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How To Write Chapter Three Of Your Research Project (Research Methodology)

Methodology In Research Paper

Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the purpose of research, research method you wish to adopt, the instruments to be used, where you will collect your data, types of data collection, and how you collected it.

This chapter explains the different methods to be used in the research project. Here you mention the procedures and strategies you will employ in the study such as research design, study design in research, research area (area of the study), the population of the study, etc.

You also tell the reader your research design methods, why you chose a particular method, method of analysis, how you planned to analyze your data. Your methodology should be written in a simple language such that other researchers can follow the method and arrive at the same conclusion or findings.

You can choose a survey design when you want to survey a particular location or behavior by administering instruments such as structured questionnaires, interviews, or experimental; if you intend manipulating some variables.

The purpose of chapter three (research methodology) is to give an experienced investigator enough information to replicate the study. Some supervisors do not understand this and require students to write what is in effect, a textbook.

A research design is used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The chapter three should begin with a paragraph reiterating the purpose of research.

It is very important that before choosing design methods, try and ask yourself the following questions:

Will I generate enough information that will help me to solve the research problem by adopting this method?

Method vs Methodology

I think the most appropriate in methods versus methodology is to think in terms of their inter-connectedness and relationship between both. You should not beging thinking so much about research methods without thinking of developing a research methodology.

Metodologia or methodology is the consideration of your research objectives and the most effective method and approach to meet those objectives. That is to say that methodology in research paper is the first step in planning a research project work.

Design Methodology: Methodological Approach

Example of methodology in research paper, you are attempting to identify the influence of personality on a road accident, you may wish to look at different personality types, you may also look at accident records from the FRSC, you may also wish to look at the personality of drivers that are accident victims, once you adopt this method, you are already doing a survey, and that becomes your metodologia or methodology .

Your methodology should aim to provide you with the information to allow you to come to some conclusions about the personalities that are susceptible to a road accident or those personality types that are likely to have a road accident. The following subjects may or may not be in the order required by a particular institution of higher education, but all of the subjects constitute a defensible in metodologia or methodology chapter.

READ ALSO: HOW TO WRITE EFFECTIVE RESEARCH PROJECT ABSTRACT

Methodology

A methodology is the rationale for the research approach, and the lens through which the analysis occurs. Said another way, a methodology describes the “general research strategy that outlines the way in which research is to be undertaken” The methodology should impact which method(s) for a research endeavor are selected in order to generate the compelling data.

Example Of Methodology In Research Paper :

Phenomenology: describes the “lived experience” of a particular phenomenon
Ethnography: explores the social world or culture, shared beliefs and behaviors
Participatory: views the participants as active researchers
Ethno methodology: examines how people use dialogue and body language to construct a world view
Grounding theory*: assumes a blank slate and uses an inductive approach to develop a new theory

A method is simply the tool used to answer your research questions — how, in short, you will go about collecting your data.

Methods Section Of Research Paper Example :

Contextual inquiry
Usability study
Diary study

If you are choosing among these, you might say “what method should I use?” and settle on one or more methods to answer your research question.

READ ALSO: HOW TO DEVELOP EFFECTIVE AND UNIQUE PROJECT TOPICS

Research Design Definition: WRITING A RESEARCH DESIGN

A qualitative study does not have variables. A scientific study has variables, which are sometimes mentioned in Chapter 1 and defined in more depth in Chapter 3. Spell out the independent and dependent, variables. An unfortunate trend in some institutions is to repeat the research questions and/or hypotheses in both Chapter 1 and Chapter 3. Sometimes an operational statement of the research hypotheses in the null form is given to set the stage for later statistical inferences. In a quantitative study, state the level of significance that will be used to accept or reject the hypotheses.

Pilot Study

In a quantitative study, a survey instrument that the researcher designed needs a pilot study to validate the effectiveness of the instrument, and the value of the questions to elicit the right information to answer the primary research questions in. In a scientific study, a pilot study may precede the main observation to correct any problems with the instrumentation or other elements in the data collection technique. Describe the pilot study as it relates to the research design, development of the instrument, data collection procedures, or characteristics of the sample.

Instruments

In a research study, the instrument used to collect data may be created by the researcher or based on an existing instrument. If the instrument is the researcher created, the process used to select the questions should be described and justified. If an existing instrument is used, the background of the instrument is described including who originated it, and what measures were used to validate it.

If a Likert scale is used, the scale should be described. If the study involves interviews, an interview protocol should be developed that will result in a consistent process of data collection across all interviews. Two types of questions are found in an interview protocol: the primary research questions, which are not asked of the participants, and the interview questions that are based on the primary research questions and are asked of the participants.

In a qualitative study, this is the section where most of the appendices are itemized, starting with letters of permission to conduct the study and letters of invitation to participate with the attached consent forms. Sample: this has to do with the number of your participants or subjects as the case may be. Analysis (how are you planning to analyze the results?)

ALSO READ: TRENDING PROJECT TOPICS FOR FINAL YEAR STUDENTS AT A GLANCE

EFFECTIVE GUIDE AND METHODOLOGY SAMPLES

This chapter deals effectively with the research methods to be adopted in conducting the research, and it is organized under the following sub-headings:

Research Design
Area of Study

The population of the Study

Sample and Sampling Techniques
Instruments for Data Collection

The validity of the Instrument

Reliability of the Instrument

Administration of the instruments
Scoring the instruments

Method of Data Collection

Method of Data Analysis

Research Design:

This has to do with the structure of the research instrument to be used in collecting data. It could be in sections depending on different variables that form the construct for the entire topic of the research problems. A reliable instrument with a wrong research design will adversely affect the reliability and generalization of the research. The choice of design suitable for each research is determined by many factors among which are: kind of research, research hypothesis, the scope of the research, and the sensitive nature of the research.

Area of Study:

Research Area; this has to do with the geographical environment of the study area where the places are located, the historical background when necessary and commercial activities of that geographical area. For example, the area of the study is Ebonyi State University. At the creation of Ebonyi State in 1996, the Abakaliki campus of the then ESUT was upgraded to Ebonyi State University College by Edict no. 5 of Ebonyi State, 1998 still affiliated to ESUT with Prof. Fidelis Ogah, former ESUT Deputy Vice-Chancellor as the first Rector. In 1997, the Faculty of Applied and Natural Sciences with 8 departments was added to the fledging University, and later in 1998 when the ESUT Pre-Science Programme was relocated to Nsukka, the EBSUC Pre-Degree School commenced lectures in both Science and Arts in replacement of the former. This study focused on the students of the Business Education department in Ebonyi state university.

The population is regarded in research work as the type of people and the group of people under investigation. It has to be specific or specified. For example educational study teachers in Lagos state. Once the population is chosen, the next thing is to choose the samples from the population.

According to Uma (2007), the population is referred to as the totality of items or object which the researcher is interested in. It can also be the total number of people in an area of study. Hence, the population of this study comprised of all the students in the department of Business Education, Ebonyi State University which is made up of year one to four totaling 482. The actual number for the study was ascertained using Yaro-Yamane's formula which stated thus:

n = N

N is the Population

1 is constant

e is the error margin

Then, n = 482

1+482(0.05)2

= 214.35 approximately 214

Sample and sampling technique:

It may not be possible to reach out to the number of people that form the entire population for the study to either interview, observe, or serve them with copies of the questionnaire. To be realistic, the sample should be up to 20% of the total population. Two sampling techniques are popular among all the sampling techniques. These are random and stratified random sampling techniques. (A). in Random Sampling, the writers select any specific number from a place like a school, village, etc. (B). In Stratified Random Sampling, one has to indicate a specific number from a stratum which could be a group of people according to age, qualification, etc. or different groups from different locations and different considerations attached.

Instruments for Data Collection:

This is a device or different devices used in collecting data. Example: interview, questionnaire, checklist, etc. instrument is prepared in sets or subsections, each set should be an entity thus asking questions about a particular variable to be tested after collecting data. The type of instrument used will determine the responses expected. All questions should be well set so as to determine the reliability of the instrument.

This has to do with different measures in order to determine the validity and reliability of the research instrument. For example, presenting the drafted questionnaire to the supervisor for scrutiny. Giving the questionnaire to the supervisor for useful comments and corrections would help to validate the instrument.

The test-retest reliability method is one of the simplest ways of testing the stability and reliability of an instrument over time. The test-retest approach was adopted by the researcher in establishing the reliability of the instrument. In doing this 25 copies of the questionnaire were administered on twenty-five selected respondents. After two weeks another 25 copies of the same questionnaire were re-administered on the same group. Their responses on the two occasions were correlated using Parsons Product Moment Correlation. A co-efficient of 0.81 was gotten and this was high enough to consider the instrument reliable.

Administration of the instruments:

Here, the writer states whether he or she administers the test personally or through an assistant. He also indicates the rate of return of the copies of the questionnaire administered.

Scoring the instruments:

Here items on the questionnaire or any other device used must be assigned numerical values. For example, 4 points to strongly agree, 3 points to agree, 2 points to disagree, and 1 point to strongly disagree.

Table of Analysis

The researcher collected data using the questionnaire. Copies of the questionnaire were administered by the researcher on the respondents. All the respondents were expected to give maximum co-operation, as the information on the questionnaire is all on things that revolve around their study. Hence, enough time was taken to explain how to tick or indicate their opinion on the items stated in the research questionnaire.

In this study, the mean was used to analyze the data collected. A four (4) point Likert scale was used to analyze each of the questionnaire items.

The weighing was as follows:

VGE—————- Very Great Extent (4 points)

GE—————– Great Extent (3 points)

LE—————– Little Extent (2 points)

VLE—————- Very Little Extent (1 point)

SA—————– Strongly Agree (4 points)

A——————- Agree (3 points)

D—————— Disagree (2 points)

SD—————- Strongly Disagree (1 point)

The mean of the scale will then be determined by summing up the points and dividing their number as follows with the formula:

Where; x= mean

f= frequency

X= Nominal value of the option

∑= summation

N= Total Number

Therefore, the mean of the scale is 2.5.

This means that any item statement with a mean of 2.50 and above is considered agreed by the respondents and any item statement below 2.5 is considered disagreed.

EDITORS SOURCE: How To Write Chapter Three Of Your Research Project (Research Methodology)

Tags: Research project, chapter three, methodology, project topics,

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CAPSTONE PROJECT: Parts of a Capstone Project

Parts of a Capstone Project
Voice in the Capstone Project
Analysis of Qualitative Data

What a Table of Contents Could Contain

I Introduction A Statement Of Problem/Opportunity (Research Question) B Background, Context, And Significance Of Study C Project Researcher Identification II Literature Review A Subheadings (Themes Discovered In Review) B Notice Of Gaps In Knowledge III Methods A Subjects/Participants B Data Collection Approaches/Strategies 1 Advantage Of Strategy 2 Limitation Of Strategy 3 Potential Risk 4 Ethical Issues About Collection Upon The Subjects/Participants C Data Analysis Approaches And/Or Software (NOT The Results Themselves, Just How You Are Going To Analyze The Data – Coding Method, Analysis Of Interviews/Recordings, Mathematics And Stats Analysis) IV Results, Findings, Interpretation, And Discussion V Recommendations, Application, And Conclusion VI Reference Pages

What Goes Into Each Section

Next: Voice in the Capstone Project >>
Last Updated: Jun 27, 2019 9:31 AM
URL: https://lifepacific.libguides.com/capstone

Life Pacific University Alumni Library | 1100 W. Covina Blvd | San Dimas, CA 91773 | Ph: (909) 706-3009 | Email: [email protected]

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Ch. 3 “Research is creating new knowledge.” -Neil Armstrong, Astronaut

To effectively meet the goals of your capstone project, it is important that you research best practices and published resources that support your project objectives. In other words, you’ll need to embark on a discovery process to uncover what is currently being put into practice in industry that relates to your project purpose, as well as published work that helps to reinforce your project goals and objectives. As you review the past students’ capstone projects in our course, you can gain a firsthand understanding of the value that a solid literature review provides to your capstone work.

For example, if your project purpose is to develop a leadership training program for your organization, it would be critical to know what types of leadership skills are effective for organizational success and what leadership theories apply to your project objectives. In this case you would perform a thorough research process of articles, textbooks, peer reviewed published resources, etc. to gain a thorough insight and understanding of the current state of knowledge around the topic of leadership. This will help you develop your theoretical framework and provide an overview of key findings and areas of debate around, in this example, leadership. The literature review shows your reader how your work relates to and incorporates existing research and what new insights you can conclude from your research as they relate to your project objectives.

The American University in Washington, D.C. provides a Literature Review Tutorial that illustrates the importance of a literature review as it relates to your project work. You will want to be sure to click on the tabs at the top to navigate through all of the pages of the guide.

The CPS at UNH Research Guide is also a helpful resource for this portion of your work. If you need further assistance, you are encouraged to contact the CPS at UNH Librarian at [email protected] for direct one-on-one help. Our Librarian is an amazing resource who can help you research useful sources for your literature review.

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3. Constructing a Guiding Question

Learning Objectives

By the end of this chapter, you will be able to:

Describe the process and importance of guiding-question development for research-based capstone projects.
Incorporate the FINER approach into guiding question development.
Explain the role of the Fundamental Four in guiding question development.
Describe and Apply the PICOT approach to developing a specific question for your capstone projects.

This chapter introduces you to strategies and frameworks that can be used to construct a sound question to guide your capstone experience. The FINER approach to general question development is presented followed by the Fundamental Four approach. Finally, the Problem, Intervention, Comparison, Outcome, and Time (PICOT) approach to specific capstone question development is illustrated. The tactics for question development introduced in this chapter will provide you with an initial basis for mutual understanding, communication, and direction for a meaningful and purposeful capstone project.

Introduction

Good literature reviews begin with a clear, answerable question that addresses an important problem, identified need, or phenomenon of interest (Considine, Shaban, Fry & Curtis, 2017). The challenge in developing an appropriate question is in determining which professional practice uncertainties could or should be studied and rationalizing the need for their investigation.

Planning and Preparing for the Development of a Guiding Question(s) for Capstone Projects

Once a capstone topic has been selected, it is critical for you to develop a question that will support an efficient literature review (Stage 2). A preliminary scope of literature (Stage 1, Chapter Two) regarding a selected topic will help you construct a question that will inform the rest of the literature review for your capstone project. For a question to be effective and complement the design of a capstone project, its needs to be succinct. Additionally, guiding questions will vary in relation to the purpose it serves. For example, the purpose of one capstone project may be to describe the experiences of participants, another may explore their experiences, while yet another may aim to compare participants’ experiences. While all of them pertain to the participants’ experience, what is being studied in regard to the experiences differs (Burke & Dempsey, 2022). Clarity about a capstone project’s purpose can also help you develop a good guiding question (Refer to Figure 3-1: Words That Can Be Used for Creating a Capstone Purpose).

Figure 3.1: Words that Can Be Used for Creating a Capstone Purposes

Developing a General Question: The FINER Criteria

Once you have an approved topic for your capstone project, it is important to take the time to develop a high-quality guiding question. The FINER criteria highlight useful points that should be considered in general question development (Farrugia, Petrisor, Farrokhyar & Bhandari, 2010). (Refer to Table 3.1: The FINER Criteria).

Table 3.1: The FINER Criteria

Sources: Farrugia, P., Petrisor, B. A., Farrokhyar, F., & Bhandari, M. (2010). Research questions,hypotheses and objectives. Canadian journal of surgery , 53 (4), 278; Patino, C. M., & Ferreira, J. C. (2016). Developing research questions that make a difference. Jornal Brasileiro de Pneumologia , 42 ,403-403.

Developing a Question: The Fundamental Four

During the early stages of the capstone process, your guiding question may be broad in scope and subsequently difficult to answer. Therefore, considerable care and time should be spent refining problem, need, or phenomenon of interest so the question facilitates a rigorous and robust search of the literature, using key terms and phrases. Planning and preparing for the development of a guiding question for quality outcomes should address four fundamental questions (Considine, et al., 2017). (Refer to Table 3.2: The Fundamental Four for Informing Quality Research).

Table 3.2: The Fundamental Four for Informing Quality Research

In the quest of designing a capstone project, it is crucial to invest time, energy, and resources into the construction of a guiding question before proceeding to the study design (Lopes, Hurtado-Puerto, Moreno, Fregni, Falcão & Amorim, 2016)

Transforming a General Question into a Specific Question: The PICOT Approach

Evidence-based practice proposes that clinical problems that emerge from care practice, teaching, or research can be broken down and organized using the PICOT strategy. PICOT represents an acronym for Population, Intervention, Comparison, Outcome, and Time. These components are essential elements of guiding question development in evidence-based practice and in the construction of a solid question (Santos, Pimenta & Nombre, 2007). (Refer to Table 3.3: Description of the PICOT Strategy). T

The PICOT approach will help you generate a specific question that aids in constructing the framework of your capstone project. The PICOT approach also aids in program protocol development by addressing the inclusion and exclusion criteria for the population involved in your study. Furthermore, identifying a specific population of interest, an intervention, and outcomes of interest can also help you identify and/or develop an appropriate outcome measurement tool (Farrugia, et al., 2010). It should be noted that not all PICOT questions will require a comparison. The decision to compare two interventions will be based on the needs of your facility and the nature of your capstone project. Additionally, not all questions will require a time period; however, it is important to keep this aspect of your capstone project in mind while performing an extensive literature review and developing your program or intervention.

Table 3.3: Description of the PICOT Strategy

By following the PICOT format an idea can be developed into a useful clinical question, which is the foundation for developing a comprehensive capstone project.

You do not have to be an epidemiologist or clinical research methodologist to develop a good guiding question. Most research questions for clinical practitioners start with an idea or observation that arises from daily practice, observation, or reading of published literature. The concept of evidence-based practice incorporates the routine of developing good clinical questions as part of day-to-day clinical or service management. Recognizing an area that requires additional study is the first step while developing the skills to clearly articulate a question that should be asked is the next step. Although it can be challenging and time-intensive to develop a guiding question, the strategies and approaches for constructing a guiding question included in this chapter will help you to develop and refine this skill. Once the skill of constructing clinical questions is acquired, evidence-based practice will become commonplace and the foundation on which to design a methodologically sound capstone project is established (Heddle, 2007).

Case Study: Constructing a Guiding Questions

Glynn completed Stage 1 of her literature review. During this literature review, Glynn became aware of a Health Literacy Universal Precautions Toolkit, which is an open-access resource provided to all health care professionals by the United States Department of Health and Human Services.
Glynn’s initial literature review also enlightened them to the fact that there is a gap in the literature regarding health literacy universal precautions and occupational therapy clinical practice. Glynn has again met with their mentor and capstone instructors, who initially approved the topic of health literacy, to discuss health literacy universal precautions and occupational therapy clinical practice as a topic for their capstone project. Glynn’s mentor and instructors have approved this. Glynn will initiate their research-based capstone project by developing a guiding question.
After reviewing the FINER and Fundamental Form Approaches to general guiding question development, Glynn was ready to apply the PICOT framework to create a specific guiding question.
Does a ( I) health literacy universal precautions workshop for (P) occupational therapy practitioners (O) improve their working knowledge about health literacy, and increase their self-perceived ability to identify, assess and implement client-centered interventions that optimize outcomes for low-health literate patients?
The PIO question above will be the focus of Glynn’s research-based capstone project. Glynn is ready to begin their comprehensive and thorough literature review to locate the most current research and information supporting their project.

Optimizing Your Capstone Experience: A Guidebook for Allied Health Professionals Copyright © 2023 by Virginia E. Koenig is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Capstone Project for IT Student (Complete Guide 2024)

To help our dear students in creating Capstone Projects , the ITSOURCECODE team has made this definitive guide.

It is a complete guide and steps in creating a capstone project from scratch.

It contains the essential parts on how to create or write a Capstone Project and the full discussion to make it.

The program requirements for the student to complete a capstone project in a long term.

A capstone project is designed to require students for their final year.

The senior project and the culminating project capstone experience is the knowledge and skills we’ve learned in the real world of liberal arts.

What is a Capstone Project?

A capstone project is an academic paper that serves as a summary of a student’s experience.

This type of paper is typically produced during the senior year of high school or as part of a college or university course.

It can be used in nursing, engineering, information technology, business, and other product-based project courses.

How to Create a Capstone Project Step-by-Step?

Capstone Project for IT Student Step by step guide

Capstone Project Ideas

Before you achieve a project to develop, you must have first a proposal.

This proposal serves as the first step before you make a capstone project example and here’s how to write it.

Time needed: 10 minutes

Here are the complete steps on how to create a Capstone Project Proposal. These methods will help you create a flawless capstone projects document. Following the appropriate processes while preparing a capstone project proposal will save time.

First, choose a capstone topic. It will help you choose suitable themes. This boosts critical thinking and decision-making. Consider your skills, talents, and intelligence when choosing a topic. You and your organization must take responsibility for your decisions to foster cooperation. Consider what you wish to develop while choosing a topic. Consider your environment’s demands. Choose a focused topic to develop as a group. You chose Sports, then you ask how to make it more productive. From there, you may create a subject or title.

In order for you to become knowledgeable on the topic that you choose, you need to do a lot of research. This will help you to have deeper understanding about your topic. You will know then the common issues and difficulties that your topic has.

Now that you’re confident in your topic, create a proposal. You merely need to finalize the topic’s title and concerns you identified throughout research. Problem Statement identifies issues. Capstone Project Proposal needs a topic introduction. Then identify the concerns and solutions your team determines. After that, you must create solutions.

Title Defense will tell you if the topic you choose meets your skills and team’s needs. This will show if you studied well. At your Title Defense, you’ll be asked about the topic, its problem, and its solutions. These must be defended well and with solid proof. Review all the relevant material to support your topic.

How to write Capstone Project Chapter 1?

Here’s how to start writing your Capstone Project Chapter 1( Introduction ).

Know the structure of a Capstone Project Chapter 1 : Its structure would based in your school or mentors. The chapter 1 conveys and discuss all the information about the project. It has also the specific details of the project and what should be the expected outcome.
Formulate an Introduction of your project . It must contain issues and the reason why you pursue the project. Its like introducing the project title that you made. You have to present what your project is all about.
Provide a document for your Capstone Project Chapter 1. You should document all the steps and information about your project development. It is because you will be needing these information as a proof and bases o how did you come up with that capstone project.

The Capstone Project Chapter 1 has its parts and are very important in developing your project. It is a continuation from your capstone project proposal but more specific. Its structure is composed of:

Introduction :
Project Context:
Objective: General and Specific:
Scope and Limitations:
Significance of the study:
Definition of Terms:

The composition of your capstone project chapter 1 will always vary from your school or instructors. But the given details here are all essential to create a Capstone Project Chapter 1.

How to write Capstone Project Chapter 2 ?

Chapter 2 RRL (Review of Related Literature) is the third step in writing a Capstone project document (Review of Related Literature). It includes project-related articles and systems. These concepts can be used in your planned study. You must only reproduce valuable ideas from an article, book, or topic.

How to write Capstone Project Chapter 3 ?

The third step in creating a capstone is completing its Methodology . It must contain all the methods and procedures used for project development. You will also present the illustrations, diagrams and figures to explain the process of creating the project.

Choose your SDLC: System Development Life Cycle (SDLC) plays a big role for the Project Development. It will guide you through the development journey and will also provide you the steps on how would you finish your project.
Create a Gantt Chart: Create a Gantt Chart to finish your project on schedule. This helps estimate project development time. You can also monitor development and mitigate mistakes. Gantt Charting helps manage time and deadlines.
Provide all the Illustrations, Diagrams and Figures: Methodology requires several illustrations. By methods, you must explain your project to readers and panels. It helps you determine your project’s needs.
Apply the Illustrations to your Project: After finishing the instruction (Methodology), you can create the project. You can use your thoughts and Illustrations to complete your project.

Here’s the structure on how to write your Capstone Project Chapter 3:

Brief Methodology Introduction
Gantt Chart
Database Design
Data Dictionaries
Screen Design
Architectural Framework
Hardware and Software Specification

How to create a Capstone Project Chapter 4 ?

After completing Project Evaluation, you’ll test its usefulness. For project testing, utilize a survey. This questionnaire will show if the project fits consumers’ needs. The comments or ratings will justify project performance.

You must add the project evaluation to Chapter 4 to notify readers and panels. It’ll show if the project was enough. It must include the evaluation’s discussion and result.

Make sure that the Project was fully-functional: Before you do your survey for evaluation, you must secure first that the project is error-free and fully-functional. This is to refrain the users from difficulties during the survey.
Prepare your Questionnaire: You may use a questionnaire provided online or you may create your own. But you have to validate the questionnaire if you’ll use your own. This is to make sure that the evaluation and the result is valid.
Project Testing and Evaluation: After preparing all the needed materials for project evaluation, your project can now be evaluated. The project must be evaluated by its targeted users to know its usability, functionality and efficiency. Their evaluation will be recorded and should be discussed in this chapter.
Calculate and Discuss the Result: Now this is the main part of creating capstone project chapter 4. You must perform the former steps to obtain and come up with the presentations and discussion of results. The results must be interpreted into words to deliver the right information to the panel and readers.

Structure of the Capstone Chapter 4 to write and complete:

Short Introduction
Evaluation Result
Discuss the Result and Interpretation

How to write a Capstone Project Chapter 5?

Capstone Project Chapter 5 includes a summary, conclusions, and recommendations. You must summarize and explain your outputs. This chapter informs readers and panels of the Project’s result and assessors’ opinions.

To start creating your Capstone Project Chapter 5, you must save all the collected information from the former chapter.

Project Summary: Summarize the project evaluation’s findings. This section must briefly summarize project evaluation findings. Short, clear, and precise.
Provide you Conclusion: As the developer, you must inform the reader and panels about your product. Include the evaluators’ conclusion. Conclusions must justify outcomes and output. This tells you if you’ve met requirements.
List and Explain all the Recommendations: List and explain all project recommendations. These suggestions could help improve your project. It may help you improve your project.

Capstone Chapter Structure Here are the important parts that your should consider before you write a Capstone Project Chapter 5.

Summary of findings
Recommendation

That completes our discussion about How to make Capstone Project: A Definitive Guide Itsourcecoders.

I hope that this article about List Python Courses Outline with Certificate help you a lot.

With the Capstone discussion presented above, you can get the ideas on how to create and write it for your own documentation or paper.

If you have questions concerning the Capstone chapters, contact us or leave a comment below.

Keep us updated and have a good day!

Capstone Project Chapter 3

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Health Administration Capstone Project: Chapter 3

Introduction
Fundamentals of APA
Private/Local Bus. & Nonprofits
Database Tutorials

Common Citations

This section uses a wide range of resources. See the example citations and other resources in the Fundamentials of APA tab.

Commonly Used Databases

ABI/INFORM Global On Campus | Off Campus | Tutorial more... less... ABI/INFORM Global is our largest source of business and management related articles. This database has popular sources like the Wall Street Journal and the Economist as well as a large collection on academic or peer reviewed articles.
Business Insights Global On Campus | Off Campus more... less... Business Insights Global provides several pieces of information you will need for chapter one, including information on competitors and company histories.
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Utah students aim to tow planes to the gate with a battery-powered, fuel-saving vehicle

Uvu seniors unveiled a ‘tug’ that could help planes get to the gate without burning precious fuel..

(Francisco Kjolseth | The Salt Lake Tribune) Utah Valley University students test a new prototype electric-powered, autonomous aircraft tug, during a demo at Provo Airport on Friday, April 12, 2024. The tug would cut down on airplanes needing to start their engines early by moving them around at busy airports and reducing emissions and jet fuel costs.

Provo • Their four-wheeled contraption had worked perfectly before reporters showed up, Utah Valley University students promised, as they tinkered with it at the Provo Airport.

The creation, a welded frame encased in two wooden compartments roughly the size of coffee tables and powered by two electric engines, was supposed to tow the Diamond DA40 XLT — a single-engine prop plane weighing around 2,500 pounds — hitched to it.

It worked for a minute during its public debut Friday, before a broken sprocket — the metal wheel over which engine chains run — immobilized the machine for the rest of the day. But it would likely be an easy fix, UVU professor and project mentor Brett Stone said, and what is engineering if not a series of problems to solve?

Someone else’s problem, the students chimed in — this is likely as far as they’ll take this project before handing it off to the next capstone class — but a solvable one. And if it works, this student-led invention could revolutionize the airport taxiing process.

This model was just the prototype, a culmination of a school year’s worth of work from UVU engineering and computer science seniors. When it works — which it had just this morning, students repeated — it will be able to tow airplanes to and from their gates, controlled remotely by airport ground crews, pilots and its own autonomous driving abilities.

The traditional taxiing process, Stone said, is noisy, dangerous and wasteful. It requires planes to burn precious fuel and asks tarmac employees to come dangerously close to the spinning blades of aircraft engines.

“Jet engines are meant to be at 30,000 feet,” Stone said. “They’re not meant to push things around on the ground. And so, the way engineers think, I guess, I was like, ‘There’s got to be a better way.’”

The goal is to build a “tug,” as the contraption is called, robust enough to taxi commercial jets — and bring it to market.

Aircraft tugs aren’t new — but fully electric, remote-controlled ones with the capacity to tow a commercial jet could be the industry’s next frontier. There’s a patent application pending for this specific model, Stone said, and future senior capstone classes will help scale it for commercial use. A commercial product could be ready in the next two years, Stone said.

(Francisco Kjolseth | The Salt Lake Tribune) Utah Valley University computer science student Cache Fulton uses a controller to pilot an autonomous, electric-powered aircraft tug during a demo at Provo Airport on Friday, April 12, 2024. The tug would cut down on airplanes needing to start their engines early by moving them around at busy airports and reducing emissions and jet fuel costs.

“It’d be really cool to see it progress, to see it reach the full-size Boeing airline capacity,” said UVU graduating senior Kolby Hargett. “I think another year from now, [future students] can get started scaling it into something larger, now that the idea’s here and a lot of the ground work’s done.”

This was a first-of-its-kind collaboration between graduating seniors in UVU’s engineering and computer science departments. Engineers, like Ammon Traden, worked on the design and the mechanics. Computer scientists, like Cache Fulton and Riley Pinkham, figured out the software. Their combined skillset was what it took to turn Stone’s vision into a real, operable product.

“We were blessed that Kolby knows so much about electricity,” Traden said. “He helped us so much with this.”

It’s also the most ambitious capstone project UVU engineering students have undertaken, said professor and mentor Matt Jensen — and the most practical. Students will enter the job market with real-world experience and a demonstrable, physical product they can say they built from the ground up.

“While it’s not perfect, and obviously it did have its challenges today, I think just recognizing ... that they’re about to graduate and go into the industry, I feel very confident that they’ll be good engineers.”

And one day in the near future, the students imagine, they might get to sit on a plane being towed by something they helped create.

“Next, we’re going to come for the plane,” Fulton said.

(Francisco Kjolseth | The Salt Lake Tribune) Utah Valley University students and professor Matt Jensen (center) troubleshoot a sprocket failure on a new prototype electric-powered, autonomous aircraft tug, during a demo at Provo Airport on Friday, April 12, 2024. The tug would cut down on airplanes needing to start their engines early by moving them around at busy airports and reducing emissions and jet fuel costs.

Shannon Sollitt is a Report for America corps member covering business accountability and sustainability for The Salt Lake Tribune. Your donation to match our RFA grant helps keep her writing stories like this one; please consider making a tax-deductible gift of any amount today by clicking here .