examples of parts of a proposal

NOOR SHAHARIAH BT SALEHFACULTY OF SCIENCE, TECHNOLOGY AND HUMAN DEVELOPMENT

UTHM BATU PAHAT, JOHOR.

EXAMPLES OF PARTS OF A PROPOSAL

1.1 Background of the Study.

1.1.1 Chan, Y.F. & Sidhu, G.K. (2005). A study on the integration of ICT in university teaching and learning.

At the moment, a majority of academic staff are using computers in their professional practice to write, use email and search the web but apart from that, there is also a relatively small group who use the technology for ‘advanced technology applications’ that are expected of students when they enter workforce. Many lecturers tend to teach as they have been taught and therefore the use of computers needs to be introduces into lecturer/ teacher education courses early and the use of learning technologies needs to be modeled throughout (Maddaux, Johnson and Harlow, 1994; Hunter, Frytt and Brown, 1996). The challenge is to provide attractive, interesting and meaningful opportunities for academic staff to integrate the use of information and communications technology into their traditional methods to questions about how to convert them into effective practice (Lurillard, 1993). We need to include the particular tools provided through the advances in ICTs in our work.

1.1.2 Paarmjit, S. (2005). An assessment of number sense among university students.

Documents calling for reform in the school of mathematics curricula in many countries recent years have emphasized the need for lecturers to provide instruction that leads to meaningful learning, in particular for students to develop number sense (Australia Council of Education, 1991; Hong Kong 2000; national Council of Teachers of Mathematics (NCTM), 2000; Singapore, 2000). The reform movement has promoted a shift in the central goal of school mathematics: from memorization of algorithms to conceptual understanding and number sense and function sense have been widely seen as key components of this understanding (Veloo, 2004).

1.2 A statement of Problem

1.2.1. This research is undertaken to find the solution to the following problems:1.2.1.1.1 UTHM students confront with the problems of applying the English language

outside the classroom.1.2.1.2 There is no consistence and close monitoring from the language lecturer on

students’ individual development.1.2.1.3 There is no programme that can help students specifically on communication,

application and details on English except the course provided by the faculty.

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1.3 Objectives

1 Parmjit, S., Chan, Y.F., & Sidhu, G.K. (2006). A comprehensive guide to writing a research proposal.United Kingdom: Venton Publishing.

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The main aim of this study is to investigate the reading preference among the second year students of UTHM Batu Pahat.Specifically, the study conducted to fulfill the following objectives.1.3.1 to study the amount of books read by the second year students of UTHM.1.3.2 To determine the reasons why students prefer/ not prefer to read.1.3.3 To identify he types of reading materials that interests students to read.

1.4 Significance of study

Sidhu, G.K. (1995). An Evaluation of the Malaysian Class Reader Programme : A case study.

To ensure that each new policy or programme is beneficial to the students, lecturers, and nation at large, systematic effective evaluation and monitoring procedures must be carried out at different stages of a certain project or programme.

This study would therefore, try to provide some feedback concerning the effectiveness of the Class Reader Programme which has been implemented in all national schools since 1989.

At the pedagogical level, this study would stand to benefit the selected school in the study. It would stand to benefit the selected school in the study. It would provide an insight into the effectiveness (i.e. the strengths and weaknesses) of the CRP at the university level….

1.5 Limitations of study

Example 1 – limitation in sample sizeThis study is based on only case study, that is, one particular section of English classroom. The small sample size employed does not have the statistical support for conclusive results or for generalizing the findings of this study.

Example 2 – limitation of methodologyThis study investigates students’ perceptions based on structured reviews. Though every effort is made to ensure respondents gave true and honest responses, the validity of their reviews cannot be established. It is difficult to ascertain whether each of thirty respondents provided socially- acceptable responses or are able to verbalise and articulate their feelings honestly and accurately.

Example 3 – limitation of resources: time, facilities and fundingThis research employs a cross-sectional study to investigate the leadership of faculty heads, hence, apparent constraints of resources such as time, facilities and funding suggest that the researcher nee2ds for the study. Some teacher respondents furnished


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relevant data for the study. Constraint s of resources again forced the researcher to limit a number of teacher respondents in the study.

Example 4 – limitation of sample size and locationThe number of the students who are sampled for the experiment presented in the study is quite small in proportion to the target population the researcher intended to generalize. Furthermore, the experiment will be conducted within a framework of the regular teaching hours in the identified school based on purposive sampling. There =fore, the sample is also limited in terms of the location covered.

1.6 Definition of terms

Definition of main concepts of the research can be seen as following:

1.6.1 planning refers to the ability to determine and formulate objectives of learning task / programme and purpose suitable strategies to accomplish the task at hand.

1.6.2 Organising refers to the ability to determine the content, the learning materials, and the pace of the learning task.

1.6.3 Evaluating refers to the ability to judge and check the overall execution and performance of the learning task when it is completed.

Or

Definition of main concepts of the research can be seen as following:Planning: refers to the ability to determine and formulate objectives of learning task / programme and purpose suitable strategies to accomplish the task at hand.

Organising: refers to the ability to determine the content, the learning materials, and the pace of the learning task.

Evaluating: refers to the ability to judge and check the overall execution and performance of the learning task when it is completed.

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Sample of A Questionnaire

I am Noor Shahariah bt Saleh, an educator of the Faculty of Science, Technology and

Human Development is conducting a research on “Strategies in Measuring the Level of

English Proficiency of Students by Trainee Teachers”. The purpose of this questionnaire

is to know the strategies and experience of trainee teachers during their practicum.

Answer all questions given. This paper is private and confidential and to be used for

internal purposes only. Please mark (x) in the box according to your most preferred

answer.

Part AWhat kind of methods do the trainee teachers use to identify students’ proficiency level?

Yes No

1. I made my students write and took it as a reference to recognise their proficiency level.

2. I asked my students to read aloud individually and identified their proficiency through the pronunciation and fluency.

3. I conducted small tests on different skills to know their level.4. I referred solely on students’ achievement in previous

examination provided by the school.5. I made each students speak and paid attention to certain

criteria such as the choice of words, grammar and response to questions.

6. I utilised the electronic media like twitter, friendster, email, myspace and facebook to view their acquisition in English.

7. I assigned students in groups and closely studied their response and participation.

Part B What are the approaches or strategies used by trainee teachers in dealing with different proficiency level?

Yes No

1. I tried to comprehend the central concept, tools of inquiry and the basic structure of discipline that I was going to teach so that it fitted students’ proficiency.

2. I studied students’ learning ways and provided them the opportunity to learn.

3. I considered my students’ various approaches of learning and created different instructions that can cater all levels.

4. I varied my instructional strategies for students critical thinking development, problem solving and performance

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skills.5. I used group and individual motivation and behaviour in

promoting positive learning environment, interaction and self-motivation.

6. I mixed together media communication, verbal and nonverbal techniques to encourage students to question, collaborate and interact.

7. I considered subject matter, community, students and curriculum goals whenever I planned the instructions.

8. I tried to understand and use formal and informal assessment in evaluating students’ development.

9. I reflected and evaluated my own teaching and looked for the effect on my students.

10. I shared and discussed with other trainee teachers and teachers in teaching the different level of proficiency students.

11. I considered students’ interest and tried to fit it in students’ proficiency.

12. I utilised the collaboration between weak and capable students in class so that students feel comfortable to learn.

13. I assigned students to write journal/ class diary so students could write according to interest and expend their ideas.

14. I focused on guided interaction where I put lesson in structure and let students worked along so that they would understand the concept.

Part C

What are the criteria to be considered in designing teaching materials?

Strongly disagree

1

Disagree2

Neither agree nor

disagree3

Agree4

Strongly agree

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1. Teacher should consider that the reading materials can be utilised in different classes.

2. Teacher should ensure that the materials will produce a more productive learning environment.

3. Individual interest is not as important as the content and objectives that students are intended to have at the end.

4. The background, culture and experience of students must be taken seriously so that the materials will no offence any party.

5. Teacher can ignore the authenticity of teaching materials

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as it will not affect much on students’ interest and performance.

6. A focus should be given to students’ motivation, confidence and competence in selecting materials.

7. The content of materials should be more on the topic that students have already known rather than the current ones.

8. Before selecting the materials, teacher should check the availability of the facilities of the school or provide the necessary items to handle the teaching session.

Part D

How to improvise or create lesson plans that can cater students’ proficiency level?

Strongly disagree

1

Disagree2

Neither agree nor

disagree3

Agree4

Strongly agree

5

1. Always check that the aims and specific educational outcomes are realistic and achievable with the lesson plan.

2. Make consideration between the learning environment, activities and the sequence of plan.

3. Prepare suitable teaching methods according to level, desire, experience and understanding.

4. Check for the preparation required for the plan.

5. In improvising or creating lesson plans, include more than one single basic competency; listening, speaking, reading and writing.

6. Lesson plans that cover all levels should be structured in terms of stages of instruction.

7. To improve or create good lesson plans, the use of complete and appropriate teaching materials should be maximised.

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UNIVERSITI TUN HUSSEIN ONN MALAYSIAFACULTY OF SCIENCE, TECHNOLOGY

AND HUMAN DEVELOPMENT

TECHNICAL WRITING (UWB 20302)SEMESTER 1 SESI 2011/12

Assessment 2 – ProposalWritten Assignment, Group Work

Full Marks: 10 %

1. Brainstorm 10 (ten) problems that are taking place in Parit

Raja/Batu Pahat/Air Hitam areas.

2. Propose the problems / topics to your lecturer for approval.

3. The lecturer will select a topic for you.

4. Based on the topic, produce a proposal of a research.

5. The proposal should consist of:

Introduction

Problem Statement

Objectives

Methodology

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6. As for format of the proposal, follow the one available in the

module.

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