Volume 4 Issue 1 (February 2012) - Ozean Publications

European Journal of Educational Studies 4(1), 2012
CJSS students in Gaborone” represents one angle from which the researcher could tackle the given problem. Another
one might look at influence of peer pressure on juvenile delinquency.
The first stage to developing capacity is to identify the research needs of students. In other words, to do a good job
at building research capacity, the basic skills (both cognitive and affective) involved in the research process must be
identified, analysed and involved in the process of capacity building. In educational research these generally include:
(1) identifying, analysing, validating and communicating the problem to which a solution is
anticipated or the interest or curiosity to be satisfied;
(2) identifying and analysing what is known so far about such problem and based on
this, speculating what might be the possible solution to the problem or asking
questions whose answers will contribute solutions to the problem;
(3) reviewing and assessing the experiences of others who have earlier attempted to
contribute solutions to this, similar or related problems;
(4) selecting, describing and implementation research methods and processes that will enable
valid solution to be found for the problem;
(5) analysing the information collected through the implementation of such methods
and interpreting the results of such analyses;
(6) summarizing, discussing (synthesising and evaluating) the research findings in the light of the
underlying theory and reviewed literature and presenting it in a form applicable to the research
problems and hence recommending possible solutions to the research problems;
(7) reporting and disseminating the research findings in a format or style approved by
the relevant research community.
For any capacity building effort to be able to develop these cognitive skills efforts must be made to develop the
general affective skills of receiving, responding, valuing, organization, and characterization (Krathwohl, Bloom, &
Masia, 1964) as they relate to research. Favourable attitude towards research is necessary for the acquisition of basic
research skills hence, during any capacity building processes, efforts must be made to enhance not only learners‟
cognitive but also their affective behaviour towards research. Strong emphasis must be placed on research skills as
being important and desirable for personal and professional growth.
Faculty of Education, University of Botswana provides for two graduate-level courses for research capacity building
for her students. The first of these courses, as offered in the first semester of 2007/2008 school year, had the
following as it objectives: At the end of the course, students who attend every class session and participate fully in
class activities will:
1. Acquire knowledge and understanding of the meaning and the several processes of research and its
related concepts and operations and have a general idea of the philosophy, paradigms and orientations
of educational research.
2. Have knowledge of the general outline for writing research report; state and analyse a research
problem and hence derive a topic, state research question and/or hypothesis.
3. Critically review and summarize literature and justifying the need for the study given the results of the
review of literature.
4. Determine and describe appropriate research method and design for a study; understand and
differentiate among available sampling methods; develop or adapt and validate an appropriate
instrument for the study.
5. Write a research proposal, including referencing, using approved reporting style.
6. Appreciate the role and usefulness of research as a means of contributing solution to
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