All investigation reports are made after the investigation is completed. That is why the first fundamental step is the hierarchization of the information provided, this will allow the reader to orient himself in an optimal way with respect to the subject that is being discussed.
For an investigative report to be effective and correct, it must always maintain a close relationship between purpose, objective, and result.
An investigation report has three fundamental parts , namely:
- Introduction: It has to be explained based on a short intro regarding the work done. Here, it is also necessary to apply: theoretical framework, methodology, compilations, data analysis and brief conclusion of said research.
- Data: You have to fully explain what was investigated, the process you carried out, general objectives, hypotheses , another theoretical framework.
- Conclusions: Your point of view, conclusion you obtained, methodologies , limitations and key points are directly explained , as well as bibliographic data that you applied at the time of researching it.}
Research report examples
- «Title: ACADEMIC ACTIVITIES AND PERFORMANCE. The role of academic activities in performance. Summary. It was investigated how different ways of following a subject produced different academic results. These forms were determined by the different pursuit of academic activities.There were two activities: class attendance (yes / no), practical training (yes / no). One hundred first-year psychology students agreed to prepare a part of a subject according to the form that corresponded to them at random.
They all committed to dedicating the same number of hours a week to studying at home. After four weeks an examination was carried out. The results showed that attending classes and carrying out practices produced significantly higher returns.
The role of academic activities in performance.
There are many variables related to academic performance that have been studied: general intelligence, specific skills, sociocultural environment, motivation, and the performance history itself, among others (Bruner, 1965).
Assuming these relationships, this work wants to know the scope of very specific variables, in particular the way of working the subject. Other authors have developed studies of this level; for example, some have tested the effectiveness of “pre-organizers” – material that allows classifying the ideas that are explained (Scandura and Wells, 1967).
The interest of focusing a lot on the study of learning variables is that they provide an immediate guide to action for teachers and students.
The variables to be investigated are the academic activities of a university subject.
The first of these is attendance at classes. It is hypothesized that it will facilitate performance by covering the following objectives: explanation of the most difficult concepts, external motivation and guidance on the most important elements of the subject. The second is the realization of practices of the subject, on which it is hypothesized that it will facilitate performance by covering the following objectives: putting into practice the theoretical concepts, discovery of poorly learned concepts and intrinsic motivation.
Of the participants.
One hundred volunteer first year psychology students participated in the experiment. They were randomly assigned to each of the four level combinations of the variables.
Of the materials.
All students had a text of the subject (León and Montero, 1997), where the two topics explained during the investigation were contained. The members of the practice groups had a manual with instructions for its development (Gambara, 1995).
Design and procedure.
A factorial experimental design with different subjects was used. The first independent variable, attendance to classes, with two levels (yes / no), and the second, practical training, with two levels (yes / no).
The following variables were controlled: there were no repeaters, all the volunteers committed to studying three hours a week in addition to the type of activity assigned. There was only one teacher for all activities. Participants’ interest was ensured by including the experiment grade at the end of the course and giving everyone an extra half point.
The participants were instructed by telling them that the objective of the work was to find out what was the best way to follow the Research Design subject, with respect to two relevant variables: class attendance and practice of the subject. The results of the work would serve to guide themselves and the students in subsequent promotions.
All had to be willing to prepare two topics – one month – according to the procedure that corresponded to them by chance. They had to study exactly three hours a week. The groups that attended classes could take notes or not, according to their custom.
The groups that did not attend class had to read the text, weekly, what was explained. After the last class and before the day of the exam, everyone could use the time they wanted and report it to the researcher.
At the time of the examination, it was said that if someone had not been able to meet the conditions of their group, they should withdraw, also obtaining their half point. The test consisted of 20 questions in the true / false form. Errors were noted to deduct one point. The exam grade would be expressed on a scale from 0 to 10. “