FACULTY OF ARTS AND EDUCATION

DEPARTMENT OF TEACHER DEVELOPMENT

ABRIDGED GUIDE ON HOW TO WRITE A

RESEARCH PROPOSAL

BY

PROFESSOR R. BUKALIYA

2015

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1.0 Background to the Study (2-3 pages)

 Put the problem into its context argue that the problem is an issue.

 First sentence/paragraph should reveal to the reader the problem being investigated upon.

 Have 2-3 research studies that have been undertaken on the same issue The academic

performance of learners is vital in the education system

 Have a PEST analysis of the problem

 Say what has been done in an attempt to solve the problem

 Conclude by saying that these efforts have been welcome though not much has been

achieved to solve the problem

1.1 Background to the Study

The academic performance of learners is vital in the education system Academic

performance is measured by assessing a leraner’s ability in a variety of academic
areas Wan (2016) .Abdullah (2016) suggested that the academic performance of
leaners plays a role in the success or failure of academic institutions. Signh, Malik and
Signh (2016) also argued that academic performance of leanershave a direct impact on
the socio-economic development of a country. Similarly, Farooq, Chaudhry, Shafiq
and Behanu (2011), asserted that leaners’ academic performance serve as a bedrock
for knowledge acquisition and the development of skills. Additionally, Farooq et al.,
(2011) emphasized that the top most priority of all educators is academic performance
of leaners. According to Narad and Abdullah (2016) academic performance is the
knowledge gained which is assessed by marks by a teacher and/or educational goals
set by leanersand teachers to be achieved over a specific period of time. They added
that these goals are measured by using continuous assessment or examinations results.

Many researches have been carried out on factors contributing to improvement in

leaners’ academic performace by various educators and researchers (Farooq Salman
Alani1 & Abdulrazzaq Tuama Hawas, 2021;Signh, Malik & Sign, 2016; Ali, Haider,
Munir, Khan & Ahmed, 2013). These researchers found that there are several factors
that contribute to academic performance of leaners. Narad and Addullah (2016) and
Farooq et al., (2011) discovered that study time, family socio-economic background
and age are some of the factors that significantly affects academic performance of
learners.

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Per the education structure in Ghana, JHS forms the third level of basic education.
According to the Report of President’s Committee on Review of Education in Ghana,
basic education is defined as “the minimum period of schooling needed to ensure that
children acquire basic literacy, numeracy and problem solving skills as well as skills
for creativity and healthy living” (Ministry of Education, 2002, p. 26). This level
should be free and compulsory and comprises of Kindergarten, primary and JHS. As
indicated earlier, the focus of this research is on JHS. JHS is a three year post primary
education program which prepares leanersaged 13 to 15 years to sit for a Basic
Education Certificate Examination (BECE) in their third year. From 2010 to 2016 the
enrolment of JHS leanersincreased by 10.6% (Ministry of Education, 2016). Their
performance at BECE from 1998 to 2002 was 60.1%; this figure increased by 0.99%
from 2003 to 2007 but dropped significantly by 9.1% from 2008 to 2011.

1.1 Statement of the Problem

 Have an introductory sentence

 Convert your research problem/ topic into a question

 The fourth goal of the United Nations Sustainable Development Goals (SDGs)
is to “ensure inclusive and equitable quality education and promote life-long
learning opportunities for all” (United Nations Development Program, 2017,
p.7). This is one of the most important SDGs because the UN sees it as medium
in achieving the other goals (UNDP, 2017). It has therefore become necessary
that all countries ensure that their populace get access to quality education. In
Ghana, the Education Sector Performance (ESP) Strategic plan from 2010-2020
seek to ensure the provision of equitable good quality universal education
(MoE, 2016). Although the definition of quality education is very complex, one
of its key components is academic performance (United Nations Children’s
Fund, 2000).
 The academic performance of JHS leanershave been declining since 2009.
Their general performance after BECE declined from 62.16% in 2009 to
50.21% in 2008. It decrease again from 49.12% in 2010 to 46.93% in 2011
(West African Examination Council, 2012). The trend is not different from
Gomoa Manso Basic School which is the case study for this research. Out of
the 51 candidates for 2010 BECE, no candidate obtained a grade of 6 – 10; only
9 had aggregate 11 – 30. In 2011, 34 candidates were presented for the BECE,
no one had aggregate 6 -10, 10 obtained aggregate 11 -20 and the other had 21
and above. Apart from 2010, where 2 candidate obtained aggregate 6 -10, the
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 subsequent years have followed the same trend in 2010 and 2011 (Ghana
Education Service, 2014).
 Previous studies have found that improvement in the academic performance of
leanersis dependent on a combination of teacher, leaner, school and parental
factors (Amuzu, Ankalibazuk, & Abdulai, 2017; Narad & Abdullah, 2016;
Okolie, Elom, & Inyiagu, 2014; Oppong-Sekyere, Oppong-Sekyere & Akpalu,
2013; Farooq et al., 2011). Others have also attributed it to environmental,
personal, social, psychological and economic factors (Sign, Malik & Sign,
2016; Ali et al. 2013; Mushtaq & Khan, 2012). Most of these studies tend to
focus on a single subject or focuses on limited factors that contributes to
academic performance. For example, Farooq et al. (2011) focused on only
socio economic status and parent’s level education. They recommended that
other studies should explore peer factors, family factors, leaner and school
factors. Again, Jayanthi, Balakrishnan, Ching, Latif and Nasiruden (2014)
emphasized that an extensive study should be conducted to include more than
one school to assess the academic performance of leaners.
 Although, several studies have been conducted to assess the academic
performance of leanersworldwide, there is lack of sufficient studies conducted
to assess factors that can improve leaners’ academic performance. The few
studies conducted do not assess the current performance of leanersin JHS and
their preparation towards their final exam (Nkrumah, 2017). This gap in the
literature needs to be addressed. The current study sought to assess factors that
contribute to improvement in the academic performance of JHS leanersin
Gomoa Manso Basic School.

1.2 Research Questions

 Draw these sub problems from the topic

 4-5 questions are adequate

 Generally, this research sought to answer one broad question; what factors
contributes to improvement in the academic performance of JHS leanersat
Gomoa Manso Basic School? To answer this broad question, the following
specific questions served as a guide:

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  1. What is the general performance of JHS leanersat Gomoa Manso Basic
School?
2. What are the leaner, school, parent, and teacher factors that contributes to an
improvement in the academic performance of JHS leanersat Gomoa Manso
Basic School?

The study sought to answer the following research questions:

i. How do teacher factors influence academic performance in UCE imder USE schools in Koboko
district?

ii. To what extent do Leaner factors influence academic performance in UCE under USE schools in
Koboko District?

iii. How do the School factors influence academic performance in UCE under USE schools in
Koboko District?

1.3 Significance of the Study

 Practical significance: Identify all stakeholders to benefit from the study and show they

will benefit from the study.

 Theoretical significance- you are contributing to a body of knowledge on the issue being

investigated upon. Future researches will find the current study helpful.

The purpose of this study was to assess factors that contributes to improvement in

academic performance of Junior High School (JHS) Leanersin Gomoa Manso Basic

School.

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The introduction of free Senior High School (SHS) in Ghana has made it imperative

that all JHS candidates get access to SHS. Their placement in SHS is, however, not

automatic but dependent on their performance at BECE as well as their continuous

assessment. This implies that the performance of leanersat the JHS level should be

critically examined. The current study sought to address this challenge by assessing

factors that contribute to improvement in the academic performance of JHS leaners.

The findings from this study will assist the leanersto appreciate the preparatory level

towards their final exam. Headteachers and teachers would be able to identify their

weakness as well as those of their leanersand plan strategically. Parents will know

the strength and weakness of the wards and the role they have to play to ensure that

their children obtain good grades. Other stakeholders such as the Ghana Education

Service (GES) and the Ministry of Education (MoE) would also be well informed.

Again, the findings from the study will serve as the basis for future studies.

1.4 Assumptions

 Basic hypothesis for example, the researcher assures that permission will be granted to

carry out this study in…………

 Respondents are willing to participate and provide valid and reliable data to the study.

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1.5 Delimitation

 Scope/ parameter/ boundary of the study

 Geographical boundary- where, why?

 Also time period is required where necessary.

 Respondents / participants – who are they and why choose these?

According to Simon (2011) delimitations are within the control of the researcher. It
spells out the researcher’s choices, boundaries and scope of the study. The study
focused on academic performance of Junior High School leanersfrom form one to
three. Gomoa Manso Basic School was used as the case study and the target groups
were teachers, JHS leanersand the Head master.

This study will focus on factors that causes poor pass rate on chemistry subject. The study will
focus on form 3-1 and 4-1 classes basing on their performance or participation, exercises, tests,
overall work and practical skills and sometimes a random selection. The subject in this research
is the pupils. The researcher will include parents and outer authorities

1.10 Organization of the Study

1.6. Limitations

 Constraints that may impact of the results of the study

 How are they a constraint?

 Show how to mitigate against the constraints

Simon (2011) opined that limitation in a research are weaknesses that are outside

the control of the researcher. Bases on his assertion, the main limitation of the study

was the cooperation from respondents. The other limitations was using a single

school to make generalization for all Junior High School leanersin Ghana.

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  Lack of cooperation, deliberately giving false information

 People will be avoiding the researcher

 Facing challenges from other teachers

1.7. Definitions of Key Terms

 Identify key terms from the topic.

 Define these contextually.

 You may need to cite authorities but the main interest is on the definition according to the

study.

 Several concepts have been used in this study but the key variable which was
defined is academic performance. This is because academic performance
determine the human capital development of an economy; it enable leanersand
parents to know the current academic state of their leaners; and it determines
the failure and success of an academic institution (Narad & Abdullah, 2016).
 Academic performance have been defined and explained by several authors.
According to Narad and Abdullah (2016) academic performance is the
knowledge gained which is assessed by marks by a teacher and/or educational
goals set by leanersand teachers to be achieved over a specific period of time.
They added that these goals are measured by using continuous assessment or
examinations results. Annie, Howard and Midred (as cited in Arhad, Zaidi &
Mahmood, 2015) also indicated that academic performance measures education
outcome. They stressed that it shows and measures the extent to which an
educational institution, teachers and leanershave achieved their educational
goals. Similarly, Yusuf, Onifade and Bello (2016) opined that academic
performance is a measurable and observable behaviour of a leaner within a
specific period. He added that it consist of scores obtained by a leaner in an
assessment such as class exercise, class test, mid-semester, mock examination,
and end of semester examination. Again, Martha (2009) emphasized that
academic performance of leanersis defined by a leaner’s performance in an
examination, tests, and in a course work.

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  The definitions given by the authors’ shows that the definition of academic
performance is based on measurable outcomes such as class exercise, test, and
examinations results. Based on this, the operational definition of academic
performance used in this study is the results obtained by a leaner at end of a
specific term in all subject. Per this study a leaner who obtains a total of
aggregate 6-36 in six of his/her subjects is considered to be academically good;
and the percentage pass is 50 percent and above

1.8. Conceptual Framework

 Identify main concepts from the topic

 Say how the concepts have evolved over the years.

 Define them according to 3-4 authorities

 Link to topic under discussion

 prior studies have shown that factors affecting academic performance is

enormous. From their findings, these factors can be categorised into leaner,
teacher, parent and school factors. Based on the PFA model used in this study,
the conceptual framework below was developed.
 Abbildung in dieser Leseprobe nicht enthalten
 Figure 2.2 Conceptual framework
 Source: Author’s Own Construct (2018)
 The main objective of this study was to assess factors which contribute to
improvement in the academic performance of leanersin Gomoa Manso JHS.
From the literature reviewed and the PFA model, the conceptual framework
above was deduced. According to the PFA model the input factors are the
independent variables which contribute to academic performance which is the
dependent variable. The input factors as captured in the framework are
categorized into leaner, teacher, parent and school factors.
 [...]

1.9. Theoretical Framework

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 Theories/models that attempt to solve your problem

 2-3 models are adequate to complete each other

 Discuss and link to the current study

 Several theories have been used by different researchers to examine factors that
contribute to academic performance. For example, in assessing the
determinants of high academic performance of secondary schools in Tanzania,
Boa (2014) adopted the Social constructivism theory. According to this theory
people’s learning and thinking is influenced and shaped within a social and
cultural context. Propounds of this theory believe that knowledge is
collaborative and situated (Boa, 2014). Vyogotsky (1978) cited in Boa (2014)
argued that individuals ability to learn and think begin from their social
interaction as a result social interaction is good for cognitive development.
 In assessing factors influencing academic performance of university leanersin
South Africa, Sibanda et al. (2015) used the goal theory. The goal theory
explains the meaning leanersattach to their academic achievement and the
purpose for that action. Per this theory, leanersare likely to perform better if
they are aware and understand factors that influence their academic
performance (Sibanda et al., 2015).
 MolokoMphale and Mhlauli (2014) conducted a study in Botswana to
investigate the academic performance of leanersat the Junior Secondary School.
They adopted the critical theory. This theory is based on the fact that
individuals who found themselves in a particular situation like poor academic
performance should be given freedom form this situation which seems to
enslave them but should be guided to develop their behaviour in a democratic
manner (Basic 2010 cited in MolokoMphale & Mhlauli, 2014).
 The theoretical model used in this study is the Production Function Approach
(PFA). The next section provides a detailed explanation of this model.
 2.4.1 Production Function Approach (PFA)

 This model has its root in economics. It was developed in 1767 by A.R.J.
Turgot but became known to the public in 1928 when Charles W. Cobb and
Paul Douglas used it in their study (Tangaraju, Chee, Koon, Yi & Mann, 2013).
According to Gordon (2007), this model is built on the principle of input-output
approach. That is the transforming raw materials (input) into goods and
services (output).
 This model has been used by several researchers to assess factors which
contribute to academic performance. Martha (2010) posited that the leaners’
academic performance or achievement is treated as the output factor and the

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 input factors are the independent variables. According to Tangaraju et al.
(2013), the common input factors used teaching and learning materials, teacher
quality and family factors.
 In this study, the output factor is academic performance of a leaner and the
input factors are: Interest of leaners, regular studying, class attendance, self-
motivation, attitude towards learning, teacher’s experience, syllabus
completion, doing assignment, parents’ involvement, provision of instructional
materials, discipline, effective teaching, class size and the school environment,
parents level of education, age and gender of a leaner.

1.10. Previous Research Studies

 Rephrase your research questions so that they are subheadings for previous research

studies.

 Find out what researchers have established on each research question in chapter 1.

 Have international/global, continental, regional, local studie

1.11 Research Design

 Define

 Present-define the design

 Advantages of the design

 Disadvantages

 Mitigatory strategies

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The research study used both qualitative and quantitative design. This is referred to as mixed

design method. The mixed design was preferred because it provides a systematic means of

collecting and presenting data. The Glen Norah High 2 will constitute the population. The

sample will constitute all chemistry teachers and 20 chemistry learning leaners(10 from form

fours and 10 from form threes). Two questionnaires (leanersand teachers) and the observation

schedule will also be the necessary tools used by the researcher.

Validation of the questionnaires was done through pilot testing them. Data collection instruments

were pilot tested at Glen Norah High School to test the validity and reliability of the instruments.

The purpose of the pilot study is to ensure the instrument will test and measure what they purport

to necessary adjustments were then made before the final distribution of the questionnaires to the

actual respondents. The researcher distributed questionnaires to 10 members (2 teachers and 8

pupils) for the pilot study. The respondents showed no problems in understanding the questions.

The tables, pie charts and bar graphs were used for data presentation. Both qualitative and

quantitative approach will be used to analyze data as some of the data gathered will be from open

and closed questions data. Besides, the study involved beliefs, perception, attitudes and

behaviors that are needed to be described. In addition it was less costly and less time consuming

considering the time that was available for this study.

1.12. Research Instruments

 Define

 Present

 Define instruments

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  Advantages

 Disadvantages

 Mitigatory strategies

3.2 RESEARCH INSTRUMENTS

Kulmar (2011) points out that the use of multiple methods to collect data is an important aspect

of a case study. These methods provide means of triangulation to validate the data collected. A

variety of research instruments helps in getting a holistic view of the research situation. This

study used observation schedule and questionnaires in gathering data.

Interviews were not used as an instrument because they are expensive, it requires a great amount

of time to collect information because it takes several interviews with different people before a

similar, and set of questions has been asked to individual respondent in the survey. In terms of

sampling and sample size interviews have very few people to ask questions and less information

is provided (Codo, 2008).

3.2.1 QUESTIONNAIRE

In this research, two questionnaires were used, one for the teachers and the other for the leaners.

The use of questionnaires as a research instrument is justified for the following merits. It

provides the respondent with a comfortable framework for expressing his or her on views and

feelings. This is because anonymity can be assured since the name of respondent will not be

given.

3.2.1.1 ADVANTAGES OF QUESTIONNAIRES

A questionnaire is relatively economical, respondents in distant can be reached, the question are

standardized and the time required to collect data is less. Furthermore, the open ended questions

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on the question permit free response. The respondent could give a wide range of responses.

Having advantages the questionnaire has been criticized for creating a low response rate.

According to Bryman, (2015) to ensure validity of the instrument, the researcher worked in close

liaison with the supervisor so that the data gathered from the questions will be relevant to the

topic under study.

3.2.1.2 DISADVANTAGES OF QUESTIONNAIRE

In questionnaires respondents who are not willing to divulge information may ignore certain

questions. Questionnaires require time and careful structuring if they are to obtain reliable, valid

and objective information. Some members especially staff answers the questionnaire wrongly

because they have little information on how the pupils performed badly in chemistry. Certain

information supplied is quite full of doubts because pupils may answer the questions in protest.

The use of sensitively designed questionnaires can quickly build both staff and pupils resistance

to give correct answers. The questionnaire method requires the cooperation of respondents. It

takes special skills to write questions that all the respondents will understand and to which they

will be able to make valid respondents.

3.2.2. OBSERVATION SCHEDULE

Zikmud et al,(2013), observation is a method by which the teacher is watching carefully or

paying attention to his pupils so as to have a physical experience of what is happening. Using

observation as a data collection instruments means that one has to observe or watch an activity

being performed. Lee et al, (2007) views the observation method as one in which the observer

obtains information through noting, reporting and observing. The researcher has to take

observation notes on what is transpiring. The reaction may be facial expression, participation and

reaction of pupils to the teacher. Firstly the researcher observed the pupils participation in oral

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discussions, group work activities and also observed their performance in individual written

work. The researcher kept the records so as to assess the pupils’ progress in the form of

observational checklists.

3.2.2.1 ADVANTAGES OF OBSERVATION METHOD

The observation method, according to Bowen, (2009), allows the researcher to record behavior

exactly as it occurs. This was quite crucial in this research as the researcher could record her own

interpretation of children’ performance towards each given condition clause. The researcher was

therefore made part and parcel of the activities allowing the researcher to get all the information

wanted. According to Land and Altman, (2007) the observation method reduces the chances of

using inaccurate information because one takes note of events as they occur. Suen and Ary,

(2014) shares the same sentiments when they say if the researcher is a participant observer, he

will share experience with the participants which will be quite beneficial to both parties.

The observational method enables the researcher to get first hand information on what really

transpired when the researcher was conducting the lessons. Also through facial expressions by

pupils in group work activities as well as individual written work, the researcher could easily tell

whether pupils were facing difficulties or not. By observing the reaction of pupils to questions as

well as their performance in individual written work, the researcher was able to recognize

strengths and weaknesses, thus giving the researcher light on the areas that needed attention.

3.2.2.2 DISADVANTAGES OF OBSERVATION METHOD

Even though this method has a lot of merits, it has got some demerits. According to Hair et al

(2008), this method is extraordinarily time consuming as one has to watch the events as they

occur. Malhotra and Birks, (2007) laments that it is impossible to observe spontaneous

occurrences which may of course are of interest to the researcher. Furthermore, if pupils know

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that they are being observed, they may change their behavior hence false information can be

collected. Some pupils are just shy to participate even though they are grasping the concepts

taught, thus leading to a wrong impression on the observer’s side. The teacher can easily forget

what he will have observed if records are not kept.

3.2.3. INTERVIEW
Malhotraand Birks,(2007)defines an interview as a method of data collection that involves

asking questions as well as answering them between two or more people, each of them giving

own answers. This shows that an interviews is a face to face discussion which is mainly

characterized by asking and answering questions. Suen and Ary (2014)defines the interview

method as research that involves the collection of data through direct verbal interaction between

individuals. Thus this method allows for direct verbal interaction between the researcher and

pupils.

3.2.3.1 ADVANTAGES OF INTERVIEW

According to Lee et al (2007),using the interview method ensures the provision of answers with

more information than just a “yes” or a “no”, which normally occurs in a questionnaire method.

Besides having explained answers, direct feedback is given to the interviewer. This method is

also effective as it accommodates literate and illiterate pupils. In this study the researcher found

this respect very much practical since the researcher was dealing with pupils of mixed ability.

This means that slow learners were given chances to air their views. Furthermore, Zikmud et al,

(2013) Boyman, (2015)state that interviews provide opportunities for the rephrasing of unclear

questions to respondents. This was very crucial as it enabled the researcher to gather more

information that she was not aware of at the beginning of this research

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3.2.3.2 DISADVANTAGES OF INTERVIEWS
However, even though the method has stated advantages, it also has got some problems in using

it. According to Suen and Ary (2014), the interview method take a long time to reach consensus.

Being face to face discussion, the researcher or interviewer may try to clarify questions to

respondents and in so doing the time is consumed. Recording responses during interviews also

makes those interviewed to give biased or distorted information. Sandholm,(2010)states that

some interviews can be suspicious and normally some fear victimization later and may not

answer questions accordingly. The researcher constructed interview questions and interviewed

one individual per time. The interviews were carried after the lessons. Three individuals were

involved and their responses were kept as evidence.

The study used a cross sectional survey design based on qualitative and quantitative approaches.

The design visualized how the researcher undertook the type of data to collect and how to collect

it (Punch, 2010). It is also useful in explaining the cause- effect relationship existing in the study.

The researcher used both qualitative and quantitative approaches .Qualitative approaches were

based on interviews, observation and documentary review, while quantitative approaches were

based on questionnaires to generate data.

1.12.1. Composition of the Instruments

 Sections. Indicate how many sections there are and what each section covers.

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  Types of questions: are they Yes/No, True/False, etc?

1.13. Population

 Define present

 Justifying why you chose these

 Numbers of all prospective respondents are required.

According to Sandholm, (2010), population is a total number of humans currently living at a

given area. The research targeted 73 leanersof which 37 were form 3 and 36 were form 4 in

chemistry at Mento High School.

1.14. Sample

 Define

 Present

 Out of 180 population only 50 were chosen/selected to be part of the sample these

consists of ………., ……..

 The sample size was 10 for form 3 and 10 for form 4; only 20 leanerswere picked at

random from the senior classes. The randomly picked leanerswere orally interviewed and

some responded to questionnaires. Besides those 3 chemistry teachers were also

interviewed orally.

 Why these numbers?

1.15. Sampling Techniques

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  Define present your technique

 Justify why?

 Say exactly how did you choose them

 The sample of the study was selected using two sampling techniques i.e. simple random

sampling and judgment. The classes of form 3 and form 4 pupils from Glen Norah High 2

School were selected by simple random sampling. In a simple random sampling, each

individual case in the population has an equal chance to be selected for the sample. In

each class, the names of pupils were put in two separate boxes, one for females and the

other for males. The names were then picked at random. Five (5) females and five (5)

males were selected for the questionnaires. This method was useful in ensuring gender

balance. The researcher used this technique because it reduces bias on part of the research

at the sampling stage and the analysis stage.

 The main advantage of sampling according to Saunders et al (2009) is that it provides a

range of methods that enable one to reduce the amount of data one needs to collect by

considering only data from sub-group rather than all possible cases or elements.

Simple random sampling which involves choice of respondents where each has an equal chance of
being chosen was used (Sekaran, 2003). The respondents in this category included; leaners, 31

leaner leaders and community leaders. While purposive sampling refers to choice of individual

respondents who are advantageously placed to provide the needed information in a study. This

could be by virtue of their experience and knowledge of the group. The respondents in this group

included; District authorities, Head teachers, teachers and Board of Governors.

1.16. Data Presentation and Analysis

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  How are you going to present your data?

 Qualitatively/quantitatively

 Table/ figure/ histograms

 Use of software to present and manipulates data, e.g SPSS

 Data analysis is a process of organizing and scrutinizing data in such a way that the

research questions can be answered. The data gathered was ordered and structured to

produce knowledge and the researcher did it manually and the data collected was

analyzed using graph and tables. This helped to make the information comprehensive for

the reader. Furthermore, data was analyzed qualitatively using themes.

1.17. Administration of the Study

 How is the study going to be undertaken?

 Steps/stages

 Time frame

1.18. Summary

 A rundown of the issues raised in the proposal.

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