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1.The aim of this question is to determine the influences of prior knowledge on the enrolment and success of students in the introductory biology courses. It is important for the research to establish if there is a relationship between the choice of course and knowledge that is already possessed by the learners (Denscombe, 2014). In order to respond to this question, the researcher will have to dig deeper, collect and analyze the data to determine if there is a relationship between the choices of course and the earners’ experiences.
2.The aim and objective of this question is to help in ascertaining the relationship between the learners’ attitudes and the choice of course. The research recognizes that science is a broad area that involves lots of disciplines. However, learners are free to choose their own specialty. In each of the disciplines, there are specific courses to be studied. The students who choose to major in biology are required to enroll in the introductory major courses. When making their choices, the learners are supposed to consider their perceptions and only choose to major in the areas in which they are interested (Flick, 2015). The research question will therefore be relied upon to help the researcher to study if there is a relationship between the choices of course and the learners’ attitude and how it influences the success of learners in the course.
3.The aim and objective of this research question is to find out the variation in the number of students enrolled in Biology major courses. Although the courses are compulsory to the biology majors, it is option to non-biology majors. However, this does not mean that the courses should only be pursued by the majors (Bryman, 2015). The question will therefore be used as an important tool for studying the differences in the number of students enrolling in the course. It will seek to determine if the number of non-biology majors in the introductory courses.
4.The aim and objective of this research question is to determine the factors that influence the choice of non-biology majors in the choice of introductory courses. It will enable the researcher to collect data to use in understanding what drives the non-biology majors to enroll in the biology introductory courses even if they are aware that it is not a compulsory thing to do (Zohrabi, 2013). It is important to gather this knowledge because the factors differ from one group of learners to the other.
5.The aim and objective of the question is to guide the researcher to investigate the contributions of the introductory major courses to the building of scientists. The question will address the matters related to the importance of the introductory courses in preparing students to be knowledgeable, competent and skilled biologists (Bryman, 2015).
Bryman, A. (2015). Social research methods. Oxford: Oxford university press.
Denscombe, M. (2014). The good research guide: for small-scale social research projects.
London: McGraw-Hill Education (UK).
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research
project. New York: Sage.
Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting
findings. Theory and Practice in Language Studies, 3(2), 254.
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