PROBLEMS FACED BY RESEARCHERS DURING

CONDUCTING THEIR RESEARCH

HADIQA BILAL
Reg. No: 21-UE-03168
MPhil Education

BANK ROAD CAMPUS

UNIVERSITY OF EDUCATION
LAHORE

2021-2023
 Problems Faced by Researchers During
Conducting Their Research

HADIQA BILAL
Reg. No. 21-UE-03168
Msf2100437

A thesis submitted in partial fulfillment of the

Requirements for the degree of
Master of Philosophy (Education)

BANK ROAD CAMPUS

UNIVERSITY OF EDUCATION
LAHORE

2021-2023
@Copyright Hadiqa Bilal, 2023
 DEDICATION
I Dedicate this humble efforts of mine to my Great and Respectable Parents.
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ACKNOWLEDGEMENT

In the name of ALLAH, Who alone has shown me mercy and grace and Who alone has

led me to where I am at this moment. First and foremost, I want to express my sincere

gratitude to Allah for supporting me in this effort and giving me the means and dearest

loved ones who gave my journey value. When I thought I wouldn't be able to

accomplish this goal, I always felt His guiding.

I sincerely value that all of the work done by the faculty at the UE Department of

Education to develop and maintain learning opportunities for all students. Most

significantly, I want to convey my deep gratitude to my professor Dr. Ghazal Khalid

for their direction, leadership, and assistance with my research. I have been greatly

inspired by their vitality, visions, contributions, genuineness, and motivation. She gave

me the skills I needed to do research and effectively convey my findings. Working with

her was an enormous honor and privilege.

Another deepest gratitude to my great father Hafiz Muhammad Bilal and my dearest

mother Iram Bilal. There are not simply enough words to explain how I warmly I felt

about them. They are the reason of this achievement. I am extremely grateful to them

for their love, prayers, care and sacrifices for educating and preparing me for my future.

Their prayers for me were what persistent me so far. Loving thanks to my siblings

Muhammad Numan, Muneeba and Muhammad Mughees and my friends Misha, Fatima

ishrat, Muzammal and Aniqa for their support. I also want to express my gratitude to

everyone who helped out with this project in some way, whether directly or indirectly.

HADIQA BILAL
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ABSTRACT

The importance of research in a country's progress cannot be overstated. A country

cannot advance unless it establishes a strong research system in its higher education

institutions. However, since the creation of Pakistan as a state, the Higher Education

Commission (HEC) has worked hard to develop an international level research culture

within the country. Even so, the researchers have to face a lot of problems while

conducting the research at university level. All of these issues must be acknowledged

and addressed. The main purpose of the study to investigate the main factors and sub

factors such as administrative issues, supervisory barriers, social and personal problems

and lack of resources that hinder the research and analyze the opinions and experiences

of BS, M.PHIL, and PhD researchers (male and female) in the field. For this purpose,

from public and private universities, research students within the History, Education,

and English departments were selected. Total population of the research students was

two thousand two hundred and seventy eight (2278). 30% of the total population was

derived and it consisted six hundred and eighty three (683) research students as a sample

through stratified random sampling. The number of researchers from each department

is then determined by dividing 30% of the overall sample size (683). The study used

mix method approach, which includes the triangulation validating quantitative method,

is the one being used here. The triangulation validating quantitative approach has been

used to examine quantitative statistical facts combined I sincerely value with qualitative

findings, or to expand or validate quantitative conclusions supported by qualitative data.

The study used questionnaires and semi-structured interviewing techniques to gather

data from the selected respondents in both quantitative and qualitative data.

Quantitative data was initially analyzed using SPSS's descriptive and inferential

statistics. Second, using the N-vivo software, the qualitative data was analyzed by
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transcription of the interview data from the datasheets, thorough reading for code

recognition, and the development of themes for the research and interpretation of the

quantitative findings of this stage.

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TABLE OF CONTENT

Chapters Topics Page No.

DECLARATION............................................................ Error! Bookmark not defined.

PLAGIARISM UNDERTAKING ................................ Error! Bookmark not defined.

CERTIFICATE OF APPROVAL ................................ Error! Bookmark not defined.

ACKNOWLEDGEMENT ............................................................................................ i

ABSTRACT .................................................................................................................. v

TABLE OF CONTENT.............................................................................................vii

LIST OF TABLES .....................................................................................................xii

LIST OF FIGURES .................................................................................................. xiv

LIST OF ABBREVIATIONS ................................................................................... xv

LIST OF APPENDICES .......................................................................................... xvi

CHAPTER 1 ................................................................................................................ 1

INTRODUCTION........................................................................................................ 1

1.1 Statement of the Problem ............................................................................ 3

1.2 Objective of the study .................................................................................. 4

1.3 Hypothesis ................................................................................................... 4

1.4 Significance of the study ............................................................................. 4

1.5 Operational Definitions ............................................................................... 7

1.6 Limitations of the study ............................................................................... 7

1.7 Procedure of the Study ................................................................................ 7

CHAPTER 2 ................................................................................................................ 8

LITERATURE REVIEW ........................................................................................... 8

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2.1 Higher Education and its Importance ........................................................ 10

2.2 Higher Education in Pakistan .................................................................... 11

2.3 Significance of research at University Level ............................................. 13

2.4 Research in Pakistani Universities ............................................................ 14

2.5 The state of Research at Pakistani Universities ......................................... 14

2.6 Major barriers of research in Pakistan ....................................................... 17

2.7 Research promotion funding ..................................................................... 17

2.7.1 Absence of Scientific Training: ...................................................... 18

2.7.2 Absence of contact with the supervisors ........................................ 18

2.7.3 Time Management .......................................................................... 19

2.7.4 Lack of a Fixed Deadline ....................................................................... 19

2.7.5 Numerous Books ............................................................................ 19

2.7.6 Lack of Assurance .......................................................................... 20

2.7.7 Library Management ...................................................................... 20

2.8 Barriers Affecting the Research ................................................................ 22

2.9 Selection for the Research Topic ............................................................... 22

2.10 Supervisory Barriers .................................................................................. 24

2.11 Student-Supervisor relationship ................................................................ 26

2.12 Roles and duties of Supervisors and Research Students ........................... 31

2.13 Issues Related to Supervisors .................................................................... 36

2.14 Research Supervision ................................................................................ 37

2.15 Research Considerations............................................................................ 39

2.15.1 Financial Barriers ........................................................................... 41

2.15.2 Time and Money............................................................................. 41

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2.16.2 Confidence ...................................................................................... 42

2.17.2 Library Management. ..................................................................... 43

2.18 Distance ..................................................................................................... 43

2.19 Financial Support ....................................................................................... 43

2.20 Social barriers ............................................................................................ 43

2.21 Personal Barriers........................................................................................ 45

2.22 Motivation ................................................................................................. 48

2.23 Family Responsibilities ............................................................................. 49

2.24 Sense of Loneliness ................................................................................... 49

2.25 Writing Challenge...................................................................................... 50

2.26 Knowledge Management ........................................................................... 56

2.27 Selecting participants in high factors......................................................... 57

2.28 Throwing research over the fence ............................................................. 57

2.29 Stress and Anxiety ..................................................................................... 58

2.30 Gender related issues ................................................................................. 58

2.31 Managerial barriers .................................................................................... 59

CHAPTER III ............................................................................................................ 64

METHODOLOGY .................................................................................................... 64

3.1 Research Design ........................................................................................ 64

3.2 Rationale for Using Mix Method Triangulation Quantitative Method...... 65

3.3 Population .................................................................................................. 66

3.4 Sampling .................................................................................................... 67

3.5 Research Instrument .................................................................................. 70

3.6 Tool Development ..................................................................................... 70

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3.7 Conceptual l framework of the study ........................................................ 71

1. Contextual Problems .......................................................................................... 73

2. Ethical Challenges............................................................................................... 73

3. Poor Coordination .............................................................................................. 73

3.8 Pilot Testing............................................................................................... 75

3.9 Reliability of the Instrument ...................................................................... 75

3.10 Data Collection .......................................................................................... 77

3.11 Ethical Concerns ........................................................................................ 77

3.12 Data Analysis ............................................................................................. 77

3.13 Delimitation of the study ........................................................................... 78

CHAPTER IV............................................................................................................. 79

DATA ANALYSIS ..................................................................................................... 79

Part 1 ..................................................................................................................... 79

Quantitative data Analysis .................................................................................... 79

Part 2 ................................................................................................................... 120

Qualitative Data Analysis ................................................................................... 120

CHAPTER V ............................................................................................................ 137

SUMMARY, FINDINGS, DISCUSSION, CONCLUSION AND

RECOMMENDATION ........................................................................................... 137

5.1 Summary.................................................................................................. 137

5.2 Findings ................................................................................................... 138

5.2.1 Quantitative Findings ................................................................... 138

5.2.2 Qualitative Findings ..................................................................... 140

5.3 Discussions .............................................................................................. 142

5.4 Conclusion ............................................................................................... 147

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PRACTICAL MECHANISM............................................................................. 148

REFERENCES ......................................................................................................... 149

APPENDICES .......................................................................................................... 155

APPENDIX-A Questionnaire ................................................................................. 155

APPENDIX – B Interview Questions ..................................................................... 160

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LIST OF TABLES

Table No. Title Page No.

Table 3. 1 Population of the Study .............................................................................. 66

Table 3. 2 Sampling of the Study ................................................................................ 68

Table 3. 3 Alpha Reliability of Instrument ................................................................. 76

Table 3. 4 Alpha Reliability of Instrument Factor ...................................................... 76

Table 4. 1 Age Wise Information of Data ................................................................... 80

Table 4. 2 Gender Wise Information of Data .............................................................. 81

Table 4. 3 Institution Wise Information of Data ......................................................... 82

Table 4. 4 Program Wise Information of Data ............................................................ 83

Table 4. 5 Semester Wise Information of Data ........................................................... 84

Table 4. 6 CGPA Wise Information of Data ............................................................... 85

Table 4. 7 Descriptive Statistics of Problems Faced by the Researcher during

Conducting their Research. ...................................................................... 86

Table 4. 8 Descriptive Statistics of Contextual Problems regarding Supervisors,

Researchers, and Administration .............................................................. 88

Table 4. 9 Descriptive Statistics of Ethical Challenges regarding Supervisors, Peer

Fellows and Administration ..................................................................... 94

Table 4. 10 Descriptive Statistics of Poor Coordination regarding Supervisor, Student

Researcher and Administration ................................................................ 98

Table 4. 11 Age Wise Comparison of Students Perception Regarding Problems Faced

by The Researcher During Conducting Their Research ......................... 100

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Table 4. 12 Post hoc test of age Wise Comparison of Students Perception Regarding

Problems Faced by The Researcher during Conducting Their Research

................................................................................................................ 102

Table 4. 13 Institution Wise Comparison of Students Perception Regarding Problems

Faced by The Researcher During Conducting Their Research .............. 105

Table 4. 14 Gender Wise Comparison of Students Perception Regarding Problems

Faced by The Researcher During Conducting Their Research .............. 108

Table 4. 15 Program Wise Comparison of Students Perception Regarding Problems

Faced by The Researcher During Conducting Their Research .............. 111

Table 4. 16 Post hoc test of program Wise Comparison of Students Perception

Regarding Problems Faced by the Researcher during Conducting Their

Research ................................................................................................. 112

Table 4. 17 Semester Wise Comparison of Students Perception Regarding Problems

Faced by the Researcher during Conducting Their Research ................ 115

Table 4. 18 CGPA Wise Comparison of Students Perception Regarding Problems

Faced by the Researcher during Conducting Their Research ................ 118

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LIST OF FIGURES

Figure 3. 1: Trianglation Design ................................................................................. 65

Figure 3. 2 Triangulation Design- Validating Quantitate Data Model. ...................... 65

Figure 3. 3 Sampling Frame of the Study ................................................................... 69

Figure 3. 4 Conceptual Framework of the Study ........................................................ 72

Figure 3. 5 Factors and Sub factors of the study......................................................... 74

Figure 4. 1 Themes of the Data ................................................................................. 120

Figure 4. 2 Hierarchy of Initial Problem Faced by Students Regarding Supervisor 121

Figure 4. 3 Hierarchy of Support Provided by University ........................................ 126

Figure 4. 4 Hierarchy of Manage Research Expenditure .......................................... 129

Figure 4. 5 Hierarchy of Peer Supports Improve Research Work ............................ 131

Figure 4. 6 Hierarchy of Skills Deficiencies That Keep the Research from

Progressing .......................................................................................... 133

Figure 4. 7 Hierarchy of Suggestion for Future ........................................................ 135

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LIST OF ABBREVIATIONS

R&D Research and Development

UNDP United Nation Development Programme
SAARC South Asian Association for Regional Cooperation
GDP Gross Domestic Product
ICT Information and Communication and Technology
HEC Higher Education Commission
PhD Doctor of Philosophy
M.PHIL Masters of Philosophy
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LIST OF APPENDICES

Appendix No. Title Page No.

APPENDIX-A QUESTIONNAIRE
APPENDIX-B INTERVIEW PROTOCOL QUESTIONS
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CHAPTER 1

INTRODUCTION

Research work is an important part at degree level. As it is an organized and prearranged

analysis carried out to provide information for solving problems. Research helps to

contribute on generalize the knowledge. The act of investigating a subject of interest in

order to learn more about it and gain a better understanding of it is known as research.

They make sure the study they do meets the requirements of their target audience.

In Pakistani universities, the researcher will encounter many difficulties while

conducting their research. Researchers discovered contextual issues that could have an

impact on their study, including poor coordination, ethical dilemmas, and the

perception of family support.

During the research, research-students face different difficulties regarding the

contextual problems that include the identification of research-able issues and

construction of titles, workload of the supervisor, and lack of institutional resource

which comprises access and update of the libraries. Improper and unstructured

educational climate in which the task and respect of individuals are not clearly defined.

Difficulty of browsing publication and a big gap between supervisors and students

expectations and the current situation. It may figure out the as poor coordination that is

more conflicting between teacher advisor and the student supervisor. Researcher’s

financial issues and incapable communication may also unfavorably distress their study

and the other complexities regarding the family support also upset the flow of inquiry.

Student researchers consider a variety of factors while choosing a supervisor,

including the supervisor's institutional support and other factors. Lessing & Schulz,

2003 research students encounter numerous challenges, including selection of the

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appropriate topic, research design, and data collection and presenting the data in the

form of reports. Most of the research studies has been done in other countries regarding

this issue. According to Ekpoh, 2016 research students in Nigeria have to take a very

long time period in order to complete their research degrees. Additionally, most of the

students who enroll in graduate and postgraduate programs hold jobs. Due to lack of

resources students have to do a full time job with their research work.

Igun argued in 2010, University students in Pakistan begin their research after

finishing their coursework and successfully passing the comprehensive exam. During

this stage of their degree program, students select a topic of their choice under the

guidance of their supervisors, make a strategy plan for research, and finish their work

by taking the accessibility of the population into consideration (Komba S. C., 2016).

According to Duze (2010), postgraduate students encounter a variety of challenges

when finishing their theses, including financial difficulties, issues with their

supervisors' lack of cooperation, challenges with the university's administration,

family- and work-related problems, and other challenges with the thesis writing process

(Ekpoh, 2016).

Building upon a flow of Inquiry, there is a very less quantitative work has been

done in the previous studies. And having no statistical base of analysis proposed.

Practical solutions that deviate in this type of research is not completely be covered in

the past researches neither experienced by the researchers or any of the factor included.

None of the previous research proposed any practical mechanism solution of the

problems faced by the researchers during study. The large percentage of the previous

researches have not clearly generalize the results on the selected population.
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The utmost purpose of this study is to identify the problems faced by the

research students during their research. While the challenges have been divided into

three major factors such as contextual problems, ethical challenges and poor

coordination. This study also identify the sub factors including topic selection,

construction of the title, financial issues, lack of resources and big gap between

supervisors and students expectations and current situation. This study also encloses

the effect of the poor coordination between the student researcher and the teacher

advisor. Insight the issues regarding the institutional support and its accurate measures.

Explore the student’s observation regarding family support (single or married) that

affects scholars during the study. This study will eventually recommend the practical

mechanism of the solutions that researchers face during their research work

1.1 Statement of the Problem

While conducting a research at University level, student researcher faces a lot of

challenges regarding their study. During this period, not only the selection of supervisor

is crucial for research students but also selection of their topic, and the support

regarding their supervisors, financial issues and insight regarding the family support

either married or single and institutional sustenance affect their research. Research

students often surface the difficulty regarding the browsing publications as well.

However, workload of the supervisor may constraint the approach and frequent

feedback to the students. The purpose of this mix-method study is to investigate those

factors that rigorously affect the student’s research. Data will be collected through

questionnaire and the results will be analyzed. And the interviews will be conducted to

collect the data and analyzed at the same time. Then both the data sets will merge and

be interpreted together. The justification for using both quantitative and qualitative data

will help to understand the research problem.

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1.2 Objective of the study

1. To identify the problems faced by the research students while conducting their

research.

2. To recommend practical mechanism solution of the factors that adversely

affect the researchers.

1.3 Hypothesis

HΟ1: There is no significant difference between age wise perspectives of the research

student’s difficulties faced by them during research work completion.

HΟ2: There is no significant difference between public and private university

students’ perspectives regarding difficulties faced by research students while

conducting research.

HO3: There is no significance difference between the opinion of male and female of

public sector universities about different barriers in their research at university

level.

HO4: There is no difference between the assumptions of the respondents of History,

Education and English Literature department.

Ho5: There is no significance difference between semester wise opinions of students

about different barriers in their research at university level.

1.4 Significance of the study

This investigation is conducted for some purpose. The findings of this study will

be of great assistance to those who encounter multiple challenges when conducting

research. The most recent findings will mostly benefit research students, as they will

enable them to apply concrete solutions to their problems and the barriers they will face
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while conducting research. This study will bring out the difficulties that student

researchers deal with during their research. The majority of issues have been argued

over, but a few issues remain unresolved, despite the fact that they represent significant

obstacles to conducting the research. Differences in expectations between the two

parties, communication issues, different ways of conducting the supervisory process,

and how the two parties perceive the supervisory process as a whole increase It is very

necessary to conduct this type of study as mostly research students face the tragedies

while having research procedure. The inoperative behavior of the supervisor may lead

to sever mentally disturbance among the students. The facilities that often the institution

failed to provide is the major cause of the delaying research projects and it leaves the

research work behind badly and all. This study will provide a great guidance to

researchers who often feel their selves insecure while conducting the research. The

difficulties may not only include the administrational problems but also the personal

problems that may affect the students mentally. In 2009, Bocar discovered that

academic institutes' engagement with students is necessary for research students'

expeditious thesis completion. Personal issues, as well as issues with time management

and stress management, have proven to be a source of disturbance for students. While

these issues directly represent some of the most important challenges encountered by

researchers from the beginning to the end of the thesis in an uninterrupted manner. And

the majority of students found the work difficult to complete. This will also include an

intense impression of the students who manage the residence and collaborate on the

study. As it is a great challenge for all of the researchers to cope with the situations.

Typically, this issue is the most significant barrier in research, disrupting the

researchers' work in a variety of ways. Administrators, including instructor supervisors,

lack those resources that are insufficient in libraries, and the college administration has
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failed to provide them all at once to improve research facilities. Insufficient

coordination between leaders has a negative impact on the work and causes anxiety in

the students, who then feel miserable and lack the ability to advance in their studies.

This is going to make it possible to build techniques for instruction that would lessen

the challenges that student-researchers experience while pursuing their academic goals.

As it is very important for the administration to have a proper strategic plan while

conducting the research. Only the guidance process is not necessary in this regard

proper seminars and trainings should be given to researchers. According to Bocar 2009,

a researcher may face a lot of challenges while implementing their knowledge, their

commitment with work, expertise in communication management, and the hardship

they endured while conducting research. It also includes the institutional factors which

includes the guidance of the senior fellows in addition to research supervisor and the

method that was used in multidisciplinary research projects. This investigation will be

beneficial to student researchers since it will provide them with solutions to issues they

have while conducting their research that can be implemented immediately. This type

of investigation plays a very crucial role while encountering the problems that make the

researchers less confident. The suggestions that is going to be a part of this research

will help the researchers, supervisors and adminitration to motivate their methods and

techniques of research. As a result of this study, a practical mechanism will prove

successful in lessen the difficulties faced by the researchers , faculty members will have

a better understanding of what kinds of direction they may offer to student researchers

in order to make them feel as though the job they do is contributing to something of

value.
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1.5 Operational Definitions

Research proposal -- is a concentrating plan of research which is prepared before the

study begin.

Researchers -- a person who conducts an academic or scientific research

Factors – any fact or situation that makes a contribution in outcomes

1.6 Limitations of the study

 Due to time management constraints, this study only collected data from three

departments. If there was additional time, the research may be expanded to

include additional university departments.

 Due to restricted resources, this study limited itself to student researchers only

from universities. Apart from that, data might be gathered from research

supervisors and the members involved in the administration.

1.7 Procedure of the Study

Nature Mix Method

Triangulation Design- Validating Quantitative Approach

Population Research Students of BS, M.Phil. & PhD from the department
of History, English and Education of public and Private
Universities of Lahore.

Sampling Stratified Sampling Technique

Technique

Instrument Questionnaire and Semi-Structured Interviews.

Data Analysis SPSS for Quantitative data

Software
NVIVO for Qualitative data
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CHAPTER 2

LITERATURE REVIEW

This chapter's main goal is to provide an overview of the literature that is currently

accessible on higher education, research, and national research culture. It also identifies

issues with performing research at the university level globally, but especially in

Pakistan. In the world of full competition, research work is an essential factor at the

degree level. Because it is a planned and systematic analysis that provides knowledge

for the unresolved issues as well. Research makes a big contribution to knowledge

overall. However education plays a vital role in the growth of the country in overall

aspects its significance cannot be modest. Through supporting the nation's research

institutes, the Higher Education Commission of Pakistan actively promotes higher

education. However, there are several challenges that researchers must overcome

during the study process, which has an impact on university-level research. The

researcher came to the conclusion that there are numerous problems or troubles that

directly affect the research an the factors related to it such as administrative, financial,

social, personal, and societal ones after revising numerous studies that have already

been undertaken internationally in the sector. The literature study presented here makes

an effort to categorize the challenges and evaluate their effects on the research process.

In the form of a thesis or paper, university research students conduct their

worthy researches under the supervision of the allotted supervisors. The academics'

original effort is represented by this productive study project. They effort to finish it

while using their full strongest thinking abilities to document it (Smith & Krathwohl,

2005). As a result of being capable to select a topic for study, offer it a suitable title,

and afterwards conduct their own research. Research scholar may benefit their selves
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by using all of their procedures methods and critical thinking. Thesis is the full

reflection of student’s knowledge and its intelligence (Matin & Khan, 2017).

According to Neville (2007), research is the most a vital element of any

programme or degree because it teaches students self-reliance and independence.

Additionally, research provides students with the opportunity to embrace, define,

understand and learn new facets of a topic of interest. According to Pandey and Mishra,

2015 the term Research consists of two components. It symbolizes the start of a quest.

The term "research" then refers to inquiry or the discovery of new ideas or concepts.

Another definition of research is the systematic and logical pursuit for the appropriate

knowledge on any particular topic. According to Rajasekar, Philominathan, &

Chinnathambi, 2013 "Research is a process of investigation and discovery; it is

efficient, regular, and acceptable; research helps in addressing the problems of everyday

living and improving knowledge," explains Neville (2007, p. 1). Documentation,

discovery, interpretation, and the research and development (R&D) of new techniques

and organizational frameworks are the main goals of research. According to American

sociologist Earl Robert Babbie, research is a thorough endeavor which seeks to explain,

expect, and manage the phenomenon being researched. In addition to making sure that

the research satisfies the needs of the audience in solving their respective problems,

research is the actual process by which a student works on a topic. As a result,

researchers in Pakistani universities face numerous obstacles. Researchers discovered

contextual issues, which we may say are the initial issues that researchers face from the

selection of the supervisor to the conclusion. Universities are either private or public.

Such as ineffective coordination, moral approaches, and how they think of familial

support, which may have an influence on their studies.

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2.1 Higher Education and its Importance

The stage of education that starts after twelve (12) years of schooling is known

as higher education. This duration is very critical for the students to enhance their

intellectual abilities to cope up with the mental complexities and these are the

complexities that helps the students to play or prepare as a leader, higher education

furnishes to the understandings in students intellectuals. This is also very important to

develop the basics of the knowledge, which equips them for effective leadership roles.

Higher education tend to train the mental capabilities of students and sharpen their

talents Higher education is not an assurance to success, and students must put in

considerable effort on their own to succeed (Hamid, 2004).

Higher education used to be beheld as a path to wisdom and the detection of

interest. It has never been employed as a tool to promote a country's economic health.

According to North (1997), higher education is all about expanding human resources.

In commercial nations, universities serve as the primary source of information,

concepts, and creativity. Universities today are the driving force behind innovation in

the disciplines of science and technology. The development of high level experts is

essential for a nation's socioeconomic development. One cannot deny the importance

of higher education in light of the world's rapid development. It covers the

socioeconomic and cultural backgrounds of different communities. In fact, it is to blame

for the global expansion of universities and other institutions of higher learning.

The potential skills of our population make up a nation's national effects, and

our socioeconomic development is closely related to them. This advocates for providing

equal opportunity for all citizens, regardless of gender, to advance their financial and

social standing, which can be accomplished by pursuing the higher education.

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Baqi, 2009 claims that the higher education is the one of the important aspect of the

development of every society. It helps the advancement of the nation. When figuring

out the rate of a country's development, we rate the number of universities, the level of

education, the teaching space, the capability of the research students, the total annual

production of publications, and the whole research journals published by universities

with high impact factors. Higher education helps or facilitated to build up the accurate

ideologies, teaching methods and leadership among the students and faculty. It activates

the humor of society and conditions, whether they are positive or negative. No one can

deny that a country's socioeconomic status can be determined by its level of higher

education. In a nutshell, the gaps between the developed and under developed countries

is due to the affordability of Higher Education services (World Bank, 2009).

2.2 Higher Education in Pakistan

Pakistan’s Higher Education combines all subjects studied beyond grade 12, which

corresponds to pupils aged 17 to 23. (USAID, 2008). In Pakistan, universities are

frequently divided into professional and general universities. General universities offer

education in a variety of fields, which includes Mathematical studies, in addition to

those in the arts or the humanities, the social and natural sciences, the health sciences,

and the earth sciences.

Many of the colleges (Public or Private) are affiliated with the universities also

offers the Higher Education. Although the simple fact that each of those colleges

receives funding and administration from its own Federating Unit, all of them are

however bound by law to the curricula of their associated universities. These

establishments have been grown across the country. Some of the colleges cannot award

degrees to their graduates. Higher Education Commission has authorized universities

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and other colleges and universities to grant degrees in a variety of fields. To satisfy the

demand for higher education throughout the nation, universities establish campuses in

remote areas. The academic standards of the primary university are applied to the

curricula of these campuses. These campuses adhere to the same regulations,

procedures, and tuition rates that are authorized and in effect at the main campus (HEC,

2013).

University of the Punjab is the only institution that offers higher education in the

public sector. According to (Issani & Virk, 2005), the Sindh University in Jamshoro

was founded in 1947. Quaid e Azam, the nation's creator, convened an educational

conference one month after the country's beginning to end, demonstrating his fervent

support for the advancement of education. Government of Pakistan, 1947). He stated

strongly that the next generation must receive a quality education in order to have a

prosperous future (Government of Pakistan, 1947). In line with Quaid e Azam's sage

advice, every government has worked diligently to improve the quality of education in

the nation. National Educational Policy 1970, 1972,1979,1992,1998 and 2009 are

among the policies that have been constructed to strengthen the education system. In

adding to these policies, many of the commissions and task forces, such as the Mission

Force on Improving Higher Education in Pakistan, 2002 and the Strategic Plan 2001–

2004, were reputable and issued reports (Government of Pakistan, 2007). Sadly, their

efforts were fruitless because the foundation was based on unrealistic goals Boston

Group, 2001. The 2007-2008 UNDP Human Development Report highlights the

precarious condition of higher education. It indicates that, among members of the South

Asian Organization for Regional Cooperation, Pakistan's enrollment rate in higher

education is only exceeded by Sikkim and Bhutan (SAARC). Most of the developed

countries like Singapore 35.2%, Japan 30.4%, and Hong Kong 27.2% all have higher
 13

enrollment rates in higher education than Pakistan (2.6%). Pakistan trails behind its

neighbors such as Iran 12.2% and India 6.0% in terms of enrollment in the higher

education degree. This situation is exacerbated by Pakistan's annual financing of higher

education, which is less than two percent of GDP, which is less than all but ten other

countries worldwide (UNDP, 2007).

2.3 Significance of research at University Level

The ultimate purpose of the institution is to broadcast the awareness to the

general public. Universities are the best source of authentic information in a variety of

segments. According to Badat 2009, universities have to perform three important roles

in the society development including the construction of new knowledge, utilize the

information to support the community. And developing systems for community

teamwork and engagement. Sommer, 1996 resists that scientific research is the

fundamental source for the economy power of any country. The survey shows that

economists truly believe that a research-friendly climate improves the country's

economic and social condition and it progress. The advancement of research has a

remarkable impact on a nation strength Li et al. (2008). Throughout the world,

universities are known as center of knowledge production. It proves the importance of

national and international research supplier. University education has had a profound

impact on the lives of its students. They claim that research helps us to solve practical

problems and improves the material of advancement through modern technology, while

on the other hand it develops the basic and fundamental ideologies that enhance the

human understanding in the academic field.

 14

2.4 Research in Pakistani Universities

The Report of the Committee on National Education, 1959 claims that

professors in our universities don't pay much attention to research work. In its 1975

report clearly depicts that the University Grants Commission found that the progress of

the research in Pakistani Universities was getting much worse. Numerous professors do

not take part in the research activities. We lacked this type of education that keeps things

the same because colleges have not been much developed in research activities. It

creates the hurdles in the research line so and stops the people to come up with new

ideologies. Although the modern research tools are not enough in the universities.

When a university is only seen as a place to teach and has no room for study, it stops

being an academic institution. One of the main reasons why Pakistan's educational

strategies didn't work was that they didn't understand how study and academic training

work together at the university level. The National Education Policy of Pakistan (1998-

2010) says that universities in Pakistan don't do as much study as they should. So, the

universities of Pakistan are unable to compete with the rest of world’s universities.

Same as the Pakistani colleges are unable to meet the standards set by the rest of the

world. Studies have shown that the quality of research at universities in Pakistan is

terrible. Ali and Kohun (2007) say that the number of PhDs made each year is not very

high as the rest of the countries.

2.5 The state of Research at Pakistani Universities

Universities must establish a robust research culture if they are to contribute to

the economic growth of a nation. According to a growing international movement

(Salmi, 2009; Altbach, 2007, 2013), universities must be research-based institutions.

Universities must improve the integrity of their research programmed (Tilak, 2002).
 15

In light of the significance of research of the highest caliber, a number of developing

countries are investing in the construction of the higher education institutions. The

services in Malaysia are making remarkable progresses towards establishing a

knowledge-based economy (Symaco, 2012). By instituting reforms in its higher

education institutions, Pakistan follows in the footsteps of other developing countries.

Research is being prioritized in order to develop the economy and transform society

into one based on knowledge in order to strive in the Global Economy.

Universities are pragmatic as research-based institutions dedicated to generating

and publishing facts in a variety of subject areas. In order to accomplish the world class

teaching and research areas, they must have to equipped their libraries and research

tools in a modern requirement, facilities related to ICT, and other infrastructures to

international standards (Altbach, 2007). To obtain advantages and promote economic

success, these colleges should expand their research initiatives and forge ties with the

scientific community on the cutting edge. World-class institutions have graduates that

are in high demand, an effective governance system, a robust academic foundation, and

technological transfer mechanisms, all of which ultimately result in a strong faculty and

student body. If universities are to contribute to the economic growth of a nation, they

must establish a robust research culture initially. According to an increasing global

trends, universities must be research-focused institutions. (Tilak, 2002)

Regrettably, the majority of establishments in developing nations lack the

necessary components to qualify as leading research institutions. Although, there is no

any such doubts that the universities all around the world are facing a lot of hurdles and

challenges in the domain of research, such as a lack of funding, a poor research culture,

troubling accountability and independence, and market-driven research, but these issues

are most prevalent in developing nations (Altbach, 2007). According to a study,

 16

Pakistani universities face a number of challenges, including academic autonomy,

inadequate funding, inadequate infrastructure (such as libraries and labs), inadequate

ICT facilities, and poor quality assurance, a lack of a strong research cultural

backgrounds, and inadequate leadership and management.

Upon the establishment of Punjab University, two significant groups with

divergent perspectives on the institution's goals emerged:

a) Orientalist academics and Punjabi intellectuals; and

b) British authorities and Colonialists.

The former believed it served as a hub for the production and dissemination of

vernacular knowledge, while the latter believed it would teach university courses in

English and must produce civil servants for the East India Company (Mathr 1968, Singh

1993 & Muborakshoeva, 2013). Both Orientalists and local intelligentsia were

champion. Initially, the university established with the main goal of advancing

knowledge and nurturing a study-friendly environment through seminars and

conferences. However, as a result of political considerations on the subcontinent, the

university's original mission was subsequently changed to one of education. During the

1950s and 1970s, additional institutions were established in Karachi, Punjab, and Sindh

to fulfil the comparable goals of the lately formed State of Pakistan (Akhtar, 1977).

It was a fact that none of the newly founded institutions minimized the

importance of research, which remained central to their mission and vision. These

universities placed a high value on research, which is why they have generated a large

number of Nobel Prize winners (Muborakshoeva, 2013). Pakistan's Higher Education

Commission exerts significant effort to promote national research. In the following

section, we highlight the steps implemented by HEC to promote Pakistan’s research.

 17

The importance of research is also secured to the improvement of society as a

whole, particularly in terms of how broadly it is accepted, and it all depends on literacy

rates. Faculty and students typically give less attention to or are unaware for the

significance of research. Majority of wealthy parents do not wish to enroll their

daughters in higher education or partake in research activities, whereas the majority of

average parents cannot afford to the Higher Education so, they become unaware of the

benefits of research and its impediments.

2.6 Major barriers of research in Pakistan

Universities of the Pakistan are working their best for the progress of the

research cultures and have a firm support to the national economy, but they are run into

a variety of significant problems, which will be addressed during the part that follows.

2.7 Research promotion funding

Higher education funding has been a problem in Pakistan for a long time, as

stated by Isani and Virk (2005). The Higher Education Commission (HEC) exerted

pressure on the previous administration and donor organizations under the guidance of

Dr. Atta Ur Rehaman to provide sizable grants for enhancing research-related activities.

As a consequence, a substantial budgetary allocation as well as funds from various

donor organizations were made available, thereby improving scientific research

operations (HEC, 2011). In developing nations, it is problematic that funds designated

for one area may be used in another, or even misapplied, by dishonest government

officials. The same situation happened by HEC when funds were not utilized correctly.

Yet on the other, the country's political and economic problems compelled successive

administrations to restrict the flow of funding. Nonetheless, research reveals that even

during the 2000s to 2006, when large sums of money were available, they were diverted
 18

because they were spent on unneeded expansions that includes tenured professor

salaries and ineffective partnerships with foreign universities Hoodhbouy (2010).

Former chairman of HEC, Dr. Javed Ahmad Laghari defended the use of the funds by

stating that they were used wisely by effectively management of funds, achieving

equitable development, and focusing on high-quality research. In recent years,

however, things have slowed greatly, and candidates who have received international

scholarships claim that their host institutions are demanding payment of their tuition

fees later than anticipated (HEC, 2011). It was observed that HEC responded slowly to

scholarship applications from students. In 2014, a significant amount of the 674

research proposals submitted between 2013 and 2014 were still being processed. This

demonstrates how slowly issues are resolved, which fosters mistrust among faculty

members.

2.7.1 Absence of Scientific Training:

The investigation lacks an organized approach. Numerous scientists conduct

research without having a firm grasp of research methodology. Even the guides do not

completely comprehend the various techniques. Before initiating research initiatives,

researchers must be well-versed in all methodological components.

2.7.2 Absence of contact with the supervisors

A university professor has a packed agenda. It is essential to have a plan when

conducting research. Ineffective communication obstructs the progress of research. If

you have queries about your research topic, want to know what is expected of you, or

just want to learn more about it, it is vital that you contact your supervisor.
 19

2.7.3 Time Management

Learning the skills in depth and putting them into practice requires a sizable

amount of time. In such a context, it becomes impossible to dedicate sufficient time to

conducting in-depth investigation and writing a high-quality research paper.

2.7.4 Lack of a Fixed Deadline

Meeting due dates can be challenging. However, the lack of a deadline may be

problematic for doctoral candidates. You make progress towards your goals by meeting

deadlines. Universities frequently fail to establish a deadline for the submission of

research papers, resulting in student uncertainty and poor time management.

Numerous works of literature managing the volume of literature that one has

accessed can be difficult. Iteratively reviewing the literature. This requires organizing

the literature, obtaining access to information that supports the conceptual framework

of the research, identifying keywords and synonyms, and searching interminable for

new sources.

2.7.5 Numerous Books

Managing the quantity of content a user has accessed could be difficult.

Iteratively reviewing the literature. This requires organizing the literature, obtaining

access to information that supports the conceptual framework of the research,

identifying keywords and synonyms, and searching continuously for new sources.

Effective use of language in the literature review: A literature review should

consist of more than a list of citations and references. You must be able to critically

evaluate the literature and place it within the context of your research. This requires

careful consideration and analysis, as well as writing that synthesizes and compiles the

information you have read.

 20

A dearth of information could potentially be problematic. The majority of

businesses believe that the information they have provided could be abused by

researchers. This impacts the objectives of research initiatives, for which specific data

may be crucial.

It is normal to be concerned that your focus is either too narrow or too broad.

Be willing to modify your investigation as you peruse the materials. For the research to

be manageable, it may be necessary to either narrow its focus or broaden its scope. A

broad research topic can be narrowed by incorporating a relevant context, searching for

another variable within the study subject, or focusing on a theoretical perspective.

2.7.6 Lack of Assurance

Lack of assurance is one of the most common problems encountered by

researchers. Researchers who lack self-confidence are less motivated, resulting in

inferior work.

2.7.7 Library Management

In a number of universities, both the management and operation of the libraries

are deficient. It takes a great deal of time and effort to locate an appropriate book,

journals, reports, etc. Further, many libraries have difficulty gaining duplicates of recent

papers and other publications in a timely manner.

Research necessitates prompt action by the relevant government authorities or

personnel in order to convert these hurdles into major chances.

The research students encounter a variety of challenges during this time,

including those related to choosing a supervisor, a topic, and institutional and

supervisory support. Students encounter a number of challenges, including choosing an

 21

appropriate research strategy and gathering and presenting data in the form of reports

(Lessing & Schulz, 2003). Students face numerous obstacles when composing their

report work at the last portion of the research process (Huang, 2010). While selecting a

supervisor, student researchers take into account a range of issues, including the

supervisor's institutional support and other factors. They face a variety of difficulties,

including as selecting the best research methodology and gathering and presenting data

in the form of reports (Lessing & Schulz, 2003). The majority of the study on this topic

has been conducted outside of California. For instance, according to Ekpoh (2016),

postgraduate degree completion times are lengthier in Nigeria due to the difficulties

students face when writing their theses. In addition, most students who enroll in

graduate and postgraduate degrees are employed that they combine working a full-time

job with studying because of their limited means. Igun argued in 2010 after they had

finished their coursework and passed the final exam. In this phase of the degree

programed, students choose a research topic with guidance from their research

supervisor, develop a study plan, and conduct their research while considering the

population's accessibility (Komba S. C., 2016). According to Duze (2010), there are

many obstacles that postgraduate students must overcome in order to complete their

theses. These include financial difficulties, problems with their supervisors' lack of

cooperation, issues with the university's administration, problems at home and at work,

and other difficulties with the thesis writing process (Ekpoh, 2016).

While investigating on their doctoral theses and graduate students and their

advisors encounter a number of impediments E. Holdaway, 1995 only represent a few

of the global research studies conducted on these areas of study. These studies show

that the issues primarily relate to the students' ability to comprehend the research project

and all of its components clearly.

 22

2.8 Barriers Affecting the Research

Graduate students and their advisors face a variety of obstacles when concluding

their thesis (Duze, 2010) are just a few of the numerous researchers who have studied

similar problems around the globe. These studies demonstrate that a student's inability

to comprehend the study project and all of its components is the major cause for the

majority of problems.

2.9 Selection for the Research Topic

Given their meagre resources one of the key elements in the effective

completion of research projects for master's and doctorate degrees is the choice of

research topic. Students spent a lot of time looking for a solid research topic. Sometimes

it manifests as a phobia. Several tactics are used to achieve this goal, including going

to the library and asking professors and senior fellows for assistance. Few still choose

duplicate themes, though. Preference is given to selecting a problem that has already

been studied in a local or global setting (as observed personally, discussion with

national and international teachers). So, it is necessary to pinpoint the variables that

affect the choice of a research topic.

The growth of a research endeavour that adds to the body of knowledge depends

in large part on the research idea (Poock, & Love, 2001). The three most common

sources for generating research ideas are believed to be personal experience,

observation, and book reviews. The advisor's knowledge and area of specialization,

financial and time restraints, together with personal considerations, are a few more

variables that may affect working in a particular profession. The quality of the

research's findings is eventually affected to some degree by all the variables that can
 23

affect the choice of a topic. Therefore, it is important to pinpoint the variables that have

the most impact on students' topic selections in an indigenous environment.

The choice of a study topic is based on a variety of variables. One of the greatest

ways to choose a study topic, for instance, is to give a presentation at or take part in a

conference on the issue. Reading research articles in the relevant topic also provides

useful information for identifying research ideas (Todd, 2004). For experts, regular

classroom observations and experiences can sometimes be a basis for choosing a

research topic (Celia, 2008). Such factors include the availability of study resources,

accessibility, time constraints, and results of earlier investigations (Yalçn, Bekta,

Ztekin, & Karada, 2016). A thorough literature study was conducted to discover a long

list of factors that affect the choice of research topics. The factors discovered by the

literature review are briefly described below; a. Sensation of ease: The availability of

reference resources should be taken into account while selecting a thesis or dissertation

research topic. This suggests that students must first determine if they can locate enough

data and topics that are closely related to support their study objectives. Students must

be aware of prior research that has been done in order to uncover knowledge gaps in

their respective fields and produce something original or unique.

Students will be able to develop a final topic once they realize how these holes

can be effectively filled (Peters, 1997). During the way, students should complete the

necessary coursework and produce research papers for classes that could ultimately

serve as crucial parts of their thesis or dissertation; b. Area for advisors: Accepting a

topic recommended by a faculty advisor can make life easier for students because they

will have the support of their advisors directly and will not have to spend as much time

looking for the right topic. The more closely a student's research relates to their advisers'

area of expertise, the more useful their recommendations will be to the student. Students
 24

who stayed close to their mentors typically finished earlier than independent pupils

(Churchill, & Sanders, 2007) Future development: The research study's future

possibilities are one of the most important considerations when choosing a research

topic. The choice of topic for doctorate students who enrolled in doctoral studies for

professional and career improvement is in line with their overarching goal. A significant

factor in the choice of a research topic is the likelihood of growth in the field in the

years to come (Oplatka, 2009); d. creativity: the desire to address a challenge or offer a

novel framework occasionally plays a role in this decision; and e. current trends:

Another factor that is important to researchers when planning their studies is the need

to consider how their field of study is evolving. Instead of importing economic

concepts, research should examine local education policies, how they affect learning,

instruction, and leadership, and how they play a role in implementation (Karada,

2009a); f. Literature review: In general, educational researchers rely on prior research

to establish conceptual and theoretical frameworks and to execute qualitative and

quantitative literature reviews, such as content analyses and meta-analyses (Ormrod,

2008b; Useem, 1997). The research topic or problem needs to justify the students' time.

It is essential to select a topic that stimulates additional research (Olalere, De Iulio,

Aldarbag, & Erdener, 2014). Professionals in the field of research advise students to

select a topic in which they are either educated or intensely interested and have had

sufficient time to become an authority.

2.10 Supervisory Barriers

Generally, educational researchers rely on prior research to develop conceptual

and theoretical frameworks and conduct quantitative as well as qualitative literature

evaluations, such as content analyses and meta-analyses (Ormrod, 2008b; Useem,

1997). The research question or topic must be worthy of the students' time. It is essential
 25

to choose a topic that inspires further study (Olalere, De Iulio, Aldarbag, & Erdener,

2014). Professionals in the field of research propose that students choose a topic in

which they are either experienced or intensely interested and in which they have had

sufficient time to become a recognized expert.

A researcher's skills may also serve them well in managerial positions. Since

research and education are held to be mutually beneficial, "the good researcher is a

good teacher" follows as a natural corollary. Barnett, R. (1992). Because of the direct

connection between research and education, improving one immediately benefits the

other. Academics frequently put themselves in the shoes of students when conducting

research, a strategy that assists them learn more. Instructors may get involved in

research projects that expand their expertise, inspire new pedagogical initiatives, and

strengthen organization.

An important part of a student's academic experience is handled by their line

manager. As a result, it's important for both sides to establish a warm relationship with

one another (Bair & Hawath, 2004). Stewart, & Robert (2008) state that the purpose of

research supervision is to provide emotional and technical support, as well as

mentorship, to PhD students. The global success of PhD programmes is significantly

dependent on the quality of research supervision (Latona & Browne, 2001). Effective

supervision requires that the supervisee and supervisor have positive relationships.

According to a 2006 study by Armitage, there is a pressing requirement for

appropriate supervision of research activities from the very beginning to the conclusion

of the thesis completion phase, as students face a number of obstacles during this time.

One's capacity to successfully complete a research programmer heavily depends on

supervision. It is a two-way participatory technique that requires both the pupil and the
 26

instructor to maintain a level of respect. Supervision, such an intricate social activity,

necessitates the collaboration of two individuals with vastly divergent interests.

(Norhasni et al., 2011) If research efforts are to continue to provide fruitful results it is

crucial that all of these competing demands be followed in an equitable and equal way.

2.11 Student-Supervisor relationship

Several aspects of the mentor-mentee dynamic have been the subject of research

(Mosses, 1984). Differences in expectations between the two parties, communication

issues, different ways of conducting the supervisory process, and how the two parties

perceive the supervisory process as a whole increase. McCormack (2004) found this in

his study. I see research from a unique perspective. As a result, the timely completion

of research projects may be hindered. Supervisors are encouraged to create written

expectations that should be reviewed frequently during the study period. Anderson,

Day, and McLaughlin (2006) argue that supervisors, in their capacity as supervisors,

develop the qualities of self-confidence and independence in their supervised subjects

and help research scholars meet and maintain established academic standards. He points

out that he believes there is a need to support to this end, supervisors must align their

scientific activities with the standards of the research community. According to Grant

(2003), strong partnerships between mentors and students are essential to advancing

research efforts.

Vikinas (2002) outlined her two responsibilities as a supervisor in the research

process. The first is the providing role, which helps students to manage their research

activities, and the second is the oversight role, in which supervisors provide feedback

and remarks the progress of scientists throughout the research process. Evaluate

effectively. According to Bitchener & Baturkmen (2006), one of the difficulties faced
 27

by research scientists is the deliberate effort of supervisors to withhold from scientists

important information related to the completion of research. Alkylina (2007) suggested

including scientists in small research groups to support their research efforts and avoid

isolation. Loneliness often causes supervisors to overlook the difficulties supervisors

encounter in conducting research. Small group meetings should be held to discuss these

types of issues so that researchers can communicate and resolve issues safely and

spontaneously. A constant communication and understanding gap between caregivers

can bog down the research process. According to Dong (1998), there was disagreement

among supervisors about the amount of scientific support fellows received during their

research projects. During her research, she found that students were dissatisfied with

the support they received from their mentors. The expectations of students need to be

made clear from the beginning of a research project, and the scholarship recipients

should inform students to what extent their academic advisors can assist them during

their research activities. Drennan & Clarke (2009) discussed an effective supervisory

role and recommended certain key actions for supervisors to take, including:

According to Drennan and Clarke (2009), supervisors should be aware of the

expectations placed on them by research researchers and should provide the supervisee

with advance instruction in this area.

The supervisor's duty is to provide the student with advise on management of

projects (quality control), mentorship (direction), and, if necessary (pastoral role)

psychological and emotional aid during the study process (Mouton, 2001)). Supervisor

should make a worthy concern about the work of the student researchers in the selection

of the topic, aid them in various aspects of the study as well and give reliable remarks

on their research work. (1993; Cone and Foster) A proficient project supervisor is a

person who is well-qualified academically, has experience with supervision, is

 28

interested in the subject matter being studied, has time available to allocate to the

student, and treats them with respect (Mouton, 2001). In order to ensure that

undergraduate students finish and deliver their thesis or thesis on time, research

supervisors play a critical role. All of the supervisors and the teachers are agreed on the

terms that students have enough time to complete their research work. So he students

must have no any concern on the non-completion of thesis on time a well. While the

have a lot of to do. But their incapability to make the most of their time is the issue.

They consequently conduct extremely subpar research. One instructor claims:

Students are asked to submit these proposals by the seventh semester because

research classes begin in the fifth semester. However, we are also supposed to get

students ready for their graduation projects by the last semester, though they have a

excessive time to think or prepare a lot of. Therefore, I don't believe they have any

excuse.

According to Spear (2000), a basic and important general knowledge should

possess by the teacher supervisor Piccinin (2000) identified specific research areas that

call for focus when discussing the supervisor-supervisee relationship, study topic

selection, research plan creation, getting resources and executives, research and data

collection, literature review, data analysis and interpretation, draught creation, and

defense. As a result, both the supervisor and the supervisee must possess highly

developed interpersonal interaction abilities, according to the study.

Spear (2000) and Phillips & Pugh (2000) both agree that one of the most

important features of brilliant management is open lines for communication between

supervisors and students. Both the supervisor and the supervised should be willing to

offer constructive criticism and be open to listening to each other's arguments.

 29

According to Donald et al. (1995) Differences in personality, age, culture, language,

race, gender, or attitudes toward work can create barriers to open communication.

According to Lovitts (2001), research scientist personality traits such as IQ, motivation,

and learning style influence Ph.D. Locations, peer groups, departments and managers

are also linked. Research activities are also influenced by the general atmosphere,

culture, and faculty of a particular field. .

The student-supervisor relationship may be robust, yet it is however affected by

the department's culture of discipline or lack thereof. There are four components which

contribute to this the surroundings, all of which have an impact on both students and

teachers. Selection/admission and development criteria are two areas that stand out

from the standpoint of their effects on pupils (Kezar, 1999). In other words, (Yeates,

2003). The ability to learn what will be needed of doctoral students is difficult to predict

using traditional entrance criteria, which often do not indicate the types of learning that

doctoral students would be asked to accomplish (Hagedorn and Nora, 1996). There is a

failure to properly evaluate and instruct students entering PhD programs, as a great deal

of them arrive improvised and untrained for the challenges of the doctoral education

system (Golde and Dore, 2001). It has been established that unusual techniques are

more effective than conservative methods (J. Welsh, 1978). Students need to know

about those requirements so they can get ready.

The strength of the student-supervisor relationship is impacted by the

department's ethos of discipline or lack thereof. This environment is comprised of four

components, all of which have an effect on both students and instructors.

Selection/admission criteria and development criteria stand out in terms of their effects

on students (Kezar, 1999). Alternatively, (Yeates, 2003). The ability to learn what will

be requested of doctoral students is difficult to predict using traditional admissions

 30

criteria, which frequently do not indicate the categories of learning that PhD students

will be expect to complete the research work (Hagedorn and Nora, 1996). A significant

amount of students preparing doctoral programmes are oblivious of the doctoral

education process and the lack of knowledge required to direct the method (S. Jamieson

& Grey, 2006), demonstrating a process that is not effectively screen and educate the

research students. It has been firm that progressive methods are superior to more

traditional methods. (Lindblom, 1996). Students must be aware of these criteria in order

to prepare.

Spear (2000) claims that the most common complaint among the research

students that thy mostly do no communicate with their supervisors. . Because of this,

managers may be too busy with teaching or administrative duties, have too many

students, or spend a lot of time away from the university. So, the teacher should spend

the same amount of time, effort, and empathy on each student. (Hockey, 1996; Russell,

1996). The supervisor should also set up regular talks with the students. Research

(Donald et al., 1995; Holdaway, 1991) has shown that getting a graduate degree is easier

if there is available and open-minded guidance.).

Loganbill and Hardy (1983) stress how important it is for the supervisor to

realize that the relationship with the supervisee changes over time. This is to prevent

the supervisee from being given fake chances. This means that trainees who don't want

to address client or therapist issues are probably not giving the relationship with their

supervisor enough time and attention. This is as a result of the simple reason that the

amount of time which they require guidance will vary with their level of specialization.

For example, Heppner and Roehkle (1984) found that a trainee's knowledge could make

a supervisory job more difficult and complicated. In this way, as the trainee gets better

at what they do, they are more likely to be the subject of supervision..
 31

1991 (Tuckman). The idea of what "graduate student supervision" means is not

clear. In some fields, it may be seen as a way for a student to join a study team and, by

allowance, the field.

If we want to improve the supervision of graduate students in our universities

as a whole, we need to know more about the rules, related practices, and important parts

of graduate student supervision. Even though the university had rules about how to

supervise graduate students, they weren't always followed by the staff and teachers. It

also wasn't clear how much the things that affected graduate studies were valued.

According to Moses (1985), students expect their supervisors to be logical,

serious, and appreciative of their work in both good and poor circumstances, accessible

and have expertise in the study they are supervising. In order for students to

conveniently access their understanding and skills, supervisors must also take the

initiative to foster relationships with their subordinates (Ballard & Clanchy, 1993).

Personal encouragement, in the opinion of one author, is the most significant element

of supervision (Salmon, 1992). The research on supervision appears to be giving more

weight to these interpersonal qualities, which are neither clearly prescribed

nor procedural zed.

2.12 Roles and duties of Supervisors and Research Students

According to Kohner (1994), it is necessary for all populations that are

supervised to have an understanding of the responsibilities and responsibilities of both

the individual in charge and the supervisor. According to Butterworth et al. (1992), in

order to get admission, both the supervisors and the supervisees are required to have

knowledge of the ethical norms of supervision. Carroll (1996) notes that an effective

supervisor can fill a number of functions in respect to the individual who is being
 32

administered to by the supervisor. Carroll (1996) places his emphasis on the function

and role of the supervisor and disputes the notion that duties are measurable features of

their function and role. A feature is a combination of a role and a task. Roles focus on

individuals (such as the instructor and the student), while tasks center on activities (such

as teaching and learning).

Van (2000) claims that in practice, roles and tasks are merged into one another

despite the fact that they are conceptually distinct. One of his obligations as a supervisor

in the past was to make sure that the work was carried out in the appropriate manner

and in accordance with the established standards (Rogers, 1957). It has been suggested

by Proctor (1988) and Hawkins and Shohet (1989) that the role of a supervisor can be

broken down into three distinct tasks. When regarding the management aspect of

practitioners' duties, the management charge is the one that concerns itself with constant

quality and monitoring (Berger and Bushholz, 1993). Educational task includes the

process of achieving abilities and the capacity for experience reflection as components

of the work. The function of providing assistance and support is also included into the

category of activities classified as restorative or supportive. In addition, Goldhammer

et al. (1980) suggest that the supervisor's function ought to contain both instructional

and curricular components. Participation, evaluation and the monitoring of professional

or ethical issues are all recommended by Carroll (1996) as generic duties associated

with counselling supervision. Additionally, Carroll emphasized the worth of

counsellors being aware of myself and critical of oneself in their work with clients.

1. Communication skills (Butterworth, 1995). Being able to provide feedback that

is both sincere and helpful is an important part of this (Rogers, 1957). The

potential for constructive attention is also included.

 33

2. Expertise in providing support (Fowler, 1999; Holloway, 1995; Rogers, 1957).

This involves the capacity to recognize when support needed and to respond in

a helpful manner when it is requested.

3. General Skills.

4. Strengths on the Professional Front. It indicates that a person who is an expert

in a specific sector they work in ought to be able to obtain advice from other

individuals who have the same point of view. Also, non-sexism and non-

authoritarianism and empathy (Berger and Bushholz, 1993). Effective

managers, as found by Butterworth et al. (1992), hold strong worldviews. Page

and (Wosket, 1994) claims that a good supervisor is responsible for their clients'

well-being and satisfaction. Competent managers are also effective educators,

says Carroll (1996). These managers can choose from a number of different

instructional strategies and tailor their lessons to the needs of their employees.

This is a very important aspect of the supervisor's job, and it is a duty that must

be fulfilled: the teacher supervisor has the responsibility of giving their student

researchers the confidence and encouragement they need to perform more effectively

in their research work. (Sheehan, 1993) while maintaining positive attitudes among

students (Phillips & Pugh, 2000). The study was conducted by (Haksever and Manisali,

2000). People often provide suggestions for the best approach to reading, testing, and

analysis (Holdaway et al., 1995), as stated by Brown and Krager (1985). Since this is

crucial to the student's growth as an intellectual, educators and other adults in the

student's life should review the pupils work and provide them with a positive feedback,

as described by Spear (2000).

 34

Direct assistance with matters pertaining to the study, such as critical evaluation

of the work, assistance with methodological concerns, assistance with precise advice,

and management of the project.

Help with personal matters, such as encouragement, socialising, support,

assistance with domestic arrangements, and anything else unrelated to your academic

pursuits that you may require.

Assistance with research that is not directly related: initial help in facilitating

interactions with industry and scientists, giving equipment, and locating references

According to Haksever and Manisali (2000), the data also show that the international

group required the most customised help. According to McQueeney (1996), effective

supervision requires a level of knowledge and experience in the study field on the part

of the supervisor.

The supervisor is required to discuss evaluation questions with the student

researchers prior to the brainstorming session. This includes the situation in which the

individual recently published research work, and is usually asked to deliver lectures in

sessions both the United States and worldwide. As a consequence of this, the

requirements outlined above should be met by a successful supervisor. It is important

aimed at the supervisor to be knowledgeable about the wide research area of the student

work, although they have no any specialization in the selected topic, according to Spear

(2000), who argues in favor of this assertion and adds that, in many circumstances, it is

very necessary for the supervisor to be aware about the broad field of the student's

research. Choosing a research topic, organizing the research, persuading students to

manage the resource, plan the research strategy while during their research, prepare the
 35

review of the literature, data analysis and its clarification defensive process and publish

the aspects of student and researcher relationship (Piccinin, 2000).

It is extremely challenging to determine the nature of learner-perceived

deficiencies and the factors that contribute to their emergence in the absence of an

honest and open dialogue. According to Haksever and Manisali (2000), both parties

need to be reliable, receptive to constructive criticism, and eager to speak honestly with

one another. (Armitage and Reese, 1988; Ice Hockey, 1996; Salmon, 1992). a.

Examples of Personality Factors (1995), authored by Donald and colleagues, states that.

As a direct consequence of this, students shoulder a portion of the responsibility for

resolving these disagreements. The functions and responsibilities of research

supervisors become increasingly complex as PhD students advance in their research

and development (Bargar & Mayo-Chamberlain, 1983). After completing a four-year

bachelor's degree programme, graduates have the option to enroll in graduate

institutions that offer doctoral and master's programmes in a variety of courses (URL-

2, 2008; Salam, 2007). According to Gardner (2008), the purpose of doctoral research

is to educate students so that they can conduct self-sufficient, original, and focused on

interests research. According to Kehm (2008), p.19, doctoral education is the

cornerstone of a university's ability to conduct research. (Christensen & Lund, 2014) In

general, a shared perception of the temperature of the research environment have been

found to be associated with the daily activities of staff members and PhD candidates.

Graduate school is a time-consuming undertaking that requires both coursework

and a thesis. According to research conducted by Anttilla, Lindblom-Ylanne, Lonka,

and Pyhalto (2015), PhD candidates experience research as a difficult and

demanding endeavors. Before getting started this process, it is typical for students to

complete the prerequisite course and earn a passing grade In light of this, the main goal
 36

of the study to highlight all the challenges that university graduates in the Turkey have

to face during investigation process work as a cohort. Face and to submit possible

approaches.

2.13 Issues Related to Supervisors

When supervisor-supervisor relationships develop in accordance with

professional standards, they affect the success of research endeavors (T. Evans, 1995).

A researcher frequently feels insecure when his supervisor, opposed to expectations,

does not support his research work.

According to B. Hon Kam (1997), supervisory work is important in ensuring

that various aspects such as strong research-related skills, support for researchers,

criticism and critical thinking are maintained in the right balance. Ives and Rowley

(2005), emphasized that to maintain the effective corporation among the students and

supervisor it is very important to match the supervisor’s attitude with the selected topic..

Lessing and Schulze (2002) proposed teaching and direction for supervisors to

enhance the supervision process and better meet the requirements of researchers.

According to Cryer (2000), researchers have different attitudes, skills, educational

backgrounds, and motivations, so supervisors need to be flexible in their use of

supervisory skills. Due to the wide variety of academic abilities, personality traits,

emotions, and motivations of PhD candidates, academic advisors must adopt and adopt

flexible mentoring techniques that meet the needs of fellows.

Haksever and Manisali (2000) argue that supervisors who take a flexible and

supportive approach to conducting research are kinder and more supportive to

researchers.
 37

According to Carrol (1996), effective supervision plays a variety of roles

depending on the researcher`s needs. He went on to say that roles relate to what the

supervisor personally needs to do, whereas supervisory duty revolves around the

actions of the supervisor. Pierce (2004) and Van (2000), in their comments on the

success of supervision, suggest that supervisors should make an emotionally concern

with the research student.

According to Holloway (1995), supervisors should be aware of the supervisor's

recent problems and psychological history and develop supervision plans keeping in

mind the supervisor's needs regarding the research project. Assisting supervisors with

research-related issues, analyzing supervisors' research questions, and supporting them

in conducting research projects.

2.14 Research Supervision

Authors Binns and Potter (1989), Hockey (1996), and Smith (1989), discuss the

principles and practices of supervision of supervisors, emphasizing in particular on the

contributions made by graduate students to the development of effective supervision.

These authors examine the principles and methods of supervision. According to the

findings of this research conducted by According to Fischer and Larsson (2000),

effective supervision of doctoral research students is crucial to their successful degree

completion.

The amount of supervision they receive can have a significant impact on how

well they carry down their responsibilities. This experience can be exceedingly

motivating and expressive for the suitable people, such as students, supervisors,

schools, and other structures, to examine what they are doing and, ideally, how they

should be doing their responsibilities. Kiley and Austin did their research on alumni
 38

migration in Australia in the year 2000. The director was one of the numerous people

who played a role in influencing the decision to enroll in college. The fact that

departments act like gatekeepers or protectors of their respective disciplines is one of

the reasons why institutions have not made significant advancements in developing

cross-disciplinary uniformity in supervision techniques. This is especially true at the

entry level of approved disciplinary competency. As a consequence of this, it is possible

that they will be averse to the idea of allowing future members of their own profession

to get an education that is governed by norms that are external to the discipline. In

addition, the primary focus shifts from one topic of study to another. According to

Holdaway, Deblois, and Winchester (1994), the primary subject areas place varying

amounts of priority on the numerous kinds of assistance that should be offered to

students, as well as on the various parts of supervision that are considered to be of

comparable significance. But a more fundamental problem is that there is insufficient

knowledge regarding the development of graduate students.

Reports stated in university policies demonstrate a lack of understanding of the

process of supervision. When it comes to university accountability procedures,

supervision is typically conceived of in terms of broad graduate education outcomes or

indicators. For example, the percentage of graduates who complete the degrees in a

given time or the percentage of research students who are awarded fellowships are two

common examples. In spite of the fact that supervision does have some bearing on these

results, very little is understood about the supervision process or the factors that

determine how effectively it works as a result of these results. Concurrently, there is a

growing worry that the department responsible for the supervision of graduate students

at the institution does not get sufficient funds. However, if one does not have a crystal

clear understanding of the various processes involved in the monitoring process, it may
 39

be difficult to make sensible opinions for the kinds of funds that are required for

supervision.

To enhance the quality of graduate-level supervision provided by our

educational institutions, we must acquire a more thorough knowledge of the

regulations, associated practices, and characteristics of graduate student supervision

that are perceived to be particularly essential. By analyzing the current status of rules

and regulations at a Canadian research university with a history of independent

management of advance programming, this study sought to disclose the basic problems

in graduate educational supervision across disciplines. Although the university did have

standards for the supervision of graduate students, little was known about and that

guidelines and processes were acknowledged and carried out by the various schools and

divisions, nor was it clear how much dimensions was given to factors that might affect

the graduate studies.

2.15 Research Considerations

According to Duze (2010), postgraduate students face a variety of challenges

when completing their theses, including financial difficulties, issues with their

supervisors' lack of cooperation, issues with the university's administration, family- and

work-related problems, and other difficulties with the thesis writing process. (Ekpoh,

2016)

According to Worthington, E. L., and Roehlke, H. J. (1979), advisers rated the

effectiveness of supervision on three scopes: satisfaction with supervision, supervisor

competence, and supervision's contribution to improved counsellor ability. Supervisors

usually consider supervision as basically consisting of providing feedback to

supervisees.
 40

Bocar discovered in 2009 that academic institutes' connection with students is

critical for research students to complete their thesis on time. According to the findings,

students' personal problems, time and stress management challenges, and the majority

of students find it difficult to finish assignments. Kitchener and Basturkmen conducted

a qualitative study in 2006 to decide the types of difficulties faced by research students

while conducting research. They discovered that students and their supervisors had little

awareness not only of the causes, but also of the nature of the issues they encountered

while working on their thesis, and that students had extremely limited second language

skills. They also discovered that students and supervisors had little knowledge of how

to write outcomes. Komba conducted research at a Tanzanian university in 2016. As a

result, it was discovered that research students struggled to write each chapter of their

dissertation. A competent administrators must possess a set of skills. According to

Cullen et al., a critical aspect of supervision quality is the following characteristics of a

"good supervisor" As part of a significant research conducted at the Australian National

University in Canberra in 1994:

• Sociable and friendly

• Cheerful and encouraging;

• Unbiased and prepared to confess mistakes;

• Effective and careful; and

• Interesting and have interest for study.

A more recent study revealed that a favorable relationship between the student

and the supervisor ensures the achievement of the research the homework. (Abiddin et

al., 2011) indicate that an effective supervisor is crucial to the research process.

A previous study conducted by Abiddin in 2006 on the skills of foreign PhD

students in the UK, as well as the support and practices surrounding supervision,
 41

discovered that supervisors must employ a variety of supervision modalities. The poll

also discovered that in the science fields, two visits with the supervisor are preferred,

and that the department, students, and supervisor are all liable for the quality of a

student's research.

A good supervisor should have the following features: they should be friendly

and personable, supportive, and have a constructive mindset. They must also be open-

minded and willing to admit their errors. They should be well-organized and thorough

(Cullen et al., 1994).

2.15.1 Financial Barriers

Graduate research is considered to be lengthy and costly, so scientists must have

access to adequate funds. The research process is always determined by the research

fellow's financial situation. The ease and appropriateness with which a researcher can

obtain funding is one of the most important factors in determining whether a research

endeavor can be carried out (Bowen & Rudenstine, 1992). In addition, they assert that

underfunded researchers require more time to complete their research projects than

those who are financially secure or who receive grants or other financial support. Over

thirty percent of her doctoral students earned their Ph.D. in 2001. For women, this

percentage remained unchanged at 40.5%.

2.15.2 Time and Money

Time and money were two of the most important barriers scholars faced when

conducting their studies. We are aware that time equates to money and that losing time

equals losing money. Researchers must spend time accumulating data from a variety of

sources when conducting research.

 42

Sharp (1996) identified two additional institutional factors that prevent students

from submitting their research projects on time: requiring students to choose their own

research topics and providing them with three to six months to conclude their studies.

According to Aslam and Emmanuel (2010), when defining research problems,

time and cost should be considered. According to Fraenkel and Wallen (2003), a decent

research problem must be solvable in a predetermined amount of time with a

predetermined amount of effort. Our research also indicates that individual criteria,

such as the researcher's areas of interest and aptitude, professional experience, other

experience, and area of expertise, are advantageous when forming research questions.

It takes time to conduct investigation. It is satisfying when the deadline for

conclusion is met. Time management is crucial for a researcher. In an online article,

time management is defined as the process of determining what tasks need to be

completed and developing a plan and/or schedule for completing them. Time

management encompasses establishing routines, defining objectives, and

understanding priorities. (2008) "Time Management" Without the use of computing

Typically, computerization-related issues present difficulty for researchers. Due

to a dearth of computerization, a researcher is unable to locate the investigation's

necessary data. Traditionally, information was recorded in journals by hand.

Consequently, this is an additional problem that researchers face.

2.16.2 Confidence

The majority of business entities in our country lack the assurance that the

information they provide to researchers will not be exploited, so they are frequently

reluctant to do so.
 43

2.17.2 Library Management.

Researchers frequently spend more time and energy browsing books, journals,

papers, etc. than they do searching for beneficial information due to the ineffective

operation and management of many libraries.

2.18 Distance

There is insufficient interaction between university research departments and

corporations, government agencies, and research institutes. Due to a famine of

appropriate contacts, many non-confidential primary data sets are left untouched or

mishandled by researchers.

2.19 Financial Support

When a university offers financial aid to research scholars, enrollment

increases. Financial assistance has a extensive impact degree completion. According to

a study, a lack of or insufficiency of financial resources is the primary factors for the

high PhD research level slow destruction rate. Occasionally, the researcher may be

compelled not to consider the research expenses. Some research scholars commence

conservative employment, which not only delayed the awarding of their degrees but

also, in some cases, causes the programed to be cancelled (M. Armstrong, 1983).

2.20 Social barriers

Doctorate research students must contend with difficulties like work stress, a

competitive climate, occasionally unpredictable conditions, and feelings of isolation

while carrying out their studies. Doctoral research experts from 63 different social,

economic, and academic backgrounds are admitted to their respective programs. They

each approach their goals with a different level of devotion and vigor. Race, caste,
 44

social contextual, life practices, and theoretical accomplishments are some of the

variations amongst them. Their commitment to a graduate program gives them a chance

to interact with the culture and atmosphere of the professors. People must alter

themselves to fit the new surroundings. This social adoptability process is determined

by the desire and intent of a study scholar. Those that are willing to change very quickly

adapt to the culture at large, whereas those who are resistant to change swiftly leave

their programs (Lovitts,2001). The academic and social life of a research researcher

affects how they experience campus life. On campus, socialization refers to the intimate

engagement of research scholars with their peers, the staff, and the faculty. Dropout

may occur if there is a lack of this academic and social integration (ibid). For the pursuit

of a degree to proceed smoothly, academic and social balance is necessary.

Since they strive for excellence in their work, research scholars with a high level

of theoretical combination, claims the author, may face difficulties. Due to their

continued dissatisfaction with their work, individuals fail to submit assignments within

the dates given because the job is left unfinished. Due to the scholar's quest for

perfection and failure to complete his or her research work on time, the faculty was also

unsatisfied with the scholar's performance. Research scientists who maintain a balanced

perspective respond to situations extremely rapidly and easily advance in the system

unless the factors (financial difficulties, health challenges, or personal troubles) provide

a barrier to finishing the study task (Powell & Dean,1986).

Powell & Dean (1986) noted that there are two different types of stress

experienced when writing theses. The first is social stress, where the researcher is

ignorant that is squandered with members of their social circle that have been used to

write a thesis. The other is task stress, in which the researcher neglects his or her friends

and family while working on a thesis. Similar to this, research scholars experience
 45

loneliness while working on their theses (Bowen & Rudenstine, 1983). The scholar

becomes isolated from the other rest of the public as a result of spending hours in

libraries looking up sources, reading articles relating to their research, and writing

theses.

2.21 Personal Barriers

According to Lovitts (2001), PhD candidates in research may not conclude their

degree programs. Because they lack the knowledge they need, feel lonely, have boring

learning experiences, or receive inadequate advice from faculty members. Moreover, a

research scholar may be required to leave their programme due to marriage, serious

physical and mental illness, or pregnancy. The research of Bair and Haworth (1999),

between 40 and 60 percent of postgraduate research researchers leave their studies

before completing their doctorates. There is a substantial body of material about

undergraduate students quitting their studies, but not nearly as much about PhD scholars

quitting their academic careers Two recent research investigations support this theory

(Glode, 2005; Lovitts, 2001).

Researchers' internal modification in mood and thinking, say Willis and

Carmichael (2011), is the fundamental cause of their migration to different schools and

the devaluation of their PhD. Research doctoral students frequently

switch specializations without giving anyone advance notice. Faculty are slowly

becoming aware of a PhD attrition but are often shocked and perplexed to hear that the

rates tend to be particularly high in their own programme (Golde, 2005; Lovitts, 2001).

Doctoral research students has been linked to concerns with research scholars'

physical and mental health, according to Golde (2002) and Protivnak & Foss (2009).

According to the study, several of the students struggled with major health issues such
 46

persistent weight gain, bleeding, asthma, and sleeping disorders that prevented them

from continuing their studies. Weight gain, drowsiness, and food irregularities leading

to indigestion and constipation were physical concerns revealed by the study, whilst

hopelessness and anxiety were the psychological problems connected to the research

participants. The strain on people to maintain their social connections was one way that

this stress manifested itself. It wasted a lot of the research scholar's time, which he or

she could have used to write their thesis. It evolved into another method where the

researcher produced the thesis at the expense of his or her social life. The research

scholar was stressed out by both circumstances. Lessing & Lessing (2004) and

Mackinnon (2004) both note that because part-time students receive little support and

understanding of the research process from their respective research supervisors, it can

be challenging for them to balance their studies and employment obligations. They thus

begin to believe they are alone.

Research scholars upbringings require flexibility in a advanced setting,

especially in an environment where speedy adaptation is essential aimed at the

advancement of researchers' critical and cognitive abilities (Lessing & Schulze, 2002).

A. Franke, 2011 offered their opinion on the challenges that the researcher have to face

during the completion of the degrees, attended meeting with supervisor, elimination of

their state of loneliness, management of the disputes all contribute to a higher

percentage of graduate research completion. Lack of scholar input into the process of

improving or correcting graduate research work is another factor that hinders the

completion of doctoral research.

Authorities disregard research scholars' opinions, considering them irrelevant

or of no use (S. Stephens, 2004). According to Mouton (2001), the main reason doctoral

research is delayed or not completed is that research scholars lack the necessary skills
 47

to manage good study design, collect and analyse data, and write reports. According to

Rademeyer (1994), research may be slowed down by research scholars' fluctuating

moods and emotions, time and financial constraints, and other factors. Yet, the retention

rate is increased by the research scholar's tenacity, the supervisor's support, and prior

research experience (C. Bruce, 2014).

According to Stray horn (2005), tenacity, age, sex, race, marital status, and

motivation all have an impact on doctorate research scholars' ability to complete their

degrees. Price (2006) supports this point of view by stating that married research

academics exhibit greater tenacity than their single counterparts. According to Lovitts

(2005), a researchers learning style, academic achievement, and inspiration all have a

favorable impact to the persistence.

Men and women in PhD degrees face similar hurdles, but they react in different

ways to those obstacles. In addition, women have to cope with prejudice based on their

gender, low self-esteem, a lack of time to devote to her family, a lack of friends and a

lack of social skills. Furthermore, an inept advisor may cause more problems for female

students than male students (desJardin, 1994). Students often turn to their peers for

guidance after completing graduate study. Graduate students are interested in learning

about their prospects outside of academia in the event that they aren't selected for a

faculty position. The risk of a research researcher giving up on a project decreases if

they can find a trustworthy counsellor who is also knowledgeable in the field (Collins,

2002). Therefore, the student would greatly benefit from the advisor's well-considered

approach, which would let them decide the expectation of the supervisor.

Research show that academics cited their difficulties as barriers to finishing

their degrees, such as not giving enough of the time to research work because of the
 48

domestic responsibilities, concerns, expenditures issues, worst writing abilities, poor

language and syntax, and inadequate computer skills. Researchers can't meet both their

research and work commitments. Researchers may be hampered by a lack of expertise

or expertise in doing research. Most students who pursue a doctorate degree do so later

in life, when they are already juggling work, family, and other responsibilities in

addition to their education. As a result of this pressure, some students sneak out of the

degree program.

PhD students in the field of science, as documented by Gardner and Gopaul

(2012), begin their studies sooner than those enrolled in the social sciences and

humanities. Because of their other responsibilities, the teachers in the first example put

in more effort than those in the second. Students who choose to specialize in the

sciences typically devote a larger portion of their time to studying and conducting

research in the laboratory because of the rigorous rigour of the subjects. They are far

more inclined to be full-time professors than their peers in the social sciences and

humanities.

2.22 Motivation

According to Hoskins & Goldberg (2005), one of the fundamental factors

influencing a PhD research scholar's perseverance is motivation. They added that

research academics who are responsible and driven by their careers perform better.

Motivation is effective for setting and attaining personal objectives, participating in

competitions, and having a competitive edge, while it is also effective for advancing

one's career. Achieving one's goals and the building of new ones have no separation to

one's level of motivation. According to Wao, 2011, research students initially enrolled

in graduate programmed without the purpose of conducting research. However, as they

 49

agreed, they set up the objective for themselves of conducting and completing

investigation. The ability to persevere through every stage of the PhD programme

required a significant amount of toil and autonomy on the student's part. The crucial

elements of self-determination, such as personal strength, self-discipline, and

administrative policies for target achievement, were included as critical components of

perseverance. For example, constructive thoughts and self-talk are examples of

cognitive assessment. Household assimilation also lent support to the family's far-loved

research by functioning as a source of encouragement to carry on with it and impetus

to see it through to its completion.

2.23 Family Responsibilities

Researchers believed that family responsibilities are the primary factors of

being delayed the research work. The majority of the 72 researchers stated that their

relatives assisted them with their task. According to G. Whisker, 2012 arresting that

balance between family and research work is a heavy challenge for PhD researchers.

The amount of time spend on thesis work and household is clearly depicts the picture

of research work delayed.

2.24 Sense of Loneliness

.Academics completing research begin careers with vigour and fervour, but

ultimately they run the risk of succumbing to feelings of isolation. According to Annick

Janson, 2004. Doctoral-level researchers witnessed minimal feelings of isolation at the

outset of their research, but these feelings increased as the work progressed.

Consequently, their self-esteem ultimately suffered.

. Humanities may not, however, have this type of collaborative, team-based

study atmosphere. As a result, the researcher might experience feelings of loneliness.

 50

At the PhD level, the research scholar's pursuit of knowledge may become a social

liability because he or she does not have enough time to socialize with other people

Lovitts (2001). The study also shows that departments can combat these feelings of

isolation by implementing a variety of tactics, such as having research researchers

attend formal doctoral meetings, conferences, and seminars.

2.25 Writing Challenge

According to Street (1984), writing, whether done consciously or not, is

typically perceived as being "independent" or distinct from work that produces

information and, thus, research processes. Instead, writing is characterized in terms of

deficiencies or individualized talents. It can be challenging for some EFL students from

Libya to produce a useful piece of research. Their challenges range from deciding on

the topic of the research to the process of assessing the data gathered and summarizing

the results. This essay aims to solve the issue that students run into when writing up

their research.

Getting kids interested in research is a difficult task. When conducting research,

researchers must exercise caution and allot plenty of time for the completion of each

activity stage. They need to exercise caution and set aside a specific amount of hours

per week to work at the library. They have to spend extra time—hours or even weeks—

fixing project-related problems before the deadline. In conclusion, there are unforeseen

issues and challenges that researchers and student researchers face when conducting

study (Trimmer, 1992).

For student researchers, this can entail becoming aware of the need to record

everything, maintaining focus—especially when something more briefly intriguing

occurs—and making a commitment to sticking to a schedule.

 51

For student researchers, this can mean being conscious of the need to document

everything, keeping your attention, especially when something more fleetingly

interesting happens, and committing to following a schedule.

Students have trouble connecting and organizing ideas in their own words when

writing research papers. Students often struggle to organize and defend their research

writing in a fair and cogent way, according to Cooley and Lewkowicz (1995).

Moreover, Bitchener & Basturkmen (2006) examined students' problems with

producing research papers and emphasized issues with the language, as well as how to

convey and link ideas. They also noted that these issues can extend over the period

allotted for completing the research. Writing a research paper requires a lot of labor and

effort, thus it is not an easy assignment. Also, a lot of time and previous knowledge are

required. Libyan students face a variety of challenges during research work. There is a

lack of books and other material in library and this is one of the main problems.

Researchers spend a lot of time in browsing or finding publications, yet they frequently

do not locate what they are looking for. Thus, this often causes them to put off finishing

their project and lose motivation.

R.H Spear (2000), claims that students waste the majority of their time

searching for books and papers in the library instead of perusing the books for the

information they need. When a library's catalogue is unobtainable, researchers must

individually investigate each item for information pertaining to their topic. This wastes

time and makes it difficult for the researchers to emphasis on the primary subject of the

study. Baldwin (2005), maintains that the majority of students face problems when

conducting research, including ethical dilemmas, devoting sufficient time, and locating

the necessary resources.

 52

The inability of Libyan students to express themselves verbally is one of their

struggles. So, they plagiarize from other works and pass it off as their own without

citing the original authors..

According to Taskeen (2014) claims that the majority of inexperienced

researchers duplicate relevant papers, while some supervisors are the lack of sufficient

expertise in various approaches. As a result, they permit their students to copy work

from study done by other scholars. Also, the majority of Libyan students hesitate while

choosing a topic and take a long time doing so. This can be linked to a lack of research

experience and a lack of confidence in the subject matter they wish to write about. As

a result, selecting a topic is difficult because student researchers are not well-versed in

the norms or criteria that should be used to identify a topic. As a result, selecting a topic

depends on the researcher's interests in the area of study that he or she intends to write

about.

Students in Libya may have anxiety with their advisor while conducting

research. For example, they might be unable to decide between two contenders, and

they might develop a pattern of unsystematically switching supervisors over time. Also,

some supervisors might not be eager to collaborate with students who select less

engaging themes or who lack initiative and motivation to work with their supervisor.

Because they are not always available in the institution, some supervisors don't always

check in with the students. Another difficulty is that the supervisor does not always

provide assistance or guidance when students ask for it when the supervisor. According

to Taskeen (2014), the library's lack of systematic organization makes it difficult to find

specific materials. The majority of students' valuable time is spent looking for books

and papers rather than reading the books for relevant information. When a library's

catalogue is unavailable, researchers must browse through each item individually to

 53

obtain information relevant to their topic. This takes time away from the researchers

and makes it difficult for them to concentrate on the main subject of the study. Baldwin

(2005) contends that the majority of students have certain challenges when conducting

research, such as ethical dilemmas, understanding how to devote the necessary time,

and locating the resources they require. Supervisors do not regularly interact with their

students, do not show much interest in them, do not provide them with as much advice

and direction, do not turn in their work on time, and do not provide them with as much

practical assistance.

Libyan students encounter some challenges when trying to collect information

from various sources. One of these difficulties is that some students may not always

have access to the Internet. The Internet is typically used by students when they require

certain sources for their research, however this is not the case for Libyan pupils. The

poor and unreliable internet connection at home or at school prevents Libyan students

from finding any material when they conduct research, which causes their studies to

take longer to complete. Students face additional hurdles at college, such as a lack of

access to the World Wide Web, computer labs, and other materials for research. Some

teachers also try to impose their own viewpoints on their students, which might kill

their enthusiasm for the task at hand and their chances of really finishing it (Mawere &

Weda, 2011). Students face a variety of challenges when performing research, which

include a lack of time, insufficient library resources, a lack of motivation to write,

missed meetings with the supervisor, and a lack of an understanding of relevant theory

(Bell, 2000; Pearce, 2005; Sidhu, 2001; Anderson, Day, & McLaughlin, 2006; Ashland,

Edwards, O'Leary, & Ryan, 1999).

Dwihandini (2013) completed a study at the University of Mahasaraswati in

Indonesia to investigate the elements that undergraduate students at the university take
 54

account of when writing papers for research. The study's findings identified three key

elements that affected how students wrote their research papers. The psychological

component of the first aspect includes lack of confidence in picking the research's title,

inadequate background knowledge of the subject, and poor research writing.

The ability of pupils to comprehend and adhere to the requirements and

standards of academic communication practices is the second component, which falls

under the sociocultural category. The final component is linguistic, which includes

issues with reducing grammatical errors and challenges with recognizing when to

eliminate, replace, and rearrange grammatical elements. Alshehry (2014) evaluated

various complications that female scholar students and their instructors face at Najran

University in Saudi Arabia. The researcher performed an unstructured conversation

with 20 students and 4 professors. The study's findings showed that students had some

issues with time management, finding resources, and coming up with creative solutions.

The study's results also demonstrated that students face challenges when writing

research papers, including a lack of time for research and ethical dilemmas. The choice

of relevant topics with sufficient references proved difficult for the students. Also, it

was challenging for them to locate libraries where they could look at books.

Some towns' pupils had very poor internet connections, and the library didn't

have all the necessary literature. Lack of research expertise and experience was another

issue. The majority of the students had no notion how to conduct independent research,

which was demonstrated by the teachers' assessment of the students' knowledge and

experience with research.

Some educators have theorized that students' research deficiencies stem from

students' inexperience with research writing and a general lack of information. They
 55

aren't motivated to learn, don't put in the required effort in class, and don't read widely

in English. Students' procrastination and delayed starts on research projects may

contribute to their faintness.

Teachers are in agreed that they should start with the introduction and work their

way to the end when instructing students on research paper writing. This holds true

whether the steps are laid out one by one or as a whole. Taking it one section at a time,

I make sure they fully grasp the meaning and execution of each part before moving on

to the next. One educator says she lays out the procedure on the board, discusses it with

the students, and then has them build a PowerPoint to see if they understand. An

additional instructor believes that her students won't grasp the research-writing process

if she teaches it in its entirety. Another educator has voiced concern that her pupils

won't fully grasp the research writing process if she presents it all at once.

When asked if the college setting encourages students to write research, three

professors agreed that it did not for the following reasons: a lack of investment, a lack

of courses for qualitative data analysis, a lack of statistics for quantitative data analysis,

a lack of research courses, a lack of adequate research lab equipment, and a lack of

classes due to a large student body. On the other hand, according to one teacher,

students have recently received lessons emphasising the need of research.

People who are in the beginning phases of generating research projects and

proposals have access to a variety of pieces of advice and pointers that can aid them in

overcoming challenges and achieving success. More emphasis needs to be paid to

English academic writing, and this attention should take the form of additional

exercises, projects, and exercise meetings. When conducting research at this level,

participants who take part in group projects or research groups report feeling less
 56

stressed, having a greater sense of security, and having a greater determination to

perform well in their writing. Students should be provided with appropriate counsel and

assisted by their supervisors in selecting subjects that have high-quality resources and

materials. Students' grades may serve as an incentive for them to develop research

projects of a high quality. Students in some areas had access to very slow internet

networks, and the local library did not have all of the required reading material. Another

problem was that there was a shortage of research expertise and experience. The

instructors took note of the students' research-related knowledge and expertise, and they

pointed out that the bulk of the students lacked any understanding of how to perform

independent study.

2.26 Knowledge Management

To support a stakeholder or research endeavor, researchers may spend a

significant amount of time hunting for prior research or data. 'Meta work', such as

knowledge management, is typically deprioritized in the research process because it's

important for researchers to move between projects quickly in order to maintain an even

level of involvement.

It may be purposeful on the part of researchers to engage in knowledge

management initiatives. Since each researcher may have an exclusive mental model for

how to tag and store findings, other academics may have trouble finding studies even

though they know the appropriate search terms.

The format in which a researcher presents their work (in a report or presentation,

for example) will match the format in which it is stored. Researchers may have to go

through each individual report on a topic to see if there are any relevant insights since
 57

an inconsistent storage format can make it difficult for future researchers to sift for

insights.

2.27 Selecting participants in high factors

Managing the participant recruitment process is a significant portion of a

research operations' duty. Other sources must be employed to find potential participants

if a research panel of clients who have consciously chosen to participate in research is

not accessible (internally or through a vendor).

As email open rates typically range from 15 to 25 percent, it will be even harder

to find enough of a certain participant type to make up the necessary sample size.

Moreover, some participant types (such as truck drivers) may not be digitally

active, in which case prospective participants will need to be contacted and manually

scheduled.

Managing participants might sometimes be more work; for example,

confirmation calls are typically made to participants the day before a research session

to reduce the possibility of no-shows and to give them the opportunity to reschedule.

2.28 Throwing research over the fence

Sometimes a thorough research report that a researcher has put time and effort

into isn't utilized. Because of the discrepancy between stakeholder and researcher

expectations, research reports are typically not utilized. To guarantee alignment and

buy-in from stakeholders, researchers must take them along for the whole study creation

path.

In some instances, researchers may "throw research over the fence" by failing

to make an effort to produce research outputs that resonate with stakeholders or

 58

investing the time to speak with and present to stakeholders to start a conversation about

the research and assist the stakeholder in understanding how to use the research.

According to Dombeck and Wells-Moran (2006), awareness, organisation, and

commitment are the three main components of effective time management. To

complete crucial tasks on time, one must become aware of and document what they do.

Also, one needs to make a commitment to sticking to a schedule and not deviating when

something more fleetingly exciting happens. They stressed how time management and

organizational skills are useful for a variety of jobs one can choose to undertake in life.

Because it will help the person much in everything he or she does.

2.29 Stress and Anxiety

According to McAlpine and Norton (2006), supported students had much less

stress and anxiety than students who did not get assistance. The ability to manage stress

effectively is significantly related to doctorate persistence Initiatives for stress

treatment such seminars, conferences, and workshops, according to Smith et al. (2006)

help to reduce its effects. The researchers found that among the research participants,

personal support systems including the companionship of friends and religion might

reduce stressful situations.

2.30 Gender related issues

According to Seagram (1998), the thesis work of female students get postponed

because of their households and domestic issues. The results showed that even though

numerous women enrolling in higher education increased daily, less rate for female

candidates for PhD programs was higher than that of male contenders. Despite this, the

high risks associated with their research studies prevent many women from completing

their studies.
 59

According to Latona & Browne (2001), there are three primary aspects that

contribute to successfully finishing a research project: institutional factors, supervisor-

supervisee understandings, and students' groups for intellectual and social activities.

Gardner's earlier research from 2008 indicated that, in the event of pregnancy and

gender discrimination, women pursuing doctorates have plenty of difficulties when it

comes providing for their spouses, kids, and other family members as well as for their

own well-being. The students find it extremely difficult to balance their research with

these significant responsibilities as a consequence.

2.31 Managerial barriers

Several studies such as (Moses, 1985; Donald et al., 1995; and others) claim

that student researchers have to face a lot of problems regarding supervision of the

researchers including their professional behavior that badly effect the research work. In

the very first there should be a proper guidelines for the supervisory actions and the

scholar behavior towards the supervisors. The guidelines includes that how many

students have to be allotted to one supervisor. The last characteristic relates to the duty

of the supervisor and it includes the supervisor's lack of interest in the scholar's research

title as well as their derisory homework All of those problems have connections to the

institution's administrative responsibilities. The organization is primarily accountable

for choosing a supervisor whose areas of expertise and research goals might enhance

the student's research efforts (Donald et al 1995). According to Donald et al (1995),

administration should make sure that the supervisor-supervisee ratio is less than or

equal to 1 ratio 6 for the reason to obtain good outcomes. Researchers may encounter

issues including personality conflicts, issues with communication, linguistic or cultural

obstacles, or conflicts between people when they conduct their research. In this regard,
 60

administration should provide valid answers to these obstacles for the better research

impediments.

Researcher could face issues which includes personality conflicts,

communication issues, linguistic or cultural difficulties, or interpersonal conflicts when

they execute their research. In this situation, the administration must manage this

situation magnificently and provide the best solution for all those problems to the

general satisfaction of both the supervisor and supervisee, and create a friendly research

surroundings within the institution.

Another obstacle faced by postgraduate research academics is residence

requirements, which require graduate students to register for classes on a regular basis

and pay associated fees (Myers, 1999). The research scholar saves time and money

when they successfully complete their graduate programmed on schedule. Otherwise,

the prolonged period's dues may be too expensive for the researcher. Institutional

considerations may interfere with the timely completion of research projects and cause

delays. These obstacles could include issues with the committee performing the

supervision or poor or absent instructions from the supervisor. Students miss

departmental support programs while conducting research. They consequently

experience loneliness. Kiley & Mullins (2003) claims that researchers feel even more

alone when they realize their coursework has not equipped them for thesis writing. The

study also noted that since supervisors are not compensated for their work, it is likely

that they lack enthusiasm in helping research researchers prepare for thesis writing. In

a cross-disciplinary study, Bassett (1979) found that education doctoral candidates need

sufficient assistance from the faculty because they are not well-prepared for research

before beginning their theses. . Compared to scholars from other disciplines, education

scholars require more mentoring. Institutions reward faculty members for their research
 61

and publications but fail to provide doctoral students with enough assistance. According

to Latona & Browne (2001), one factor in doctoral research theses being completed

successfully was the institution's successful assistance of research scholars in their

endeavors.

When research researchers enroll in graduate school, according to Kerlin

(1995), they promptly and deliberately attempt to comprehend and at that time know

the customs and regulations of the institution by modifying themselves suitably if not,

they have to face a lot of obstacles..

According to Leonard (2007), departmental culture matters. She went on to say

that a culture with both academic and social components makes it easier for students to

form connections and networks. Students' motivation to participate in learning and

research activities may benefit from it. She makes the point that while certain

departments do strive expressly to foster student camaraderie. Another crucial task for

the department to do is encouraging new supervisors and fostering academic

collegiality.

According to a study by Katz, R. (2016), PhD students are not given the required

training in project management that they need to successfully manage their doctorate

programmes. A doctoral research project is an interim arrangement with a set time

frame and constrained resources. To manage and guide this project towards an early

conclusion, competent abilities are required. A research project is different from a

regular business project in nature. Researchers have extensively analyzed the research

project and have discovered a number of project competencies that might help it

succeed (Vekkaila et al , 2012). The proposal acceptance serves as both the project's

beginning and its conclusion (defense of thesis). The job must be completed by the
 62

student while taking the deadline and resources into consideration. The scholar runs

their own project even if they are entirely unaware that they are the project manager.

During the course of doctoral studies, the student must balance two distinct

responsibilities: on the one hand, the scholar is responsible for writing his or her

dissertation, and on the other hand, the scholar must successfully organize and manage

his or her project (Katz, 2009). When a project is successfully managed, the level of

uncertainty automatically decreases, and the manager is able to confidently push the

project towards a successful finish. This is because every project begins with some

ambiguity and confusion. According to Philips and Pugh (2012) , the management is

aware of how the task will be handled in light of the time constraints, the resources that

are available, and the deadline. Philips and Pugh (2012)

Risk management is a crucial aspect of project life that must be addressed

correctly. According to the research done by McWilliams et al. in 2002, risk can be

minimized by maintaining positive supervisor-supervisee relationships throughout the

entire project duration. According to the research study, PhD students are typically

driven, aware of how to manage their time, accomplish goals they set, and how to get

over potential obstacles. According to the study, the accomplishment of the research

plan depends on the efficiency and capability of the research scholar in terms of how

well he formulates the plan. The researcher should generate a specification as a

calculation tool to be used in order to complete the research study as soon as possible

(Katz, 2016)
 63

Gaps

Empirical Gap

An empirical gap occurs when there is a lack of empirical evidence or data in a

particular area. It can happen when there is a lack of research on a specific topic or

when existing research is inadequate or inconclusive

Methodological Gap

These are gaps in the methods used to study a particular subject. For example,

there may be a need for more research to develop new research methods or to refine

existing methods to address specific research questions

Gaps of the Explanations

previous studies
Empirical Gap  The current research applies a qualitative approach, which
encompasses all areas of information that are typically kept
hidden, including perspectives and suggestions not covered
in prior investigations
 This work presented an appropriate strategy in the form of
practical mechanism for solving challenges that had not
previously been considered.

Methodological  This investigation used a mix technique to investigate the

Gap difficulties and propose practical answers, whereas earlier
studies used a qualitative or quantitative strategy for this
type of research.
 64

CHAPTER III

METHODOLOGY

This chapter presents the method and steps taken to conduct the study. The study’s

research methodology is covered in this section. It includes information about the

population, sampling and sampling technique, and research design to a great extent. It

also comprises the process of data collection, its pilot testing, ethical concerns and

Analysis of the data

3.1 Research Design

In this investigation, mix method approach was implemented which includes

Triangulation research that includes both quantitative and qualitative methodology. The

triangulation quantitative data model involves few open-ended qualitative questions to

authenticate a quantitative model and build on survey data that was collected

quantitatively. In this paradigm, the researcher uses a single survey instrument to gather

both types of data. When it comes to methods for mixing procedures, the Triangulation

Design has become by far the most common and well-known (Creswell, Plano Clark,

et al., 2003).

Researchers use a triangulation design if they want to use both quantitative and

qualitative methods in the same study. This strategy includes conducting a single,

qualitative investigation in parallel. This design is also known as the "concurrent

triangulation design" due to its use of a single time phase (Creswell, Plano Clark, et al.,

2003). Quantitative and qualitative data collection and analysis typically need to occur

concurrently yet independently in order to fully comprehend the study problem.

 65

Figure 3. 1:

Trianglation Design

QUAN QUAL

Interpretation based on QUAN + QUAL results

Figure 3. 2

Triangulation Design- Validating Quantitate Data Model.

QUAN data QUAN data QUAN

collection:
Survey analysis results
Validate Validate QUAN
QUAN results with
results QUAL results
QUAL data QUAL data
collection: QUAL
Open-ended
analysis
results
survey

3.2 Rationale for Using Mix Method Triangulation Quantitative Method

This is the mix method which comprises the triangulation validating

quantitative method. The triangulation validating quantitative approach was used to

compare quantitative statistical facts combined with qualitative results or to validate or

extend quantitative findings supported by qualitative data, To best understand the study

subject, this approach aims to "obtain different but corresponding data on the same

theme" (Morse, 1991, p. 122). Rationale of this approach is to combine the best features

of quantitative research (large samples, trends, generalization) with qualitative research

(small samples, specifics, in-depth analysis) while limiting their incompatible

shortcomings (Patton, 1990).

 66

In this design, data is gathered quantitatively and qualitatively then it is

analyzed, and combined into one overall interpretation that links the quantitative and

qualitative findings. The validating quantitative data model is used by researchers when

the quantitative findings of a survey need to be added and validated by a few open-

ended qualitative questions. In this paradigm, the researcher collects both kinds of data

using a single survey instrument.

Due to the fact that the qualitative survey items are an add-on to a quantitative

survey, they do not typically generate a rigorous set of qualitative data. They do,

however, provide the researcher with informative quotes that could be used to support

and enhance the quantitative study's findings.

3.3 Population

All the BS, MS/MPHIL and PhD scholars of the History, Education and English

of the study. Those who have been gone through the research phase. As they can easily

be encountered the problems that they are facing while conducting research.

Table 3. 1

Population of the Study

700
597
600 520
500
400
300 205 231
171
200 126
87
60 39 39 46 51 40
100 25 16 22
2 1
0
MALE FEMALE MALE FEMALE MALE FEMALE
HSTORY EDUCATION ENGLISH
BS 60 205 87 597 171 520
MS/MPHIL 25 39 39 231 51 126
PhD 2 1 16 46 22 40
BS MS/MPHIL PhD PhD
PhD
 67

Due to time shortage only three departments are selected of social sciences. The

social sciences facilitate us to figure out how people's actions can be transformed

resulting in improved individual and social outcomes. It also supports us in fixing real

life problems encountered in daily life. It provides insight that how different societies

managed and administered. There are about Two Thousand Two Hundred and Seventy

eight research students (2278) enrolled in the final semester.

3.4 Sampling

Stratified sampling technique was used for the selection of respondents. Male

and female student researchers from the History, Education, and English departments

at Lahore's public and private institutions who are seeking BS, MS/MPHIL, and PhD

degrees will make up the study's population. Total number of the researchers were Two

Thousand Two Hundred and Seventy eight (2278). The departments of History,

Education, and English have distinct numbers of male and female researchers in their

BS, MS/MPHIL, and PhD degrees. The population ratio provided by Gay (1996) was

taken into consideration while choosing the sample size. For the purpose of Quantitative

data collection.

First Stage

At first stage, 30% of the entire population (2278) was derived which was Six

hundred and Eighty three (683). Only History, Education and English department were

selected for the data collection, 30% of the population was completely depending on

the number of those three departments. As a result, all features of the population can be

simply covered.

Second Stage
 68

At second stage, according to their official records, Male and female of final

semesters of each degree programmed (BS, MS/MPHIL, and Ph.D.) were appropriately

organized as stratum which is elaborated with a table and graph as well.

Third Stage

At final stage, for the purpose of data collection, 30% of each stratum—male

and female—is derived from the sample of Six hundred and Eighty three (683).

The main advantage of the stratified sampling is that it depicts the clear image

of the characteristics of the population present in the sample. Simultaneously, for the

purpose of qualitative data collection.

Total Nine (09) semi-structured interviews from the departments of Education,

History, and English were conducted, which included (03) males and (06) females

respectively. Similar to weighted average, the features produced by this sampling

strategy are proportionate to the total population Gay (1996). The table 3.2 has drawn

regarding the research students that actively take part in the investigation.

Table 3. 2

Sampling of the Study

SAMPLE=683
26.22%

22.84%

BS
10.15%

MPHIL
9.00%

7.51%

PhD
5.53%
3.82%
2.63%

2.24%
2.02%

1.76%
1.71%

1.71%
1.09%

0.97%
0.70%
0.08%

0.04%

MALE FEMALE MALE FEMALE MALE FEMALE

HISTORY EDUCATION ENGLISH
 69

Sampling Frame of the Study

Figure 3. 3

Sampling Frame of the Study

UNIVERSITIES

PUBLIC PRIVATE

HISTORY EDUCATION HISTORY EDUCATION

ENGLISH ENGLISH

MALE FEMALE MALE FEMALE

POPULATION=2278

SAMPLE=683
 70

3.5 Research Instrument

In order to analyze the challenges faced by the researchers while carrying out

their research, the study collected both types of quantitative and qualitative data from

the chosen respondents using questionnaires and semi-structured interviewing guides.

Interview questions frequently pose open-ended inquiries to researchers, prompting

them to discuss the difficulties they have encountered while conducting their research

and offer answers informed by their personal experiences. Both types of data were

analyzed simultaneously, and the qualitative items were added to the quantitative data.

And offered the excellent data for additional analysis. A more complete picture of the

study problem was produced by the integration of both sets of data. The attempt to

combine the two data sets, usually through the interpretation of the individual results or

data transformation to combine the two kinds of data during the data analysis.

3.6 Tool Development

Using the research conducted by ALIREZA YOUSEFI, LEILA BAZRAFKAN,

and NIKOO YAMANI (2015) as a model, a questionnaire was created for the study's

quantitative component. Three themes are presented by the study, and they are

"CONTEXTUAL PROBLEMS," "ETHICAL CHALLENGES," and "POOR

COORDINATION." The chapter's introductory paragraph previously made notice of

the indicators' elaboration.

 71

Questionnaire

The following steps ought to be followed in order to create a questionnaire for

quantitative data collection

 First, the researcher created the factors and sub factors shown in the following

image using these indicators. 32 statements make up the first main factor's 5 sub

factors.

 In the next stage, the researcher created three sub factors, each of which has 18

question statements.

 The third main factor, which consists of 11 statements, has 3 sub factors created

by the researcher.

Interviews

The interviews were conducted semi-scheduled, and the researcher prepared 9

questions to meet the challenges researchers possessed while discussing their own

valuable experiences.

3.7 Conceptual l framework of the study

An explanation of a research project's conceptual framework is provided to help

readers quickly and fully comprehend the study at hand. A study's conceptual

framework serves as its blueprint. Hyman (2006) claims that the conceptual framework

is a useful analytical tool. It is used in studies to classify the data and give an accurate

shape to the ideas Conceptual frameworks that accurately portray reality in a way that

is easy to remember, and use are significant.. A framework with five interconnected

areas was created by the researcher to better grasp the challenges faced when

conducting research at the university level. These limitations are financial,

administrative, individual, Peers, and supervisory problems

 72

Conceptual Framework

Figure 3. 4

Conceptual Framework of the Study

SUPERVISORY
ISSUES

ADMINISTRATIV
E PROBLEMS

FINANCIAL
PROBLEMS ISSUES QUESTIONNAI
FACED BY THE RE AND
RESAERCHERS INETRVIEWS
DURING SOCIAL/ PEERS
CONDUCTINH ISSUES
THEIR
Suggested
RESEARCH Practical
Mechanism
PERSONAL
PROBLEMS

The conceptual framework of the study clearly represents the picture of the issues or

the difficulties that researchers have to face while conducting their research. This

framework depicts that researchers often face the calamities regarding research

supervisor interaction. Lack of Time management and proper guidance from the

supervisor disturb the research work of the student. As administrative problems plays a

crucial role while completing the research work of the students. Before starting the

research work a proper guidance and counselling sessions should be introduced to

research supervisors. However, training of statistical application to research students is

the basic responsibility one institution can provide. On the other hand, mostly the

research students feel financial instability in completing their work as it costs a lot.
 73

Some of the students have to manage their household with their studies. So, it leaves

many researchers behind form their research work. Many of the researchers are married,

which makes it tough for them to deal with the situation which makes their research life

very challenging. Thus, the researchers affected mentally by all of these personal

problems mentioned in conceptual framework. The framework also resprent the

problem that researchers have to face with their peers. The in cooperation of the peers

may lead to severe disturbance while completing their research work done.

Questionnaire

The questionnaire was developed by the researcher. The questionnaire included of a

section for the collection of the demographic data of the respondents like the variables

of name, age, gender, and educational system. The questionnaires will be developed on

the Likert scale and the respondents will be asked to give answers by using the five

keys of i.e., strongly agree, agree, neither agree nor disagree, disagree, and strongly

disagree. The questionnaire comprises the following Main factors.

1. Contextual Problems

2. Ethical Challenges

3. Poor Coordination
 74

Figure 3. 5

Factors and Sub factors of the study

FACTORS AND SUB FACTORS

ETHICAL CONTEXTUAL POOR

CHALLENGES PROBLEMS COORDINATION

PEERS INEXPERIENCED INCAPABLE ADMINISTRATIONA

COORDINATION SUPERVISORS COMMUNICATION L COMPETENCY

RESEARCH
COMPETENCY GAPS BETWEEN
SUPERVISOR AND
OF SUPERVISOR
RESEARCHERSTUDENTS
EXPECTATIONS

WORKLOAD SELECTION PERCEPTION FINANCIAL

OF THE OF THE REGARDING FAMILY
CONSTRAINTS
SUPERVISOR SUPPORT
TOPIC

LACK OF
RESOURCES
 75

Semi structured interview schedule

A semi-structured interview schedule was developed to explore the factors that

affect the student researchers during their thesis work completion. In which one on one

interview questions will be asked regarding the challenges that they face during that

time span that they may be structured or unstructured.

3.8 Pilot Testing

As the tool was verified by the experts, the researcher created a rough draught

for quantitative data collecting. This technique support the researcher to move forward

by removing unnecessary and weak statements in the questionnaire.

The interview questions for my qualitative study has been validated through

consultation with teachers, ensuring its appropriateness and effectiveness.

3.9 Reliability of the Instrument

SPSS software was used to calculate the reliability of the quantitative survey scales

using Cronbach Alpha. The survey scales have been determined to be highly reliable,

and no items were removed. The table presents the Cronbach Alpha value for scale

and domain.
 76

Table 3. 3

Alpha Reliability of Instrument

Instrument No of Cronbach’s
Item Alpha
Problems Faced by the Researcher during 61 .842
Conducting their Research

Table 3.1 showed the overall reliability of instrument. The scale shows .842 reliability

that is good. The reliability of each factor is shown in below table.

Table 3. 4

Alpha Reliability of Instrument Factor

Sr. No Scale Factor No of Item Cronbach’s Alpha

1. Contextual Problems regarding 32 .817

Supervisors, researchers, and
administration

2. Ethical Challenges regarding 18 .791

supervisors, peer fellows and
administration

3. Poor coordination regarding 11 .582

supervisor, student researcher
and administration

Table 3.4 showed the factor wise reliability of instrument. The instruction based on

contextual problems regarding supervisors, researchers, and administration .817,

ethical challenges regarding supervisors, peer fellows and administration .791, poor

coordination regarding supervisor, student researcher and administration .582 level of

reliability.
 77

3.10 Data Collection

Before starting a data collection, permission was taken from the institutions'

administration and teachers to collect the data. The respondents will first be requested

to finish reading the provided general instructions, and then they will be requested to

respond to the statement For Quantitative data collecting, study's primary data was

gathered through the use of Google forms manually from both selected public and

private universities

One-on-one semi structured interviews were used to collect qualitative data; the

researcher called and texted respondents to make sure they would be available, and then

interviewed them in individual, over the phone, and via Whatsapp voice notes.

3.11 Ethical Concerns

Written informed consent was required from all respondents, and they will make

clear the goals and the purpose of the research. It clarified them that it is unpaid

participation in this research. They have the right to withdraw from research whenever

they feel uneasy. It will determine that the information taken from them will be kept

confidential and secret and used for any profitable purposes other than academic

research and publications. The measures was administer separately. All the inquiries of

the participants related to research was respond. The appreciation made grantee to the

respondent for being a part of the research

3.12 Data Analysis

Initially, descriptive and inferential statistics in SPSS were used

to analyze quantitative data. Second, the qualitative data was analyzed by transcribing

the interview data from the datasheets, conducting a comprehensive reading for

recognizing codes, and developing themes for the investigation and interpretation of
 78

the quantitative findings of this stage using the N-vivo software. Initially, descriptive

and inferential statistics in SPSS were used to analyze quantitative data. Second, the

qualitative data was analyzed by transcribing the interview data from the datasheets,

conducting a comprehensive reading for recognizing codes, and developing themes for

the investigation and interpretation of the quantitative findings of this stage using the

N-vivo software..

3.13 Delimitation of the study

 It is quite difficult to acquire initial information regarding the population of

final-year research students from the universities for the data collection.

 It is challenging to collect the data from all the departments at each selected

university.
 79

CHAPTER IV

DATA ANALYSIS

This chapter deals with the analysis of data. The study employed mixed method

strategy. Thus, this chapter contains two parts. Quantitative and qualitative data

analysis. Quantitative data analysis is presented in part one and qualitative data is

presented in part two.

Part 1

Quantitative data Analysis

Quantitative data analysis is presented according to the objectives and

hypothesis of data. Different test statistics was used for the analysis of data. Frequency

of demographic information, descriptive statistics of factors, t test and ANOVA was

employed for the demographic wise analysis of data.

 80

Table 4. 1

Age Wise Information of Data

Age Frequency Percent Valid Percent

18-22 201 28.1 28.1
23-27 438 61.3 61.3
28-32 50 7.0 7.0
32-37 16 2.2 2.2
37> 10 1.4 1.4
Total 715 100.0 100.0

Frequency
32-3737>
28-32 2% 2%
7%
18-22
28%

23-27
61%

18-22 23-27 28-32 32-37 37>

Table 4.1 showed the that out of 715 students, 438 was 23-27 years old, 201 was 18-

22, 50 was 28-32, 16 was 32-37 and 10 students was above than 7 years old.
 81

Table 4. 2

Gender Wise Information of Data

Gender Frequen Perce Valid

cy nt Percent

Male 199 27.8 27.8

Female 516 72.2 72.2

Total 715 100.0 100.0

Frequency

Male
28%

Female
72%

Male Female

Table 4.2 showed that 516 students was female and 199 male students was

participated in a study.
 82

Table 4. 3

Institution Wise Information of Data

Instituti Frequen Perce Valid

on cy nt Percent

Public 402 56.2 56.2

Private 313 43.8 43.8

715 100.0 100.0

Frequency

Private
44%

Public
56%

Public Private

Table 4.3 showed that 402 public and 313 private universities was the part of the

study.
 83

Table 4. 4

Program Wise Information of Data

Progra Frequen Perce Valid

m cy nt Percent

BS 498 69.7 69.7

MS/MP 173 24.2 24.2

hil

PhD 44 6.2 6.2

Total 715 100.0 100.0

Frequency
PhD
6%

MS/MPhil
24%

BS
70%

BS MS/MPhil PhD

Table 4.4 showed that three programs was chosen for the study. 498 was bs students,

173 was MS/MPhil students and 44 was Phd enrolled students who took part in a

study.
 84

Table 4. 5

Semester Wise Information of Data

Semester Frequenc Percen Valid

y t Percent

3-4 217 30.3 30.3

7-8 498 69.7 69.7

Total 715 100.0 100.0

Frequency

04-Mar
30%

08-Jul
70%

04-Mar 08-Jul

Table 4.5 showed 498 students was 7-8 semester students and 217 students was from

3-4 semester.
 85

Table 4. 6

CGPA Wise Information of Data

Cgpa Frequen Perce Valid

cy nt Percent

2.5-3.0 80 11.2 11.2

3.0-3.5 612 85.6 85.6

3.5-4.0 23 3.2 3.2

Total 715 100.0 100.0

Frequency
3.5-4.0 2.5-3.0
3% 11%

3.0-3.5
86%
2.5-3.0 3.0-3.5 3.5-4.0

Table 4.6 showed that 612 students had 3.0-3.5 cgpa, 80 students had 2.5-3.0 cgpa

and 23 had 3.5-4.0 cgpas.

 86

Table 4. 7

Descriptive Statistics of Problems Faced by the Researcher during Conducting their

Research.

Mini Maxi M S
mum mum D

Context 35.0 136. 92 12

ual 0 00 .6 .9
Problem 1 09
s
regardin
g
Supervis
ors,
research
ers, and
administ
ration

Ethical 22.0 98.0 59 10

Challeng 0 0 .7 .1
es 97 82
regardin
g
supervis
ors, peer
fellows
and
administ
ration
 87

Poor 9.00 44.0 24 5.

coordina 0 .6 73
tion 88 9
regardin
g
supervis
or,
student
research
er and
administ
ration

Table 4.7 showed the descriptive statistics of problems faced by the researcher during

conducting their research. It discovered that the mean score of contextual problems

regarding supervisors, researchers, and administration was highest (M= 92.61, SD=

12.90) and poor coordination regarding supervisor, student researcher and

administration was lowest (M= 24.68, SD= 5.73). Thus, students faced contextual

problems regarding supervisors, researchers, and administration.

Objective 2

To investigate the contextual issues regarding student researcher and teacher

supervisor
 88

Table 4. 8

Descriptive Statistics of Contextual Problems regarding Supervisors, Researchers,

and Administration

Mean Std.
Deviation

I have selected my 3.292 1.1619

supervisor freely.

My supervisor is easily 3.029 1.0719

accessible to me.

My supervisor cooperates 3.015 1.1732

with me while he/she has a
busy schedule

Heavy workload of the 2.849 1.2148

supervisor creates hurdles in
providing continuous
guidance.

My supervisor gives me fair 2.986 1.1940

and efficient time.

My supervisor is easily 2.919 1.1960

available in accordance with
the time we 2d upon

My supervisor works part- 2.986 1.2602

time at a university.

Lack of proper meeting 2.684 1.2561

schedule troubles my
research work.
 89

My supervisor has a finite 2.801 1.2898

amount of time for research
discussion

My supervisor properly 2.720 1.2669

guides me in the selection of
the topic.

Construction of the title 2.934 1.2866

gives me much more anxiety
than other research work.

My supervisor forces me to 2.697 1.2575

select the topic of her/his
choice.

Irrelevant research topic 2.740 1.3016

causes lack of interest of the
scholar

My research supervisor 3.189 1.2466

evaluates my research work
only in the light of his own
doctoral thesis instead of
University Thesis context.

The university library lacks 2.850 1.2926

the necessary or suitable
book collection.

The university library does 2.743 1.2348

not offer the required books
on demand.

Lack of academic writing 2.829 1.2786

skills stuck my research
progress
 90

University provides a proper 2.971 1.2858

training for application of
statistical tools.

There is proper counselling 3.020 1.2343

and guidance initiatives for
research scholars in
universities.

I face a lot of problems with 2.878 1.2704

browsing publication.

We have granted proper 2.920 1.2538

access to digital library / e-
sources.

The university has provided 3.010 1.2460

us required physical space to
work on research.

The university 3.120 1.2843

administration is quite
helpful regarding the
allocation of resources like
internet facility, VPN
address etc.

Non-availability of financial 2.784 1.2832

assistance from the
institution delays the
research work.

During research, a lot of 2.639 1.2888

printing expenses disturbed
my budgets.

Different expenditures 2.961 1.2902

linked with research process
 91

(travelling for data

collection, printing, binding
and purchasing electronic
devices etc.) affected
research work.

Relevant web material 2.770 1.2658

through payment delays the
research project.

I have no trouble to manage 2.949 1.3195

my home and research work
at the same time.

Finding a profitable 2.838 1.3186

alternative job caused
discontinuation of research
work.

Family engagements was a 2.772 1.3339

cause for discontinuation of
research activities.

My family supports me 2.665 1.3063

during my research work.

Table 4.8 showed that students selected supervisor freely (M= 3.292 SD= 1.1619).

Supervisor were easily accessible to me (M= 3.029 SD= 1.0719). Supervisor cooperates

with students while he/she had a busy schedule (M= 3.015 SD= 1.1732) Heavy

workload of the supervisor creates hurdles in providing continuous guidance. (M=

2.849 SD= 1.2148) supervisor gives fair and efficient time. (M= 2.986 SD= 1.1940)

supervisor were easily available in accordance with the time students upon (M= 2.919

SD=1.1960). Supervisor works part-time at a university. (M= 2.986 SD= 1.2602) Lack

of proper meeting schedule troubles research work. (M= 2.684 SD= 1.2561).
 92

Supervisor has a finite amount of time for research discussion (M= 2.801 SD= 1.2898).

Supervisor properly guides in the selection of the topic. (M= 2.720 SD= 1.2669)

Construction of the title gives much more anxiety than other research work. (M= 2.934

SD= 1.2866). supervisor forces to select the topic of her/his choice. (M= 2.697 SD=

1.2575) Irrelevant research topic causes lack of interest of the scholar (M= 2.740 SD=

1.3016). research supervisor evaluates research work only in the light of his own

doctoral thesis instead of University Thesis context. (M= 3.189 SD= 1.2466) The

university library lacks the necessary or suitable book collection. (M= 2.850 SD=

1.2926) The university library does not offer the required books on demand. (M= 2.743

SD= 1.2348) Lack of academic writing skills stuck research progress (M= 2.829 SD=

1.2786). University provides a proper training for application of statistical tools. (M=

2.971 SD= 1.2858). There is proper counselling and guidance initiatives for research

scholars in universities. (M= 3.020 SD= 1.2343). Students face a lot of problems with

browsing publication. (M= 2.878 SD= 1.2704) students granted proper access to digital

library / e-sources. (M= 2.920 SD= 1.2538). The university has provided required

physical space to work on research (M= 3.010 SD= 1.2460) The university

administration was quite helpful regarding the allocation of resources like internet

facility, VPN address etc. (M= 3.120 SD= 1.2843) non-availability of financial

assistance from the institution delays the research work. (M= 2.784 SD= 1.2832)

During research, a lot of printing expenses disturbed budgets. (M= 2.639 SD= 1.2888)

Different expenditures linked with research process (travelling for data collection,

printing, binding and purchasing electronic devices etc.) Affected research work. (M=

2.961 SD= 1.2902) Relevant web material through payment delays the research project.

(M= 2.770 SD= 1.2658) students had no trouble to manage home and research work at

the same time. (M= 2.949 SD= 1.3195) Finding a profitable alternative job caused
 93

discontinuation of research work. (M= 2.838 SD= 1.3186) Family engagements were a

cause for discontinuation of research activities. (M= 2.772 SD= 1.3339). Family

supports students during research work. (M= 2.665 SD= 1.3063).

 94

Table 4. 9

Descriptive Statistics of Ethical Challenges regarding Supervisors, Peer Fellows and

Administration

Mean Std.
Deviation

Non-supportive attitude of the 2.888 1.3237

family discouraged scholar to
complete research project.

Family responsibilities 3.285 1.1774

postponed research activities to
work affectively.

Non-conducive domestic 2.808 1.1624

environment discouraged
scholar from research.

My fellow scholars fully 2.883 1.2511

cooperate with me regarding
my research work.

Non cooperative attitude of 2.807 1.2666

peers has disturbed me.

37. My peers give me worthy 2.937 1.2997

guidance regarding my
research work.

Peers help me to reduce anxiety 2.611 1.2735

concerning research work.

My research fellows help me in 2.673 1.2677

data collection.
 95

My research supervisor 2.743 1.2662

encourages my novel ideas
regarding research work.

My research supervisor forced 2.891 1.3144

me to extend his/ her own
previous work.

My research supervisor let me 2.658 1.2769

research on my own topic of
interest.

My supervisor scaffolds me if 2.899 1.2629

necessary.

My supervisor morally 2.620 1.2393

supports me during my
research work.

Mostly the teachers forcefully 3.052 1.3353

referred their friends to be
selected as supervisor.

Supervisors have lack the skills 2.787 1.2733

to adopt themselves in the
society during research
activities.

My supervisor takes a lot of 2.999 1.2894

time to overcome any problem
regarding research work.

My supervisor takes support of 2.752 1.2698

other supervisors to cope thesis
work.
 96

My research supervisor 2.751 1.2865

referred me other teachers for
guidance.

I always feel difficulty to 2.807 1.2961

communicate my ideas with
supervisor.

My supervisor values my 3.190 1.2046

independent and creative
thoughts regarding research
work.

No collaboration of supervisors 2.751 1.1618

caused frustration among the
scholars.

Table 4.9 Non-supportive attitude of the family discouraged scholar to complete

research project. (M= 2.888 SD= 1.3237). Family responsibilities postponed research

activities to work affectively. (M= 3.285 SD= 1.1774). Non-conducive domestic

environment discouraged scholar from research. (m= 2.808 sd= 1.1624). Fellow

scholars fully cooperate regarding (M= 2.883 SD= 1.2511). Non cooperative attitude

of peers has disturbed. (M= 2.807 SD= 1.2666). Peers give worthy guidance regarding

research work. (= 2.937 SD= 1.2997). Peers help to reduce anxiety concerning research

work. (m= 2.611 SD= 1.2735). Research fellows help in data collection. M= 2.673 SD=

1.2677). Research supervisor encourages novel ideas regarding research work. (M=

2.743 SD= 1.2662). Research supervisor forced to extend his/ her own previous work.

(M= 2.891 SD= 1.314). Research supervisor let research on own topic of interest. (M=

2.658 SD= 1.2769). Supervisor scaffolds if necessary. (M= 2.899 SD= 1.2629).

Supervisor morally supports during research work. (M= 2.620 SD= 1.2393) mostly the

teachers forcefully referred their friends to be selected as supervisor. (M= .052 SD=
 97

1.3353) supervisors have lack the skills to adopt themselves in the society during

research activities. (M= 2.787 SD= 1.2733). Supervisor takes a lot of time to overcome

any problem regarding research work. (M= 2.999 SD= 1.2894). Supervisor takes

support of other supervisors to cope thesis work. (M= 2.72 SD= 1.2698). Research

supervisor referred other teachers for guidance. (M= 2.751 SD= 1.2865). Students

always feel difficulty to communicate ideas with supervisor. (M= 2.807 SD= 1.2961).

Supervisor values independent and creative thoughts regarding research work. (M=

3.190 SD= 1.2046). Noncollaboration of supervisors caused frustration among the

scholars. (M= 2.751 SD= 1.1618).

 98

Table 4. 10

Descriptive Statistics of Poor Coordination regarding Supervisor, Student Researcher

and Administration

Mean Std.
Deviation

My supervisor rarely evaluated 2.699 1.1366

the progress of my research
work.

Lengthy procedural 2.996 1.2316

requirements of research Do
not affect the research work

Lack of research related 2.850 1.2708

activities (like seminars,
workshops, presentations etc.)
in the department affected
learning of research skills

Non-co-operative attitude of 2.657 1.1958

university administration
affected researcher’s
motivation for research.

Professional competition among 2.636 1.1914

the faculty members
deteriorated research activities

Lack of access to official 2.673 1.2158

records during data collection
causes delay in research.

My supervisor anticipated that 2.694 1.2161

I would conduct research
beyond my research capacity.
 99

There is a gap between the 2.731 1.2369

scholar’s understanding about
research and expectations of
the supervisor.

There is no facility to engage 2.751 1.2148

scholars with the world
research community to polish
research skill by the supervisor.

Table 4.10 showed supervisor rarely evaluated the progress of my research work. (M=

2.699 SD= 1.1366). Lengthy procedural requirements of research Do not affect the

research work (M= 2.996 SD= 1.2316). Lack of research related activities (like

seminars, workshops, presentations etc.) in the department affected learning of research

skills (M= 2.850 SD= 1.2708). Non-cooperative attitude of university administration

affected researcher’s motivation for research. (M= 2.657 SD= 1.1958) Professional

competition among the faculty members deteriorated research activities (M= 2.636

SD= 1.1914) Lack of access to official records during data collection causes delay in

research. (M= S2.673 SD= 1.2158) supervisor anticipated that would conduct research

beyond my research capacity. (M= S2.694 SD= 1.2161) There is a gap between the

scholar’s understanding about research and expectations of the supervisor. (M= S2.731

SD= 1.2369) There is no facility to engage scholars with the world research community

to polish research skill by the supervisor. (M= 2.751 SD= 1.2148).

 100

Hypothesis 1

HΟ1: There is no significant difference between age wise perspectives of the students

regarding difficulties faced by them during research work completion.

Table 4. 11

Age Wise Comparison of Students Perception Regarding Problems Faced by The

Researcher During Conducting Their Research

Mea F S
n i
Squa g
re .

Contextu Bet 1151 7.1 .

al wee .934 58 0
Problems n 0
regarding Gro 0
Superviso ups
rs,
With 160.
researche
in 935
rs, and
Gro
administr
ups
ation
Tota
l

Ethical Bet 1036 10. .

Challenge wee .303 53 0
s n 2 0
regarding Gro 0
superviso ups
rs, peer
With 98.3
fellows
in 94
 101

and Gro
administr ups
ation
Tota
l

Poor Bet 66.2 2.0 .

coordinat wee 36 22 0
ion n 9
regarding Gro 0
superviso ups
r, student
With 32.7
researche
in 58
r and
Gro
administr
ups
ation
Tota
l

Table 4.11 showed the age wise comparison of student’s perception regarding problems

faced by the researcher during conducting their research. it is discovered that the age

wise mean score regarding contextual problems regarding supervisors, researchers, and

administration (F= 7.158 sig= .000) and ethical challenges regarding supervisors, peer

fellows and administration (F= 10.532 sig= .000) remain significant and mean score of

poor coordination regarding supervisor, student researcher and administration (F=

2.022 sig= .090) remain significant. Thus, null hypothesis was rejected because there

was significant difference between age wise perspectives of the students regarding

difficulties faced by them during research work completion. Post hoc test is given

below.
 102

Table 4. 12

Post hoc test of age Wise Comparison of Students Perception Regarding Problems

Faced by The Researcher during Conducting Their Research

Dependent (I (J Mean Si
Variable ) ) Differe g.
A A nce (I-
g g J)
e e

Contextual 1. 3. 8.2257 .0
Problems 0 0 7* 0
regarding 0
Supervisor
2. 3. 8.3419 .0
s,
0 0 1* 0
researcher
0
s, and
administra 3. 1. - .0

tion 0 0 8.2257 0
7* 0

2. - .0
0 8.3419 0
1* 0

Ethical 1. 3. 5.9823 .0
Challenges 0 0 9* 0
regarding 0
supervisor
4. 9.7098 .0
s, peer
0 9* 0
fellows and
0
administra
tion 5. 11.022 .0
0 39* 0
1
 103

2. 3. .6.0974 .0
0 0 1* 0
0

4. 9.8249 .0
0 1* 0
0

5. 11.137 .0
0 41* 0
0

3. 1. - .0
0 0 5.9823 0
9* 0

2. - .0
0 6.0974 0
1* 0

4. 1. - .0
0 0 9.7098 0
9* 0

2. - .0
0 9.8249 0
1* 0

5. 1. - .0
0 0 11.022 0
39* 1

2. - .0
0 11.137 0
41* 0

Table 4.12 showed the post hoc test. It is indicated that the mean score of age group 1

from 3 (M= 8.22577* sig= .000), 2 from 3 (M= 0 8.34191* sig= .000), 3 from 1 (M= -
 104

8.22577* sig= .000), and from 2 (M= 8.34191* sig= .000) remain significant at .00 5

regarding contextual problems regarding supervisors, researchers, and administration.

On the other hand age group 1 from 3 (M= 5.98239* sig= .000) and from 4 (M=

9.70989* sig= .000) from 5 (M= 11.02239* sig= .001), 2 from 3 (M= .6.09741* sig=

.000) from 4 (M= 9.82491* sig= .000) 5 (M= 11.13741* sig= .000) 3 from 1 (M= -

5.98239*, sig= .000) from 2 (M= -6.09741* sig= .000) from 4 from 1 (M= -

9.70989*sig= .000) from 2 (M= -9.82491* sig= .000) 5 from 1 (M= -11.02239* sig=

.001) from 2 (M= -11.13741* sig= .000) remain significant at .005 level. So, there was

significant difference between age wise perspectives of the students regarding

difficulties faced by them during research work completion.

 105

Hypothesis 2:

HΟ2: There is no significant difference between public and private university students’

perspectives regarding difficulties faced by them during research work completion.

Table 4. 13

Institution Wise Comparison of Students Perception Regarding Problems Faced by

The Researcher During Conducting Their Research

In M S t p
sti e D -
tu a v
on n a
l
u
e

Conte P 9 13 2 .
xtual ub 3. .4 . 0
Proble lic 5 93 1 3
ms 3 56 7 0
regar 8 1
ding 1
Super
Pr 9 12
visors,
iv 1. .0
resear
at 3 16
chers,
e 9 12
and
8
admin
7
istrati
on
 106

Ethica P 6 10 1 .
l ub 0. .8 . 0
Challe lic 3 34 6 9
nges 6 67 7 5
regar 1 1
ding 8
super
Pr 5 9.
visors,
iv 9. 25
peer
at 0 17
fellow
e 7 8
s and
6
admin
9
istrati
on

Poor P 2 6. 2 .
coordi ub 5. 10 . 0
nation lic 0 90 1 3
regar 7 4 1 5
ding 9 4
super 6
visor,
Pr 2 5.
stude
iv 4. 19
nt
at 1 40
resear
e 8 7
cher
5
and
3
admin
istrati
on

Table 4.13 showed the gender wise comparison of student’s perception regarding

problems faced by the researcher during conducting their research. it is discovered that
 107

the mean score of public and private institutes respondents was similar and insignificant

at 0.005 level. Null hypothesis was accepted because there was no significant difference

between public and private university students’ perspectives regarding difficulties faced

by them during research work completion.

 108

Hypothesis 3:

HO3: There is no significance difference between the opinion of male and female of

public sector universities about different barriers in their research at university level.

Table 4. 14

Gender Wise Comparison of Students Perception Regarding Problems Faced by The

Researcher During Conducting Their Research

G M S t p
e e D -
n a v
d n a
e l
r u
e

Conte M 8 11 - .
xtual a 8. .3 5 0
Proble l 2 58 . 0
ms e 7 49 5 0
regard 0 9
ing 8 5
Super
F 9 13
visors,
e 4. .0
resear
m 2 89
chers,
a 6 70
and
l 8
admin
e 4
istrati
on

Ethica M 5 9. - .
l a 6. 30 5 0
 109

Challe l 3 33 . 0
nges e 9 7 6 0
regard 2 8
ing 0 2
superv
F 6 10
isors,
e 1. .2
peer
m 1 10
fellow
a 2 46
s and
l 3
admin
e 3
istrati
on

Poor M 2 5. - .
coordi a 4. 32 . 3
nation l 3 35 8 9
regard e 9 8 5 2
ing 2 7
superv 0
isor,
F 2 5.
studen
e 4. 89
t
m 8 35
resear
a 0 3
cher
l 2
and
e 3
admin
istrati
on

Table 4.14 showed the gender wise comparison of student’s perception regarding

problems faced by the researcher during conducting their research. it is indicated that

the mean score of male students regarding Contextual Problems regarding Supervisors,

researchers, and administration (t= -5.595 p= .000) and Ethical Challenges regarding
 110

supervisors, peer fellows and administration (t= -5.682 p=.000) was higher than female

students and remain significant at 0.005. Thus, null hypothesis was rejected because

there was significance difference between the opinion of male and female of public

sector universities about different barriers in their research at university level.

 111

Hypothesis 4:

HO4: There is no difference between the assumptions of the respondents of History,

Education and English Literature department.

Table 4. 15

Program Wise Comparison of Students Perception Regarding Problems Faced by The

Researcher During Conducting Their Research

Mea F S
n i
Squa g
re .

Contextu Bet 1559 9.5 .

al wee .837 92 0
Problems n 0
regarding Gro 0
Superviso ups
rs,
With 162.
researche
in 621
rs, and
Gro
administr
ups
ation
Tota
l

Ethical Bet 774. 7.6 .

Challenge wee 465 09 0
s n 0
regarding Gro 1
superviso ups
rs, peer
With 101.
fellows
in 788
 112

and Gro
administr ups
ation
Tota
l

Poor Bet 581. 18. .

coordinat wee 801 52 0
ion n 6 0
regarding Gro 0
superviso ups
r, student
With 31.4
researche
in 04
r and
Gro
administr
ups
ation
Tota
l

Table 4.15 showed the program wise comparison of students’ perception regarding
problems faced by the researcher during conducting their research. It discovered that
the on all factors the mean difference remain significant at 0.005 level. Thus, the null
hypothesis was rejected because there was no difference between the assumptions of
the respondents of History, Education and English Literature department. Post hoc test
is given below.

Table 4. 16
Post hoc test of program Wise Comparison of Students Perception Regarding
Problems Faced by the Researcher during Conducting Their Research

Dependen (I) (J) Mean S

t Variable Pro Pro differ i
gra gra ence g
m m .
Contextu 1.0 2.0 1.141 .
al 92 0
 113

Problems 0
regardin 4
g
3.0 2.029 .
Supervis
25 0
ors,
0
research
0
ers, and
administ 2.0 1.0 1.141 .

ration 92 0
0
4

3.0 1.0 2.029 .

25 0
0
0

Ethical 1.0 2.0 .8932 .

Challeng 2 0
es 0
regardin 2
g
2.0 1.0 .8932 .
superviso
2 0
rs, peer
0
fellows
2
and
administ
ration

Poor 1.0 2.0 .4945 .

coordina 6 0
tion 0
regardin 0
 114

g 2.0 1.0 .4945 .

superviso 6 0
r, 0
student 0
research
3.0 .9461 .
er and
8 0
administ
0
ration
4

2.0 .9461 .
8 0
0
4

Table 4.16 showed the post hoc test of program wise comparison of student’s

perception regarding problems faced by the researcher during conducting their research.

it indicated that mean of group 1 from 2 (M= 1.14192 sig= .004) from 3.0 (M=

2.02925sig= .000), 2 from 1 (M= 1.14192 sig= .004) 3 from 1 (M= 2.02925 sig= .000)

remain significant at .005 level regarding contextual problems regarding supervisors,

researchers, and administration. Group 1 from 2 (M= .89322 sig= .002) and 2 from 1

(M= .89322 sig= .002) remain significant regarding ethical challenges regarding

supervisors, peer fellows and administration at .005 level and group 1 from 2 (M=

.49456 sig= .000) 2 from1 (M= .49456 sig= .000) from 3 (M= .94618 sig= .004) and

from 2 (M= .94618 sig= .004) remain significant at .005 level. Thus, the null hypothesis

was rejected because there was no difference between the assumptions of the

respondents of History, Education and English Literature department. Post hoc test is

given below.
 115

Hypothesis 5:

Ho5: There is no significance difference between semester wise opinion of students

about different barriers in their research at university level.

Table 4. 17

Semester Wise Comparison of Students Perception Regarding Problems Faced by the

Researcher during Conducting Their Research

Se M S t p
m e D -
es a v
ter n a
l
u
e

Conte 1. 6 .3 3 .
xtual 0 5 .9 . 0
Proble . 8 1 4
ms 9 7 7 5
regard 8 1
ing 7
Super
2. 8 1
visors,
0 9 3.
resear
. 2
chers,
4 1
and
5 4
admini
5 0
stratio
n

Ethica 1. 4 .4 2 .
l 0 2 .9 . 0
Challe . 8 6
 116

nges 0 7 7 3
regard 9 7 1 5
ing 8
superv
2. 5 9.
isors,
0 7 9
peer
. 2
fellows
2 0
and
3 4
admini
7 6
stratio
n

Poor 1. 1 .2 2 .
coordi 0 0 .8 . 0
nation . 4 1 4
regard 7 7 1 0
ing 6 5 4
superv 5
isor,
2. 2 5.
studen
0 2 4
t
. 6
resear
9 9
cher
4 3
and
4 3
admini
stratio
n

Table 4.17 stated the semester wise comparison of student’s perception regarding

problems faced by the researcher during conducting their research. It was discovered

that the mean score of group 1 and group 2 was insignificant at .005 level thus, the null

hypothesis was rejected because there was no significance difference between semester

wise opinion of students about different barriers in their research at university level.
117
 118

Hypothesis 6

HO6: There is no significance difference between Cgpa wise opinion of students about

different barriers in their research at university level.

Table 4. 18

CGPA Wise Comparison of Students Perception Regarding Problems Faced by the

Researcher during Conducting Their Research

Mea F S
n i
Squa g
re .

Contextu Bet 2307 14. .

al wee .383 38 0
Problems n 0 4
regarding Gro 0
Superviso ups
rs,
With 160.
researche
in 460
rs, and
Gro
administr
ups
ation
Tota
l

Ethical Bet 1184 11. .

Challenge wee .175 76 0
s n 8 3
regarding Gro 5
superviso ups
rs, peer
With 100.
fellows
in 629
 119

and Gro
administr ups
ation
Tota
l

Poor Bet 280. 8.7 .

coordinat wee 999 13 0
ion n 5
regarding Gro 0
superviso ups
r, student
With 32.2
researche
in 49
r and
Gro
administr
ups
ation
Tota
l

Table 4.18 showed the Cgpa wise comparison of students’ perception regarding

problems faced by the researcher during conducting their research. It discovered that

the mean difference of cgpa wise students was insignificant at .005 level thus the null

hypothesis accepted because there was no significance difference between Cgpa wise

opinion of students about different barriers in their research at university level.

 120

Part 2

Qualitative Data Analysis

Qualitative data analysis is presented in this chapter. Interviews that were taken

transcribed in Urdu and translated in English. After transcription of interviews codes

were created and categories were developed. Themes were discovered to test the

hypothesis and research objective. All the data was analyzed on NVIVO software.

Figure 4. 1

Themes of the Data

Table 4.1 illustrated the themes of the presented study. Total six themes were taken

from the data sets. That includes initial problems faced by students regarding

supervisors, manage research expenditure, peer support improves research work, skills

deficiencies that keep the research from progressing, supports provided by university

and suggestion for future. Each theme with its sub-theme (categories) given below with

brief detail.
 121

Figure 4. 2

Hierarchy of Initial Problem Faced by Students Regarding Supervisor

Figure 4.2 showed the initial problem that includes communication with supervisor,

responsibilities of family interference and options for students to choose supervisor.

Each category is defined below.

Communication with Supervisor

Students faced problem while communicating with supervisor because managing

meeting schedule was too tough, and supervisors did not review and students getting

trapped. Training was big problem sometimes supervisor was busy and skips the

meeting. As students replied:

If I discuss the meeting schedule with my supervisor, any delays lead me and
my other research fellows to struggle greatly because the supervisor did not
review our work in a timely manner, resulting in a huge mess and me becoming
very distracted. We lost a lot of days as a result of getting trapped. Therefore,
timings are a big problem.

Definitely not in this case. I never believe that there is a risk if a session is left
unattended. We agreed on any other day if she becomes busy or skips the
meeting with me. I don't believe this will endanger or divert from my research
efforts in the future. because study cannot be completed in a single night. This
process obviously takes time. As a result, we collaborate and change the time
of our meetings.
 122

Supervisors occasionally have too much going on to devote time to university

matters. I then question why I should solely rely on my boss. I make an effort to
deal with the circumstance. due to the process's step-by-step nature. I initially
felt a great deal of risk, but after adjusting, I tried to conduct my research on
my own while speaking on the phone with my supervisor.

This is also not a problem for me because my supervisor always gives me more

than enough time.

There are very serious concerns with meetings; my supervisor meets me in

accordance with their schedule, and routine meetings are constantly
interrupted. because of my supervisor's careless behavior. Because I have never
conducted research before and have no relevant experience, I constantly feel
vulnerable. She meets me around 1:00 or 2:00 pm when I arrive to see her at
9:00 am.

I always call her before visiting her. She always acts in a way that makes me
feel very satisfied if she is unable to meet me at the scheduled time. I do not have
any anxiety as a result

Yes, I felt at risk when a regular meeting schedule was absent with my
supervisor. The absence of regular meetings made it difficult for me to receive
feedback and guidance on my research work. It also increased the risk of me
heading in the wrong direction with my research, which could have led to a
waste of time and resources.

I haven't encountered this "meeting schedule is absent" situation yet.

My boss doesn't have enough time for us. While she is present at the university,
she consistently arrives late to her office. As a result, even after we decided on
a meeting schedule, it frequently gets changed, which makes me feel vulnerable.
Family Interference during Research

Students had household workload that badly effect my mental health, effect on research

because of them they unable to proceed research work. Students required balancing

priorities and need effective time management. As students answered:

 123

Well, I'm single. And the youngest member of my family, therefore there aren't
any issues to deal with. My family is very helpful. Nevertheless, my family is
always there for me whenever I need them.

Yes, I am unmarried, but there is many responsibilities either you are poor or
rich. If you are a girl, you must have household responsibilities. I must say that
these all are imposed on me. yes, imposed. Everyone in my family willingly
intervene in my academic line. 6 months before, my father deceased and this
incident left me devastated. This incident badly effects my mental health and my
research work as well.

Yes, I am married. I must face a lot of difficulties because of household

responsibilities and it sometimes it becomes as much difficult that I am unable
to proceed my research work. My husband supports me so I can easily be cope
with my work.

I am unmarried and have no such problems in that area, however my sister has
had persistent epilepsy for a long time. As a result, occasionally she prevented
me from giving my research job the attention it needed.

I'm single and in charge of a job related to this. I must handle my various
commitments at home, at work, and with my research.

I am not married; I am the youngest in the family all my sisters are married so
I have to manage all household by myself. It disturbs me very much to manage
my research work. So sometimes I am unable to cope work time.

My personal life sometimes interfered with my research work, depending on my

family responsibilities and workload. Managing both was challenging, and it
required balancing priorities and effective time management.

I am married and the parent of three children. I am fortunate in that my family

has not interfered with my study efforts.

No, I am not married yet, I must deal with my meagre pocket money because I
am completely dependent on my family, which is incredibly challenging.
 124

Opinion to Choose Supervisor

The problem students faced was during choose the supervisor because institutions

assigned the supervisor. That make then dizzy and create pressure o them. Some of

students choose supervisor by their own choice that was quite easy for them. It was also

challenging for students to meet the expectations of their supervisors that caused

anxiety among students. They can’t get proper time as well as attention of supervisor

and can’t choose topic by themselves. As students said:

I first don't want to work with the supervisor my institution assigned me. So, I
just write a letter asking the department head to change my supervisor. Because
there was no option for us to choose the supervisor I wanted to work with. All
of this relates to initial issues.

So, at first, communicating with my supervisor wasn't too tough, and I believe
that as I recall it, it still isn't. It was entirely up to me how I expressed my ideas.
I still have no trouble proving who I am and what I believe. Furthermore, it is
undeniable that my supervisor has been helpful from day one. Even if I
occasionally feel quite worn out, she is the one who keeps her commitment.

My initial impression is that I won't have any problems because the supervisor
selection process was quite easy. While choosing a topic caused me slightly
more anxiety. Meeting the expectations of my supervisor and I was really
challenging. The proposal defiance is quite beneficial because it includes
feedback from other teachers.

My choice of my supervisor was not difficult at all. I chose my supervisor on my

own, and he assisted me in choosing the subject. so there is no problem in this
instance.

First, university management requested that we work with a supervisor of our

choosing. They then did not express any worries about the supervisor's
condition and forced supervisors that were chosen by their department. These
things make me dizzy.
 125

I did not choose my supervisor, yet she is much more accommodating than I had
imagined. I completely choose the theme. My supervisor never make me
pressurize.

During my research work, I faced some initial problems with my supervisors. It

was challenging for me to establish a good working relationship with them. I
had difficulty in communicating my research ideas to them and getting
feedback. Furthermore, it was challenging to get their attention and time due to
their busy schedules. I had to be persistent and proactive in setting up meetings
to discuss my research work.

During my research, I have never had a problem with my supervisor.

Since choosing the topic until now, I have encountered numerous difficulties
with regard to my supervisor. I had never even heard of my supervisor before
the institution forced her name on me. So yes, I have a lot of difficulty.
 126

Figure 4. 3

Hierarchy of Support Provided by University

Figure 4.3 illustrated the support provided by university during research work. Facilities

provide by university and random training sessions by university discussed under this

theme.

Facilities by University

Old thesis was not organized in library, but separate room was allocated but there was

no internet facility. As students replied:

Resources at universities??? In all honesty, the university did not give us many
facilities. Even access to the internet is not possible. Neither the internet nor the
proper thesis collection at libraries are available to help with extensive
research

If I talk about the facilities like access of proper library, e-library, a separate
room for research honestly I am not satisfied with these. Even in this era where
internet is so common, university has failed to provide us these all facilities.
There is a big no for the physical facilities.
 127

I am telling you with a very heart that my university is not providing as such
facilities especially e-library, internet. We went to our librarian almost 3 times,
but she made no any concerned regarding our problems. While I am a PhD
student, they must have concerned. Only computer labs are connected to the
internet. It’s very difficult for me to do work at university without having
internet access.

There is a disorganized library. There may have some books and materials, but
they would be very dusty.

A resounding "no." The university doesn't offer any internal facilities. Even
earlier or older thesis are not organized. The library is completely empty of
materials.

I am not happy from the facility. No internet is available that makes me very
much anxious and disturbed. There is no personal ID made for us to access
library. We cannot work in library because of internet.

I am generally satisfied with the facilities that the University provides for
researchers. However, there is always room for improvement. The University
needs to invest in more up-to-date research materials and technology to keep
up with the ever-changing research landscape.

Yes, I am satisfied with the facilities.

We are not given any facilities, thus I'm not happy with the administration of
the university. Because they don't give research students a second thought.
Random Training Sessions

Random training sessions was held by university, but they did not give them proper

training regarding tools so that’s why students face difficulty during using statistical

software’s. two AIPS workshop was held and provided practical work. As students

answered:

No, truly, the institution did not give us the tools we needed to manage our
research. Without the internet, there would be no training sessions where we
could really practice using statistical tools for research. Even the university
 128

doesn't want to give us a suitable, distinct location for research, which makes
me occasionally want to stop. Since there is no internet, changes are still
pending. Most of the changes that my supervisor asked me to make have
typically been forgotten by the time I get home, leaving me with nothing but
distress.

Our university offers numerous classes. as the university oversaw my tool

application training sessions. As I specifically discuss my perspective, I did not
conduct any research for my BS degree prior to earning my MPHIL degree.
However, the university makes every effort to give us the best training
opportunities. Most lecturers work with us specifically to help us understand.
The workshops on writing techniques and quantitative and qualitative study
designs were held at another university. Additionally, the university invites
teachers from different campuses and colleges to foster better understanding. I
do recall that the chairman of our department cared a great deal about us and
particularly paid attention to the MPhil students

Yes, I have access to statistical tool application facilities through my university.

However, the sessions' timing is too brief for any comprehension to be
understood. All these software should be taught in the first semester of the
programmed, not the last.

The only practical work provided by the University for the Application of
statistical methods is course work, followed by research work. No specific
training is provided.

There is no training offered for conducting research. Even the study of research
has not been taught with sufficient care.

We receive training at random, which is useless to us all, especially me. Now

that I have begun working, things are essentially simple for me. My supervisor
helped me and guided me through those exercises

The University do not provide several supports during my research work. The
University not offered proper training for the application of statistical tools,
which was beneficial for my research work.
 129

I have received assistance from GCU Lahore in order to attend workshops (two
AIPS workshops) and seminars on archive study.

No, I don't think so. Up until now, we haven't ANY a training session.

Figure 4. 4

Hierarchy of Manage Research Expenditure

Figure 4.4 showed the hierarchy of manage research expenditure. It discovered that

students manage expenditure with their salary by giving home tuition, part time job and

they see it as challenge. Sometimes students manage it with their own pocket money.

They feel trouble managing finances such as daily fare, and printing. As students

responded:

Expenditure.... I can manage from my own printer and aid my other peers, so it
doesn't bother me too much. Further expenses...??? I manage with my own
pocket money because I am excellent at saving it and I am also unemployed.
Therefore, it is not too tough.

This is a very crucial tied that is often overlooked by the institution, as well as
by parents and supervisors. I have a lot of trouble managing my finances. Most
universities are located distant from my home when i first start to gather data.
 130

I have a lot of problems because the daily fare is so expensive and easily upsets
my budget. Since I disagree that we should have jobs while pursuing this degree,
I manage a job for this and see it as a challenge. Even though it's challenging
and presenting me with numerous obstacles, I'm managing.

Expenses, although I'm a stay-at-home wife. My husband has agreed to pay for
all of my costs. Because he is extremely helpful and is also helping me collect
data.

I did manage the job, especially for my PhD and MPhil. I continue to pay for
my academic expenditures. My financial situation at the school where I was
working during the year 19 became so bad that I decided to change jobs and
transfer to a different school, where I worked part-time to pay for my degree.

Since I work for this goal, I do not experience any financial difficulties. I
therefore carefully controlled research expenses.

I bear my university and research expenses through home tuitions. Sometimes I

becomes so much difficult to manage but I am managing little more with the
help of my pocket money too.

I managed my research expenditures by arrange part time job for this purpose.
However, I had to be careful with my spending and budget accordingly. It was
challenging to manage my research expenditures, but I learned to be
resourceful and creative with my resources.

My father bears all my expenditures in this context.

My family carries my university costs. Despite this, I must manage with the
provided pocket money for the entire month.
 131

Figure 4. 5

Hierarchy of Peer Supports Improve Research Work

Figure 4.5 illustrated the peer support improve research work. Peer assists them during

research work like help in data collection process. Give experiences and references so

that they focused and stay motivated regarding research goals. On the other hand, peer

also give worthy advice that helped to improve research and provide feedback. As

students respond:

Peers have been a huge help to me, especially with data collection. I therefore
have nice friends because I do not experience many issues with peer support.

Peers. I believe that they also have research work to manage, making it tough
for them to comment on this. However, they do offer me a very small amount of
assistance whenever I ask.

Yes, my peers either they are my seniors or my class fellows help me in most of
the things through their experiences and references.

Well, my peers are so much very supportive. They still help me whenever I need
them.
 132

Peer support is not much more, but it's adequate. to deal with the circumstance
on occasion. My peers totally support me in this because the data collection
procedure is a very time-consuming process.

My peers support me fully. They all willingly help me in data collection. I feel
so much relax when they give my worthy advice. So in this case I am quite lucky.

Peer support is essential for the success of research work. In my experience,

peer support has helped me to stay motivated and focused on my research goals.
Peers have provided feedback and constructive criticism on my research work,
which has helped me to improve my research.

I have access to peer support anytime I have issues in this situation. My senior
colleagues, friends, and the young historians from the Institute of History at
GCU Lahore constantly work with me and provide me insightful advice.

Since I and other researchers must proceed through the same phase, there is no
such thing as peer support for me.
 133

Figure 4. 6

Hierarchy of Skills Deficiencies That Keep the Research from Progressing

Table 4.6 showed the hierarchy of skills deficiencies that keep the research from

progressing. Lack of skills such as time management, poor communication skills, and

poor reading abilities prevents the research from progressing. Likewise, limited

understanding of some applications like inadequate statistical approach, browsing

publications and insufficient knowledge. As students answered:

One of the major issues for research students is a lack of skills, which prevents
the research from progressing. Well, I'm good at reading publications and can
manage my work quickly with a little assistance from films on YouTube too.

I don't believe I have any weaknesses because, in my opinion, I am strong at

picking up new abilities, and this degree is all about learning. I am thus
learning. Therefore, there isn't a shortage to talk about. However, I must
mention that I have a limited understanding of some applications, which has
occasionally bothered me. However, I am currently learning and doing my best.

Initially, I felt so many difficulties while writing. While browsing publications

are quite easy for me. Reading articles are also very much easy but I could not
 134

write much of the words as I feel very much trouble in writing, but after all these
I am managing this with the passage of time.

I had poor reading and writing abilities when I first started my degree. I then
spent the first few days practicing reading. Initially, I could only read 30 pages
a day, but through time, I managed to improve, and today I can read 100 pages
a day.

My writing and reading abilities weren't strong enough for the research project,
and I struggled with the hardest tasks like scanning magazine ids without any
guidance from an instructor.

Academic writing is the basic skill deficiency that I am struggling still with this.
There is no proper training for that so I can improve this deficiency as well.
This thing created a a lot of hurdles in the beginning.

There are several skills deficiencies that can hinder research progress. These
include poor communication skills, inadequate statistical knowledge,
insufficient research methods knowledge, and lack of time management skills.

My supervisor and department are providing me with skills and efficiencies, and
I am very happy with them.

Writing and reading abilities are incredibly lacking, and I believe this is the
main shortcoming, hence universities need to offer these courses.
 135

Figure 4. 7

Hierarchy of Suggestion for Future

Figure 4.7 illustrated hierarchy of suggestion for future. It suggested that libraries and

other material should upgraded so that students develop necessary research skills, they

get job thus, provide them job opportunities, offer financial support and out settling to

supervisors by getting proper guidance. On the other hand, training should give to

students. Giving them mentoring, NVIVO training and statistical training including

SPSS. As students answered:

In this regard, I must advise that universities ought to set up some training
sessions for researchers using statistical techniques. The majority of my peers
struggle to read books, thus they are constantly under stress from a lack of
training sessions. A training session like this should be offered at universities
so that we may develop our talents. While there could have been instruction
earlier throughout the course work, the supervisor expected us to use all of these
tools during the research.
 136

I have my own experiences with improvements, just like everyone else. There
are several areas that need to be improved, particularly in terms of counselling
and mentoring for research students. Counselling is the main thing that is
missing. In order to improve our mental health, universities really need
counsellors. Because the intellect should be strengthened before research.

Institutions should teach SPSS and other tools as a course in first year of degree.
Because timing of the sessions is not very enough to develop better
understanding. Library and other materials should be upgrade.

University should support some grants to those students who are independent
and bear all academic expenses by their own like me.

University should provide a proper guidance and outselling to supervisors.

Because there I much gap between the supervisor’s expectations and students’
researchers needs.

The university should have a dedicated area where we may conduct our
research. To address our shortcomings, training sessions ought to be
implemented.

To improve the researcher's situation, Universities should invest in providing

more training and resources to develop the necessary research skills.
Additionally, they should establish regular meetings with supervisors to provide
feedback and guidance on research work. Lastly, they should offer financial
support and job opportunities for researchers to manage their research
expenditures.

There are no strict guidelines for analyzing the criteria for improvement
because research varies from person to person and issue to topic. During their
research projects, some students encounter several difficulties with data
collection, finances, harassment, non-cooperation, and victimization, among
other things. People like me do not experience the issues. I have excellent
cooperation from my peer, department, and supervisor; thus, I am unable to
make any ideas in this situation.

University must introduce training sessions for us. And the supervisors'
attitudes should be of great importance to university administration.
 137

CHAPTER V

SUMMARY, FINDINGS, DISCUSSION, CONCLUSION AND

RECOMMENDATION

5.1 Summary

The main goal of this study was to determine the issues that research students encounter

when doing their research work. While the difficulties have been grouped into three

main categories, including coordination issues, ethical issues, and problems with the

context. This study also identifies the underlying elements, such as topic choice, title

construction, financial concerns, a lack of resources, and a significant mismatch

between supervisors' expectations and students' actual circumstances. Research

objective, research questions and hypothesis were developed for the in-depth study of

the research problem. The study employed mixed method study. All the BS,

MS/MPHIL and PhD scholars of the History, Education and English department of

public and private sector universities of Lahore constituted the population of the study.

30% of male and female six hundred and eighty-three students were selected by using

the stratified sampling technique. Simultaneously, for the purpose of qualitative data

collection. Total nine unstructured interviews (03) males and (06) females were

conducted from the departments of Education, History, and English. The study

collected both types of quantitative and qualitative data from the chosen respondents

using questionnaires and semi-structured interviewing guides. Initially, descriptive and

inferential statistics in SPSS were used to analyze quantitative data. Second, the

qualitative data was analyzed by transcribing the interview data from the datasheets,

conducting a comprehensive reading for recognizing codes, and developing themes for

the investigation and interpretation of the quantitative findings of this stage using the

N-vivo software. Initially, descriptive and inferential statistics in SPSS were used
 138

to analyze quantitative data. Second, the qualitative data was analyzed by transcribing

the interview data from the datasheets, conducting a comprehensive reading for

recognizing codes, and developing themes for the investigation and interpretation of

the quantitative findings of this stage using the N-vivo software.

5.2 Findings

The findings of the data presented into two parts. Part, one presented quantitative and

part two presented qualitative findings of the data.

5.2.1 Quantitative Findings

1. The mean score of contextual problems regarding supervisors, researchers, and

administration was highest (M= 92.61, SD= 12.90) and poor coordination

regarding supervisor, student researcher and administration was lowest (M=

24.68, SD= 5.73). Thus, students faced contextual problems regarding

supervisors, researchers, and administration (Table 4.7).

2. The mean score of students selected supervisor freely (M= 3.292 SD= 1.1619).

Research supervisor evaluates research work only in the light of his own

doctoral thesis instead of University Thesis context. (M= 3.189 SD= 1.2466).

The university administration was quite helpful regarding the allocation of

resources like internet facility, VPN address etc. (M= 3.120 SD= 1.2843) was

highest on the scale of contextual problems regarding supervisors, researchers,

and administration (Table 4.8).

3. The mean score of family responsibilities postponed research activities to work

affectively. (M= 3.285 SD= 1.1774). Supervisor values independent and creative

thoughts regarding research work. (M= 3.190 SD= 1.2046) had greatest on the
 139

scale of ethical challenges regarding supervisors, peer fellows and

administration (Table 4.9).

4. The mean score of lengthy procedural requirements of research Do not affect the

research work (M= 2.996 SD= 1.2316). There is no facility to engage scholars

with the world research community to polish research skill by the supervisor.

(M= 2.751 SD= 1.2148) was highest on the scale of poor coordination regarding

supervisor, student researcher and administration (Table 4.10).

5. The age wise mean score regarding contextual problems regarding supervisors,

researchers, and administration (F= 7.158 sig= .000) and ethical challenges

regarding supervisors, peer fellows and administration (F= 10.532 sig= .000)

remain significant and mean score of poor coordination regarding supervisor,

student researcher and administration (F= 2.022 sig= .090) remain significant

(Table 4.11).

6. Thus, null hypothesis was rejected because there was significant difference

between age wise perspectives of the students regarding difficulties faced by

them during research work completion (Table 4.12).

7. The mean score of public and private institute’s respondents was similar and

insignificant at 0.005 level. Hypothesis was accepted because there was no

significant difference between public and private university students’

perspectives regarding difficulties faced by them during research work

completion (Table 4.13).

8. The mean score of male students regarding Contextual Problems regarding

Supervisors, researchers, and administration (t= -5.595 p= .000) and Ethical

Challenges regarding supervisors, peer fellows and administration (t= -5.682

p=.000) was higher than female students and remain significant at 0.005. Thus,
 140

null hypothesis was rejected because there was significance difference between

the opinion of male and female of public sector universities about different

barriers in their research at university level (Table 4.14)

9. The mean difference remains significant at 0.005 level. Thus, the null

hypothesis was rejected because there was no difference between the

assumptions of the respondents of History, Education and English Literature

department (Table 4.15).

10. The mean score of group 1 and group 2 was insignificant at .005 level thus, the

null hypothesis was rejected because there was no significance difference

between semester wise opinion of students about different barriers in their

research at university level (Table 4.17).

11. The mean difference of cgpa wise students was insignificant at .005 level thus

the null hypothesis accepted because there was no significance difference

between Cgpa wise opinions of students about different barriers in their research

at university level (Table 4.18).

5.2.2 Qualitative Findings

1. Initial problems faced by students regarding supervisors, manage research

expenditure, peer support improves research work, skills deficiencies that keep

the research from progressing, supports provided by university and suggestion

for future.

2. Students faced problem while communicating with supervisor because

managing meeting schedule was too tough, and supervisors did not review and

students getting trapped. Training was big problem sometimes supervisor was

busy and skips the meeting.

 141

3. Students had household workload that badly effect my mental health, effect on

research because of them they unable to proceed research work. Students

required balancing priorities and need effective time management.

4. The problem students faced was during choose the supervisor because

institutions assigned the supervisor. That make then dizzy and create pressure of

them. Some of students choose supervisor by their own choice that was quite

easy for them. It was also challenging for students to meet the expectations of

their supervisors that caused anxiety among students. They can’t get proper time

as well as attention of supervisor and can’t choose topic by themselves.

5. Old thesis was not organized in library, but separate room was allocated but

there was no internet facility. Random training sessions was held by university,

but they did not give them proper training regarding tools so that’s why students

face difficulty during using statistical software’s. Two AIPS workshop was held

and provided practical work.

6. Students manage expenditure with their salary by giving home tuition, part time

job and they see it as challenge. Sometimes students manage it with their own

pocket money. They feel trouble managing finances such as daily fare, and

printing.

7. Peer assists them during research work like help in data collection process. Give

experiences and references so that they focused and stay motivated regarding

research goals. On the other hand, peer also give worthy advice that helped to

improve research and provide feedback.

8. Lack of skills such as time management, poor communication skills, and poor

reading abilities prevents the research from progressing. Likewise, limited

 142

understanding of some applications like inadequate statistical approach,

browsing publications and insufficient knowledge.

9. It suggested that libraries and other material should upgraded so that students

develop necessary research skills, they get job thus, provide them job

opportunities, offer financial support and out settling to supervisors by getting

proper guidance. On the other hand, training should give to students. Giving

them mentoring, NVIVO training and statistical training including SPSS.

5.3 Discussions

This section deals with the interpretation of both quantitative and qualitative data

results, discussion of the findings and its compare with the previous research.

Findings of the quantitative data revealed that students selected supervisor,

supervisor evaluates research work only in the light of his own doctoral thesis instead

of university thesis context and family responsibilities postponed research activities to

work affectively, Supervisor values independent and creative thoughts regarding

research work. Qualitative finding discovered that students faced problem while

communicating with supervisor because managing meeting schedule was too tough,

and supervisors did not review and students getting trapped. Training was big problem

sometimes supervisor was busy and skips the meeting. Students had household

workload that badly effect my mental health, effect on research because of them they

unable to proceed research work. Students required balancing priorities and need

effective time management. The problem students faced was during choose the

supervisor because institutions assigned the supervisor. That make then dizzy and

create pressure on them. Some of students choose supervisor by their own choice that

was quite easy for them. It was also challenging for students to meet the expectations
 143

of their supervisors that caused anxiety among students. They can’t get proper time as

well as attention of supervisor and can’t choose topic by themselves.

The result of the study is similar with the study of (Pandey and Mishra 2015;

Philominathan, & Chinnathambi, 201; Mathr 1968, Singh 1993 & Muborakshoeva,

2013). The research students bump into a variety of challenges during this time,

including those related to choosing a supervisor, a topic, and institutional and

supervisory support. Students encounter a number of challenges, including choosing an

appropriate research strategy and gathering and presenting data in the form of reports

(Lessing & Schulz, 2003). Students face numerous obstacles when composing their

report work at the last portion of the research process (Huang, 2010). While selecting a

supervisor, student researchers consider a range of issues, including the supervisor's

institutional support and other factors. They face a variety of difficulties, including as

selecting the best research methodology and gathering and presenting data in the form

of reports (Lessing & Schulz, 2003).

The findings also correlate with previous studies (Yalçn, Bekta, Ztekin, &

Karada, 2016; Churchill, & Sanders, 2007; Ormrod, 2008b; Useem, 1997) such factors

include the availability of study resources, accessibility, time constraints, and results of

earlier investigations. The research topic or problem needs to justify the students' time.

It is essential to select a topic that stimulates additional research (Olalere, De Iulio,

Aldarbag, & Erdener, 2014). An important part of a student's academic experience is

handled by their line manager. As a result, it's important for both sides to establish a

warm relationship with one another (Bair & Hawath, 2004; Stewart, & Robert 2008).

According to Bitchener & Baturkmen (2006), one of the difficulties faced by research

scientists is the deliberate effort of supervisors to withhold from scientists important

information related to the completion of research (Alkylina, 2007).

 144

Quantitative results indicated that the university administration was quite

helpful regarding the allocation of resources like internet facility, VPN address etc. and

there was no facility to engage scholars with the world research community to polish

research skill by the supervisor. Qualitative finding found that old thesis was not

organized in library, but separate room was allocated but there was no internet facility.

Random training sessions was held by university, but they did not give them proper

training regarding tools so that’s why students face difficulty during using statistical

software’s. Two AIPS workshop was held and provided practical work.

The study was conducted by Haksever and Manisali (2000). People often

provide suggestions for the best approach to reading, testing, and analysis (Holdaway

et al., 1995), as stated by Brown and Krager (1985). According to Sheehan (1993) while

maintaining positive attitudes among students (Phillips & Pugh, 2000). Since this is

crucial to the student's growth as an intellectual, educators and other adults in the

student's life should review the pupils work and provide them with positive feedback,

as described by Spear (2000). Manisali (2000), the data also show that the international

group required the most customised help. According to McQueeney (1996), effective

supervision requires a level of knowledge and experience in the study field on the part

of the supervisor. According to Haksever and Manisali (2000), both parties need to be

reliable, receptive to constructive criticism, and eager to speak honestly with one

another. (Armitage and Reese, 1988; Ice Hockey, 1996; Salmon, 1992). a. Examples of

Personality Factors (1995), authored by Donald and colleagues.

From the quantitative finding it was discovered during research, a lot of printing

expenses disturbed budgets. Different expenditures linked with research process

(travelling for data collection, printing, binding, and purchasing electronic devices etc.)

Affected research work. Finding a profitable alternative job caused discontinuation of

 145

research work. On the other hand, qualitative finding revealed. Students manage

expenditure with their salary by giving home tuition, part time job and they see it as

challenge. Sometimes students manage it with their own pocket money. They feel

trouble managing finances such as daily fare, and printing. Peer assists them during

research work like help in data collection process. Give experiences and references so

that they focused and stay motivated regarding research goals. On the other hand, peer

also give worthy advice that helped to improve research and provide feedback.

According to Aslam and Emmanuel (2010), when defining research problems,

time and cost should be considered. According to Fraenkel and Wallen (2003), a decent

research problem must be solvable in a predetermined amount of time with a

predetermined amount of effort. Some research scholars commence conservative

employment, which not only delayed the awarding of their degrees but also, in some

cases, causes the programme to be cancelled (M. Armstrong,1983). Similar to this,

research scholars experience loneliness while working on their theses (Bowen &

Rudenstine, 1983). Two recent research investigations support this theory (Glode,

2005; Lovitts, 2001). Doctoral research students has been linked to concerns with

research scholars' physical and mental health, according to Golde (2002) and Protivnak

& Foss (2009).

Lessing & Lessing (2004) and Mackinnon (2004) both note that because part-

time students receive little support and understanding of the research process from their

respective research supervisors. Research scholar’s upbringings require flexibility in a

advanced setting, especially in an environment where speedy adaptation is essential

aimed at the advancement of researchers' critical and cognitive abilities (Lessing &

Schulze, 2002).
 146

Findings of quantitative data revealed that lack of research related activities

(like seminars, workshops, presentations etc.) in the department affected learning of

research skills. Non-cooperative attitude of university administration affected

researcher’s motivation for research. Qualitative data showed lack of skills such as time

management, poor communication skills, and poor reading abilities prevents the

research from progressing. Likewise, limited understanding of some applications like

inadequate statistical approach, browsing publications and insufficient knowledge. It

was suggested that libraries and other material should upgraded so that students develop

necessary research skills, they get job thus, provide them job opportunities, offer

financial support and out settling to supervisors by getting proper guidance. On the

other hand, training should give to students. Giving them mentoring, NVIVO training

and statistical training including SPSS.

According to Mouton (2001), the main reason doctoral research is delayed or

not completed is that research scholars lack the necessary skills to manage good study

design, collect and analyze data, and write reports. (Rademeyer, 1994; Baldwin, 2005;

Taskeen, 2014), research may be slowed down by research scholars' fluctuating moods

and emotions, time and financial constraints, and other factors. Yet, the retention rate

is increased by the research scholar's tenacity, the supervisor's support, and prior

research experience (C. Bruce, 2014). According to Stray horn (2005), tenacity, age,

sex, race, marital status, and motivation all have an impact on doctorate research

scholars' ability to complete their degrees. According to Street (1984), writing, whether

done consciously or not, is typically perceived as being "independent" or distinct from

work that produces information and, thus, research processes (Cooley and Lewkowicz,

1995; Moreover, Bitchener & Basturkmen, 2006).

 147

5.4 Conclusion

The study's findings led to the conclusion that quantitative and qualitative

results were related. Results from qualitative studies help in the explanation of

quantitative data. Students' face issues while managing research expenses, peer support

that enhances research effort, skill limitations that prevent the study from developing,

university assistance, and suggestions for the future. Students encountered into trouble

when trying to select a supervisor because the institution had already appointed one.

That puts pressure on them and makes them feel queasy. Some students made their own

supervisor selections, which was a simple process for them. Students experienced

anxiety because it was difficult for them to live up to their supervisors' expectations.

They also feel their selves in immense problems when could not be able to meet the

expectations of their supervisors. They are unable to pick a topic on their own because

of not enough knowledge and are unable to receive adequate time or the supervisor's

attention. The research is held up by a lack of talents, including time management, poor

communication, and weak reading comprehension. Supervisors usually take assistance

from other colleagues. However, dual information disturbs the researchers Similar

issues include incomplete knowledge of some applications, poor statistical methods,

and perusing publications. It was also mentioned that with the research students

research supervisors should also get counseling’s sessions. It was recommended that

libraries and other resources be improved so that students may get the essential research

skills, find employment as a result, and receive financial assistance without having to

depend on teachers for direction. Peers support and their worthy practiced guidance

help the researchers to cope with the difficulties during the study. However, pupils

should get training. Practical work should be included in the beginning of the course
 148

work. As session timings are not much sufficient to understand for some of the students.

Mentoring, NVIVO training, and statistical training using SPSS are provided.

PRACTICAL MECHANISM

1. A proper counselling for the supervisors.

2. Students should allow to select their

supervisors.

3. Students should get proper time for their

research work.

Supervisory
issues 1. Give experiences
1. Training should be and references so
provided to that they focused
students especially Peers
Lack of and stay motivated
SPS and N-vivo and
Resources regarding research
2. Financial grants social
issues goals.
should be provide 2. Peer also give
to the students in worthy advice that
order to fix their Administrational
problems helped to improve
expenses research and provide
feedback.

1. Give experiences and references

so that they focused and stay
motivated regarding research
goals.
2. Peer also give worthy advice
that helped to improve research
and provide feedback.
 149

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APPENDICES

APPENDIX-A

Questionnaire

This questionnaire is intended to examine “Problems faced by the Researchers

during conducting their Research”

Problems Faced by the Researcher during Conducting their Research

Section I: Demographic Information

Name: (optional): _______________________________

Institute: _______________________________

Program _______________________________

Gender: _______________________________

Age (years): _______________________________

Semester: _______________________________

Section II: Opinions at 5-Point Likert Scale

Please rate each of the following items at 5-point Likert scale by ticking (√) in the
relevant box you consider about your expectations.
1=Strongly Disagree (SD), 2=Disagree (D), 3=Neutral (N), 4=Agree (A),
5=Strongly Agree (SA).
 156

Factor 1: Contextual Problems regarding Supervisors, researchers and

administration
Sr. # Statement SD D N A SA
1 2 3 4 5
1. . I have selected my supervisor freely.
2. My supervisor is easily accessible to me
3. My Supervisor cooperates with me while he/she
has a busy schedule
4. Heavy workload of the supervisor creates hurdles
in providing continuous guidance
5. My supervisor gives me fair and efficient time.
6. My supervisor is easily available in accordance
with the time we agreed upon
Sr. # Statements SD D N A SA
1 2 3 4 5
7. My supervisor works part-time at a university.
8. Lack of proper meeting schedule troubles my
research work.
9. . My supervisor has a finite amount of time for
research discussion.
10. My supervisor properly guides me in the selection
of the topic
11. . Construction of the title gives me much more
anxiety than other research work.
12. My supervisor forces me to select the topic of
her/his choice.
13. Irrelevant research topic causes lack of interest of
the scholar
14. My research supervisor evaluates my research
work only in the light of his own doctoral thesis
instead of University Thesis context.
15. . The university library lacks the necessary or
suitable book collection.
16. . The university library does not offer the required
books on demand.
 157

17. . Lack of academic writing skills stuck my research

progress
Sr. # Statements SD D N A SA
1 2 3 4 5
18. . University provides a proper training for
application of statistical tools.
19. There is proper counselling and guidance
initiatives for research scholars in universities.
20. I face a lot of problems with browsing publication.
21. We have granted proper access to digital library /
e-sources.
22. The university has provided us required physical
space to work on research.
Sr. # Statements SD D N A SA
1 2 3 4 5
23. . The university administration is quite helpful
regarding the allocation of resources like internet
facility, VPN address etc.
24. Non-availability of financial assistance from the
institution delays the research work.
25. . During research, a lot of printing expenses
disturbed my budgets
26. . Different expenditures linked with research
process (travelling for data collection, printing,
binding and purchasing electronic devices etc.)
affected research work
27. Relevant web material through payment delays the
research project.
28. . I have no trouble to manage my home and
research work at the same time.
29. . Finding a profitable alternative job caused
discontinuation of research work
30. Family engagements was a cause for
discontinuation of research activities
31. . My family supports me during my research work.
 158

32. Non-supportive attitude of the family discouraged

scholar to complete research project
Factor 2: Ethical Challenges regarding supervisors, peer fellows and
administration
33. . Family responsibilities postponed research
activities to work affectively.
34. . Non-conducive domestic environment
discouraged scholar from research
35. . My fellow scholars fully cooperate with me
regarding my research work.
36. Non cooperative attitude of peers has disturbed
me.
37. . My peers give me worthy guidance regarding my
research work.
38. Peers help me to reduce anxiety concerning
research work.
39. My research fellows help me in data collection.
40. My research supervisor encourages my novel
ideas regarding research work.
41. My research supervisor forced me to extend his/
her own previous work.
42. My research supervisor let me research on my
own topic of interest.
43. . My supervisor scaffolds me if necessary
44. My supervisor morally supports me during my
research work.
Sr. # Statements SD D N A SA
1 2 3 4 5
45. . Mostly the teachers forcefully referred their
friends to be selected as supervisor
46. Supervisors have lack the skills to adopt
themselves in the society during research
activities.
47. . My supervisor takes a lot of time to overcome any
problem regarding research work.
 159

48. My supervisor takes support of other supervisors

to cope thesis work.
49. . My research supervisor referred me other teachers
for guidance.
50. . I always feel difficulty to communicate my ideas
with supervisor.
Factor 3: Poor coordination regarding supervisor, student researcher and
administration
51. . My supervisor values my independent and
creative thoughts regarding research work.
52. Non collaboration of supervisors caused
frustration among the scholars.
53. My supervisor rarely evaluated the progress of my
research work.
54. Lengthy procedural requirements of research Do
not affect the research work
55. . Lack of research related activities (like seminars,
workshops, presentations etc.) in the department
affected learning of research skills
56. Non-co-operative attitude of university
administration affected researcher’s motivation for
research
57. Professional competition among the faculty
members deteriorated research activities
58. Lack of access to official records during data
collection causes delay in research
59. My supervisor anticipated that I would conduct
research beyond my research capacity.
60. There is a gap between the scholar’s
understanding about research and expectations of
the supervisor
61. There is no facility to engage scholars with the
world research community to polish research skill
by the supervisor.
 160

APPENDIX – B

Interview Questions

Interview protocol questions constructed to analyze “Problems faced by the

Researchers during conducting their Research”

INTERVIEW PROTOCOL QUESTIONS

QUESTION NO 1: What are the initial problems you faced regarding your supervisors
during research work?

QUESTION NO 2: Question: Do you ever feel at risk when a regular meeting schedule
is absent with your supervisor? If yes, explain the threats

QUESTION NO3: Question: What are the Supports University provide you during the
research? Is there any proper training for the application of statistics
tool? If yes, elaborate

QUESTION NO 4 Question: how do you manage your research expenditures? Have

you arranged any job for this purpose? Would you please elaborate
by your own experiences?

QUESTION NO 5 Question: Do you feel you’re self-satisfied with the facilities (e.g. e
libraries, internet, and relative research material) that university
provide the researchers? If yes/no, what needs to be improved about
these things?

QUESTION NO 6 Question: Are you married or unmarried? Do the responsibilities of

your family interfere with your research? Describe your own
experiences in detail.

QUESTION NO 7 Question: How much does peer supports improve in your research
work? Provide examples with your experiences.

QUESTION NO 8 Question: What are the skills deficiencies you think that keep the
research from progressing?

QUESTION NO 9 QUESTION: What do you believe needs to be improved for

researchers in relation to all of these questions?