ALLAMA IQBAL OPEN UNIVERSITY:

Student Name: Hilal Khan:

Father Name: Mir Nawaz Khan:

Registration# / Student ID: 0000403078:

Program: B.ED (1.5 YEARS):

Semester: Autumn2022:

Tutor Name: Saira Haleem:

General Methods of Teaching: (8601):
Assignment#1:
Autumn 2022:

1
 Assignment#1:
Question#1:

A teacher's personality traits are important to create and maintain a classroom/learning

environment. Why?
Answer:
Teacher's personality traits:
Personality traits are a combination of characteristics that are innate to people as individuals as
well as characteristics that develop from specific life experiences. The personality traits that
make up a person go a long way in determining how successful he is.

There are certain personality traits that help teachers and students succeed. Success may mean
different things for different people. Teachers and students who hold the majority of the
following characteristics are almost always successful regardless of how success is defined.

Adaptability:

This is the ability to handle a sudden change without making it a distraction.

Students who have this trait can handle sudden adversity without letting academics
suffer.

Teachers who have this trait are quickly able to make adjustments that minimize
distractions when things do not go according to plan.

Conscientiousness:

Conscientiousness involves the capacity to complete a task meticulously with efficiency and of
the highest quality.

Conscientious students can produce high-quality work consistently.

Conscientious teachers are extremely organized and efficient, and they provide their
students with quality lessons or activities daily.

2
Creativeness:

This is the ability to use original thinking to solve a problem.

Students who have this trait can think critically and are adept problem solvers.

Teachers who have this trait are able to use their creativeness to build a classroom that
is inviting to students, create lessons that are engaging, and incorporate strategies to
individualize lessons for every student.

Determination:

A person with determination can fight through adversity without giving up to accomplish a goal.

Students who have this trait are goal orientated, and they do not allow anything to get
in the way of accomplishing those goals.

Teachers with determination figure out a way to get their job done. They do not make
excuses. They find ways to reach even the most difficult students through trial and error
without giving up.

Empathy:

Empathy allows a person to relate to another individual even though she may not share similar
life experiences or problems.

Students who have this trait can relate to their classmates. They are nonjudgmental.
Instead, they are supportive and understanding.

Teachers who have this trait can look beyond the walls of their classroom to assess and
meet their students’ needs. They recognize that some students live a difficult life
outside of school and try to figure out solutions for helping them.

Forgiveness:

Forgiveness is the capacity to move beyond a situation in which you were wronged without
feeling resentment or holding a grudge.

3
 Students who are forgiving can let things go that could potentially serve as a distraction
when they have been wronged by someone else.

Teachers with this trait can work closely with administrators, parents, students, or other
teachers who may have created an issue or controversy that was potentially detrimental
to the teacher.

Genuineness:

People who are genuine demonstrate sincerity through actions and words without hypocrisy.

Students who show genuineness are well-liked and trusted. They have many friends and
are often looked upon as leaders in their classroom.

Teachers with this trait are viewed as highly professional. Students and parents buy into
what they are selling, and they are often highly regarded by their peers.

Graciousness:

Graciousness is the ability to be kind, courteous, and thankful when dealing with any situation.

Students who are gracious are popular among their peers and well-liked by their
teachers. People are drawn to their personality. They often go out of their way to help
others any time an opportunity arises.

Teachers who have this trait are well respected. They are invested in their school
beyond the four walls of their classroom. They volunteer for assignments, help other
teachers when needed, and even find ways to assist needy families in the community.

Gregariousness:

The ability to socialize with and relate to other people is known as gregariousness.

Students who have this trait work well with other people. They are capable of making a
connection with just about anyone. They love people and are often the center of the
social universe.

4
 Teachers who have this trait can build strong, trusting relationships with their
students and families. They take the time to make real connections that often extend
beyond the walls of the school. They can figure out a way to relate to and carry on a
conversation with just about any personality type.

Grit:

Grit is the ability to be strong in spirit, courageous, and brave.

Students who have this trait battle through adversity and stand up for others, and they
are strong-minded individuals.

Teachers with grit will do anything to be the best teacher they can be. They will not let
anything get in the way of educating their students. They will make difficult decisions
and serve as an advocate for students when necessary.

Independence:

This is the ability to work through problems or situations on your own without requiring
assistance from others.

Students who have this trait do not rely on other people to motivate them to
accomplish a task. They are self-aware and self-driven. They can accomplish more
academically because they do not have to wait on other people.

Teachers who have this trait can take good ideas from other people and make them
great. They can come up with solutions to potential problems on their own and make
general classroom decisions without consultation.

Intuitiveness:

The ability to understand something without reason simply through instinct is intuitiveness.

Intuitive students can sense when a friend or a teacher is having a bad day and can try
and improve the situation.

5
 Teachers who have this trait can tell when students are struggling to grasp a concept.
They can quickly assess and adapt the lesson so that more students understand it. They
are also able to sense when a student is going through personal adversity.

Kindness:

Kindness is the capacity to help others without the expectation of getting anything in return.

Students who have this trait have many friends. They are generous and thoughtful often
going out of their way to do something nice.

Teachers who have this trait are very popular. Many students will come into class
looking forward to having a teacher with a reputation for being kind.

Obedience:

Obedience is the willingness to comply with a request without questioning why it needs to be
done.

Students who are obedient are well thought of by their teachers. They are typically
compliant, well-behaved, and seldom a classroom discipline problem.

Teachers who have this trait can build a trusting and cooperative relationship with their
principal.

Passionate:

People who are passionate get others to buy into something due to their intense feelings or
fervent beliefs.

Students with this trait are easy to motivate. People will do anything for something
about which they are passionate. Taking advantage of that passion is what good
teachers do.

Passionate teachers are easy for students to listen to. Passion sells any topic, and a lack
of passion can lead to failure. Teachers who are passionate about their content are
more likely to produce students who become passionate as they learn.

6
Patience:

The ability to sit idly and wait on something until the timing is perfect is patience.

Students who have this trait understand that sometimes you have to wait your turn.
They are not deterred by failure, but instead, view failure as an opportunity to learn
more. They reevaluate, find another approach, and try again.

Teachers who have this trait understand that the school year is a marathon and not a
race. They understand that each day presents its challenges and that their job is to
figure out how to get every student from point A to point B as the year progresses.

Reflectiveness:

Those who are reflective can look back at a point in the past and draw lessons from it based on
the experience.

Such students take new concepts and mesh them with previously learned concepts to
strengthen their core learning. They can figure out ways in which newly acquired
knowledge is applicable to real life situations.

Teachers who have this trait are continuously growing, learning and improving. They
reflect on their practice every day making continuous changes and improvements. They
are always looking for something better than what they have.

Resourcefulness:

Resourcefulness is the ability to make the most of what you have available to solve a problem
or make it through a situation.

Students who have this trait can take the tools they have been given and make the
most out of their ability.
Teachers who have this trait can maximize the resources they have at their school.
They are able to make the most out of the technology and curricula that they have
at their disposal. They make do with what they have.

7
Respectfulness:

The ability to allow others to do and be their best through positive and supportive interactions
is respectfulness.

Students who are respectful can work cooperatively with their peers. They respect the
opinions, thoughts, and feelings of everyone around them. They are sensitive to
everyone and try to treat everyone as they want to be treated.

Teachers who have this trait understand that they must have positive and supportive
interactions with every student. They maintain the dignity of their students at all times
and create an atmosphere of trust and respect in their classroom.

Responsibleness:

This is the ability to be accountable for your actions and to carry out tasks that have been
assigned in a timely manner.

Students who are responsible can complete and turn in every assignment on time. They
follow a prescribed schedule, refuse to give in to distractions, and stay on task.
Teachers who have this trait are trustworthy and valuable assets to the administration.
They are regarded as professional and often asked to help out in areas where there is a
need. They are highly reliable and dependable.

Passionate about Education:

Successful teachers are passionate about education. They’re passionate about learning, and
about engaging students in learning - and more to the point, many teachers are passionate
about one subject; and love nothing more than sharing their specialist subject knowledge with
their pupils.

As Aristotle once said,

“Educating the mind without educating the heart, is no education at all.”

8
Dedication:

Google Teaching, and many articles will tell you that it’s one of the hardest jobs in the World.

Despite the fact it isn’t easy, teaching is also one of the most rewarding occupations, where
those who succeed are those most dedicated to their careers. Teachers who are hardworking,
and put in extra time to develop excellent lessons plans, or to provide additional support to
students who need a helping hand are those who are more likely to shine, succeed and most
importantly, enjoy their careers.

Discipline:

How many of us remember the teacher at school who could never control the class? The
common denominator here, is that the teacher had no discipline, fuelled by a lack of respect.

The capability to control a class with excellent management skills and good discipline
are key traits of every successful teacher. This confirmed with a recent article written by
award-winning educator, Professor Joe Martin, who explains how the modern day
teacher has to earn respect, by teaching with passion and genuine personality, in order
to build credibility.

Engaging personality:

Having an engaging personality is key for teaching success. Aside from gauging student interest,
it enables teachers to connect with their pupils, and think of innovative ways in which to
explain different subject matters, and ensure students really understand what is being taught.

With a bright personality comes enthusiasm and creativity, which are both key for
captivating student interest and respect.

Good listener:

Ever heard of the Turkish proverb “If speaking is silver, then listening is gold”?

A great teacher is not only good at speaking and presenting, but also excels in listening –
representing an approachable and empathetic figure, that students can speak to or
confide in with any concerns they may have.

9
 What’s more, active listening skills are vital in ensuring Students understand lesson
material and controlling any class conflicts.

Question#2:

Describe the process of course design and planning.

Answer:

Course Planning:
Once you have determined the needs of learners, it is time to consider designing and planning
the course. Following are some suggested steps in this process.

Decide a topic
Determine objectives
Identify learning outcomes- (the desirable results)
Determine assessment
Design learning experiences and organize material- the content
Develop evaluation mechanism-evaluation
Information marketing-course description

Deciding on a Topic:

Consult with your students

What topics are of interest to your students?
What is driving your students' interests?
What worked/didn't work in the past and why?
How might existing courses be developed or modified?
Which exercises/problems/assessment assignments were most appropriate?

10
Planning Backwards:

Begin with the end in mind - Steven Covey

When planning a course, the best place to start is at the end. Determine what students
might reasonably be expected to achieve from a course and then plan how material can
be organised and delivered to reach this end.

Overarching Goals:

Overarching goals describe the most important understandings that students should
develop during an entire course. Ask yourself:
When my students leave my class at the end of this course, what are the essential
understandings that I want them to take away?
Where possible, students should have a role in determining the goals of a programme.
However, in instances where goals are determined by an outside body, e.g. stage agency
or funding body, it is important to ensure consultation and collaboration between all the
stakeholders.

Learning Outcomes:

Once the overarching goal is determined, the next step is to break this into identifiable
and manageable units of achievement, i.e. learning outcomes. Statements of what a
learner is expected to know, understand and/or be able to demonstrate after
completion of a process of learning.
Students may ask, what will I learn from this course? What will I be able to do when the
course is over? Sometimes the course description alone does not provide sufficient
detail.
Generalised learning outcomes do not supply much additional information to
prospective students. More focused outcomes can identify key tasks in the learning
process, or observe stages in cognitive development.

11
Levels of Abstraction:

In the 1950's Benjamin Bloom created taxonomy for categorising levels of thinking. The
taxonomy provides a useful structure in which to categorise learning outcomes and,
subsequently, assessment questions. Introductory courses, and some interest courses, may
expect to have outcomes at the initial levels of abstraction, whereas accredited and certified
courses would be expected to have more complex outcomes at higher levels of abstraction. The
system has been used widely across a variety of educational spheres since its inception.

12
Course Design Process:
Effective course design is a continuous improvement process that includes five interconnected
components. The design process generally starts with analyzing and identifying desired,
measureable learning outcomes that support program objectives. The deliberate design of
learning experiences along with assessment will help to shape the optimal learning
environment. As faculty regularly measure learning outcomes, the instructional design can be
revised in the interest of achieving the optimal experiences for students. The course design
components are presented below in Figure 2 which illustrates the interconnectivity of these
components.

The Identification of learning outcomes: Learning outcomes should indicate the

knowledge and skills learners will demonstrate after completing a course and answer
the question, “what outcome will the learner achieve after successfully completing the
course?”

The designing of effective learning experiences: Learning experiences should be

comprised of the following:

13
 Instructional Materials: These can include a variety of printed and online resources
that meet with varying learning styles.
 Interaction: These can include faculty-learner interaction, learner-instructional
materials interaction, learner-learner interaction, interface-learner interaction, and
learner support.

 Learning Activities: These can include learner-centered activities that are engaging
and meaningful.

The development of feedback and measurement strategies that help learners to achieve
stated learning objectives.

14
Question#3:

What strategies a teacher can use in the classroom to motivate students?

Answer:
Motivation:
Motivation is described by different psychologists differently as described below:-

“The term motivation refers to the arousal of tendency to act to produce one or more
effect” Allport (1935 )
“Motivation is constant, never ending, fluctuating and complex and it is an almost
universal characteristic of particularly every organismic state of affairs.” Maslow(1960 )
“The process of arousing, sustaining and regulating activity” Crow. L. D.(1953 )
“The central factor in the effective management of the process of learning.”B.R.
Annandi (1981)
“Motivation in school learning involves arousing, persisting, sustaining and directing
desirable behavior.” Lepper, Mark R.(1998).

STUDENT MOTIVATION:

Make it Real:

In order to foster intrinsic motivation, try to create learning activities that are based on the
topics that are relevant to your student’s lives. Strategies include using local examples, teaching
with events in the news, using pop culture technology (iPods, cell phones, you tube videos) to
teach, or connecting the subject with your students’ culture, outside interests or social lives.

Provide Choices:

Students can have increased motivation when they feel some sense of autonomy in the
learning process, and that motivation declines when students have no voice in the class
structure. Giving your students options can be as simple as letting them pick their lab partners
or select from alternative assignments, or as complex as “contract teaching” wherein students
can determine their own grading scale, due dates and assignments.

15
Balance the Challenge:

Students perform best when the level of difficulty is slightly above their current level. If the task
is too easy, it promotes boredom and may communicate a message of low expectations or a
sense that the teacher believes the student is not capable of better work.

A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may
create anxiety. Scaffolding is one instructional technique where the challenge level is gradually
raised as students are capable of more complex tasks.

Seek Role Models:

If students can identify with role models they may be more likely to see the relevance in the
subject matter. For example, Weins et al (2003) found that female students were more likely to
cite a positive influence with a teacher as a factor becoming interested in science. In some
cases, you can be a role model but it’s unlikely that you will connect on that level with everyone
in the class due to differences in gender, age and social circles.

However there can be many sources of role models, such as invited guest speakers, fellow
students or other peers.

Use Peer Models:

Students can learn by watching a peer succeed at a task. In this context, a peer means someone
who the student identities with, not necessarily any other student. Peers may be drawn from
groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or
age.

Establish a Sense of Belonging:

People have a fundamental need to feel connected or related to other people. In an academic
environment, research shows that students who feel they ‘belong’ have a higher degree of
intrinsic motivation and academic confidence. According to students, their sense of belonging is
fostered by an instructor that demonstrates warmth and openness, encourages student
participation, is enthusiastic, friendly and helpful, and is organized and prepared for class.

16
Adopt a Supportive Style:

A supportive teaching style that allows for student autonomy can foster increased student
interest, enjoyment, engagement and performance. Supportive teacher behaviors include
listening, giving hints and encouragement, being responsive to student questions and showing
empathy for students.

Example of supportive-style teacher behaviors:

Listening- carefully and fully attended to the student’s speech, as evidenced by verbal or
non-verbal signals of active, contingent, and responsive information processing.
Asking what students want; such as, “which problem do you want to start with?”
Allowing students to work in their own way
Allowing students to talk
Using explanatory statements as to why a particular course of action might be useful,
such as “How about we try the cube, because it is the easiest one.”
Using praise as informational feedback, such as “Good Job” and “That’s great.”
Offering encouragements to boost or sustain the student’s engagement, such as
“almost” “you’re close,” and “you can do it.”
Offering hints, such as “Laying the map on the table seems to work better than holding
it in your lap” and “It might be easier to work on the bottom of the map first.”
Being responsive to student-generated questions, such as “yes, you have a good point”
and “yes, right, that was the second one.”
Communicating with empathic statements to acknowledge the student’s perspective or
experience, such as “yes, this one is difficult” and”I know its sort hard to tell.”
Talking
Holding or monopolizing learning materials
Giving the solutions or answers before the students had the opportunity to discover the
solution themselves.
Uttering directive or commands, such as “Do it like this,” “Start this way,” or “Use
pencil.”

17
 Making statements that the student should, must, has to, got to, or ought to do
something, such as “you should keep doing that” and “you ought to….”
Asking controlling questions, such as “can you move it like I showed you?” and “Why
don’t you go ahead and show me?”
Making statements communicating a shortage of time, such as “We only have a few
minutes left.”
Using praise as contingent reward to show approval of the student or the student’s
compliance with the teacher’s directions, such as “you’re smart” or” you are really good
at playing with blocks.”
Criticizing the students or the student’s lack of Compliance with the teacher’ directions,
such as “No, no, no, you shouldn’t do that.”

How to help motivating learners:

According to Carol Ames (1990, 1992), there are six areas that can influence students’
motivation to learn:

Task students are asked to do:

The strength of our motivation in a particular situation is determined by our expectation that
we can get success and the value of that success. To understand how an academic task can
affect student’s motivation, we need to analyze them. Tasks can be interesting or boring for
students. And tasks have different value for students.

The autonomy students are allowed in working:

Give students a range of options that set valuable tasks for them, but also allow them to follow
personal interest. The balance must be just right. Too much autonomy is bewildering and too
little is boring.

How students are recognized for their accomplishments:

Students should be recognized for improving on their own personal best, for tackling difficult
tasks, for persistence, and for creativity.

18
Grouping Practices:

Motivation can greatly influenced by the ways we relate to the other people who are also
involved in accomplishing a particular goal. When the task involves complex learning and
problem skills, cooperation leads to higher achievement than competition, especially for
students with low abilities. The interaction with peers that the students enjoy so much
becomes a part of learning process. The need for belonging described by Maslow is more likely
to be met and motivation is increased.

Evaluation Procedures:

The greater the emphasis on competitive evaluation and grading, the more students will focus
on performance goals rather than mastery. Low-achieving students who have littlehope of
either performing well or mastery the task may simply want to get it over with.

How can teachers prevent students from simply focusing on the grade or doing the work “just
to get finished”? The answer is to de-emphasize grades and emphasize learning in the class.
Students need to understand the value of the work or how the information will be useful in
solving problems they want to solve. One way to emphasize learning rather than grades is to
use self-evaluation.

Scheduling of time in the classroom:

Most teachers know that there is too much work and not enough time in the school day. Even if
they become engrossed in a project, students must stop and turn their attention to another
subject when the bell rings or the schedules demands. Furthermore, students must progress as
a group. So, scheduling often interferes with motivation by making students move faster or
slower and interrupting their involvement. Therefore, teacher should be able to give extended
period when everyone, even the teachers engage in activity or to have some sort of block
scheduling in which teachers work in teams to plan larger blocks of time.

19
Question#4:

What is meant by inductive reasoning, provide examples regarding application of this method
in classroom setting?
Answer:

INDUCTIVE METHOD:
In any class students come from different backgrounds and contexts, they have different
capabilities and different styles of learning. This situation demands different teaching
techniques, strategies and methodologies, which teacher adjusts according to the situation and
requirement. There are variety of techniques and methods which teachers use under the
umbrella term inquiry approach. Inquiry is an approach that roots in the Socrates logical
thinking.

Teachers often use logic to foster the thinking of their students. During this process the
teachers impose questions to their students after judging the level and ability. If the student
answers the question correctly the question of higher order is asked. On the other hand if
he/she could not the follow up questions are imposed to create the link between the known
and the unknown.

There is variety of techniques but many teachers prefer inductive method according to Prince
and Felder (2006) in inductive teaching learning process the instruction begins with specifics for
example a set of observations or experimental data to interpret, a case study to analyze, or a
complex real-world problem to solve. As the students attempt to analyze the data or scenario
or solve the problem, they generate a need for facts, rules, procedures, and guiding principles,
at which point they are either presented with the needed information or helped to discover it
for themselves.

The inductive reasoning method moves from specific to general. These examples will help us to
understand the concept of inductive reasoning. Consider this “Previous car accidents of this
sort were caused by brakes failure, and therefore, this accident was also caused by brakes
failure.” Similarly while doing exercises of mathematics children use induction method “as

20
previous question was solved by adding the numbers, therefore, this question may also be
solved by same method”, and most of the time it comes true.

Some important aspects of the inductive teaching method are given as below:

It gives new knowledge as student are supposed to involve in the process of knowledge
construction.
It is a method of discovery, where students discover the fact by their own involvement.
It is a method of teaching; teachers used this by starting from the known facts and using
different inquiry techniques to discover the hidden ones.
Child acquires firsthand knowledge and information by actual observation.
It is a slow process, as all the steps are interlinked and the students cannot move
forward without the mastery of the previous one.
It trains the mind and gives self confidence and initiative to the students after being
exposed to inductive method the students has more positive attitude towards taking
initiatives in their studies.
It is full of activity, many activities lead towards the generation of new knowledge.
It is an upward process of thought and leads to principles, the students understand the
philosophy behind that principle.

Inductive reasoning:
Inductive reasoning is a method of logical thinking that combines observations with experiential
information to reach a conclusion. When you use a specific set of data or existing knowledge
from past experiences to make decisions, you're using inductive reasoning.

For example, if you review the population information of a city for the past 15 years, you may
observe a consistent rate of population increase. If you want to predict what the population
might be in five years, you can use the evidence or information you have to make an estimate.
This is inductive reasoning.

21
Types of inductive reasoning:

There are various ways to use inductive reasoning depending on the situation. Here are the
three most commonly used types of inductive reasoning:

Inductive generalization:

This type of inductive reasoning involves considering evidence from past similar situations to
create a conclusion. You could use evidence like the following to support an inductive
generalization:

Large samples

Random sampling

Counterexamples

Example: For the past three years, the company has exceeded its revenue goal in Q3. Based
on this information, the company is likely to exceed its revenue goal in Q3 this year.

Statistical induction:

This type of inductive reasoning utilizes statistical data to draw conclusions. Statistical
induction, or statistical generalization, is a type of inductive generalization. While this type of
reasoning provides context an assumption, it's important to remain open to new evidence that
might alter your theory.

Example: 90% of the sales team met their quota last month. Pat is on the sales team. Pat
likely met his sales quota last month.

Casual reasoning:

This type of thinking involves making a logical connection between a cause and a likely effect.
For the casual reasoning to be effective, it's helpful for it to involve a strong relationship
between the starting situation and the resulting inference. Observable evidence is also crucial
for this type of reasoning.

22
Example: Joe consistently gets a stomachache after eating pears. He doesn't get a
stomachache consistently after eating any other type of fruit. Eating the pears might cause
Joe's stomachache.

Induction by confirmation:

Induction by confirmation allows you to reach a conclusion by accepting specific assumptions.

Police officers and detectives might use this type of reasoning to develop a theory for
investigations. They may then work to collect evidence to support their theory.

Example: Anybody who breaks into a building may have opportunity, motive and means.
Renee was in the area, dislikes the homeowner and has lock picks in his bag. Renee likely broke
into the building.

Examples of inductive reasoning in the workplace:

Inductive reasoning can be highly beneficial in the workplace because identify patterns in
positive business outcomes can help you can inform future efforts and recreate your success.
Here are a few examples of how you might apply the inductive reasoning process in a
professional environment:

After analyzing high-performing and successful employees in the marketing department,

a recruiter recognizes they all graduated with a degree in business, marketing or
journalism. She decides to focus on future recruiting efforts on candidates with a degree
in one of those three disciplines.

A salesperson notices when they share testimonials from current and past clients with
their prospects, they're 75 percent more likely to make a sale. Now, they share
testimonials with all prospects to improve their close rate.

Taking time to review comments from past customers is always beneficial. In addition to
a positive customer review you can share with future clients, it can also inform you of
any problems past customers may be experiencing.

23
 After noticing assisted living center residents' moods improve when young children visit,
an activities leader develops a volunteer initiative with local schools to pair students
with center residents.

Inductive vs. deductive reasoning:

Both inductive and deductive reasoning bring valuable benefits to the workplace. Here are how
the definitions differ from each other:

Inductive reasoning: Inductive thinking uses experience and proven observations to

guess the outcome. The goal is to predict a likely outcome.

Deductive reasoning: Deductive reasoning uses theories and beliefs to rationalize

and prove a specific conclusion. The goal is to prove a fact.

Here are some examples of each to help further clarify the difference:

Inductive example:

I get tired if I don't drink coffee. Coffee is addictive. I'm addicted to coffee.

Deductive example:

Human beings need to breathe to live. You're a human. You need to breathe to live.

Pros of inductive reasoning:

Here are some benefits of inductive reasoning:

It allows you to work with a wide range of probabilities.

It presents you with a starting point so you can narrow down your assumptions and
reach an informed conclusion.

It helps you to develop multiple solutions to one issue and utilize your research to
evaluate another hypothesis.

It allows you to leverage knowledge gathered from past experiences to form judgments
and make decisions in new situations.

24
Cons of inductive reasoning:

Here are some limitations of inductive reasoning:

It may lead you to create a theory with limitations based on the evidence or knowledge
you have. This can sometimes lead you to an incorrect conclusion.

It requires data and evidence to back up your claim or judgment, but there's still a
chance that new facts or evidence may emerge and prove your theory wrong.

Question#5:

Summarize the main points bearing on the role of research project.

Answer:

Research project:
It’s a common perception that writing a research summary is a quick and easy task. After all,
how hard can jotting down 300 words be? But when you consider the weight those 300 words
carry, writing a research summary as a part of your dissertation, essay or compelling draft for
your paper instantly becomes daunting task.

A research summary requires you to synthesize a complex research paper into an informative,
self-explanatory snapshot. It needs to portray what your article contains. Thus, writing it often
comes at the end of the task list.

Regardless of when you’re planning to write, it is no less of a challenge, particularly if you’re

doing it for the first time. This blog will take you through everything you need to know about
research summary so that you have an easier time with it.

25
What is a Researh Project?

A research summary is the part of your research paper that describes its findings to the
audience in a brief yet concise manner.
A well-curated research summary represents you and your knowledge about the
information written in the research paper.
While writing a quality research summary, you need to discover and identify the
significant points in the research and condense it in a more straightforward form.
A research summary is like a doorway that provides access to the structure of a research
paper's sections.
Since the purpose of a summary is to give an overview of the topic, methodology, and
conclusions employed in a paper, it requires an objective approach. No analysis or
criticism.

Research summary or Abstract. What’s the Difference?

They’re both brief, concise, and give an overview of an aspect of the research paper. So,
it’s easy to understand why many new researchers get the two confused.
However, a research summary and abstract are two very different things with individual
purpose.
To start with, a research summary is written at the end while the abstract comes at the
beginning of a research paper.
A research summary captures the essence of the paper at the end of your document.
It focuses on your topic, methods, and findings. More like a TL;DR, if you will.
An abstract, on the other hand, is a description of what your research paper is about.
It tells your reader what your topic or hypothesis is, and sets a context around why you
have embarked on your research.

26
How to Structure Your Research Project:
The research summary is nothing but a concise form of the entire research paper. Therefore,
the structure of a summary stays the same as the paper. So, include all the section titles and
write a little about them. The structural elements that a research summary must consist of are:

Title:

It represents the topic of the research. Try to phrase it so that it includes the key findings or
conclusion of the task.

Abstract:

The abstract gives a context of the research paper. Unlike the abstract at the beginning of a
paper, the abstract here, should be very short since you’ll be working with a limited word
count.

Introduction:

This is the most crucial section of a research summary as it helps readers get familiarized with
the topic. You should include the definition of your topic, the current state of the investigation,
and practical relevance in this part. Additionally, you should present the problem statement,
investigative measures, and any hypothesis in this section.
27
Methodology:

This section provides details about the methodology and the methods adopted to conduct the
study. You should write a brief description of the surveys, sampling, type of experiments,
statistical analysis, and the rationality behind choosing those particular methods.

Results:

Create a list of evidence obtained from the various experiments with a primary analysis,
conclusions, and interpretations made upon that. In the paper research paper, you will find the
results section as the most detailed and lengthy part. Therefore, you must pick up the key
elements and wisely decide which elements are worth including and which are worth skipping.

Discussion:

This is where you present the interpretation of results in the context of their application.
Discussion usually covers results, inferences, and theoretical models explaining the obtained
values, key strengths, and limitations. All of these are vital elements that you must include in
the summary.

Conclusion:

Most research papers merge conclusion with discussions. However, depending upon the
instructions, you may have to prepare this as a separate section in your research summary.
Usually, conclusion revisits the hypothesis and provides the details about the validation or
denial about the arguments made in the research paper, based upon how convincing the
results were obtained.

The structure of a research summary closely resembles the anatomy of a scholarly article.
Additionally, you should keep your research and references limited to authentic and scholarly
sources only.

28