4. RESEARCH REPORT
A research report is:
a written document or oral presentation that
communicates the purpose, scope, objective(s),
hypotheses, methodology, findings, limitations
and finally, recommendations of a research
project to others.
It is more than a summary of findings; rather it is a
record of the research process.
5. Types of Research Report
Two types of reports:-
Technical Report: suitable for a target audience
of
researchers or other people familiar with and
interested in the technicalities such as research
design, sampling methods, statistical details etc.,
Popular Report: suitable for:
a more general audience, interested mainly in the
research findings as it is non-technical in nature.
6. REPORT PREPARATION AND PRESENTATION
PROCESS
Pre-report
Writing
Activities
Report
Writing
Activities
Post
Report
Writing
Problem
Definition,
Research
Design and
Methodolog
y
Data
Analysis
Interpretation of
Research findings
Report Preparation
Oral Presentattion
Reading of
the Report
by the client
RESEARCH
FOLLOW-UP
7. Report Format
No universally accepted standard
format or style for research writing.
Different researchers may prepare their
reports differently.
8. Report Writing
Objective: Report writing should always be guided
by objectivity.
Should accurately present the methodology, results,
and conclusions of the project
Selectivity: A researcher must use his or her
discretion in deciding what should be included in the
report.
Concise: A report should be concise. Yet brevity
should not be achieved at the expense of
completeness.
9. Presentation
The report should be professionally
done with quality paper,
good typing, and attractive
binding.
10. GENERAL FORMAT OF RESEARCH REPORT
A written format of a research work is known
as thesis or research report.
A research report or thesis is an or
organized format of research work done.
Three major categories.
A. Preliminaries,
B. Textual Body, and
C. References.
11. A. Preliminary Section
1. Title Page
2. Preface or Acknowledgements
3. Table of Content
4. List of Tables
5. List of Figures
12. B. Main Body of Report
Chapter I
INTRODUCTION AND CONCEPTUAL
FRAMEWORK
Background of the Problem--Theories-
concepts-Significance of the problem
--Statement of the problem-Title
-Definitions of important terms used
Objectives of the study-Hypotheses -
delimitations
13. CHAPTER I
.
It should be well organized,
logically structured, and clearly
and lucidly written. Headings and
sub-headings should be used for
different topics and subtopics
respectively..
15. 1.11 CHARACTERISTICS OF A WELL
ADJUSTED PERSON
A well adjusted person is supposed
to possess the following
characteristics :
i. Awareness of his own strengths
and limitations
ii. Respecting himself and others
iii. An adequate level of aspiration
iv. Satisfaction of basic needs
16. CHAPTER I
STATEMENT OF THE PROBLEM
DESCRIBE THE CONTEXT
TITLE
1.19 DEFINITION OF THE TERMS
17. CHAPTER I
1.20 OBJECTIVES OF THE STUDY
1.20.1 General Objectives
1.20.2 Specific Objectives
variable 1
varaible 2
Relationship between the
variables
18. 1.21 HYPOTHESES
I. ACADEMIC SELF-REGULATION
OF HIGH SCHOOL STUDENTS
1.1 There is significant difference
between (i) boys and girls and (ii) rural
and urban students, in their external
regulation, introjected regulation,
identified regulation, intrinsic motivation
and academic self-regulation
19. hypotheses
There is no significant difference among
(i) Hindu, Christian and Muslim students
(ii) OC, BC, MBC and SC/ST students
and (iii) boys, girls and co-education
school students in their external
regulation, introjected regulation,
identified regulation, intrinsic motivation
and academic self-regulation
20. 1.22 DELIMITATIONS OF THE STUDY
Delimitations are those conditions that
can be controlled by the investigator
during the research.
21. Chapter-I
Don’t use Initial of the authors
Write as follows
Author (year)
Rai (2000)
Raju et.al (2005)
22. CAUTION
Don’t use
I, we, you, etc, some, a few
Use present perfect or past tense
Secondary source
According to Gandhiji
“…………………………….” (Author, year)
23. HEADINGS
Use sub concept numbers as
1.1 2.1.1
1.1.1 1.2
1.1.2
1.1.3
24. Objectives, Delimitation
Specific objectives
Use Research hypothesis
Significance may be based on your I
Chapter
Don’t give examples; give summary
only.
25. Things to Avoid
Contractions: Words like “didn’t,”
“couldn’t,” and “wouldn’t” should not
appear in scholarly writing
Passive Voice
in most cases you should use the
active voice.
First or Second Person
This means that pronouns such as “I,”
“we,” or “you” are inappropriate.
26. Things to Avoid
Incomplete Sentences
Imprecise Language
Slang
“laid back” to describe someone
with a relaxed attitude towards life
In general, try to imagine how a reader
one hundred years from now would
react to your words
27. Things to Avoid
Excessive Wordiness
Excessive Quotation
Dumb Mistakes :confuse “its” with
“it’s,” “there” with “they’re” or
“their,” and “who’s” with “whose.”
subjects must agree in number with
verbs,
28. Chapter II
REVIEW OF RELATED LITERATURE
INDIAN STUDIES COVERING THE
VARIABLES
FOREIGN STUDIES COVERING THE
VARIABLES
CRITICAL REVIEW
29. Chapter-II
Review must be given in a summarized
form. This must be in paragraphs. Need
not give the sub-headings.
Review must be in chronological order.
Summarise the second chapter in
chronological order of the findings.
Identify the gap.
.
31. CHAPTER-III METHODOLOGY
Method used (Survey)-Population-
Sample-tools used- Source of data
Description of the tools-
Administration of the tools
Statistics used
Fixing the level of significance
32. CHAPTER-III METHODOLOGY
Method used (Experimental)
Design of the experiment
Sample-tools used
Forming Control &Experimental Groups
Description of the tools
Procedure of Conducting the Experiment
Statistics used
Fixing the level of significance
33. CHAPTER-III METHODOLOGY
Method used (Case Study)
Describe the Case
Description of the tools &Techniques
Questionnaire/Interview/Observation
Coding the Data
34. DESCRIPTION OF THE EMOTIONAL
INTELLIGENCE INVENTORY
Emotional Intelligence (EI), being a
global concept today, has a number of
tools for its measurement; but to
measure the EI of high school students
there was no tool. Hence, the
investigator had to develop a new
inventory. Based on the EI inventory
prepared by Annaraja and Perumalil
Thomas Varghese (2000), the
investigator developed a new tool for
measuring the EI of high school student
35. PREPARATION OF THE DRAFT TOOL
COLLECTION OF ITEMS FROM
VARIOUS SOURCES
CORRECTED THE ITEMS BY THE
EXPERTS
36. ITEM-ANALYSIS
item-total correlation for each item was
calculated. The items, which were having the
correlation value above 0.23, were retained
and other items were discarded.
. Then inter correlation for the items of the
tool was found. This was used for ‘Factor
Analysis’. Principal components analysis is
applied to the matrix of correlation co-efficient
among all the variables.
37. ctd
. Based on the results of factor analysis,
the items were grouped in different
dimensions.
Thus, the 50 statements fall into 4
dimensions of emotional intelligence,
namely Self-awareness, Self-
management, Social awareness, and
Relationship management.
38. ESTABLISHING VALIDITY
the investigator established content
validity and concurrent validity.
CONTENT VALIDITY
The inventories both in English and in
Tamil were well scrutinized and checked
by the experts of the educational field.
A few modifications were done based on
their comments, regarding the
language, suitability and relevance.
Thus, the content validity was affirmed.
39. CONCURRENT VALIDITY
The investigator has established concurrent
validity of the inventory. The EI Inventory was
given to a group of fifty students of IX and X
standard of Deepa Matriculation School,
Mukkudal, Tamil Nadu.
Then emotional maturity scale, developed by
Yashvir Singh and Magesh Bhargava (1990)
was given to the sample students on the same
day. The responses of students were scored.
Then product moment correlation co-efficient
between the two sets of scores was found. It
was 0.84. Thus the concurrent validity was
established.
40. ESTABLISHING RELIABILITY
The investigator employed the test-
retest method in establishing the
reliability of the tool.
. The correlation co-efficient was
obtained for the two sets of scores and
was found to be 0.86. Thus, the
reliability of the tool was established.
41. ITEM DISTRIBUTION OF EMOTIONAL
INTELLIGENCE INVENTORY
Dimensions
Self-awareness
Self-anagement
Social awareness
Relationship
management
Assessing items
1-14
15-30
31-38
39-50
42. THE SCORING OF THE ITEMS OF EMOTIONAL
INTELLIGENCE INVENTORY
Response
Strongly Agree
Agree
Undecided
Disagree
Strongly disagree
Positive
5
4
3
2
1
43. CHAPTER –IV
Analysis of data
PRESENT THE ANALYSED DATA IN
TABLE FORMS
THE TABLES CAN BE GROUPED ON
THE BASIS OF THE STUDY
VARIABLES
44. CHAPTER –IV
Analysis of data
FOR THE VARIABLE 1
LEVELS FOR THE WHOLE SAMPLE
&GENDER
“ t” –test,ANOVA,POST ANOVA,
CHI-SQUARE
VARIABLE 2,VARIABLE 3
“ “
46. CHAPTER IV
Visual aids: Key information
presented in the text of a research
report should be reinforced with
tables, graphs, pictures, maps, and
other visual devices
47. Guidelines for Tables
Statistical tables are a vital part of
the report and deserve special
attention.
Every table should have a number
and brief but clear title.
If the table presents secondary
data, the source(s) must be cited
clearly
