synopsis for m ed dissertation

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• Education /

Dissertation Topics in Education

• Updated on  
• Jan 24, 2024

A dissertation is an academic piece of writing based on a student’s independent research. Being a student of M.Ed, you are supposed to submit a dissertation based on education. It takes a lot of time to complete a dissertation research project, so choosing a relevant dissertation topic is the first step you take for getting a Master’s Degree . This blog provides you with the best dissertation topics in education.

This Blog Includes:

Introduction, how to structure an education dissertation, how to choose a dissertation topic in education, where to find dissertation topics in education, how to choose the right title for an m.ed dissertation, best m.ed dissertation topics, research dissertation topics in education, dissertation topics in education for m.ed in india, covid-19 education topics research topics, impact of covid-19 on education dissertation topics for 2022, dissertation topics in higher education.

Education as a subject aids in the comprehension of various learning methods and forms of education. You will be required to gain critical knowledge of the issues surrounding education if you pick education as your main topic. You can look into topics like public school education, holistic education, the role of ethnicity, gender, and class on academic achievements, adult education, preschool and primary school education, college and university education, child development, distance learning, politics, and policy in education, teacher education, and curriculum when choosing an education dissertation topic.

Must Read Article: Dissertation Topics in Law for LLM Students

Before starting your dissertation on any topic in the Education sector, it is important to be familiar with the universal structure of writing a dissertation. Here is a basic structure for further reference. 

• Title – The title for your M.Ed Dissertation must focus on your research objective.
• Abstract – The abstract part must include a summary of the research problem or objective of the research, the research design and a summary of the results.
• Introduction – The introduction must be included in a precise manner. It should reflect your research in a way that the audience already gets to know what the research is going to include. 
• Review of Literature – The Review of Literature Section must include a theoretical rationale of the problem, the importance of the study, and the significance of the results.
• Methodology – The methodology section must include the description of the subjects, research methods used in the data collection and any limitations issues involved.
• Significance/Implications (Results of the Discussion)
• Overview of Chapter (Conclusion)
• Recommendation
• References – This section must include an alphabetical listing of all referenced text used in the M.Ed dissertation

Also Read: Dissertation vs Thesis

If you are confused about choosing a topic for your dissertation, here are some simple methods that might simplify what you can put your focus on while writing your dissertation.

Choose a Relevant Topic

It is extremely important to select a relevant topic for the dissertation as it contributes to your future. To obtain a masters degree in education, you need to find interesting topics for a dissertation. The topic must hold your interest and include the potential to provide you with a significant amount of content.

Don’t Be Vague

A dissertation is supposed to be a lengthy piece of research work. So the dissertation must be broad enough to explore the topic. It must follow a clear structure to contribute to the argumentation you are going to include in the dissertation.

Research Questions

Do not select narrow questions which are supposed to be answered with a Yes or No. Choose questions that provide you with relevant answers such as

• Can parent’s expectations affect a student’s life?
• Does giving students homework really contribute to their academic improvement?

Ask for advice

Students who are writing a dissertation are always provided with guidance. Teachers or supervisors are assigned to guide students throughout the duration of the dissertation. So remember to ask for feedback or a piece of advice. Your supervisor will have years of academic experience, so their recommendation will only add to your research.

Before choosing a topic, make sure you research thoroughly about the chosen topic. Be aware of the content provided by the topic. You may not get enough information to complete the dissertation, so make sure you find and get enough sources to expand and support your arguments.

Also Read: All you need to know about M.Ed 

Finding a dissertation topic can be very challenging. When you are looking for an M.Ed Topic, you must be clear with your thoughts. Mentioned below are some sources from where you can come up with a Dissertation Topic in Education:

• Try to study the most recent published piece of work to find out what kind of issues are open to further exploration and discussion
• Thoroughly check out the work examples done by other scholars.
• Research the recently published work regarding your subject that is education, and find out what is prevalent in today’s time.

Also Read: What do you need to know about a PhD?

A good title is very important while writing a dissertation. So when you are done with choosing the topic, you must look forward to its relevance. Make sure your title does justice to your research. The title itself should communicate the topic or objective of your dissertation

In these crucial times of the pandemic, education is one of the things that has suffered the most. Educational institutes have been shut for more than 2 years now. All we get to do is online now. Be it work or study. So the dissertation topic in education in the view of a pandemic can be relevant to choose from. Mentioned below are the best topics you may want to choose:

Topic 1: Maintaining social distancing in schools

Topic 2: Increased screen time or Online Education

Topic 3: Impact of COVID-19 on students

Topic 4: Impact of Covid-19 on teachers

Topic 5: How did the Coronavirus pandemic reshape education?

Topic 6: The impact of Coronavirus on international students

Topic 7: Classroom evaluation in the pandemic

Also Read: PhD (Doctor of Philosophy)

To start your dissertation you can choose from a wide array of topics such as:

• Impact of the Internet on the social life of students.
• Educational assessment of students using virtual reality technologies
• Interaction between students of different ethnicities based on a differentiated approach
• Harassment prevention of younger students in school
• Illegal Behaviour of students in high school 
• Importance of self-studying for students
• Development of Time management for students
• Personal development of teachers in educational institutions
• The role of sustainability in educational institutions
• The rising cost of academic education

Also Read: MPhil in English Literature

In order to write an advanced dissertation on any topic related to Education here are some examples:

• How does the education system address the problem of teachers shortage in private schools?
• A case study of gender issues in Indian educational institutes
• A critical analysis of  the teaching method used in schools
• Analyze the depression phase of students for admission in the medical field
• How does the government address the problem of rising fees in private schools?

Also Read: How to get a Bachelor’s of Education degree?

Students who are pursuing an M.Ed degree must be very careful while writing a dissertation as it contributes a lot to their skills and it is the only way they’ll be able to obtain a Masters’s Degree. In choosing the right topic for the M.Ed dissertation submission on time, all the above-mentioned aspects must be given equal importance. This blog has included the best dissertation topic in education you can choose while writing a dissertation. 

Coronavirus’s Effects on Education

The goal of this study is to look at the effects of Coronavirus.

Online educational programs to educate students during COVID-19

Many students’ education has been disrupted as a result of the global Coronavirus epidemic and the lockdown, which has affected students at all levels of education, including school, college, and university. This research will look at the many platforms, schools, institutions, and universities that provide online programs. It will go through how students may get access to these courses and how they can profit from them.

Impact of COVID-19 on educational institutes

This research will look at the effects of COVID-19 on educational institutions. What efforts can be made to guarantee that kids and teachers are in a safe environment?

Role of teachers and professors during the Coronavirus Pandemic.

The future of education in the aftermath of the Coronavirus epidemic.

This study will collect information on current educational practices in the event of a pandemic and estimate the future of education in the wake of the Coronavirus.

What is the impact of the Coronavirus epidemic on education?

Coronavirus has served as a sharp reminder of how human schools are. Students have embraced online learning but are eager to return to her classroom. I don’t think it’s possible to tell whether a student is truly interested and understands the material while they’re learning it online. The goal of this study is to determine how the coronavirus epidemic is affecting schooling.

What steps are institutions taking in reaction to Coronavirus?

Universities are increasingly deciding to utilise social distancing methods, such as switching to more online delivery of courses and allowing employees to work from home. There is currently no government advice to institutions on this subject. As a result, each operational choice made by different institutions must be based on their own local conditions, which differ for a variety of reasons. This study will look at some of the responses to the epidemic that we’ve seen across colleges.

Coronavirus’s influence on overseas students and colleges’ responses

This study will look into the effects of Coronavirus on overseas students and how colleges are responding.

The formal education provided to college, undergraduate, and postgraduate students is referred to as higher education or college/university education. The following are some intriguing higher education dissertation topics.

• The origins of traditional university education’s cultural roots
• Students from non-core subjects might use interactive strategies to create enthusiasm for learning foreign languages.
• In the university’s digital educational environment, conceptual underpinnings for building a customised educational path for students.
• Formation of the student’s civic role in the university’s instructional activities
• Students’ self-education motivation is developed through the university’s scientific library.
• Students at legal faculties might improve their self-education motivation by participating in social events.
• Using time management approaches, pupils can develop self-education motivation.

An M.Ed dissertation must include over  60,000 words and should not exceed the limit of 80,000 words.

You must have scored a minimum Percentage of 50% to 60% in B.Ed and the admission varies for different universities. You may be required to take an entrance exam.

It takes around 2 Years to complete an M.Ed Degree.

Related Articles

If you are planning to pursue further studies that include a dissertation (or not), our experts at Leverage Edu are just one click away to help you out through the entire application process to get to your dream college. You can take the help of our service at any time by calling us at 1800 572 000

Damanpreet Kaur Vohra

Daman is an author with profound expertise in writing engaging and informative content focused on EdTech and Study Abroad. With a keen understanding of these domains, Daman excels at creating complex concepts into accessible, reader-friendly material. With a proven track record of insightful articles, Daman stands as a reliable source for providing content for EdTech and Study Abroad.

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How to Write a Research Synopsis: Template, Examples, & More

Last Updated: February 12, 2024 Fact Checked

Research Synopsis Template

• Organizing & Formatting
• Writing Your Synopsis
• Reviewing & Editing

This article was reviewed by Gerald Posner and by wikiHow staff writer, Raven Minyard, BA . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 228,575 times.

A research synopsis describes the plan for your research project and is typically submitted to professors or department heads so they can approve your project. Most synopses are between 3,000 and 4,000 words and provide your research objectives and methods. While the specific types of information you need to include in your synopsis may vary depending on your department guidelines, most synopses include the same basic sections. In this article, we’ll walk you step-by-step through everything you need to know to write a synopsis for research.

Things You Should Know

• Begin your research synopsis by introducing the question your research will answer and its importance to your field.
• List 2 or 3 specific objectives you hope to achieve and how they will advance your field.
• Discuss your methodology to demonstrate why the study design you chose is appropriate for your research question.

Organizing Your Research Synopsis

• Find out what citation format you’re supposed to use, as well as whether you’re expected to use parenthetical references or footnotes in the body of your synopsis.
• If you have questions about anything in your guidelines, ask your instructor or advisor to ensure you follow them correctly.

• Title: the title of your study
• Abstract: a summary of your research synopsis
• Introduction: identifies and describes your research question
• Literature Review: a review of existing relevant research
• Objectives: goals you hope to accomplish through your study
• Hypotheses: results you expect to find through your research
• Methodology and methods: explains the methods you’ll use to complete your study
• References: a list of any references used in citations

Tip: Your synopsis might have additional sections, depending on your discipline and the type of research you're conducting. Talk to your instructor or advisor about which sections are required for your department.

• Keep in mind that you might not end up using all the sources you initially found. After you've finished your synopsis, go back and delete the ones you didn't use.

Writing Your Research Synopsis

• Your title should be a brief and specific reflection of the main objectives of your study. In general, it should be under 50 words and should avoid unneeded phrases like “an investigation into.”
• On the other hand, avoid a title that’s too short, as well. For example, a title like “A Study of Urban Heating” is too short and doesn’t provide any insight into the specifics of your research.

• The introduction allows you to explain to your reader exactly why the question you’re trying to answer is vital and how your knowledge and experience make you the best researcher to tackle it.
• Support most of the statements in your introduction with other studies in the area that support the importance of your question. For example, you might cite a previous study that mentions your problem as an area where further research needs to be done.
• The length of your introduction will vary depending on the overall length of your synopsis as well as the ultimate length of your eventual paper after you’ve finished your research. Generally, it will cover the first page or two of your synopsis.

• For example, try finding relevant literature through educational journals or bulletins from organizations like WHO and CDC.
• Typically, a thorough literature review discusses 8 to 10 previous studies related to your research problem.
• As with the introduction, the length of your literature review will vary depending on the overall length of your synopsis. Generally, it will be about the same length as your introduction.
• Try to use the most current research available and avoid sources over 5 years old.

• For example, an objective for research on urban heating could be “to compare urban heat modification caused by vegetation of mixed species considering the 5 most common urban trees in an area.”
• Generally, the overall objective doesn’t relate to solving a specific problem or answering a specific question. Rather, it describes how your particular project will advance your field.
• For specific objectives, think in terms of action verbs like “quantify” or “compare.” Here, you’re hoping to gain a better understanding of associations between particular variables.

• Specify the sources you used and the reasons you have arrived at your hypotheses. Typically, these will come from prior studies that have shown similar relationships.
• For example, suppose a prior study showed that children who were home-schooled were less likely to be in fraternities or sororities in college. You might use that study to back up a hypothesis that home-schooled children are more independent and less likely to need strong friendship support networks.

• Expect your methodology to be at least as long as either your introduction or your literature review, if not longer. Include enough detail that your reader can fully understand how you’re going to carry out your study.
• This section of your synopsis may include information about how you plan to collect and analyze your data, the overall design of your study, and your sampling methods, if necessary. Include information about the study setting, like the facilities and equipment that are available to you to carry out your study.
• For example, your research work may take place in a hospital, and you may use cluster sampling to gather data.

• Use between 100 and 200 words to give your readers a basic understanding of your research project.
• Include a clear statement of the problem, the main goals or objectives of your study, the theories or conceptual framework your research relies upon, and the methods you’ll use to reach your goals or objectives.

Tip: Jot down a few notes as you draft your other sections that you can compile for your abstract to keep your writing more efficient.

Reviewing and Editing Your Research Synopsis

• If you don’t have that kind of time because you’re up against a deadline, at least take a few hours away from your synopsis before you go back to edit it. Do something entirely unrelated to your research, like taking a walk or going to a movie.

• Eliminate sentences that don’t add any new information. Even the longest synopsis is a brief document—make sure every word needs to be there and counts for something.
• Get rid of jargon and terms of art in your field that could be better explained in plain language. Even though your likely readers are people who are well-versed in your field, providing plain language descriptions shows you know what you’re talking about. Using jargon can seem like you’re trying to sound like you know more than you actually do.

Tip: Free apps, such as Grammarly and Hemingway App, can help you identify grammatical errors as well as areas where your writing could be clearer. However, you shouldn't rely solely on apps since they can miss things.

• Reference list formatting is very particular. Read your references out loud, with the punctuation and spacing, to pick up on errors you wouldn’t have noticed if you’d just read over them.
• Compare your format to the one in the stylebook you’re using and make sure all of your entries are correct.

• Read your synopsis backward by starting on the last word and reading each word separately from the last to the first. This helps isolate spelling errors. Reading backward sentence by sentence helps you isolate grammatical errors without being distracted by the content.
• Print your synopsis and circle every punctuation mark with a red pen. Then, go through them and focus on whether they’re correct.
• Read your synopsis out loud, including the punctuation, as though you were dictating the synopsis.

• Have at least one person who isn’t familiar with your area of study look over your synopsis. If they can understand your project, you know your writing is clear. If any parts confuse them, then that’s an area where you can improve the clarity of your writing.

Expert Q&A

• If you make significant changes to your synopsis after your first or second round of editing, you may need to proofread it again to make sure you didn’t introduce any new errors. Thanks Helpful 0 Not Helpful 0

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• ↑ https://admin.umt.edu.pk/Media/Site/iib1/FileManager/FORMAT%20OF%20SYNOPSIS%2012-10-2018.pdf
• ↑ https://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html
• ↑ https://numspak.edu.pk/upload/media/Guidelines%20for%20Synopsis%20Writing1531455748.pdf
• ↑ https://www.researchgate.net/publication/279917593_Research_synopsis_guidelines
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
• ↑ https://www.cornerstone.edu/blog-post/six-steps-to-really-edit-your-paper/

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Dissertation Structure & Layout 101: How to structure your dissertation, thesis or research project.

By: Derek Jansen (MBA) Reviewed By: David Phair (PhD) | July 2019

So, you’ve got a decent understanding of what a dissertation is , you’ve chosen your topic and hopefully you’ve received approval for your research proposal . Awesome! Now its time to start the actual dissertation or thesis writing journey.

To craft a high-quality document, the very first thing you need to understand is dissertation structure . In this post, we’ll walk you through the generic dissertation structure and layout, step by step. We’ll start with the big picture, and then zoom into each chapter to briefly discuss the core contents. If you’re just starting out on your research journey, you should start with this post, which covers the big-picture process of how to write a dissertation or thesis .

*The Caveat *

In this post, we’ll be discussing a traditional dissertation/thesis structure and layout, which is generally used for social science research across universities, whether in the US, UK, Europe or Australia. However, some universities may have small variations on this structure (extra chapters, merged chapters, slightly different ordering, etc).

So, always check with your university if they have a prescribed structure or layout that they expect you to work with. If not, it’s safe to assume the structure we’ll discuss here is suitable. And even if they do have a prescribed structure, you’ll still get value from this post as we’ll explain the core contents of each section.  

Overview: S tructuring a dissertation or thesis

• Acknowledgements page
• Abstract (or executive summary)
• Table of contents , list of figures and tables
• Chapter 1: Introduction
• Chapter 2: Literature review
• Chapter 3: Methodology
• Chapter 4: Results
• Chapter 5: Discussion
• Chapter 6: Conclusion
• Reference list

As I mentioned, some universities will have slight variations on this structure. For example, they want an additional “personal reflection chapter”, or they might prefer the results and discussion chapter to be merged into one. Regardless, the overarching flow will always be the same, as this flow reflects the research process , which we discussed here – i.e.:

• The introduction chapter presents the core research question and aims .
• The literature review chapter assesses what the current research says about this question.
• The methodology, results and discussion chapters go about undertaking new research about this question.
• The conclusion chapter (attempts to) answer the core research question .

In other words, the dissertation structure and layout reflect the research process of asking a well-defined question(s), investigating, and then answering the question – see below.

To restate that – the structure and layout of a dissertation reflect the flow of the overall research process . This is essential to understand, as each chapter will make a lot more sense if you “get” this concept. If you’re not familiar with the research process, read this post before going further.

Right. Now that we’ve covered the big picture, let’s dive a little deeper into the details of each section and chapter. Oh and by the way, you can also grab our free dissertation/thesis template here to help speed things up.

The title page of your dissertation is the very first impression the marker will get of your work, so it pays to invest some time thinking about your title. But what makes for a good title? A strong title needs to be 3 things:

• Succinct (not overly lengthy or verbose)
• Specific (not vague or ambiguous)
• Representative of the research you’re undertaking (clearly linked to your research questions)

Typically, a good title includes mention of the following:

• The broader area of the research (i.e. the overarching topic)
• The specific focus of your research (i.e. your specific context)
• Indication of research design (e.g. quantitative , qualitative , or  mixed methods ).

For example:

A quantitative investigation [research design] into the antecedents of organisational trust [broader area] in the UK retail forex trading market [specific context/area of focus].

Again, some universities may have specific requirements regarding the format and structure of the title, so it’s worth double-checking expectations with your institution (if there’s no mention in the brief or study material).

Acknowledgements

This page provides you with an opportunity to say thank you to those who helped you along your research journey. Generally, it’s optional (and won’t count towards your marks), but it is academic best practice to include this.

So, who do you say thanks to? Well, there’s no prescribed requirements, but it’s common to mention the following people:

• Your dissertation supervisor or committee.
• Any professors, lecturers or academics that helped you understand the topic or methodologies.
• Any tutors, mentors or advisors.
• Your family and friends, especially spouse (for adult learners studying part-time).

There’s no need for lengthy rambling. Just state who you’re thankful to and for what (e.g. thank you to my supervisor, John Doe, for his endless patience and attentiveness) – be sincere. In terms of length, you should keep this to a page or less.

Abstract or executive summary

The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report – in other words, it should be able to stand alone .

For it to stand alone, your abstract should cover the following key points (at a minimum):

• Your research questions and aims – what key question(s) did your research aim to answer?
• Your methodology – how did you go about investigating the topic and finding answers to your research question(s)?
• Your findings – following your own research, what did do you discover?
• Your conclusions – based on your findings, what conclusions did you draw? What answers did you find to your research question(s)?

So, in much the same way the dissertation structure mimics the research process, your abstract or executive summary should reflect the research process, from the initial stage of asking the original question to the final stage of answering that question.

In practical terms, it’s a good idea to write this section up last , once all your core chapters are complete. Otherwise, you’ll end up writing and rewriting this section multiple times (just wasting time). For a step by step guide on how to write a strong executive summary, check out this post .

Need a helping hand?

Table of contents

This section is straightforward. You’ll typically present your table of contents (TOC) first, followed by the two lists – figures and tables. I recommend that you use Microsoft Word’s automatic table of contents generator to generate your TOC. If you’re not familiar with this functionality, the video below explains it simply:

If you find that your table of contents is overly lengthy, consider removing one level of depth. Oftentimes, this can be done without detracting from the usefulness of the TOC.

Right, now that the “admin” sections are out of the way, its time to move on to your core chapters. These chapters are the heart of your dissertation and are where you’ll earn the marks. The first chapter is the introduction chapter – as you would expect, this is the time to introduce your research…

It’s important to understand that even though you’ve provided an overview of your research in your abstract, your introduction needs to be written as if the reader has not read that (remember, the abstract is essentially a standalone document). So, your introduction chapter needs to start from the very beginning, and should address the following questions:

• What will you be investigating (in plain-language, big picture-level)?
• Why is that worth investigating? How is it important to academia or business? How is it sufficiently original?
• What are your research aims and research question(s)? Note that the research questions can sometimes be presented at the end of the literature review (next chapter).
• What is the scope of your study? In other words, what will and won’t you cover ?
• How will you approach your research? In other words, what methodology will you adopt?
• How will you structure your dissertation? What are the core chapters and what will you do in each of them?

These are just the bare basic requirements for your intro chapter. Some universities will want additional bells and whistles in the intro chapter, so be sure to carefully read your brief or consult your research supervisor.

If done right, your introduction chapter will set a clear direction for the rest of your dissertation. Specifically, it will make it clear to the reader (and marker) exactly what you’ll be investigating, why that’s important, and how you’ll be going about the investigation. Conversely, if your introduction chapter leaves a first-time reader wondering what exactly you’ll be researching, you’ve still got some work to do.

Now that you’ve set a clear direction with your introduction chapter, the next step is the literature review . In this section, you will analyse the existing research (typically academic journal articles and high-quality industry publications), with a view to understanding the following questions:

• What does the literature currently say about the topic you’re investigating?
• Is the literature lacking or well established? Is it divided or in disagreement?
• How does your research fit into the bigger picture?
• How does your research contribute something original?
• How does the methodology of previous studies help you develop your own?

Depending on the nature of your study, you may also present a conceptual framework towards the end of your literature review, which you will then test in your actual research.

Again, some universities will want you to focus on some of these areas more than others, some will have additional or fewer requirements, and so on. Therefore, as always, its important to review your brief and/or discuss with your supervisor, so that you know exactly what’s expected of your literature review chapter.

Now that you’ve investigated the current state of knowledge in your literature review chapter and are familiar with the existing key theories, models and frameworks, its time to design your own research. Enter the methodology chapter – the most “science-ey” of the chapters…

In this chapter, you need to address two critical questions:

• Exactly HOW will you carry out your research (i.e. what is your intended research design)?
• Exactly WHY have you chosen to do things this way (i.e. how do you justify your design)?

Remember, the dissertation part of your degree is first and foremost about developing and demonstrating research skills . Therefore, the markers want to see that you know which methods to use, can clearly articulate why you’ve chosen then, and know how to deploy them effectively.

Importantly, this chapter requires detail – don’t hold back on the specifics. State exactly what you’ll be doing, with who, when, for how long, etc. Moreover, for every design choice you make, make sure you justify it.

In practice, you will likely end up coming back to this chapter once you’ve undertaken all your data collection and analysis, and revise it based on changes you made during the analysis phase. This is perfectly fine. Its natural for you to add an additional analysis technique, scrap an old one, etc based on where your data lead you. Of course, I’m talking about small changes here – not a fundamental switch from qualitative to quantitative, which will likely send your supervisor in a spin!

You’ve now collected your data and undertaken your analysis, whether qualitative, quantitative or mixed methods. In this chapter, you’ll present the raw results of your analysis . For example, in the case of a quant study, you’ll present the demographic data, descriptive statistics, inferential statistics , etc.

Typically, Chapter 4 is simply a presentation and description of the data, not a discussion of the meaning of the data. In other words, it’s descriptive, rather than analytical – the meaning is discussed in Chapter 5. However, some universities will want you to combine chapters 4 and 5, so that you both present and interpret the meaning of the data at the same time. Check with your institution what their preference is.

Now that you’ve presented the data analysis results, its time to interpret and analyse them. In other words, its time to discuss what they mean, especially in relation to your research question(s).

What you discuss here will depend largely on your chosen methodology. For example, if you’ve gone the quantitative route, you might discuss the relationships between variables . If you’ve gone the qualitative route, you might discuss key themes and the meanings thereof. It all depends on what your research design choices were.

Most importantly, you need to discuss your results in relation to your research questions and aims, as well as the existing literature. What do the results tell you about your research questions? Are they aligned with the existing research or at odds? If so, why might this be? Dig deep into your findings and explain what the findings suggest, in plain English.

The final chapter – you’ve made it! Now that you’ve discussed your interpretation of the results, its time to bring it back to the beginning with the conclusion chapter . In other words, its time to (attempt to) answer your original research question s (from way back in chapter 1). Clearly state what your conclusions are in terms of your research questions. This might feel a bit repetitive, as you would have touched on this in the previous chapter, but its important to bring the discussion full circle and explicitly state your answer(s) to the research question(s).

Next, you’ll typically discuss the implications of your findings? In other words, you’ve answered your research questions – but what does this mean for the real world (or even for academia)? What should now be done differently, given the new insight you’ve generated?

Lastly, you should discuss the limitations of your research, as well as what this means for future research in the area. No study is perfect, especially not a Masters-level. Discuss the shortcomings of your research. Perhaps your methodology was limited, perhaps your sample size was small or not representative, etc, etc. Don’t be afraid to critique your work – the markers want to see that you can identify the limitations of your work. This is a strength, not a weakness. Be brutal!

This marks the end of your core chapters – woohoo! From here on out, it’s pretty smooth sailing.

The reference list is straightforward. It should contain a list of all resources cited in your dissertation, in the required format, e.g. APA , Harvard, etc.

It’s essential that you use reference management software for your dissertation. Do NOT try handle your referencing manually – its far too error prone. On a reference list of multiple pages, you’re going to make mistake. To this end, I suggest considering either Mendeley or Zotero. Both are free and provide a very straightforward interface to ensure that your referencing is 100% on point. I’ve included a simple how-to video for the Mendeley software (my personal favourite) below:

Some universities may ask you to include a bibliography, as opposed to a reference list. These two things are not the same . A bibliography is similar to a reference list, except that it also includes resources which informed your thinking but were not directly cited in your dissertation. So, double-check your brief and make sure you use the right one.

The very last piece of the puzzle is the appendix or set of appendices. This is where you’ll include any supporting data and evidence. Importantly, supporting is the keyword here.

Your appendices should provide additional “nice to know”, depth-adding information, which is not critical to the core analysis. Appendices should not be used as a way to cut down word count (see this post which covers how to reduce word count ). In other words, don’t place content that is critical to the core analysis here, just to save word count. You will not earn marks on any content in the appendices, so don’t try to play the system!

Time to recap…

And there you have it – the traditional dissertation structure and layout, from A-Z. To recap, the core structure for a dissertation or thesis is (typically) as follows:

• Acknowledgments page

Most importantly, the core chapters should reflect the research process (asking, investigating and answering your research question). Moreover, the research question(s) should form the golden thread throughout your dissertation structure. Everything should revolve around the research questions, and as you’ve seen, they should form both the start point (i.e. introduction chapter) and the endpoint (i.e. conclusion chapter).

I hope this post has provided you with clarity about the traditional dissertation/thesis structure and layout. If you have any questions or comments, please leave a comment below, or feel free to get in touch with us. Also, be sure to check out the rest of the  Grad Coach Blog .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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36 Comments

many thanks i found it very useful

Glad to hear that, Arun. Good luck writing your dissertation.

Such clear practical logical advice. I very much needed to read this to keep me focused in stead of fretting.. Perfect now ready to start my research!

what about scientific fields like computer or engineering thesis what is the difference in the structure? thank you very much

Thanks so much this helped me a lot!

Very helpful and accessible. What I like most is how practical the advice is along with helpful tools/ links.

Thanks Ade!

Thank you so much sir.. It was really helpful..

You’re welcome!

Hi! How many words maximum should contain the abstract?

Thank you so much 😊 Find this at the right moment

You’re most welcome. Good luck with your dissertation.

best ever benefit i got on right time thank you

Many times Clarity and vision of destination of dissertation is what makes the difference between good ,average and great researchers the same way a great automobile driver is fast with clarity of address and Clear weather conditions .

I guess Great researcher = great ideas + knowledge + great and fast data collection and modeling + great writing + high clarity on all these

You have given immense clarity from start to end.

Morning. Where will I write the definitions of what I’m referring to in my report?

Thank you so much Derek, I was almost lost! Thanks a tonnnn! Have a great day!

Thanks ! so concise and valuable

This was very helpful. Clear and concise. I know exactly what to do now.

Thank you for allowing me to go through briefly. I hope to find time to continue.

Really useful to me. Thanks a thousand times

Very interesting! It will definitely set me and many more for success. highly recommended.

Thank you soo much sir, for the opportunity to express my skills

Usefull, thanks a lot. Really clear

Very nice and easy to understand. Thank you .

That was incredibly useful. Thanks Grad Coach Crew!

My stress level just dropped at least 15 points after watching this. Just starting my thesis for my grad program and I feel a lot more capable now! Thanks for such a clear and helpful video, Emma and the GradCoach team!

Do we need to mention the number of words the dissertation contains in the main document?

It depends on your university’s requirements, so it would be best to check with them 🙂

Such a helpful post to help me get started with structuring my masters dissertation, thank you!

Great video; I appreciate that helpful information

It is so necessary or avital course

This blog is very informative for my research. Thank you

Doctoral students are required to fill out the National Research Council’s Survey of Earned Doctorates

wow this is an amazing gain in my life

This is so good

How can i arrange my specific objectives in my dissertation?

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• v.66(1); 2022 Jan

Dissertation writing in post graduate medical education

Department of Anaesthesiology, Dr. B R Ambedkar Medical College, Bengaluru, Karnataka, India

Mridul M Panditrao

1 Department of Anaesthesiology and Intensive Care, Adesh Institute of Medical Sciences and Research (AIMSR), Bathinda, Punjab, India

2 Department of Anaesthesiology, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India

Sukhminder Jit Singh Bajwa

3 Department of Anaesthesiology and Intensive Care, Gian Sagar Medical College and Hospital, Patiala, Punjab, India

Nishant Sahay

4 Department of Anaesthesiology, All India Institute of Medical Sciences, Patna, Bihar, India

Thrivikrama Padur Tantry

5 Department of Anaesthesiology, A J Institute of Medical Sciences and Research Centre, Kuntikana, Mangalore, Karnataka, India

Associated Data

A dissertation is a practical exercise that educates students about basics of research methodology, promotes scientific writing and encourages critical thinking. The National Medical Commission (India) regulations make assessment of a dissertation by a minimum of three examiners mandatory. The candidate can appear for the final examination only after acceptance of the dissertation. An important role in a dissertation is that of the guide who has to guide his protégés through the process. This manuscript aims to assist students and guides on the basics of conduct of a dissertation and writing the dissertation. For students who will ultimately become researchers, a dissertation serves as an early exercise. Even for people who may never do research after their degree, a dissertation will help them discern the merits of new treatment options available in literature for the benefit of their patients.

INTRODUCTION

The zenith of clinical residency is the completion of the Master's Dissertation, a document formulating the result of research conducted by the student under the guidance of a guide and presenting and publishing the research work. Writing a proper dissertation is most important to present the research findings in an acceptable format. It is also reviewed by the examiners to determine a part of the criteria for the candidate to pass the Masters’ Degree Examination.

The predominant role in a dissertation is that of the guide who has to mentor his protégés through the process by educating them on research methodology, by: (i) identifying a pertinent and topical research question, (ii) formulating the “type” of study and the study design, (iii) selecting the sample population, (iv) collecting and collating the research data accurately, (v) analysing the data, (vi) concluding the research by distilling the outcome, and last but not the least (vii) make the findings known by publication in an acceptable, peer-reviewed journal.[ 1 ] The co-guide could be a co-investigator from another department related to the study topic, and she/he will play an equivalent role in guiding the student.

Research is a creative and systematic work undertaken to increase the stock of knowledge.[ 2 ] This work, known as a study may be broadly classified into two groups in a clinical setting:

• Trials: Here the researcher intervenes to either prevent a disease or to treat it.
• Observational studies: Wherein the investigator makes no active intervention and merely observes the patients or subjects allocated the treatment based on clinical decisions.[ 3 ]

The research which is described in a dissertation needs to be presented under the following headings: Introduction, Aim of the Study, Description of devices if any or pharmacology of drugs, Review of Literature, Material and Methods, Observations and Results, Discussion, Conclusions, Limitations of the study, Bibliography, Proforma, Master chart. Some necessary certificates from the guide and the institute are a requirement in certain universities. The students often add an acknowledgement page before the details of their dissertation proper. It is their expression of gratitude to all of those who they feel have been directly or indirectly helpful in conduct of the study, data analysis, and finally construction of the dissertation.

Framing the research question (RQ)

It is the duty of the teacher to suggest suitable research topics to the residents, based on resources available, feasibility and ease of conduct at the centre. Using the FINER criteria, the acronym for feasibility, topical interest, novelty, ethicality and relevance would be an excellent way to create a correct RQ.[ 4 ]

The PICOT method which describes the patient, intervention, comparison, outcome and time, would help us narrow down to a specific and well-formulated RQ.[ 5 , 6 ] A good RQ leads to the derivation of a research hypothesis, which is an assumption or prediction of the outcome that will be tested by the research. The research topic could be chosen from among the routine clinical work regarding clinical management, use of drugs e.g., vasopressors to prevent hypotension or equipment such as high flow nasal oxygen to avoid ventilation.

Review of literature

To gather this information may be a difficult task for a fresh trainee however, a good review of the available literature is a tool to identify and narrow down a good RQ and generate a hypothesis. Literature sources could be primary (clinical trials, case reports), secondary (reviews, meta-analyses) or tertiary (e.g., reference books, compilations). Methods of searching literature could be manual (journals) or electronic (online databases), by looking up references or listed citations in existing articles. Electronic database searches are made through the various search engines available online e.g., scholar.google.com, National Library of Medicine (NLM) website, clinical key app and many more. Advanced searches options may help narrow down the search results to those that are relevant for the student. This could be based on synthesising keywords from the RQ, or by searching for phrases, Boolean operators, or utilising filters.

After choosing the topic, an apt and accurate title has to be chosen. This should be guided by the use of Medical Subject Headings (MeSH) terminology from the NLM, which is used for indexing, cataloguing, and searching of biomedical and health-related information.[ 7 ] The dissertation requires a detailed title which may include the objective of the study, key words and even the PICOT components. One may add the study design in the title e.g. “a randomised cross over study” or “an observational analytical study” etc.

Aim and the objectives

The Aims and the Objectives of the research study have to be listed clearly, before initiating the study.[ 8 ] “Gaps” or deficiencies in existing knowledge should be clearly cited. The Aim by definition is a statement of the expected outcome, while the Objectives (which might be further classed into primary and secondary based on importance) should be specific, measurable, achievable, realistic or relevant, time-bound and challenging; in short, “SMART!” To simplify, the aim is a statement of intent, in terms of what we hope to achieve at the end of the project. Objectives are specific, positive statements of measurable outcomes, and are a list of steps that will be taken to achieve the outcome.[ 9 ] Aim of a dissertation, for example, could be to know which of two nerve block techniques is better. To realise this aim, comparing the duration of postoperative analgesia after administration of the block by any measurable criteria, could be an objective, such as the time to use of first rescue analgesic drug. Similarly, total postoperative analgesic drug consumption may form a secondary outcome variable as it is also measurable. These will generate data that may be used for analysis to realise the main aim of the study.

Inclusion and exclusions

The important aspect to consider after detailing when and how the objectives will be measured is documenting the eligibility criteria for inclusion of participants. The exclusion criteria must be from among the included population/patients only. e.g., If only American Society of Anesthesiologists (ASA) I and II are included, then ASA III and IV cannot be considered as exclusion criteria, since they were never a part of the study. The protocol must also delineate the setting of the study, locations where data would be collected, and specify duration of conduct of the dissertation. A written informed consent after explaining the aim, objectives and methodology of the study is legally mandatory before embarking upon any human study. The study should explicitly clarify whether it is a retrospective or a prospective study, where the study is conducted and the duration of the study.

Sample size: The sample subjects in the study should be representative of the population upon whom the inference has to be drawn. Sampling is the process of selecting a group of representative people from a larger population and subjecting them for the research.[ 10 ] The sample size represents a number, beyond which the addition of population is unlikely to change the conclusion of the study. The sample size is calculated taking into consideration the primary outcome criteria, confidence interval (CI), power of the study, and the effect size the researcher wishes to observe in the primary objective of the study. Hence a typical sample size statement can be - “Assuming a duration of analgesia of 150 min and standard deviation (SD) of 15 min in first group, keeping power at 80% and CIs at 95% (alpha error at 0.05), a sample of 26 patients would be required to detect a minimum difference (effect size) of 30% in the duration of analgesia between the two groups. Information regarding the different sampling methods and sample size calculations may be found in the Supplementary file 1 .

Any one research question may be answered using a number of research designs.[ 11 ] Research designs are often described as either observational or experimental. The various research designs may be depicted graphically as shown in Figure 1 .

Graphical description of available research designs

The observational studies lack “the three cornerstones of experimentation” – controls, randomisation, and replication. In an experimental study on the other hand, in order to assess the effect of treatment intervention on a participant, it is important to compare it with subjects similar to each other but who have not been given the studied treatment. This group, also called the control group, may help distinguish the effect of the chosen intervention on outcomes from effects caused by other factors, such as the natural history of disease, placebo effects, or observer or patient expectations.

All the proposed dissertations must be submitted to the scientific committee for any suggestion regarding the correct methodology to be followed, before seeking ethical committee approval.

Ethical considerations

Ethical concerns are an important part of the research project, right from selection of the topic to the dissertation writing. It must be remembered, that the purpose of a dissertation given to a post-graduate student is to guide him/her through the process by educating them on the very basics of research methodology. It is therefore not imperative that the protégés undertake a complicated or risky project. If research involves human or animal subjects, drugs or procedures, research ethics guidelines as well as drug control approvals have to be obtained before tabling the proposal to the Institutional Ethics Committee (IEC). The roles, responsibilities and composition of the Ethics Committee has been specified by the Directorate General of Health Services, Government of India. Documented approval of the Ethics committee is mandatory before any subject can be enroled for any dissertation in India. Even retrospective studies require approval from the IEC. Details of this document is available at: https://cdsco.gov.in/opencms/resources/UploadCDSCOWeb/2018/UploadEthicsRegistration/Applmhrcrr.pdf .

The candidate and the guide are called to present their proposal before the committee. The ethical implications, risks and management, subjects’ rights and responsibilities, informed consent, monetary aspects, the research and analysis methods are all discussed. The patient safety is a topmost priority and any doubts of the ethical committee members should be explained in medically layman's terms. The dissertation topics should be listed as “Academic clinical trials” and must involve only those drugs which are already approved by the Drugs Controller General of India. More commonly, the Committee suggests rectifications, and then the researchers have to resubmit the modified proposal after incorporating the suggestions, at the next sitting of the committee or seek online approval, as required. At the conclusion of the research project, the ethics committee has to be updated with the findings and conclusions, as well as when it is submitted for publication. Any deviation from the approved timeline, as well as the research parameters has to be brought to the attention of the IEC immediately, and re-approval sought.

Clinical trial registration

Clinical Trial Registry of India (CTRI) is a free online searchable system for prospective registration of all clinical studies conducted in India. It is owned and managed by the National Institute of Medical Statistics, a division of Indian Council of Medical Research, Government of India. Registration of clinical trials will ensure transparency, accountability and accessibility of trials and their results to all potential beneficiaries.

After the dissertation proposal is passed by the scientific committee and IEC, it may be submitted for approval of trial registration to the CTRI. The student has to create a login at the CTRI website, and submit all the required data with the help of the guides. After submission, CTRI may ask for corrections, clarifications or changes. Subject enrolment and the actual trial should begin only after the CTRI approval.

Randomisation

In an experimental study design, the method of randomisation gives every subject an equal chance to get selected in any group by preventing bias. Primarily, three basic types employed in post-graduate medical dissertations are simple randomisation, block randomisation and stratified randomisation. Simple randomisation is based upon a single sequence of random assignments such as flipping a coin, rolling of dice (above 3 or below 3), shuffling of cards (odd or even) to allocate into two groups. Some students use a random number table found in books or use computer-generated random numbers. There are many random number generators, randomisation programs as well as randomisation services available online too. ( https://www-users.york.ac.uk/~mb55/guide/randsery.htm ).

There are many applications which generate random number sequences and a research student may use such computer-generated random numbers [ Figure 2 ]. Simple randomisation has higher chances of unequal distribution into the two groups, especially when sample sizes are low (<100) and thus block randomisation may be preferred. Details of how to do randomisation along with methods of allocation concealment may be found in Supplementary file 2 .

Figure depicting how to do block randomisation using online resources. (a) generation of a random list (b) transfer of the list to an MS excel file

Allocation concealment

If it is important in a study to generate a random sequence of intervention, it is also important for this sequence to be concealed from all stake-holders to prevent any scope of bias.[ 12 ] Allocation concealment refers to the technique used to implement a random sequence for allocation of intervention, and not to generate it.[ 13 ] In an Indian post-graduate dissertation, the sequentially numbered, opaque, sealed envelopes (SNOSE) technique is commonly used [ Supplementary file 2 ].

To minimise the chances of differential treatment allocation or assessments of outcomes, it is important to blind as many individuals as possible in the trial. Blinding is not an all-or-none phenomenon. Thus, it is very desirable to explicitly state in the dissertation, which individuals were blinded, how they achieved blinding and whether they tested the success of blinding.

Commonly used terms for blinding are

• Single blinding: Masks the participants from knowing which intervention has been given.
• Double blinding: Blinds both the participants as well as researchers to the treatment allocation.
• Triple blinding: By withholding allocation information from the subjects, researchers, as well as data analysts. The specific roles of researchers involved in randomisation, allocation concealment and blinding should be stated clearly in the dissertation.

Data which can be measured as numbers are called quantitative data [ Table 1 ]. Studies which emphasise objective measurements to generate numerical data and then apply statistical and mathematical analysis constitute quantitative research. Qualitative research on the other hand focuses on understanding people's beliefs, experiences, attitudes, behaviours and thus these generate non-numerical data called qualitative data, also known as categorical data, descriptive data or frequency counts. Importance of differentiating data into qualitative and quantitative lies in the fact that statistical analysis as well as the graphical representation may be very different.

Data collection types

In order to obtain data from the outcome variable for the purpose of analysis, we need to design a study which would give us the most valid information. A valid data or measurement tool, is the degree to which the tool measures what it claims to measure. For example, appearance of end tidal carbon dioxide waveform is a more valid measurement to assess correct endotracheal tube placement than auscultation of breath sounds on chest inflation.

The compilation of all data in a ‘Master Chart’ is a necessary step for planning, facilitating and appropriate preparation and processing of the data for analysis. It is a complete set of raw research data arranged in a systematic manner forming a well-structured and formatted, computable data matrix/database of the research to facilitate data analysis. The master chart is prepared as a Microsoft Excel sheet with the appropriate number of columns depicting the variable parameters for each individual subjects/respondents enlisted in the rows.

Statistical analysis

The detailed statistical methodology applied to analyse the data must be stated in the text under the subheading of statistical analysis in the Methods section. The statistician should be involved in the study during the initial planning stage itself. Following four steps have to be addressed while planning, performing and text writing of the statistical analysis part in this section.

Step 1. How many study groups are present? Whether analysis is for an unpaired or paired situation? Whether the recorded data contains repeated measurements? Unpaired or paired situations decide again on the choice of a test. The latter describes before and after situations for collected data (e.g. Heart rate data ‘before’ and ‘after’ spinal anaesthesia for a single group). Further, data should be checked to find out whether they are from repeated measurements (e.g., Mean blood pressure at 0, 1 st , 2 nd , 5 th , 10 th minutes and so on) for a group. Different types of data are commonly encountered in a dissertation [ Supplementary file 3A ].

Step 2. Does the data follow a normal distribution?[ 14 ]

Each study group as well as every parameter has to be checked for distribution analysis. This step will confirm whether the data of a particular group is normally distributed (parametric data) or does not follow the normal distribution (non-parametric data); subsequent statistical test selection mainly depends on the results of the distribution analysis. For example, one may choose the Student's’ test instead of the ‘Mann-Whitney U’ for non-parametric data, which may be incorrect. Each study group as well as every parameter has to be checked for distribution analysis [ Supplementary File 3B ].

Step 3. Calculation of measures of central tendency and measures of variability.

Measures of central tendency mainly include mean, median and mode whereas measures of variability include range, interquartile range (IQR), SD or variance not standard error of mean. Depending on Step 2 findings, one needs to make the appropriate choice. Mean and SD/variance are more often for normally distributed and median with IQR are the best measure for not normal (skewed) distribution. Proportions are used to describe the data whenever the sample size is ≥100. For a small sample size, especially when it is approximately 25-30, describe the data as 5/25 instead of 20%. Software used for statistical analysis automatically calculates the listed step 3 measures and thus makes the job easy.

Step 4. Which statistical test do I choose for necessary analysis?

Choosing a particular test [ Figure 3 ] is based on orderly placed questions which are addressed in the dissertation.[ 15 ]

Chosing a statistical test, (a). to find a difference between the groups of unpaired situations, (b). to find a difference between the groups of paired situations, (c). to find any association between the variables, (d). to find any agreement between the assessment techniques. ANOVA: Analysis of Variance. Reproduced with permission from Editor of Indian Journal of Ophthalmology, and the author, Dr Barun Nayak[ 15 ]

• Is there a difference between the groups of unpaired situations?
• Is there a difference between the groups of paired situations?
• Is there any association between the variables?
• Is there any agreement between the assessment techniques?

Perform necessary analysis using user-friendly software such as GraphPad Prism, Minitab or MedCalc,etc. Once the analysis is complete, appropriate writing in the text form is equally essential. Specific test names used to examine each part of the results have to be described. Simple listing of series of tests should not be done. A typical write-up can be seen in the subsequent sections of the supplementary files [Supplementary files 3C – E ]. One needs to state the level of significance and software details also.

Role of a statistician in dissertation and data analysis

Involving a statistician before planning a study design, prior to data collection, after data have been collected, and while data are analysed is desirable when conducting a dissertation. On the contrary, it is also true that self-learning of statistical analysis reduces the need for statisticians’ help and will improve the quality of research. A statistician is best compared to a mechanic of a car which we drive; he knows each element of the car, but it is we who have to drive it. Sometimes the statisticians may not be available for a student in an institute. Self-learning software tools, user-friendly statistical software for basic statistical analysis thus gain importance for students as well as guides. The statistician will design processes for data collection, gather numerical data, collect, analyse, and interpret data, identify the trends and relationships in data, perform statistical analysis and its interpretation, and finally assist in final conclusion writing.

Results are an important component of the dissertation and should follow clearly from the study objectives. Results (sometimes described as observations that are made by the researcher) should be presented after correct analysis of data, in an appropriate combination of text, charts, tables, graphs or diagrams. Decision has to be taken on each outcome; which outcome has to be presented in what format, at the beginning of writing itself. These should be statistically interpreted, but statistics should not surpass the dissertation results. The observations should always be described accurately and with factual or realistic values in results section, but should not be interpreted in the results section.

While writing, classification and reporting of the Results has to be done under five section paragraphs- population data, data distribution analysis, results of the primary outcome, results of secondary outcomes, any additional observations made such as a rare adverse event or a side effect (intended or unintended) or of any additional analysis that may have been done, such as subgroup analysis.

At each level, one may either encounter qualitative (n/N and %) or quantitative data (mean [SD], median [IQR] and so on.

In the first paragraph of Results while describing the population data, one has to write about included and excluded patients. One needs to cite the Consolidated Standards of Reporting Trials (CONSORT) flow chart to the text, at this stage. Subsequently, highlighting of age, sex, height, body mass index (BMI) and other study characteristics referring to the first table of ‘patients data’ should be considered. It is not desirable to detail all values and their comparison P values in the text again in population data as long as they are presented in a cited table. An example of this pattern can be seen in Supplementary file 3D .

In the second paragraph, one needs to explain how the data is distributed. It should be noted that, this is not a comparison between the study groups but represents data distribution for the individual study groups (Group A or Group B, separately)[ Supplementary file 3E ].

In the subsequent paragraph of Results , focused writing on results of the primary outcomes is very important. It should be attempted to mention most of the data outputs related to the primary outcomes as the study is concluded based on the results of this outcome analysis. The measures of central tendency and dispersion (Mean or median and SD or IQR etc., respectively), alongside the CIs, sample number and P values need to be mentioned. It should be noted that the CIs can be for the mean as well as for the mean difference and should not be interchanged. An example of this pattern can be seen in Supplementary file 3F .

A large number of the dissertations are guided for single primary outcome analysis, and also the results of multiple secondary outcomes are needed to be written. The primary outcome should be presented in detail, and secondary outcomes can be presented in tables or graphs only. This will help in avoiding a possible evaluator's fatigue. An example of this pattern can be seen in Supplementary file 3G .

In the last paragraph of the Results, mention any additional observations, such as a rare adverse event or side effect or describe the unexpected results. The results of any additional analysis (subgroup analysis) then need to be described too. An example of this pattern can be seen in Supplementary file 3H .

The most common error observed in the Results text is duplication of the data and analytical outputs. While using the text for summarising the results, at each level, it should not be forgotten to cite the table or graph but the information presented in a table should not be repeated in the text. Further, results should not be given to a greater degree of accuracy than that of the measurement. For example, mean (SD) age need to be presented as 34.5 (11.3) years instead of 34.5634 (11.349). The latter does not carry any additional information and is unnecessary. The actual P values need to be mentioned. The P value should not be simply stated as ‘ P < 0.05’; P value should be written with the actual numbers, such as ‘ P = 0.021’. The symbol ‘<’ should be used only when actual P value is <0.001 or <0.0001. One should try avoiding % calculations for a small sample especially when n < 100. The sample size calculation is a part of the methodology and should not be mentioned in the Results section.

The use of tables will help present actual data values especially when in large numbers. The data and their relationships can be easily understood by an appropriate table and one should avoid overwriting of results in the text format. All values of sample size, central tendency, dispersions, CIs and P value are to be presented in appropriate columns and rows. Preparing a dummy table for all outcomes on a rough paper before proceeding to Microsoft Excel may be contemplated. Appropriate title heading (e.g., Table 1 . Study Characteristics), Column Headings (e.g., Parameter studied, P values) should be presented. A footnote should be added whenever necessary. For outputs, where statistically significant P values are recorded, the same should be highlighted using an asterisk (*) symbol and the same *symbol should be cited in the footnote describing its value (e.g., * P < 0.001) which is self-explanatory for statistically significance. One should not use abbreviations such as ‘NS’ or ‘Sig’ for describing (non-) significance. Abbreviations should be described for all presented tables. A typical example of a table can be seen in Figure 4 .

Example of presenting a table

Graphical images

Similar to tables, the graphs and diagrams give a bird's-eye view of the entire data and therefore may easily be understood. bar diagrams (simple, multiple or component), pie charts, line diagrams, pictograms and spot maps suit qualitative data more whereas the histograms, frequency polygons, cumulative frequency, polygon scatter diagram, box and whisker plots and correlation diagrams are used to depict quantitative data. Too much presentation of graphs and images, selection of inappropriate or interchanging of graphs, unnecessary representation of three-dimensional graph for one-dimensional graphs, disproportionate sizes of length and width and incorrect scale and labelling of an axis should be avoided. All graphs should contain legends, abbreviation descriptions and a footnote. Appropriate labelling of the x - and the y -axis is also essential. Priori decided scale for axis data should be considered. The ‘error bar’ represents SDs or IQRs in the graphs and should be used irrespective of whether they are bar charts or line graphs. Not showing error bars in a graphical image is a gross mistake. An error bar can be shown on only one side of the line graph to keep it simple. A typical example of a graphical image can be seen in Figure 5 . The number of subjects (sample) is to be mentioned for each time point on the x -axis. An asterisk (*) needs to be put for data comparisons having statistically significant P value in the graph itself and they are self-explanatory with a ‘stand-alone’ graph.

Example of an incorrect (a) and correct (b) image

Once the results have been adequately analysed and described, the next step is to draw conclusions from the data and study. The main goal is to defend the work by staging a constructive debate with the literature.[ 16 ] Generally, the length of the ‘ Discussion ’ section should not exceed the sum of other sections (introduction, material and methods, and results).[ 17 ] Here the interpretation, importance/implications, relevance, limitations of the results are elaborated and should end in recommendations.

It is advisable to start by mentioning the RQ precisely, summarising the main findings without repeating the entire data or results again. The emphasis should be on how the results correlate with the RQ and the implications of these results, with the relevant review of literature (ROL). Do the results coincide with and add anything to the prevalent knowledge? If not, why not? It should justify the differences with plausible explanation. Ultimately it should be made clear, if the study has been successful in making some contribution to the existing evidence. The new results should not be introduced and any exaggerated deductions which cannot be corroborated by the outcomes should not be made.

The discussion should terminate with limitations of the study,[ 17 ] mentioned magnanimously. Indicating limitations of the study reflects objectivity of the authors. It should not enlist any errors, but should acknowledge the constraints and choices in designing, planning methodology or unanticipated challenges that may have cropped up during the actual conduct of the study. However, after listing the limitations, the validity of results pertaining to the RQ may be emphasised again.

This section should convey the precise and concise message as the take home message. The work carried out should be summarised and the answer found to the RQ should be succinctly highlighted. One should not start dwelling on the specific results but mention the overall gain or insights from the observations, especially, whether it fills the gap in the existing knowledge if any. The impact, it may have on the existing knowledge and practices needs to be reiterated.

What to do when we get a negative result?

Sometimes, despite the best research framework, the results obtained are inconclusive or may even challenge a few accepted assumptions.[ 18 ] These are frequently, but inappropriately, termed as negative results and the data as negative data. Students must believe that if the study design is robust and valid, if the confounders have been carefully neutralised and the outcome parameters measure what they are intended to, then no result is a negative result. In fact, such results force us to critically re-evaluate our current understanding of concepts and knowledge thereby helping in better decision making. Studies showing lack of prolongation of the apnoea desaturation safety periods at lower oxygen flows strengthened belief in the difficult airway guidelines which recommend nasal insufflations with at least 15 L/min oxygen.[ 19 , 20 , 21 ]

Publishing the dissertation work

There are many reporting guidelines based upon the design of research. These are a checklist, flow diagram, or structured text to guide authors in reporting a specific type of research, developed using explicit methodology. The CONSORT[ 22 ] and Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) initiatives,[ 23 ] both included in the Enhancing the Quality and Transparency of Health Research (EQUATOR) international network, have elaborated appropriate suggestions to improve the transparency, clarity and completeness of scientific literature [ Figure 6 ].

Equator publishing tree

All authors are advised to follow the CONSORT/STROBE checklist attached as Supplementary file 4 , when writing and reporting their dissertation.

For most dissertations in Anaesthesiology, the CONSORT, STROBE, Standards for Reporting Diagnostic accuracy studies (STARD) or REporting recommendations for tumour MARKer prognostic studies (REMARK) guidelines would suffice.

Abstract and Summary

These two are the essential sections of a dissertation.

It should be at the beginning of the manuscript, after the title page and acknowledgments, but before the table of contents. The preparation varies as per the University guidelines, but generally ranges between 150 to 300 words. Although it comes at the very beginning of the thesis, it is the last part one writes. It must not be a ‘copy-paste job’ from the main manuscript, but well thought out miniaturisation, giving the overview of the entire text. As a rule, there should be no citation of references here.

Logically, it would have four components starting with aims, methods, results, and conclusion. One should begin the abstract with the research question/objectives precisely, avoiding excessive background information. Adjectives like, evaluate, investigate, test, compare raise the curiosity quotient of the reader. This is followed by a brief methodology highlighting only the core steps used. There is no need of mentioning the challenges, corrections, or modifications, if any. Finally, important results, which may be restricted to fulfilment (or not), of the primary objective should be mentioned. Abstracts end with the main conclusion stating whether a specific answer to the RQ was found/not found. Then recommendations as a policy statement or utility may be made taking care that it is implementable.

Keywords may be included in the abstract, as per the recommendations of the concerned university. The keywords are primarily useful as markers for future searches. Lastly, the random reader using any search engine may use these, and the identifiability is increased.

The summary most often, is either the last part of the Discussion or commonly, associated with the conclusions (Summary and Conclusions). Repetition of introduction, whole methodology, and all the results should be avoided. Summary, if individually written, should not be more than 150 to 300 words. It highlights the research question, methods used to investigate it, the outcomes/fallouts of these, and then the conclusion part may start.

References/bibliography

Writing References serves mainly two purposes. It is the tacit acknowledgement of the fact that someone else's written words or their ideas or their intellectual property (IP) are used, in part or in toto , to avoid any blame of plagiarism. It is to emphasise the circumspective and thorough literature search that has been carried out in preparation of the work.

Vancouver style for referencing is commonly used in biomedical dissertation writing. A reference list contains details of the works cited in the text of the document. (e.g. book, journal article, pamphlet, government reports, conference material, internet site). These details must include sufficient details so that others may locate and access those references.[ 24 ]

How much older the references can be cited, depends upon the university protocol. Conventionally accepted rule is anywhere between 5-10 years. About 85% of references should be dispersed in this time range. Remaining 15%, which may include older ones if they deal with theories, historical aspects, and any other factual content. Rather than citing an entire book, it is prudent to concentrate on the chapter or subsection of the text. There are subjective variations between universities on this matter. But, by and large, these are quoted as and when deemed necessary and with correct citation.

Bibliography is a separate list from the reference list and should be arranged alphabetically by writing name of the ‘author or title’ (where no author name is given) in the Vancouver style.

There are different aspects of writing the references.[ 24 ]

Citing the reference in the form of a number in the text. The work of other authors referred in the manuscript should be given a unique number and quoted. This is done in the order of their appearance in the text in chronological order by using Arabic numerals. The multiple publications of same author shall be written individually. If a reference article has more than six authors, all six names should be written, followed by “ et al .” to be used in lieu of other author names. It is desirable to write the names of the journals in abbreviations as per the NLM catalogue. Examples of writing references from the various sources may be found in the Supplementary file 5 .

Both the guide and the student have to work closely while searching the topic initially and also while finalising the submission of the dissertation. But the role of the guide in perusing the document in detail, and guiding the candidate through the required corrections by periodic updates and discussions cannot be over-emphasised.

Assessment of dissertations

Rarely, examiners might reject a dissertation for failure to choose a contemporary topic, a poor review of literature, defective methodology, biased analysis or incorrect conclusions. If these cannot be corrected satisfactorily, it will then be back to the drawing board for the researchers, who would have to start from scratch to redesign the study, keeping the deficiencies in mind this time.

Before submission, dissertation has to be run through “plagiarism detector” software, such as Turnitin or Grammarly to ensure that plagiarism does not happen even unwittingly. Informal guidelines state that the percentage plagiarism picked up by these tools should be <10%.

No work of art is devoid of mistakes/errors. Logically, a dissertation, being no exception, may also have errors. Our aim, is to minimise them.

The dissertation is an integral part in the professional journey of any medical post-graduate student. It is also an important responsibility for a guide to educate his protégé, the basics of research methodology through the process. Searching for a gap in literature and identification of a pertinent research question is the initial step. Careful planning of the study design is a vitally important aspect. After the conduct of study, writing the dissertation is an art for which the student often needs guidance. A good dissertation is a good description of a meticulously conducted study under the different headings described, utilising the various reporting guidelines. By avoiding some common errors as discussed in this manuscript, a good dissertation can result in a very fruitful addition to medical literature.

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How to Write a Great Synopsis for Thesis

A synopsis is a structured outline of a research thesis and the steps followed to answer the research question. The goal of writing a synopsis is to clearly and thoroughly explain the need to investigate a certain problem using particular practical methods to conduct the study. One of the main components of this written work is an extensive literature review containing strong evidence that the proposed research is feasible.

Establishing the Background

A supervisor may ask you to write a synopsis for one or more reasons:

• to help you improve your critical thinking and writing skills
• to help you understand how to design a comprehensive synopsis
• to encourage you to write a comprehensive literature review to make sure that the research problem has not been answered yet
• to make you conduct a logical analysis of the steps that should be followed to meet the objectives of the research

A synopsis should be coherent in terms of research design. Thus, you should ensure that the research problem, aims, and research methods are logically linked and well-considered. Note that all synopses should contain answers for several crucial questions:

• Why should research on the proposed problem be undertaken?
• What is expected to be achieved?
• What has been done by other researchers on the proposed topic?
• How will the objectives of the study be achieved?

The Writing Process

Before proceeding, consider answering the following questions:

• Why am I going to study this topic?
• Why do I consider it to be important?
• Have I conducted an extensive literature review on the topic?
• What problem will the research help to solve?
• How do I incorporate previous studies on the topic?

The structure of a synopsis should correspond to the structure of qualifying research work, and the word count should be 2,500–3,000 words (Balu 38). The basic elements of a synopsis include a title page, contents page, an introduction, background, literature review, objectives, methods, experiments and results, conclusions, and references.

Introduction

As this comprises the first part of the main text, the introduction should convince readers that the study addresses a relevant topic and that the expected outcomes will provide important insights. Also, this section should include a brief description of the methods that will be used to answer the research question. Usually, the introduction is written in 1–3 paragraphs and answers the following questions:

• What is the topic of the research?
• What is the research problem that needs to be meaningfully understood or investigated?
• Why is the problem important?
• How will the problem be studied?

In this section, you should set the scene and better introduce the research topic by proving its scientific legitimacy and relevance. It is important to establish a clear focus and avoid broad generalizations and vague statements. If necessary, you may explain key concepts or terms. Consider covering the following points in this section:

• Discuss how the research will contribute to the existing scientific knowledge.
• Provide a detailed description of the research problem and purpose of the research.
• Provide a rationale for the study.
• Explain how the research question will be answered.
• Be sure to discuss the methods chosen and anticipated implications of the research.

Literature Review

A review of existing literature is an important part of a synopsis, as it:

• gives a more detailed look at scientific information related to the topic
• familiarizes readers with research conducted by others on a similar subject
• gives insight into the difficulties faced by other researchers
• helps identify variables for the research based on similar studies
• helps double-check the feasibility of the research problem.

When writing the literature review, do not simply present a list of methods researchers have used and conclusions they have drawn. It is important to compare and contrast different opinions and be unafraid to criticize some of them. Pay attention to controversial issues and divergent approaches used to address similar problems. You may discuss which arguments are more persuasive and which methods and techniques seem to be more valid and reliable. In this section, you are expected not to summarize but analyze the previous research while remembering to link it to your own purpose.

Identify the objectives of the research based on the literature review. Provide an overall objective related to the scientific contribution of the study to the subject area. Also include a specific objective that can be measured at the end of the research.

When writing this section, consider that the aim of the research is to produce new knowledge regarding the topic chosen. Therefore, the research methodology forms the core of your project, and your goal is to convince readers that the research design and methods chosen will rationally answer the research questions and provide effective tools to interpret the results correctly. It may be appropriate to incorporate some examples from your literature review into the description of the overall research design.

When describing the research methodology, ensure that you specify the approaches and techniques that will be used to answer the research question. In addition, be specific about applying the chosen methods and what you expect to achieve. Keep in mind that the methods section allows readers to evaluate the validity and feasibility of the study. Therefore, be sure to explain your decision to adopt specific methods and procedures. It is also important to discuss the anticipated barriers and limitations of the study and how they will be addressed. Specify what kind of contribution to the existing knowledge on the topic is expected, and discuss any ethical considerations that are relevant to the research.

Experiments and Results

Logically present and analyze the results of the study using tables or figures.

In this section, you should again state the significance of the research and summarize the study. Be sure to mention the study objectives and methods used to answer the research questions. Also, discuss how the results of the study contribute to the current knowledge on the problem.

A synopsis should contain a list of all references used. Make sure the references are formatted according to the chosen citation style and each source presented in this section is mentioned within the body of the synopsis.

The purpose of writing a synopsis is to show a supervisor a clear picture of a proposed project and allow him or her to find any gaps that have not been considered previously. A concisely written synopsis will help you gain approval to proceed with the actual research. While no rigid rules for writing this type of paper have been established, a synopsis should be constructed in a manner to help a supervisor understand the proposed research at first glance.

Balu, R. “Writing a Good Ph.D Research Synopsis.” International Journal of Research in Science and Technology, vol. 5, no. 4, 2015, pp. 38–48.

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What Is a Dissertation Synopsis?

From time to time you should enlarge your knowledge. Everyone try to achieve positive results in his/her own way. If you want to succeed in writing your dissertation, it is high time to write a good dissertation synopsis .

The main purpose of any dissertation synopsis is to present the major information on a work. When you write your dissertation synopsis, you should think about the way of making it understandable for your readers.

Dissertation synopsis – Structure

Of course, it is very important to be logical while writing your dissertation synopsis. You choose a certain structure and present the information according to its parts. So, all ideas should be logically connected. You should write an interesting introduction, where you point out the most important information. Then, you should develop your ideas in the main body. You cannot stop your dissertation synopsis writing without a logical ending. So, make a smart conclusion.

Dissertation synopsis – Size

Your dissertation synopsis is a brief presentation of your dissertation. With the help of a dissertation synopsis, your tutor will estimate your abilities to speak up to the point and be precise and clear. You should pay attention to writing your dissertation synopsis , since the shorter your dissertation synopsis is, the harder it will be to express all your thoughts and ideas. Your dissertation synopsis should be around 2000-3000 words. This is the most appropriate for your dissertation synopsis size.

Dissertation synopsis – Style

In your dissertation synopsis you should keep to one and the same style, which you have chosen for your dissertation. If it is a scientific dissertation, so be scientific in your dissertation synopsis. Of course, you should not overload your dissertation synopsis with too complicated scientific terms. Also, you should remember that your dissertation synopsis is a kind of presentation of your work. So, a bit of interesting expressions and patchwords will be okay.

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M.Ed Thesis Topics – Most Appropriate Ideas & Samples

➫  Finding applicable and new topics for an M.Ed thesis paper is not an easy task; however, by using a professional research guide for education, you can be enabled to appropriately identify some gaps in the education field that need to be researched. But then, it might also be hard for you to find or identify those research gaps even after reading a research guide since there are several factors that have to be put into consideration. You should be in a position to ascertain whether the gaps you are identifying are not currently being researched or not already researched in other related fields. This now shows that finding unique Master of Education thesis topics & ideas is not an easy task. Do not worry if you feel that you do not know how to identify the best ideas for your thesis project. Whether you are specializing in M.Ed education psychology, M.Ed special education, M.Ed education counseling, or any other Master of Education field, Research Topic Help experts can assist you with the most appropriate ideas for M.Ed research projects. Our professionals will be ready to offer you professional help. Mark you; you will be given a comprehensive list of M.Ed thesis topics that will help you to develop a nice research project.

M.Ed Research Proposal Topics for a Final Thesis Project

Sometimes before writing the main project, you need to develop a research proposal and defend it. Below is a list of titles that can help develop interesting M.Ed research proposal topics and get easy approval.

• Adult education: How economic degradation leads to the acquisition of new living skills
• How the education system addresses the problem of teachers shortage in public schools
• Home-schooled kids have lesser challenges behaviorally
• The reality and dreams of Eco-Justice
• A critical analysis of university multilateral partnerships
• An assessment of the contribution of education to economic development
• Developing programs for resolving conflicts in the education system
• A study of portfolios and interviews as assessment methods
• A case study of the effects of gender issues on education
• Investigating the effects of physical activity on the social skills of children with health disorders

Best Help with Thesis Topic Ideas - Consult with us.

A strong foundation, will, and hard work in your Education course are what have finally led you to undertake your Master of Education (M.Ed). Truth be told, you might have encountered a lot of challenges in your master's course, especially in identifying the best ideas for M.Ed research. This should not scare you though, though every scholar faces difficulties when writing their master's project papers. This is because they have got a lot of commitments to deal with. Such commitments may include jobs, responsibilities, or a heap of other assignments whose deadlines are approaching very fast. Nonetheless, the difference between a scholar who performs poorly and that one that scores highly comes about from the actions that each scholar takes. Most scholars who perform highly seek professional M.Ed thesis topic ideas help whereby they receive help in the areas that they cannot understand. On the other side, scholars that perform poorly are skeptical about seeking expert help and they end up submitting shoddy projects. Over the years, we have continued to support those pursuing a Master of Education degree to generate good research ideas. We have developed sample ideas and thesis topic examples for researchers & scholars to get ideas and even provided links to resourceful books and materials.

M.Ed Dissertation Topics in Education & Research Topics in Education

Education is a constantly evolving field, with new research and developments happening all the time. There are a wide variety of topics in education, each with the potential to improve our understanding of how people learn and to inform the development of more effective educational practices. Some of the most important and promising research topics suitable for research various disciples of education include the following:

• The role of technology in education: With the rapid advancement of technology, it is becoming increasingly important to understand how technology can be used to enhance learning and teaching. This is one of the latest masters-level project topics for students exploring how different technologies, such as virtual and augmented reality, artificial intelligence, and big data, can be used to create more engaging and personalized learning experiences.
• Learning and the brain: Our understanding of how the brain processes information and how people learn continues to evolve. Researchers are studying the neural mechanisms of learning and memory, as well as the impact of different teaching methods on learning outcomes. This research topic in education has the potential to inform the development of more effective teaching strategies and educational materials.
• The impact of socio-economic status on education: Research has shown that socio-economic status is a major predictor of educational achievement. This is one of the dissertation topics for M.Ed students focusing on the ways in which poverty, income inequality, and other socio-economic factors impact students' academic performance, as well as the most effective ways to mitigate these effects.
• The impact of culture on education: Culture plays a significant role in shaping educational experiences and outcomes. Researchers are studying the ways in which different cultural backgrounds, languages, and values impact students' academic performance and engagement in the classroom. This is one of the popular topics focusing on the development of more culturally responsive teaching practices and materials.
• The impact of student diversity on education: The student body in schools and universities is becoming increasingly diverse, with students from different ethnic, linguistic, and socio-economic backgrounds. Definitely among the interesting topics for a Master of Education student on the ways in which this diversity impacts students' academic performance and engagement in the classroom, as well as the most effective ways to support and celebrate diversity in the classroom.
• The impact of school design on student learning: Research has shown that the physical design of schools can have a significant impact on student learning. Researchers are studying the ways in which different school designs, such as open classrooms, flexible spaces, and natural lighting, impact student engagement and learning outcomes.
• The impact of teacher quality on student learning: Teachers are one of the most important factors in determining student learning outcomes. This is one of the research topics in education that seeks to study the ways in which different teacher characteristics, such as subject matter expertise, classroom management skills, and cultural competence, impact student academic performance and engagement in the classroom.
• The impact of parental involvement on student learning: Parental involvement is a key factor in student academic success. This among other project topics in education addresses the ways in which different forms of parental involvement, such as volunteering in schools, communicating with teachers, and reading to children, impact student academic performance and engagement in the classroom.
• Professional development for teachers: Professional development is crucial for teachers to improve their skills and knowledge. Researchers are studying the most effective professional development programs for teachers, including mentoring, coaching, and online learning.
• Special Education: Research in special education is focused on understanding the unique characteristics of students with disabilities, their needs, and how to provide them with appropriate education. Researchers are studying the effectiveness of different teaching methods and interventions for students with disabilities, including inclusive classrooms and specialized educational programs.

Ideally, research in education is a vital process that helps to improve our understanding of how students learn and inform the development of effective teaching practices. The above-mentioned M.Ed dissertation topics in education are the most important and promising areas, with the potential to significantly impact the way we teach and learn in the future.

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Educational Research Topics for M.Ed -Synopsis for M.Ed. Research

• Curriculum development: This research topic idea is focused on the design and implementation of educational programs. M.Ed. scholars can research different curriculum models, such as the traditional model, the backward design model, or the integration model. They can also investigate how curriculum development can be tailored to meet the needs of different student populations, such as English language learners or students with special needs.
• Teaching methods:   This can serve as a synopsis topic for m.ed research by examining the various approaches and techniques used by teachers to instruct students. One can research the effectiveness of different teaching methods, such as direct instruction, inquiry-based learning, or project-based learning. They can also study the impact of technology on teaching and learning, such as the use of online resources or virtual classrooms.
• Assessment and evaluation: This topic focuses on the methods used to measure student learning and progress. One can research the strengths and weaknesses of different assessment methods, such as traditional tests and quizzes, performance assessments, or formative assessments. They can also investigate the use of data to inform instruction and evaluate the effectiveness of teaching methods.
• Educational technology: This topic examines the use of technology in education, including the development and implementation of online resources, virtual classrooms, and educational software. M.Ed. students can research the effectiveness of different technologies, such as online learning platforms, adaptive learning software, or educational games, in improving student learning outcomes.
• Professional development for teachers: This topic is focused on the training and support provided to teachers to help them improve their practice. M.Ed. students can research the most effective professional development programs and methods, such as mentoring, coaching, or workshops, and how these can be used to support the ongoing learning and development of teachers.
• Inclusive education: This can be a good educational  synopsis topic since it is focused on providing equal educational opportunities to all students, regardless of their abilities or background. One can research effective strategies for creating inclusive classrooms, such as Universal Design for Learning (UDL), and how to support the unique needs of students with disabilities, English language learners, and other marginalized groups.
• Student engagement: This topic examines the ways in which students are actively involved in their own learning, and the factors that influence their engagement. Students can research different methods for promoting student engagement, such as student-centered instruction, group work, or cooperative learning, and how these can be used to increase student motivation and achievement.
• Parent and community engagement: This topic is focused on the role of parents and community members in supporting student learning and success. One can research effective strategies for building partnerships with families and community organizations, such as parent-teacher conferences, volunteer programs, or community-wide events, and how these can be used to support student learning and success.

These are just a few of the many educational research topics for M Ed students. By researching these topics, M.Ed. students can gain a deeper understanding of key issues in education and develop the skills and knowledge necessary to improve the learning experiences of students. They can also contribute to the development of new and effective educational practices and policies.

M.Ed Research Topics   - (Research Topics for M.Ed Students)

Research topics for M.Ed (Master of Education) students span a wide range of areas within the field of education, aiming to contribute new insights, methodologies, or interventions. These topics can fall under various categories such as curriculum development, educational technology, teacher education, educational psychology, school administration, and educational policy, among others. Some specific topics might include the impact of remote learning on student engagement, the role of emotional intelligence in teaching effectiveness, approaches to multicultural education, or the efficacy of different assessment tools. The research often blends theoretical inquiry with practical application, aiming to solve real-world educational challenges. The choice of research topic may depend on various factors including the student's interest, the relevance to current educational settings, and the scope for meaningful contribution to the field.

We have compiled some more of the latest & most suitable topic suggestions to consider for a Master’s in Education Research Project. 

• An Investigation into the Extent to which University School System Prepares Students for the Pending Labor Shortage
• The Role of Video Games in Early Childhood Development and Education.
• The Impact of Online Learning compared to In-person Classes on Student Performance
• The Benefits of Employing Alternative Learning Styles to Address Individual Child Needs.
• An Investigation into the Benefits of Increasing Payment for Special Education Teachers
• The Importance of Cross-Class Interactions between Younger and Older Students.
• The Study on the Benefits of Parental Involvement in Modern Education 
• An Investigation into the Effects the Life quality of students in Rural Areas has on Their Education.
• The benefits the Use of Computers and AI tools have in Special Education Classrooms.
• The Effectiveness of Relating Teacher Performance Evaluation to Student Achievement.
• A Comparative Study of the Effectiveness of Education Systems in Africa and Europe.
• An Investigation into the Impact of Political Issues on the Public Education System.
• The Effectiveness of Promoting Educational Games as a Means of Promoting Better Learning.
• The Impact of the COVID-19 Pandemic on Education and Student Achievement.

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How to write Dissertation and synopsis

What is the importance of your research?

Which type of problem your dissertation is going to challenge or raise?

Why is it a problem for the research, academic, scientific, technical, the management, or legal community?

Why is it important for you to find a solution?

How are you going to search for the answers?

YouTube video on the topic is shared below:

A step before the Dissertation - How to write a synopsis

Dissertation topic - The topic is the most important thing for research which should be selected wisely, e.g.:-

It should be specific, unambiguous, and explicit.

It should not be vague or prolonged.

It should be about the general, legal, informative, or technical issues at the national or international level.

Introduction - It should provide a brief description of the area of the proposed research work in a very concrete, concise, and accurate manner. It must be clear rather than fuzzy and general.

Review of Literature – The meaning of ‘Research’ is ‘to search again’. That’s why ‘review of the literature’ is an essential and very important part of any research work, which explicit the research work was done previously in the same area of the proposed research. It is essential to plan further research efficiently and in an appropriate manner. The information given in the review should be supported by references.

Objectives of research - There must be comprehensive objectives of the research work. These objectives will indicate the aim, major aspects, and the overall purpose of the study. It should be clearly and concisely defined. These are broad statements of desired outcomes, or the general intentions of the research, which 'paint a picture' of your research work. The maximum aim or objectives should be up to three. If should not be too extensive. Make accurate use of concepts, which must be sensible and precisely described.

Justification of the problem - Every objective needs justification. In research, it is essential to justify your objective in a concrete and impressive and remarkable manner. You may take help from the previous research work, cases, reports, etc. There is a possibility to predict the specific and general benefits likely to be achieved as a result of the completion of the proposed research by making comparisons and citing references of the previous works.

The hypothesis of Study- Hypothesis is a statement that is to be tested for possible acceptance or rejection. Hypothesis are of two types i.e.:-

Null (Ho) - Null hypothesis is tested for possible rejection.

Alternative (H1)., which is tested for possible acceptance.

Significance of Study - It emphasized the significance/ importance of the research work/study i.e. reason and aim of the selection of the topic of research.

Statement of Problem - The researcher has to clearly identify the problem/issue selected for the thesis/ dissertation.

Research Methodology - It means a plan of work describing the various aspects of the study in a logical sequence along with the methodologies to be employed. It helps to validate that the researcher has a fairly good idea about the nature of work likely to be involved. The methodology includes the following:-

Sources of data : Factual information is called quantitative data. Information collected about opinions and views is called qualitative data. There are two methods for this:

Primary research (field research) involves gathering new data that has not been collected before. For e.g., surveys using questionnaires or interviews with groups of people in a focus group and observations.

Secondary research (desk research) involves gathering existing data that has already been produced. For example, researching the newspapers and company reports, case studies, diaries, critical incidents, portfolios, books, journals, periodicals, abstracts, indexes, directories, research reports, conference papers, market reports, annual reports, internal records of organizations, newspapers & magazines, CD-ROMs, on-line databases, Internet, videos & broadcasts.

References and Bibliography - Synopsis should contain at the end a list of references and a bibliography if required. These should be written on a standard pattern.

Length of a synopsis - It will be difficult to define an overall length for a synopsis for legal research in such varied fields of study. However, it should be concise as far as possible and avoid repetitions. The total length of a synopsis may run from 1500 to a few thousand words.

Click YouTube video link for Structure of footnote and bibliography below:

https://www.youtube.com/watch?v=AUnbGpOctLk

Introduction - The first chapter should include a background of the problem, and a statement of the issue. There must be clarity of the purpose of the study, followed by the research questions. Your whole research work and other chapters should be the answers to the research question you raised. You should provide clear definitions of the terms related to the work. You will also expose your assumptions and expectations of the final results.

Literature Review –This is the most important and significant part of your research. In this chapter of the dissertation, you will review the research process in the same manner as described earlier. This part reflects your work and efforts.

Methodology -This part of the dissertation is focused on the way you located the resources and the methods of implementation of the results. If you're writing a qualitative dissertation, you will expose the research questions, setting, participants, data collection, and data analysis processes. If, on the other hand, you're writing a quantitative dissertation, you will focus this chapter on the research questions and hypotheses, information about the population and sample, instrumentation, collection of data, and analysis of data.

Sample size: The sample size should be normal neither too small nor too large.

Data Collection Techniques : (Registration, Questionnaires, interviews, Direct Observations) Analysis of Data: Data is to be analyzed according to the requirement of the topic. After collecting the data, it is to be tabulated. The total variables used are to be included in the study and then the relationship between variables will be analyzed.

Findings - This is an again very important point in the whole process of the research, for the reason that it reflects your cerebral aptitude or intellectual ability. In findings, you reiterate the research questions and discuss the outcomes.

Conclusions - In the final chapter of the dissertation, you will summarize the study and briefly report the results and outcomes. Make an emphasis to explain how your findings make a difference in the academic community and how they are implied in practice.

Recommendations/ Suggestions - This part is the end chapter of your research, which includes a "Recommendations for future research“, where you propose future research that will clarify the issues further. Explain why you suggest this research and what form it should take.

Bibliography -Use the recommended citation style for your field of study, and make sure to include all sources you used during the research and writing stages.

Difference between footnotes, references, and bibliography

Footnotes, endnotes, references, and bibliographies are the sources and references of the materials used in the research work which is mandatory to acknowledge. If the sources are not acknowledged than it falls under the category of plagiarism.

Footnotes - These are always mentioned at the bottom of the page only under the footer. It reflects references for each page separately.

References/ endnotes - These are located at the end of articles or in chapters.

Bibliography - It is always located at the end of research which is the list of all the sources and references.

BLUE BOOK (19th ed.) CITATION FORMAT EXAMPLES

Times New Roman, Size 10/12, 1 line spacing, Justified.

Add full stop after every footnote.

Months should be written in abbreviated forms: Jan., Feb., Mar., Apr., May, June, July, Aug., Sept., Oct., Nov., Dec.

Volume No. (if any) NAME OF AUTHOR, TITLE OF THE BOOK pg. cited (Editors/Translators Name, edition cited year). Eg:

2, FREDERICK POLLOCK & FREDERIC WILLIAM MAITLAND, THE HISTORY OF ENGLISH LAW 205-06 (2d ed. 1911).

CHARLES DICKENS, BLEAK HOUSE 49-55 (Norman Page ed., Penguin Books 1971) (1853).

Rules & Exceptions

Follow the font format as has been illustrated above, for e.g. the name of the author must be in SMALL CAPS.

The first name must always be written before the surname.

For two authors, write both their names separated by „&?.

In case of citing a book that has been edited, write „ed. or „eds. after the name of the editor. If translated, write trans. after the name of the translator. If both, then first write the editor’s name and then the translator’s name.

For more than two authors, editors or translators write the name of the author, editor, or translator that appears first followed by “ et al.”

Do not add „p? or „pp? before the page number. Just write the numerical.

In case the book is being published by more than one publishing house, write the name of the publisher cited after the name of the editor in sentence case.

JOURNAL ARTICLE

a) For consecutively paginated journals (Where the periodical is organized by volume and page numbers continue throughout the volume, it is a consecutively paginated periodical) Name of Author, “Title of Article”, Journal volume no. ABBREVIATION OF JOURNAL Page on which Article Begins, Page Cited (Year). Eg.

Charles A. Reich, “The New Property”, 73 YALE L.J. 733, 737-38 (1964).

For more than two authors write the name of the author that appears first followed by “et al.”

b) For non-consecutively paginated journals (works appearing in periodicals that are separately paginated within each issue)

Name of Author, “Title of Article”, ABBREVIATION OF JOURNAL, date of issue as appears in the cover, at the first page of work, page cited. E.g.

Barbara Ward,” Progress for a Small Planet”, HARV. BUS. REV., Sept.-Oct. 1979, at 89, 90.

NEWSPAPER ARTICLE

Author's name, Name of Article/ news report, ABBRV. OF NAME OF NEWSPAPER, Month Date, Year, at pg. no. Eg.

Ari L. Goldman, O'Connor Warns Politicians Risk Excommunication over Abortion, N.Y. TIMES, June 15, 1990, at A1.

When an authenticated official or exact copy of the source is available online, citation can be made as if to the original print source without any URL info appended.)

Name of the Author, Name of the article, INSTITUTIONAL OWNER OF DOMAIN (Month date, year, time), URL. Visited on a date. Eg:

Eric Posner, More on Section 7 of the Torture Convention, THE VOLOKH CONSPIRACY (Jan. 29, 2009, 10:04 AM), http://www.volokh.com/posts/1233241458.html. visited on 21/01/18.

Format for a time as illustrated.

Don’t write available at or before the URL.

Write the entire URL as appears in the address bar of the browser, remove the hyperlink.

a) U.S. cases:

First Party v. Second Party, Reporter Vol. No., Reporter Abbreviation, First Page of Case, Specific Page Reference (Year).

Eg: Meritor Sav. Bank v. Vinson, 477 U.S. 57, 60 (1986).

b) Indian cases:

Case name, (year of a reporter) Vol No. Reporter Abbreviation, First page (year of a decision if different from year of a reporter (India, if not evident from context) Eg:

Charan Lal Sahu v Union Carbide, (1989) 1 S.C.C. 674 (India). Reporters that depart from this format shall be written in their own format. Eg:

Jabalpur v. Shukla, A.I.R. 1976 S.C. 1207 (India).

Rules & Exceptions:

Do not italicize the case name.

If there is more than one party, list only the first party.

Italicize the procedural phrases, e.g., In re, Ex parte , etc.

a) U.S. Law

The official name of the act, U.S.C. title number Abbreviation of Code cited sections symbols and span of sections containing statute (Date of Code edition cited). Eg:

Comprehensive Environmental Response, Compensation, and Liability Act, 42 U.S.C. §§ 9601-9675 (2006).

b) U.S. Constitution

Abbreviation of Constitution cited Abbreviation for Amendment No of amendment cited, section symbol and no. of section cited. Eg

U.S. CONST. amend. XIV, § 2.

LA. CONST. art. X, pt. IV. c)

c) Indian Law

Act name, Act No., Acts of Parliament, Year of Volume (India, if not evident from context). Eg:

The Copyright (Amendment) Act, 1992, No. 13, Acts of Parliament, 1992 (India).

d) Indian Constitution

INDIA CONST. art. 1, cl. 2.

Abbreviations

"Ibid and Op.cit"

Ibid. (abbreviation for the Latin Ibidem, meaning "The same").

Refers to the same author and source (e.g., book, journal) in the immediately preceding reference.

op. cit. (abbreviation for the Latin opus citatum, meaning "the work cited").

This refers to the reference listed earlier by the same author.

Ibid. refers to the immediately preceding reference; op. cit. refers to the prior reference by the same author.

R. Poirer, "Learning physics," (Academic, New York, 1993), p. 4.

Ibid., p. 9.

T. Eliot, "Astrophysics," (Springer, Berlin, 1989), p. 141.

R. Builder, J Phys Chem 20(3) 1654-57, 1991.

Eliot, op. cit., p.148.

"Id." is an all-purpose short form citation that may be used for any cited authority except internal cross-references.

"Id." always refers to the immediately preceding cited authority, either in the same footnote or the previous footnote so long as it is the only authority cited in the proceeding footnote.

Sweatt v. Painter, 339 U.S. 629, 632 (1950).

NOTE: Sources cited in explanatory parentheticals or phrases or as part of the case prior or subsequent history are not counted as intervening authorities preventing the use of "Id."

Any change in what is being cited, such as page numbers, needs to be indicated after "Id."

"Supra" may be used to refer to certain types of previously cited materials as well as internal cross-references. Rule 4.2 contains a complete, detailed list of which materials may and may not be cited to using "Supra." Note, however, that in general most forms of primary legal authority (cases, statutes, etc.) should not be referred to using "Supra."

NOTE: This is also true for materials such as restatements, legislative documents (other than hearings), and model codes that typically have similar citation formats.

"Supra" citations are most commonly used for secondary authority, such as books and periodicals. Therefore, the most common format for a Supra short form citation consists of the author's last name followed "supra," offset by a comma. Immediately after "supra" is the word "note" in ordinary type, followed by the number of the footnote in which the authority was first cited in full:

15. Philip D. O'Neill, Jr., Verification in an Age of Insecurity: The Future of Arms Control Compliance 45 (2010).

25. O'neil, supra note 15.

A pincite offset by a comma should indicate changes in what portion of the authority is being cited. An "at" is typically necessary to avoid confusion:

28. O'neil, supra note 15, at 52.

If a work has an institutional author, use the complete institutional name; works without an author may be cited to by the title, while unsigned student-authored law journal works should be cited by the appropriate designation such as "Note" or "Comment."

NOTE: The typeface convention from the original source should be used for the author's name or title in a "supra" citation.

"hereinafter"

The term 'hereinafter' is used when using another short form would be impractical, cumbersome, or confusing.

Two typical circumstances where a "hereinafter" is appropriate are when an author name or title is long and unwieldy for a normal "supra" short-form citation and to distinguish between two or more authorities cited originally in the same footnote which could easily confuse with each other.

To use "hereinafter," at the end of the first full citation and enclosed in square brackets, but before any explanatory parenthetical, and write "hereinafter" followed by a shortened form of the authority, typically a paraphrase of the title or designation of the type of document as long as unambiguous.

NOTE: The shortened hereinafter form should be in the same typeface as the original.

Subsequent citations to the authority will function as supra citations but will use the hereinafter designation in place of the full author or title.

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synopsis for m.ed dissertation

What is the difference between a thesis and a synopsis.

As nouns the difference between synopsis and thesis is that synopsis is a brief summary of the key points of a written work, either in the form of prose or in the form of a table; A summary or summarisation of work whereas thesis is a statement supported by arguments.

How do I choose a dissertation topic for Masters?

How to choose a dissertation topic, how do i choose a dissertation topic in education, how to choose a dissertation topic in education, what is a complete dissertation 9.

• Chapter 1. . A Complete Dissertation 9 is, the ability to apply findings in similar contexts or settings. • Summary: A comprehensive summary over - view covers all the sections of this chapter, recapping and highlighting all the important points. . Discussion is concise and precise.

What are the objectives of Chapter 1 of a dissertation?

• Chapter 1 Objectives • Provide a cursory glance at the constitution of an entire dissertation. • Offer a comprehensive outline of all key elements for each section of the dissertation—that is, a precursor of what is to come, with each element being more fully developed and explained further along in the book.

How do you write a complete dissertation?

• A Complete Dissertation 5. in the third person (active voice without the personal pronouns I and we). . Generally, the first sentence of an abstract describes the entire study; subsequent sentences expand on that description.

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