Research proposal for beginners

1. 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.

8. Statement of the Problem
• The study attempt to develop a framework for promoting the internal
efficiency of girl’s elementary schools in the light of parameters
contained in global literature. The current scenario of the internal
efficiency of girls’ Government elementary schools will reviewed and
analyzed to identify gaps as well as suggested viable framework for
improvement of the internal efficiency of girls’ high schools in the
public sector. Government Girls Elementary schools system will be
taken as the dependent variable and internal efficiency will be
considered as an independent variable.

9. Objectives of the Study
1. To investigate the current situation of internal efficiency of
elementary schools in Bahawalpur District Punjab.
2. To explore indicators by analyzing relevant documents
and reviewing literature those contribute to improving
internal efficiency of elementary schools.
3. To identify gaps in the internal efficiency of elementary
schools in Bahawalpur District Punjab.
4. To develop an implementable framework that can promote
the internal efficiency of elementary schools in the public
sector.

10. Research Questions
The following key questions were examined in the study.
• 1. What is the current scenario of internal efficiency of
Government elementary schools in Bahawalpur District Punjab?
• 2. What are the indicators for promoting internal efficiency in
elementary schools?
• 3. What are the gaps in the internal efficiency of elementary
schools of the Bahawalpur District that can be focused on a
remedial solution?
• 4. What implementable framework can be suggested for
improving the internal efficiency of Government elementary
schools in Bahawalpur District?

11. • Null Hypothesis:
Internal efficiency have no significance the school progress and
school systems.

12. Significance of the Study
• There is a close relationship between the efficiency of schools
with the education system, which is currently in bad repute. The
results of this study will be useful for not only the educational
planners but also for all the stakeholders of education, the
reason being that only effective schools can satisfy all the
stakeholders of education. The educational planners and
curriculum developers will certainly learn which factors
contribute to school efficiency and the system will be designed
in that direction.

13. Limitations and Delimitations of the Study
The study - focused on the internal efficiency of the Government
girls’ elementary schools on the basis of within-school factors.
The external efficiency based on out of school factors were
excluded from the purview of the study. Moreover, only selected
Government Girls’ Elementary Schools in urban areas were
studied in the sampled five Tehsils namely Bahawalpur,
Ahmedpur East, Yazman, Kheberpur tamewali and Hasilpur of
District Bahawalpur Punjab province of Pakistan.

14. Methodology
• Present study will concerned with the effects of internal
efficiency variables on school progress. So a type of descriptive
research (survey method) will be adopted in order to measure
effects of independent variables (internal efficiency) on
dependent variable (Elementary schools).

15. Population:
• The target population of the study was 1229
principals/heads of elementary schools and 4201
elementary school teachers in District Bahawalpur
province of Punjab.
• The sampled population of the current study was 297
principals/ heads of elementary schools and 1433
elementary school teachers in five Tehsils of District
Bahawalpur.

16. Population of Elementary Schools’ Principals and
Elementary School Teachers (ESTs)
Population of
Respondents,
Tehsil-wise
Tehsil
Bahawalpu
r
Tehsil
KPT
Tehsil
Yazman
Tehsil
Ahmad
Pur
East
Tehsil
Lodhra
n
Grand
Total
Population of
Elementary
Schools’
Principals
48 44 62 69 74 297
Population of
ESTs 248 145 275 410 355 1433

17. Sample of the Study
• The study chose stratified random sampling technique as the population was
spread over five Tehsils. Therefore districts were purposively selected and
sample from every tehsils was randomly chosen in order to provide equal
opportunity to subjects, for inclusion in every unit of the population.
Adequacy and representativeness are the two basic requirements for a good
sample. The adequacy of a sample means that the number of objects included
in the sample should be reasonably large enough to provide reliable data. The
representativeness means that it should be an unbiased reproduction of the
important characteristics of the population. The sample of the study was
adequate because 75 (25%) principals and 359 (25%) elementary school
teachers were included in the study from all five tehsils of District
Bahawalpur Pakistan. Stratified random sampling technique will used to
ensure its representativeness. The following table gives a synoptic picture of
the sample in five tehsils of District Bahawalpur.

18. Sample of Elementary Schools’Principals and
Elementary School Teachers (ESTs)
Population of
Respondents,
Tehsil-wise
Tehsil
Bahawalpu
r
Tehsil
KPT
Tehsil
Yazman
Tehsil
Ahmad
Pur
East
Tehsil
Lodhra
n
Grand
Total
Population of
Elementary
Schools’
Principals
12
(25%)
11
(25%)
16
(25%)
17
(25%)
19
(25%)
75
(25%)
Population of
ESTs
62
(25%)
36
(25%)
69
(25%)
103
(25%)
89
(25%)
359
(25%)

19. Research Instrument:
• Tools of research are the instruments that were not only used for
collection and analysis of data, but used at every step of the
investigation and compilation of a research report. The study
used closed-ended opinionnaire, Checklist and observation for
the purpose of data collection. The indicators were obtained
from the review of literature and statements were placed under
different categories to facilitate quick understanding of the
purpose of each statement.

20. Data Collection andAnalysis
• The primary sources of data collection were closed-ended
opinionnaire that were personally administered to principals and
elementary school teachers of sampled girl’s Government
elementary schools. They were also got together in person. The
secondary sources of data were official documents and review
of literature.
• The data were quantified in terms of figures and percentages.
However qualitative data were given different treatment. They
were described and discussed for drawing inferences from them.
For validity of results, appropriate statistical measures were
applied and described in detail at the time of analysis of data.

21. Budget

22. Time Frame/Time line
Research Activities Estimated Timeline
Proposal Submission 1st July 2017
Finalizing of Research tool 5 September 2017
Data collection 10 December 2017
Data Analysis and its
interpretation
3 march 2018
Reporting Results 10 June 2018
Final Activities 1st July 2018

23. PERSONNEL
• Chairman Department of Education
• Assistant Professor Dr.Dilshad
• Team members of M.Phil. Education
• Head teachers of Elementary schools
• Shaista, Fatima Ihsan, and Pasban my team members