What does academic research entail?

Academic research is a fundamental aspect of higher education (universities and colleges) that involves the systematic investigation of a particular subject or topic. It is a rigorous process that requires critical thinking, analysis, and the application of various research methodologies. Academic research plays a crucial role in advancing knowledge, contributing to the development of new theories, and providing evidence-based solutions to real-world problems.

One of the key elements of academic research is the formulation of a research question or hypothesis. This question serves as the guiding principle for the entire research process and helps to focus the investigation. The research question should be specific, measurable, and relevant to the field of study. It should also be feasible within the constraints of time, resources, and ethical considerations. You can find this in the thesis and dissertation of students enrolled in higher education. 

Here is an example of a research hypothesis and question.

Once the research question is established, the next step is to conduct a comprehensive literature review. This involves reviewing existing scholarly works, such as books, journal articles, and conference papers, to gain a thorough understanding of the current state of knowledge on the topic. The literature review helps to identify gaps in the existing research and provides a foundation for the research design.

After the literature review, the researcher must design a research methodology that is appropriate for the research question. This may involve selecting a quantitative or qualitative approach, determining the sample size and sampling technique, and choosing the data collection methods. The research methodology should be valid, reliable, and ethical, ensuring that the data collected is accurate and unbiased.

Once the research methodology is established, data collection can begin. This may involve conducting surveys, interviews, experiments, or observations, depending on the nature of the research question. The data collected must be analysed using appropriate statistical or qualitative analysis techniques to draw meaningful conclusions.

Finally, the results of the research should be communicated through academic writing. This typically takes the form of a research paper, thesis, or dissertation. The writing should be clear, concise, and well-structured, following the conventions of academic writing. It should also include a discussion of the implications of the research findings and suggestions for future research.

Academic research is a rigorous and systematic process that involves formulating a research question, conducting a literature review, designing a research methodology, collecting and analysing data, and communicating the results. It is a vital component of higher education that contributes to the advancement of knowledge and the development of new theories. By engaging in academic research, students and scholars can make meaningful contributions to their respective fields of study.

Academic Writing

Academic writing refers to a style of writing that is used in formal academic settings such as schools, colleges, universities, and academic journals. It is characterized by its clarity, objectivity, and precision.

Academic writing has several key features:

1. Formal Tone: Academic writing is expected to be formal and objective. It avoids the use of colloquial language, slang, or personal pronouns, and instead relies on a more impersonal and detached tone.

2. Clear and Concise Language: Academic writing aims to communicate ideas clearly and efficiently. It avoids unnecessary jargon or wordiness and favors clear and concise language to convey the intended meaning.

3. Evidence-based: Academic writing is based on evidence and requires thorough research and citation of credible sources. Arguments and claims are supported by evidence, and the writer is expected to cite their sources accurately using a specific citation style, such as APA or MLA.

4. Structured Organization: Academic writing typically follows a structured format with clear introductions, body paragraphs, and conclusions. It often includes sections such as an abstract, literature review, methodology, results, and discussion.

5. Objectivity: Academic writing aims to present information and arguments objectively, without bias or personal opinions. It focuses on facts, evidence, and logical reasoning rather than personal beliefs or experiences.

6. Rigor and Precision: Academic writing requires attention to detail and precision. It demands clear and well-defined research questions, hypotheses, and methodologies, and relies on accurate data analysis and interpretation.

7. Critical Analysis: Academic writing often involves critical analysis of existing literature or theories. It requires the writer to evaluate and critique sources, identify research gaps, and propose new avenues for investigation.

Overall, academic writing is a formal and structured style of writing that is used in academic settings. It emphasizes clarity, objectivity, and evidence-based arguments, and is an essential skill for students, researchers, and professionals in various fields.

Sample page of a dissertation

 ABSTRACT

A mock test is a significant tool needed to prepare students for the final year exam at the senior secondary school level; it aids the teacher in measuring students’ academic achievement. This study was designed to investigate Mock Test Scores as Predictors of Achievement in Chemistry in Senior Secondary School Examinations among Final Year Secondary Students in Eti Osa Local Government Area of Lagos State. 45 students were randomly selected from three senior secondary schools within Eti-Osa LGA. The theoretical framework employed in this study was Expectancy Value Theory (EVT).  Two research questions and their corresponding hypothesis were formulated to guide the study. The data used was mock test scores and West African Senior School Certificate (WASSCE) results collected from the exam officers of the selected schools.  The data was analyzed using a descriptive research design. The findings were presented using mean, simple percentage, regression model, and test of significance statistics.  The study established that there was a positive correlation (.721) between the mock test scores and final-year examination results.  The chemistry mock test score was found to have a WASSCE predictive power of 52%. The study also established that mock test was a significant predictor of senior secondary school student’s achievement in the final year exam. Based on the findings, the researcher recommended that students should be made aware of the significance of mock tests as a preparatory tool for the final year examination. The study also recommended that the government should create uniform policies that will guide senior secondary schools in the design and control of mock tests in Chemistry. 

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0. Data Presentation and Analysis

This chapter focuses on the presentation and analysis of the data collected from three secondary schools bearing in mind the Chemistry mock test and senior school certificate examination scores. Results of final year students in the senior secondary school, 2021/2022 academic session were collected. The research questions serve as a guide for this analysis. After analyzing the data collected using simple percentages, the results were used to test the hypothesis. The findings from the data analysis are discussed in this chapter. The study addressed the following objectives:

• evaluate the relationship between mock test scores and final-year students’ achievement in Chemistry examinations in senior secondary school. 

• establish the importance of mock tests as a predictor of students’ achievement in final-year examinations in senior secondary school.

The researcher investigated the following questions to meet these objectives:

• Do Chemistry mock test scores have a relationship with the results of final-year students in the senior school certificate examination?

• Do mock test scores of senior secondary school students significantly predict achievement in Chemistry in the Senior School Certificate Examination among final-year students?

  
  

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