Research Seminar Material PDF

**INTRODUCTION** [A research seminar is an interactive event where experts, researchers, or industry professionals gather to present and discuss their ideas, research findings, and experiences within a specific subject area](https://www.bing.com/ck/a?!&&p=86b8e641140f7e3cfcc02075998282241e35213f3e4...

**INTRODUCTION** [A research seminar is an interactive event where experts, researchers, or industry professionals gather to present and discuss their ideas, research findings, and experiences within a specific subject area](https://www.bing.com/ck/a?!&&p=86b8e641140f7e3cfcc02075998282241e35213f3e47ff0bcb8692f086b7880dJmltdHM9MTczNTE3MTIwMA&ptn=3&ver=2&hsh=4&fclid=08fd555d-d661-64f3-3455-4675d77c6570&psq=what+is+a+research+seminar&u=a1aHR0cHM6Ly9tZWV0aW5naGFuZC5jb20vYmxvZy9ob3ctdG8tcGxhbi1vcmdhbml6ZS1hbmQtbWFuYWdlLWEtc3VjY2Vzc2Z1bC1zZW1pbmFyLWEtY29tcHJlaGVuc2l2ZS1ndWlkZQ&ntb=1). [It typically involves presentations, panel discussions, workshops, and opportunities for networking and collaboration1](https://www.bing.com/ck/a?!&&p=86b8e641140f7e3cfcc02075998282241e35213f3e47ff0bcb8692f086b7880dJmltdHM9MTczNTE3MTIwMA&ptn=3&ver=2&hsh=4&fclid=08fd555d-d661-64f3-3455-4675d77c6570&psq=what+is+a+research+seminar&u=a1aHR0cHM6Ly9tZWV0aW5naGFuZC5jb20vYmxvZy9ob3ctdG8tcGxhbi1vcmdhbml6ZS1hbmQtbWFuYWdlLWEtc3VjY2Vzc2Z1bC1zZW1pbmFyLWEtY29tcHJlaGVuc2l2ZS1ndWlkZQ&ntb=1).  [The term seminar is also used to describe a research talk, often given by a visiting researcher and primarily attended by academics, research staff, and postgraduate students](https://www.bing.com/ck/a?!&&p=c0b38f0c9600418720844baf99eeb7b192df4d11936d5aff8e29d44b954d5a4cJmltdHM9MTczNTE3MTIwMA&ptn=3&ver=2&hsh=4&fclid=08fd555d-d661-64f3-3455-4675d77c6570&psq=what+is+a+research+seminar&u=a1aHR0cHM6Ly9lbi53aWtpcGVkaWEub3JnL3dpa2kvU2VtaW5hcg&ntb=1).  [Seminars often occur in regular series, but each seminar is typically given by a different speaker, on a topic of that speaker\'s choosing](https://www.bing.com/ck/a?!&&p=c0b38f0c9600418720844baf99eeb7b192df4d11936d5aff8e29d44b954d5a4cJmltdHM9MTczNTE3MTIwMA&ptn=3&ver=2&hsh=4&fclid=08fd555d-d661-64f3-3455-4675d77c6570&psq=what+is+a+research+seminar&u=a1aHR0cHM6Ly9lbi53aWtpcGVkaWEub3JnL3dpa2kvU2VtaW5hcg&ntb=1). This is similar to you as a student carrying out a research as a core prerequisite before you will finally graduate from your institution of leaning. **THE RESEARCH PROCESS** There are a variety of approaches to research in any field of investigation, irrespective of whether it is applied research or basic research. Each research study will be unique in some ways because of the particular time, setting, environment, and place it is being undertaken. Nevertheless, all research endeavours share a common goal of furthering understanding of the problem, and thus, all traverse through certain primary stages, forming a what is called the research process. Understanding the research process is necessary to effectively carry out research. Eight steps research process is, in essence, part and parcel of a research proposal. It is an outline of the commitment that you intend to follow in executing a research study. A close examination of the above stages reveals that each of these stages, by and large, is dependent upon the others. One cannot analyze data (step 7) unless he/she has collected data (step 6). One cannot [write a](https://www.iedunote.com/writing-research-report) [report](https://www.iedunote.com/writing-research-report) (step 8) unless he/she has collected and analyzed data (step 7). Research then is a system of interdependent related stages. Violation of this sequence can cause irreparable harm to the study. It is also true that several alternatives are available to the researcher during each stage stated above. A research process can be compared with a route map. The map analogy is useful for the researcher because several alternatives exist at each stage of the research process. Choosing the best alternative in terms of time constraints, money, and human resources in research decision is a primary goal. Before explaining the stages of the research process, we explain the term ''iterative''. The key to a successful research project ultimately lies in iteration: the process of returning again and again to the identification of the research problems, methodology, data collection, etc., which leads to new ideas, revisions, and improvements. By discussing the research project with advisers and peers, one will often find that new research questions need to be added, variables to be omitted, added or redefined, and other changes to be made. As a proposed study is examined and reexamined from different perspectives, it may begin to transform and take a different shape. This is expected and is an essential component of a good research study. Besides, examining study methods and data collected from different viewpoints is important to ensure a comprehensive approach to the research question. In conclusion, there is seldom any single strategy or formula for developing a successful research study, but it is essential to realize that the research process is cyclical and iterative. The research process aims to identify a research problem, understand its context through a literature review, set research questions and objectives, design a research study, select a sample, collect data, analyze the data, and present the findings in a research report. **STEPS IN CONDUCTING RESEARCH SEMINAR** 1. Identifying the research problem 2. Reviewing of literature 3. Setting research questions, objectives, and hypotheses 4. Choosing the study design 5. Deciding on the sample design 6. Collecting data from the research sample 7. Process and analyze the collected research data 8. Writing research report -- developing research proposal, writing report, disseminating and utilizing results. **Identifying the research problem** The first and foremost task in the entire process of scientific research is to identify a research problem. A well-identified problem will lead the researcher to accomplish all-important phases of the research process, from setting objectives to selecting the research methodology. But the core question is: whether all problems require research. There are countless problems around us, but all we encounter do not qualify as research problems; thus, these do not need to be researched. Keeping this point in mind, we must draw a line between research and non-research problems. Intuitively, researchable problems are those that have a possibility of thorough verification investigation, which can be effected through the analysis and collection of data. In contrast, the non-research problems do not need to go through these processes. **Non-Research Problems** A non-research problem does not require any research to arrive at a solution. Intuitively, a non-researchable problem consists of vague details and cannot be resolved through research. It is a managerial or built-in problem that may be solved at the administrative or management level. The answer to any question raised in a non-research setting is almost always obvious. The cholera outbreak, for example, following a severe flood, is a common phenomenon in many communities. The reason for this is known. It is thus not a research problem. Similarly, the reasons for the sudden rise in prices of many essential commodities following the announcement of the budget by the Finance Minister need no investigation. Hence it is not a problem that needs research. A research problem is a perceived difficulty that requires thorough verification and investigation through data analysis and collection. In contrast, a non-research problem does not require research for a solution, as the answer is often obvious or already known. For instance, for a Non-Research Problems, a survey in health facility A, found that 1000 women were continuous users of contraceptive pills. Subsequently, the service statistics indicate that none of these women were using contraceptive pills. The discrepancy is that ''all 1000 women should have been using a pill, but none is doing well, the fact is, a monsoon flood has prevented all new supplies of pills from reaching town-*A,* and all old supplies have been exhausted. Thus, although the problem situation exists, the reason for the problem is allready known. Therefore, assuming all the facts are correct, there iis no reason to research the factors associated with pills discontinuation among women. This is, thus, a non-research problem. Also, a pilot survey by University students revealed that in Rural Town-A, the goiter prevalence among schooll children is as 80%, while in the neighbouring Rurall Town-A, it is only 30%. Why is a discrepancy? Upon inquiry, it was seen that some three years back, UNICEF launched a lipiodol injection program in the neighbouring Rural Town-A. This attempt acted as a preventive measure against the goiter. The reason for the discrepancy is known; hence, we do not consider the problem a research problem. Penicillin was not found to be effective. Do we need research to know the reason? Here again, there is one single reason that Vibrio cholera is not sensitive to penicillin; therefore, this is not the drug of choice for this disease. In this case, too, as the reasons are known, it is unwise to undertake any study to find out why penicillin does not improve the condition of cholera patients. This is also a non-research problem. Hence no research is needed to identify the factors that make this difference. Here are some of the problems we frequently encounter, which may well be considered non-research problems: i. Rises in the price of warm clothes during winter; ii. Preferring admission to public universities over private universities; iii. Crisis of accommodations in sea resorts during summer iv. Traffic jams in the city street after office hours; v. High sales in department stores after an offer of a discount. **Research Problem** In contrast to a non-research problem, a research problem is of primary concern to a researcher. A research problem is a perceived difficulty, a feeling of discomfort, or a discrepancy between a common belief and reality. A problem will qualify as a potential research problem when the following three conditions exist: i. There should be a perceived discrepancy between "what it is" and "what it should ii. A question about "why" the discrepancy exists. This implies that the reason(s) for this discrepancy is unclear to the researcher (so that iit makes sense to develop a research question); and iii. There should be at least two possible answers or solutions to the questions or problems. The third point is important. If there is only one possible and plausible answer to the question about the discrepancy, then a research situation does not exist. It is a non-research problem that can be tackled at the managerial or administrative level. **Examples of Research Problem** - While visiting a rural area, the UNICEF team observed that some villages have female school attendance rates as high as 75%, while some have as low as 10%, although all villages should have a nearly equal attendance rate. Factors associated with this discrepancy are; 1. Villages differ in their socio-economic background. 2. In some villages, the Muslim population constitutes a large proportion of the total population. Religion might play a vital role. 3. Schools are far away from some villages. The distance thus may make this difference. Because there is more than one answer to the problem, it is considered a research problem. The Government has been making all-out efforts to ensure a regular flow of credit in rural areas at a concession rate through liberal lending policy and establishing many bank branches in rural areas. Knowledgeable sources indicate that expected development in rural areas has not yet been achieved, mainly because of improper credit utilization. More than one reason is suspected for such misuse or misdirection. These include, among others: i. Diversion of credit money to some unproductive sectors ii. Transfer of credit money to other people like money lenders, who exploit the rural people with this money iii. Lack of knowledge of proper utilization of the credit. Here too, reasons for misuse of loans are more than one. Thus, this is considered as research problem. The choice of a research problem is not as easy as it appears. The researchers generally guide it; 1. Own intellectual orientation, 2. level of training, 3. Experience, Theoretical and practical considerations also play a vital role in choosing a research problem. Societal needs also guide in choosing a research problem. Once we have chosen a research problem, a few more related steps must be followed before a decision is taken to undertake a research study. These include, among others, the following: i. Statement of the problem. ii. Justifying the problem. iii. Analysing the problem. **Statement of the problem** A clear and well-defined problem statement is considered the foundation for developing the solution. It enables the researcher to systematically point out why the proposed research on the problem should be undertaken and what he hopes to achieve with the study's findings. A well-defined statement of the problem will lead the researcher to formulate the research objectives, understand the background of the study, and choose a proper research methodology. **Justifying the problem** Once the problem situation has been identified and clearly stated, it is important to justify the importance of the problem. In justifying the problems, one ask such questions as why the problem of the study is important, how large and widespread the problem is, and whether others can be convinced about the importance of the problem and the like. Answers to the above questions should be reviewed and presented in one or two paragraphs that justify the importance of the problem. **Analyzing the problem** As a first step in analysing the problem, critical attention should be given to accommodate the viewpoints of the managers, users, and researchers to the problem through threadbare discussions. 1. **Issues of Research Problem Identification** The next step is identifying the factors that may have contributed to the perceived problems. There are several ways to identify, define, and analyze a problem, obtain insights, and get a clearer idea about these issues. Exploratory research is one of the ways of accomplishing this. The purpose of the exploratory research process is to progressively narrow the scope of the topic and transform the undefined problems into defined ones, incorporating specific research objectives. The exploratory study entails a few basic strategies for gaining insights into the problem. It is accomplished through such efforts as: 2. **Pilot Survey** A pilot survey collects proxy data from the ultimate subjects of the study to serve as a guide for the large study. A pilot study generates primary data, usually for qualitative analysis. This characteristic distinguishes a pilot survey from secondary data analysis, which gathers background information. 3. **Case Studies** Case studies are quite helpful in diagnosing a problem and paving the way to defining the problem. 4. **Focus Group Interviews** Focus group interviews, an unstructured free-flowing interview with a small group of people, may also be conducted to understand and define a research problem. 5. **Experience Survey** Experience survey is another strategy to deal with the problem of identifying and defining the research problem. It is an exploratory research endeavour in which individuals knowledgeable and experienced in a particular research problem are intimately consulted to understand the problem. These persons are sometimes known as key informants, and an interview with them is popularly known as the Key Informant Interview (KII). **Reviewing of Literature** A review of relevant literature is an integral part of the research process. It enables the researcher to formulate his problem in terms of the specific aspects of the general area of his interest that has not been researched so far. Such a review provides exposure to a larger body of knowledge and equips him with enhanced knowledge to efficiently follow the research process. Through a proper review of the literature, the researcher may develop the coherence between the results of his study and those of the others. A review of previous documents on similar or related phenomena is essential even for ignoring the existing literature may lead to wasted effort on the part of the researchers. Why spend time merely repeating what other investigators have already done? Suppose the researcher is aware of earlier studies of his topic or related topics. In that case, he will be in a much better position to assess his work's significance and convince others that it is important. A confident and expert researcher is more crucial in questioning the others'' methodology, the choice of the data, and the quality of the inferences drawn from the study results. In sum, we enumerate the following arguments in favour of reviewing the literature: i. It avoids duplication of the work that has been done in the recent past. ii. It helps the researcher discover what others have learned and reported on the problem. iii. It enables the researcher to become familiar with the methodology followed by other contradictions, and inconsistencies in the findings. iv. It allows the researcher to understand if there are any unanswered research questions. v. It might help the researcher to develop an analytical framework. vi. It will help the researcher consider including variables in his research that he might not have thought about. **Why Reviewing Literature** i. Reviewing literature helps avoid duplicating previous work, ii. Discovers what others have learned about the problem, iii. Familiarizes the researcher with relevant concepts and theories, and iv. Ensures a comprehensive approach to the research question. v. Helps formulate the problem, vi. Understand the background of the study, vii. Choose a proper research methodology, and viii. Develop coherence between the study's results and previous findings. **Setting Research Questions, Objectives, and Hypotheses** After discovering and defining the research problem, researchers should make a formal statement of the problem leading to research objectives. An objective will precisely say what should be researched, delineate the type of information that should be collected, and provide a framework for the scope of the study. A well-formulated, testable research hypothesis is the best expression of a research objective. A hypothesis is an unproven statement or proposition that can be refuted or supported by empirical data. Hypothetical statements assert a possible answer to a research question. **Study Design** The research design is the blueprint or framework for fulfilling objectives and answering research questions. It is a master plan specifying the methods and procedures for collecting, processing, and analysing the collected data. There are several research designs that a researcher can use to conduct their study. Basic among them are; 1\. Survey, 2\. Experiment, 3\. Observational study. The type of research design to be chosen depends primarily on four factors: i. Types of the problem, ii. Availability of resources. iii. Timeframe iv. Significance. **Deciding on the Sample** Sampling is an important and separate step in the research process. The basic idea of sampling is that it involves any procedure that uses a relatively small number of items or portions (called a sample) of a universe (called population) to conclude the whole population. It contrasts with the process of complete enumeration, in which every member of the population is included. Such a complete enumeration is referred to as a census. A population is the total collection of elements one wish to make some inference or generalization while a sample is a part of the population, carefully selected to represent that population. If certain statistical procedures are followed in selecting the sample, it should have the same characteristics as the population. These procedures are embedded in the sample design. Sample design refers to the methods followed in selecting a sample from the population and the estimating technique vis-a-vis the formula for computing the sample statistics. The fundamental question is then how to select a sample. To answer this question, one must have acquaintance with the sampling methods. These methods are basically of two types; 1. Probability sampling and 2. Non-probability sampling. Probability sampling ensures every unit has a known nonzero probability of selection within the target population and if there is no feasible alternative, a non-probability sampling method may be employed. The basis of such selection is entirely dependent on the researcher's discretion. This approach is called judgment sampling, convenience sampling, accidental sampling, and purposive sampling. The most widely used probability sampling methods are simple random sampling, stratified random sampling, cluster sampling, and systematic sampling. They have been classified by their representation basis and unit selection techniques. Two other variations of the sampling methods that are in great use are multistage sampling and probability proportional to size (PPS) sampling. Multistage sampling is most commonly used in drawing samples from very large and diverse populations. The PPS sampling is a variation of multistage sampling in which the probability of selecting a cluster is proportional to its size, and an equal number of elements are sampled within each cluster. **Collecting data from the Research Sample** Data gathering may range from simple observation to a large-scale survey in any defined population. There are many ways to collect data. The approach selected depends on the objectives of the study, the research design, and the availability of time, money, and personnel. With the variation in the type of data (qualitative or quantitative) to be collected, the method of data collection also varies. The most common means for collecting quantitative data is the structured interview. Studies that obtain data by interviewing respondents are called surveys. Data can also be collected by using self-administered questionnaires, registration records, official documents, previous surveys, etc. Telephone interviewing is another way in which data may be collected. Qualitative data are collected mainly through in-depth interviews, focus group discussions, Key Informant Interview (KII), and observational studies. **Data Processing (Analysis)** Data processing generally begins with the editing and coding of data. Data are edited to ensure consistency across respondents and to locate omissions if any. In survey data, editing reduces errors in the recording, improves legibility, and clarifies unclear and inappropriate responses. In addition to editing, the data also need coding. Because it is impractical to place raw data into a report, alphanumeric codes are used to reduce the responses to a more manageable form for storage and future processing. This coding process facilitates the processing of the data. The personal computer offers an excellent opportunity for data editing and coding processes. Data analysis usually involves reducing accumulated data to a manageable size, developing summaries, searching for patterns, and applying statistical techniques for understanding and interpreting the findings in light of the research questions. Further, based on his analysis, the researcher determines if his findings are consistent with the techniques used in analysing data may range from simple graphical techniques to very complex multivariate analyses depending on the study's objectives, the research design employed, and the nature of the data collected. As in the case of data collection methods, an analytical technique appropriate in one situation may not be suitable for another. **Writing research report (developing research proposal, writing report, disseminating and utilizing results)**  The entire task of a research study is accumulated in a document called a proposal or a research proposal. This proposal is a work plan, prospectus, outline, offer, and a statement of intent or commitment from an individual researcher or an organization to produce a product or render a service to a potential client or sponsor. The proposal will be prepared to keep the sequence presented in the research process. The proposal tells us what, how, where, and to whom it will be done. It must also show the benefit of doing it. It always includes an explanation of the purpose of the study (the research objectives) or a definition of the problem. It systematically outlines the particular research methodology and details the procedures utilized at each stage of the research process. The end goal of a scientific study is to interpret the results and draw conclusions. To this end, it is necessary to prepare a report and transmit the findings and recommendations to administrators, policymakers, and program managers to make a decision. There are various research reports: term papers, dissertations, journal articles, papers to be communicated to others. The primary purpose of a dissemination strategy is to identify the most effective media/channels to reach different audience groups with study findings most relevant to their needs. The dissemination may be made through a conference, a seminar, a report, or an oral or poster presentation. The style and organization of the report will differ according to the target audience, the occasion, and the purpose of the research. A report is an excellent means that helps to establish the researcher's credibility. At a bare minimum, a research report should contain sections on: i. An abstract or executive summary; ii. Background of the problem; iii. Findings and discussion; iv. Conclusions and v. Recommendations. The study results can also be disseminated through peer-reviewed journals published by academic institutions and reputed publishers both at home and abroad. The report should be properly evaluated. These journals have their format and editorial policies. The contributors can submit their manuscripts adhering to the policies and format for possible publication of their papers. There are now ample opportunities for researchers to publish their work online. Researchers have conducted many interesting studies without affecting actual settings. Ideally, the concluding step of a scientific study is to plan for its utilization in the real world. Although, researchers are often not in a position to implement a plan for utilizing research findings, they can contribute by including in their research reports a few recommendations regarding how the study results could be utilized for policy formulation and program intervention. Thus, dissemination of research findings is crucial because the results of a research investigation have little utility if not communicated to others. In course of communicating a research outcome to the appropriate and necessary authorities, it ensures that the findings reach relevant stakeholders, policymakers, and program managers to inform decisions. **CHARACTERISTICS OF A GOOD RESEARCH/SEMINAR** So many features exist to attest to the goodness of research seminar. Choosing what seems good in this regard is most times confusing and demanding. Therefore, students should meticulously ensure that their research seminar conforms to the principle of "SMART", an acronym whose meaning is as explained thus; **S -- Specific** i. ii. iii. **M - Measurable** i. Quantifiable data collection and analysis ii. Reliable and valid measurement tools iii. Objective criteria for evaluating outcomes **A - Achievable** i. Realistic research design and timeline ii. Feasible sampling and data collection methods iii. Adequate resources and budget **R -- Relevant** i. Aligns with existing literature and knowledge gaps ii. Contributes to meaningful theoretical or practical advancements iii. Addresses significant research questions or problems. **T - Time-bound** i. Defined timeline for completion ii. Milestones and deadlines for stages iii. Regular evaluation and progress monitoring By ensuring your research meets the SMART criteria, you\'ll increase its validity and reliability, relevance and impact, efficiency and effectiveness, credibility and generalizability. **COMPONENTS OF A RESEARCH SEMINAR** Constructive dialogues, interactive learning, and in-depth understanding, these elements define the essence of an Academic Seminar. Broadly, such seminars serve as a platform for students and scholars to delve into various academic subjects and its complexities. They stimulate intellectual discussions and foster critical thinking, thereby invigorating the academic community. Academic seminars are meticulously organized, often encompassing presentations, interactive sessions, and panel debates. They adhere to a predetermined agenda that outlines the topics of discussion, the order of speakers, and the allotted timeframe. The seminar format can be a symposium (multiple speakers), a workshop (group activities), or a conference (large gathering with multiple sessions). **Structuring a research report (components of a research/seminar work)** A research report should contain sections such as; i. An abstract/executive summary, ii. Background of the problem, iii. Literature review, iv. Methodology, v. Findings, vi. Discussion, vii. Conclusions, and viii. Recommendations. It is essential to consider the target audience when preparing a research report. The style and organization of a research report should differ based on the target audience, occasion, and research purpose. Tailoring the report to the audience ensures that the findings are communicated effectively and are relevant to their needs. **STEPS IN CONDUCTING RESEARCH SEMINAR** Conducting a research seminar involves several steps. Here are the different steps of an academic seminar that must be followed so as to achieve targets or aim. i. **Pre-Seminar Preparation** At this stage, you choose a research topic, conduct literature review, develop the research questions/objectives, design the research methodology, collect and analyze data and prepare seminar presentation (abstract, introduction, methods, results, conclusion). ii\. **Seminar Organization** In organizing seminar, it is expedient to invite speakers/experts (if applicable), schedule seminar date/time, book seminar venue, plan logistics in terms of audio-visual equipment and refreshments. The organizers need to promote the planned seminar via posters, social media, email invitations etc. iii\. **Seminar Structure** **Introduction** \- Welcome and introductions \- Seminar objectives **Presentation** \- Research background and context \- Methodology and results \- Discussion and conclusions **Question and Answer Session** \- Audience questions and feedback **Panel Discussion (optional)** \- Expert panel discussion and insights **Conclusion and Recommendations** \- Summary of key findings \- Future research directions iv\. **Presentation tips** To effectively make an academic seminar presentation, it is expedient of the presenter (student) to be very mindful and careful about the followings; i. Keep it concise: Limit your presentation to 15-20 minutes but depending on the given time in most cases. ii. Use visual aids: Incorporate images, diagrams, and charts, slides to illustrate your points. iii. Engaging delivery: While presenting, ensure you to maintain good eye contact, body languages (gestures) as this will keep your audience actively interesting, thereby wanting more from you. iv. Practice your delivery: Rehearse your presentation several times to ensure a smooth delivery. v. Encourage questions: Leave time for questions and answers. vi. Use a clear and concise language: Avoid using technical jargon or complex terminology. By following these steps and tips, you\'ll be well-prepared to deliver an effective research PowerPoint presentation. v\. **Post-Seminar activities** To evaluate seminar effectiveness, there is a great need of feedback forms, as this will inform the presenter his/her extent of impact or performance. The materials used for such seminar need to be distributed to attendees. There is also a high expectation that the material presented may be published and in certain situation, follow-up with attendees in the form of individualizing appreciations which can result to future collaborations. **Benefits of Research Seminars** The values of research seminar are enormous. This is because every researcher is aimed at achieving some goals. Thus, in the course of investigations, presentation and even after the seminar, in specificity, it aids the followings; i. Knowledge sharing ii. Networking opportunities iii. Research collaboration iv. Professional development v. Community engagement **Common Seminar Challenges** Most times, researchers, presenters which could be anyone and in this case, students are faced with constraints. These constraints oftentimes impede performance. Therefore, a student should be aware of such challenges prior the presentation, as it will guide against it occurrence. Some of these challenges are; 1\. Time management 2\. Audience engagement 3\. Technical issues 4\. Nervousness 5\. Feedback and criticism **Best Practices** To guide against poor performance in seminar presentation and for any researcher, student, scholar or academia to make an excellent seminar presentation, it is expedient that one should adhere to the followings; 1\. Plan ahead 2\. Practice presentation 3\. Encourage interaction 4\. Provide clear instructions 5\. Evaluate and improve **CHOOSING RELEVANT RESEARCHABLE TOPIC** Choosing the right research or seminar topic is likely the most important decision you'll make as a student, irrespective of the level you are. To make the right choice, you need to take a systematic approach and evaluate your intention, ideas and expectations. In this section, you will be exposed to the five essential criteria that will help you evaluate your prospective research or seminar ideas and choose rightly. A research topic is a subject or area of study that a researcher wants to explore in depth. It defines the focus and scope of a research project, and guides the development of the research question and methodology. A research topic can be narrow or broad and can cover a wide range of disciplines and fields, including the natural sciences, social sciences, arts, humanities, and others. When selecting a research topic, it's important to choose a subject that is both interesting and relevant to the researcher and to the academic or professional community. **1. Originality and Novelty** Originality in a research topic is essential. In other words, you need [a clear research gap](https://gradcoach.com/research-gap/). The uniqueness of your topic determines its **contribution** to the field and its potential to stand out in the academic community. So, for each of your prospective topics, ask yourself the following questions: i. What research gap and [research problem](https://www.youtube.com/watch?v=fFyaJl9T74g) am I filling? ii. Does my topic offer new insights? iii. Am I combining existing ideas in a unique way? iv. Am I taking a unique methodological approach? To objectively evaluate the originality of your topic candidates, rate them on these aspects. This process will not only help in choosing a topic that stands out, but also one that can **capture the interest** of your audience and possibly contribute significantly to your field of study which brings us to our next criterion. **2. Value and Significance** Next, you'll need to assess the value and significance of each prospective topic. To do this, you'll need to ask some hard questions. i. **Why** is it important to explore these research questions? ii. **Who** stands to benefit from this study? iii. **How** will they benefit, specifically? By clearly understanding and outlining the significance of each potential topic, you'll not only be justifying your final choice rather you'll essentially be **laying the groundwork** for a [persuasive research proposal](https://gradcoach.com/what-is-a-research-proposal-dissertation-thesis/), which is equally important. **3. Access to Data and Equipment** Naturally, access to relevant data and equipment is crucial for the success of your research or seminar project. So, for each of your prospective topic ideas, you'll need to evaluate whether you **have the necessary resources** to collect data and conduct your study. Here are some questions to ask for each potential topic: i. Will I be able to access the sample of interest (e.g., people, animals, etc.)? ii. Do I have (or can I get) access to the required equipment, at the time that I need it? iii. Are there costs associated with any of this? If so, what are they? Keep in mind that getting access to certain types of data may also require **special permissions** and legalities, especially if your topic involves vulnerable groups (patients, youths, etc.). You may also need to adhere to specific data protection laws. So, be sure to evaluate these aspects thoroughly for each topic. Overlooking any of these can lead to significant complications down the line. **4. Time Requirements and Implications** Naturally, having a realistic timeline for each potential research idea is crucial. So, consider the scope of each potential topic and estimate how long each phase of the research will take from literature review to data collection and analysis, to writing and revisions. Underestimating the time needed for a research project is extremely common, so it's important to include buffer time for unforeseen delays. Remember, efficient time management is not just about the duration but also about the timing. For example, if your research involves fieldwork, there may be specific times of the year when this is most doable (or not doable at all).  So, be sure to consider both time and timing** **for each of your prospective topics. **5. Ethical Compliance** Failing to adhere to your institution's [research ethics policy](https://gradcoach.com/research-ethics/) or school's project guideline, is a surefire way to get your proposal rejected. So, you'll need to evaluate each topic for potential ethical issues, especially if your research involves human subjects, sensitive data, or has any potential environmental impact. Remember that ethical compliance is not just a formality**.** It's a responsibility to ensure the integrity and social responsibility of your research. Topics that pose significant ethical challenges are typically the first to be rejected, so you need to take this seriously. It's also useful to keep in mind that some topics are more "ethically sensitive" than others**,** which usually means that they'll require multiple levels of approval. Ideally, you want to avoid this additional admin, so mark down any prospective topics that fall into an ethical "grey zone". If you're unsure about the details of your institution's guideline, ask for a copy or speak directly to your project supervisor, course coordinator, school coordinator, coursemates etc. Don't make any assumptions when it comes to research ethics and standards. Alternatively, you can consider it in this form; 1. **Relevance**: Choose a topic that is relevant to your field of study or to current events and social issues. 2. **Interest**: Choose a topic that you are passionate about and that you find interesting. This will help keep you motivated throughout the research process. 3. **Feasibility**: Ensure that the topic is feasible for research given the available resources, such as time, funding, and access to data or other materials. 4. **Novelty**: Consider whether the topic has been researched before and whether there is an opportunity to add new insights or perspectives. 5. **Significance**: Consider the potential impact of your research on your field of study or on society. 6. **Access to resources**: Ensure that you have access to the resources you need to conduct your research, such as data, literature, and expert knowledge. By considering these factors, you can choose a research/seminar topic that is both interesting and relevant, and that will allow you to conduct a high-quality and meaningful research project. **RELEVANT LITERATURE SEARCH AND REVIEW** There is no best way of doing this but certain considerations gives better guide in accessing relevant literature search. Practical problems can also inspire research ideas, leading directly to applied research in such domains as law, health, education, and sports. Does taking lecture notes by hand improve students' exam performance? How effective is a single trace card better than the multi-tracer card? To what extent do cell phones impair people's driving ability? How can we teach students to study more efficiently? What is the best mental preparation for running a marathon? Probably the most common inspiration for new research ideas, however, is previous research. Recall that science is a kind of large-scale collaboration in which many different researchers read and evaluate each other's work and conduct new studies to build on it. Of course, experienced researchers are familiar with previous research in their area of expertise and probably have a long list of ideas. This suggests that novice researchers can find inspiration by consulting with a more experienced researcher (e.g., students can consult a department, school or faculty member). But they can also find inspiration by picking up a copy of almost any professional journal and reading the titles and abstracts. In one typical issue of *Psychological Science*, for example, you can find articles on the perception of shapes, anti-Semitism, police lineups, the meaning of death, second-language learning, people who seek negative emotional experiences, and many other topics. If you can narrow your interests down to a particular topic (e.g., memory) or domain (e.g., health care), you can also look through more specific journals, such as *Association of Health Records and Information Management Practitioners journal*. Research literature in any field is all the published research in that field. Reviewing the research literature means finding, reading, and summarizing the published research relevant to your topic of interest. In addition to helping you discover new research questions, reviewing the literature early in the research process can help you in several other ways. i. It can tell you if a research question has already been answered. ii. It can help you evaluate the interestingness of a research question. iii. It can give you ideas for how to conduct your own study. iv. It can tell you how your study fits into the research literature. The research literature in HIM is almost enormous now, especially on Electronic Health Records, including thousands of scholarly articles and books dating to the beginning of the field and it continues to grow. Although its boundaries are somewhat fuzzy, the research literature definitely may not necessarily include self-help and other pop psychology books, dictionary and encyclopedia entries, websites, and similar sources that are intended mainly for the general public. These are considered unreliable because they are not reviewed by other researchers and are often based on little more than common sense or personal experience. Wikipedia contains much valuable information, but because its authors are anonymous and may not have any formal training or expertise in that subject area, and its content continually changes it is unsuitable as a basis of sound scientific research. For our purposes, it helps to define the research literature as consisting almost entirely of two types of sources: articles in professional journals, and scholarly books in Health Information Management and related fields. **Professional Journals** **Professional journals** are periodicals that publish original research articles. There are thousands of professional journals that publish research in Health Information Management, health and other related fields. They are usually published monthly or quarterly in individual issues, each of which contains several articles. The issues are organized into volumes, which usually consist of all the issues for a calendar year. Some journals are published in hard copy only, others in both hard copy and electronic form, and still others in electronic form only. Most articles in professional journals are one of two basic types: empirical research reports and review articles.  **Empirical research reports** describe one or more new empirical studies conducted by the authors. They introduce a research question, explain why it is interesting, review previous research, describe their method and results, and draw their conclusions.  **Review articles** summarize previously published research on a topic and usually present new ways to organize or explain the results. When a review article is devoted primarily to presenting a new theory, it is often referred to as a **theoretical article**. When a review article provides a statistical summary of all of the previous results it is referred to as a **meta-analysis**. **Scholarly Books** **Scholarly books** are books written by researchers and practitioners mainly for use by other researchers and practitioners. A **monograph** is written by a single author or a small group of authors and usually, gives a coherent presentation of a topic much like an extended review article. **Edited volumes** have an editor or a small group of editors who recruit many authors to write separate chapters on different aspects of the same topic. Although edited volumes can also give a coherent presentation of the topic, it is not unusual for each chapter to take a different perspective or even for the authors of different chapters to openly disagree with each other. In general, scholarly books undergo a peer review process similar to that used by professional journals. **LITERATURE SEARCH STRATEGIES** **Using PsycINFO and Other Databases** The primary method used to search the research literature involves using one or more electronic databases. These include Academic Search Premier, JSTOR, and ProQuest for all academic disciplines, ERIC for education, and PubMed for medicine and related fields. The most important for our purposes, however, is PsycINFO, which is produced by the American Psychological Association (APA). **PsycINFO** is so comprehensive---covering thousands of professional journals and scholarly books going back more than 100 years. Like most such databases, PsycINFO is usually available through your institution. PsycINFO consists of individual records for each article, book chapter, or book in the database. Each record includes basic publication information, an abstract or summary of the work (like the one presented at the start of this chapter), and a list of other works cited by that work. A computer interface allows entering one or more search terms and returns any records that contain those search terms. (These interfaces are provided by different vendors and therefore can look somewhat different depending on the library you use.) Each record also contains lists of keywords that describe the content of the work and also a list of index terms. The index terms are especially helpful because they are standardized. Research on differences between females and males, for example, is always indexed under "Human Sex Differences." Research on note-taking is always indexed under the term "Learning Strategies." If you do not know the appropriate index terms, PsycINFO includes a thesaurus that can help you find them. Given that there are nearly four million records in PsycINFO, you may have to try a variety of search terms in different combinations and at different levels of specificity before you find what you are looking for. Imagine, for example, that you are interested in the question of whether males and females differ in terms of their ability to recall experiences from when they were very young. If you were to enter the search term "memory," it would return far too many records to look through individually. This is where the thesaurus helps. Entering "memory" into the thesaurus provides several more specific index terms, one of which is "early memories." While searching for "early memories" among the index terms still returns too many to look through individually, combining it with "human sex differences" as a second search term returns fewer articles, many of which are highly relevant to the topic. Depending on the vendor that provides the interface to PsycINFO, you may be able to save, print, or e-mail the relevant PsycINFO records. The records might even contain links to full-text copies of the works themselves. (PsycARTICLES is a database that provides full-text access to articles in all journals published by the APA.) If not, and you want a copy of the work, you will have to find out if your library carries the journal or has the book and the hard copy on the library shelves. Be sure to ask a librarian if you need help. **Using Other Search Techniques** In addition to entering search terms into PsycINFO and other databases, there are several other techniques you can use to search the research literature. First, if you have one good article or book chapter on your topic, a recent review article is best. You can look through the reference list of that article for other relevant articles, books, and book chapters. In fact, you should do this with any relevant article or book chapter you find. You can also start with a classic article or book chapter on your topic, find its record in PsycINFO (by entering the author's name or article's title as a search term), and link from there to a list of other works in PsycINFO that cite that classic article. This works because other researchers working on your topic are likely to be aware of the classic article and cite it in their own work. You can also do a general Internet search using search terms related to your topic or the name of a researcher who conducts research on your topic. This might lead you directly to works that are part of the research literature (e.g., articles in open-access journals or posted on researchers' own websites). The search engine Google Scholar is especially useful for this purpose. A general Internet search might also lead you to websites that are not part of the research literature but might provide references to works that are. Finally, you can talk to people (e.g., your instructor or other faculty members in psychology) who know something about your topic and can suggest relevant articles and book chapters. **What to Search For** When you do a literature review, you need to be selective. Not every article, book chapter, and book that relates to your research idea or question will be worth obtaining, reading, and integrating into your review. Instead, you want to focus on sources that help you do four basic things: a. Refine your research question, b. Identify appropriate research methods, c. Place your research in the context of previous research, and d. Write an effective research report. Several basic principles can help you find the most useful sources. First, it is best to focus on recent research, keeping in mind that what counts as recent depends on the topic. For newer topics that are actively being studied, "recent" might mean published in the past year or two. For older topics that are receiving less attention right now, "recent" might mean within the past 10 years. You will get a feel for what counts as recent for your topic when you start your literature search. A good general rule, however, is to start with sources published in the past five years. The main exception to this rule would be classic articles that turn up in the reference list of nearly every other source. If other researchers think that this work is important, even though it is old, then, by all means, you should include it in your review. Second, you should look for review articles on your topic because they will provide a useful overview of it. Often, discussing important definitions, results, theories, trends, and controversies, giving you a good sense of where your own research fits into the literature. You should also look for empirical research reports addressing your question or similar questions, which can give you ideas about how to measure your variables and collect your data. As a general rule, it is good to use methods that others have already used successfully unless you have good reasons not to. Finally, you should look for sources that provide information that can help you argue for the interestingness of your research question. For a study on the effects of cell phone use on driving ability, for example, you might look for information about how widespread cell phone use is, how frequent and costly motor vehicle crashes are, and so on. How many sources are enough for your literature review? This is a difficult question because it depends on how extensively your topic has been studied and also on your own goals. One study found that across a variety of professional journals in psychology, the average number of sources cited per article was about 50 (Adair & Vohra, 2003). This gives a rough idea of what professional researchers consider to be adequate. As a student, you might be assigned a much lower minimum number of references to include, but the principles for selecting the most useful ones remain the same. **TARGET AUDIENCE** When we write, we write about something (the topic) in a certain format (the document type) for a reader or group of readers (the audience). Deciding what we are writing about and what type of document to prepare is usually straightforward for most writers. However, deciding who we are writing for is not always thoroughly considered. To a large degree, the audience of a document is determined by the type of document and the subject matter but unless researchers and other scholars have a background in a given field or profession (Health Information Management), the concept of identifying and catering to a target audience might not be a high priority. A document is not simply a receptacle for words. It is a tool of communication that should perform a service for listeners or readers. Thinking about who will listen or read our document or what they might want from our document, is something that presenters or writers might avoid if they are author-focused or project-focused. Author-focused writers have discoveries, data, knowledge and information that they need to share and primarily concentrate on getting their document published. Project-focused writers key motivation is to satisfy project, organisation, company or client objectives. Audience-focused writers design their document according to the needs of the target audience, while still satisfying their own needs as an author and addressing project and client objectives. Thus, you need to decide exactly what you want to do for your audience Human stories resonate with many of our audiences and can illustrate what we are trying to communicate. Examples of your audience might include: Families and parents, patients and service users, patient organisations and advocacy groups, the general population, service managers student researchers, academics, clinicians, policy makers, educators and trainers. Unless catering to a target audience is a central objective, your document may lack some of the fundamentals of good document design. Spending the time deciding exactly what you want to do for your audience, rather than simply delivering information, will help you fine-tune the content and the design of your document. **Problems caused by not understanding your target audience** Common writing problems often reflect that a writer has not thoroughly considered who their audience is or what they need. This can cause the following problems: a. providing too much (or not enough) detail or background information b. Providing too much detail on unrelated sub-topics or on a well-known topic c. Using the wrong language or unfamiliar terminology d. Assuming the audience's level of interest in, or understanding of, the topic One common mistake in health, science and academic writing is assuming your audience will know your topic nearly as well as you do. The problem with this assumption is that crucial background information and explanation of fundamental concepts may be omitted. Authors of research papers will often make this assumption deliberately if they are writing about a specialised topic. Yet even in these cases, it is not a good habit to omit important background information and project details that are necessary for the reader to understand the context of the research. It is easy to fall into the trap of thinking that writing is simply delivering information if you are a solo writer, if you are inexperienced or if you don't get regular feedback on your writing. If you do get regular feedback, it might not be enough if you only get feedback from people who know your topic well as you do; your colleagues or supervisors may ensure you write a scientifically-accurate document but anyone overly-familiar with your topic may not realise that what you've written is not clearly written or easy to read. **Meaning and types of audience** Here are the three types of audience for most documents:  i. *Target audience*,  ii. *Secondary audience* and  iii. *Tertiary audience/peripheral audience*. [\ ](https://www.writingclearscience.com.au/wp-content/uploads/2020/07/target-audiences.jpg)https://www.writingclearscience.com.au/wp-content/uploads/2020/07/target-audiences.jpg Your *target audience *is your intended audience. They are the group of listeners/readers that you want to listen/read your document or you expect will read your document. These are the people you are designing your document for. Your target audience should understand everything you say/write. Some examples are health information management researchers presenting/writing peer-reviewed papers/articles for their peers, students writing assignments for their lecturers or consultants writing reports for clients. Your *secondary audience* are those people who still want, or need, to listen/read your document but may have different education backgrounds or work within a different discipline to your target audience. For example, the secondary audience of an ecological research paper might be scientists from other disciplines, or other people interested in your topic or your project outcomes; for example, land managers, farmers, conservationists, journalists, science educators or students. Your *secondary audience* may not be thoroughly familiar with your topic but still has a strong or vested interest in your projects' outcomes. However, it is not possible to *cater* to both your target audience and your secondary audience with the same document. You cannot cater to the secondary audience as you would need to provide too much detail or instruction, making it tiring for the target audience to read, or worse make the target audience feel the document is not designed for them. You cannot explain everything for your secondary audience but you can help them navigate your document by defining your key terms and ensuring your main aim and findings are abundantly clear. Your *tertiary audience* are people who will directly or indirectly benefit or be affected by your work in some way but will not listen/read your document themselves; they will learn about your work either through the secondary or target audience of your document. Because your tertiary audience won't be reading your document, it is crucial for you to ensure your key messages are abundantly clear so they are not mis-interpreted or mis-represented. **Key ways to identify and cater for your target audience** Communicating your research is something that should be taking place throughout the study so a researcher should consider who the research will impact at the start of a project. i. Think about whom your readers are and whether they fit into either of the three audience categories, then focus on how to cater for the target audience. Some factors to consider: ii. Who will want or need to read your document? What reasons do they have for reading your document? iii. Who will be interested in your topic and key findings? Why will they be interested in reading your document? If they are not already interested, how do you attract them? iv. What is their occupation, expertise, background or level of education? v. Will they be able to understand all parts of your document? If not, include sufficient detail and explanation to ensure that they do or assign them to your secondary audience. vi. What people need to read your document vii. What task(s) will your document perform for them? viii. How they will find out about your document? ix. How will they access your document?     Once you have clearly mapped out who you are writing to and how you will cater to them. If appropriate, ask someone from your target audience to give you feedback on a late draft of your document. You might find there are some important aspects you still need to consider. **Use of good communication principle and the goal of communication** An essential element of knowledge translation, dissemination and impact is sharing and communicating your research knowledge. Here is some guidance to help you make the most of your research. Communication is an ongoing process and not just for the end of a study. Planning for communicating and sharing your research should start at the very beginning of your project. Communicating throughout your study can increase the uptake of your research. It is a good idea to include a communication plan in your knowledge translation strategy. This plan should outline how you are going to inform stakeholders about any outputs, interim results, and outcomes from your research. The guiding principles that underpin approaches to research communications which spans throughout the lifetime of a project or programme are; **Enabling** When it comes to engaging stakeholders and audiences in a targeted and meaningful way, the research team have relationships and networks beyond the reach of communications specialists, which need to be used. Researchers and partners share findings and messages at meetings and events, have one-to-one conversations and send direct communications, or engage with social media. These are all key communications tactics. Project support staff are also often heavily involved in engaging stakeholders and organising events. They can be seen as the 'face' of the project for partners, as a key point of contact. **Context-specific** Most research and programmes will set time and resources aside for scoping research questions in different contexts, be it geographical or sectorial. They will also ensure the right partners are on board with relevant local expertise. It is equally important to take this approach for successful research communications and uptake, for example looking at the media and social media landscape, mapping digital inequalities and internet penetration. There can be difficult dynamics to consider in many of the countries and settings in which one conduct its research. Underpinning a work is the commitment to lead activities and work with partners to understand and remain up to date on 'context'. This ultimately means that one should create communications (often in partnership) that are sensitive to the different contexts and settings we navigate. **Targeted and agile** Understanding the 'who' is fundamental for reaching and delivering meaningful communications and engagement. Without that knowledge, one would only create general, or worse, irrelevant communications that don't mean anything to the audience. Doing so, would have connected the 'targeted' to keeping the communications 'agile' as to being committed to communications that are responsive to the times and to the needs of the audience. Embedding this approach in projects and programmes, research communications has much more impact and relevance to the context. **Creative** Creative communications is as simple as it sounds. It's about keeping an open mind and identifying the approach, format and content for your communications that engages your target audience most effectively. This involves thinking not only about the content you create (i.e., through visual, digital and written) but also the spaces and ways in which you might share and engage. Being creative in how we communicate leads to greater clarity in our messaging. It also means we are open to new and relevant opportunities that might be outside our usual approach. It also allows for flexibility and scope to bring in partners and key stakeholders into shaping our communications. **Data-driven** Data analysis is a key aspect of successfully communicating impact. It provides an accurate understanding of the outcomes of our communications, which helps the audience or stakeholders make informed decisions and accurately shape communications throughout the lifetime of the project. What can happen if you don't take the time to analyse the impact of communications? The phrase 'if you throw enough mud at a wall, some of it will stick' comes to mind. Imagine that your research paper gets great engagement in Uganda, do you understand why it got engagement, who was reading it, and what they did after reading it? If you understand and document that, can you incorporate more of that into your communications approach going forward? Data collation can range from social media metrics to engagement at an event, to testimonials. Without the proper tools and processes in place to analyse your data, you can lose on valuable opportunities to target content and drive more engagement. **Decolonised** You work towards decolonised communications by continuously questioning approaches and oneself. This includes being more conscious about asking who the right people are to do the communications, questioning what one shows (vocabulary, images), how you put it together (the project seminar, who's doing the talking), and who are targets (audience, translation, and accessibility). **Accessible** Accessibility in communications is about inclusivity, making sure that everyone can access and understand research. Accessible communications encompass all media types and takes different forms depending on individual or group needs. Accessible communication materials must be clear and understandable, easy to access and navigate, and respect people's different needs. It is at the heart of aesthetics and design, and is included for all video, aural, digital, print and web media. People living with disability should, where possible, be involved in the production and delivery of communications materials, such as writing blogs or speaking at events; they should be heard and not spoken for. **Goal for communicating findings** Why you should communicate and share your research findings are; a. What you have found in your study could make a difference to our population staying well and healthy. b. Sharing research findings makes a difference to our understanding of different conditions and treatments. c. Research should be open to scrutiny to ensure it is high quality and ethical. d. Research findings might change guidance or policy or influence training. e. Sharing findings with patients, service users, carers, families, and the public can bring a new understanding of your research and new ideas. f. A lot of health research uses public funds, so we have a responsibility to show patients, service users, carers, families, and the public how we are using the funding. g. Research funders require it. Sharing research findings helps to increase the transparency of research. h. Sharing research findings and knowledge is the right thing to do and will help to generate an impact. **POWERPOINT PRESENTATION FOR SEMINAR** The arrangement or organization of ones materials (powerpoint slide) is essential to rating of a presenter and must not be overlooked. Your slide must contain as much detail as possible but must be brief. Here are the supposed expectations in your slide; **Preparation** This section should be in two slides, which will serve for the title slide that include the title of your research, your name, and institution and the introduction slide which provide an overview of your research, including the research question, objectives, and significance. **Literature Review** This section should be in three to five slides. Here, the literature reviewed summarizes the current state of knowledge on your research topic and it should not be older than ten years of existence. The theoretical framework, conceptual framework and empirical framework must each have its slide to explain how it guides the review and finally, the key findings from the literature reviewed should be stated. **Methodology** This slide contains the blueprint of the seminar material. It should account or contain the followings; i. Research Design Slide: This explains the research design, including the approach, strategy, and methods. ii. Data Collection Slide: Describe the data collection methods, including surveys, interviews, or observations. iii. Data Analysis Slide: Explain the data analysis techniques, including statistical methods or thematic analysis. **Results** Here, the student should display slides for the results which will present the findings of your research, including any tables, figures, or graphs. Key Results Slide which should highlight the key results, including any trends, patterns, or correlations. Visual aids slide such as the use of charts, diagrams, or infographics, to illustrate your findings should also have its slide. **Discussion** The content of this section are; Discussion Slide: Interpret the results, including the implications, limitations, and recommendations. Comparison with Literature Slide: Compare your findings with the existing literature. Implications Slide: Discuss the implications of your research, including the practical applications and future research directions. **Conclusion** This section contains the following slides; Conclusion Slide: Summarize the main findings, implications, and recommendations. Future Research Directions Slide: Suggest future research directions, including any potential studies or investigations. **References** The references slide contain list of all the sources cited in your presentation, following a consistent citation style peculiar to an institution. **Appendices** Appendices Slide: Include any additional information, such as raw data, extra figures or tables, or detailed descriptions of methodologies.