ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

(Department of Special Education)

Course: General Methods of Teaching (8601)
B.Ed. (1.5 Year)

Semester: Autumn, 2022

ASSIGNMENT No. 1
(Units: 1-4)
 Student Name : Fatima Tanvir
 Student Id: 0000387515@aiou.edu.pk

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 Q. 1 A teacher's personality traits are important to create and maintain a
classroom/learning environment. Why? (20)

Ans. As a teacher, your personality impacts your relationship with your students. This
impacts your classroom management abilities. Remember, you will not have the perfect
personality for the teaching profession. So, you have to give up some traits and continue
to work hard to acquire others that will make you effective in the classroom. Keep
working, you will get there.

Personality traits are a combination of characteristics that are innate to people as

individuals as well as characteristics that develop from specific life experiences. The
personality traits that make up a person go a long way in determining how successful he
is.

There are certain personality traits that help teachers and students succeed. Success
may mean different things for different people. Teachers and students who hold the
majority of the following characteristics are almost always successful regardless of how
success is defined.

Adaptability

This is the ability to handle a sudden change without making it a distraction.

Students who have this trait can handle sudden adversity without letting academics
suffer.

Teachers who have this trait are quickly able to make adjustments that minimize
distractions when things do not go according to plan.

Conscientiousness

Conscientiousness involves the capacity to complete a task meticulously with efficiency

and of the highest quality.

Conscientious students can produce high-quality work consistently.

Conscientious teachers are extremely organized and efficient, and they provide their
students with quality lessons or activities daily.

Creativeness

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This is the ability to use original thinking to solve a problem.

Students who have this trait can think critically and are adept problem solvers.

Teachers who have this trait are able to use their creativeness to build a classroom that
is inviting to students, create lessons that are engaging, and incorporate strategies to
individualize lessons for every student.

Determination

A person with determination can fight through adversity without giving up to

accomplish a goal.

Students who have this trait are goal orientated, and they do not allow anything to get
in the way of accomplishing those goals.

Teachers with determination figure out a way to get their job done. They do not make
excuses. They find ways to reach even the most difficult students through trial and error
without giving up.

Empathy

Empathy allows a person to relate to another individual even though she may not share
similar life experiences or problems.

Students who have this trait can relate to their classmates. They are nonjudgmental.
Instead, they are supportive and understanding.

Teachers who have this trait can look beyond the walls of their classroom to assess and
meet their students’ needs. They recognize that some students live a difficult life
outside of school and try to figure out solutions for helping them.

Forgiveness

Forgiveness is the capacity to move beyond a situation in which you were wronged
without feeling resentment or holding a grudge.

Students who are forgiving can let things go that could potentially serve as a distraction
when they have been wronged by someone else.

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Teachers with this trait can work closely with administrators, parents, students, or other
teachers who may have created an issue or controversy that was potentially detrimental
to the teacher.

Genuineness

People who are genuine demonstrate sincerity through actions and words without
hypocrisy.

Students who show genuineness are well-liked and trusted. They have many friends and
are often looked upon as leaders in their classroom.

Teachers with this trait are viewed as highly professional. Students and parents buy into
what they are selling, and they are often highly regarded by their peers.

Graciousness

Graciousness is the ability to be kind, courteous, and thankful when dealing with any
situation.

Students who are gracious are popular among their peers and well-liked by their
teachers. People are drawn to their personality. They often go out of their way to help
others any time an opportunity arises.

Teachers who have this trait are well respected. They are invested in their school
beyond the four walls of their classroom. They volunteer for assignments, help other
teachers when needed, and even find ways to assist needy families in the community.

Gregariousness

The ability to socialize with and relate to other people is known as gregariousness.

Students who have this trait work well with other people. They are capable of making a
connection with just about anyone. They love people and are often the center of the
social universe.

Teachers who have this trait can build strong, trusting relationships with their students
and families. They take the time to make real connections that often extend beyond the
walls of the school. They can figure out a way to relate to and carry on a conversation
with just about any personality type.

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Grit

Grit is the ability to be strong in spirit, courageous, and brave.

Students who have this trait battle through adversity and stand up for others, and they
are strong-minded individuals.

Teachers with grit will do anything to be the best teacher they can be. They will not let
anything get in the way of educating their students. They will make difficult decisions
and serve as an advocate for students when necessary.

Independence

This is the ability to work through problems or situations on your own without requiring
assistance from others.

Students who have this trait do not rely on other people to motivate them to
accomplish a task. They are self-aware and self-driven. They can accomplish more
academically because they do not have to wait on other people.

Teachers who have this trait can take good ideas from other people and make them
great. They can come up with solutions to potential problems on their own and make
general classroom decisions without consultation.

Intuitiveness

The ability to understand something without reason simply through instinct is

intuitiveness.

Intuitive students can sense when a friend or a teacher is having a bad day and can try
and improve the situation.

Teachers who have this trait can tell when students are struggling to grasp a concept.
They can quickly assess and adapt the lesson so that more students understand it. They
are also able to sense when a student is going through personal adversity.

Kindness

Kindness is the capacity to help others without the expectation of getting anything in
return.

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Students who have this trait have many friends. They are generous and thoughtful often
going out of their way to do something nice.

Teachers who have this trait are very popular. Many students will come into class
looking forward to having a teacher with a reputation for being kind.

Obedience

Obedience is the willingness to comply with a request without questioning why it needs
to be done.

Students who are obedient are well thought of by their teachers. They are typically
compliant, well-behaved, and seldom a classroom discipline problem.

Teachers who have this trait can build a trusting and cooperative relationship with their
principal.

Passionate

People who are passionate get others to buy into something due to their intense
feelings or fervent beliefs.

Students with this trait are easy to motivate. People will do anything for something
about which they are passionate. Taking advantage of that passion is what good
teachers do.

Passionate teachers are easy for students to listen to. Passion sells any topic, and a lack
of passion can lead to failure. Teachers who are passionate about their content are
more likely to produce students who become passionate as they learn.

Patience

The ability to sit idly and wait on something until the timing is perfect is patience.

Students who have this trait understand that sometimes you have to wait your turn.
They are not deterred by failure, but instead, view failure as an opportunity to learn
more. They reevaluate, find another approach, and try again.

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Teachers who have this trait understand that the school year is a marathon and not a
race. They understand that each day presents its challenges and that their job is to
figure out how to get every student from point A to point B as the year progresses.

Q.2 Describe the process of course design and planning.(20)

Ans. Effective course design is a continuous improvement process that includes five
interconnected components. The design process generally starts with analyzing and
identifying desired, measureable learning outcomes that support program objectives.
The deliberate design of learning experiences along with assessment will help to shape
the optimal learning environment. As faculty regularly measure learning outcomes, the
instructional design can be revised in the interest of achieving the optimal experiences
for students. The course design components are presented below in Figure 2 which
illustrates the interconnectivity of these components.

The Identification of learning outcomes: Learning outcomes should indicate the

knowledge and skills learners will demonstrate after completing a course and answer
the question, “what outcome will the learner achieve after successfully completing the
course?”

The designing of effective learning experiences: Learning experiences should be

comprised of the following:

 Instructional Materials: These can include a variety of printed and online

resources that meet with varying learning styles.
 Interaction: These can include faculty-learner interaction, learner-
instructional materials interaction, learner-learner interaction, interface-
learner interaction, and learner support.
 Learning Activities: These can include learner-centered activities that are
engaging and meaningful.
 The development of feedback and measurement strategies that help
learners to achieve stated learning objectives.

Course design process involves intentional and deliberate planning in order to create a
course that best supports students. This process works equally well for on-campus
courses, fully online courses and hybrid courses that have elements of both. All of the
practices described in these guides are supported by significant research in the field of
online learning.

Courses should be guided by well-articulated course learning objectives. Identify what

your students should be able to produce or tackle by the end of your course and let

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those learning objectives lead your choices for daily activities, assignments and grading.
If the course learning objectives are clear, it makes it easier to identify ways to adjust
activities and assessments to fit different teaching scenarios.

The best course activities incorporate active learning. Students will be more engaged in
learning when they collaborate with others, answer real-world questions and make their
own choices. Face-to-face sessions should take advantage of technologies to include all
students in conversations about the materials.

Good courses cultivate a learning community. You can make your course conducive to
learning by defining respectful conversations. Thoughtful interactions with students and
the support of peer-to-peer learning increases students’ satisfaction with the course, its
instructor and the materials. Courses that lack a physical space need to prioritize this in
their design.

Clear communication is crucial. Students should be able to navigate the course

materials, find assignment instructions and understand the path of the course from the
first day. A syllabus that details the course schedule and has defined expectations of
students allows you to concentrate on the teaching and not organization during the
semester.

Course planning and development strategies are essential tools for teachers who must
meet educational standards that vary from state to state. Learn more about curriculum
planning and development, different standards for curriculum development, and the
need to create annual lesson plans, unit lesson plans, and individual plans.

Preparation and Planning

When Mr. Nelson walks into his classroom at the beginning of the year, there are
dozens of things for him to do. He needs to set up his classroom, organize supplies, put
posters on the wall, arrange desks, decide on an appropriate behavior system, and most
importantly, plan his curriculum. Curricular planning and development, the process of
looking at the standards in each subject area and developing a strategy to break down
these standards so they can be taught to students, varies according to grade level,
subjects taught and available supplies.

In many districts, schools supply a complete curriculum in core subject areas, filled with
teacher resources and student workbooks. In other districts, teachers are given a list of
state, local or Common Core standards and asked to develop their own curriculum.
Regardless of subject area or grade level taught, there are a few important factors for
teachers to consider as they plan their curriculum, including standards and the
breakdown of course material.

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Standards for Curriculum Development

When planning and developing curriculum in any subject area, the first place to start is
state, local or Common Core standards. Standards vary from state to state, and teachers
are expected to know which standards to teach and how to teach them. Every lesson
and unit should be tied to standards, and every grade level standard should be
addressed at some point during the course of the school year. Standards should be
presented sequentially, so students can build on previously learned skills.

Each subject area has specifically defined standards, but many times multiple standards
are addressed within one project. For example, if a sixth grade student writes a research
report on Thomas Jefferson, that student could be addressing reading, writing, research
and history standards, all within the same assignment. Such opportunities are beneficial
for students because they demonstrate the overlap in various subject areas and give
students the chance to synthesize their learning. The example below shows how a
history research report could hit six or more standards at the same time.

Q.3 What strategies a teacher can use in the classroom to motivate students? (20)

Ans. Motivation plays a significant role in student learning. Students with high
motivation levels tend to have the best learning outcomes. Motivation is particularly
useful in encouraging persistence in applying effort to a learning task and trying new
approaches. Although motivation is highly influenced by student characteristics and
tends to vary across different learning areas, the classroom context also plays an
important role in influencing student motivation. There are many strategies that
teachers can use to promote and support their students’ motivation. As many theorists
define motivation as arising from a need to satisfy psychological desires for autonomy,
competence and connection or belonging, the following motivational strategies focus on
meeting those needs.

Build strong relationships

Positive relationships with teachers are significantly related to positive motivation and to greater

achievement. Motivation is affected by the level of emotional and social support students perceive.

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Students who believe their teachers are not interested in their learning report more negative motivation

and experience lower achievement. Research has demonstrated that relationships with teachers are

particularly important for Māori students.

Teachers need to show support and concern for all students and be interested in their ideas and

experiences, as well as what they produce in class. Try to ensure you communicate a sense of caring for

how each individual student is doing. Showing sensitivity and kindness to students enhances the affective

climate of the classroom, whereas threats, sarcasm, directives and imposed goals result in negative

affective experiences for students.

Promote students’ sense of membership of the classroom and the school

Students’ motivation is strongest when they believe they are socially accepted by teachers and peers and

their school environment is fair, trustworthy and centred on concern for everyone’s welfare. Motivation

tends to be lowest in environments that are perceived as unwelcoming and untrustworthy. When

students have a strong sense of membership of the class and school, they are more likely to adopt the

values endorsed by the school. Students from negatively stereotyped groups are most sensitive to cues

of belonging and trustworthiness.

Teachers are authority figures who can set the tone for relations in the classroom, and make students

feel they are valued group members. Provide plenty of opportunities for positive interactions with and

among students. Try to create a sense of belonging while also valuing students’ social and cultural

identities. Activities that engender a shared sense of purpose will motivate students and enhance their

sense of belonging.

Enhance task interest and engagement

In classrooms characterised by positive attitudes and emotions, and high levels of interest in the tasks

undertaken, students report greater motivation and perceptions of competence. Students who engage

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with activities and tasks relating to their interests find learning easier, more enjoyable and more related

to their lives, and they perform better than those without personalised content.

Linking content to existing interests of the students also helps students to connect their prior knowledge

to academic learning.

Interest can be fostered through well-chosen texts and resources, as well as activities that engender

students’ curiosity through provocative questioning or generating suspense. Interest is further enhanced

by providing a choice of activities and using hands-on activities connected to the learning content,

although be wary of adding irrelevant or decorative details to a task in ways that detract from learning

outcomes. Students themselves might be able to adapt academic problems to a context within their

areas of interest if invited, although task interest is not simply a matter of allowing students to engage in

work that aligns with their existing interests. Promoting a positive affective climate in the classroom can

help improve students’ attitudes towards the subject being taught, and strategies such as humour can

enhance their enjoyment of the topic. The teacher’s enthusiasm for the subject or task can also help to

engender students’ interest.

Emphasise the relevance and importance of the learning

Research finds that when teachers emphasise the importance of learning a particular strategy or piece of

content, student motivation increases. Students perceive more challenging classes as more important,

although it is necessary to find the optimal level of challenge: when challenge is too low or too high,

students attribute low importance to the learning task.

Elaborating on and clarifying students’ responses and summarising learning regularly throughout the

lesson send the message that the learning is important. In addition, discussing the new knowledge

students have developed through the application of particular strategies encourages students to perceive

those strategies as valuable. In contrast, emphasising speed, coverage of content or accuracy over

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understanding, and failing to probe students’ answers for explanation and justification, reduces the level

of challenge and also implies that student performance, rather than learning, is most important.

Ways to communicate the importance and relevance of a topic to students include:

increasing challenge

providing opportunities for students to grapple with the central tenets and abstract

principles of a topic

inviting students to personalise a topic by putting themselves into the context of a


topic

discussing universal human experiences that relate to a topic


inviting students to explore the relevance and importance of their current learning by

investigating how particular academic concepts are used in their communities

Connect with students’ goals, values and identities

When students see learning tasks as useful and relevant to their goals, they develop
more interest, persist longer and perform better. Students who see their future adult
self as being dependent on their educational achievement spend more time on
homework and have better grades. Students might have between one and five core
goals for their self-development and future plans. It is helpful if school goal setting can
tap into and co-ordinate with these goals. Students may value a learning area as
important for their self-worth and identity, or they might value an area for its usefulness
in accomplishing future goals relevant to their career or life plans. For example, one
student may perceive mathematics as useful for eventually owning a business, another
may view mathematics as handy for calculating cricket batting averages, and another
may simply enjoy maths for its own sake.

It Is important that students feel that learning activities are congruent with their
personal identities, as this makes them more motivated to persist with difficulty. If
learning activities are at odds with students’ personal identities (‘This activity is not for
people like me’), then difficulty is taken as proof that the activity is pointless and
unachievable.

Knowing your students well means you can promote interest in an academic topic by
linking it to the students’ recreational activities or career goals. Otherwise, you can ask
students to reflect on a curriculum unit and generate their own connections so that they

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discover the importance and usefulness for themselves – this is also an opportunity to
learn more about your students.

Not all activities and lessons can be inherently interesting to students, in which case it is
important to ensure you offer a rationale for why the activity or lesson is useful to the
student and worth the effort.

Teachers can influence students to see their future adult self as dependent on
achievement. Posters and images of possible careers might provide ongoing reminders
so that students’ desired goals remain in mind. It is also important that parents value
school and subject areas. Some research shows that providing information about the
importance of a subject to parents leads to increases in student motivation and
achievement within that subject.

Give students autonomy and responsibility

Motivation is impaired when students feel they have no control over a situation. Giving
students choices and empowering student initiative enhances motivation, effort,
interest, positive emotions and perceptions of personal control and competence, as well
as achievement. Most students perform better on self-adapted tests in which they can
select test items from various options. Providing choices can also increase risk taking
and help students develop interest for particular activities. However, for students from
some cultural groups, motivation might be highest when authority figures or peers make
choices for them.

It Is important to carefully plan how to make choices available to students, basing them
on your students’ ability to understand and make choices. Some students may need
scaffolding to help them make appropriate choices. Choices must be appropriate for
students’ abilities and needs, and be a good match with student interests (although be
wary of trying to align all learning activities with students’ current interests at the risk of
compromising the quality of the learning or missing the opportunity to create interest
and build knowledge in a new subject area). It might be that students get to choose
from a list of topic-related activities provided by the teacher, or that they select their
own tasks to work on. They might also be involved in setting due dates, choosing
student working groups, and the order of task completion. Being able to choose how to
apportion their time, as well as among several different versions of a task, might be
most motivational for students with skills in self-regulation. However, it is important
that all students, not just the highest-performing students, get to choose activities and
resources.

Some choices are more effective than others. The best type of choices:

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Allow students to reflect their personal interests, values and goals
Are unrestricted choices, with no indication of which option to choose, rather than
controlled choices
Offer choice between 2–4 options: more than 5 options increases thinking effort and
therefore decreases motivation, and less than 2 options undermines the perception of
choice
Allow students to repeatedly return to a list of options to make another choice rather
than making single or multiple choices at one time only

Q.4 What is meant by inductive reasoning, provide examples regarding applicatoin of

this method in classroom setting?(20)

Ans. Inductive reasoning is a method of logical thinking that combines observations with
experiential information to reach a conclusion. When you use a specific set of data or
existing knowledge from past experiences to make decisions, you’re using inductive
reasoning.

For example, if you review the population information of a city for the past 15 years, you
may observe a consistent rate of population increase. If you want to predict what the
population might be in five years, you can use the evidence or information you have to
make an estimate. This is inductive reasoning.

Types of inductive reasoning

There are various ways to use inductive reasoning depending on the situation. Here are
the three most commonly used types of inductive reasoning:

Inductive generalization
This type of inductive reasoning involves considering evidence from past similar
situations to create a conclusion. You could use evidence like the following to support
an inductive generalization:

 Large samples
 Random sampling
 Counterexamples
Example: For the past three years, the company has exceeded its revenue goal in Q3.
Based on this information, the company is likely to exceed its revenue goal in Q3 this
year.

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Statistical induction
This type of inductive reasoning utilizes statistical data to draw conclusions. Statistical
induction, or statistical generalization, is a type of inductive generalization. While this
type of reasoning provides context an assumption, it’s important to remain open to new
evidence that might alter your theory.

Example: 90% of the sales team met their quota last month. Pat is on the sales team. Pat
likely met his sales quota last month.

Casual reasoning
This type of thinking involves making a logical connection between a cause and a likely
effect. For the casual reasoning to be effective, it’s helpful for it to involve a strong
relationship between the starting situation and the resulting inference. Observable
evidence is also crucial for this type of reasoning.

Example: Joe consistently gets a stomachache after eating pears. He doesn’t get a
stomachache consistently after eating any other type of fruit. Eating the pears might
cause Joe’s stomachache.

Induction by confirmation
Induction by confirmation allows you to reach a conclusion by accepting specific
assumptions. Police officers and detectives might use this type of reasoning to develop a
theory for investigations. They may then work to collect evidence to support their
theory.

Example: Anybody who breaks into a building may have opportunity, motive and means.
Renee was in the area, dislikes the homeowner and has lock picks in his bag. Renee
likely broke into the building.

Examples of inductive reasoning in the workplace

Inductive reasoning can be highly beneficial in the workplace because identify patterns
in positive business outcomes can help you can inform future efforts and recreate your
success. Here are a few examples of how you might apply the inductive reasoning
process in a professional environment:

After analyzing high-performing and successful employees in the marketing department,

a recruiter recognizes they all graduated with a degree in business, marketing or
journalism. She decides to focus on future recruiting efforts on candidates with a degree
in one of those three disciplines.

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A salesperson notices when they share testimonials from current and past clients with
their prospects, they’re 75 percent more likely to make a sale. Now, they share
testimonials with all prospects to improve their close rate.
Taking time to review comments from past customers is always beneficial. In addition to
a positive customer review you can share with future clients, it can also inform you of
any problems past customers may be experiencing.
After noticing assisted living center residents’ moods improve when young children visit,
an activities leader develops a volunteer initiative with local schools to pair students
with center residents.

Inductive vs. deductive reasoning

Both inductive and deductive reasoning bring valuable benefits to the workplace. Here
are how the definitions differ from each other:

Inductive reasoning: Inductive thinking uses experience and proven observations to

guess the outcome. The goal is to predict a likely outcome.
Deductive reasoning: Deductive reasoning uses theories and beliefs to rationalize and
prove a specific conclusion. The goal is to prove a fact.
Here are some examples of each to help further clarify the difference:
Inductive example: I get tired if I don’t drink coffee. Coffee is addictive. I’m addicted to
coffee.
Deductive example: Human beings need to breathe to live. You’re a human. You need to
breathe to live.

Inductive vs. abductive reasoning

Like inductive reasoning, abductive reasoning involves analyzing information or
observations to predict outcomes. Unlike inductive reasoning, abductive reasoning
involves using information that may be incomplete. While abductive reasoning allows
for more freedom than inductive or deductive reasoning, it can also result in several
incorrect conclusions before you uncover the true answer.

The medical field often uses abductive reasoning when making diagnoses in the absence
of information such as test results. For example, when a patient presents symptoms,
medical professionals work to develop a logical answer or a diagnosis based on the
minimal information they have to develop a conclusion.

Inductive reasoning pros and cons

Here are the pros and cons of using this decision-making method:

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Pros of inductive reasoning
Here are some benefits of inductive reasoning:

It allows you to work with a wide range of probabilities.

It presents you with a starting point so you can narrow down your assumptions and
reach an informed conclusion.
It helps you to develop multiple solutions to one issue and utilize your research to
evaluate another hypothesis.
It allows you to leverage knowledge gathered from past experiences to form judgments
and make decisions in new situations.

Cons of inductive reasoning

Here are some limitations of inductive reasoning:

It may lead you to create a theory with limitations based on the evidence or knowledge
you have. This can sometimes lead you to an incorrect conclusion.
It requires data and evidence to back up your claim or judgment, but there’s still a
chance that new facts or evidence may emerge and prove your theory wrong.
These limitations make it important to learn to use inductive reasoning skills along with
other types of reasoning.

How to demonstrate your inductive reasoning skills

Reasoning skills are important soft skills that employers may seek in potential
candidates. Some employers specifically like to see inductive reasoning on applications
because it highlights the candidate’s aptitude for critical thinking, decision-making and
problem-solving. For this reason, it may be helpful to focus on this skill throughout the
job search and hiring process. Here are some steps you may follow to do so:

1. Learn the STAR method

The STAR (Situation, Task, Action and Result) technique is an effective method for
communicating. Once you learn it, you can use it to explain your inductive reasoning
skills to potential employers clearly and concisely. Here are the steps for using the STAR
method:

Describe the situation.

Describe the task.
Explain in detail the action you took.
Share the result.
Understanding inductive reasoning and how to apply this logical thinking process in your
work environment is essential to success in any position. Using the STAR method to

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explain situations in which this method was useful to you or your team can help you
highlight them during your job search and make a positive impression on potential
employers.

2. Include inductive reasoning skills on your resume and cover letter

You can list inductive reasoning along with other soft skills in the skill section of your
resume. This may be especially important if an employer specifically mentions inductive
reasoning or critical thinking skills in the job listing or description. Consider providing a
specific example of a time when you used inductive reasoning skills in the workplace in
your cover letter. This can give context to your claim and help impress the hiring
manager.

3. Mention inductive reasoning in an interview

During a job interview, you might mention inductive reasoning when an employer asks
about your decision-making process. Take time to think about specific instances when
you used inductive reasoning, especially when it resulted in a positive outcome.
Providing a clear example can help prove to employers you’re able to make insightful
observations, retain information and apply your knowledge to make well-informed
decisions on the job.

Q.5 Summarize the main points bearing on the role of research project. (20)

Ans. A research report is a well-crafted document that outlines the processes, data, and
findings of a systematic investigation. It is an important document that serves as a first-
hand account of the research process, and it is typically considered an objective and
accurate source of information.

In many ways, a research report can be considered as a summary of the research

process that clearly highlights findings, recommendations, and other important details.
Reading a well-written research report should provide you with all the information you
need about the core areas of the research process.

Features of a Research Report

So how do you recognize a research report when you see one? Here are some of the
basic features that define a research report.

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  It is a detailed presentation of research processes and findings, and it usually
includes tables and graphs.
 It is written in a formal language.
 A research report is usually written in the third person.
 It is informative and based on first-hand verifiable information.
 It is formally structured with headings, sections, and bullet points.
 It always includes recommendations for future actions.

Types of Research Report

The research report is classified based on two things; nature of research and target
audience.

 Nature of Research
 Qualitative Research Report

This is the type of report written for qualitative research. It outlines the methods,
processes, and findings of a qualitative method of systematic investigation. In
educational research, a qualitative research report provides an opportunity for one to
apply his or her knowledge and develop skills in planning and executing qualitative
research projects.

A qualitative research report is usually descriptive in nature. Hence, in addition to

presenting details of the research process, you must also create a descriptive narrative
of the information.

Quantitative Research Report

A quantitative research report is a type of research report that is written for quantitative
research. Quantitative research is a type of systematic investigation that pays attention
to numerical or statistical values in a bid to find answers to research questions.

In this type of research report, the researcher presents quantitative data to support the
research process and findings. Unlike a qualitative research report that is mainly

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descriptive, a quantitative research report works with numbers; that is, it is numerical in
nature.

Target Audience

Also, a research report can be said to be technical or popular based on the target
audience. If you’re dealing with a general audience, you would need to present a
popular research report, and if you’re dealing with a specialized audience, you would
submit a technical report.

Technical Research Report

A technical research report is a detailed document that you present after carrying out
industry-based research. This report is highly specialized because it provides information
for a technical audience; that is, individuals with above-average knowledge in the field
of study.

In a technical research report, the researcher is expected to provide specific information

about the research process, including statistical analyses and sampling methods. Also,
the use of language is highly specialized and filled with jargon.

Examples of technical research reports include legal and medical research reports.

Popular Research Report

A popular research report is one for a general audience; that is, for individuals who do
not necessarily have any knowledge in the field of study. A popular research report aims
to make information accessible to everyone.

It is written in very simple language, which makes it easy to understand the findings and
recommendations. Examples of popular research reports are the information contained
in newspapers and magazines.

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Importance of a Research Report

Knowledge Transfer: As already stated above, one of the reasons for carrying out
research is to contribute to the existing body of knowledge, and this is made possible
with a research report. A research report serves as a means to effectively communicate
the findings of a systematic investigation to all and sundry.

Identification of Knowledge Gaps: With a research report, you’d be able to identify

knowledge gaps for further inquiry. A research report shows what has been done while
hinting at other areas needing systematic investigation.

In market research, a research report would help you understand the market needs and
peculiarities at a glance.

A research report allows you to present information in a precise and concise manner.

It is time-efficient and practical because, in a research report, you do not have to spend
time detailing the findings of your research work in person. You can easily send out the
report via email and have stakeholders look at it.

Guide to Writing a Research Report

A lot of detail goes into writing a research report, and getting familiar with the different
requirements would help you create the ideal research report. A research report is
usually broken down into multiple sections, which allows for a concise presentation of
information.

Structure and Example of a Research Report

 Title

This is the title of your systematic investigation. Your title should be concise and point to
the aims, objectives, and findings of a research report.

 Table of Contents

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This is like a compass that makes it easier for readers to navigate the research report.

 Abstract

An abstract is an overview that highlights all important aspects of the research including
the research method, data collection process, and research findings. Think of an abstract
as a summary of your research report that presents pertinent information in a concise
manner.

An abstract is always brief; typically 100-150 words and goes straight to the point. The
focus of your research abstract should be the 5Ws and 1H format – What, Where, Why,
When, Who and How.

 Introduction

Here, the researcher highlights the aims and objectives of the systematic investigation
as well as the problem which the systematic investigation sets out to solve. When
writing the report introduction, it is also essential to indicate whether the purposes of
the research were achieved or would require more work.

In the introduction section, the researcher specifies the research problem and also
outlines the significance of the systematic investigation. Also, the researcher is expected
to outline any jargons and terminologies that are contained in the research.

 Literature Review

A literature review is a written survey of existing knowledge in the field of study. In

other words, it is the section where you provide an overview and analysis of different
research works that are relevant to your systematic investigation.

It highlights existing research knowledge and areas needing further investigation, which
your research has sought to fill. At this stage, you can also hint at your research
hypothesis and its possible implications for the existing body of knowledge in your field
of study.

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  An Account of Investigation

This is a detailed account of the research process, including the methodology, sample,
and research subjects. Here, you are expected to provide in-depth information on the
research process including the data collection and analysis procedures.

In a quantitative research report, you’d need to provide information surveys,

questionnaires and other quantitative data collection methods used in your research. In
a qualitative research report, you are expected to describe the qualitative data
collection methods used in your research including interviews and focus groups.

 Findings

In this section, you are expected to present the results of the systematic investigation.

 Discussion

This section further explains the findings of the research, earlier outlined. Here, you are
expected to present a justification for each outcome and show whether the results are
in line with your hypotheses or if other research studies have come up with similar
results.

 Conclusions

This is a summary of all the information in the report. It also outlines the significance of
the entire study.

 References and Appendices

This section contains a list of all the primary and secondary research sources.

Tips for Writing a Research Report

Define the Context for the Report

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As is obtainable when writing an essay, defining the context for your research report
would help you create a detailed yet concise document. This is why you need to create
an outline before writing so that you do not miss out on anything.

Define your Audience

Writing with your audience in mind is essential as it determines the tone of the report. If
you’re writing for a general audience, you would want to present the information in a
simple and relatable manner. For a specialized audience, you would need to make use of
technical and field-specific terms.

Include Significant Findings

The idea of a research report is to present some sort of abridged version of your
systematic investigation. In your report, you should exclude irrelevant information while
highlighting only important data and findings.

Include Illustrations

Your research report should include illustrations and other visual representations of
your data. Graphs, pie charts, and relevant images lend additional credibility to your
systematic investigation.

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