DR.HASLINAHAROON & Trjmahan Interpretasi Malaysia.

Bahssa Bahagian llmu Pusat Pengajian Kemanusiaan UniversiliSainsMalaFia (USM)

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Latar belakanB Kajian Pernvataan Masalah ObjektifKajian Persoalan Kaiian Kajian Skop/Batasan

Backsround the Studv of Statement the Problem of Obiective ofthe Studv Research Questions Scope ofthe Study timitations / / Delimitations Methodology DataCollection Data and Analysis Theoretical Flamework Definition ofTerms
of Siqnificance the Studv

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Data Metodologi Kajian Pengumpulan danAnalisis Data Keranrka Teoretis Keteransan Definisi Kepentingan Kajian orsanisasiKaiian

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OrganisationtheStudy of

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TheElements a Proposal of

THE ELEMENTS OF A PROPOSAL

FrankPajares EmoryI.lnbersiry urnut,. . DR. HAst H^p^^'\'^ o*.
i,{alaysia, Bahagian B?hasa"oar,"oT{6mahan ,1,:.n': . "o*oo" &' Unive6il'SainsMalaysia 11800 Pulau Pinang

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JlEru Introduction and Theoretical Fra meworRY:ir Pensi?lbFf\sEr$'usra' (USMI

A. is '"fhe introduction the parl ofthe paperthai pibvidesreaded wirh the background infornationfor the research repmtedjn the paper.Its pu4'ose is to establish framework theresearch, thatrcaders a for so can understand it is related othetresearch' how (Wilkinso& p. to 1991, 96). In an introduction. writer should the 1. 2. 3. 4. C. createreade.inteiestin the topic, lay the broadfoundation theproblem for that leadsto the study, placethe studywithindle largercontelilofthe scholarly literature, and reachoulto a specifrc (Creswell, audience. 1994, 42) p.

B.

If a researcher workingwithin a particular is theoretical frameworMine of inquiry,the theoryor line of inquiryshould introduced djscussed be and ear$, preferablyin the intoductionor literahre review. Remember that the theory/line inquiryselected informthe statement the Foblem, of will of rationalefor the study,questions h)?otheses, and selection instnnEnts, of andchoiceof methods. Ultimately, findings be discussed tenns of will in how they relateto dre theory/line inquirythat undergirds study. of the Theories, theoretical frameworks, linesof inquirymay be differently and handled quantitative qualitative in and endeavors.
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studies, usestheorydeductively places "In quantitative one ald it toward the beginning ofthe pianfor a study.The objective to is test or vedly theory.Onethusbegins studyadvancing the a theory,collectsdatato test it, andreflectson whetherthe theory was confirmedor disconfrmed the resultsjn the study.The by theorybecomes frameworkfor the entireshrdy,an organizing a modelfor the research questions h)'potheses the data or for colleclion procedure" (Creswe[ i994,pp. 87-88). In qualitative inquiry, tse of theoryandof a lioe of inquiry the depends the natureofthe investigation. studies on In aimingat "$ounded thoory,"for example, theoryandtheoretical tenets emergefrom findings. Much qualitative inquiry,however,also ainrs testor veri8'theory, to hence these in cases theorctical the ftamework,as in quantitative efforts,shouldbe identihed and discussed on. early

II.

Statementof the Problem

A. 'The problemstatement descdbes contextfor the studyandit also the identifies general the analysis (Wiersma, approach" p. 1995, 404).

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B.

that as "A problemmightbe defmed the issue existsin the literature' 1994'p' ttrei.y, or pra"ice tltat leadsto a needfor the study"(Creswe[

s0).
Cthe reader It is impofian1jn a proposalthat the problem siand out-that obscureand poorly formulated . can easily r.cognize it. Sometimes, ln in masked an erendeddscussion snchcase' rereuers oroblem.are lhe problern ill on4 o. qe116nee nember. r-r hare difficulryrecognizing and that A goblem statementshouldbe pesented within a context' of .t.toufabe ptouia"d and briefly explained,including a discussion "oit""t in uhi(h it L embedded ot theconceptur,l LheoreticalJramework wilhin lhe lhe problem Clearh and succincllyidenlib and explain study This is fm-ework of tlre theory or line of inquiry that underyirdsthe attention' of najor impofiance in nearly all proposalsand requires careful

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and suchas'AER-A APA lookfor in asso;iations iiir Jt"y a"-*t afrat and research muchqualitative in all quantitative propo.uf. ft i,, ".."tttiul research. who generally to Statethe probiemin termsintelligible someone is in uninformed the areaof yorr sophjsdc;d but who is relatively investigation.

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"Why doesthrs question answert].Ie Effectiveproblemstatements this to is " Ifa researcher unable answer ,"".ur"h n""d to b" "onducted to and cleally andsuccinctly, withoutresorting hlperspeaking ... questiort that propoftions certainlywill of (i.e.,focusingon problems macroor global ofthe thenthestatement by iot be inforried or alleviated fie study), and will problem comeoffas ambiguous diffuse' is of the proposals, statement theproblem generally For conference or for proposals theses academic int; incoryorated the introduction: section havethis'asa separate dissertatioisshould

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ofthe Study PurPose

of providea specificandacc[ate syrlo-pJis should "The prllposestatement 1987'p' & the o*ru1l propor" ofthe studl' (Locke,Spirduso, Silverman' the reader' is 5j. Ifthe purpose not clearto the writer, it cainot be clear to

B.

will revisit Briefly delmeanddelimitthe speciltcareaof the research You this in greaterdetailin a latel sechon. as to raised' or to the Foreshadow h,?otheses betested thequestions be of well asthe significance tbe stud) Thesewill requie specific sections' in elaboralion subsequelrt the stndy the can statement alsoincolporate rationdle fot lhe purpose in be and preferthatthe purpose rationale provided Somecommittees however' sectlons' separate

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a Key pointsto keepin mindwhenpreparing pupose statement' E. p/proposal.html w\/w.des,emory.edLl/mf

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TheElements a Proposal oF

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purpose .hat u of I r1 ro incorporaresenlence begins hh T1rc a js . . ." this study and This will clarifr your own mindas to the purpose it will infom the readerdirectlyandexplicitly. or Clearlyidentifyanddefinethe centralconcepts ideasofthe prefer a separate section ihis to study.SomecornnitteeChairs end. Whendefining tenrs, makea judiciouschoicebetween using descriptive operational or deftlitions. Identiryfte specificmethod inquiryto be used. of Identifythe unit of analysjs the study. in

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Review of the Literature

the and the 'The review ofthe literatureprovides backgrcund conte),1for research problem. should the for and It establish need theresearch indicate that the writer is knowledgeable aboutthe area" (Wiersna, 1995, p.406). B. The literatrre review accomplishes severalimportant things. 1. 11 share with the readerthe resultsof otherstudie that are s s (Fraenkel Walle4 closeb' related thestudy reporled & to being 1990). in It relatesa studyto the larger,ongoing djalogue the literature prior slrdies (Marshall abouta topic,filling in gapsandextending & Rossman, 1989). It providesa frameworkfor establishing importance the the of study,as well as a benchmark comparing resultsof a study for the with otherfindings. It "ftames" the problem earlieridentifred.

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graspofthe Demonstrate the readerthatyou havea comprehensive to field andare aware of importaiitrecentsubstantive methodological and developments. Delineate "jumping-offplace"for your study.How wiJlyour study the refme,revise,or extendwhat is now known? Avoid statements implythat litdehasbeendonein the areaor that that what hasbeendonejs too e{ensive to perm;teasysummar}.Statements that of thjs sort are usuallytakenas indicatioils the writer is not really familiarwith the literature . In a proposalthe literaturereview is generally brief andto the point.Be judiciousin yow choiceof exemplars the literatwe selected should be (APA, 2001). peitinent relevant and Select reference themore and only appropdate citations.Make key pointsclearlyandsuccinctly. your search stuategy tbe Conrminees want a section may outlining procedues used soucesyouinvestigated databases. you (e.g., and joumals,test banks,expertsin the field) to compile your litenture review. Checkwith your Chair. 3/10

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Questionsand/or HlTotheses
A. (Howmany tlpe ol ()uestions rcb\anttonormative census research arc them?) Theyare mosl between of rhemare there?Is therea relationship inqriry $ theirusein quantitathe inquiry'although oftenusedm qualitative to ate Hypolheres reievant rheorctical morepromineltl becornng Whena wrter inquiry' onlyinquantitative ,","ur"h,rro u'" l-\picahused of the theory to stateshlpotheses'tle readeris entitled havean exposition the undefrying theory) Justas that leadto them(andof the assunptions in mustbe grounded in mustbe grounded the data'h)potheses conclusrons the theoreticalframework' or betweentwo morevadables a A researchqleslior poses lelationship a a as the but phrases relationship a question; ftypor'esi't represents or moreva ables two between ofthe relations declamtvestatement (Kerlinger,1979;Krathwohl 1988) on depend's faclorsslrch or Decidingwhetherto usequestioos h)potheses and andmethodologr' the oftlt study, natureof the design as the purpose of and (at ofthe research timeseventhe tast'e prcference the audience the particularly Chair)' members, committee t he Fac1rceof usinghpotheseswas derivedfrom usingthe scientific rn jnquiry Theyhavephilosophical advantages in method socialscience and tttotttaUt andtend1obe conservative ,t.ti"ti"uf t"stlog, u' '-t""*itt"i' conclusions (Arrisfong' 1974)' of il cautious their-statements in H)?othesescanbe couched four kindsof statements' 1. formin tefinsoftheoretical Literury rull-a '1'ndifference" between '"lhere is no relationship consfiucts Fol example' of persistence nontraditional-aged and supportservices academic differencein school collegewomen" Or' '"Thereis no " students for acbrevement highandlow self-regrrlated Operational lll-a '!ro difference"folm in termsof the "Thereis For to required testthe hypothesis exampie' operation of the between nurnber hotusnontaditional-aged no reJatiorshfo at unionandllieir persistence 1'he collegewomenusethe student "There is no difference year'" Or' collegeafter theirfreshman in by achieved students pointaverages oerweenthe nean grade Selfofthe ofthe djshibution and the upper lo$erquartiles the null is Senetttlly " lnventory Theopetational regutaied p r efert ed fo r n of hyp othesis-wr iting you a folm that statesthe hlTothesis will Literary 'tltematle ternN of is acceptif the nullhlpothesis rejecte4statedin constructsln otherwords'thisis usualvwhat you theoretical hopethe resultswill show For examlle'"Th morethat seNices'the morethey womenusesupport nonnaditional-aged will students " wilt persistacaJemically Or' "High self-reguJated " than1owself-regratedstudents achrcvemorein their classes except e-Sir'Jl^r to thelitemryaltemative 4110

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()per,tional alteflat _l www.des.emory.edJ/rrplproposal.ql 4

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TheElernentsa Proposal of that the operations specified- example, are For '"Themorethat nontnditional-aged college womenusethe student rmioqthe more they will persistat the collegeafter their freshman year." Or, "Students the upperqu,artile in ofthe Self-regulated Inventory dishfoution achieve significany highergade pointaverages dran jn do.ludenrs lhelower quanile. F. In generalthe null hypothesis usedif theory/litetature is doesnotsuggest a hypothesized relatiorship between variables the mder investEation; the altemative generaliy is reserved situations whichtheory/research for in suggests relationship directional a or interylay. Be prepared interpretatrypossible to outcomes wiih respectto the questions hypotheses. will be hefolulifyou visualize yourmind:s or It in eyethe tables(or othersummary devices) you expectto resultfrom that yourresearch (Guba, 1961). and are propositions deduced dteclt and Questions hlpotheses testable rieri|ed ftom theory (exceptin grounded theorystudies similarqlles and of qualitative inquil). Make a clear andcarefuldistinction between dependent the and independent variables be certaintheyare clearto the reader.Be and excruciatingl) consistetinyouluse ofter n. If appropriate, the use patternofwording andword orderin all hypotheses. same

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The Design--Methods and Procedures

'"fhe methods procedures or section reallythe heafi ofthe research is proposal. T1 activitiesshould descibedwith as muchdetailas be possible, the contiruitybetween and themshould apparenf'(Wiersma, be p. 199s, 409). B. Indicatethe methodological stdis you wili take to answereveryquestion or to test every hlpothesisillushated the Questions,4Iypotheses in section All researchis plagued the presence confounding by of (the variables r?o,.re coversup the infomationyouwould like to have).Confounding that variabies should minimized variouskindsof cortofu or be estimated be by andtakeninto accormt randomization processes (Cuba,1961). the by ln design section, indicate 1. the variables propose controland how you propose you to to contlolthem,experimedalry statistically, or and the variables propose randomize, the natureofthe you to and randomjzing (students, grades, unit schools, etc.).

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Be awareofpossible sources enor to whichyourdesign you. of exposes You will not produce pedect,elror free design(no onecan). However, a you should anticipate possible souces of eror andattemptto overcome themor take themintoaccormt your analysis. in Moreover,youshould you disclose the readerthe sources haveidentilredandwhat efforts you to havemadeto accountfor them.

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Sampling 1. is with sampling that 01for The key reason beingconcemed of *;hich the interyreiations the resultsof uotiaity U" "o"tn the studyitselfandthe e)dentto vr'hich the studyfollow ftom people with d resultsmay be generalizeto othersituations other 1988). (Shavelsoq is SamDling criticalto externaLralidily-the e*ent to which other or to a flmdings"of studycanbe generalized people situations validlythe findings tt* tior" ot."ru"a in the study To generalize requ es that the sample population to fiom a sample somedefined to according oneof several population has beendrawnAomthat pLan(. a probabiliDsanple s meani B) prcbabiliD sampling in ofanl elemen{ rhe inur rt. protuUligoiincl'sionin thesample involve mustbe given4 p/ioli All gobability samples population '+li In ireaof rundc,- samplirg at somestage(shavelsoq1988) are two djstinctsteps mvolvgd' erperimgltation, have in to Ran(lomselectian padicipants be included the sample Detlne from the samepopulation at beenchosen random plan the and the population indicate sampling in detaiL have been for Rcmdoh assignment-pdtticipants the sample conditions to assqi"d at random on" ofthe experirnental 3. is with sampliog that of Anotherteasonfor beingconcemed of study intemdl 1)alidity-.thee*ent to whichthe outcomes a or measured' that rcsult from the variables were manipulated' ratherthanftom other\ariablesnot systematically selected camot be error estimates sampling, aeated.Withoutprobabilily 1988). constucted(Shavelsoq must is the Perhaps key word in sampling re2resertafite One ofthe survey is "How representative the sample ask oneself, how is (the population gro,lpftom whichthe sample selected)-and (the population of ieir"s"otati* i" th" turvey population the target laiger groupto whichwe wishto generaiize)?" (a is Whena sample drawnout of convenience nonprobability mustbe clearlyprovided' and rationale limitations sample), (by ofthe sample gender' the outline characteristics If available, or status, olherrelevantgroup socioeconomic race/etbnicity, membershiP). '7. and informedconsent ensu'e to Delail procedures follow to obtain anonyn'ityand/orconfrdentialiry'

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n ntatio Instralme I to Outlinethe irstmnentsyoupropose use(sufleys' scales' have grids)If instruments obser\ation mrcNiew Drotocols' related and studies fmdings previousllbeenused idenfifyprevious
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TheElementsa Proposal of to reliabilityandvalidity.If inslruments havenot previously been used,outlineprcceduesyou will follow to develop test their and reliabilityandvalidity.In the lattercase,a pilot studyis nearb, essentiaL

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Because selection instruments mostcases of in provides the operational defmition constructs, is a cfl.rcial of this stepin the proposal. example, is at this stepthat a literaryconception For it suchas"self-elficacy related school is to achievemenf' becomes "scoreson the MathenaticsSelf-Efflrcacy Scaleare relatedto GradePointAverage."Strict\' speaking, resultsofyour studywiil be directly.elevantor y to the instumentalor operational (Guba,961). statements I Includean appendix with a copyofthe instnunents be usedor to the interviewpfotocolto be followed.Also includesample itemsin the desc ptionofthe instument. For a mailedsufley, identifysteps be takenin administering to and lbllolvingup the stwey to obtaina highresponse rate.

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DataCollection 1. Outlinethe general planfor collectjng data.This mayinclude the surveyadministation procedures, interviewor observation prccedues.Includean explicitslatement covering field the controlsto be employed. appropriate, If disctushow youobtained entr!, Providga general oLrtline ofthe time schedule expectto you follow.

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Data Analysis

Speci$,the procedure, *i[ *", uodlaUel you themacculalely (e.g., ANOVA, MANCOVA,HLM, ethnography, study, case grounded procedures to be used, theory). coding If are describe in reasonable detaii.Ifyou trianguJated, carefullyexplainhow you went aboutit. Comrnunicate preciseinlentions reasons yoUI and for theseintentions the readet.This helpsyou andthe reader to evaluate choices madeandprocedures followed. you the you Indicatebriefly anyanal1.tic toolsyouwill lave avaiiable and expct use(e.g., to Ethnograph, NUDIST,AQUAD, SAS,SPSS, SYSTAT), Providea well tlrcught-out rationale your decision usethe for to design, methodology, analyses haveselected. you and

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Limitations and Delimitations

A. A limitation ider,tifigs potential weaknesses the study.Thinkaboutyour of analysjs, natureof self-report, the your instruments, sample. the Think

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ore(end,existing wll lndicatehow your research refrle' revise' Note that suchrefmements' m knowledge the arearuder investigation theoreucalor rnay ol revisions, extensions haveeithersubstantiv' value) (i significanceThinkpragmatically e ' cash methodological and practitioners professional audiences: havetwo potential Most studies are groups in order' to relatingtl]e research both peers statements jnplicalio's-how about to This canbe a dfflcult section write' Think resultsofthestudyrnayaffectscholarlyre.search'theory'practice' pol1cy' curricula'counserng' interventions' educatioral shrdy'askyourselfthe Wlen thinkng aboutthe signihcalceof your followingquestions l z 3 + S 6 l. S frameworkthat framed What will resultsmeanto the lheoretical the shrdY? ariseliom the findings? research wt'tut tiigg"ttio* for subsequenl What will the resullsmeanto thepracticrng :gucator? interventions? and'/or W* *t*t i"n*nce progams'methods' problems? ihe solutionofeducational tmff *tJit "*nttt"to edrrational decsions? policy inlluence Will results of as result theproposed Wn" *iffl" itptored or changed c research? andwhat be ffo* *itl t"s*tts of the shrdy implemented' uill mnovations comeabout?

of \4II. Signifrcance the StudY

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References
A. m in use regarding ot references textand guidelines Io[ow APA (2001) theret.erence[st.oicoulse,youlcornmitteeoldjsciplnemayrequre or Chicago MLA' list; in citedin the texl are included the feference Only reterences commrttees rule'Ior'example' however'exceptio"scanbe forutdto this spectNmof t"iJJti" tt'tuiyouu'" rotitiut *ith a broader -uy '"nt*" tit"'ot*"ttlu"tttutit*"diatelyrelevanttoyotLrlesearchlnsuch may b calleda bibliography' the instances' referenceList
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TheElementsa Proposal of Somecornrniftees requirethat referencelistsand/orbibliogaphies be which is to saythat eachenhJ be accornpanied a brief "annotated," by description, an abstract. or Checkwith your commiftee Chairbeforethe tact.

Appendi-res
The needfor complete docwnentation generally dictates inclusion the of js generally the case appropiateappendi\es proposals (although in this not as regards conlerence propo:lt The fbllowingmaterialsare appropriate an appendix. for Consult with your committee Chair. Verbatiminstuctionsto participants. Originalscalesor questionnaires. an inshumedis coplaighted, If permission writingto reproduce inshument in the from the copyrightholderor proof of purchase the instument. of InleNiew protocols. Sample informedconsent of forms. Coverlettels sentto appropriate stakeholders. Official lettersof permission conduct to research.

Rel'erences
publicationnanual ofthe American Psychological Association (APA). (2001). AmericanPsychologicalAssociqtion(Fouth edition).Washington, Author. DC: pl?lDettaKappan,54,2\3Amst.ong,R. L. (1974). H)?otheses: Why?When? How? 2t4. CresweIJ. W. (1994). Research design:Qualitattue quentitatiwapproaches. & Thousand Oaks, CA: Sage. Guba, G. (1961, E. ApII). Elements 0 propo.ral. of Paper presented theUCEA at meeting, Chapel Hiil, NC. Fraenkel, R. & Walle4N. E. (1990). J. Ho|) to designand evaluate research in education. New Y ork:McGaw-HilL KerJinger, N. (1979). F. Behavioral research: conceptual A approach.New y ork.Hoh, Rinehdn, Winslon. & kathwohl D. R. (1988). Hov, to prcpqrea resealch proposal:Guidelines.fot funding and dissertations thesocialand behavioral ih sciences. Slracuse, Ny: Syracuse University Press. Locke, F., Spirduso, W., & Silverman,5. (198'/). L. W L Proposals that v,ork;A guide par( CA: planning dissefiations grantproposals(2nded.).Newbury an(l for Sage. park, Marshall, & Rossmai, B. (1989). C., c. ,esQning qualitatileresearc&: Newbury CAr Sage. Shavelson, !. (1988). R. St.ttistical reasoningforthe behavioral :ciences(second editiort. Bosto4: Allyn andBacon. Wiersma, (1995). W. nethodsin education: introduclio, (Sixth An edition). -Research Boston:Allyn andBacon. Wilkinso4 M. (.1991). scientist's A. The handbo<tk.for writingpapersand dissertations.Er]glewood Ctlfs, NJ: PrenticeHalL www.des.ernory.edu/mfp/proposal.html

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