!

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Preparing
a Research
Proposal

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By the end of this topic, you should be able to:
1.

Elaborate on the centrality of the research proposal in guiding the

research it outlines; and

2.

Develop a research proposal, stating the research problem, hypothesis,

theories, research questions, literature review, methodology and
limitations of the study.

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The first step to conducting scholarly research is to draft a research proposal,
that is, a summary or a systematically written document outlining the kind of
research that you intend to undertake. A crystallised research proposal typically
consists of research problem, research questions, literature review, research
methodology and references.

56 ' 789'7+-")'*'+)3)*+18':+/:/3*(;
3)(<=18)1> !"#''
Why is it important to prepare a systematic research proposal prior to
carrying out the research? What do you think might happen if a new
research is undertaken prior to it being conceptualised clearly on paper?

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A research proposal outlines the kind of study that the researcher wishes to
undertake in order to produce a research paper, dissertation, thesis or project
paper. The task of preparing a proposal allows the researcher to:
(a)

identify the research problems and to articulate a set of research questions to

be addressed in the research;

(b) review the literature relevant to the research problems (and in doing so
exhibit the status of knowledge in that area), as well as to identify areas
which have not been investigated or which are under-investigated;
(c)

develop a statement of hypothesis (the predicted answer to a research

question if relevant);

(d) develop an appropriate research methodology to test the hypothesis or to

answer the research questions;
(e)

develop a suitable research design and technique of data collection;

(f)

determine the appropriate data analysis procedure and its justification.

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Although there is no one definitive way to structure a research proposal, it is

always good to subdivide it into coherent sections or chapters, as shown in
Figure 2.1.
Research Proposal

Chapter One

Chapter Two

Chapter Three

gives an account of the

research problems
including the aims,
research questions,
rationale of study and its
significance.

discusses the relevant

literature and past
research in the topic.

gives the detailed

account of the research
design including the
selection of sample, the
way data will be collected
and analysed.

Figure 2.1: Research Proposal

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5 56'

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The following section explains the contents of Chapter One.

(a)

Introduction
In this section, you introduce the research problem, with a brief elaboration
on its main focus, the variables involved and the research aims. You should
also highlight a few significant research done in the area. It should be around
200 words, as shown by the following example.
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(b) Background of Problem

In this section, elaborate on the research problems you have identified and
explain the need for this study (why it should be carried out). You should
outline the present situation or issues that need to be resolved, and explain
how your research might provide solutions to or shed light on the problems.
Here you could also highlight the literature (past research) related to your
study and its significant findings.
The following is an example of an elaboration of a set of research problems.

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In about thirty words or so, write a background on the topic you might
be interested in researching.
(c)

Problem Statement
Problem statement may be stated as the general aim of the study or in the
question form. They are typically very specific and contain the variables in
the study. If there are hypotheses as normally found in quantitative research,
they too must be stated. The following are examples of problem statements
phrased in the question form:
(i) What are the professional needs of a given group of science teachers?
(ii) Do they need to take pedagogical courses, English language courses,
science content courses, recreational courses, class management courses
or others?
(ii) Do professional course needs differ between different groups of
teachers based on monthly salary?

below $1000

$1001-2000

above $ 2000

(iii) Have Form 2A students following the daily spoken English drill
obtained better oral English score than Form 2B students following the
normal curriculum?

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(iv) Do students who visit the orphanage and old folks home score higher
on the kindness and empathy index, compared to students who do not
follow this visit programme?
(d) Conceptual Framework
Conceptual framework illustrates the variables that are involved in a given
research. They include the independent and dependent variables which
are best drawn as a diagram in order to visualise it. As an example, a study
was carried out to determine the effect of laboratory facilities, teachers
personalities and students attitudes on general science achievement, A
sample of conceptual framework is shown in Figure 2.2.

1. Laboratory facilities
2. Teachers' personalities
3. Students' attitudes

Science achievement

Figure 2.2: Conceptual framework: factors affecting science achievement

(e)

The Objectives and Research Questions

In this section of the proposal, state clearly the objectives and research
questions of the study. Consider, for example, the following objectives of
cooperative learning study:
The objectives of the study are:

(f)

1.

To determine if cooperative learning using TGT improves

achievement in science.

2.

To determine if cooperative learning using TGT can inculcate

love, kind-heartedness, honesty, rationale and cooperativeness.

Significance of Study
This section normally details the potential benefit of the study. Also, it
identifies (if pertinent) the individuals, groups or institutions that might be
interested in the findings. For instance, cooperative learning would be useful
for science teachers particularly, as well as teachers of other subjects who
would want to find new ways of inculcating values. It might also interest
headmasters who might be keen to discover if cooperative learning can be
adopted in their school.

(g) Limitation of study

Here you should candidly articulate the limitation of your research,
indicating the extent to which the results of the study can be generalised

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to other contexts. For example, if cooperative learning (TGT) studies to

inculcate values involve twelve randomly-selected government secondary
schools in Selangor, then the results of the study would likely be limited to
government schools in Selangor only and not other states in the country.
(h) Definition of Terms
Many, although not all, research proposals have a section which defines
the key terms used, particularly technical words. As example, in the study
The Inculcation of Values using Cooperative Learning in Science, the terms
defined include: cooperative learning, TGT, science, achievement and values.
These terms need to be defined in the context of the study. Definitions can
be both conceptual and operational. Operational definitions are definitions
for the variables in measurable terms, especially in quantitative research. For
example:
Achievements means the science score (0 to 100) taken during monthly test.
Values are measured according to the Likert scale of 1 to 9.
Some variables are just defined conceptually, for example, TGT cooperative
learning. TGT is abbreviation for Team Games Tournament where students
help each other to learn in small group and the teaching follows 4 steps:

(i)

1 teacher teaching;

group studying;

games or/and competitions; and

reward.

Summary
This is a short paragraph stating the aims of the study and the summary of
what has been written previously.

5 5 '1?@$ABC' D'(%ABC@AMCB'+BN%BO
Lets take a look at literature review and what it entails.
(a)

Introduction
In this section on literature review, you will mention again the aims of your
research and the subtopics on related past studies that will be presented in
the subsequent pages.

(b) Related literature

You need to provide an overview of the literature related to the specific topic
of your research. This includes theories and principles in the topic of your
study, for example:

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Method of teaching thinking best suited skills for the topic of functions and
quadratic equations
In analysing this topic, the related literature will be on:

(c)

Thinking Skills.

Teaching Approaches In Thinking Skills.

Teaching Strategies.

Review of Previous studies

In this section, you will focus on past studies done locally and abroad,
related specifically to the research questions. You should write a brief
account on each study and highlight the findings. Then, state your
observation if there are similarities or differences among them.

(d) Summary
Based on the review you have made, write your critical thoughts on previous
studies, as well as their significance and application for your study.
Another important aspect of research that you should include in your
proposal is the methodology that you plan to adopt in the research.

5 5I'
(a)

1?@$ABC'ID'+BEB@C&?'2BA?#Q#G#RS

Introduction
In this section, you will restate the research aims. You will inform the reader
that this chapter will include the various subtopics which are research
design, the population and sample, instruments, technique of data collection
and technique of data analysis.

(b) Research Design

Here state your research type, that is, whether it is the qualitative or
quantitative method. Provide also a justification of your choice. You should
also state your research design. For example, in an experimental study, one
may use a pre-test post-test equivalent group design. In a survey, it can be a
cross-sectional or a longitudinal design.
(c)

Population and sample

In this section, you will state the specific population the study covers and
the appropriate sampling technique to be used. The size and location of the
population and sample must be clearly defined.
As a researcher you decide on the target population and take a representative
sample of the population. In a survey usually 10% of the population is taken.

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Probability sampling technique includes simple random sampling, stratified

random sampling, systematic sampling and cluster sampling. Remember
to justify your choice of sampling technique. In qualitative study, however,
purposeful sampling (non-probability sampling) is used where people with
certain characteristics of interest are selected. The sample size is normally
small. In a case study, the sample can be an individual student, a group or
an organisation.
(d) Instruments
An instrument is a device to measure the objects of your study; for example:
a weighing machine to measure weight and a measuring tape to measure
length of a classroom. In educational research, you need instruments to
measure students achievement or manipulative skills or attitude. You
should describe the instrument in your study. Instruments come in multiple
forms: questionnaire forms, observation forms, interview forms, attitude
rating scales, tests of various kinds (such as achievement, thinking skills,
physical fitness and aptitude).
(i)

Technique of Data Collection

You should state who will be collecting the data, how it will be collected
and when to collect. Will you be collecting the data yourself or will you
assign someone else ( a class teacher, for example) to collect them for
you? The main techniques of acquiring data include giving the subjects
tests or asking them to answer questionnaires. Other techniques
are conducting recorded interviews with the subjects, or making
observations using a video camera or observation rating form.
Remember that appointments must be made earlier for interviews or
visits. It is also important to seek permission and make arrangements
with the school heads or staff prior to conducting your study. A
timetable should be drawn so that you can complete your research
within the time frame you have set for yourself. Below is a working
timetable you can adapt for the whole research and should be included
in the proposal:
Table 2.1: A Survey: Perception of Graduate Teachers on Job Satisfaction
Activities

Writing proposal
- Building and testing instrument
- Obtain permission to do research
in school.
Doing the survey/data collection
Data analysis
Report writing

Jan 04

Feb 04

Mac 04

April 04

May 04

X
X
X
x
X

x
x

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(ii) Method of Data Analysis

Method of data analysis is the plan for data analysis that you propose
to apply in your research. Determine the kind of study that you are
conducting: Will it be a descriptive or an inferential study? State the
appropriate statistical analysis you have chosen for analysing the
data. If you are using any computer package, such as SPSS, remember
to state in your proposal. If it is a survey research, state what are the
descriptive statistics you will compute. If it is a qualitative study, how
would you process the interview report or observation report? The aim
of this section is to explain step by step how the data you have collected
will be processed and analysed so that inferences and conclusions can
be made. Data are analysed to answer research questions or to test
hypothesis.
(iii) Summary
In this section, you will have to briefly summarise all the subtopics
previously mentioned, including research questions, subjects, research
design, instruments and analysis.
Note: Estimated Budget
This is not required in your written proposal but it becomes important if
you wish to ask for financial aids from any agency. The financial details will
be examined by the prospective donor for decision-making. Items need to
be included in the budget are:

Perishable items such as stationery.

Travelling allowance/lodging.

Human resource requirement (research assistance).

Apparatus/special items.

Publication of report/seminar.

3022*+9

Research proposals takes time to plan and write. You are advised to work
closely with your tutors or supervisors for feedback. Do not fear constructive
criticisms; take them with an open mind as that would help to improve your
study. A good proposal contains clear research questions, clear and detailed
account of research method and the significance of the study.

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APPENDIX A
This proposal is adapted from the proposal of Mohd. Nohs (2000), academic
exercise Fakulti Pendidikan UKM, who did a research on the reasons why student
drop biology at SPM level. Please review the proposal and comment on its
structure of the proposal, literature review, research methodology and references.
1.1 Background
Presently, the writer finds no research had been done on problems in
teaching Biology since it started. The Malaysian Biology curriculum changes
with time and contemporary needs. Now Malaysia has introduced computer
aided learning (SMART SCHOOL) beginning year 2000 at 90 pioneer
schools. No thesis has been done on the effectiveness of Biology instruction
in school. However, there is the phenomenon of some science students
leaving Biology at SPM level, with few leaving the other pure sciences. In
Kuala Lumpur, about 25% of SPM candidates drop Biology each year,
as confirmed by the examination section in Wilayah Persekutuan, Kuala
Lumpur (refer to Table 2.1)
Table 2.1: List of candidates in the respective science streams in schools
of Wilayah Persekutuan. 1996-1999
Year

Physics

Chemistry

Biology

Total candidates

% candidates
leaving Biology

1996

4243

4271

3360

4271

21.3%

1997

4358

4353

3215

4358

26.1%

1998

5221

5249

3786

5249

27.9%

1999

5880

5873

4371

5880

25.7%

More students were predicted to leave Biology at HSC level due to changes
in the education policy as confirmed by the Ministry of Education.This was
reported in the radio, Channel One, 7.00 am of 14th June 1999 that all HSC
candidates must take English (MUET) Malaysian University English Test.
Science candidates have to drop a science subject if the maximum subjects
remain 5 (General Paper is a compulsory subject).
This occurence gave an impetus for the writer to investigate the reasons
why more students leave Biology and not the other science subjects. It is the
writers belief that there must be pertinent reasons but not due to the failure
of KBSM Biology instructions in the classroom.

I!

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1.2 Aims of the Research

The National Education philosophy stresses understanding of concepts
as well as inculcation of moral values and implies learning as whole not
partitioned to a few subjects. This is manifested in the various sciences
taught in schools, including biology. Why should biology be driven out? The
aims of the research are:
i.
to identify sources that lead many science students to drop KBSM
Biology compared to other science subjects; and
ii.

to identify replacement subjects selected by the students who drop

KBSM Biology.

1.3 Objectives:
Based on the aims above, the objectives of the research are:
i.
To identify sources that lead science students to drop Biology.
The identified sources to be researched are:

ii.

a.

Students attitude toward Biology.

b.

Students perception of the Biology teachers.

c.

Lack of science equipments in the science lab to continue studying

Biology effectively.

d.

Biology is not essential with the students future career.

e.

Parents do not encourage their children to take Biology

f.

The school administrators do not encourage students to take

Biology.

To identify replacement subjects as alternative to Biology and the

reason for the choice.

1.4 Significance of the Research

The research is important because no research had been done on teaching
and learning Biology. Therefore, the results of this study would be
useful to Malaysian educators. In addition, this would be the baseline for
other researchers to research KBSM Biology in such areas as curriculum
implementation and teaching aids.
1.5 Limitation of Research
The research is restricted to students who had dropped Biology in a number
of schools in Kuala Lumpur only. Five hundred students dropped Biology
at the SPM level in 1999 from Kuala Lumpur area and thus the sample for
this research would be taken at this location. Schools are randomly selected
regardless of race, sex and school size. Results of the research could be
generalised to scholls located in the Kuala Lumpur area only.

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I6

1.6 Definition of Terms

Career Choice : This refers to the students ambition on the career they would
pursue after SPM.
Students attitudes: This is a concept that describes the students perceptions
and beliefs toward a subject and so manifested in their actions and
behaviours.
Teaching approach: The methods and techniques used by a teacher in
presenting the subject of Biology in class and in the science lab.
Support from parents: The motivation and guidance given by parents at home
that would influence their choice of subject in school and the career choice.
Lab facilities: This includes the physical structure of the lab. The standard
according to the Ministry of Education are 24x30 feet wide and 50 feet long
with tables, chairs and electrics outlet. Water and gas facilities, teaching
aids, OHP, charts and projector are sufficient for students to conduct KBSM
Biology experiment.
School administration: Policy, priority and preferences placed by the school on
the science curriculum, adequate number of science teachers, flexibility to
drop Biology for other subjects such as accounting and technical drawing.
Students dropping biology: Students decision to stop taking biology as an SPM
subject and to replace it with other electives such as accounting principles,
technical drawing, economy, languages (Mandarin, Arabic).
Teaching problems include problems which frequently occur during teaching
in the classroom or within the school compound. Factors related to this
include environment, teaching objectives, teachers preparedness, teaching
strategy and evaluation of achievement. All these problems effect teaching
and learning in the classroom. Objectives may be too high to be attainable
by students; content may be too much or difficult and teaching strategy may
be ineffective (Atan Long, 1991).
CHAPTER 2 : LITERATURE REVIEW
In this section, students attitudes toward science teachers personalities and
science practicals are discussed. The research include all sciences (biology,
chemistry and physics). Research specifically on Biology alone are few.
Students attitude toward science affects achievement. According to a research by
Rozita Ismail (1991), Form 4 students of high achievement have a significantly
positive attitude toward science than those of lower achievement. The research
was conducted in three schools in Perak. Eisenhardt (1977), found that it was
good performance in chemistry that motivates students to like chemistry. Lee
Bang Hock (1988), found in his research in four schools in Kajang that Biology
was favoured by the girls while the boys preferred Physics and Chemistry.

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Students attitudes toward teachers can help students to like science. According
to Norlela (1995), students preferred teachers they can easily communicate
for academic problems Abdullah Nor (1998), also indicated that teachers who
established good learning climate facilitates students learning of Physics.
Practicals in the science laboratory facilitates science manipulative skills and
interest according to Ogunniyi (1983), who made his study on Nigerian school
teachers. Similar results were reported by Tobin (1986), who conducted the study
in an Australian High School. According to Wong Kam Kin (1999), practicals
helped students to understand science concept better. Muraly Theran a/l
Rengasamy (1978) studied Form 4 students achievement in science and found
that teachers used of teaching aids and facilities improved students performance.
CHAPTER 3: RESEARCH METHODOLOGY
3.1 Introduction
The items discussed in this chapter include some aspects related to strategy
of implementing the research: the research design, sample, location of
research, instruments, procedure, technique of data collection, and method
of data analysis.
3.2 Research Design
This is a survey research using questionnaire administered to respondents
who had dropped Biology at SPM level in the year 1999. The questionnaire
include 35 close-ended items and one open- ended item. The items are
categorised into 7 themes:

attitudes towards biology;

perceptions towards the teacher;

effect of lab facilities on learning;

parental influence, effect of career choice;

influence of school administration in handling students decision

making process and

subjects alternative to Biology.

3.3 Location of Research

The areas are located within the vicinity of Kuala Lumpur. The researcher
chose four (4) schools from each of the four zones of Kuala Lumpur There is
a total of 16 schools as shown in Table 2.2.

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II

Table 2.2 : List of Schools in the Research

Zone

School

a.

Bangsar

1.
2.
3.
4.

SMK Bukit Bandaraya, K.L.

SMK Seri Pantai, K.L.
SMK Taman Tun Dr. Ismail, K.L.
SMK Victoria, K.L.

b.

Pudu

1.
2.
3.
4.

SMK(P) Bandaraya, K.L.

SMK Aminuddin Baki, K.L.
SMK Cheras, K.L.
SMK Sains Selangor, K.L.

c.

Sentul

1.
2.
3.
4.

SMK (P) Jalan Ipoh, K.L.

SMK Menjalara, Kepong, K.L.
SMK Kepong, K.L.
SMK Bandar Baru Sentul, K.L.

d.

Keramat

1.
2.
3.
4.

SMK Desa Tun Hussein Onn, K.L.

SMK Wangsa Maju, K.L.
SMK Teknik, Setapak, K.L.
SMK Tinggi, Setapak, K.L.

3.4 Instruments
A set of questionnaire was designed based on the research questions. The
questionnaire was adapted from that of Abdul Wahid Othman (1998),
entitled Sikap pelajar terhadap mata pelajaran fizik : Satu perbandingan di antara
pelajar pencapaian tinggi , sederhana dan rendah di Sekolah Alam Shah, Kuala
Lumpur . Abdul Wahid had adjusted the items from questionnaire of Siti
Rahayah Ariffin (1988), entitled, Kajian mengenai sikap terhadap sains dan
pencapaian dalam mata pelajaran sains paduan bagi pelajar tingkatan tiga. Some
items are derived from questionnaire of Lee Beng Heok (1988) research,
entitled, Sikap pelajar terhadap biologi dan sekolah : Dikotomi dan tahap
pencapaian.
For content validity the questionnaire was referred to the supervisor
whose area is Biology education. Next, the writer was advised to do the
reliability test using test and retest techniques. Reliability test determines the
consistencies of answers by respondents should the test be repeated again.
The reliability test was done at Sekolah Menengah Lelaki Methodist, Sentul
where 20 form five students do the first test on Wednesday at 1.00 pm, 30th
September, 1999. The retest was done on Friday, at 10.30 am, 1st October
1999. The reliability was high ( above 0.8).Some improvements to the items
were made. There are two sections on the questionnaire:
1.
2.

Section A : Backgound of respondents

Section B : Include 35 close-ended items and one open-ended item.

The 35 items are categorised into 7 themes each having 4 to 6 items.

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Table 2.3: Themes and the Respective Items in the Questionnaire (close ended items)
No.

Themes

Item

1.

Students attitude towards biology

1,2,3,4,5,6

2.

Students attitude towards biology teacher.

7,8,9,10,11,12

3.

Effect of lab facilities

13,14,15,16,17

4.

Effect of future career

18,19,20,21

5.

Parental influence

22,23,24,25

6.

School administrations influence

26,27,28,29

7.

Sources of alternative subject replacing biology

31,32,33,34,35,36

Item number 30 is an open-ended item requesting students to choose the

subjects alternative to Biology. For the rest of the 35 items, respondents are
requested to circle the answer on a scale of 1 to 10. Number one indicates
highly disagree to the given statement, while 10 indicates students highly
agree to it.
3.5 Procedure
The research topic was chosen after consultation with the supervisor and
the drafting of proposal was made, entitled Factors that influence science
students to drop Biology at SPM level. The revised proposal was sent to the
Ministry of Education Research and Policy Division (Kementerian Pendidikan
Malaysia, Bahagian Perancangan Pembangunan dan Penyelidikan BPPP), for
their evaluation and approval to visit the schools for data collection. In
addition, permission was also sought from Bahagian Pendaftaran, Jabatan
Pendidikan Wilayah Persekutuan, Kuala Lumpur. Both letters would be
shown to the school on the visit.
The questionnaire were submitted to the school administrator who will
administer it to the respondents. The data collected would be examined,
sorted and analysed.
3.6 Data Collection
This is a survey using a self administered questionnaire to the respondents
(selected students). It is not posted by mail but the questionnaire was
delivered by the researcher to the school and he would collect it back.
The Senior science teacher of the school was requested to help in the
distribution and administration of the questionnaire to the respondents
with the permission of the school head. Students would be briefed on how
to respond to the questionnaire and 45 minutes would be allocated for the
answering session. The researcher would come back to the school after a
week to collect the questionnaire forms.

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3.7 Data Analysis

The 35 close-ended items will be analysed based on the scale 1 to 10.
The following table shows how scores would be obtained :
Table 2.4: Scale for Answering Questionnaire from Strongly Agree to Strongly Disagree
Category

Strongly Disagree ---------------- ----------------- Strongly Agree

Level of agreement

10

Score (S)

Sample (n)
Total (S x n)

Data will be analysed in terms of frequency and percentage.

References:
Abdul Wahid Othman (1999). Sikap pelajar terhadap matapelajaran fizik: Satu
perbandingan diantara pelajar berpencapaian tinggi, sederhana dan rendah di sekolah
Alam Shah, Kuala Lumpur. Latihan Ilmiah Universiti Kebangsaan Malaysia.
Abdullah bin Nor. (1998). Kajian mengenai beberapa faktor yang mempengaruhi
kecenderungan terhadap fizik bagi pelajar Tingkatan 4. Latihan Ilmiah Universiti
Kebangsaan Malaysia.
Atan Long.(1983). Pedagogi Kaedah Mengajar. Kuala Lumpur: Fajar Bakti.
Eisenhardt,W.D.(.1977). A research for predominant causal sequence in
interrelationship of interest in academic subject and academic achievement,
Dissertation Abstract International,37,no 07:4225
Lee Ben Hock.(1988). Sikap pelajar terhadap Biologi dan sekolah: Dikotomi jantina dan
tahap pencapaian. Latihan Ilmiah Universiti Kebangsaan Malaysia.
Masmuda Hj Bakri.(1981). Persepsi terhadap mata mata pelajaran dikalangan pelajar
sekolah menengah: satu Kajian kes. Latihan Ilmiah. Universiti Kebangsaan Malaysia.
Muraly Tharen a/l Rengasamy.(1987). Kesan penggunaan ABM terhadap pencapaian
murid tingkatan 4 dalam mata pelajaran Fizik. Latihan Ilmiah Universiti Kebangsaan
Malaysia.
Norlela Sulaiman.(1995). Strategi mempertingkat minat pelajar terhadap subjek sains
bagi memenuhi matlamat pendidikan Negara, Seminar Kebangsaan Matrikulasi/Asasi
Pertama,Malaysia 22-23 November.
Ogunniyi, M.B.(1983). An analysis of laboratory activities in selected Nigerian
secondary school. Journal of Science education. 5(2): 195-201.
Rozita Ismail.(1991). Kajian mengenai sikap dan pencapaian dalam mata pelajaran fizik
moden tingkatan 4 di 3 buah sekolah menengah di daerah Batang Padang Perak. Latihan
Ilmiah Universiti Kebangsaan Malaysia.
Tobin, Kenneth.(1986). Secondary school science laboratory activities. Journal of
Science education. 8(2): 199-211

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APPENDIX B
Decide on a small topic of research and based on the guideline given below,
write a proposal on the topic you have chosen:
Table 2.1: Guidelines in writing a proposal
Contents
Chapter 1 Research Problem
Background of the Research

Items to be included
Why must this research be done? Data from
previous research to support it.

Statement of The Problem

Statement of the research problem in terms

of what the research will attempt to do.

Conceptual Framework

Relationship between research variables.

Aim of the Research

General aim of the research, objectives,

research questions, hypothes. (if any)

Significance of the Research

Why is it significant to you as a researcher, to

the profession, the organisation or the
community in general? What benefit will
you or they get?

Limitation of the Research

Factors that limit the research or data

collection.
To what extent can the result be generalised
to a bigger population ?

Definition of Terms

Conceptual and operational definition

of main variables in the research (in
measurable terms).

Chapter 2 Literature Review

Introduction

Review the literature related to the research:

State principles or theories directly related
to the research.

Related Research

Summary

Review the past research related to the

present research.
Compare and contrast the findings and
give conclusion and comments.

Summarise related literature and research

and states the reasons why such literature
as research are important for the research.

Chapter 3 Research Methodology

Introduction

Introduction to the conceptual framework

of the research: stating the relationship
between variables proposed in the research.

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Research Design

Which research design do you use? Why is

it suitable?

Population and Sampling

Which specific population does the research

address? How and where the samples are
taken? What procedure do you follow?

Research Instruments

Description, sources, its validity and

reliability (attach it to appendix).

Data Collection

Who collects the data? How and when?

Time line to do the research: getting
permission, informing schools, colleges or
institutes.

Data Analysis

Plan how data would be analysed.

Desciptive or inferential? Which specific
statistical test would be used?

References

Apart from the contents given above in Table 2.1, the format for proposal writing
would look like the following:
Table of Contents
Declaration
Abstrak (in Bahasa Melayu or English)
Contents
List of Tables
List of Figures
Chapter 1: Problem Statement
1.1

Introduction

1.2

Statement of the Problems

1.3

Conceptual Framework

1.4

Aim of the Research

1.5

Significance of the Research

1.6

Limitations of the Research

1.7

Definition of Terms

1.8

Summary

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Chapter 2: Literature Review

2.1

Introduction

2.2

Related Literature

2.3

Related Research

2.4

Summary

Chapter 3: Research Methodology

3.1

Introduction

3.2

Research Design

3.3

Population and Sampling

3.4

Research Intruments
3.4.1

Development of Research Instruments

3.4.2

Research Variables

3.5

Data Collection Procedure

3.6

Data Analysis Procedure

3.7

Summary