examples of research proposal in education
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DEVELOPING A FRAMEWORK FOR PROMOTING INTERNAL EFFICIENCY OF ELEMENTARY SCHOOLS Prepared by: HINA KAYNAT Submitted to: DR. Akhter Ali Roll # 06 RESEARCH PROPOSAL
2. INTRODUCTION Rationale for the Study • The importance of quality education is universally recognized because the overall development of every country is tied to the type and standard of education, it provides. This, largely, depends on the internal efficiency of schools. The promotion of internal efficiency in elementary schools of the District Bahawalpur (Punjab) merits priority because the effectiveness of schools is dependent upon internal efficiency.
3. REVIEW OF LITERATURE • European Research Associates (2006:98) documented in a study: The inputs and process of the education system match outputs and outcomes for measuring its effectiveness. The system of education is composed of the following four major elements. 1. Inputs: The inputs of education are: the characteristics of learners; educators; curricula; textbooks; facilities and equipment; and financial resources. 2. Processes: these are the interactions between learners and inputs, between different inputs themselves, and between teaching/learning processes, e.g. attendance/participation, absenteeism, etc.
4. 3. Outputs: these are the direct and more immediate results or effects of education, e.g. learner's completion/certification. 4. Outcomes: these are the ultimate or eventual effects of education, e.g. increased earnings, employment, contribution to productivity, improved health, and other nonmonetary outcomes.
5. • McMahon (1988:4-5) reported: Indicators within conceptual framework are helpful in monitoring the delivery of services, their efficiency, and the efficiency of investment strategies for human resource development that include the following: • Inputs, such as number of teachers, teacher quality, teacher salaries, textbooks, textbook quality, textbook costs, number of students in average daily attendance, and fiscal resources, • Processes, such as number of years taken by students to complete each level, cycle costs, dropout rates, repetition rates, number of days per school year, number of hours per day, class size, curriculum content, and curriculum quality, • Outputs necessary to measure effectiveness, such as scores on achievement tests (preferably on a "value-added" basis),number of graduates, number completing a partial course and attitudes.
6. • Sehgal (2004:28) has searched norms of school efficiency and found the following six characteristics: standard of teachers, school reputation, school endeavor to assist development of student’s capability, liberty in school setting, immediacy between students leading to a sense of self- identity and good learning outcomes of students. • World Bank (2010:57) • The Ministry of Education, Sports and Culture (MoESC) of Zimbabwe (1993:5)
7. • The study highlighted input, process and output indicators that were most relevant to the purpose and intent of the problem. The requirements are met through input indicators to evaluate utilization of resources. Examples of input indicators in education comprise the strength of staff members, plant facilities, availability of instructional materials, amount of spending on education, students/teacher ratios, family and cultural background of students and predetermined income of students. Inputs of schools may also consist of all spending on teaching and non-teaching staff, time, school infrastructure, necessary tools, course content and audio-visual aids