Psychology 30:
Developmental Psychology
Unit Three
Prenatal Development:
Domains and Delivery
Copyright © Saskatchewan Ministry of Education
May be reproduced for educational purposes.
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Unit Three:
Prenatal Development
Concept Map
The following concept map illustrates the major topics presented in this unit.
Introduction
Unit Three focuses on the growth and development of the child while in the womb.
Many physical changes occur within the embryo and fetus throughout this prenatal
stage. The central nervous system, for example, begins to develop in the fourth
week of the embryonic stage and actually continues to develop through adulthood.
Cognitive development and social/emotional development are also ongoing
throughout the prenatal stage. The fetus is not a passive passenger in the womb,
nor is the mother simply a vehicle. Development is interactive even before birth.
In this unit you are given opportunity to complete the survey research on the topic
you selected in the previous unit.
After working through the activities presented in Unit Three, you are asked to
respond to the questions in the assignment.
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Reflecting on the Topic
Have you ever wondered about your experience of being in the womb? In 1983
Swedish photographer Lennart Nilsson’s stunning endoscopic images of life in the
womb were publicized in a Nova documentary Life’s Greatest Miracle. Viewers of
the documentary saw that the fetus was able to suck its thumb and even make
faces. Miracle of Life is the name of the sequel that details more about the amazing
experience of a growing fetus.
What would you say to your unborn child if you were its father or mother? You
might be interested in read the novel Dear Nobody written by Berlie Doherty. Helen
and Chris are senior high school sweethearts who suddenly discover they are
expecting a baby. Helen writes letters to her unborn child throughout the novel.
These letters and the letters from the father to the mother show the concerns and
the cares that people have for each other in this situation.
What do you think? Do you think that an unborn child can feel the weather? How do
you think communication takes place between the growing unborn child and the
mother and the father? Have you talked with your parents about your “in the womb”
activities? If not, perhaps this novel will inspire you to consider how the mother, the
father, and the unborn child each experience this event.
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Nature and Nurture
What roles do nature and nurture play in the prenatal development
of the fetus?
Both genes and environment play a role in the prenatal development of the fetus.
Prenatal refers to the period of nine months
between conception and birth.
Our temperament, intelligence, height, weight, abilities, and so on are a result of the
interaction between hereditary factors and environmental influences.
Nurture, or the environment, affects the development of the fetus through the health
of the mother and her environment, and through such factors as family dynamics,
level of nutrition, and community supports.
Nature, or biological factors include such things as genetic make up, hair and eye
colour, and physiology.
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The Physical Domain
What occurs in prenatal development in the physical domain?
When referring to the prenatal period of the developing child, there are three stages.
Each stage is marked by specific physical changes in the developing child.
The first stage in the prenatal period is the germinal stage.
The germinal stage is the first two weeks of prenatal
development when rapid cell development and
cell differentiation take place within the zygote.
The zygote is the fertilized egg or the cell that forms at conception. Approximately
one week after conception, the zygote becomes attached to the uterine wall. It is
about the size of a poppy seed and is composed of approximately 100-150 cells.
Eventually, differentiation between the layers takes place. The inner layers become
the embryo and the outer layer becomes the support and nutritional layer.
The second stage in the prenatal period is the embryonic stage.
The embryonic stage is the period of
prenatal development that occurs from two
to eight weeks after conception.
The inner layers of cells within the embryo become the internal body parts, such as
the respiratory and digestive systems. Other cells become the circulatory system,
bones, muscle, excretory system, and reproductive system. Cells also become the
nervous system, the sensory receptors (nose, eyes, ears) and skin. The placenta,
umbilical cord, and the fluid-filled sac continue to support and nurture the embryo.
The fetal stage begins after two months of growth in the prenatal period.
The fetal stage is the period of prenatal
development that begins two months after conception
and lasts for seven months, on the average.
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Many changes occur and the most noticeable to the mother are movements of the
fetus. Beginning at about nine weeks, the fetus moves its body in response to shifts
in the mother’s position. The auditory systems function before birth. Researchers
have shown that the fetus perceives in-utero vibration and sound. The fetus is
aware of when its parents touch the mother’s moving belly and talk to him/her.
The chart below lists changes in fetal development.
After Conception
3 Months
 10 cm. long
 legs and arms
move
 mouth opens and
5 Months
 toenails and
fingernails are
formed
6 Months
 grasping reflex
 irregular breathing
 active movement
8-9 Months
 tissues become
fatty
 organs, such as
heart and kidneys,
become functional
closes
 head moves
 face, forehead,
eyelids, nose, and
chin are all
distinguishable
 arms, legs , and
hands are visible
Cognitive Domain
How does fetal development occur in the cognitive domain?
Cognitive development involves the functioning of the human nervous system and
blood circulation which are the first to function in the embryo. The heartbeat
commences three weeks after conception.
By the second month, fetal reactions to such stimulus as
loud sounds show that synaptic connections are complete
and that brain activity is taking place. Fetal brain cells are
generated at about 250 000 per minute. It is most likely that
infants will have all the neurons they are going to ever have
in their life at the time of birth.
The nervous system forms as a hollow tube on the back of the
embryo. The brain forms into a large mass of neurons and this
tube-shape changes when the brain begins to form.
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There are three major divisions in the brain.


Hindbrain: located at the lowest portion of the
brain and controls motor development.

Midbrain: located between the hind and
forebrain
and it relays information to eyes and ears.

Forebrain: large part of the brain that plays the
most critical role in thinking and language.
Cognitive functioning, the development of the organs, and the forming of the
nervous system are affected by teratogens or harmful substances. Poor nutrition,
high levels of stress, and environmental hazards also impact the development of the
fetus.
The development of the cognitive system continues throughout the
prenatal period and adult life. Activity A gives you the opportunity to
extend your learning about fetal development and the parts of the
brain.
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Activity A
(8)
1.
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Refer to additional resources, such as the Internet or library books, to
answer questions (a) and (b). You may wish to refer to Unit Two. In a
sentence or two, briefly explain what happens to the physical
development of the fetus in the following conditions.
a.
mother and father smoke heavily during pregnancy
b.
mother is a heavy alcohol abuser
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Unit 3
(8)
2.
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Imagine that you are a child about to be born. What might you be
happy about? What concerns might you have? If you could talk, what
would you say to your mother about your time in the womb? What
have you heard while in the womb? What interests you most about
being in the world? Write your response as a letter. Begin with Dear
Mom and/or Dad. Address each of the questions in paragraph form,
and include an ending to your letter.
100
Unit 3
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3.
Correctly match the part of the brain (in the word list below) to the
duties it performs. You will need to consult additional resources on
the anatomy of the brain.
Word List
cerebellum
cortex
callosum
system
pons
system
hypothalamus
cerebral
corpus
limbic
medulla
reticular
thalamus
Duties
a.
The _____________________ directs messages to parts of
brain.
b.
The __________________ helps to regulate the body’s
temperature, blood sugar, hormones, and metabolism.
c.
The _________________ is a thick band of nerves that
connects the two hemispheres in the brain.
d.
The _______________ is the outermost layer of the brain.
e.
The _______________ is an interconnected group of structures
involved in emotions, memory, and social behaviour.
f.
The ________________ controls heartrate, blood pressure,
and breathing.
g.
The _______________ controls cardiac and circulatory
reflexes, muscle tone, and awareness of sensory information.
h.
The ______________ affects sleep, dreams, and respiration.
i.
The ______________ influences balance, coordination, and
movement.
____
(25)
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Social/Emotional Domain
How does fetal development occur in the social/emotional domain?
Every child is born with a unique genetically-based set
of psychological tendencies or a particular disposition. These
tendencies are called temperament and they affect the
individual’s developing personality.
Temperament refers to the manner of thinking,
behaving, or reacting typical of a specific person.
Personality refers to the pattern of
qualities and traits related to character or
behaviour, peculiar to a specific person.
Temperament and personality are initiated by a multitude of genetic
instructions that guide the development of the brain. They are also
affected by the prenatal environment. What is the difference between
temperament and personality?
Personality includes character, behaviour, temperament, emotions, and mental
traits. A mother may describe her child’s temperament as sensitive in the way he
reacts to his environment. His personality overall may be
seen as outgoing and thoughtful.
Research suggests that, at least in some ways, fetuses develop
more than just their reflexes and organ systems during the
prenatal period. They begin to be aware of the social world that
they will soon join. The fetus and mother interact and
communicate in many ways even before birth, especially during
the last trimester. Other family members talk to and address
their long-awaited child.
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What are the basic temperaments of newborn babies?
Many researchers have tried to describe and measure the various dimensions of
temperament. According to their findings, in the first days and months of life, babies
differ in nine characteristics.

Activity level: some babies are active and kick a lot in the uterus before they are
born. They also move around a great deal in their bassinets, and as toddlers
they are nearly always running.

Rhythmicity: some babies have regular cycles of activity. They appear to have a
schedule for needing food and sleep.

Approach-withdrawal: some babies delight in everything new; others withdraw
from every new situation.

Adaptability: some babies adjust quickly to change. Others are very sensitive
and become unhappy at every disruption to their normal routine.

Threshold of responsiveness: some babies seem to sense every sight, sound,
and touch. For instance, they awaken at the slightest noise or turn away from a
distant light. Others seem blissfully unaware, even of bright lights, loud street
noises, or wet diapers.

Quality of mood: some babies seem constantly happy, smiling at almost
everything. Others seem chronically unhappy; they are ready to protest at any
moment.

Distractibility: all babies fuss whey they are hungry but some will stop if they are
given a pacifier or someone sings them a song. Others will keep fussing.
Similarly, some babies can easily be distracted from a fascinating but dangerous
object and diverted to a safer plaything. Others are more single-minded,
refusing to be distracted.

Attention span: some babies play happily with one toy for a long time. Others
quickly drop one activity for another.
According to research, most young infants can be described as being one of four
types: easygoing, slow to warm up to others, sensitive or difficult, or a combination
of these types.
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Critical Periods of Development
What are the critical periods in prenatal development?
The chart below outlines the especially sensitive time when certain body systems
develop in the prenatal period.
Body System
Especially Sensitive
Development up to …
Central nervous
system/brain
4th to 8th weeks
Postnatal, through
to adulthood
Heart
5th to 9th weeks
12th week
Upper limbs
6th to 10th weeks
12th week
Eyes
6th to 10th weeks
Term
Lower limbs
6th to 10th weeks
12th week
Teeth
9th to 11th weeks
Term
Palate
9th to 11th weeks
16th week
External genitalia
9th to 11th weeks
Term
Ears
6th to 11th weeks
13th week
Harm can occur during prenatal development especially during these critical times.
By the end of the fourth month the fetus is sleeping and waking regularly. The fetus
exhibits sound and light sensitivity by their movements. The seventh month is a
critical month because, if the fetus is born prematurely at this point, it has a fair
chance of surviving. Fetuses mature at different rates; however, a newborn at this
age would most certainly need help breathing.
Identified below are the stages of human prenatal development over a period of 38
weeks. You may wish to consult an Internet site to see images of fetal development
through the stages.
Embryonic Period
(1 – 7 weeks).
Fetal Period
(8 – 16 weeks)
Fetal Period
(16 – 36 weeks )
Full Term
(38 – 40 weeks
In the last two months of prenatal development, the fetus gains weight at a rapid
rate. On average, the fetus is about 30 cm long and weighs about 3.5 kg and is
ready to be born.
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Labour and Delivery
What developmental changes occur during labour and delivery?
Developmental psychologists examine human development from conception
through adulthood into old age and death. Each of us is a unique human being due
to our genetic makeup and through environmental influences. You have seen how
changes can affect development throughout the prenatal period. The labour and
delivery experience may also impact on the development of the baby.
What are the stages of birth?
The birth process occurs in three stages.
The first stage is usually the longest and lasts an average of 12 - 24 hours.
Contractions in the uterus are spaced apart in the beginning and, as the baby is
ready to be delivered, they are closer together. These contractions cause the
woman’s cervix to stretch and open. The birth canal continues to open allowing the
baby to move into the birth position.
The second stage occurs when the baby’s head starts to move through the birth
canal. The usual position of the baby is head down. With each contraction the
mother bears down. Eventually the baby completely emerges from the mother’s
body.
Afterbirth is the final stage of delivery at which time the placenta, the umbilical cord,
and other membranes are expelled and detached. This stage lasts only a few
minutes.
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What are the strategies used in childbirth?
In the standard childbirth procedure, the expectant mother is taken to the hospital
where her doctor is responsible for the delivery of her baby. This course is not
intended to outline all of the variety of birthing methods or cultural practices involved
in labour and delivery. There are many.
What are some complications that can arise in labour and delivery?
Sometimes complications arise that affect the later development of the child. If
delivery takes place too quickly, the pressure on the baby’s head can disturb the
normal flow of blood. On the other hand, if the delivery takes too long, the baby can
be deprived of oxygen. This is called anoxia and can cause brain damage.
During a normal delivery, the crown of the baby’s head
comes first; however, the baby can be in many positions
before birth. The baby can present itself buttocks first or
sideways. The umbilical cord may be wrapped around
the baby causing complications during the delivery. If
the baby experiences trauma in some way, it may need
medical assistance once it is delivered. Medical staff are
knowledgeable and are able to cope with all
types of delivery circumstances.
What is the father’s role in the labour and delivery process?
Fathers play an important role throughout pregnancy. They give support, provide
care, and are equally invested in creating a healthy prenatal environment. Fathers,
too, await the birth of their child and dream of spending time with their child as
he/she grows up. Both parents may prepare for the labour and delivery by attending
prenatal classes. Together, they also learn how to care for the newborn.
Cultural roles and the relationship between the mother and the
father determine the involvement of the father during labour and
delivery as well as in the care of the infant. In westernized
countries fathers have increasingly participated in the childbirth
experience. They might be coaches that assist the mother with
breathing, relaxation, and pain control.
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On the other hand, they may be team mates that
follow directions from medical staff or support
requests made by the mother in labour. In other
cases, the father may be a witness to the birthing
with very little participation in the actual delivery.
The couple may decide that the father’s role is to
care for the other children or spend time with
extended family that may be in the waiting room
rather than participating directly in the delivery.
The important thing is that parents plan for and feel
comfortable with the roles they have selected to
play. They need to feel involved and part of a very
special event that will
change their lives.
How has childbirth changed over the years?
Giving birth is a very important process. Some couples may decide to deliver at
home under a doctor’s care and with the assistance of a midwife. On the other
hand, hospital environments have changed to allow a more relaxed environment in
the labour room and in the delivery room.
Fathers, and even immediate family members, such as grandmothers, or siblings,
are now becoming actively involved in labour and delivery. Technology has made a
significant impact on the birth process. The baby can be monitored while in the
womb providing early detection of fetal stress or other possible complications.
What are your thoughts about the impact of the birth experience in
prenatal development? In Activity B, that follows, you are asked to
reflect on issues related to the topic and to journal your thoughts.
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Activity B
Answer the following questions by reflecting on your experiences, your thoughts,
and your self-knowledge. Write your answers in complete and detailed sentences.
These questions are intended to give you a better understanding of culture, prenatal
development, and childbirth.
As stated in Unit One, your entries are evaluated according to a rubric. The writing
in the journal is informal yet thoughtful. Develop your ideas fully and use language
that indicates a working knowledge of the topic. Twenty marks will be allotted to the
journal entries. Give detailed responses.
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Highlights of Experience: What do you think?
1.
After reviewing the facts about prenatal development throughout the three
stages, what surprised you the most? Explain.
2.
There has been some debate in our society about whether or not the unborn
is a “person.” What are your thoughts? In your opinion, at what stage do you
consider the unborn a person? What are their rights?
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3.
Are you aware of financial benefits in Saskatchewan allotted to mothers
and/or fathers while on parental leave from their work? Review a news
release by accessing the Internet link below. You may also wish to locate
information by consulting the Saskatchewan government through their
website or by phone.
Explain the parental benefits provided in Saskatchewan.
4.
Select another province or country and examine the parental benefits
provided. Briefly share this information and your reaction to it.
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5.
Discuss your opinion of the type of role a father would take during labour and
delivery. For example, should he be in the delivery room?
6.
Imagine that we live in a futuristic period where overpopulation is a great
concern and prospective parents must apply to have a child of their own. List
four facts or ideas that you might present to the committee that would
illustrate your commitment to ensuring a healthy prenatal development of the
child.
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7.
More recently, some women and their doctors are scheduling when their
babies will be delivered. They opt for using the caesarean method.
Supporters of the caesarean method agree that the physical risks and
emotional stress associated with labour could be avoided. The birthing
occurs according to the family’s and the hospital’s schedule. Others react to
this trend and say that nature should be allowed to take its course and that
the caesarean method should only be used because of medical concerns and
only if necessary. What is your reaction to the trend and to the opposing
side? Explain.
____
(20)
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Marking Scale
Points
Teacher’s Comments
No entries.
0
Inadequate entries. Ideas are not
clear; some questions are missed or
responses are too short.
1-5
Ideas are limited and over
generalized. Understanding of the
concepts/topics is limited.
6 - 10
Ideas are straightforward and clearly
stated. Insight and self-reflection on
the concepts/topics are evident.
Responses are detailed and show
some enthusiasm for the learning.
Ideas are well constructed and
explained clearly giving additional
information. Responses show that
learning is evident and connections
are made with other concepts/
topics. The vocabulary shows that
the definitions of the concepts/terms
are understood. Learning has also
been applied to experience.
11 - 15
16 - 20
___
(20)
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Unit 3
Survey Research
Recall the steps in conducting survey research. You started the process in Unit Two
and will continue your project here in Unit Three.
Unit Two










select a topic
learn more about the topic
decide on an issue related to the topic
conduct an analysis of advantages and
disadvantages
form a research question
formulate a personal opinion
make a hypothesis or prediction
learn about survey research
select sample group
design questions for the survey
Unit Three







select a method to conduct your survey
conduct survey
analyze results
reject or support hypothesis
summarize the research results
report the findings
reflect on research experience
Once you have designed the questions to be used in your survey, be sure to
evaluate their effectiveness in addressing the issue outlined in your hypothesis.
Recall how the hypothesis was developed in the example given in Unit Two.
Review the types of survey questions presented in the example on the following
page.
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Survey
I am conducting a survey regarding the topic of genetic engineering and genetic
screening in my Psychology 30 coursework. Only my teacher and I will see the results
and your name will be kept anonymous. Please respond to the following questions.
Name:
anonymous
Age:
Male/female:
1. I support scientists who collect the genetic codes or biological characteristics that
makeup every type of human life form.
1
strongly
support
2
3
4
5
strongly
opposed
2. I believe that people who suffer from a genetic or inherited illness, such as
Alzeimer’s or Diabetes should be given access to genetic engineering to prevent
their offspring from suffering from this disease.
YES
NO
3. A politician who supported/ did not support funding for genetic engineering would
obtain my vote. Circle one choice.
4. List three concerns and/or three advantages that you have regarding genetic
engineering and pregnancy.
5. Imagine that you are talking with the Minister of health. What message would you
convey to him/her regarding genetic engineering or genetic screening being
offered in this province.
6. In a sentence or two, explain whether or not you support genetic screening (finding
out what specific biological traits you have) and give one reason for your choice.
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Then, follow the step-by-step procedure for conducting an accurate and successful
survey.
Review your questions designed for the survey. Are you satisfied with wording,
types of questions, and reliability?.
Once you have reviewed your questions, it is time to conduct the survey. At
this point, a decision must be made by you, the researcher, as to how this
survey will be presented to the participants in the sample. There are many
ways to do the survey.
 by telephone
 by e-mail
 in person
 by mail
For example, Jeff decided to do his survey over the telephone; asking for the
participants’ permission, and setting up a time when he will call them.
Once the survey has been conducted and all the responses have been
collected, an analysis of the data takes place. Examine all responses to
see how little or how much the participant supports or refutes the issue. I
conduct a statistical analysis of the rating question, the yes/no question, and
the choice question.
In Jeff’s example, he found that participants 1, 5, and 9 are in favour of
genetic engineering.
3/10 × 100 = 30% are in favour of genetic engineering
Participant 2 decided that he/she did not know enough
about the issue and did not complete the survey.
1/10 × 100 = 10% are no reply
Participants 3, 4, 6, 7, 8, and 10 were not in favour of genetic engineering.
6/10 × 100 = 60% are not in favour of genetic engineering
After you have completed the statistical analysis of the survey results, a
summary of the anecdotal information may shed more light on the issue.
From the anecdotal questions a clearer and unique picture may present itself.
This will be referred to in the research report.
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Jeff summarized his findings in this way.
In a closer look at the anecdotal reporting, I see that participants 1 and 9 agreed
with genetic engineering but not government funding. Participant 9 is not personally
interested in obtaining genetic screening because he/she has no cause to be
concerned.
It appears that participants 3 and 8 overall are not in favour of genetic engineering.
Yet, they are personally interested in genetic screening to understand their own
genetic history for medical reasons.
From the anecdotal reporting I can also conclude that of those participants who
replied 6/9 × 100= 66%, whether they supported genetic engineering or not, were
personally interested in knowing their own genetic make-up.
The next step is to review the results and reject or accept the hypothesis.
The researcher must be careful not to overgeneralize the responses.
Since 60% (a little over half of the participants) were not in favour of genetic
engineering, I can accept my hypothesis that the people in my microsystem,
according to the sample group I selected, do not support genetic engineering.
Researchers share or publish their findings in a research report.
The research report should contain all of the research conditions. The report
must include the following.
Section
Information
Introduction



topic and issue
definitions of terms, if needed
your interest in topic
Body







number of participants
how the sample was compiled
the hypothesis
the survey questions (brief summary)
how the research was conducted
the findings, both statistical analysis and
summary information
in some cases, a graph showing the data




further summary comments
comments on the research methods
precautions or limitations of the research
further recommendations
Summary
(some of the following)
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Great care must be taken in reporting the findings. A disadvantage to survey
research is that some questions are limited and a true picture of the issue may not
emerge. As you can see from the statistical analysis in Jeff’s example, statistics,
too, must be clear. For example, in Jeff’s report he needed to clearly state how
many participants replied. A more accurate statistical analysis might say that of
those participants who responded four did not support genetic engineering.
An advantage to survey research is that it can be designed to
provide some anecdotal information. Survey research has more
advantages. Statistical analysis is relatively easy to do with survey
information. A large sample can be conducted in a short period of
time and there are a variety of ways to do the research, for example,
in person or over the telephone.
Good researchers reflect on their research experience to learn from the
process as well as improve their skills.
Questions researchers might reflect on are similar to the following.

Did the research achieve the researcher’s purpose?

What additional ideas were learned about the topic?

Was the research method appropriate for the topic?

How effective was the sample?

Can any generalizations be made about the larger population and the issue?

What worked well in the research process?

What did not work well and needs improvement in the research process?
Still referring to Jeff’s example of researching genetic engineering, his response to
these questions might look like this.

Yes, the research achieved its purpose because I found out there were
people within my microsystem who did and did not support genetic
engineering. My hypothesis was confirmed.

I learned that though some people may not support genetic engineering, they
are interested in their own genetic makeup. I also learned that those who
support genetic engineering may not support government funding but rather
private enterprise for those who wish to pay for the service. Since I had one
person who did not understand the topic, I could say that the majority of my
sample did have general knowledge of genetic engineering.
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
The survey method worked very well because I could easily set up a
telephone time that was convenient for the participant. I obtained statistical
information that could be shown as a graph in my research report. I also
obtained some anecdotal information that provided interesting information.

The sample only contained 9/10 people. The sample was small and perhaps,
if I had chosen other people, I would get different results.

From my sample I can make a generalization about the people in my
microsystem.

I cannot make generalizations about the issue within the whole community
because I did not consult all of the people. The people I selected were all
people whom I know and who know me. If I wanted to make generalizations,
I would need a larger sample. I would need to select participants at random.
I focused on one particular group of people and limited the results to that
group. Since my sample was so small, I decided not to make any conclusions
about gender and opinion toward genetic engineering.

Setting up telephone appointments, though more time consuming, worked
well because people felt more comfortable talking to a person. I could easily
record their information as they spoke. I think that I used a good variety of
types of questions.

I wonder a little about the questions. I may have covered too many aspects
of the topic, such as funding, genetic screening, and scientists’ discoveries.
Now it is your turn to complete the research that you began in Unit Two.
Activity C will lead you through the appropriate steps.
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Activity C
(1)
1.
Check one of the following methods that you will use to conduct your
research. If you wish to conduct it in a way that is not on the list,
please explain in the space provided. Consider the time factor since
you are asked to complete and submit your research report in this
activity.





(8)
2.
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e-mail
in person
telephone
mail
other: __________________________________________
Conduct your research and compile your results. In the space
provided perform statistical analyses of the data. Then, summarize
additional information that you may have obtained from anecdotal
information.
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(1)
3.
Write your original hypothesis. Then, reject or support your
hypothesis based on your data and the results of your research. Give
one reason for your decision.
original hypothesis:
reject or support
(circle one)
reason:
(2)
4.
Briefly and in point form summarize the research results.
(14)
5.
Write your research report by following the format provided in the unit.
Write your report on the following pages provided.
Section
Introduction



topic and issue
definitions of terms, if needed
your interest in the topic
Body







number of participants
how the sample was compiled
the hypothesis
the survey questions (brief description)
how the research was conducted
the findings, both statistical analysis and
anecdotal information, and reject or support
hypothesis
in some cases, a graph showing the data




further summary comments
comments on the research methods
precautions or limitations of the research
further recommendations
Summary
(some of the following)
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Information
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Research Report
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(14)
6.
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Reflect on your experience of being a researcher by responding to the
following questions.
a.
Explain whether or not the research achieved its purpose. Give
an example to support your answer.
b.
Identify two additional ideas that were learned about the topic
through the research.
c.
Was the research method appropriate for the topic? Give one
reason to support your response.
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d.
How effective was the sample? Explain.
e.
Can any generalizations be made about the larger population
and the issue from your research? Why or why not?
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f.
Explain what worked well in the research process.
g.
Identify what did not work well and needs improvement in the
research process.
(40)
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Looking Back: What do you recall about the concepts presented in
the unit? Review the concept map.
As you work through the assignment that follows you may need to re-read those
topics that require clarification or review. Combine the information in the unit with
your own experiences as you answer the assignment questions. This will make your
learning more relevant and useful.
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