Caribbean Studies Ia Guide Cape free essay sample

The School Based Assessment section of Caribbean Studies accounts for 40% of the final grade. This section of the paper is internally assessed and externally moderated. This section of the examination gives candidates the chance to maximize their performance on the final examination. To this end, candidates are encouraged to explore possible topics to choose from the syllabus. At the back of the syllabus (pgs. 42-44) there are a number of broad topics that can be used to explore in the school base assessment. Beginning the Research Process 1. First look at your immediate surroundings for issues you would like to discuss, or better yet, choose an issue you feel passionately about. In identifying a research problem one should keep the following in mind: * It should be of interest to you; * It should be within your expertise; * It should be worthwhile or significant; * It should be ‘do-able’; * It should be manageable. (Source: Leacock, Coreen et al, (2009). Research Methods for Inexperienced Researchers. Jamaica: Ian Randle Publishers. . The next step is to gather as much information as possible on the topic (literature). There are several sources where you can find information; you can first start by looking at some books, journals, etc. In the age of the electronic media, the internet is the most popular place you may want to look. There may be a number of persons in your community you may want to talk to on the subject matter. Depending on the nature of the study, you may be fortunate enough to visit a website based on the subject you may be doing research on. Ensure that for the subject matter you have chosen there is enough material around for you to build your research. If this is not the case, do not give up, choose another topic. 3. After you have decided on a broad topic that you would like to research, you need to start the more difficult part of the paper which is narrowing the topic. Very often students have very interesting topics but they fail to obtain a comfortable grade due to the fact that their topic would have been too wide. Owing to the limitation on length, students must be very selective as to how they choose their area so as to maximize on the word limit. Please note that candidates would be penalized for exceeding the word limit. 4. The next step is to formulate a PROBLEM STATEMENT. The problem statement identifies the intent of purpose of the research (Leacock et al, 2009). This process involves thinking, discarding and re-formulating the problem so that it meets the criteria necessary for a researchable problem (Caribbean Studies, Study Guide, 2004). Therefore, the problem statement refers to a logical and concise sentence which expresses the topic that the researcher is investigating. 5. Below are examples of problem statements. Please note how the topics are narrowed: a. The economic effects of increased gang-related activities in the McKnight community in St. Kitts. b. The effects of the rise in the pre-school population upon the pre-school system in Charlestown, Nevis. c. Rastafarian children in the Basseterre area face unfair discrimination in school. OR d. Do Rastafarian children who attend school in Basseterre face discrimination in school? e. There is a significant relationship between the age of voters and their preference of political party, [ in St. Kitts] , ( Leacock et al, 2009) A well written problem statement usually identifies the variables, in which you are interested, the specific relationship between those variables that you are examining, and where possible, the types of participants involved (Leacock et al, 2009, pg. 26). Note in the above topics the focus is very specific. First of all the geographic location is identified and a very specific area of the topic is chosen. The possibilities are limitless; the student with some guidance from the lecturer can be as creative as they wish in doing the topic. 6. Below are some examples of topics that would be too wide to be examined: a. An examination of crime in the Caribbean. b. Religion in Basseterre. c. The impact of the Mass Media on St. Kitts The first problem with topics in the above is that they are too wide; the student undertaking topics worded like this would never complete the research. In the limited time space given they would not produce a paper of an acceptable standard. How can these topics be corrected? Let us use â€Å"Religion in Basseterre† as an example. To correct this topic in order for it to be used as School-Based Assessment we first need to decide on which religion we would be examining, after which, we need to choose a specific area in Basseterre we wish to examine. The religion, for example, that we can explore is Rastafarianism and the location, for example, in Basseterre that we can research on is New Town. We can even be more specific and examine what area of Rastafarianism we would want to explore; for this purpose, we can probably examine women in Rastafarianism. Now that we have all the specific areas, we can now structure our topic. The topic should read as follows† An examination of Rastafarian women in the New Town Community†. The topic now has a narrowed focus, hence, the student can now proceed to select their information from which they could have gathered to fit their topic. FORMAT OF THE RESEARCH PAPER a. Length: 2000-2,500 words. b. Structure: Cover Page ( Title , Name, Date, Registration number, Territory, Centre Number); c. Acknowledgements d. Table of Contents: i. Introduction and Purpose of Research ii. Literature Review iii. Data Collection Sources and Methodology iv. Presentation of Data and Analysis of Data v. Discussion of Findings vi. Conclusion/Limitations of Research/ Recommendations vii. Bibliography viii. Appendices The Structure of the Research Paper Candidates are strongly advised to use the structure and sequence outlined in the syllabus to prepare their study (page 35). The Introduction The introduction is the face of the paper since this is what the reader would see first, therefore the candidate should make a good first impression. (An introduction is the opening of the paper that introduces the reader to the topic addressed by the paper and why it is significant. ) The introduction should be focused, interesting and linked to the topic. A weak introduction can turn off the reader. What then should be in the introduction? The introduction should have several parts which are as follows: a. Background of Study. This section of the introduction would provide information about the topic that would assist the reader in understanding the context in which the topic is being discussed, for example using the topic we choose previously, â€Å"An examination of Rastafarianism women in the New Town community† we may wish to discuss the location of New Town, the development of Rastafarianism in the community, and also any significant or outstanding issue that would link Rastafarianism to that community. We can also look at the socio-economic background of the community and the age of the community. b. Problem Statement. The problem statement identified the intent or purpose of the research. Formulating one calls for much thought on your part because this statement guides what data you collect, from whom you collect it, how you analyse it and how you interpret the results of your analysis. A good problem statement tells the reader what the focus of your research is, and clues them to the types of questions that you are going to try to answer. A well written problem statement usually identified the variables, in which you are interested, the specific relationship between those variables that you are examining, and where possible, the types of participants involved. Remember each statement must be a grammatically stated sentence that is clear and concise. (Leacock et al, 2009) c. Statement of the Problem. The Statement of the Problem is an opportunity for the candidate to provide background information on how they identified the problem as a synopsis of what the research will entail. A good statement of the problem elaborates and extends the problem statement. ) d. Purpose of the Research. The purpose of the research clearly outlines why the candidates choose to write on the topic, what about the topic or the issue which interested the candidate. Some students may wish to examine this section by doing some research questions. e. The Educational Value of the Research. This section follows next. As the title implies this sect ion seeks to describe what educational importance this study has for the candidate and the wider reading public. The student may wish to indicate that the project enables them to develop research skills, the topic chosen would be providing the general community with information about Rastafarianism women in Irish Town. f. Definition of Technical Terms used in the study. This section is the last in the introduction which most students take for granted, but this section is very important to the study. Candidates are required to define any technical terms used in the study, also the meaning of the words used in the tile or topic. N. B Candidates are instructed to ensure that they include all sections indicated in the above in the Introduction of the School-Based Assessment. Literature Review [A] Literature review summarizes and evaluates a body of writings about a specific topic. In general, a literature review has two key elements. First, it should concisely summarize the findings or claims that have emerged from prior research efforts on a subject. Second, a literature review should reach a conclusion about how accurate and complete that knowledge is; it should present your considered judgments about whats right, whats wrong, whats inconclusive, and whats missing in the existing literature. Conducting a literature review can have several benefits: i. It can give you a general overview of a body of research with which you are not familiar. ii. It can reveal what has already been done well, so that you do not waste time reinventing the wheel. iii. It can give you new ideas you can use in your own research. iv. It can help you determine where there are problems or flaws in existing research. v. It can enable you to place your research in a larger context, so that you can show what new conclusions might result from your research. (Knopf, 2006). The literature review places the research clearly in context. Also, analyze all quotations. Do not cut and paste information- (does not allow for the flow of the argument). Candidates must also correctly cite the work used in this section. For example, if you are using a text by Eric Williams the name of the text should be underlined and the year the text was published and if possible the page, if it is a direct quotation in brackets. The citation should look like the following below: Eric Williams (1977) in his text Capitalism and Slavery argued that slavery built industrialization and industrialization in turn destroyed slavery. NB. Candidates should use a variety of sources (books, journals, internet, television documentary, newspapers, magazines, leaflets/ brochures from UN, UNESCO, CARICOM, PAHO, etc. ) Data Collection Sources and Methodology For some time this section seems to be the most difficult to grasp by candidates. The Data Collection Sources are a critique of the sources from which the data was obtained for the study. This section demands that the student exam the strengths and the weaknesses of the sources. Hence, for example, the candidate should state whether or not the sources contained any biases, and give reasons to why the sources may be biased, or the student may discuss if the documents / sources are credible or not and likewise say why it may be or may be not credible. Methodology The methodology is a bit more straightforward. This section is used if the candidate chose to collect his/her own data (primary data). This section should describe how the data was collected, the specific time the data was collected, the sample group from which the data was collected. Presentation and Analysis Data The presentation is very basic and most students’ performance is exceptional in this area. Students who have access to the electronic media use many creative ways of presenting their data. Whatever graphs /tables/charts are used must be well labeled and clearly outlined. The section is not merely restricted to graphs only. It must also be noted that while graphs should be used these graphs must be of various kinds. The analysis of data demands that the candidates effectively and efficiently analyze the data they would have collected. Marks are often lost in this section because students merely describe what the graphs or tables are showing; this is in no way enough, and candidates MUST give reasons for what is shown in the tables and on the graphs. For example, a graph might show that in May of 2001 there were 5 road fatalities, in June of that same year there were 20 and in December, 25. It would not be enough in the analysis of data to merely state that the road fatalities increased steadily over the period. The candidates must move on further to state why there might have been increases in these road fatalities. From the data candidates might want to suggest that since December is the period for Carnival on St. Kitts, the increased uses of the road around this time might increase the chances of road fatalities. The previous example of analysis is the type which this section is demanding. Candidate’s failure to do so would result in a poor grade. NB: Analysis of Data MUST be placed under each graph/ table/chart. Discussion of Findings This section can be very difficult for the candidate who has failed to properly research his/her topic. The Discussion is fairly simple; this section demands a comparison between the Literature Review and what the candidates would have discovered from their research. The students who failed to effectively research material to obtain a proper Literature Review would find that their Discussion of Findings would be weak. Candidates should also discuss the implications of their findings. For example, the student should be able to state what their findings suggest. Conclusion/ Limitations and Recommendations Conclusion The conclusion is the summary of the main findings and the present implications, and how the findings relate to previous studies on the problem. Tips for a strong Conclusion * Bring out the significance of your research paper. Show how you have brought closure to the research problem, and point out remaining gaps in knowledge by suggesting issues for further research. Deal with issues at the level of the whole paper rather than with issues at the level of a paragraph. * Make the significance brought out in the conclusion congruent with the argument of your paper. Do not oversell or undersell the significance of your paper. The conclusion cannot reach any farther than the paper’s main argument. The conclusion is the place to put the final, proper perspective on the paper as a whole. * Bring closure to the entire paper, not only by summarizing the arguments, but also by bringing out the significance of the paper. Avoid using terms related to specific elements of the paper—look at the paper as a whole and pull it all together in the conclusion. * Make the conclusion sell a worthwhile paper to interested readers. Exercise integrity in your conclusion—do not exaggerate the conclusion to bring strength to a weak paper. There should be a strong correlation between the arguments in your paper and your stated significance(s) in the conclusion. In the case of a thesis or dissertation, readers will likely turn first to the conclusion. Do not let your readers get motivated by your conclusion to read the rest of the document—only to experience disappointment. * Use key terms, concepts and phrases from the introduction and body of the paper—but do not just repeat them. Use them to bring out the new insight gained from your research. The conclusion should provide more than a flat-footed re-statement of the [research] statement articulated in the introduction—it should take the entire paper a step ahead toward a new level of insight on the research problem. * Make the tone of the conclusion match the tone of the rest of the paper. For most of your †¦ papers, keep the tone serious—omit jokes and anecdotes from the conclusion. In the context of an academic argument, humor is generally inappropriate and could seriously detract from your paper’s credibility. * Write the conclusion at a level of specificity/generality that matches the introduction. Do not use the conclusion to summarize the previous paragraph—rather, pull the entire paper together and make its significance clear. A concluding chapter should draw conclusions for each major issues raised in the document. For any type of paper, do not overreach the conclusion—make statements that can be fully supported by your evidence. * Do not introduce any new information into the conclusion. The conclusion signals readers that the writer will point out the significance of the paper at this point, and bring the entire paper to a clear and definite end. Just as the minister should never introduce a new point in the concluding remarks of a sermon, the writer should not introduce another point in the conclusion. Expecting the end, readers will be disappointed—or annoyed—to find yet more new information. * Put your best writing skills into the conclusion Never allow the first draft to stand as the final product—revise the conclusion again and again until its integrity is practically unassailable. (Source: TIPS FOR WRITING A STRONG CONCLUSION Barry W. Hamilton, Ph. D. Northeastern Seminary (Rochester, New York) (http://acc. oberts. edu/NEmployees/Hamilton_Barry/TIPS%20FOR%20WRITING%20A%20STRONG%20CONCLUSION. htm) Limitations All studies have limitations. It is imperative that the candidates restrict their discussion to limitations related to the research problem under investigation. Mentions must be made of some factors identified to be limitations of the research. For example, the size of the sample, type of sampl e used, lack of available data, cultural bias, time frame of the study, access etc. NB: Do not list concerns, explain fully. Recommendations This section of the research the candidates should clearly express their recommendations-focusing on what more can be done in the area of study. The recommendations must be related to the issue/ problem being studied. Reference / Bibliography At the end of the study candidates should have a list of scholarly works cited in alphabetical order by author. The bibliography provides the reader with the sources of the information.