Criteria of Formality and Structural Elements of Research Proposals

Abstract

The preparation of research proposals is a challenge faced by anyone who wants to contribute to scientific research, since the specific requirements of different fields of study often cause technical or management aspects of research, such as obtaining funds to carry out research efforts, to be intermingled. The basis of a research proposal is the presentation and substantiation of the necessity of studying a particular problem, as well as the practical manner in which the study will be conducted. The objective of this article is to document the main attributes of each part of a research proposal. Therefore, we present a condensed and practical approach so that a research proposal can be consolidated in a document that enables the evaluation of the validity and usefulness of the planned study. Subsequently, the detailed and appropriately organized proposal will help the researcher in the development and execution of the study. This article has important implications for the development of well-structured and well-organized research proposals, which can, in turn, initiate high-quality scientific research efforts across all disciplines of science education.

Full text

Review Article
Criteria of Formality and Structural Elements of
Research Proposals
Mariel Monrroy ,
1
,
2
Heriberto Franco ,
2
and Jos´
eRen´
an Garc´
ıa
1
,
2
1
Research Center in Biochemistry and Applied Chemistry, Faculty of Natural and Exact Sciences,
Autonomous University of Chiriqui, David, Panama
2
Department of Chemistry, Faculty of Natural and Exact Sciences, Autonomous University of Chiriqui, David, Panama
Correspondence should be addressed to Mariel Monrroy; mmonrroy@gmail.com and Jos´e Ren´an Garc´
ıa; joregam@gmail.com
Received 24 May 2022; Accepted 25 August 2022; Published 16 September 2022
Academic Editor: Syed Sameer Aga
Copyright ©2022 Mariel Monrroy et al. is is an open access article distributed under the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited.
e preparation of research proposals is a challenge faced by anyone who wants to contribute to scientific research, since the
specific requirements of different fields of study often cause technical or management aspects of research, such as obtaining funds
to carry out research efforts, to be intermingled. e basis of a research proposal is the presentation and substantiation of the
necessity of studying a particular problem, as well as the practical manner in which the study will be conducted. e objective of
this article is to document the main attributes of each part of a research proposal. erefore, we present a condensed and practical
approach so that a research proposal can be consolidated in a document that enables the evaluation of the validity and usefulness
of the planned study. Subsequently, the detailed and appropriately organized proposal will help the researcher in the development
and execution of the study. is article has important implications for the development of well-structured and well-organized
research proposals, which can, in turn, initiate high-quality scientific research efforts across all disciplines of science education.
1. Introduction
e main purpose of a proposal for scientific research should
be the generation of new knowledge. erefore, research
proposals must be original and influence the development of
a scientific study area. In general, scientific investigations are
conducted on topics of personal (scientific curiosity), eco-
nomic (improvement of a production process), or public
(social problems) interest, among others, to answer a local or
global question or enhance some specific knowledge or both.
erefore, questions are the starting point of any research
proposal [1].
While writing a research proposal, care must be taken to
prepare it such that it attracts the interest of the reader; it
should be informative, meaningful, clear, easy to read, and
concise and should not have any confusion or difficulty to
understand words and grammatical or orthographic errors
[2]. Further, it should follow the format requested by the
institution or agency where the researcher wishes to register
or request financing. In addition, the proposal must show
correspondence between the knowledge already dissemi-
nated on the subject and the contribution of the knowledge
that will be acquired and convinced the evaluation com-
mittee of the credibility, viability, practicality, and repro-
ducibility of the research [3]. Finally, emphasis should be
placed on the importance of the proposal in ensuring sci-
entific and social development.
In general, a teacher, researcher, or student who is
performing research for the first time does not have a clear
idea of where to start the development of the proposal or
how to visualize the logical relationship between the ele-
ments that should conform. erefore, such researchers
often do not complete the research process successfully, and
they sometimes lose their ideas on the generation of new
projects that enhance scientific knowledge. For some re-
searchers, there are two modalities for research ideas: one
modality comprises ideas that completely belong to the
proponent, and the second includes ideas that are a part of or
Hindawi
Education Research International
Volume 2022, Article ID 9447931, 6 pages
https://doi.org/10.1155/2022/9447931

a contribution to the development of a project led by a
research group that the proponent has joined. e second
modality is denoted as a spin-off idea [4].
e preparation of a research proposal requires adequate
time and effort to perform a review of the literature that is
relevant to the topic under investigation, enabling one to
reflect on the findings and new ideas [5]. Often, elaborating
on a research proposal is a complex process. e reasons are
that different elements should be considered and each ele-
ment plays a key role in the successful development of the
research proposal [6]. Accordingly, this article describes the
main components of a research proposal, such as the title,
the summary, approach to the research problem, the
background, objectives, hypotheses, the methodological
framework, the schedule, and the budget, which are de-
scribed in the following sections.
2. Main Components Of A Research Proposal
2.1. Title. An appropriate title should immediately attract
the attention of reviewers and make them want to know
more about the subject under discussion. e title is the first
part of the document that should be read, and it will de-
termine the reviewer’s first impression regarding a manu-
script; hence, it must clearly define the purpose and scope of
the research study in a concise, accurate, and interesting
manner [7]. In addition, it should be brief, clear, infor-
mative, and classifiable and should not include any abbre-
viations or jargon. e title must facilitate the identification
of the work, as well [8]. Phrases such as “Study about . . .,”
“Investigations about ...,” and “Observations about . . .”
should be avoided in titles [9]. e words comprising the
title should indicate what the study does and how it is carried
out; what the study is going to do; and, sometimes, when and
where the study was conducted. It is important for the title to
be consistent with the problem being examined and the
objective of the investigation. It is suggested to use brief
titles; they can be between 10 and 15 words. According to
some authors, the following three elements constitute a good
title: the sample object of the investigation, intervention, and
result [7].
2.2. Summary. e summary is one of the most important
sections of a research proposal. rough the summary itself,
one should be able to sell the proposal. Accordingly, the
summary should be brief, concise, clear, interesting, au-
tonomous, and convincing. Further, it should describe the
topic, problem, hypothesis, objective, strategy for solving the
problem, and impact of the proposal, as well as mentioning
how the proposal conforms to the mission of the funding
institution, if possible. is section should clarify what will
be conducted by the study and why and how it will be carried
out [2]. e summary must comprise a single paragraph of
no more than 250–300 words [10, 11]. One should take
adequate time to write the summary, since the summary
often influences the acceptance of the research proposal. It is
better to write the summary after the proposal is drafted and
all the planned research is completed. is is the section
where the intellectual goals and commitment of the research
study are initially established.
2.3. Background. e literature that is reviewed to prepare
the background section must be relevant to the problem
statement and research questions. It comprises a review of
existing studies or latest developments related to the re-
search problem. e description of previously conducted
studies clarifies the bases of these studies and explains how
they differ from the current research proposal, besides
identifying gaps or weaknesses that may justify a new in-
vestigation [12]. e antecedents are based on recent studies
(preferably, not more than 5 years old, although exceptions
can be made for older references that may be very important
for the current research study and, hence, cannot be ignored)
and from reputable sources. e central concepts should be
discussed by contrasting against, comparing, and combining
the literature to make a valid argument [3]. e review of the
literature should be selective, critical, and quotable.
2.4. Research Problem. e research problem is the object,
fact, or situation that the researcher wants to understand or
explain, and it forms the basis of any research proposal. e
approach to the research problem entails the statement and
formulation of the latter. e statement involves providing a
description of the object of the study, and the formulation
comprises the question that should be answered by the current
study [9]. e review of previous studies should serve as a basis
to state and formulate a clear and delimited research problem.
erefore, when describing the problem, one must indicate all
its characteristics, including data or number from previous
studies, the current context, what has been achieved nationally
and internationally, and why it requires investigation [6, 9, 13].
Further, the relationship between the variables of interest must
be established. e same must be formulated by means of a
contestable, viable, and concrete question [1] and indicate the
study variables. e research question should clearly define the
purpose of the investigation, since reviewers appreciate the
clarity and specificity of the research question [2]. According to
Quintana [14], the research problem section further elaborates
a reasonable argument (in the context of relevant data and
accepted conceptualizations) that explains the limitation of or
inconsistency in existing knowledge with respect to the chosen
topic, where the question or the problem to be investigated is
the conclusion of the argument.
A research project starts with the identification of the
problem, explanation of the main factors and components of
the problem, and exposition of possible study dimensions.
Its beginning is indicated by the actions of problem iden-
tification and ending is denoted by the determination of the
study dimensions. e appropriate definition of the problem
is important to establish the strategy involved in the de-
velopment of the scientific project, for which purpose it is
necessary to know all the causes of the problem and possible
ways of solving it [15]. e approach to the research problem
involves refining ideas; it further consists of formally
structuring the initial idea of the research and providing an
2Education Research International

in-depth description of what is considered a research
problem [16].
2.5. Justification for Research. is section presents the
reasons for conducting the research and provides con-
vincing arguments supporting the necessity of conducting
the study. It depicts why and for what purpose the research
will be carried out and clarifies whether the study’s con-
tribution is intended to increase knowledge, has practical
or methodological utility, has social importance, and im-
proves convenience [9, 17]. It is important to consider the
beneficiaries and possible benefits of the study. It should be
mentioned whether the study’s impact is academic, social,
economic, or environmental [2]. In other words, the jus-
tification clearly and concisely specifies the deliverables of
the research [4].
2.6. Objectives. Objectives are the goals or purposes that the
proposed research study intends to achieve. ey must be
clear, precise, feasible, and aimed at knowledge acquisition
[1]. Further, they must be congruent with the proposal title
and research problem and should not be written in a
manner that describes procedures or activities. Verbs must
be in the infinitive form and indicate realizable aims [9].
e research objectives should be established after deter-
mining the approach of the scientific problem, and they are
closely linked to the problem, study variables, and the
research question.
Ortega [18] emphasizes the necessity of establishing the
difference between the objectives of the research, the re-
searcher’s objectives, and the research objectives. e ob-
jectives of the research refer to the expected impact of the
results of the study beyond the study’s framework. However,
the objectives of the researcher are related to the desired
consequences on the subject that is being investigated; they
indicate the researcher’s purposes and can be considered
good wishes. e research objectives are related to the re-
search problem, study variables, and the research hypothesis
specified in the proposal. ey help establish, in a mea-
surable, clear, and unambiguous manner, partial results that
must be obtained to answer the problem and guide the
researcher in terms of the steps that must be followed to
verify the hypothesis [18].
Care should be taken while using verbs to denote final
actions, such as train, improve, change, motivate, under-
stand, learn, and teach [1]. In all research studies, researchers
must set two levels of objectives: general and specific. e
general objective implies the knowledge that will be gained at
the end of the investigation, whereas specific objectives
include the partial knowledge that is necessary to achieve the
general objective. For a research study, it is generally rec-
ommended to formulate a single general objective and
several specific objectives [1].
2.7. Hypothesis. A hypothesis is the supposed answer or a
tentative explanation to the question raised by the research
problem. Its construction is based on prior knowledge, and it
indicates the relationship between two or more variables that
reveal the answer to the research question [19]. A hypothesis
must be measurable, verifiable, and falsifiable [20]. Hy-
potheses are almost always necessary in quantitative studies
but not in qualitative ones [17]. A hypothesis should not
include words such as “can” and “could,” they prevent the
hypothesis from being falsified, and the “and” and “or”
connectors in its structure because these words make it
difficult to distinguish the part of the hypothesis that should
be tested [2]. Although a hypothesis can be proposed in
different ways, it should include the following regardless of
its format: variables (the attributes or properties to be
measured), a unit of analysis (the object or study pop-
ulation), and the expected result. All these aspects should be
expressed in clear, simple, and concise terms [19].
Hypotheses can be classified in different ways, such as
work or research, null, and alternative hypotheses
[9, 17, 19, 21]. However, there is no rule pertaining to the
type of hypothesis to be used.
A work or research hypothesis (Hi) comprises an as-
sertion or a conjecture about the probable relationships
between two or more variables; work hypotheses can be
divided into correlational, causal, descriptive, and com-
parative types [9, 17]. In correlational hypotheses, variables
are related associatively, that is, variables change in relation
to other variables. ey are the most common hypotheses
[19]. e causality hypothesis establishes cause-effect rela-
tionships by not only affirming the relationships between
variables and their occurrence but also proposing a sense of
understanding between them. e descriptive hypothesis
considers the value of the variables that will be observed in a
particular context or in the manifestation of another vari-
able. Finally, the comparison hypothesis specifies the dif-
ferences between groups [17].
Null hypothesis (Ho): is type of hypothesis expresses
the absence of any relationship, difference, or causality
among variables [17].
Alternative hypothesis (Ha): It offers a different expla-
nation to that provided by the research and null hypotheses.
Alternative hypotheses are formulated when there are other
possibilities in addition to the research and null hypotheses.
In this manner, an investigation can contain multiple hy-
potheses [21].
It is noted that not every assumption is a hypothesis; for an
assumption to be considered a hypothesis, it must meet a
double requirement: universality and contrast ability. e
hypothesis must extend beyond empirical observations by
placing itself at a higher level that encloses the entirety of the
observed objects. e hypothesis must express something
about the real world and be compared with the world of one
who affirms or denies something. e essence of the hypothesis
is an affirmation that extends beyond concrete experience and
can be remitted and contrasted with it; its formulation and
solution depend on the relevant field of scientific study and the
viability of one or more scientific approaches [22].
2.8. Methodology. is section indicates how the researcher
intends to address the research problem. It includes the work
Education Research International 3

plan and a description of the activities necessary to realize
the planned objectives. It must detail how the research will
be carried out to guarantee its replicability. In addition, this
section specifies the type of research focus, such as quan-
titative, qualitative, or mixed.
is article emphasizes quantitative research, which
includes aspects such as the level of research, definition of
variables, a complete description of the design to be used,
measurement instruments, and data processing and analysis.
e section should indicate whether the research is ex-
ploratory, explanatory, or descriptive.
It is necessary to define the variables used in the
hypotheses both conceptually and operationally so that
researchers or users of the results interpret the same
meaning and can compare the study with other published
works and evaluate the results. e conceptual definition
indicates the meaning of a term, and the operational
definition specifies the procedures that should be per-
formed to measure a variable and indicates a way of
translating concepts into units of measurement. e
conceptual definition of a variable is very similar to a
dictionary definition and that it provides a general idea of
the meaning of the variable [23]. e operational defi-
nition of a variable enables us to explain in advance how
the variables that have been conceptualized will be
measured or evaluated. In the process of operationalizing
variables, it is necessary to determine the measurement
parameters based on which the relationship among the
variables is enunciated by the hypothesis or research
question [24]. e logical process of operationalizing a
variable begins with the statement of the most general
phenomenon that is examined by the research study;
definition of the concepts included in the phenomenon;
subdivision of the most complex concepts into dimen-
sions or categories; definition of the variables; and, finally,
a search for the indicators of each variable. en, indexes
are developed, which enable data synthesis to produce
new information that explains reality [25].
e design comprises the plan that is proposed to
answer the research questions. e type of design is de-
scribed as either experimental (where there is control over
the variables) or non-experimental (where the research is
observational). Further, the following aspects are clarified:
what will be the population under study (people, animals,
events, or objects) and whether it is finite or infinite; the
type of sampling used to select samples, whether it is
random, stratified, for convenience, or systematic [12];
who should be included in the sample, and what char-
acteristics should the sample have or what is the object of
the study [6]; the representative number of samples; re-
search activities; and the place and time of conducting the
research.
e measurement instruments include the different
ways of collecting relevant information [26]. Some of the
instruments used are as follows: surveys, interviews,
observation, laboratory equipment, or instruments spe-
cific to each discipline [12, 17]. e researcher must
consider the validity and reliability of each instrument.
According to Bernal [9], an instrument is reliable if
similar results are obtained at each attempt when the
instrument is applied repeatedly to measure the same
event, and it is valid if it really measures what is to be
measured. When selecting an instrument, a researcher
should consider its advantages, disadvantages, and dif-
ferent applications.
Data processing includes all the operations to which the
data will be submitted: classification, registration, tabulation,
and coding [26]. Further, data analysis includes the tech-
niques that will be used to interpret the information con-
tained in the data; the examples of some logical techniques
are induction, deduction, and synthesis [26]. By maintaining
a clear idea about the tests that may be applied, one can
ensure well-organized data collection and analysis and avoid
the wastage of valuable time [7].
2.9. Schedule. A schedule or Gantt chart presents the ac-
tivities to be performed, which are previously described in
the methodology section of the proposal and the time re-
quired to complete them. It comprises a table with many
columns. In the first column, the activities are placed in the
order in which they should be executed and the other
columns denote where the activities are located in time
(months, weeks, or days) [27]. It is a chronological outline of
the activities that have been established to realize the study’s
goals until the conclusion of the investigation. It enables one
to quickly evaluate the simultaneity or sequential order of
research activities, which facilitates and improves organi-
zation and logistics.
2.10. Budget. e budget indicates the costs of the investi-
gation over a certain period and plays a key role in a request
for financing [4, 7, 28–30]. e format of the budget and the
items included in it vary according to the agencies that
sponsor research studies. However, the main parts of the
budget plan are similar across the applications of funding
agencies.
e budget section includes two categories: direct and
indirect costs [29]. Direct costs comprise fees or salaries
(for assistants, researchers, and technicians), recurrent
expenses (consumables, reagents, glassware, laboratory
analysis, kits, stationery, printing, and publications),
nonrecurring expenses (laboratory equipment, infra-
structure, and computers), and travel expenses (atten-
dance in meetings, conferences, training, and sampling).
However, direct costs are not limited to the aforemen-
tioned elements alone [29, 31]. e amounts allocated for
each item within the direct costs vary across financing
agencies and, in some agencies, these amounts are not
considered at all. To prepare this section, you must un-
derstand the rules established by funding agencies or
institutions.
In general, indirect costs are associated with institutions
and their counterparts and include building facilities or
infrastructure and water and electricity payments [29]. ese
costs can be equivalent up to 20% of the amount of the
requested budget.
4Education Research International

Usually, the budget is presented in the tabular format.
e columns on the left specify the different research-related
items, and the columns on the right depict the amounts
requested for each item. At the end of the table, the sup-
porting paragraphs pertaining to the requested items are
placed.
2.11. References. In addition to attributing a research work
and identifying the legitimate author, the references section
enables one to assess the quality of the documents that were
reviewed during the writing of the project and is an indi-
cation of the exhaustive level of revision that was carried out
[7]. All the sources cited in the research proposal should
appear in this section, which is located at the end of the
proposal document. References should follow the formatting
style specified by the funding agency and completely agree
with the citations provided in the text.
2.12. Annexes. In most cases, research projects require the
attachment of complementary documents that support the
proposal, which must be placed at the end of the proposal in
a section called annexes [32]. Some of the documents that
should be included are letters of commitment, letters of
recommendations, and resumes of researchers and co-
investigators.
3. Conclusion
Preparing a good research proposal requires time, dedica-
tion, and the establishment of follow-up guidelines based on
the agency that provides the funds. e coherence and
agreement between the problem to be investigated and the
appropriate organization and planning of how the new
knowledge will be obtained enable not only the execution of
the project but also the formal writing of articles to disclose
the contributions of the project. is article has important
implications for the development of well-structured and
well-organized research proposals, which can, in turn, ini-
tiate high-quality scientific research efforts across all disci-
plines of science education.
Data Availability
e data used to support the findings of this study are
available from the corresponding author upon request.
Conflicts of Interest
e authors declare that there are no conflicts of interest
regarding the publication of this paper.
Acknowledgments
is work received a financial support from the National
Secretariat of Science, Technology, and Innovation (SEN-
ACYT), as members of the Panam´
a Research National
System (SNI), and grant nos. 121-2017-4-EIE17-016.
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6Education Research International