Call us: +44 (0)1227 789 649 - Monday to Friday 9am to 5pm
Research Project I
Research Project I 100 Hours Certificate Course
Contact us
PayPal Pay Later
Â
Pay in 3 interest-free payments
Â
-
Choose PayPal at checkout to pay later with Pay in 3.
-
Complete your purchase with the first payment today.
-
Remaining payments are taken automatically.
Pay in 3 is a form of credit, so carefully consider whether the purchase is affordable and how you will make the repayments. Be aware of the possible impact of using Pay in 3 and of missing payments, including making other borrowing more difficult or more expensive. Pay in 3 eligibility is subject to status and approval. 18+ UK residents only. Available for purchases of £30 to £2,000. Terms and conditions apply. PayPal Pay in 3 is a trading name of PayPal (Europe) S.à r.l. et Cie, S.C.A. 22-24 Boulevard Royal L-2449, Luxembourg.
Learn About Research Project I
Research Project I course online.
Develop a Research Project Based on Industry Needs
Explore the research needs of an organisation in a real workplace setting in an industry that interests you.
To maximize the value of the information you collect, you will learn how to plan and implement a research project.
As a result of this information, a descriptive report can be produced that can have a great deal of value to the development of business and operational practices within the organisation.
Develop your skills in planning and conducting research for a variety of industries and disciplines.
Learn how research skills can improve the performance and sustainability of any business. Expert tutoring for a 100-hour course that can be completed at your own pace.
Course Information
Other Categories
Lessons
Lesson Structure: Research Project I
There are 7 lessons:
1 Â Determining Research Needs
- Introduction
- Identifying research needs
- The research goal
- The research question
- Other questions to clarify the research goal
- Sources of information
- What information is required
- Depth and bredth of data
- Constraining factors: time, resource
2 Â Searching For Information
- Kind of exploratory research
- Primary data research
- Literary reviews
- Research objectives
3 Â Research Methods
- Research terminology
- Experimentation
- A controlled environment
- Other field trial considerations
- Steps in collection and analysis of data
- Setting up a comparison trial
- Running the trial
- Evaluating the trial
- Interviewing skills
- Procedure
- Asking questions
- Types of questions
- Ways of handling difficult questions
4 Â Using Statistics
- Introduction
- Official statistics
- Reasons for using statistics
- Disadvantages of statistics
- Issues to consider
- Descriptive statistics
- Observed and expected rates
- Confidence intervals
- Standardising
- Conducting Statistical Research
- Reliability of statistics
- Presenting statistics: pie charts, bar charts, histograms
- Descriptive statistics: mean, median, mode, variation, standard deviation, etc
- Correlation, Probability
5 Â Research Reports
- Collecting quantitative data
- Conducting a survey
- Procedure for designing a survey
- Forms of data
- Planning a formal survey
- Designing a questionnaire
- Common problems
6 Â Research Reporting
- Report writing tips
- Structure of a report
- The report outline
- Research papers
- Referencing
7 Â Reporting On A Research Project
- A practical project involving construction of a proper research report
Please Note:Â Â Each lesson concludes in an assignment, submitted to your Tutor for marking, and returned with relevant suggestions, comments, and, extra reading where appropriate.
Learning Goals
Learning Goals: Research Project I
- Develop your ability to collect, collate and interpret data and prepare reports in ways relevant to the work environment;
- Monitor and evaluate your own work in order to develop a responsible attitude to workplace performance and quality assurance;
- Determine areas where there is a valid need for research which are relevant to area of study;
- Explain research methods, including experimental techniques, commonly used in your discipline.
- Understand of the basic statistical methods used for research;
- Locate, collect and evaluate information for a specific research purpose;
- Prepare a research report in a format which conforms to normal industry procedures.
Practical (Set Tasks)
Examinations
Program Summary
More Information
Planning to do Experimental Research? – Some Issues to Consider
Some issues you should consider when planning to do experimental research based on statistical methods are:
- collecting statistics is likely to require technical, as well as general evaluation, expertise. Seek for advice from statisticians in your field of research, as there are many branches in statistics and specialists may not be able to provide the best advice out of their specialisation field.
- some statistics are likely to be provided by other departments and services in your institution; you will need to build a good working relationship with departments such as IT, computing, VLE and e-learning, and possibly work together to define sampling strategies.
- you should allow time to liaise with vendors, researchers, technicians, students, or other personnel in charge of data collection.
Descriptive Statistics
When we talk about using descriptive statistics, we mean that we plan to use statistical tools that describe the data in a way that we can better understand them (what patterns do the data show, if any? how are they distributed? do they cluster in some way?).
Descriptive statistics are used to assess information contained within data by calculating certain summary numbers. They are used to describe the data: For example, mean numbers which provide a ‘central’ number for a set of numbers. They will indicate higher and lower limits, trends, simple relationship between experimental factors.
Descriptive statistics suggests that we are not testing a hypothesis or trying to draw precise conclusions about what the data mean. We are looking at measures of locations, variations, and linear association.
Observed and Expected Rates
Comparing observed rates of disease and other health effects to expected rates is a technique used in many epidemiology studies. Results obtained in samples do not always agree exactly with the theoretical results.
Observed rates are obtained by counting the number of people who experience a certain disease and comparing it to the number of people in the group being observed. Common limitations are difficulties in finding the person or being sure that the presence or absence of disease is always defined the same way.
Expected rates are theoretical calculations based on the knowledge of a diseases common occurrence, previous observed rates, or the expected occurrence due to current factors (unpredicted disease outbreaks).
Confidence Intervals
In epidemiology it is frequently done to estimate the disease rate (the observed rate) from a random subgroup or sample to say something about what to expect in the entire population. Of course, the field of statistics is imprecise just as any science is, and we want to indicate what confidence we have in our estimate.
Scientists commonly report their findings with confidence intervals to express how precise their observed disease rate can be considered.
A confidence interval consists of a number of values that would not be rejected by a specific level in a statistical test. These values are generally significant values in the data.
If we had complete information about every person in the population and their presence or absence of the health effect being counted, our findings would be exact – a single number for the disease rate. As people are different, results we will obtain on the variable under observation will be different.
You don’t get sick as much as your neighbour, or one of your friends, and maybe another of your friends doesn’t get sick at all. Confidence intervals are calculated to know if this variability in the data is due to experimental error or because the population values are spread.
Standardising (by age)
Sometimes we can find a good comparison group with age patterns that are similar to the study group. But, if the groups are not similar with respect to their age patterns, and if we know that age has an effect on the health outcome, scientists can still interpret the findings after standardizing them by age.
Reliability of Statistics
Statistics are to be unbiased – if not, then results are not valid.
The lesson should be clear: bad statistics live on; they take on lives of their own.
Some statistics are based on nothing more than guesses or dubious data. Other statistics become bad after being mangled (as in the case of the Author’s creative rewording).
Either way, bad statistics are potentially important: they can be used to stir up public outrage or fear; they can distort our understanding of our world; and they can lead us to make poor policy choices.
We suspect that statistics may be wrong, that people who use statistics may be “lying”–trying to manipulate us by using numbers to somehow distort the truth. Yet, at the same time, we need statistics; we depend upon them to summarize and clarify the nature of our complex society.
This is particularly true when we talk about social problems. Debates about social problems routinely raise questions that demand statistical answers: Is the problem widespread? How many people–and which people–does it affect? Is it getting worse? What does it cost society? What will it cost to deal with it? Convincing answers to such questions demand evidence, and that usually means numbers, measurements, and statistics.
The results obtained from exploratory research can be influences by a range of factors, such as:
- What were the attitudes at the time?
- Who asked the questions?
- How were they presented? Were the subjects’ answers confidential?
- Could answers somehow be embarrassing to the subject?
- What biases might have affected the subject’s answers.
Assessment
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.Â
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline. - Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited. - Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.  - Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests. - Exams
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this. - Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FAQ
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
General
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Enrolment
Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Assessment
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Qualifications
Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Tutors
Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
Career Options
What's Included
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
Plus FREE
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
Career Opportunities
FAQ - RHS Theory Qualifications
GENERALÂ
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q:Â When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q:Â I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q:Â Are There Any Entry Requirements (Pre-Requisites)?
A:Â The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q:Â What Does ADL Course Material Include?
A:Â Includes Power Point Presentations, Videos and written course lessons.
RHS EXAMS
Q:Â When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q:Â Where Do I Take My Exams?
A:Â UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q:Â Exam Pass Marks?
A:  Module – pass 50%.  Commendation 70%.
Qualification:Â 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A:Â You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,