BAHIR DAR UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIORAL SCIENCES

DEPARTMENT OF SPECIAL NEEDS AND INCLUSIVES
EDUCATION

ENVIRONMENTAL CHALLENGES OF STUDENTS WITH

PHYSICAL DISABILITIES IN BAHIR DAR UNIVERSITY MAIN
CAMPUS

RESEARCH PROPOSAL SUBMITTED TO BAHIR DAR

UNIVERSTY DEPARTMENT OF SPECIAL NEEDS AND
INCLUSIVES EDUCATION
By; Demeke
Advisor: Dr. Zelelam
Name. ID.No
1,Demeke Reta.....................................,............1310915
2, Dejene Fikadu..................................... .........1310986
3,Abel Palwuos................................................1312845

June,2024
Bahir Dar Ethiopia

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 Contents
CHAPTER ONE........................................................................................................................4

INTRODUCTION......................................................................................................................4

1.1 Background of the study..................................................................................................4

1.2. Statement of the Problem................................................................................................6

1.3. Objectives the study........................................................................................................7

1.3. 1. The main objective of the Study.................................................................................7

1.3.2. Specific Objectives of the Study..................................................................................8

1.4. Research Questions.........................................................................................................8

1.5. Significance of the Study................................................................................................8

1.6. Delimitation of the study.................................................................................................8

1.7. Operational definition of terms.......................................................................................9

CHAPTER TWO.....................................................................................................................10

LITERATURE REVIEW.........................................................................................................10

2.1. The Concept of Physical Disability...............................................................................10

2.2 Types of Physical Disabilities........................................................................................10

2.3. Historical Overview of the Problems of Physical Disability to Students.....................11

2.4 Infrastructures and Students with Physical Disabilities.................................................11

2.5 Disability in Ethiopia.....................................................................................................12

2.6. African Empirical Studies.............................................................................................13

CHAPTER THREE..................................................................................................................15

RESEARCH DESIGN AND METHODOLOGY...................................................................15

3.1 Introduction....................................................................................................................15

3.2 Research Design.............................................................................................................15

3.3 Area of the Study...........................................................................................................15

3.4 Population sample and sampling Techniques...............................................................15

3.4.1 Population...................................................................................................................15

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 3.4.2 Sample and Sampling Techniques..............................................................................16

3.5 Data collection instrument.............................................................................................16

3.5.1 Observation.................................................................................................................16

3.5.2 Interview.....................................................................................................................17

3.6 Data Analysis Method....................................................................................................17

3.7 Procedure of Data Collection.........................................................................................17

3.8 ethical considerations.....................................................................................................17

CHAPTER-FOUR....................................................................................................................19

BUDGET BREAKDOWN AND WORK PLAN....................................................................19

4.1 Budget breakdown.........................................................................................................19

4.2 work plan........................................................................................................................19

References................................................................................................................................21

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Education is one of the fundamental human rights that every human shall be access to.
It is very important for every person, regardless of his/her age, gender, race, economic
status, as well as physical ability or disability to have access to education. People,
particularly students with physical disabilities, are usually perceive as many as
disadvantaged groups (Block, 1992). Hence they are in a position of miss some
economic, political and social benefits includes the right to access equitable and quality
education. Therefore, the issue of equal access and opportunities for students with
disabilities at different levels of education draws attention of different stakeholders. The
access of Environmental challenges , which is the focus in this research, shall be craft
in line with the needs of students with physical disabilities.
According to the Education for All Global Monitoring Report 2010, reach the marginal
children with disabilities remains one of the main problems lead to wide exclusion of
the group from quality education (Macleod, 2014). People with physical disabilities
have experience narrow chances to enjoy school environments or practices due to few
priority give by educational providers to issues that may support the disabled especially
in developing countries in areas such as curriculums, teaching and learning materials,
infrastructure, special programs such as sports and games, environmental issues and the
general quality of education.
As noted in Putnam (2003), although access of persons with disabilities to school is
slowly gaining momentum from time to time and from place to place, equality with
regard to access has remained unattainable in most countries of the world including
Ethiopia. The traditional barriers for inaccessibility of the school for those with
disabilities might arise from variety of circumstances, particularly from two false
premises: the one is their needs/demands are assumed to be expensive to cover, and the
second is persons with disabilities are under-rated and it is believe that they cannot
fulfill require qualification criteria for higher education (Willeh., 2002).also obtaine
that higher education is not free from traditional stereotypes of inabilities regarding
students with disabilities..

4
Willeh, (2002) . Some have questions whether students with disabilities can cope with
the required academic challenges or question their own doubts of abilities how
effectively they can teach students with disabilities (Mckenzie& Schweitzer,
2001).Fichte, Robillard, Judd, and Amsel (1989) suggest that students without
disabilities are more uncomfortable interacting with peers with disabilities than with
peers without disabilities, and students with disabilities are more comfortable
interacting with peers with similar disabilities. With regard to the peer relationship,
Ethiopian experience is similar with rest of the world.
These negative attitudes act as barriers on students’ study choices now and then.
Regarding undermining attitude in the Ethiopian context, Tirussew (2005) indicated “in
Ethiopia, persons with disabilities are perceived as “weak”, “hopeless”, “dependent”,
“unable to learn” and “subject of charity”.
When it comes to the education of persons with disabilities, especially in school,
barriers and difficulties are numerous. Literature shows that students with disabilities
often face additional challenges in their educational physical environment. With regard
to school accessibility for students with disabilities, barriers are sufficiently
documented. These barriers include physical, architectural, service deliveries,
provisions of learning materials and equipment, attitudinal and cultural influences.
Apart from the multitude of barriers that affect the education of students with
disabilities, physical barriers are visibly challenging these students. Free movement in
the school is assumed to be the right (IDEA, 1997).
Regardless of the existing challenges, the disability particularly the students with
physical disabilities and children have the right to primary, secondary and higher level
education.there have been legislations on providing education for all children. The
Convention on the Rights of Persons with Disabilities, which enter into force in 2008
and has 145 signatories including all Public Service Agreement (PSA) countries except
Afghanistan and Zimbabwe (DFID, 2012).
The convention establish that disability is not only a social welfare matter but also part
of human rights. With all the challenges, the improvement of educational participation
of students with disabilities is a vital issue (Jorgensen, S, Fitchen, 2005). To increase
participation of students with disabilities in school, funding, long term planning,
opening and widening study options are to be considered, just to mention but a few
(McKenzie&Schweitzer, 2001). Generally, school undergoes change in response to

5
modifications in the perceived needs of the society, legislative policies, and social
attitudes. Reformulation of policy, change of attitude against differential treatment of
educational services based on differences in people will be likely to be seen in a
positive perspective.
Many countries have also enacted progressive laws that guarantee the rights of people
with disabilities to education specifically school and in other major areas of life.
Hughes (2005), states that, persons with physical disabilities have been marginalized
and denied equitable participation opportunities, including participation in higher
education. They have been criminally victimized within the society’s institutions
mostly due to negative psychological factors such as negative attitudes, prejudices,
stereotyping, and stigmas.
In many sub-Saharan African countries, being disabled at least doubles the chance of
having never attended school (UNESCO, 2010), and those who do start school are at
increase risk of dropping out (Filmer, 2005).
The major challenge among physically disabled students to access school in many
African countries is lack of accessible infrastructure. This involves unsupportive
classrooms, laboratories, libraries, washrooms, dining halls/rooms, and sports and
games’ space. Lack of physical and social access for disabled young people to higher
education is a major barrier to creating a pool of appropriately qualified students to
enter school on equal basis (Croft, 2010). This feature of the sub-Saharan African
education system combines with lack of accessible infrastructure prevents a good
number of physical disable students from enter to higher education.
According to Firmer (2005), the student with physical disablilies are also face with the
problem of overcrowded classrooms, lack of seats, stand space and poor acoustics. In
most university in Ethiopia during lectures, lecture rooms have so many students
especially in education classes/theater rooms in such a way that when a disable student
come late he/she decide to stay at the back of the class where it is very difficult to hear
well what the teacher is talk about.

1.2. Statement of the Problem

According to Lydia (2014), the world is current struggle for free, equitable and quality
education for all people, start with basic education,and finally higher education through
Education for All goals. These goals have been adopt in many countries including our
country Ethiopia. The Universal Declaration for Human Rights in 1948 declared
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education as an important right for every person including people with
disabilities.students with Physical disability as clear state in the Convention on the
Rights of Persons with Disabilities which entered into force in 2008 and have 145
signatories including Ethiopia are give wider chances for access education which will
be friend to the disable persons. This includes make available all necessary
environmental facilities that are supportive to the physical disable students including
those in school level. Such support refers to things such as good and support
classrooms, laboratories, libraries, dormitories, Internet connectivity, washrooms,
dinning, as well as sports and games’ spaces.
However, implementation of the recommendations differs from one country to another
and from one University to another. The situation is bad in many places within our
country. This can be the result of poverty among places or unfocus priority and
consider given to quality education among disable students. In other words, for the
physical disable students in poor countries, the enrollment rates, survival rates and
completion rates are very low, and good academic performances are doubtful (Lydia,
2014). Many researchers including (Lydia, 2014) discover that the increasing number
of the physical disable out of school children and unfavor learn environments for the
physical disable students in schools in Ethiopia increase the number of unskilled and
illiterate citizens and youth who are not groomed for employment. Such students
become dependent on others for their daily basic needs. That is why the researcher is
interested in investigating the problems face the physical disable students in Bahir dar
University main campus so as to finally suggest how to address the problems that the
physical disable students encounter in such environments. The investigation will throw
light on how to address the problem of effective engagement of the physical disable
students in all educational levels.

1.3. Objectives the study

1.3. 1. The main objective of the Study

The purpose of this study is to observe the problems face students with physical
disabilities in physical environment challenge in Bahir Dar University main campus.

1.3.2. Specific Objectives of the Study

Specifically this study is expect to:

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 Find out infrastructural situations in the University to determine whether the
situations support students with physical disabilities to study and live comfortably.
observe sitting arrangements in classrooms and the challenges face students with
physical disabilities in main campus .
To identify view which the society can address problems that students with physical
disabilities encounter in the University

1.4. Research Questions

This study is guide by following questions are ground in the research objectives;
1. Do the infrastructural situations in higher learning institutions in Bahir dar
University main campus support students with physical disabilities?
2.What sitting arrangement problems do students with physical disabilities encounter
in the class room?
3. What are the view which the society can address problems are facing students with
physical disabilities in main campus?

1.5. Significance of the Study

The study will be expect to generate more knowledge on the real environmental
challenges of student with physically disabilities in Bahir dar University main campus..
Secondly, the study is expect to assist in establishing a base for the University and other
to follow up on how to provide accessible, quality and equitable education to people
with physical disabilities. Thirdly, expect to help policy makers and education planners
to review the existing educational policies, plans and priorities so as to find out better
ways of financing and to support students with physical disabilities in learning
institution at the same time improving survival, completion and performance rates of
the group of students in University the region.

1.6. Delimitation of the study

The scope of the study is delimited geographically located west Gojjam the capital city
of Amhara region and 563 km the far a way from Addis Ababa ,Ethiopia. The study
also conceptually delimited to investigate the environmental challenge of students with
physical disability.

8
This study is conduct in Bahir dar University main campus in order to examine the
physical environmental challenges of students with physical disabilities. This study is
delimit by the researcher’s time and budget.

1.7. Operational definition of terms

1. Environmental: the physical environment of main campus in which students with
physical disabilities learn and play.
2. Challenges: are the problems which the students with physical disabilities in this
University face on regular basis.
3. Physical disabilities: are physical challenges which one or more students may have in
his /her physical body.

CHAPTER TWO

LITERATURE REVIEW

2.1. The Concept of Physical Disability

According to Mifflin (2003), the term physical disability is broad and covers a range of
disabilities and health issues, including both congenital and acquired disabilities. People
with physical disabilities, also known as peoples with physically disable, have a

9
physical impairment which has a substantial and long term effect on their ability to
carry our day-to-day activities. Someone with a moderate physical disability will have
mobility problems, for example, unable to manage stairs, and need aids or assistance to
walk. Someone with a severe physical disability will be unable to walk and dependent
on a care for mobility.
The inability to use legs, arms, or the body trunk effectively because of paralysis,
stiffness, pain, or other impairments is common. It may be the result of birth defects,
disease, age, or accidents. These disabilities may change from day to day. They may
also contribute to other disabilities such as impaired speech, memory loss, short stature,
and hearing loss (Siebers, 2008).

2.2 Types of Physical Disabilities

Physical disabilities and health conditions are classified as either congenital or
acquired. Students with congenital conditions either are born with physical difficulties
or develop them soon after birth. Acquired disabilities are those developed through
injury or disease while the child is developing normally.
As Neads (1999) acknowledge types of physical disabilities as follows: Monoplegia —
only one limb (upper or lower) is affected. Hemiplegia —two limbs on same side of
the body are involved. Triplegia —three limbs are affected. Quadriplegia —all four
limbs (both arms and legs) are involved; movement of the trunk and face may also be
impaired. Paraplegia —only legs are impaired. Diplegia —impairment primarily
involves the legs, with less severe involvement of the arms.
• Double hemiplegia —impairment primarily involves the arms, with less severe
Paraplegia, Quadriplegia, Multiple sclerosis, Hemiplegic, Cerebral palsy, absent
limb/reduce limb function Dystrophy and Polio. Paraplegia and Quadriplegia are what
people first identify with a physical disability. Paraplegia results from injury to the
spinal cord, occurring below the neck, while quadriplegia refers to damage to the spinal
cord in the neck. Varying degrees of loss of limb and other mobility may result from
either condition. Other forms of physical disability, such as polio (an acquired disease),
cerebral palsy (damage to brain tissue during fetal stages) and some genetic conditions
can result in loss of mobility.

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2.3. Historical Overview of the Problems of Physical Disability to Students
Education has been through a period of major change since the mid-1980s. A massive
expansion in student numbers has been couple with a reduction in funding and greater
accountability. Within this demanding context, pressure has also been applies to
institutions to improve accessibility for peoples with disabilities , most recently
governments have been changing its higher education policies by putting more
emphasis to students with physical disabilities.
Despite the demands face by schools, there are definite signs of progress in provision
for physical disable students. HEFCW/W (1999) study revealed that some school has at
least one designate disability officer and a senior manager with responsibility for
disability issues. Where institutions did not fully meet the criteria establishes as ‘base-
level provision’ for physical disable students, as specified by the Education Funding
Councils for England and Wales, significant numbers reported partially meeting them.
Teach ability further revealed that some physical disable students lack social networks
and are uninvolved with extra-curricular activities such as sports and games,
environmental issues, thus reducing opportunities for informal learning, which is an
important aspect of the higher learning experience. This is particularly the case for
those who live at a distance from the institution and those with high support needs.

2.4 Infrastructures and Students with Physical Disabilities

Many researchers including (National Council on Disabilities, 2002) suggested that
learning environment for people with disabilities requires buildings and facilities design
construct alter with federal funds to meet federal physical accessibility standards such
as reserves parking spaces and passenger-loading zones for vehicles carrying disables
homeless clients are sufficient and well-marke. Also entrances are protect from the
weather by a canopy or roof overhang, buildings with stairwells have elevators, ramps
or lifts, automatic door openers, and lower counters for non-ambulatory persons.
Barriers to entrances, hallways, restrooms, waiting areas and examination rooms are
remove Rooms are large enough to accommodate persons in wheelchairs and other
assistive devices.

2.5 Disability in Ethiopia

When dealing with disabling conditions in Ethiopia there is no sufficient numerical data
on the prevalence of disability and the situation of children with disabilities (CWDs) in
11
schools. According to UNICEF Ethiopia’s disability program (2006) report reliable
information on disability in Sub Saharan Africa is hard to find. Data from this region is
poor and often states the disability figure to be an unrealistic five percent. This low
figure can be due to poor identification of disabilities, a lack of data collection or
because of few intervention programs presently exist in Africa. In the report it is
indicate that, the Japan International Cooperation Agency (2002) produce a country
profile in Ethiopia on people with disabilities It estimate that 7.6 % of the population
lives with a disability (approximately 5 million). A separate WHO study estimates that
it is 10%, meaning that 7.7 million people are living with a disability.
Peoples with Disables living in Ethiopia have to cope with poor awareness and limited
support. Begging is a prevailing method of existence in metropolitan centers, as it is
help from religious institutions and charities. Certain disables groups are victims of
prejudice, especially in rural areas. Children suffer from neglect and abuse. In the most
extreme cases they have been shut inside their homes and deliberately kept away from
other people because of the “disgrace” they bring their families.
Due to these issues they face several challenges and problems in all aspects of life
(school, community, family...) according to USAID/Ethiopia disability inclusion
strategy, people with disabilities in Ethiopia face many barriers those include issues
relate to: accessibility, discrimination, stigma/negative attitudes, low expectations, and
low self-confidence, lack of organizational support, and safety and security. Barriers are
generally categorize as policy/institutional, environmental, and attitudinal. For
environmental barriers, building and structures are not typically accessible to all
(including school playgrounds, service centers, and recreational places). Transportation
services are likewise not accessible to all, and information is not provide in all
accessible formats. Due to environmental issues and negative attitudes, people with
disabilities are often exclude from educational and other services.
As several studies shows, in educational centers and contexts in many levels and parts
of the developing world Children with disabilities face many problems to take part in
different activities

2.6. African Empirical Studies

The study done by FOTIM (2011) in South Africa on disables students in higher
learning institutions found that for students with disabilities, inequalities in higher
education begin with inequalities within the whole schooling system of South Africa. It
12
further elaborate that historically there is a dominant mainstream system for “normal”
learners and a secondary system of specialize education for learners with so-called
special needs. In the latter system very often, however, the curricula is inappropriate to
prepare learners for the world of work and only a very limit number offers tuition up to
matriculation (now Grade 12) level effectively excluding many learners from higher
education opportunities. Many learners especially those with physical disability are also
totally exclude from the education system.
Howell (2000) study on disable students and higher learning revealed that although the
schooling system has the potential to support greater participation by persons with
disabilities in school, barriers still remain. Traditional attitudes and stereotyping of the
abilities of learners still lead to exclusion and reinforcement of the notion that learners
with disabilities particularly physical disables do not have a future in higher education.
Barriers are exacerbate by inequalities inherent in the higher education system other
schools. This includes the ways in which higher education institutions are structure and
function, dominant attitudes that inform and shape the practices of such higher
education institutions as well as the role that higher education plays within society as a
whole.
The study by McLean et al (2003) state that whilst facilities and assistive devices play
an important role in supporting students with disabilities and have receive much
attention from higher school, limit attention has been pay to the extent to which
teaching and learning processes marginalize or exclude learners/students specifically
with disabilities. A lack of curricula flexibility and a lack of inclusive teaching and
learning methodologies remain important barriers within higher education that must be
further interrogate.
In the research study done by CHE (2001) gave the evidence that the initiatives and
structures in place at the various schools vary considerably in what work they do and
the services they offer. In many cases the schools and higher learning institutions
experience resource constraints that limit the nature and extent of services that they can
offer. Most importantly, support services to students with disabilities, where they do
exist, tend to operate separately from or have limit collaboration wits broader teaching
and learning support initiatives at the school. Where links do exist the collaboration is
mostly with student counseling services rather than those dealing directly with teaching

13
and learning. The structural separation of learning support for disable students from
other learning support is criticize band an integrate approach is seemingly preferred.
Ethiopian students who passed secondary school leaving examinations have the
opportunity to join Higher education institution based on their study preferences .This
general principle is inclusive to all ;regardless of disabilities .However, it’s not easy for
those with disabilities to exercise their right as claimed during practice .On the ground
many students with disabilities face diverse challenges besides academic fulfillment
criteria ,particularly during enrollment and placement ,getting the necessary services,
material etc… in Higher Education Institution. Ethiopian higher education institution is
expanding; however, the participation of students with disabilities in higher education
institution is still very small. The condition of students with disabilities in higher
education institution in Ethiopia is not changing; almost all of students with disabilities
face serious barriers in their education(Yared, 2008; MOE, 2010).

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction
This study is conduct on the bases of the qualitative research method. This structural
framework is propose to the use of qualitative method carefully to answer research
questions. In addition to this, the chapter discuss the area of the study; design of the
study, sample and sampling techniques, tools of data collection, procedures and
methods of data analysis will be present in this section.

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3.2 Research Design
A research design is an arrangement of conditions for collection and analysis of data in
manner that aims at combining relevance of the research purpose with economy in
procedures. For the purpose of this study, qualitative approaches will employ in data
collection and analysis. Qualitative research approach is used to observe academic,
social and environment problems facing students with physical disabilities in Bahir dar
University in main campus and observe on means to solve problems that students with
physical disabilities encounter on daily basis.

3.3 Area of the Study

The setting for this study is Bahir Dar University in Bahir Dar town in Amhara region
capital city. It takes 663 km from capital city of Ethiopia, Addis Ababa. The university
is the combination of two smaller institution formed earlier, after departments are
gradually raise to a degree level starting from1996.

3.4 Population sample and sampling Techniques

3.4.1 Population

The main participants of this study are the environmental challenges for students with
physical disability in Bahir Dar University specifically in Main Campus special needs
teachers, and students with physically disability who are environmental challenges .

3.4.2 Sample and Sampling Techniques

Sample is a small group or subset of a population, which a researcher selects for the
purpose of the study and from which generalization will be made about the
characteristics of the population. In this study sampling is made of the university the
students with, physical disability in such, special needs teachers and students with
physical disability's .Sampling is a process of selecting a number of individuals or
objects from a population such that the select group will contain elements representative
of the characteristics found in the entire group .This study is employ purposive sampling
technique for the sample of this university in which all will be includes . Purposive
sampling technique is used in picking units most relevant or knowledgeable in the
subject matter and studies them. The researcher plan to get the same participants at the
same place and time. . The following table shows the nature and distribution of sample
for this study.

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 Table.1. Study sample population
No Study Population Sample Sampling
participants techniques
1 Special need 7 7 Purposive
teachers
2 Physically 6 6 Purposive
disability
students

3.5 Data collection instrument

This section provides a description of the instruments that are used in the data gathering
process. The study is used two data gathering techniques, for there is no single
technique that is adequate in itself in collecting valid and reliable data on a particular
problem. The study involves , interview and observation checklist

3.5.1 Observation
The student researcher observe the actual situation of the university environment and
careful observation of students’ reaction with the university community in relation to
their university performance and observing the recorded documents of students with
physical disabilities .in order to observe the situation in the university first hand, the
researcher has observe the university environment. Also the researcher will have a
look at the classrooms, Rest Rooms and the setting arrangements in the classroom

3.5.2 Interview
This technique is used to collect concise data from students with physical disability
who are admitting and currently found at that university . The technique is useful for
collecting data concerning the social and environment problems that students with
physical disabilities encounter in learning environment in the university . This
technique is expect to give students with physical disability a chance to voice their
experience on problems associates their life at university .

The same technique is used to gather information from university students especially on
issues concerning financial support given to students with physical disability at university
and other non-financial support to enhance the effectiveness of the learning environment for

16
the students with physical disabilities. . The quality of the data gathering instrument is
dependent on whether the instrument can measure what it is suppose to measure items carry
the same meaning for all respondents.

3.6 Data Analysis Method

In analyzing data thematic analysis method is employ as a technique. This interpretation
and analysis of data is made on the data gathering from students with physical disability
and teachers Thus, the gathering data are group in to similar categories and generalize
the data in order to facilitate the study. The interpret data are summarize and conclude

3.7 Procedure of Data Collection

First of all data collection tools are develop mainly focusing on physical accessibility
and support service barrier in which students with physical disability faced in Main
campus. Next, the data has edit valid reviews by the researchers with the help of
advisor and other experience colleagues so as to get valid and reliable information from
different sources. Then ,the valid techniques are administer to the sample respondents
accordingly and finally the data collect has been analyze and interpret.

3.8 ethical considerations

On this study the researcher keeps the confidentiality of his respondent. Also any
information which collect from the respondents is use only for the research purposes.
The study is conduct in the way that protects the dignity and safety of the respondents.
The respondents are not forced to participate in the study rather it is voluntary and the
researchers started by explaining the objectives of the study. The area and the time to
fill questionnaire are select by respondents themselves.

17
 CHAPTER-FOUR

BUDGET BREAKDOWN AND WORK PLAN

4.1 Budget breakdown

No. Material requirement Unit Number of Total cost
cost(birr) units
required
1 Pen and pencil 15&10 3&1 55

2 Flash memory 300 1 300

3 Paper 1000 1 package 1000
18
4 Telephone expense 100 4 400
5 Bag 1000 1 1000
6 Questionnaire and 10 40 400
duplication
7 Transportation 200 4 800
8 Typing and printing 10 40 400
9 Miscellaneous cost 200
Total 4155

4.2 work plan

No Activities Months
mar apr may jun June
e
1 Problem √
identification
2 Selecting the √
research topics
3 Literature √
review
4 Develop √
proposal
5 Submission of √
1st draft
proposal
6 Final draft √
submission of
proposal
7 Data collection √
8 Data edition √
9 Data analysis √

19
10 Data summary √
write
11 Submission of √
essay report 1st
draft
12 Write up √
finding and
incorporating
comment
13 Finalizing the √
research report
14 Submission of √
essay report
final draft
15 Defense √ √

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