RESEARCH KIT

1. Define educational research, provide at least three different definitions.

Answer: Educational research is a field of study that focuses on investigating various
aspects of education, such as teaching and learning processes, educational policies,
curriculum design, and student achievement. It involves using different research methods
and techniques to gather data and analyze it to gain a better understanding of how
education works and how it can be improved.

Here are three different definitions of educational research:

• "Educational research is the systematic study of educational phenomena using scientific
methods to generate new knowledge or validate existing knowledge." (Evertson and
Emmer, 2013)
• "Educational research is an inquiry into the processes and outcomes of educational
activities and interventions, aimed at developing a deeper understanding of the nature of
education and improving its quality." (Creswell, 2014)
• "Educational research is a field of study that seeks to advance our understanding of
educational issues and practices through systematic inquiry, critical analysis, and
rigorous evaluation of evidence." (Leedy and Ormrod, 2013)

2. Describe a respondent in research.

Answer: In research, a respondent is an individual who provides information or responds
to questions in a study. Respondents are usually participants or subjects of the research,
and they may be chosen using a variety of sampling techniques, depending on the
research design and objectives.

In survey research, respondents are individuals who are asked to complete a

questionnaire or interview. They may be selected from a random sample, a convenience
sample, or a purposive sample, depending on the goals of the study. Respondents may be
asked to provide demographic information, opinions, attitudes, beliefs, behaviors, or
other types of data, depending on the research questions.

1
 In qualitative research, respondents may be participants in focus groups, interviews, or
case studies. They may be selected based on their experience, expertise, or relevance to
the research topic. Respondents may be asked to share their perspectives, experiences, or
stories, which can provide valuable insights into the research questions.

Overall, the role of a respondent in research is to provide data or information that can
help researchers answer their research questions and achieve their research objectives.

3. Discuss the four components of a research; It is systematic, It is objective, ) It is based

on observable experiences and It employs designed procedures and rigorous analysis.

Answer: Research is a systematic and objective process of inquiry that involves

collecting and analyzing data to answer research questions or test hypotheses. To achieve
its goals, research typically involves four key components:

i. Systematic: Research is a systematic process that follows a structured and

planned approach. It involves developing a research plan or protocol that outlines
the steps that will be taken to collect and analyze data, and it follows a set of
guidelines or procedures to ensure that the research is carried out in a consistent
and rigorous manner. The systematic approach to research helps to ensure that
the data collected is reliable and valid.

ii. Objective: Research is an objective process that aims to minimize biases and
subjective opinions. It involves collecting data that is based on observable
experiences and measurable phenomena, rather than personal beliefs or opinions.
Research questions and hypotheses are formulated in an unbiased and neutral
manner, and data is collected and analyzed in a way that minimizes the influence
of personal biases or preferences.

2
 iii. Based on observable experiences: Research is based on observable experiences
and empirical evidence. It involves collecting data through observation,
measurement, and experimentation, rather than relying on speculation or
anecdotal evidence. Data is collected and analyzed in a way that is transparent
and replicable, allowing other researchers to verify the findings and conclusions.

iv. Employs designed procedures and rigorous analysis: Research employs designed
procedures and rigorous analysis to ensure that the data collected is valid and
reliable. Researchers use a variety of research methods and techniques to collect
and analyze data, including surveys, experiments, and statistical analysis. Data is
analyzed using rigorous methods to identify patterns, relationships, and trends,
and to draw conclusions based on the evidence.

In summary, the four components of research - systematic, objective, based on observable

experiences, and employing designed procedures and rigorous analysis - work together to
ensure that the research is conducted in a structured and rigorous manner, leading to
reliable and valid findings and conclusions.

4. List and describe the four common instruments used to collect data in research
There are several instruments used to collect data in research, but four of the most
common ones are:

i. Surveys: Surveys are questionnaires or interviews that are used to collect data
from a sample of respondents. They can be administered online, by phone, mail,
or in person. Surveys can be structured or unstructured, and can include closed
or open-ended questions. Surveys are useful for collecting large amounts of data
quickly and efficiently, and they can provide valuable insights into attitudes,
opinions, and behaviors.

ii. Interviews: Interviews are conversations between a researcher and a respondent

that are used to gather information on a specific topic. Interviews can be

3
 structured or unstructured and can be conducted in person or over the phone.
Interviews can provide rich, detailed data that can provide insight into a
respondent's thoughts, feelings, and experiences.

iii. Observations: Observations involve watching and recording behaviors or events

in a systematic and objective manner. Observations can be conducted in a natural
or controlled setting, and they can be participant or non-participant.
Observations are useful for studying behaviors or events that are difficult to
capture through self-report or other methods.

iv. Experiments: Experiments involve manipulating one or more variables to observe

the effects on an outcome. Experiments can be conducted in a laboratory or a
natural setting and can involve a control group and an experimental group.
Experiments are useful for establishing cause-and-effect relationships between
variables.

Each of these instruments has its own strengths and weaknesses, and the choice of
instrument will depend on the research questions, the nature of the data, and the
resources available.
5. Differentiate purposive sampling from Convenience sampling procedure in research.
Answer:b sampling are two common sampling procedures used in research. The main
difference between the two is the way in which participants are selected.

Purposive sampling involves deliberately selecting participants who meet certain

criteria, based on the research objectives. In purposive sampling, researchers identify
specific characteristics or traits that they want their participants to have, and then they
select individuals who meet those criteria. For example, if a researcher is conducting a
study on the experiences of women in leadership positions, they may purposefully select
only female participants who hold leadership positions in their organizations. Purposive
sampling is often used in qualitative research when the goal is to obtain a sample that is
representative of a particular group or population.

4
 On the other hand, convenience sampling involves selecting participants who are readily
available and willing to participate in the study. Convenience sampling is often used
when the researcher has limited time or resources to conduct the study, and they need to
collect data quickly and easily. For example, a researcher may select the first 20 students
who walk into a classroom for a study on academic performance. Convenience sampling
is often criticized for not being representative of the population of interest, as participants
may not accurately reflect the characteristics or traits of the larger population.

In summary, purposive sampling involves deliberately selecting participants who meet

specific criteria, while convenience sampling involves selecting participants who are
easily accessible and available. Purposive sampling is often used in qualitative research
when the goal is to obtain a sample that is representative of a particular group or
population, while convenience sampling is often used when the researcher has limited
time or resources to conduct the study.

6. List six qualities of an effective research topic

a) Researchability: The topic should be feasible to investigate within the available
resources and time.

b) Researcher's interest: The topic should captivate the researcher's interest and
enthusiasm, which increases motivation and commitment to the research.

c) Contribution to new knowledge: The topic should generate new insights and ideas,
contributing to the existing body of knowledge.

d) Provocativeness: The topic should be thought-provoking, challenging existing

assumptions and beliefs, and encouraging critical thinking.

e) Clarity and focus: The topic should be well-defined, clear, and specific, guiding the
research process and generating meaningful results.

5
 f) Focus: The topic should be narrow and focused, providing a clear direction for the
research.

g) Addressing a specific question or problem: The topic should address a specific

research question or problem, with the potential to make a valuable contribution to the
field.

h) Answering who, what, when, where, why, and how questions: The topic should provide
answers to these questions, providing a comprehensive understanding of the subject
under investigation.

In summary, an effective research topic should be feasible, interesting, innovative,

thought-provoking, clear, focused, specific, and relevant to the field of study

7. With examples, what is a research problem?

Answer: A research problem is a specific question, issue, or challenge that needs to be
addressed through research. It is a gap in knowledge, a contradiction, a controversy, or a
practical problem that requires further investigation to generate new insights or
solutions. Here are some examples of research problems:

i. Lack of access to healthcare in rural areas: Many people living in rural areas
lack access to healthcare facilities, which is a significant problem that affects
their health and wellbeing. A research problem in this case could be, "How can
healthcare services be made more accessible and effective in rural areas?"

ii. High rates of unemployment among recent graduates: Unemployment is a major

concern, especially among recent graduates who struggle to find employment
opportunities. A research problem in this case could be, "What factors contribute
to high rates of unemployment among recent graduates, and how can this problem
be addressed?"

6
 iii. Limited use of technology in the classroom: Technology has the potential to
enhance the learning experience, but many teachers are hesitant to use it in their
classrooms. A research problem in this case could be, "What are the factors that
influence teachers' adoption of technology in the classroom, and how can
technology be effectively integrated into the curriculum?"

iv. Effects of social media on mental health: Social media has become an integral
part of our lives, but there are concerns about its impact on mental health. A
research problem in this case could be, "What is the relationship between social
media use and mental health, and what strategies can be implemented to mitigate
negative effects?"

v. Ineffective communication in the workplace: Poor communication is a common

problem in the workplace that can lead to misunderstandings, conflicts, and
decreased productivity. A research problem in this case could be, "What are the
barriers to effective communication in the workplace, and how can
communication be improved to enhance productivity and job satisfaction?"

In summary, a research problem is a specific issue or challenge that requires

investigation to generate new insights, solutions, or knowledge. It can be a practical
problem or a gap in knowledge, and it requires careful planning and execution to address
effectively.
8. Describe four steps in writing an effective background:
1.Reflection,
2.Brain Storming,
3.Material Compilation,
4.Formulation
Answer: An effective background section of a research paper or proposal involves
several steps, including reflection, brainstorming, material compilation, and formulation.
Here is a more detailed description of each step:

7
 i. Reflection: This step involves reflecting on the research problem and identifying
the key concepts, theories, and research questions that will guide the background
section. It is important to define the scope of the research, identify any knowledge
gaps, and determine the significance of the study in the broader context.

ii. Brainstorming: In this step, the researcher generates ideas and concepts related
to the research problem. This can be done through a brainstorming session, mind
mapping, or listing key ideas and themes. The goal is to identify the most relevant
and significant ideas that will help provide a comprehensive understanding of the
research problem.

iii. Material compilation: Once the ideas and concepts are identified, the researcher
gathers and evaluates relevant literature, including academic journals, books,
reports, and online resources. The focus is on finding credible sources that
support the key concepts and theories identified in the brainstorming phase. The
researcher should also analyze and synthesize the literature, identifying common
themes and patterns that will help develop a coherent and informative
background section.

iv. Formulation: In this final step, the researcher uses the ideas, concepts, and
literature compiled in the previous steps to formulate a clear and concise
background section. The background should provide a comprehensive overview of
the research problem, the key concepts and theories, the existing knowledge gap,
and the significance of the study. The formulation should be structured logically,
with a clear introduction, main body, and conclusion.

In summary, writing an effective background section involves several steps, including

reflection, brainstorming, material compilation, and formulation. These steps help the
researcher to identify key concepts, theories, and research questions, gather and evaluate

8
 relevant literature, and develop a coherent and informative background section that sets
the stage for the study.
9. Discuss the following sampling techniques in detail:
a. Purposive sampling
b. Convenience sampling
c. Snowball sampling

Answer: Sampling is a crucial aspect of research design, and it involves selecting a

subset of participants from a larger population for study. The selection of participants is
guided by the specific research question, available resources, and the desired level of
generalizability. There are several sampling techniques, including purposive sampling,
convenience sampling, and snowball sampling. In this response, we will discuss each of
these sampling techniques in detail.

a. Purposive Sampling
Purposive sampling is a non-probability sampling technique that involves selecting
participants who meet specific criteria that are relevant to the research question. This
technique is used when the researcher is interested in studying a specific group or
when the population is small and can be easily accessed. Purposive sampling is
commonly used in qualitative research, where the focus is on gaining an in-depth
understanding of a specific phenomenon.

The strength of purposive sampling is that it allows the researcher to select

participants who are most relevant to the research question. This ensures that the
data collected are rich and meaningful. However, the technique is limited in that it
can be biased if the criteria for selecting participants are not well-defined or if the
researcher's judgment is subjective.

b. Convenience Sampling

Convenience sampling is a non-probability sampling technique that involves selecting

participants based on their availability and willingness to participate. This technique

9
 is commonly used in research where the population is large and diverse, and the
resources available for sampling are limited. Convenience sampling is often used in
exploratory research or when time and budget constraints are significant.

The strength of convenience sampling is that it is quick and inexpensive, and it can
provide a representative sample when the population is large and diverse. However,
the technique is limited in that it can lead to a biased sample if the participants who
are available and willing to participate are not representative of the population of
interest.

d. Snowball Sampling
Snowball sampling is a non-probability sampling technique that involves selecting
participants through referrals from other participants. This technique is commonly
used in research where the population is hard to reach, and the researcher has limited
access to the population. Snowball sampling is often used in studies where the
participants share a common characteristic or belong to a specific group.

The strength of snowball sampling is that it can provide access to a hard-to-reach

population and can generate a sample that is more diverse than other sampling
techniques. However, the technique is limited in that it can lead to a biased sample if
the participants who are referred are not representative of the population of interest.

In conclusion, selecting the appropriate sampling technique is crucial for ensuring that
the data collected are valid and reliable. Researchers should carefully consider the
research question, available resources, and the desired level of generalizability when
selecting a sampling technique. Purposive sampling, convenience sampling, and
snowball sampling are just a few of the techniques available to researchers. Each
technique has its strengths and limitations, and researchers should carefully consider
these when selecting a technique for their study.

10. Explain what delimitation means in research and give example in case your study?
Answer: In research, delimitation refers to the boundaries or limitations that are placed
on a study by the researcher. Delimitation is an important aspect of research design, as it

10
 helps to define the scope of the study and ensure that the research question is answered in
a focused and meaningful way.

Delimitations can be both conceptual and practical. Conceptual delimitations refer to the
boundaries that are placed on the study based on the theoretical or conceptual
framework of the research. Practical delimitations refer to the boundaries that are placed
on the study based on logistical considerations such as time, budget, and resources.

For example, if a researcher is conducting a study on the effectiveness of a new teaching

method on student learning outcomes, they may delimit their study to a specific subject
area, such as math. This is a conceptual delimitation, as it defines the scope of the study
based on the theoretical framework of the research question.

The researcher may also delimit their study practically by focusing on a specific grade
level, such as high school students. This practical delimitation helps to define the scope
of the study based on logistical considerations, such as the availability of resources and
time constraints.

Overall, delimitations are an important aspect of research design, as they help to ensure
that the study is focused and relevant to the research question, and that the results are
meaningful and generalizable within the defined boundaries of the study.
11. Briefly explain how you can conduct an observation.
Observation is a common research method used to gather data in a systematic and
objective manner. Here are the basic steps for conducting an observation in research:
i. Define the research question: Before you start observing, you need to define
what you want to observe and why. This will help you focus on relevant data and
avoid wasting time on irrelevant information.
ii. Determine the setting: You need to decide where you will conduct your
observation. This could be a natural setting, such as a public park, or a controlled
setting, such as a laboratory.

11
 iii. Choose the observation method: There are two main types of observation
methods: structured and unstructured. Structured observation involves using a
pre-defined checklist of behaviors to look for, while unstructured observation
involves observing and recording whatever behaviors are of interest.
iv. Prepare for observation: Before you start observing, you need to make sure you
have all the necessary equipment, such as a notebook and pen, and that you
understand how to use it.
v. Conduct the observation: When observing, be objective and systematic. Avoid
making assumptions or jumping to conclusions. Record everything you observe,
even if it seems insignificant at the time.
vi. Analyze the data: After the observation is complete, you need to analyze the data
you collected. Look for patterns and trends and identify any relationships between
behaviors.
vii. Draw conclusions: Based on your analysis, you can draw conclusions about the
behavior you observed and how it relates to your research question.
viii. Report your findings: Finally, you need to report your findings in a clear and
concise manner. This could be in the form of a research paper, presentation, or
other format as appropriate for the research.
12. Definition of research hypothesis:
A research hypothesis is an assumption or prediction that is formulated by a researcher
before conducting a study. It is a tentative statement that suggests a relationship between
two or more variables or predicts an outcome of a study.

Types of research hypotheses:

There are different types of research hypotheses, including:
Directional hypothesis: It predicts the direction of the relationship between two or more
variables. For example, "increased physical activity will result in a decrease in body
weight."
Non-directional hypothesis: It predicts that there is a relationship between two or more
variables, but it does not specify the direction of the relationship. For example, "physical
activity is related to body weight."

12
Null hypothesis: It assumes that there is no significant relationship between two or more
variables. For example, "there is no significant difference in body weight between
physically active and sedentary individuals."
Research question: It is a statement that asks a question about a research topic. For
example, "What is the relationship between physical activity and body weight?"
Criteria for developing hypotheses:
To develop testable hypotheses, they should be:
• Specific
• Measurable
• Falsifiable
• Relevant to the research question
• Consistent with previous research
Importance of research hypothesis:
A research hypothesis guides the research design and helps to answer the research
question. It provides a framework for collecting and analyzing data and helps to interpret
the results of a study.

Differences among the types of research hypotheses:

Directional hypotheses predict the direction of the relationship between variables, while
non-directional hypotheses do not. Null hypotheses assume that there is no significant
relationship between variables, while research questions ask a question about the
research topic.

Qualities of testable research hypotheses:

Testable research hypotheses are specific, measurable, falsifiable, relevant to the
research question, and consistent with previous research.

Reasons for conducting a review of literature before starting a research project:

A review of literature helps to identify gaps in the current knowledge, to determine the
research question, to select appropriate research methods, and to develop hypotheses.

13
 Conducting a review of research literature for the proposed topic:
To conduct a review of research literature, one should search relevant databases, select
appropriate keywords, and evaluate the quality and relevance of the sources.

Developing a coding system for sourced literature:

A coding system helps to organize the information obtained from the sources, to identify
patterns and themes, and to synthesize the findings.

Obtaining references not available in the university library:

One can obtain references not available in the university library by searching other
databases, using interlibrary loan services, or contacting the authors directly.

Differences between the conceptual and theoretical framework:

A conceptual framework is a visual or written representation of the researcher's ideas
about how the study will be conducted, while a theoretical framework is a set of
established theories or concepts that provide a basis for the study.

Writing the conceptual and theoretical frameworks:

The conceptual framework should include the research question, variables, and proposed
relationships between the variables. The theoretical framework should provide a
theoretical perspective on the research topic and identify the theories or concepts that
will be used to guide the study.
13. Ethics in research refer to the moral principles and guidelines that guide the behavior
and actions of researchers during the process of conducting research. These principles
include honesty, integrity, respect for the rights and welfare of participants,
confidentiality, and transparency.

Limitations in research refer to factors that are beyond the control of the researcher and
may affect the validity and generalizability of the study. Examples of limitations include
sample size, time constraints, budget constraints, and limited access to data.
Delimitations, on the other hand, refer to the intentional boundaries that the researcher

14
 sets for the study. These may include specific population, geographic location, time
frame, and research design. For example, a study on the impact of a new teaching
method may delimit the study to a specific grade level or subject area, while limitations
may include a small sample size or lack of access to a control group.
The four sources of data in research are:
• Primary data: Data that is collected directly from the source, such as through
surveys, interviews, observations, or experiments.
• Secondary data: Data that has already been collected by someone else and is
available for reuse, such as government statistics, academic journals, or books.
• Tertiary data: Data that has been compiled and analyzed from multiple sources,
such as meta-analyses or systematic reviews.
• Quaternary data: Data that is derived from the analysis of primary, secondary,
and tertiary data sources, such as data mining or machine learning.
• The background of the study provides the context and rationale for the research
problem or question. It may include a review of relevant literature, discussion of
gaps or inconsistencies in existing research, identification of a research gap or
need, and a clear statement of the research problem or question. The background
of the study serves as the foundation for the rest of the research proposal or paper,
providing a framework for the study's objectives, methodology, and significance.
14. What is the background of the Study?
• The term “background” refers to the setting or position of the study. This is a
brief overview of the problem the researcher aspires to tackle. This includes an
explanation of the area of your research to set context for the problem at hand.
• The background of the study is a section of a research paper or thesis that
provides a brief overview of the research problem or topic.
• It sets the context and provides the rationale for the study, by explaining why the
research problem is important and why it is worth investigating.
• The background of the study typically includes a review of the relevant literature
on the topic, which highlights the gaps or inconsistencies in the current
knowledge and identifies the research question or hypothesis that the study aims
to address.

15
 • It also discusses the significance and potential benefits of the study and may
mention any practical or theoretical implications of the research findings.
Overall, the background of the study provides a foundation for the research and
helps to justify its importance and relevance.
15. What is systematic sampling in research
Systematic sampling is a probability sampling technique used in research where the
researcher selects study participants from a larger population at regular intervals. To
implement systematic sampling, the researcher first establishes a sampling frame, which
is a list of all individuals or units in the population of interest. The researcher then selects
a random starting point in the sampling frame and chooses every nth individual from the
list as study participants. The value of "n" is calculated by dividing the population size by
the desired sample size.

For example, if a researcher wants to select a sample of 100 individuals from a

population of 1000, the value of "n" would be 1000/100 = 10. The researcher would then
select every 10th individual from the sampling frame to be part of the study.

Systematic sampling is often used when the sampling frame is too large to enumerate,
making it impossible to conduct a simple random sample. It is also considered to be more
efficient than other types of probability sampling techniques because it requires less time
and resources than other techniques such as stratified random sampling. However, it is
important to note that systematic sampling can introduce bias into the sample if there is a
repeating pattern or periodicity in the sampling frame.
16. Write brief notes on the following approaches to research:
a. Case study
b. Survey
c. Action research
d. Ethnography
e. Experiment

16
Answer:

a. Case study: A case study is an in-depth investigation of a particular case or situation. It

involves the collection of detailed information through multiple sources, such as interviews,
observations, and documentation, to gain an understanding of the complexity and richness of the
case. Case studies are often used in qualitative research and are useful in exploring complex
phenomena, unique cases, or in situations where experimental research is not feasible.

b. Survey: A survey is a research method used to gather data from a sample of individuals
through the use of questionnaires, interviews, or online forms. Surveys are often used to measure
attitudes, opinions, behaviors, and characteristics of a population. Surveys can be conducted
through various modes such as face-to-face interviews, telephone interviews, or online surveys.
They are useful in providing a large amount of data in a short amount of time and can be used to
make generalizations about a population.

c. Action research: Action research is a research approach that involves the active participation
of researchers in a real-life context to bring about change or improve a situation. It typically
involves a cyclical process of planning, acting, observing, and reflecting, and is often used in
education, healthcare, and organizational settings. The goal of action research is to address
practical problems and produce solutions that are relevant to the context in which the research is
being conducted.

d. Ethnography: Ethnography is a research method used to understand the culture and social
interactions of a group or community. It involves immersion in the community being studied,
typically through participant observation and interviews. Ethnography is often used in
anthropology, sociology, and other social sciences to understand the beliefs, values, and
practices of a particular group. It provides rich, detailed data that can help researchers develop
a deep understanding of the culture being studied.

e. Experiment: An experiment is a research method used to investigate cause-and-effect

relationships between variables. It involves the manipulation of one or more independent
variables to observe their effect on a dependent variable while controlling for other extraneous
variables. Experiments are often conducted in laboratory settings and are used in various fields,
including psychology, medicine, and physics. Experiments are useful in establishing causal

17
relationships between variables and can provide strong evidence for the effectiveness of an
intervention or treatment.

17. Discuss in detail the steps you would have to follow when selecting a topic.
Selecting a research topic is an essential step towards conducting a successful research
study. The process of selecting a research topic may involve several steps, including the
following:

• Brainstorm for ideas: Start by brainstorming possible research ideas that are
relevant to your field of study. Think about what interests you, what areas need
further exploration, and what research gaps exist.

• Choose a topic that will enable you to read and understand the literature:
Ensure that the topic you choose is something that you are interested in and that
you will be able to understand and engage with the literature.

• Ensure that the topic is manageable and that material is available: Consider the
availability of data and resources related to the topic you choose. Make sure that
the research question you formulate is something that you can reasonably study
given the time and resources available.

• Make a list of key words: To help focus your research, make a list of key words
related to your topic. These key words will help you find relevant literature and
will be useful in your literature review.

• Be flexible: Be prepared to be flexible with your research topic as you engage

with the literature and conduct your research. You may need to refine your
research question or adjust your methodology as you learn more about your topic.

• Define your topic as a focused research question: Refine your research topic into
a focused research question. Your research question should be clear, specific, and

18
 answerable. This research question will guide your research process and help you
stay focused.

Research and read more about your topic: Conduct a thorough literature review to learn
more about your topic and the research that has been conducted in the field. This will
help you understand the context of your research and identify research gaps that you can
address.

Formulate a thesis statement: Based on your research question and literature review,
formulate a clear and concise thesis statement. Your thesis statement should state the
main argument or conclusion of your research study.

In summary, selecting a research topic involves brainstorming for ideas, choosing a

manageable topic, defining a focused research question, conducting a thorough literature
review, and formulating a clear thesis statement. These steps can help ensure that your
research study is focused, relevant, and feasible.
18. Question: In Zambian currently, the situation for ICT teachers as regards to their training
is a source of concern. There is evidence that the majority of the ICT teachers lack
relevant training for delivery of lessons. Hence, currently efforts to offer in service
training in the area at Chalimbana university and other universities in Zambia. However,
while efforts to offer in-service training to the teachers is a step in the right direction, the
effects of the training have not yet been seen as far as acquisition of skills in ICT are
concerned. Therefore, it is important to undertake a study in this area. You are therefore,
requested to write chapter one of a proposal under the following:
1. Topic
2. Background of the study
3. Purpose of the study
4. Study objectives
5. Research questions
6. State the instrument used to collect data and this dependent on the type of research
you will conduct.

19
 7. Explain what delimitation means and give examples in case of the case of your
study.

MODEL ANSWER

Topic:

The Effectiveness of In-Service Training for ICT Teachers in Zambia: A Case Study of
Chalimbana University.

Background of the study:

With the increasing demand for ICT skills in today's world, it is crucial that teachers are
equipped with the necessary knowledge and skills to effectively integrate ICT into their teaching
practices. However, there is evidence that the majority of ICT teachers in Zambia lack relevant
training, which has led to poor delivery of lessons. In response, Chalimbana University and other
universities in Zambia have made efforts to provide in-service training for ICT teachers. Despite
these efforts, it is not clear whether the training has had a significant impact on the acquisition of
ICT skills by the teachers.

Purpose of the study:

The purpose of this study is to evaluate the effectiveness of in-service training for ICT teachers
in Zambia, with a specific focus on Chalimbana University. The study aims to assess the impact
of training on the acquisition of ICT skills by the teachers.

Study objectives:

The study has the following objectives:

• To assess the current ICT training needs of teachers in Zambia

• To evaluate the effectiveness of the in-service training provided by Chalimbana
University for ICT teachers.
• To identify the factors that may influence the acquisition of ICT skills by teachers.
• To explore the perceptions of teachers towards the in-service training provided

20
Research questions:

• What are the current ICT training needs of teachers in Zambia?

• To what extent has the in-service training provided by Chalimbana University been
effective in enhancing the ICT skills of teachers?
• What are the factors that may influence the acquisition of ICT skills by teachers?
• What are the perceptions of teachers towards the in-service training provided by
Chalimbana University?

Instrument used to collect data:

The type of research to be conducted in this study will be quantitative in nature. Therefore, a
survey questionnaire will be used to collect data from the teachers. The questionnaire will be
designed to assess the current ICT training needs of teachers, the effectiveness of the in-service
training provided, and the factors that may influence the acquisition of ICT skills.

Delimitation:

Delimitation refers to the process of defining the boundaries of a study. In the case of this study,
the following delimitations apply:

• The study will focus only on ICT teachers who have undergone in-service training at
Chalimbana University.
• The study will be limited to the assessment of the impact of the in-service training on the
acquisition of ICT skills by the teachers.
• The study will be conducted within a specific timeframe and may not be generalizable to
other contexts beyond the scope of the study.

21