize yourself with the traditional format for
reporting social science research.

THE OBJECTIVES OF THIS PAPER ARE TO:

1 Familiarize students with a format for presenting chapters 1 N 5 of a research

project/discussion
2. Show steps for presenting , analyzing and interpreting data
3. Show guidelines for organisation and presenting all sections/parts of a research
project/dissertation
4. Provide rules of setting out references and bibliography section.

Below is a comprehensive guideline for submitting a research

project/dissertation.

1. The length of your project /dissertation (main body) should be 50 pages (11 000
words). Longer report /dissertations, especially at BED and MED levels are
accepted with the permission of your supervisor. The word number should be
your guide rather than the number of pages.
2. SETTING
The setting should be 1,5 spacing. double line spacing is accepted where the
machine has no facility for 1,5 line space. use 12 font type.

3. MARGINS

Left hand margins: 3cm/30mm

Right hand margin:2,5cm/20mm
Top margin : 2,5 cm/25mm
Bottom margin:2cm(see attached sample)

4. PAGINATION

Page numbers are as follows:

Title page : not page numbered N see page 3
Dedication page :not page numbered
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Abstract page N(I) roman numerals
Acknowledgements: (ii) roman numerals
Abbreviations page : (if founded) N(iii) roman numerals
Any other page before main body : number in small roman numerals
Main body of report : number in ARABIC Numerals.
All page numbers should be at the top of each page and placed either at the centre
at the right hand corner.
This should be consistent.

TITLE PAGE

1st Quarter: The Title of the report in no more than three lines or thirty words . set out
in the middle.
2nd Quarter: Your full Forenames and then your surname as you are registered at this
university.
3rd Quarter: Statement of fulfillment.
Dissertation /project report submitted in partial fulfillment of the requirements for the
Diploma in Adult Education.

Department of Adult Education

University of Zimbabwe

4th Quarter: Month and year of submission

EXAMPLE

AN ASSESSMENT OF THE LEVEL OF RELIGIOSITY AMONG THE

MUPANDAWANA COMMUNITY
MFANASIBILI HONDOYEMINDA

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DIPLOMA IN ADULT EDUCATION, DEPARTMENT
OF ADULT EDUCATION UNIVERSITY OF ZIMBABWE SEPTEMBER 2002

ABSTRACT

The abstract is a summary of the report. It must be very brief, usually about 200 to
300 words, confining itself to the essentials, the research problem: the main features
of the design methods, the crucial results, and the overall conclusions. It must not
contain any new materials, or new conclusions, or anything which is not in the report
itself. on the other hand , the summary statement of the research problem in the
abstract can never replace a fuller statement in the report. Abstract and report must
both stands on their own.

The abstract must have an orderly structure ,written as coherent, connected propose
,not as a list, although it is often improved by appreciate paragraphing.
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The abstract is extremely important since after the title it is probably the first thing
that the reader (including the examiner) will look at. It might inform the reader and
whet his appetite ,or it might leave him fogged or even annoyed . weigh every word.

ACKNOWLEDGEMENTS

Carrying out research and writing reports usually involve the help and advice of
others. It is appropriate for the researcher to show his appreciation by briefly
acknowledging this. However , this should not be seen as a means of passing
responsibility on to the supervisor or anyone else. The responsibility for the research
and report rests squarely upon the researcher.

TABLE OF CONTENTS

Contains the table of contents from page 1 to the reference. The table of contents
gives a quick overview of the structure of the report, as well as the page location of
each section listed. It is one of those important sections along with the title, and the
summary, to which the reader turns first and which may encourage him to read on or
may have the opposite effect.

The headings of all major sections, such as chapters, should be listed in the order,
which they appear. The number of the page on which each begins should also be
shown. These page numbers are best set out in one column, usually on the right of
the content page. In this way they stand out clearly .The major subheading within
these chapters N on major sections N may also be listed. The page on which each of
these begins should also be shown, preferably in the same column as the other page
numbers.

Since the table of contents should be complete it should also list items such as : list
of tables , figures ,etc. the abstract, the notes (if they have been brought together in
a separate section at the end of the report ); any appendices, references and the
bibliography. The page on which each of these items begins should likewise be
shown.

The chapter and other headings listed in the table of contents should be brief N a
word or a phrase. Nevertheless they should make sense as they stand, so that the
table of contents is as intelligible as possible on its own: it is not very helpful simply
listing: “chapter1”, Chapter2” etc. The headings of these chapters should be given. At
the same time the table of contents should be kept fairly simple and streamlined.
Careful identification of the sub-heading may help to make the structure of the report
stand out more clearly, although excessive use of different levels of indentation can
have the opposite effect.

List Of Tables, Figures ,Maps,Etc.

It is very helpful to indicate tables, figures, maps etc;and their page locations in
separate lists after the table of contents. Again the title of each table, figure map
etc,should be given, in abbreviated form if necessary, and not just table 1,etc
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List Of Abbreviations

Any abbreviations acronyms employed in the report (other than generally accepted
one such as “Dr” or “UNESCO”) may be conveniently explained in the text at the
point where they first occur especially if this can be done by means of debt
parenthesis. But such explanation within the text itself is not sufficient. Sholud the
reader need at a later stage to check back on the meaning of the abbreviation or
acronyms, he might have difficulty relocating the original explanation.
Hence it is best to devise an alphabetical list of all abbreviations or acronyms
showing their meanings. Such a list could either be located immediately after any list
of tables and figures or in an appendix.

THE MAIN BODY (TEXT)

CHAPTER ONE

THE PROBLEM AND ITS SETTING:

1.1 Introduction

This is an outline of the content of chapter 1

1.2 Background to the problem

A synopsis of the historical events regarding the problem and that places the
problem into perspective so as to put the reader in a clear picture or context of the
problem.
It responds to the question : what has been going on and what efforts have been put
into place to address the particular concern ? The background should be about two
pages long.

1.3 Statement of the problem

It tells the theme that prompts the researcher to undertake the study, should enable
the reader to see the potential study as a problem. The statement should be
substantiated by statistical evidence if possible. Occasionally one can combine the
background and the statement of the problem and this facilitates seeing a
relationship between the picture (problem) and ground (background).
Your statement should not exceed half a page especially when it has been alluded to
in the background to the subsection.

1.4 Purpose of study

This is a broad statement of intent and it is not measurable. The purpose statement
often repeats the topic and expounds on it.

1.5 Objective of the study

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specific statements of intent that are measurable and derived from the purpose of the
study. The objectives are as guide to the selection of the research design and data
gathering instruments.

1.6 Study hypothesis

A statement that predicts a relationship between two or more variables. The

hypothesis must be related to a body of knowledge (theory). It cannot be constructed
without wide reading. Inferential statistics are used to test hypothesis. Together with
the study objectives they are guides in the planning of the study.

1.7 Assumption of the study

An assumption is something accepted as true or as sure to, happen, but not proved.
Assumptions are utilized as cardinal guiding points towards acceptance of proven
researched phenomena or its rejection.

1.8 Significance/importance of the study

It indicates the value and importance of the study(findings) in terms of :

a) theoretical addition to existing knowledge.
b) Practical application of solution in the real world, Adult Education enterprise
c) Beneficiaries of the study.

1.9 The scope of the study

Often seen in two dimensions.

1.9.1 Study limitations

foreseen constraints preventing the researcher from carrying out a

comprehensive study e.g. time, accessibility of data, resources etc.

1.9.2 Delimitations

Delimitations refer to the geographical boundaries, in terms of the population and

the number of variables to be investigated. These factors have implications on
the generalizability of research findings.

1.10 definition of terms

terms must be defined conceptually and operational. Conceptual definition should

show the general class to which the concept being defined belongs and specific
characteristics which distinguish the concept being defined from other members of
general classification. Operational definition shows how the concept will be
measured in your specific study. It allows people who do not agree with your
definition to interpret your results
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Summary

A brief account of what was covered in chapter 12 under this sub-heading

CHAPTER II

LITERATURE REVIEW

the chapter provides an important link between existing knowledge and the problem that
is being investigated. Literature review enhances the credibility of the research thus it is
important for you to be able to judge the quality of the review. It is also important to
locate research that is related to the problem.

Criteria for evaluating the reviewing of literature

Literature review should:

a) Adequately cover previous research on topic.

b) Cite actual findings from other studies.
c) Up-to-date
d) Analyze as well as summaries.
e) Organized logically by topic and not by author.
f) Briefly summarise minor studies and discuss in detail major studies
g) Review of major studies that relate to previous studies explicitly to the research
problem or methods
h) Provide a logical basis for the hypothesis.
i) Establish a theoretical/conceptual framework for the problem.
j) Help establish the significance of the research.

CHAPTER III

3.0 METHODOLOGY
This chapter shows how the researcher planned and executed the study .
It consist of the following:

3.1 Introduction
It is important to refocus the reader reminding him of the purpose of the study since
he has been immersed into what other people have done in other studies. Also
provide a brief outline of the contents of the chapter which usually include the
following sub-sections:

3.2 Research Design

Describe the design and justification for its choice in this particular study. The
justification should highlight the design’s relationship to:
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- purpose of the study
- type of data
- nature of the population

3.3 population and sample size

Describe the population attributes that are known ; the size of the population,
the size of the sample, justification of the sample size.

3.4 Sampling Design And Procedures

what sampling design best suited the condition i.e. the nature and spread of the
population, time and other resources. Describe the design and show what steps you
followed to achieve the desired sample size.

3.5instrument design : validity and reliability

Describe procedures and considerations about instrumentation. Say how the instrument
came about. Describe the attributes of the instrument came about. Describe the
attributes of the instrument. Show the types of validity determined and the method used
for determining instrument reliability .indicate the role of pilot study

3.5 DATA COLLECTION PROCEDURES

Describe how data were collected, using other people, postal, interview etc.

3.6.1 DATA PRESENTATION, ANALYSIS AND

INTERPRETATION

3.6.2 Data Presentation

How will data be displayed? (tables histograms, graphs, bar graphs)
Justify the adoption of the method used.

Data analysis

In data analysis the researcher picks out the highlights from the displayed
data i.e. describe in the text the key findings. Description to show the
significance of the statistical measures used.

Data Interpretation

Data Interpretation relates to the discussion of the findings.

CHAPTER IV

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

The key word in chapter iii is: replication in other words the methods chapter
must include a complete description of your research design so that your
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research can be replicated. (i.e. Duplicated) by someone else. Given that
emphasis, it only make sense that the key word for chapter IV would be
‘follow-through’

SEVERAL WAYS OF PRESENTING THE RESULTS CHAPTER

1. You could keep your data from “inferences” and interpretations.

If you chose to present your data in this manner, you should
avoid speculating on the ‘why’ and focus on the ‘what’,i.e.
analysis. Your Presentation and Analysis Chapter should
therefore,reflect nothing else other than a
straightforward ,organized presentation and analysis of data.
2. Alternatively, You could interpret the findings as you present
and analyse your data. If you opt to do this, it should be clear to
the reader what is an analysis and what is interpretation. The
product of an analysis is a finding whereas that of an
interpretation is a conclusion .

When you adopt the first alternative you will end up with six chapters i.e. chapter iv for
data presentation and Analysis, Chapter V for data Interpretation ,or discussion of
Findings then Chapter VI becomes summary, Conclusions and recommendations. If you
adopt the second alternative the report will carry five chapters : Chapter IV N Data
Presentation, Analysis and interpretation, and Chapter V in summary, Conclusions and
Recommendations. However it should be noted that the Evaluation and theoretical case
study are characterized by six chapters even though one adopts the second alternative.

Chapter IV is a critical Chapter. All the three chapter s have been leading to this chapter.
It is the climax of your efforts. The major issues in this chapter are that data gathered in
the course of the study are presented,analysed and interpreted.

You should write this chapter so clearly that what you are doing is evident.

3. The data you have should be put into categories so as to deal

with each item thoroughly, These categories of data could be
determined by the objectives of the study.
4. When presenting your data ,first write a sub-heading based on
your study objective, the state what bit of data it is and why it
was necessary to find out about it. This is a very short
introduction. The short introduction is followed by data
presentation (Here Tables,graphs,diagrams etc can be used to
show the data ).
The presented data is followed by analysis. The product of such
analysis is a finding. Data presentation or discussion takes off from
the findings and its product is a conclusion.

The organisation of Chapter IV should parallel how you organize the

data presentation, analysis and interpretation in chapter II.
Using examples let us see how a researcher can go about the
process of data presentation, analysis and interpretation.
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DATA PRESENTATION

Data presentation shows how data will be displayed. Some of the methods of data
presentations are tables, graphs, pie charts, bar graphs and pictograms. The writer
should justify the methods adopted method and usually it is the type of data that
determines the method. Data presentation should also indicate the measures employed
such as frequency counts, percentages, cumulative frequencies etc

The computer tends to show relevant statistical measures such as mean, variance,
standard deviation (SD), Chi – square, significance measures-values etc.

Data presentation provides a vivid picture of the phenomenon (or part of it) under
investigation.

SUGGESTED FIRST SUBHEADING

DEMOGRAPHIC CHARACTERISTICS OF CURRICULAR GROUPS

In order to understand the nature of the population data that described certain attributes
of interest were collected and are on table 1,which contains the frequency and
percentage distribution of selected demographic characteristics of the sample.

Table:

Demographic ARTS PERS PROF TOTAL

variable N=474 N=420 N=248 N=1142
GENDER FREQ % FREQ % FREQ % FREQ %
MALE 182 38.4 178 42.3 127 51.2 486 42.6
FEMALE 292 61.6 242 57.7 121 48.8 656 57.4
AGE GROUP
14 N30 86 18.1 105 25.0 81 32.8 272 23.8
31 N39 120 25.3 82 19.5 91 36.6 292 25.6
40 N 59 164 34.6 147 35.0 69 27.7 380 33.3
60- 104 22.0 86 20.5 72 2.9 198 17.3
ETHNICITY
ASIA 278 58.8 234 55.8 145 58.5 58.4 58.1
WHITE 140 29.6 142 33.9 61 24.4 343 30.0
HAWAIIAN 28 5.9 17 4.0 24 9.7 70 6.1
PACIFIC ISLE 2 0.4 0 0.0 2 0.8 3 0.3
HISPANIC 3 0.6 3 0.7 0 0.0 6 0.5
BLACK 2 0.4 3 0.7 1 0.4 6 0.5
OTHER 16 3.3 21 4.9 15 6.2 51 4.5
EDUCATION
HIGH/ 33 6.9 29 7.0 11 4.3 73 6.4
SCHOOL
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SOME 113 23.8 109 26.0 67 27.2 290 25.4
COLLEGE
BACHELORS 155 32.6 130 31.0 78 31.5 363 31.8
SOME GRADE 60 12.6 42 9.9 28 11.3 129 11.3
SCH
MASTERS 86 18.2 799 18.8 52 21.0 217 19.0
DOCTORATE 28 5.9 31 7.3 12 4.7 70 6.1

Source: fujita N Starck( 1996)

NOTE: DATA on all personal attributes should be presented on one table to enhance,
at a glance , a holistic picture about the characteristics of the group. allocating a table for
each variable tends to obscure such a vivid and holistic meaning.

ANALYSIS

According to Table 1 N more females (656 or 57,4%) participated than males (486 or
42,6%) , with the exception of professional courses, a finding which suggests that males
and females were nearly equally motivated by the need for professional development.
Older students (147 or 35%) participated with greater frequency on enrichment courses
while a large proportion (105 or 25 102%) of younger students participated in
professional courses. For the total sample (1142) ,mean age was 42 years ,median age
was 40 years. In terms of ethnicity, the study reflected a composition unique to Hawaii,,
with a majority of participants (1005 or 88%). Categorizing themselves as being either
Asia (584 or 51,1%) or White (343 or 30%). Participants in all groups tended to be
relatively highly educated, most with at least some college experience.

NOTE:

 The tables set out the quantitative data, while the text (analysis) picks out the
highlights. Keep tables simple.
 It is also worth remembering that the eye follows the vertical column more
easily than the horizontal . Thus whenever possible tables should be arranged
so that items of greatest concern appear in the vertical column.
 Where base numbers of frequencies are used the percentages should always
be provided unless the samples size is less than 30. Why, the use of
percentages when the base numbers are small tends to exaggerate quantities.
 All tables should be numbered in a continuous series throughout the chapters.
Also, since each table must be meaningful on its own, every table or graph must
have a clear and appropriate caption, and all the columns and rows must be
appropriately labeled. These captions and labels should be kept as brief and
simple as possible.
 Apart from tables, other forms of graphic presentation, such as graphs or
histograms, may be appropriate. Many of the point made about tables also
apply,mutatis mutandis,to these. In general, one should avoid giving the same
information in different forms such as tables, a graph and a histogram . Instead,
one should decide which presentation is the most effective and informative, or
use different forms to facilitate interpretation of separate aspect of the analyses.
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INTERPRETATION:

Usually data interpretation on personal attributes is postponed until the

interpretation of data related to the study objectives. The demographic variables
often interpreted in relation to the variable(s) of specific objective in an attempt to
establish some relationship e.g. relationship could be established between gender
and religiosity; level of education and prejudice; age and locus of control.

STUDY OBJECTIVE : EXAMPLE

To identify sources of ethical judgment used by administrators and instructions

when resolving ethical dilemmas.

NOTE

The study objective always determines the subheading for the subject to be
addressed.

The above objective is borrowed from a study ‘An invest9igation into Ethical
Dilemmas Facing Army education Corps Administrators and Instructors Implications
for a Need for a Professional Ethics (J. Tshuma, 1996: Unpublished Dessertation,
University of Zimbabwe)

Subheading

Sources of Ethical Judgement Used by Administrators and Instructors to

Resolve Ethical problems

Introduction

Administrators and instructors were asked to state sources of moral or ethical

judgment they used resolving the ethical dilemmas. The response were sought in
order to address the third study objective. The responses are summarized in table
10.

TABLE 10: sources of Ethical Judgment

N=120
N=45

SOURCE Administrators Instructors

Frequency % Frequency %
Conscience 3 67 18 15
Religious 0 0 6 5
Reason /rationality 9 20 30 25
Professional 39 86.7 51 42.5
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Training
Social 9 20 15 12.5
Norms/Values

ANALYSIS

For the majority of administrators (39 or 86,7%) instructors (51 or 42,5%)

professional training was mentioned as the major source of ethical judgment or
decision making for resolving ethical dilemmas. A bigger percentage of instructors
than that of administrators cited as a source while a bigger percentage of
administrators than that of instructors stated social norms and values as their
source.

NOTE

Data analysis entails a description of what is displayed by the chosen method of

data presentation i.e. connecting tables,graphs,histograms etc. with words. The
description or analysis picks up the highlights. Such description should also show
the meaning or significance of statistical measures that have been used . Data
analysis enabled the researcher to see meaning in the data.. Of importance data
analysis should always be carried out in the context of particular objective being
addressed.

NB: - data analysis is data bound i.e. presented data set the parameters for data
analysis and nothing outside what is displayed /presented should be described.

Avoid use of value terms like just only but the researcher was taken aback by..
This means the analysis should be free of researcher’s bias and subjectivity. Avoid
thinking by heart ,use rationality and objective reason.

If your analysis is extensive provide a summary statement of the analysed piece of

data. This statement is referred to as a finding i.e. product of data analysis.

INTERPRETATION

The findings on sources of ethical judgment used by administrators and instructors

to resolve ethical dilemmas show that despite the inexistence of a code of ethics to
guide their practice members rely on their professional training as a source for
resolving ethical problems. The finding does not conform the study hypothesis that
social and personal sources of morality enhance solving ethical dilemmas. This
hypothesis is, to a limited extend, supported by 9(20%) administrators and
15(12,5%) instructors who indicated that social norms or values were their sources
of ethical judgment o resolve ethical dilemmas. Reason as source was cited by
9(20%) administrators and 30 (25%) instructors. In this case social norms and
values are referred to as social sources of morality and reason is referred to as
social sources of morality and reason is referred to as personal source of morality.
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The conceptual framework of the study hypothesis was Kohberg,s (1964) Post
Convential Level Theory of Moral development. This level of moral development
entails a clear effort of define moral values and principles that have validity and
application apart from the authority of the groups or people holding these principles
And apart from the authority of the groups or people holding these principles and
apart from the individual’s own identification with these groups. Sage 6 of this level
N The Universal N Ethical N Principle Orientation N views right as defined by the
decision of conscience in accord with self chosen ethical principles appealing to
logical comprehensiveness university and consistency. These principles are
abstract an ethical, they are not concrete” (Kohberg: 1971:164). At least these are
universal for dignity of human beings as individual persons.

NOTE: The extensive citation of Kohl berg ,s theory is meant to put into picture of
what it constitutes. In most cases citation of sources should be as brief as possible
N usually just on statement N because a Full account is readily available in the
literature review chapter.

The support (though limited ) of this hypothesis by the findings in strengthened

considering that ZAEC administrators and instructors are by definition adults who
are at Kohlber’s Post Convential level of moral reasoning. As administrators and
instructors and by virtue of their duties get involved in moral decisions or
judgments in the resolution of ethical problems. In professions where there are
codes of ethics to guide practitioners the latter would often observe stipulated
codes to reach decisions or judgments with regards to ethical dilemmas. However
in situation where such a code does not exists like in the case of ZAEC the
members because they are at the legastic Orientation and Universal Ethical
principle Orientation Stages of the Post Convential Level of Moral Reasoning will
thus find themselves obliged to value social values and priciples conscience and
reason and to some extend religious ethics as the most appropriate sources of
moral judgment when resolving ethical dilemmas.

Findings related to the first objective of the study show that their training(39
administrators and 51 instructors) as teachers was the major source of their
knowledge of ethics of the teaching profession. This finding is questionable on the
basis that on the basis that a review of certificate/Diploma in Education as well as
programmes like Zimbabwe further Education Teacher’s certificate Diploma in
Adult Education or undergraduate degree programmes does not contain content on
ethics of the teaching profession. This observation tends to discredit the finding
that professional training is relied upon as a source for making judgment to resolve
ethical dilemmas.

The finding that professional training though questionable is a source moral

judgment is that it is compatible with findings by Rest at al(1979). Christian(1981)
and Katefian (1981) who found that education has the strongest correlate to
advanced levels of moral reasoning. This similarity of findings could be reasonably
concrete if administrators ‘and instructors ‘responses regarding professional training
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as a source of moral judgment were based on a deduction that the qualities of a
good teacher are in referred from ethical foundations of education. However, this
may be difficult to substantiate unless there was an open-ended question which
would give respondents room to further explain their responses.

The limitations of the data collection instrument tends to surface when interpreting
the findings of the third objective of the study. To identify sources of ethical
judgment to resolve ethical dilemmas resolved were not established, thus making it
difficult to ascertain the validity of the instrument. This should be borne in mind in
case someone wants to replicate the study, especially when using the question are
as a data collection instrument.

Non-existence of a code of ethics to guide the practice of ZAEC admindtrators and

instructors does not mean that the members do not have a frame of reference
when resolving ethical dilemmas. The fact that they are adults at Kohlberg’s (1954).
Post –Conventional Level of Moral reasoning enable them to use social(norms and
values) and personal judgment to resolve ethical dilemmas.

Note:

Interpretation means discussing findings and the researcher discusses how he

believe they came about. The interpretation/discussion findings is the context of :
the study problem, objectives of the study, Limitations(both hypothesized and
unforeseen),the researcher’s own observations and personal opinions (the
latter come in but should be underpinned by rationality),insights gained from
the researcher process and the researcher’s experiences as well insights
gleaned from the literature review.

Interpretation/Discussion of the findings allows the researcher to explain why

the study produced the results it did and to explain what findings mean. Integrates
what is being interpreted with preceding findings or conclusions so that there is a
thread that runs through your Chapter 4. If your data analysis is extensive provide a
summary statement of the analysed piece of data. This statement is referred to as a
finding i.e. product of data analysis.

The product of data interpretation is a conclusion. A conclusion could be similar or

different from a finding depending on the depth of your interpretation.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY
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IT starts with the statement of the problem and highlights the hypothesis, study
objectives, methodology and summary of findings (which should indicate the
frequencies/percentages of responses).

CONCLUSIONS

The conclusions focuses whether the study objectives were not met or not ,whether
the hypothesis was confirmed and generalizability to broader situations.

RECOMMENDATIONS

Recommendations addresses the “so what” questions i.e. ‘what do your study
results mean to the real world for Adult Education practice? They also indicate how
the findings of the study should be disseminated to appropriate users.
Recommendations are based on study findings and conclusions and an attempt
should be made to avoid overzealous, exaggerated, sweeping and baseless
statements. They should be guided by the representative ness of your study
sample.

LIMITATIONS OF THE STUDY

Detail the hypothesized and unforeseen limitations and how they or might have
affected the results of the study. Speculate on what could have been if the study
had been conducted under the best of all possible world conditions. Here you are
attempting to let future researchers know about what they should try to overcome if
they want to replicate the study build on it.

IMPLICATIONS FOR FUTURE RESEARCH

Recommendations new and additional research efforts to be attempted by other

researchers . One can recommend ways of replicating the study to confirm
conclusions or identify new research problems suggested by the conclusions of the
study. One can also recommend new ways (methodology) of studying the same
problem.

COMMON ERRORS IN CHAPTER IV/V

 Conclusions not tied to the objective of the study, hypothesis or statement

of the problem; resulting in loose ends i.e. research is left unfinalised.
 Weakness of the study not honestly presented or discussed its unethical to
do so.
 Negative results/conclusions are downplayed. This is often based on a
mistaken assumption that only comes from results/conclusions that support
the hypothesis or the objectives of the study. Such an Assumption ignores
the fact that some of the most significant findings can be negative results.
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 No discussion is included on the implications for the body of knowledge or
for application of finding to real world situation .
 No discussion is included about recommendations for future research.

REFERENCE /BIBLIOGRAPHY
References are those published or unpublished materials that have been cited
in the text. Bibliography is all the material that have referred to in the course of
the study but not necessarily mentioned in the text. References reflect more
honesties. Whether you have References or Bibliography, the material must be
arranged in alphabetical order. Follow the general rules of setting out
Bibliographical data.

Note: All references/bibliography sources mentioned or alluded to in the text

must appear in the References/Bibliography section.

APPENDICES

After the Reference and Bibliography comes the Appendix section. All
appendices must be numbered separately and headed
appropriately .Appendices contain back up information which the reader may
need to refer to but does not require in order to understand the text.
Appendices should not be end to the chapter.

Copies of questionnares, interview schedules, letters used to seek permission,

maps of the study area, aspects of syllabus and organisational charts form the
appendix.

GENERAL
Your report read smoothly from page 1 to page xyz. It must tell a story which is
clear precise, informative and easy to read. Therefore avoid long winding
sentences, flowery or ambiguous phrases. A report should never be written all
at once from chapter 1 to IV as if it is letter: If it is written that way, it usually
lacks direction and fineness.

When you have put your report together ,you need to have a draft typed in 1,5
spaces. This is your companion. A good report will have been read at least
FIVE times before submission.

Read for spelling ,grammar, for sense and for over impression. Ask yourself ;
Have you said anything twice ? (the sin of repetition ),Have you left out
something ? (the sin of commission),Have you said something in a way you
cannot quite understand? (the sin of ambiguity) or Have you something that
you would not read? (the sin of boredom)
AVOID THESE FIVE DEADLY SINS
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REFERENCES, BIBLIOGRAPHIES AND QUOTATION

The writing of essays is a major part of one’s studies and therefore calls for careful
planning and presentation. The sources of material should be clearly shown and
traceable.

SOURCES OF MATERIAL

There are two sources of material N primary and secondary. Primary sources are
based on the first hand accounts, reflections or statements. In written form they may be
official document, e.g. annual reports. policing documents, parliamentary debates,
diaries and letters. The primary sources may be published or unpublished.
Secondary sources and may be in the form of journal articles or books. They may be
published or unpublished as in the case of dissertation and theses.

The difference between these two categories should be clarified when used in essays
and papers

THE USE OF QUOTATIONS

All work that is taken from primary or secondary sources,i.e not one’s own, should be
acknowledged. Barzun and Graff(1970) have this to say about quotations;

“The best habit of quoting in nearly every kind of printed and spoken matter and rates for
doing so are quite recent developments. Formerly,the practice was limited to scholars
and was taken asa a sign of the original timid, pedantic mind”However , as many
school;ars have not only misquoted and altered the sense as they repeated quotations
Barzun and Graff(1970) add that:

“.your essay , your book shoud be primarily your work and your word . . If (at the
of it all ) you have not made other people’s knowledge your own by mixing it with
your thoughts and and your labour of re-composition,you are not a writer but a
compile, you have not written a report but done a scissors N and paste job.

Many writers of dissertations(and extended essays)_ think that what is expected

of the is a string of passages from other authors tied together with: on this point
he said . .. “and” in reply he stated .” these varied with, six months later,
Thompson(1980) declared .” and Jennings (1982) differed as follows. “ The effect
is of un bearable monotony --- every page looks like a bad club N sandwich N
thin in layers of dry bread barely enclosing large chunks of some heavy solids”.

The use quotations, like writing a good essay, are a art. Quotations should be
used to illustrate points and not as proof. They should be used to augment your
argument. Quotations should be kept short and made to blend and merge into
the trend of thought of the text. A quotation should always contain not only the
exact words but the punctuation marks as well. In other words all quoted material
should be in inverted commas.
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The author’s surname and the date should always appear either before or after
the quotation. In many cases, the page of the publication should appea as well in
the text.

Examples
(a) Quoting author, year and page at the beginning
Meir (1976:519) says The economic quality of the population remains low
where there is little knowledge of what natural resources are available.

(b) Acknowledging author and your

Finance is a very important fact or considering that many media projects
have not been completed because of shortage of funds or political
changes.Waniewiex 1975)

Addition and Omission of words Within a Quotation

Sometimes it is desirable to omit one or more words in a quotation so as

to make the sentence or paragraph run smooth. This should be indicated
with ellipsis marks (..) If words have to be inserted to make sense of a
passage, the added words should be enclosed in square brackets[. . ] to
distinguish them from parenthesis that might occur naturally in the
quoted text.

Paragraphing

A paraphrase is a precise from written down without inverted commas

which when used indicate that the words are an exact copy of the
original. It is essential that the author and date of the paraphrased works
appear directly after or before the paraphrase.

Example

Banks (1975) noted that oral interviews with a group of people sometimes
yielded information of corroborative or consensus type, which was more
reliable than individual interviews, would be.

Footnotes

These are notes (usually) in smaller print) that are inserted at the bottom of the
page to explain certain aspects contained on that particular page. Raised
numbers (2)………are used in the text and correspond with numbered
explanations at the bottom. Normally footnotes are used not only to reference
material but to give explanations that might not be relevant if included in the text.

Setting Out a References Section

A list of references that have been used in the text should be set out at the end of
the paper/book before appendices, tables or indices.
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The reference should be listed in alphabetical order using the author’s names .
here are examples of how to set out such references.

(a) A book by single authors:

Babbie E. L. (1998) The Practice of Social Research, New York, Wadsworth

Publishing Company

Note: The name of the second author is not inverted.

(b) A book by two authors:

Dexter L and D. White,People,Society and Mass Communication,The Free

Press,Glencoe,Lenon! 964

Note: The name by three or more authors:

Lazers Field P.E.at al,The People’sChoice, Columbia University Press,New York,1954

Note that: is short for ~etalii “or and others”

(c) An article in a journal

(d) An article in a journal

An article in a journal

Sleman G ~ there are only four Dogs in china “Convergence vol. VIL No 3
1974, page 8

Note: the title of chapter/paper is not underlined; the author’s names are not
inverted and the abbreviation ‘ed’ is used to indicate ‘editors’.

(g) Unpublished thesis or dissertation

Tshuma J (1996) Ethical problems facing the Zimbabwean Army education

Corps, Administrators and Instructors. ((Unpublished MED. ADED Dissertation)
University of Zimbabwe.

A second reference immediately after the first reference same book,same author:
Ibid page

Second reference following reference not immediately after last in the same book
and same author:

Head of the page

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There are several book sin paint deal in various details on how to write essays.
These books cover all the points discussed in this handout and many more.A
short list of references and writing) Brace and World Inc.Harcourt 1970.

REFENCES

1. Berry K,How to Write a research paper Pergamon Press,London 1978

2. Hendrickson R,The Researcher Paper N Holt Rinchhart and Winston,New
York,1962
3. Makina J (1998) References,bilbliographics and Quotations Hand,department
of Adult education,universityof Zimbabwe.
4. Turabian K.E A Manual for Writers of Term Papers, Theses and
Dissertations(3rd ED) University of Chicago Press,1969.

Marking Guide

Area of Assessment Possible Score

RESEARCH TITLE
- Does it clearly identify the key
variables in the study? ½
- Is it brief and easy to understand? ½
- Does it delimit the area of study? ½
- Is it of public interest? ½

Abstract
- Is it brief? 1
- Is it comprehensive summary of the
project? 1
- Does it conform to the title? 1

CHAPTER I: THE PROBLEM AND ITS

SETTING

Introduction
- Does it state the problem or issue of
concern in the first two sentences?
½
- Is the existence of the problem
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supported by documentary evidence? ½

Background of the problem

- Is the problem or issue of concern
clearly stated?
- Does the background to the problem
adequately analyse the context of the
problem?
- Is the magnitude, seriousness or
importance of the study highlighted?
- Is the need to undertake the present
study stated? 2

Statement of the problem

- Does it ask about relationship
between two or more variables?
- Are the hypothesis related to major 1
problem and sub problems? ½
- Is it clearly or ambiguously stated ½
- Is the problem researchable by
empirical methods?
- Is the research question answerable? 1
1
Objectives and assumptions
- Are objectives clearly stated?
- Are the assumptions clearly stated ½
and defensible?
½
Importance of the study
- Is the theoretical value and or the
practical value of the study clarified?
2
Limitations
- One key constraints or restrictive
conditions that affect the study
stated? 1

Delimitations
- Are the physical and conceptual
boundaries of the study clearly
defined? 1
- Is the scope of the study clear?
1
Definitions of terms
- Are the terms adequately defined
1
Organization of the study
- Is the number of chapters in the
study given?
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- Does this synthesise Chapter 1 and ½
outlines what follows in the remaining
chapters? ½

CHAPTER II: REVIEW OF

RELATED LITERATURE

Introduction
- Does it tell what the chapter deals
with?
- Are main issues of the chapter 1
outlined?
- Are reasons for reviewing literature 1
given?

Conceptual framework
- Are key variables explained in the 1
context of the current study?
- Does the review address any major 1
concepts and issues of the study?
- Does it address relevant 2
methodological issues?

Theoretical framework
- Is the theory behind the problem 1
identified and discussed?
- Does the discussion focus on how
the theory tries to explain the 1
problem under the study?
- Does it address relevant 1
methodological issues?
- Are strengths and weaknesses of the 2
theory discussed?

Previous research findings

- Does it summarise major findings of 2
previous researchers?
- Is the importance of the previous 1
studies/findings to present study
highlighted?

Justification of the present study

- Does the review show the gaps in 2
knowledge?
- Is the form of the current research 2
clearly stated in light of findings and
gaps?
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Summary
- Are main concerns of the chapter ½
summarized? ½
- Is the next chapter introduced?

CHAPTER III: RESEARCH

METHODOLOGY

Introduction
- Does it tell the reader what the ½
chapter deals with?

Research design
- Is the design appropriate to the 1
solution of the problem?
- Are the advantages and
disadvantages of the design 1
discussed and solutions to the
disadvantages highlighted?

Methodology
- Are the research instruments to be 1
used identified and described?
- Are the strengths and weaknesses of
using the research instruments
described? 1
- Measures to overcome these
weaknesses should be suggested? ½
- Are the instruments appropriate for
the problem? ½

Development of research instrument

- Were instruments adopted or created
by the researcher? ½
- Is there an explanation of the
creation of instruments? ½
- Is the way subjects are expected to
participate in the study clearly ½
discussed?

Validity and reliability of research

instruments
- Is the validity of instruments
explained? ½
- Were the instruments tested for
reliability? 1

The population
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- Is the target population described? 1

Sampling
- Is the sample described and
justified? ½
- Are the sampling methods
described? 1

Data collection and analysis

- Are data collection methods well
spelt out? 1
- Are data analysis procedures
explained? 1

Discussion of research findings

- Is the way data will be discussed
clearly stated? 1

Summary
- Are concerns of the chapter
summarized? ½
- Is the next chapter introduced? ½

CHAPTER IV: DATA PRESENTATION,

INTERPRETATION & ANALYSIS

Introduction
- Does it tell what the chapter deals
with? ½
- Is the total number of subjects given
and expressed as a percentage? 1½

Data presentation
- Are tables, figures etc well laid out?
- Are they centred, numbered and 4
given appropriate tittles?
3
Data interpretation
- Is the interpretation of data clear,
meaningful and relevant to the main
research question? 5
- Is the interpretation qualitatively
organized? 2

Discussion of research findings

- Do findings adequately address the
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sub problems? 2
- Are findings, discussed with
reference to theory or major findings 2
of research o research studies?
- Does the discussion highlight the
relationship between the key 2
variables in the topical study?
- Is the discussion clear, logical and
comprehensive? 2

Summary
- Are the main concepts of the chapter ½
summarized? ½
- Is the next chapter introduced?

CHAPTER V: SUMMARY,
CONCLUSION AND
RECOMMENDATIONS

Introduction
- Does it outline what the chapter deals
1
with?

Summary
- Are all the major findings of the
2
research outlined?
- Are the findings covering all the sub
2
questions?
- Is the most important findings of the
1
study highlighted?
-
Conclusion
- Is the answer to the main research 2
question presented?
- Is there any relationship between the ½
findings and theory shown?
- Are conclusions made relevant and ½
appropriate?
- Are the conclusions drawn with direct 2
reference to the objectives of the
study?

Recommendations 1
- Are recommendations clearly stated
- Are suggestions for improvement 1
presented?
- Are the suggestions reasonable and 1
appropriate?
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OTHER ASPECTS

- Overall appearances
- Reference [author, date, title, 2
place, publisher] 3

- Appendices
2
Total 100