AKSU undergraduate project format
AKSU project format is a general project format that was approved in 2018 by the university senate for all undergraduates of Akwa Ibom State University irrespective of their department, which is helpful in a situation where a given department maybe not have a known format yet since the school is relatively new. But most department of the university have their specific departmental project format which students are strong advised to follow in writing their final year research project.
Departments specific undergraduate project format are an adaptation of this general format to address a specific need of the department.
Cover page[edit source | edit]
Name of Student Reg. No.
DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION AKWA IBOM STATE UNIVERSITY IKOT AKPADEN MKPAT ENIN L.G.A
Title page[edit source | edit]
Name of Student
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE EDUCATION, AKWA IBOM STATE UNIVERSITY, MKPAT ENIN. IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF BACHELOR OF SCIENCE EDUCATION (B.Sc. Ed) IN …………………
Certification[edit source | edit]
I, name of student (Registration Number) declare that this research project entitled ……................... …………………….. is written by me and that it is the record of my own research work. It has not been published or presented in any previous publication for any other degree of this University or any other University/Institution. All sources of information are specifically acknowledged using references.
Approval[edit source | edit]
This research project has been read and approved as meeting the requirements of the Department of Science Education, Akwa Ibom State University, Mkpat Enin L.G.A for the award of Bachelor of Science Education degree in _________________________
Name of Supervisor
Name of HOD
(Head of Department)
Name of Dean
(Dean of Faculty)
Table of contents[edit source | edit]
PRELIMINARY PAGES PAGINATION
i. Title Page
iii. Approval page
vi. Table of Contents
vii. List of Tables
viii. List of Figures
ix. List of Appendices
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Theoretical Framework
2.2 Conceptual Review
2.3 Review of Empirical Studies
2.4 Summary of Literature Review
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design
3.2 Area of the Study
3.3 Population of the Study
3.4 Sample and Sampling Technique(s)
3.5.1 Validation of the Instrument(s)
3.5.2 Reliability of the Instrument(s)
3.6 Procedure for Data Collection
3.7 Method for Data Analysis
CHAPTER FOUR: RESULTS AND DISCUSSION OF FINDINGS
4.1 Answering the Research Questions
4.2 Testing the Hypotheses
4.3 Summary of Findings
4.4Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.2 Educational Implications of the Findings
5.5Limitations of the Study
5.6Suggestions for Further Study
References (APA 6th Edition)
Important instructions[edit source | edit]
- Project font is Time New Roman
- Font size 14 for chapter headings and 12 for sub-headings and other texts with double line spacing.
- Bold only chapter titles and subtitles. Do not bold tables heading or figures heading inside the work except when presenting it in the appendices.
- Preliminary pages numbering are Roman numeric (i, ii, iii, iv…..) and on the bottom centre of the page.
- Other pages numbering are numbers (2, 3, 4……) and on the top right corner of the page, excluding the page number for the page that carries chapter heading.
- Abstract is typed in italics with no line spacing and paragraphing.
- Chapter headings and sub headings should be captured in the body of the work exactly as presented in the table of contents.
- Paper type quoto-size (width 8.5; height 10); Margin (left 1.4, right 1.1, top 1, down 1).
- Binding – paper binding for defense (leaf green colour); hard binding for final submission (navy blue colour).
APA 6th editor referencing style[edit source | edit]
FORMAT 1 – TEXT BOOK CITATION
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge Mass: Harvard University Press.
Two to seven Authors (List all Authors)
Ekstrom, R., French, J., Harman, H., & Derman, D. (1976). Kit of factor-referenced cognitive tests. Princeton, New Jersey: Educational Testing Service.
Corporate Author with edition
Science Teachers Association of Nigeria. (2018). Innovative teaching strategies for science, technology, engineering and mathematics education (2nd ed.). Uyo: Wusen Press.
Chapter in a Book
Okonkwo, C. (1997). Effect of tangram puzzles game on students’ performance in mathematics. In G. A. Badmus & L. O. Ocho (Eds). Science mathematics and technology in Nigeria. Lagos: Everlead Press. 239-244.
FORMAT 2 – JOURNAL ARTICLE CITATION
Arsalam, W. (2011). Appreciation of mathematics through origami. International Journal of Mathematical Education in Science and Technology, 42 (3), 277-283.
Two to seven Authors (List all Authors)
Achor, E. E., Imoko B. I. & Uloko E. S. (2009). Effect of ethnomathematics approach on senior secondary students’ achievement and retention in locus. Journal of Educational Research and Review, 4 (5), 385-390.
FORMAT 3 – CONFERENCE PAPER CITATION
Akinsola, M. K. (2000). Enriching science, technology, and mathematics education: effect of resource utilization on students’ achievement in geometry. Proceedings of the 41st Annual Conference of the Science Teachers Association of Nigeria (STAN), 289-291.
Onyeagwu, F.O. (2009). Effect of gagne’s signal learning and stimulus response learning on students’ learning outcomes in mathematics. Proceedings of the 46th Annual Conference of the Mathematics Association of Nigeria (MAN), 183-192.
FORMAT 4 – UNPUBLISHED PROJECT, THESIS, DESSERTATION CITATION
Adekanye, T. O. (2008). Effect of students’ participation in instructional material production on achievement and interest in geometry. Unpublished M.Ed. thesis, University of Nigeria, Nsukka.
Alio, B. C. (1997). Polya’s problem-solving strategy in secondary schools students’ achievement and interest in mathematics. Unpublished Ph.D thesis, University of Nigeria, Nsukka.
Udotung, A. (2013). Teachers’ supervision of students’ learning and students’ academic achievement in english language. Unpublished B.A Project, Faculty of Arts, University of Uyo, Uyo.
FORMAT 5 – RETRIEVED INFORMATION FROM WEBSITE
Cipra, B. A. (2001). In the fold: origami meets mathematics. Retrieved from SIAM News: http://www.siam.org/siamnews/10-01/octtoc.htm on 10 October, 2018
Clements, D. H. (1998). Geometric and spatial thinking in young children. Arlington, VA: National Science Foundation. Retrieved from ERIC database. (ED436232)
In-text citation format[edit source | edit]
FORMAT 1 – ONE TO TWO AUTHORS
- (Author before quote)
According to Akpan (2019) curriculum is defined as…………….. Asuquo and Ibe (2019) asserted that man is a thinking being.
- (Quote before author)
The development of new strategies to affect qualitative teaching and learning of Biology has been the major task of both curriculum developers and the skillful teachers (Kolb, 2009). Other problems associated to poor delivery of Biology instruction as identified include low morale and poor preparation of teachers, overcrowded classroom/inadequacy of laboratory and workshop facilities, poor attitude of students to work, gross under-funding and inadequacy of rewards for excellence in science teaching and learning among others (Obomanu & Nbina, 2010). Researchers such as Obiekwe (2008) and Oludipe (2011) have independently shown that the teaching of Biology in Nigerian secondary schools falls short of the standard expected of it.
FORMAT 2 – THREE AND MORE AUTHORS
- (Author before quote)
First appearance – According to Rafi, Anuar, Samad, Hayati & Mahadzir (2005) in several research studies, different instructional programs, concrete materials, manipulatives, visual treatments, sketching activities, technologies, computer aided-design courses, and toys have been found to be effective tools in improving students’ spatial ability, retention, interest and achievement in any subject matter.
- (Quote before author)
In several research studies, different instructional programs, concrete materials, manipulatives, visual treatments, sketching activities, technologies, computer aided-design courses, and toys have been found to be effective tools in improving students’ spatial ability, retention, interest and achievement in any subject matter (Rafi, Anuar, Samad, Hayati & Mahadzir, 2005).
Subsequent appearance – According to Rafi, et al (2005) in several research studies, different instructional programs, concrete materials, manipulatives, visual treatments, sketching activities, technologies, computer aided-design courses, and toys have been found to be effective tools in improving students’ spatial ability, retention, interest and achievement in any subject matter. In several research studies, different instructional programs, concrete materials, manipulatives, visual treatments, sketching activities, technologies, computer aided-design courses, and toys have been found to be effective tools in improving students’ spatial ability, retention, interest and achievement in any subject matter (Rafi, et al, 2005).
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