8/7/2019 Senior Research Project Guidelines
1/56
Table of Contents
Section I - Introduction and Objectives ....................................................................2
What is a Senior Research Project.............................................................................3
Brainstorming and Preparation..................................................................................4Meeting Schedule......................................................................................................5
Section II - Research Proposal.................................................................................... 6
What is a Research Proposal.....................................................................................7
Work Length Summary.............................................................................................8
Components of a Research Proposal.........................................................................9
Proposal Evaluation.................................................................................................13
Section III - Research Project................................................................................... 14
Work Length Summary...........................................................................................15
Components of the Project......................................................................................16
Findings & Discussion............................................................................................16
Written Project Evaluation......................................................................................17
Section IV - Oral Presentation.................................................................................. 18
Oral Presentation Procedures..................................................................................19
Oral Presentation Evaluation...................................................................................21
Section V - Project Evaluation.................................................................................. 22
Grade Distribution...................................................................................................23
Senior Project Evaluation Form..............................................................................24Proposal Scoring Rubric..........................................................................................25
Senior Project Scoring Rubric.................................................................................26
Oral Presentation Scoring Rubric............................................................................27
Section VI - Appendices............................................................................................. 28
Sample Title Page....................................................................................................29
Sample Abstract.......................................................................................................30
Problem Sheets........................................................................................................31
Formatting Table of Contents..................................................................................40
Sample Table of Contents.......................................................................................45
Tables vs Figures.....................................................................................................47APA Reference Citation..........................................................................................48
Meeting Minutes......................................................................................................52
8/7/2019 Senior Research Project Guidelines
2/56
Section IIntroduction & Objectives
What is a Senior Research Project?
Brainstorming & PreparationMeeting Schedule
2
8/7/2019 Senior Research Project Guidelines
3/56
What is a Senior Research Project
Purpose
This guide provides step by step guidelines to help senior students with all the parts of
their senior research project.
The guide includes instructions with definitions, worksheets, and examples.
Components of a Research Project
Your senior project includes three parts:
Research Proposal
Written Project
Oral Presentation
Each section has its own requirements and grade weight. Its important to follow the
steps and guides provided in this booklet for each part while adhering to the required
time frames.
The senior project is a multifaceted project which gives you the opportunity to apply
your research skills, knowledge, and talents that you have developed during your
university studies. This project is introduced as part of the research method course. It
gives you an opportunity to relate what you have learned to the real world. Prior to
writing the senior project, you are asked to submit a research proposal.
Objectives of a Research Project
After completion of the senior project, you will have acquired the following
objectives:
1. To pose a researchable question
2. To integrate ideas and theories
3. To use research skills to investigate a specific problem
4. To utilize data and empirical evidence to answer questions or find solutions
5. To develop critical evaluation of research findings and data
6. To use decision making strategies
7. To develop plans and a time frame for achieving them
8. To develop problem-solving skills
3
8/7/2019 Senior Research Project Guidelines
4/56
9. To develop communication skills
4
8/7/2019 Senior Research Project Guidelines
5/56
Brainstorming and Preparation
Choosing a Topic
When you choose a topic for your senior project, its important to select one that is of
interest to you. The senior project is labor-intensive. Youll spend a full semester
developing your project. Youll feel especially motivated if you focus on a research
question and subject that deeply interest you and you enjoy exploring.
There are steps you can take to select a topic for your senior project.
Some suggestions include:
Keeping a list of interesting articles you have read.
When you write term papers or projects, think of ways you could extend your
projects/papers to your senior project.
Keep notes and books from statistics and research method courses. You are
likely to refer to them for your senior project.
You may start working on your topic as part of your research method course
when you develop your research proposal and extend it later on with your
advisors approval.
Discuss your topic/question with various faculty members to seek different
ideas and opinions.
Every time you come up with an idea ask yourself the following questions:
Do I have access to resources and material?
Critically review the existing literature which bears on the stated problem.
How long will it take to conduct?
Will I get bored with it?
Is this topic current and exciting to know more about?
Focusing a Research Topic
Focusing a research topic is narrowing (or sometimes broadening) a topic so that you
can demonstrate a good understanding of it, including enough examples and important
details, within the size limits of the project you are required to produce.
5
8/7/2019 Senior Research Project Guidelines
6/56
Meeting Schedule
You are required to meet with your advisor regularly during the semester.
Meeting Date Agenda NotesWEEK I Discussion of senior guide project
Brainstorming topics of interest
WEEK II. Choice of topic is discussed
(feasibility, importance)
Problem sheet 1 is due
WEEK III Approval of topic and discussion of
methodology
Problem sheet 2 is due
WEEK IV Presentation of proposalProblem sheet 3 & 4 are due
WEEEK V Elaboration of literature review
Discussion of references used
Problem sheet 5 and 6 are due
WEEK VI Discussion of instruments to be
implemented /time frame of field work
Problem sheet (6-10 ) are due
Discussion of steps of the proposal
WEEK VII Submission of Proposal Ch. 1-3
WEEKIX Discussion of field work progress
Data analysis and conclusion
WEEKXII Discussion of changes and correction
Week XIII Due: Final project
Week XIV Due: Presentation Outline
WEEK XV Final Presentation
6
8/7/2019 Senior Research Project Guidelines
7/56
Section IIResearch Proposal
What is a Research Proposal?
Work Length Summary
Components of a Research Proposal
Proposal Evaluation
7
8/7/2019 Senior Research Project Guidelines
8/56
8/7/2019 Senior Research Project Guidelines
9/56
Work Length Summary
Research Proposal
Description of Sections Length
Introductory Section
Title Page
Abstract
Table of Contents
List of Figures
List of Tables
Chapter I. Introduction
A. Problem Statement
B. Purpose
C. Justification of the Study
D. Definition of Terms
E. Brief Overview of Study
1-3 Sentences
1-2 Paragraphs
1 Paragraph
1-2 Lines each def.
1-2 Paragraphs
Chapter II. Background & Review of Related Literature
A. Theory, if appropriate
B. Studies directly related
C. Studies tangentially related
1-4 Pages
8-20 Pages
2-8 Pages
Chapter III. Procedures
A. Description of the Research Design
B. Description of the Sample
C. Description of Instruments Used (reliability, validity)
D. Explanation of the Procedures Followed (what, when,
where, how of the study)
E. Discussion of Internal Validity
F. Discussion of External Validity
G. Description and Justification of Statistical Techniques or
other Methods of Analysis Used
1-2 Paragraphs
1-2 Paragraphs
1-2 Paragraphs
2-4 Paragraphs
1-2 Pages
1-2 Pages
1-2 Pages
1-2 Paragraphs
Total 24-44 Pages
9
8/7/2019 Senior Research Project Guidelines
10/56
Components of a Research Proposal
Problem Statement
The first step in selecting a research problem is to identify a general problem area that
is related to your area of expertise and of particular interest to you. The next step is to
narrow down the general area into a specific research problem. One major way to
narrow your problem is to read sources giving overviews or summaries of the current
status of research in your area.
Start the first sentence of this section with The problem is . Remember this is the
introduction to your paper and should be supported with references that lend
credibility to why you believe the problem exists and the project is worthy to be
carried out.
Purpose of the Study
The purpose states succinctly what the researcher proposes to investigate. The
purpose should be a concise statement, providing a framework to which details are
added.
The purpose of this study is to investigate the effect of using drama as instructional
strategy on students interest and achievement in social studies
Then go on to discuss this purpose in greater detail including a reference or two about
other projects of similar focus you have found in your research.
Justification of the Study
For this part, you make it clear why this particular subject is important to investigate.
A good justification should also include any specific implications based on the results
of the study. In other terms, you explain how your study will contribute to knowledge
of your field.
Research Question
The research question is a more specific form of the problem in question form. A
good research question should have the following characteristics:
Feasible (it can be investigated with an undue amount of time, energy, or money).
Clear (i.e. most people would understand what the key words in the question mean).
Significant, (i.e. it is worth investigating because it will contribute important knowledge).
Ethical (it will not involve psychological harm or damage to human beings or
other damage to the natural environment).
Example:
Does using drama as an instructional strategy in the teaching of social studiesimprove 5th grade students interest and achievement?
10
8/7/2019 Senior Research Project Guidelines
11/56
Definition of Terms
Three common ways to clarify ambiguous or unclear terms in a research question
involve the use of constitutive (dictionary-type) definitions, definition by example,
and operational definitions.
A constitutive definition uses additional terms to clarify meaning.An operational definition describes how examples of a term are to be measured or
identified.
Hypotheses
The term hypothesis, as used in research, refers to a prediction of results usually made
before a study commences. A hypothesis should clearly and concisely state the
expected relationship or difference between the variables in the study, and should
define the variables in operational, measurable termA significant hypothesis is one that is likely to lead, if it is supported, to a greater
amount of important knowledge.
A directional hypothesis is a prediction about the specific nature of relationship, for
example, method A is more effective than method B.
A non-directional hypothesis is a prediction that a relationship exists without
specifying its exact nature, for example, there will be a difference between method A
and method B (without saying which will be more effective).
Review of Related Literature
The review of related literature should present the least related references first and the
most related references last, just prior to the statement of the hypothesis. The
literature review should lead logically to a tentative, testable conclusion, your
hypothesis. The review should conclude with a brief summary of the literature and its
implication.
Try to combine authors with similar points of view rather than listing each one
separately. If Smith (2000), Jones (1999) and Green (2005) all said the same thing,
then combine the ideas into one section synthesizing all three authors.
Types of Sources for a Literature Review
General References indexes (of primary sources and abstracts (ERIC, Psych
Abstracts)
Primary Sources publications where researchers report their results (peer-reviewed /
refereed journals)
Secondary Sources publications where authors describe works of others
(encyclopedias, tradebooks, textbooks)
Searching www be careful of reliability
11
8/7/2019 Senior Research Project Guidelines
12/56
Writing the Literature Review
Introduction - describes problem and justification for study
Body discusses related studies together
Summary ties literature together/gives conclusions arising from literature.Remember your literature should follow like a v???, starting with the least related
studies and ending with the most related studies
Method
Sampling /Subjects
The term sampling, as used in research refers to the process of selecting individuals
who will participate (e.g., be observed or questioned) in a research study.The description of subjects should clearly define the population, the larger group from
which the sample will be selected. The description should indicate the size and major
characteristics of the population. In other words, where are the subjects for your study
going to come from? What are their characteristics? How many do you need to choose
from?
Random every population element has an equal and independent chance to
participate
Non-random/purposive - troubles with representativeness /generalizing
Elimination of bias in selecting the sample is very important (meaning the researcher
does not influence who gets selected).
Ensuring sufficient sample size is second most important.
Sample size affects accuracy of representation.
Larger sample means less chance of error.
Instrumentation
Its important to provide a rationale for selecting an instrument to be used as well as adescription of the instrument. The procedures followed in developing the instruments
should be described in terms of how they enhance validity and reliability.
Procedural Details
The procedures to be followed in the study what will be done, as well as when,
where, and how- should be described in details. In this section, you should make clear
how the information collected will be used to answer the original hypothesis.
12
8/7/2019 Senior Research Project Guidelines
13/56
Data Analysis
During this part, you indicate how the data to be collected will be organized and
analyzed, including statistical procedures that will be used, and why these procedures
are appropriate.
References
The references (bibliography) should list all sources that were used in the writing of
the project. The reference section should begin on a new page, with all sources listed
alphabetically by authors names. Make sure you adhere to APA Style when citing
throughout your project as well as the reference page.
13
8/7/2019 Senior Research Project Guidelines
14/56
Proposal Evaluation
All the steps of your proposal will be evaluated in a formative way and on a regularbasis as you meet with your advisor and submit the problem sheets. After submitting
your proposal, the advisor will score it according to the criteria in the Proposal
Scoring Rubric (refer to Section V) with additional comments if necessary. The grade
of the proposal will constitute 15% of your senior project final grade. Thorough
planning and effort in your proposal will save time and troubles in the implementation
phase.
14
8/7/2019 Senior Research Project Guidelines
15/56
Section IIIResearch Project
Work Length Summary
Components of a Research Project
Written Project Evaluation
15
8/7/2019 Senior Research Project Guidelines
16/56
Work Length Summary
Research Report
Description of Sections Length
Introductory Section Title Page
Abstract
Table of Contents
List of Figures
List of Tables
Chapter I. Introduction
A. Problem Statement
B. Purpose
C. Justification of the Study
D. Definition of TermsE. Brief Overview of Study
1-3 Sentences
1-2 Paragraphs
1 Paragraph
1-2 Lines each def.1-2 Paragraphs
Chapter II. Background & Review of Related Literature
A. Theory, if appropriate
B. Studies directly related
C. Studies tangentially related
1-4 Pages
8-20 Pages
2-8 Pages
Chapter III. Procedures
A. Description of the Research Design
B. Description of the Sample
C. Description of Instruments Used (reliability,
validity)
D. Explanation of the Procedures Followed (what,when, where, how of the study)
E. Discussion of Internal Validity
F. Discussion of External Validity
G. Description and Justification of Statistical
Techniques or other Methods of Analysis Used
1-2 Paragraphs
1-2 Paragraphs
1-2 Paragraphs
2-4 Paragraphs
1-2 Pages
1-2 pages
1-2 pages
1-2 Paragraphs
Chapter IV. Findings/ Results
Description of Findings/Results pertinent to
Hypothesis or Questions
3-5 Pages
Subtotal 27-49 Pages
Chapter V. Discussion Discussion
Limitations
Recommendations
Dissemination
Suggestions for Further Research
2-4 Pages
1-2 Pages
2-4 Paragraphs
1 Paragraph
1 Paragraph
Total 31-56 Pages
16
8/7/2019 Senior Research Project Guidelines
17/56
Components of the Project
The written project consists of the same components as the proposal in addition to the
findings and discussion sections. After making the necessary changes in the proposal,you include the corrected parts, with any additional elaborations on the literature
review.
Findings
The findings of the study constitute the results of the researchers analysis of his/her
data. The results section should describe any statistical techniques that were applied to
the data and the results that were obtained. Each result should be discussed in relation
to the topic studied. The results of any statistical tests of significance should bereported. Qualitative data analysis should present clear descriptions (and sometimes
quotations) to support and/or interviews. Tables and figures should present clear
summaries of the data analysis.
Discussion
The discussion section presents the researchers interpretations ofwhat the results for
theory and practice. This includes, testing of hypothesis, an assessment of the extent
to which the hypothesis was supported.
In the discussion section, researchers place their results in a broader context. Here
they recapitulate any difficulties that were encountered, make note of the limitations
of the study, and suggest further related studies that might be done/conducted in the
future to advance knowledge in the field.
References
The references (bibliography) should list all sources that were used in the writing ofthe project. The reference section should begin on a new page, with all sources listed
alphabetically by authors names. Make sure you adhere to APA Style when citing
throughout your project as well as the reference page.
17
8/7/2019 Senior Research Project Guidelines
18/56
Written Project Evaluation
With the agreement of the advisor, the student will prepare three copies to be
submitted to the members of the committee, which include the advisor. The membersof the committee score the project and prepare written reports of their comments and
needed modifications to be submitted to the student after his/her oral presentation.
Refer to the Senior Project Scoring Rubric to check criteria. The grade of the written
project will constitute 55% of the final grade and will be the average of the scores
given by the committee members with the advisors grade weighing double the weight
of the other two committee members (Refer to Section V).
18
8/7/2019 Senior Research Project Guidelines
19/56
Section IVOral Presentation
Oral Presentation Procedures
Oral Presentation Evaluation
19
8/7/2019 Senior Research Project Guidelines
20/56
Oral Presentation
All senior students are required to present an oral presentation in front of a committee
of three members, including the students advisor. After the approval of the advisor,
the presentation will be scheduled 10 days before its date.
I. Oral Presentation (20-30 minutes)
Generally an oral presentation consists of a 20-30-minute power point presentation of
a students project. Its very crucial to abide by this time frame. Usually your
PowerPoint shouldnt exceed 25 slides. The outline of this presentation, for the most
part, will follow major sections of your project:
1. Problem to be Investigated
A. Purpose of the study (including assumptions)
B. Justification of the problem
C. Research questions and hypothesis
D. Definitions of terms
2. Background and Review of Related Literature
A. Theoretical Background
B. Studies Tangentially related
C. Studies directly related
3. Procedures
A. Description of the research design
B. Description of the sample
C. Description of instruments used (scoring procedures; reliability; validity)
D. Explanation of the procedures followed (the what, when, where, and how
of the study)
E. Description and justification of the statistical techniques or other methods
of analysis used
20
8/7/2019 Senior Research Project Guidelines
21/56
4. Findings
Description of findings pertinent to each of the research hypothesis or
questions
5. Summary and Conclusion
A. Brief summary or an overview of the research question being investigated,
the procedures employed, and the results obtained
B. Discussion of the implications of the findings-their meaning and
significance
C. Limitations unresolved problems and weaknesses
D. Recommendations and suggestions for future research
Students are expected to present the elements of their project in an articulate and
engaging manner, using slides as a backdrop to the oral presentation.
II. Questions and Discussion (approximately 15-20 minutes)
Committee members use this time to question the student about different areas of the
project. All attendees are welcomed to participate in the discussion and questions.
III.Final Grade
After the oral presentation, the student receives the committees comments of his/her
written project to correct or make necessary changes. The final grade will be recorded
once the student has submitted the modified written project. Students who fail to
submit their projects within the due time will risk receiving an incomplete grade (I) in
the senior course project.
21
8/7/2019 Senior Research Project Guidelines
22/56
Oral Presentation Evaluation
At the conclusion of the question/discussion period, the student is asked to leave the
room so that the committee members may have an open discussion about the students
performance and assign a grade (refer to Section V). All three committee members
collaborate to assign the oral presentation grade. The student is called back to the
room and the advisor conveys the results of the committee deliberations with the
student and a letter grade is assigned. If a student did not receive a passing grade,
arrangements are made for a second & final oral presentation.
22
8/7/2019 Senior Research Project Guidelines
23/56
Section V
Project Evaluation
Grade Distribution
Senior Project Evaluation Form
Proposal Scoring RubricSenior Project Scoring Rubric
Oral Presentation Scoring Rubric
23
8/7/2019 Senior Research Project Guidelines
24/56
Grade Distribution
Project Components Percentage Scorer
Proposal 15% Advisor
Project 55% Committee (including
advisor. The advisors
grade has double the
weight of the two other
members )Oral Presentation 30% Committee (including
advisor )
24
8/7/2019 Senior Research Project Guidelines
25/56
Senior Project Evaluation Form
Faculty: Committee Members:
Major: Advisor:
Project Title: Member 1:
Name of Student: Member 2:
Student ID Number:
Date of Presentation:
Senior Project Final Evaluation
Components Rubric Scores Percentage
Proposal (check proposal
scoring rubric)
/100 /15
Project (check project
scoring rubric )/100 /55
Oral Presentation (check
oral presentation scoring
rubric)
/100 /30
Final Total Grade
Advisors Signature:
Member 1 Signature:
Member 2 Signature:
Head of Departments
Name & Signature:
25
8/7/2019 Senior Research Project Guidelines
26/56
Proposal Scoring Rubric
Criterion Possible Scores
Problem
o Feasibility, clarity, and significance
o Variables are operationally defined
/15
Review of Literature
o Comprehensiveness, relevance, organization
o Important relevant references are included
o Conclude with a brief summary and implication
/15
Hypotheses
o Hypotheses are clear, testable, and specifico Variables are operationally defined
o The hypotheses logically flow from the
theoretical and conceptual framework
/10
Subjects
o Sampling technique is appropriate (adequate and
representative)
/10
Research Design
o The research design is appropriate for the study
o The research design is adequately described
/15
Data Collection Methodso Instruments are appropriate and adequate
o Validity and reliability of instruments are
discussed
o A pilot study is conducted (if needed)
/20
Language and Mechanics /10
APA Format /5
Total Grade /100
26
8/7/2019 Senior Research Project Guidelines
27/56
Senior Project Scoring Rubric
Criterion Possible Scores
1. Problem
a. Feasibility , clarity, and significance
b. Variables are operationally defined
/10
2. Review of Literature
a. Comprehensiveness, relevance, organization
b. Important relevant references are included
c. Conclude with a brief summary and implication
/10
3. Hypotheses
a. Hypotheses are clear, testable, and specificb. Variables are operationally defined
c. The hypotheses logically flow from the theoretical
and conceptual framework
/10
4. Subjects
a. Sampling technique is appropriate (adequate and
representative)
/10
5. Research Design
a. The research design is appropriate for the study
b. The research design is adequately described
/10
6. Data Collection Methodsa. Instruments are appropriate and adequate
b. Validity and reliability of instruments are discussed
/10
7. Interpretation and Discussion of Findings
a. The interpretations are based on the data obtained
b. All generalizations are warranted and defended
c. The limitations of the results are identified
d. Implications of the results are discussed
e. Recommendations for future research are identified
f. Conclusions are justified
/25
8. Language and Mechanics /10
9. APA Format /5
Total Grade /100
27
8/7/2019 Senior Research Project Guidelines
28/56
Oral Presentation Scoring Rubric
Criterion Possible Scores Total scores
CONTENT
Demonstrates mastery of
content and knowledge of
research
/15
/55
Gives clear explanation /10
Connects all project
components in an organized,
logical and sequential order
/10
Presents conclusions and aclosing statement
/5
Answers panel questions
fluently and confidently
/5
Provides strong arguments and
justification
/10
DELIVERY
Uses appropriate language /10
/45
Uses clear voice and correct,
precise pronunciation of terms
/10
Maintains correct posture and
poise
/5
Sustains eye contact with
audience /5
Uses audiovisuals and
advanced organizers
/5
Shows enthusiasm for topic /5
Meets time specification /5
Total Grade /100
28
8/7/2019 Senior Research Project Guidelines
29/56
Section VI
Appendices
Sample Title Page
Sample Abstract
Problem SheetsFormatting Table of Contents
Sample Table of Contents
Table vs. Figures
APA Reference Citation
Meeting Minutes
29
8/7/2019 Senior Research Project Guidelines
30/56
Sample Title Page
Improving the Success 1
Running head: IMPROVING THE SUCCESS RATE
Improving the Success Rate of Students with Learning Disabilities Receiving
Academic Instruction in InclusiveSettings at the Junior High School LevelSam Student
Global University
Senior Research Project
Research Proposal Submitted in Partial Fulfillment of the Requirements
For the Bachelors Degree in Education
Global University
2010
30
8/7/2019 Senior Research Project Guidelines
31/56
The author wrote: Sample Abstract
Improving the Success Rate of Students with Learning Disabilities Receiving
Academic Instruction in Inclusive Settings at the Junior High School Level. Slack,Marla. 1996: Practicum Report, Nova Southeastern University, Ed.D. Program in
Child and Youth Studies. Inclusive Education/Learning Disabilities/Curriculum
Modifications/Evaluative Modifications/Grade Reporting for Special Education
Students/Teacher Training in Inclusive Education.
This practicum was designed to improve the success rate of students with Learning
Disabilities (L.D.) in inclusive settings at the junior high school level. The students
were receiving failing grades on report cards and progress reports; they were not
completing homework on a regular basis, and assignment and test scores were below
average.
The writer implemented a multi-faceted solution strategy to effectuate improved
success rates of students with learning disabilities in inclusive schools. Learningdisability students received direct instruction related to improving organization skills;
classroom teachers were trained on the components and mandates of Individual
Educational Plans (IEPs); in-services were conducted on various curricular and
evaluative modifications effective for L.D. students in inclusive settings; suggestions
for specific students were presented to classroom teachers in individual conferences.
Analysis of the data indicated that the combination of strategies implemented
contributed to an improved success rate for students with learning disabilities in
inclusive settings. Because students were able to employ organizational strategies
related to schoolwork, more credit was given for assignments completed. Likewise, as
teachers became more familiar with curricular and evaluative techniques, studentsuccess improved.
* * * *
31
8/7/2019 Senior Research Project Guidelines
32/56
Problem Sheet 1: Type of Research
1. A possible topic or problem I am thinking of researching is:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. The type of research that seems most appropriate to this topic or problem is:
(circle one)a. An experiment
b. A correlational study
c. A causal-comparative study
d. A survey using a written questionnairee. A survey using interviews of several individuals
f. An ethnographic study
g. A case study
h. A content analysis
i. A historical study
3. What questions (if any) might a critical researcher raise with regard to your study?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
32
8/7/2019 Senior Research Project Guidelines
33/56
Problem Sheet 2: The Research Question
1. My (restated) research problem is
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. My research question is:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. The following are the key terms in the problem or question that are not clear and
thus need to be defined:
a. ___________________________
b. ___________________________
c. ___________________________
d. ___________________________
e. ___________________________
f. ___________________________
4. Here are my constitutive definitions of these terms:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Here are my operational definitions of these terms:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
33
8/7/2019 Senior Research Project Guidelines
34/56
6. My justification for investigating this question/problem (why I would argue that it
is an important question to investigate) is as follows:
__________________________________________________________________
____________________________________________________________________________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
34
8/7/2019 Senior Research Project Guidelines
35/56
Problem Sheet 3: The Research Hypothesis
1. My research question is:
________________________________________________
2. I intend to use a hypothesis to investigate this question. Yes _____ No ______
3. If no, my reasons are as follows:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. If yes, my hypothesis is:
____________________________________________________________________________________________________________________________________
5. This hypothesis suggests a relationship between at least two variables.
They are ____________________ and ____________________
6. More specifically, the variables in my study are:
a. Dependent_______________________________________________________________
b. Independent
_______________________________________________________________
7. The dependent variable is (check one) categorical ______ quantitative ______
The independent variable is (check one) categorical ______ quantitative ______
8. Possible extraneous variables that might affect my results include:
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
d. _______________________________________________________________
e. _______________________________________________________________
35
8/7/2019 Senior Research Project Guidelines
36/56
Problem Sheet 4: Ethics and Research
1. My research question is:
__________________________________________________________________
__________________________________________________________________
2. The possibilities for harm to participants (if any) are as follows:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I would handle these problems as follows:__________________________________________________________________
__________________________________________________________________
3. The possibilities of problems of confidentiality (if any) are as follows:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I would handle these problems as follows:
__________________________________________________________________
__________________________________________________________________
4. If you think your proposed study would fit the guidelines for exempt status, state
why here.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
36
8/7/2019 Senior Research Project Guidelines
37/56
Problem Sheet 5: Review of the Literature
1. The question of hypothesis in my study is:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. The general reference(s) I consulted was (were):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. The database I used in my search was:
__________________________________________________________________
4. The descriptors (search terms) I used were (list single descriptors and
combinations in the order in which you did your search):
______________________________
______________________________
______________________________
______________________________
5. The results of my search using these descriptors were as follows:
Search # Descriptor(s) Results
6. Attached is a printout of my search (attach to the back of this sheet).
7. The title of one of the abstracts located using the descriptors identified above is:
__________________________________________________________________
(Attach a copy of the abstract)
8. The titles of the studies I read (note cards are attached) were:
a. _______________________________________________________________
b. _______________________________________________________________
c. _______________________________________________________________
37
8/7/2019 Senior Research Project Guidelines
38/56
Problem Sheet 6: Sampling Plan
1. My intended sample (subjects who would participate in my study) consists of (tell
who and how many):
____________________________________________________________________________________________________________________________________
2. Demographics (characteristics of the sample) are as follows:
a. Age range ____________________
b. Sex distribution ____________________
c. Ethnic breakdown ____________________
d. Location (where are these subjects?) ____________________
e. Other characteristics not mentioned above that you deem important (use a
sheet of paper if you need more space)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Type of sample: simple random _____ stratified random _____
cluster random _____ two-stage random _____ convenience _____
purposive _____
4. I will obtain my sample by:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. External validity (I will generalize to the following population):
a. To what accessible population?
________________________________________
b. To what target population?
___________________________________________
c. If not generalizable, why not?
_________________________________________
38
8/7/2019 Senior Research Project Guidelines
39/56
6. Ecological validity (I will generalize to the following settings/conditions):
a. Generalizable to what setting(s)?
_______________________________________
b. Generalizable to what condition(s)?____________________________________
c. If not generalizable, why not?
_________________________________________
39
8/7/2019 Senior Research Project Guidelines
40/56
Problem Sheet 7: Instrumentation
1. The question or hypothesis in my study is
__________________________________________________________________
__________________________________________________________________
2. The types of instruments I plan to use to measure my variables are:
__________________________________________________________________
__________________________________________________________________
3. Circle one of the following:
a. I plan to use an existing instrument.
b. I plan to develop an instrument.
4. If I need to develop an instrument, here are two examples of the kind of questions
I would ask (or tasks I would have students perform) as part of my instrument:
a.________________________________________________________________
b.________________________________________________________________
5. These are the existing instruments I plan to use:
__________________________________________________________________
__________________________________________________________________
6. The independent variable in my study is
____________________________________
I would describe it as follows (circle the term in each set that applies)
[quantitative or categorical] [nominal or ordinal or interval or ratio]
7. The dependent variable in my study is
_____________________________________
I would describe it as follows (circle the term in each set that applies)
[quantitative or categorical] [nominal or ordinal or interval or ratio]
8. My study does not have independent/dependent variables. The variable(s) in mystudy is (are)
__________________________________________________________________
__________________________________________________________________
40
8/7/2019 Senior Research Project Guidelines
41/56
9. For each variable above that yields numerical data, I will treat it as follows (check
one in each column):
Independent Dependent Other
Raw score
Age/grade
equivalentsPercentile
Standard
score
_________
__________________
_________
_________
__________________
_________
_________
__________________
_________
10. I do not have any variables that yield numerical data in my study ________
41
8/7/2019 Senior Research Project Guidelines
42/56
Problem Sheet 8: Instrument Validity and Reliability
1. I plan to use the following existinginstruments: _______________________________
______________________________________________________________________
______________________________________________________________________
In summary, I have learned the following about the validity and reliability of scores
obtained with these instruments. ____________________________________________
______________________________________________________________________
______________________________________________________________________
2. I plan to develop the following about the validity and reliability of scores obtained with
these instruments. _______________________________________________________
______________________________________________________________________
______________________________________________________________________
I will try to ensure reliability and validity of results obtained with these instruments by:
______________________________________________________________________
______________________________________________________________________
3. For each instrument I plan to use:a. This is how I will collect evidence to check internal consistency: _______________
___________________________________________________________________
___________________________________________________________________
b. This is how I will collect evidence to check reliability over time (stability): _______
___________________________________________________________________
___________________________________________________________________
c. This is how I will collect evidence to check validity: _________________________
___________________________________________________________________
___________________________________________________________________
8/7/2019 Senior Research Project Guidelines
43/56
Problem Sheet 9: Descriptive Statistics
1. The question or hypothesis of my study is: __________________________________
2. My variables are: (1) ___________________________________________________
(2) _________________________ (others) _________________________________
3. I consider variable 1 to be: quantitative ____________ or categorical ____________
4. I consider variable 2 to be: quantitative ____________ or categorical ____________
5. I would summarize the results for each variable checked below (indicate with a check
mark):
Variable 1: Variable 2: Other:
a. Frequency polygon
b. Box plot
c. Mean
d. Median
e. Range
f. Standard deviation
g. Frequency table
h. Bar graphi. Pie chart
6. I would describe the relationship between variables 1 and 2 by (indicate with a check
mark):
a. Comparison of frequency polygons ______
b. Comparison of averages ______
c. Crossbreak table(s) ______
d. Correlation coefficient ______
e. Scatterplot ______
8/7/2019 Senior Research Project Guidelines
44/56
HowTo Guide:
Formatting a Table of Contents
Using Microsoft WORD
8/7/2019 Senior Research Project Guidelines
45/56
Table of Contents
Step 1: Setting Up the Paper....................................................................44
SELECTTHE FORMATTING TOOLBAR...............................................................................44
SELECTTHE HEADING STYLEAND FORMAT.....................................................................44SETTING PARAGRAPH SPACING........................................................................................44
INSERTINGTHE TABLEOF CONTENTS..............................................................................45
LINE SPACINGIN TABLEOF CONTENTS...........................................................................45
UPDATING TABLEOF CONTENTS.....................................................................................46
8/7/2019 Senior Research Project Guidelines
46/56
Step 1: Setting Up the Paper
Select the Formatting Toolbar
1. Look in the tool bar and select View
2. Then select Toolbars
3. Then make sure that the Formatting tool bar is selected.
Select the Heading Style and Format
Once you have added the Formatting toolbar, you will see a window that has AA,
probably in the upper left. Generally this says Normal or something like that. Click on the
drop-down box and you will see all sorts of formatting styles.
When you are ready to type a Level I Heading (chapter headings, Reference page,
Appendixes) you will need to do the following:
1. Select Heading 1. This will put a bold heading, probably in Arial and 16 point font.
2. Change the font to the same font as you are using for your paper.
3. Change the font size to 12
4. Unselect bold
5. Select Center alignment
Setting Paragraph Spacing
Once you have selected your Level I heading, right click and you will see
Paragraph. Here is what you will do to make sure that the spacing between lines is even.
1. Open the Paragraph option
2. You will see Spacing. Put 0 in both boxes, Before and After
3. Go right to Line Spacing and select Double
This will keep the spacing between all paragraphs and lines even. If something gets messed
up, just highlight the area and follow these three steps again.
8/7/2019 Senior Research Project Guidelines
47/56
Inserting the Table of Contents
When you are ready to insert the Table of Contents into your paper, follow these
steps:
1. Select Insert and Page Break on the page where you want your Table of Contents.
2. Type Table of Contents at the top center in Normal, not in a Level I heading.
3. Select Insert once again and select Reference
4. Then select Index and Tables
A box will appear. Select Table of Contents and follow these steps:
1. Look for Tab Header and select .
2. Look for General and then Format and select From Template
3. Look for Show Levels and select 3
4. Then click OK and your Table of Contents will appear.
If you format this as you do your sentence outline, it will be very easy to update the page
numbers. See below:
Line Spacing in Table of Contents
The default spacing for a Table of Contents is single. Follow these steps to change
the line spacing:
1. Right click anywhere on the Table of Contents
2. Select Paragraph
3. Set the Spacing of Before and After to 0
4. Select either 1.5 or 2 for the Line Spacing, depending on how long your Table of
Contents is. Try to fit it on one page if at all possible.
Updating Table of Contents
As you work on your paper, the page numbers will change. It is easy to change your
page numbers in the Table of Contents by following the following steps.
1. Go to your Table of Contents. It will appear as dark gray.
8/7/2019 Senior Research Project Guidelines
48/56
2. Right click anywhere on the Table of Contents and select Update Field.
3. You can the select Update page numbers only or Update entire field
4. Select either one and click OK and the Table of Contents will change to reflect new
writing in your paper.
8/7/2019 Senior Research Project Guidelines
49/56
Sample - Table of Contents
Abstractiv
Chapter I: Introduction
Problem Statement.2
Purpose2
Description of Community.2
Description of Work Setting..3
Writer's Role4
Chapter II: Study of the Problem
Problem Description7
Problem Documentation.9
Literature Review10
Causative Analysis..20
Chapter III: Outcomes and Evaluation
Goals and Expectations..23
Expected Outcomes23
Measurement of Outcomes23
Analysis of Results..25
Chapter IV: Solution Strategy
Problem Statement..27
Discussion.27
Description of Selected Solutions..30
Calendar Plan33
8/7/2019 Senior Research Project Guidelines
50/56
Chapter V: Results
Results38
Discussion..40
Recommendations45
Plans for Dissemination...47
References.48
Appendix A: Informed Consent Letter
51
Appendix B: Pre-Project Teacher
Survey..53
Appendix C: Post-Project Teacher Survey
55
Appendix D: Action Research Project Verification
Form.57
Appendix E: Action Research Project Presentation Verification
Form.59
8/7/2019 Senior Research Project Guidelines
51/56
Tables versus Figures
Typically, tables display exact values (numbers), and figures display graphics, such as
pictures, drawings, and bar graphs.
Proper Label for a Table
Type the table number; then, single-space (Global University, page 70), and type adescription of the table in italics. Capitalize only the initial letters of the principalwords. Refer to APA 5th edition, page 301. Please note that the label always goesabove the table.
Proper Label for a Figure
Figures are numbered sequentially in Arabic numerals as they appear in thedocument. Figures contain a descriptive, full-sentence caption rather than a title andshould be placed under the figure. The caption should be flush left, single-spaced,italicized, and followed by appropriate punctuation. Refer to APA 5th edition, pages198-199.
Sources
According to APA style:
When reproducing figures and tables, cite the source to give credit within the document.
Other Table and Figure Tips
Tables and figures should be placed as near as possible to their description inthe text.
Tables and figures should be numbered separately. For example: Table 1,Table 2, Table 3, and start over numbering for Figure 1. Refer to APA 5th
edition, page 155.
8/7/2019 Senior Research Project Guidelines
52/56
8/7/2019 Senior Research Project Guidelines
53/56
Book or other non-periodical
Saxe, G. B. (1991). Cultural and cognitive development: Studies in mathematical
understanding. Hillsdale, NJ: Earlbaum.
Chapter in a book
Baker, F. M., & Lightfood, O. B. (1993). Psychiatric care of ethnic elders. In A. C.
Gaw (Ed.), Culture, ethnicity, and mental illness (pp. 512-552). Washington, DC:
American Psychiatric Press.
Magazines
Henry, W. A., III. (1990, April 9). Beyond the melting pot. Time, 135, 28-31.
Newspapers
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A1, A4
Author andpublication date
same as above.
Title of book in italicswith only first letters
capitalized.
City and state/country of
publisher. Separated by
comma and one space and
followed by a colon and onespace. If it New York, City
only put New York and not
the state
Editor of book first
initial, period-space,
second initial, period
space, last name (Ed.)
followed by commaand space. Title of book italics
Pages of the
chapter being
referenced.
Year followed by comma and then
actual date of publication.
Section andpages
8/7/2019 Senior Research Project Guidelines
54/56
Electronic References
Electronic Databases
If you are referencing version of an actual full-text journal article found on an electronic
database, use this format.
Feldhusen, J. F., Dai, D. Y., & Clinkenbeard, P. R. (2000). Dimensions of competitive
and cooperative learning among gifted learners. Journal for the Education of the
Gifted, 23, 328-342. [Electronic version]. Retrieved March 4, 2001, from Wilson Web
database.
On-line Versions
If you are referencing an on-line version of an actual article from a journal, magazine, or
other publication that you found on a web, use this format.
Bridges, W., & Mitchell, S. (2000). Leading transition: A new model for change
Leader to Leader, 16. [Electronic version]. Retrieved August 8, 2001, from
http://www.pfdf.org/leaderbooks/ l2l/spring2000/bridges.html
ERIC document
Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that
novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI:
National Center for Research on Teacher Learning. (ERIC Document Reproduction
Service No. ED346082)
No period!!
8/7/2019 Senior Research Project Guidelines
55/56
These are the BASICS:
Publications manual of the American psychological association. (5th ed.) (2001).
Washington, DC: American Psychological Association.
************************
ALL APA papers should be in 12 point font with 1 inch margins on right, left, top, and
bottom unless otherwise stated by the instructor or publishing organization.
You can access information about APA style from www.apa.org
There are two pieces of software that are helpful
APA Style Helper
http://www.apastyle.org/stylehelper/
Format Ease
http://www.formatease.com/
Within a document
If you are citing a reference in your paper, you would do it in the following manner
One author
Jones (1999) stated that Knowledge is Power (p. 34)
OR
Knowledge is Power (Jones, 1999, p.34).
Two or more authors
According to Brown and Jones (1999), the general education classroom teacher is
often the first person to realize that a student needs special education services.
OR
The general education classroom teacher is often the first person to realize that astudent needs special education services (Brown & Jones, 1999)
You ALWAYS put a page number if you use a direct quote
http://www.apa.org/http://www.apastyle.org/stylehelper/http://www.formatease.com/http://www.apa.org/http://www.apastyle.org/stylehelper/http://www.formatease.com/8/7/2019 Senior Research Project Guidelines
56/56
Meeting Minutes
Student Name:
Advisor Name:
Date:
Duration of Meeting:
I. Work Progress and Accomplishments to Date (to be filled out prior to meeting):
II. Points Discussed During Meeting:
III. Agreements Made with Due Dates :