chapter four project writing – insight on how to begin your analysis.

All listed  project topics on our website are complete work from chapter 1-5 in Typed format ( PDF/MS word format ) which are well supervised and approved by lecturers who are intellectual in their various fields of discipline, documented to assist you with complete, quality and well organized researched material. which should be use as reference or Guild line...  See frequently asked questions and answeres


CHAPTER FOUR

RESULT AND DISCUSSION

Result – In this section, data are presented in tables, charts, graphs and followed by a brief interpretation. The tables should be numbered on top of tables.

Discussion – Here, findings are discussed in relation to objectives, research questions, literature review and personal opinion.

CONTENT GUILD.

This topic is a subheading of Project format–comprehensive guild on what project should contain.  Below are topics we’ve discussed so far:

RESULT AND DISCUSSION

There should be a brief information of what the chapter contains in a paragraph.

Result – In this section, data are presented in tables, charts, graphs and followed by a brief interpretation. The tables should be numbered on top of tables.

Discussion – Here, findings are discussed in relation to objectives, research questions, literature review and personal opinion.

EXAMPLE OF CHAPTER FOUR ON STRATEGIES FOR IMPROVING COMPUTER INSTRUCTION IN SECONDARY SCHOOLS IN EZZA SOUTH LOCAL GOVERNMENT AREA OF EBONYI STATE.

CHAPTER FOUR

Data Presentation and Analysis

       In this chapter, the data collected for this study were statistically presented and analyzed. The presentation and analysis were presented in tables. Each table contains information on the response to the research questions.

Research Question One

What are the strategies for improving computer instruction in secondary schools?

TABLE 1:                                (STUDENTS RESPONSE)

S/N ITEMS SA A D SD X SD DECISION  
1. Conducting teacher’s in-service training in different aspects of technology. 45 39 15 1 3.28 0.75 ACCEPTED
2. Sustaining funding for technology. 51 30 19 3.32 0.78 ACCEPTED
3. Employment of computer experts in schools. 39 35 21 5 3.08 0.89 ACCEPTED
4. Ensuring extensive practical learning to theory aspect of instructions. 60 35 10 5 3.43 0.74 ACCEPTED
5. Ensuring the accessibility and appropriate software to the students and teachers. 58 30 10 2 3.47 0.69 ACCEPTED


Findings

Table 1 indicate that the respondent (students) accept the items on research question one as strategies for improving computer instructions in secondary schools with the means and standard deviations, 3.28 & 0.75, 3.32 & 0.78, 3.08 & 0.89, 3.48 & 0.74, 3.47 & 0.69 respectively. Hence since the means of each item is greater than 2.50 it is therefore accepted.

Research Question Two

Which of the strategies for improving computer instruction in secondary schools are most suitable?  

TABLE 2:                                (STUDENTS RESPONSE)

S/N ITEMS SA A D SD X SD DECISION  
6. Use of learning team 39 41 16 4 3.15 0.83 ACCEPTED
7. Use of alternative instructional resources. 25 20 30 25 2.45 1.12 REJECTED
8. Training teachers at different skill level 43 38 9 10 3.14 0.95 ACCEPTED
9. Providing technical support 18 24 28 30 2.30 1.09 REJECTED
10. Establishing cooperative and peer tutoring groups, workshops. 30 40 22 8 2.92 0.92 ACCEPTED
11. Reviewing and re-writing middle school technology curriculum. 53 21 15 11 3.16 1.05 ACCEPTED


Findings:

Table 2 indicate that four items (6, 8, 10, & 11) with mean score and standard deviation 3.15 & 0.83, 3.14 & 0.95, 2.92 & 0.92, 3.16 7 1.05, respectively were accepted as the most suitable strategies for improving computer instructions in secondary school since it is greater than 2.50 while item (7 & 9) were rejected.

Research question one

What are the strategies for improving computer instruction in secondary schools?

TABLE 3:                                (TEACHERS RESPONSE)

S/N ITEMS SA A D SD X SD DECISION  
1 Conducting teachers in-service training in different aspects of technology. 36 21 6 1 3.20 0.89 ACCEPTED
2 Sustaining funding for technology. 4 6 12 36 2.90 1.21 ACCEPTED
3 Employment of computer experts in schools. 44 25 2 3.50 0.61 ACCEPTED
4 Ensuring extensive practical learning to theory aspect of instructions. 32 30 2 1 3.25 0.79 ACCEPTED
5 Ensuring the accessibility and appropriate software to the students and teachers. 24 27 6 2 2.95 0.94 ACCEPTED

Findings:

Analysis on table 3 shows that teacher’s response also accepted items on research question one as the strategies for improving computer instructions in secondary schools.

TABLE 4:                                (TEACHERS RESPONSE)

S/N ITEMS SA A D SD X SD DECISION  
6 Use of learning team 41 38 12 9 3.13 0.96 ACCEPTED
7 Use of alternative instructional resources. 15 27 21 37 2.23 0.85 REJECTED
8 Training teachers at different skill level 25 40 28 7 2.80 1.05 ACCEPTED
9 Providing technical support 18 24 28 30 2.30 1.09 REJECTED
10 Establishing cooperative and peer tutoring groups, workshops.   28 27 6 1 3.10 0.85 ACCEPTED
11 Reviewing and re-writing middle school technology curriculum. 52 21 3.10 0.85 ACCEPTED

Findings:

Table 4 shows that item 6, 8, 10 & 11 were accepted by teachers as the most suitable strategies for improving computer instructions in secondary schools while item 7 and 9 were rejected.

Research Question Three

If there are difference in the opinions of teachers and principals on the strategies for improving computer instruction?

TABLE 5:                           (TEACHERS RESPONSE)

S/N ITEMS SA A D SD X SD DECISION  
12. Due to inadequate availability of qualified teachers to teach ICT  my school find it difficult to cope with computer instruction 60 30 8 2 3.48 0.75 ACCEPTED
13. Inadequate number of computer system affects the progress of computer instruction in my school. 29 43 23 5 2.93 1.20 ACCEPTED
14. Frequent interruption of electricity hinders adequate practical in my school 52 36 12 3.40 0.61 ACCEPTED
15. The use of outdated instructional method has hindered the progress of computer instruction. 32 27 4 1 3.20 0.63 ACCEPTED
16. The use of alternative instructional resources makes learning enjoyable. 28 24 4 3 2.95 1.05 ACCEPTED

Findings:

Table 5  shows that the respondents(teachers) accept the item on research question three with individual mean and standard deviation of  3.48 & 0.25, 2.93 & 1.20, 3.40 & 0.61, 3.20 & 0.63, 2.95 & 1.05. Respectively as having address what it was designed to address.

Feel free to comment below, your comment count, it will be of help or source to others.

GET COMPLETE PROJECT