GENERAL DEMOGRAPHIC INFORMATION ABOUT ADOLESCENTS AND THEIR UNIQUE CHARACTISTICS

Get Complete Project Material File(s) Now! »

CHAPTER 3 RESEARCH DESIGN AND METHOD

INTRODUCTION

Overview

The chapter presents a detailed description of the research design and research methods used in the study. The first section provides overview of research design and research methodology. The next section defines the concept of research and provides details on research design, types and application setups. The third section describes research methods, types, sampling approach, sampling population and related details. The fourth section discusses validity and reliability of the study that covered procedures used to ensure both internal and external Validity of the Study. Conclusion of this chapter is also presented.

Purpose of the research design and method

The purpose of this chapter was to provide a comprehensive summary of the methodology in-order to achieve the objectives of the study and to answer the research questions. It gives a clear explanation of the research on the processes followed, sampling method and population, data collection tools and other related details.

RESEARCH DESIGN

A research design is a general approach that consists of a philosophy and principle which guides the researcher on how to go about studying a specific event or phenomenon. According to Tichapondwa (2013:41) a research design is defined as a strategy or a plan of action that links methods used for data collection to the outcome of the research study. On the other hand, method is a detailed procedure of data collection, data analysis, writing and presentation (Tichapondwa 2013:41).
Tshuma (2007:116) described a research design as a plan or strategy that is developed to seek answers for research questions. It is a process that moves from philosophical assumptions to specifying selection of study participants, data collection techniques and data analysis which is to be followed. A research design is a logical structure of inquiry in conducting a specific study (Tshuma 2007:116).
Likewise, Kumar (2012:94), defined research design as a plan, a structure and a strategy of investigation which is designed to obtain answers to research questions or problems. That means, a research design covers method of sample selection, sample structure and the plan for analysing and interpreting the study outcome (Kumar 2012:94).
A clear understanding and formulation of the research design is important as it gives an idea of what information will be collected to answer the research questions. It also gives the direction on how to collect this information. Thus, the research methodology ensures in identifying the variables, deciding on type of study, data collection and sampling techniques, plan for data collection and analysis, ethical consideration at each step of data collection as well as piloting and pre-testing.

Type of research design

Research design in case of exploratory research studies

Explanatory research studies are expressive in nature. It is used with the purpose to express or formulate certain problems for precise and detailed investigation and understanding. Such kind of research design helps to explore ideas and insights of participants concerning certain problems (Tshuma 2007:118).

Research design in case of descriptive and diagnostic research studies

This study involves exploratory, comparative and descriptive study design which is designated as an ideal approach to collect original information in-order to describe certain opinions, perceptions, attitudes and intentions that are held by a specific population group (Tshuma 2007:116).

Research design in case of hypothesis testing research studies

A research study that aims to test hypothesis employs an experimental research design where cause and relationship of certain problem can be studied and established through hypothesis testing. The experimental design involves experimenting of certain facts by using various procedures. It allows drawing of inferences to the total population as it reduces bias and also increases reliability of the findings (Kothari 2007:11).
It is important that the researcher selects the type of sample design before data collection based on appropriateness and reliability for the proposed research study. Steps that need to be considered includes study objectives, sampling unit, sampling frame, available budget, sample size, sampling procedure and other parameter of interests. Taking into account the objectives set in the introduction section, sample size and other set of principles, the researcher has selected and employed non experimental research design that has helped to explore and describe the magnitude of alcohol and substance use among adolescents (Kothari 2007:14).

Research design in case of qualitative approach

In designing qualitative research, the researcher makes sure that the questions and designs would be broad to collect detailed information in the area of the intended study. According to Creswell (2007:37), a qualitative research design provides respondents to have authority in constructing a meaning for the open-ended questions they interact with. This gives the researcher more opportunity to listen to people and interact with so as to gather adequate amount of information (Creswell 2007:37).
Yin (2011:27) indicated that qualitative research is diverse in that it could be applied in various disciplines including health, psychological and behavioural studies. It helps the researcher to conduct an in-depth study by employing interviews, observations and discussions. This specific research employed a mixed research design where qualitative was included to enrich the data findings from quantitative methods. In this regards, five questionnaire items for discussion and 16 questionnaire items for key informant interview (Yin 2011:27).

Research design in case of mixed method study

Mixed method approach involves triangulation of quantitative and qualitative approaches. To enrich the data collected with quantitative method, the researcher included qualitative data collection from both focus group discussants (FGDs) and interviews.
According to Johnson and Christen (2014:5) mixed methods approach is a class of research where the researcher combines qualitative and quantitative techniques, methods and approaches in a single study. The authors argued that although there is a distinction between qualitative and quantitative research, the two methods share many similarities. That is, combination of these two methods has both complementary strengths and non-overlapping weaknesses. In the case of mixed research that was multiple methods research, the investigator used a combination of both qualitative and quantitative methods of data collection in a single study. This has helped the researcher to understand the depth, complexity and differences of events in a holistic and accurate way so as to comprehend the phenomena under study (Johnson & Christen 2014:5; Ponterotto 2013:6).
The approach helped to develop a true statement that assisted to explain the situation of concern by posing questions which could help to explore the relationship among variables. Henceforth, institutional based cross sectional approach was primarily employed for this specific study. As the current study aims to explore the magnitude of alcohol and substance abuse, to design appropriate prevention strategy, the study involved a research design of exploratory sequential approach. Such approach provides space to employ the use of both qualitative and quantitative method. Likewise, the quantitative research approach involved collection and analysis of numerical data whereas qualitative research involved narrative data analysis to understand the real experiences of study respondents. This has helped the researcher to comprehend the magnitude, type, frequently abused substances, predisposing factors and other behavioural variables affecting alcohol and drug/substance use (Creswell 2012:14).

Selecting research design for a specific study

A research design which is employed for a specific study can be categorised as exploratory, descriptive and hypothesis testing research design. The different types of research design can be employed based on the purpose of the problem under study (Kothari 2007:14).
A specific research may be experimental or non-experimental. Selecting certain research design also depends on the type of research as well as factors like cost, ways of obtaining information, availability of skill, ease of practicality and time. As it was detailed in the introduction section, the research design for current study was a conceptual framework within which the research study is conducted. It employs a specific study design to answer the research objectives.
To develop the intended strategy that would help to address alcohol and substance abuse problems, an explorative and descriptive study design was employed. In this regard, the current study design involved a cross-sectional, explorative and descriptive study design which is contextual in nature (Tshuma 2007:116).

Respondents selection criteria

For the inclusion and exclusion of respondents in the planned study, a clear criteria were set and employed.

Inclusion criteria

An inclusion criterion is set of unique principles employed to enroll respondents for specific research study. The criteria used for inclusion of respondents were:
• Students pursuing higher education in Arbaminch and Wolaita Sodo universities.
• Students attending regular stream in the undergraduate degree programme.
• Students who are physically and mentally healthy during the data collection period as reported by the students themselves.
• University students aged between 18-24 years.
• Key informants which provide service for students.
• Respondents who are willing to participate in the specific study.

Exclusion criteria

Exclusion criteria are a set of principles and measurements employed to omit a respondent from participating in a specific research. The criteria for exclusion were:
• Students aged below 18 years and those aged above 24 years.
• Students pursuing postgraduate programme.
• Undergraduate students in the weekend, distance and extension programmes.
• University staff who have no direct contact with students and their dormitory, staff who have no supervisory or service providing role.
• Service providers living far away from university campus where students do not have access to services including alcohol beverage and substance use.
• Participants who are seriously ill during the data collection period.
• Respondents who are not willing to participate in the specific study.

RESEARCH METHOD

A clearly detailed research method provides the researcher with an outline of where to collect data, when to collect data, how and who collects the required data which are also crucial for the success of a specific research study. It helps the researcher to reduce the ambiguity of research findings that can provide evidence consistent to answer the research questions. The research method is a key step as it provides the detailed plan of action on how to collect and analyse information that helps to answer the research questions (Ellis & Standing 2010:21).

Sampling and population

Sampling method

Sampling describes the procedures to be followed during identification of respondents. The understanding is that each method has its own strengths and weaknesses and brings out different dimensions of a single phenomenon. Therefore, the use of mixed method that includes quantitative and qualitative method brings about complementarity effect for the intended study variables (Brown 2011:4; Halcomb 2014:41; Johnson & Christen 2014:5).
Studies by Brown (2011:4) indicated that quantitative research is about deduction of numbers and measurements that support explaining the phenomena by employing numerical data collection techniques. Quantitative method is employed when a researcher is interested on impacts and outcomes as well as generalisability of a study phenomenon. In the quantitative research approach, there is greater emphasis on reliability and validity. According to Park (2012:20), quantitative methods are used for fast data collection, analysis and a more credible result on the basis of precise numerical data. Generally, quantitative approach relies on the people’s experiences, perceptions, values and beliefs (Brown 2011:4; Colton et al 2007:32; Park 2012:20).
On the other hand, qualitative methods search for meaning from induction that helps to identify problems with accuracy posing ‘‘why” and “how” questions. Park (2012:4) explained that the use of qualitative method helps to answer research questions concerning people’s attitudes, experiences and opinions to determine certain behaviour.
The method also acknowledges the complex processes and actions that influence people’s lives in order to understand and explore certain constructs However, it is important to understand that qualitative research places emphasis on understanding the context and setting. It emphasises the voice of participants and provides details through individual information gathering. This involves in-depth information analysis in order to produce generalisability (Johnson & Christen 2014:10; Park 2012:20).
According to Creswell (2012:30) the use of mixed method employs many methods for collecting and analysing data rather than prescribing to only one that is either qualitative or quantitative. The method thus helps the researcher to look into different views and assumptions. Here, the intention of using mixed method of research is to frame the investigation by integrating the strengths of both methods. The use of multiple approaches, sources of data and/ or information enables triangulation and validation of information for vigorous and reliable conclusion (Author 2015:17; Creswell 2012:6; Tichapondwa 2013:41).
Designing a strategy to respond to alcohol and substance abuse prevention needs a detailed assessment, exploration and generation of information. Accordingly, a mixed method that included quantitative and qualitative approach was employed to explore variables in a sequential manner. Such kind of study design seeks to generate data by reconstructing opinions expressed by the respondents regarding the type, level, frequency and main reasons for alcohol and substance abuse. That is, the use of multiple methods in this specific study is known to provide comprehensive information by examining both practices and outcomes using standardised, open-ended and closed-ended questionnaires (Johnson & Christen 2014:29; Kumar 2012:94).

Setting and the study population

A population for a particular research is the entire group of individuals, objects or items that have at least one characteristic in common and it is from this group that samples are taken for measurement. A population consists of everything or everyone being studied in an inference procedure. Although, population is what we wish to study, a representative sample has to be taken from a specific population. For the current study, the researcher chose university going adolescents to help answer the research questions (Singleton & Straits 2010:18).
This study has aimed at developing appropriate strategy to address alcohol and substance abuse problems among university students. The universities are located in the South Western part of Ethiopia, some 390 and 505 kilometres respectively from the capital of Ethiopia, Addis Ababa. The target population considered for this study was all the regular students attending undergraduate programme in two selected universities. For the purpose of this study, the population used was those adolescent students attending regular programme in Arbaminch and Wolaita Sodo universities. Study participants were selected from different units, departments, institutes and colleges of respective universities using a multi-stage sampling method.

Sampling and sampling procedures

Sampling involves deciding on the number and characteristics of respondents that are supposed to participate in a specific study. This is because; a research study requires a sample which is a proportion or subset of a target population. In research design and sampling theory, the sample population identified is considered to be representative of the whole population in the area under study. A research scholars (Elder 2009:20), indicated that sampling procedures should be carefully designed to select sample size for a specific study that can result in generalisation of findings and drawing conclusions to similar settings and populations. In this regard, sampling requires a sampling plan that specifies how the sample can be collected, the intended sample size and inclusion and exclusion criteria’s (Elder 2009:20; Westfall 2009:1).
Conversely, purposive sampling procedure involved selection of participants based on the researcher’s personal judgement rather than the use of randomisation. Elder (2009:22) has explained that purposive sampling method is recommended to enrol respondents for qualitative studies that involved focus group discussions (FGDs) and key informants for in-depth interviews. This was found to be relevant for this study (Teddlie & Yu 2007:80), of exploring additional information to triangulate the findings from individual response as it allows flexibility in determining appropriate participants for the phenomenon under investigation. Hence, to materialise the goal of quantitative and qualitative data collection, participants were selected based on their age, year of education, representation in the student council and other criteria (Elder 2009:22; Teddlie & Yu 2007:80).
For this study, respondents were randomly selected from Wolaita Sodo and Arbaminch Universities using a systematic random sampling technique. A Stratified sampling method was used to identify and enroll respondents from each group that included departments, schools, colleges and/or institutes to represent in the sample. Besides, participants for the key informant interview were selected taking in to account their direct role in service provision, monitoring students class attendance, communicating grade reports, and security assistance in-order to answer selected study questions.

Sampling and sample size determination

Sampling and sample size determination is one of crucial steps in undertaking any kind research where many factors determine the sampling procedure and sample size. Researchers face a lot of challenges and difficulties in determining sample size. Among all, accuracy is one detrimental factor while cost, time, logistic, available technical speciality, urgency of information needed and many others determine the amount of sample size used in a specific study. It is the researcher’s responsibility to take various factors in to account and determine the amount of sample size needed (Vaus 2002:102).
In this regard, scientific standard for sample size calculation was employed to select sample size that helped to examine the prevalence of substance abuse, exploring frequently consumed substances and major reasons behind to engage in. At this point, principles of sample size determination (Degu 2006:57) were considered to determine the actual sample size so as to study alcohol and substance abuse and its related problems. Respondents’ selection for this study employed searching for rosters and getting students’ identification (ID) number from both university registrars. The sample population of adolescent aged 18 to 24 years was identified using a sampling frame. Participants were selected for the research study using random sampling method (Degu 2006:57).
In view of that, the sample size was calculated by taking into consideration 5 percent proportion of alcohol and substance abuse among university students, anticipating 5 percent margin of error at 95 percent confidence level. Sample size for this specific study had included consideration of additional ten percent to cover non-response rate.
The standard formula used for the sample size calculation was n = required sample size Zα = standard normal value at ) % level of confidence, P = anticipated prevalence which was taken to be 50% and d = precision value which was considered to be 5%. Design effect for this research was taken to be two (Vaus 2002:100). .
The final sample size based on the assumptions, justified scientific formula and ten percent non response was calculated to be 384 plus 38 to compensate non-response rate which totals the sample size to 412. A design effect of two percent was added as the sampling method employed multi-stage sampling. Hence, a total sample size of 824 participants were selected and participated in the specific study. Accordingly, 412 adolescents from each university were selected, enrolled and studied (Degu 2006:57).

Ethical issues related to sampling

As part of ensuring the application of ethical principles, a researcher has to ensure fair selection of participants during sampling procedures and participant selection. The researcher was always aware not to be biased in the selection of the sample to prevent bias during sampling. Scientific methods were followed in sample size calculation as well as selection of study participants. The sample frame obtained from registrar offices of each institution was used to filter and select respondent based on the objectives of the study. Besides, strict inclusion and exclusion criteria’s were set and followed to avoid bias (Author 2003:45).

Data collection

Data collection approach, techniques and procedures

Information may be collected from various sources using variety of data collection techniques. Employing such techniques, according to Chaleunvong (2009:3) helps to systematically collect information about our object of study, person and about the setting in which it happens. As for the timing, research findings indicated that both quantitative and qualitative data collection techniques can be applied with a focus on time orientation. A research scientists (Johnson & Christen 2014:434), clarified that by employing concurrent data collection techniques, information can be collected using the two methods at the same point in time or in a sequence where data can be collected at different point in times (Chaleunvong 2009:3; Johnson & Christen 2014:434).
Different data collection techniques can be used to generate information. These techniques may include interviews, observations, focus group discussions and other techniques as applicable to the intended research project. Various techniques can be used to collect data through interview. These include personal or telephone interview, using structured or semi-structured questions that should be clear and focused. A technique that employs administering questionnaire can be used to collect quantitative data which may require assigning numerical values that make analysis easier (Author 2016:2).
Similarly, data collection technique employed was in-depth interviews to generate data from key informants that included house keepers, student deans, security officers, cleaners, proctors and other related sources that helped to explore different incidents, administrative measures, information about class attendance, situation of dormitories, nearby environmental observations and other information. This data collection technique, according to Brown (2011:7), supports the researcher to get additional information thereby helping the investigator to develop a rapport with respondents and obtaining comprehensive information (Brown 2011:7).
Data collection instrument employed for this current study were an in-depth interview, environment scanning, and discussion among study respondents, aged 18 to 24 years of age and pursuing regular education at two selected universities. Data collection involved collecting data using a semi-structured questionnaire. To enrich and triangulate information, data were also collected from selected respondents using focus group discussions (FGDs) and from selected key informants using open- ended questionnaire (Ajazen & Fishbein 1999:21; Chadwick, Stewart & Treasure 2008:291).
Ten data collectors were selected and trained on data collection procedures, data collection materials and data handling for three days. Preventing occurrence of bias and techniques on ensuring ethical principles application at each stage were included in the training for data collectors. Each day, meeting was held by the principal investigator to check data collection procedures and challenges and to give feedback as necessary.

Data collection tool development and testing

Data collection tool is an instrument used to gather and record information for surveys, understanding phenomena or measuring certain behaviour. The outcome of any research study depends on the type of data collected. Much effort has to be invested in the development of data collection tool, standardising the questionnaire so as it fits in to gather the required information. Questionnaires may be developed from standard survey instruments and/or developed based on expert opinion. However, the researcher has to make sure the questionnaires were able to answer the research questions (Colton & Covert 2007:26).
Data collection tools for this study included semi-structured closed-ended questions extracted from expert opinion and WHO substance abuse study guide. Also, open-ended questions for focus group discussions (FGDs) and an open-ended interview guide questions were used to extract information from key informants (Annexure H). For this specific study, data collection tool was prepared to assess the real extent and magnitude of alcohol and substance abuse. The aim was to explore major reasons, possible triggering factors for consuming substances and available remedial strategies.
The researcher used descriptive research methods to collect both quantitative and qualitative data sets. Also, a semi-structured interview guide was developed, employed and data collected from selected key informants using in-depth interview and guided discussions from other FGD groups. For this reason, two FGDs were organised at each university that included five boys and five girls per FGDs. This has helped the researcher to enrich and triangulate the self-reported data obtained from individual participants.
The questionnaire was pilot tested at Arbaminch University evening students using 10 percent (n=42) respondents from departments which were not selected for the actual study. Based on findings and clarity and consistency sections were edited and final questionnaire were printed out for the actual study. Findings from the pilot study were included, minor corrections and editing was done. Finally, study respondents were selected from the sample using systematic stratified random sampling method. Selected respondents were notified by each university registrars and heads of department. Then, study respondents were gathered and divided into six groups. They were informed about the objectives of the study and their right whether to participate or not.
Data were collected from 25 January to 03 March, 2016 using semi-structured questionnaires. Both qualitative and quantitative data were collected through interviewing, using focus group discussions (FGDs) and interview guides for selected key informants.

Characteristics of the data collection instrument

Behavioural scholars Colton and Covert (2007:37) explained that selecting a data collection instrument depends on the purpose of the study and type of research design chosen. The data collection tool was coherently and logically presented based on the expert knowledge and combining standard WHO questionnaire for alcohol, drug and substance abuse (Colton & Covert 2007:37).
As the current study employed mixed research approach, the data collection instrument included questionnaire items for both quantitative and qualitative data collection. It included semi-structured questionnaire for quantitative data collection that starts from biographic data to behavioural intention and practice questions. Open ended questionnaire items were used for the focus group discussions (FGD) and key informants interview that included information collection from dynamic groups (Bradley & Harrell 2009:14). However, data collected from the respondents and its summary
findings represents their own perception, attitudes and practices regarding alcohol and substance abuse that remain a public concern among the general community.

Data collection and process

The process of data collection should be better planned with regard to human resource and logistics. Failure to plan data collection properly would result in unintended outcome such as data collection methods producing inaccurate results. Thus, effort was made to carefully select and train research staff (Streiner & Sidani 2010:20).
Ten data collectors, facilitators and supervisors were trained for three days on data collection methods, data handling, quality assurance and on abiding with ethical principles. Similarly, training and monitoring was done to ensure quality data handling and storing until data was delivered for the researcher. Each questionnaire was given a unique number to prevent any copies of completed questionnaire. Data were packed in a bag and kept properly. Tape recorders were used to record information from FGD participants. Data collected were regularly checked for completeness before leaving the university premises.

Ethical consideration related to data collection

As a prime responsibility, the researcher put all his effort to ensure that basic ethical principles were followed at each step of the research. Data collectors were provided adequate refreshment training every day before data collection. Every day after data collection, the researcher discussed with data collectors the challenges and ethical issues raised to make sure that individual privacy was not violated. The researcher ensured application of the ethical principles during data collection.

Permission to conduct the research

A researcher has the obligation to respect the rights of individuals that applies whether to participate or not to in specific research. It is important to have the permission as part of obligation to ethical principles (Author 2003:34). Permission and ethical principles adhered to were discussed in chapter 1, section 1.10. .

TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION TO THE RESEARCH STUDY
1.1 BACKGROUND INFORMATION ABOUT THE RESEARCH PROBLEM
1.2 STATEMENT OF THE RESEARCH PROBLEM
1.3 AIM OF THE STUDY
1.4 SIGNIFICANCE OF THE STUDY
1.5 RESEARCH QUESTIONS
1.7 FOUNDATION OF THE RESEARCH STUDY AND ASSUMPTIONS
1.8 DEFINITION OF TERMS
1.9 ETHICAL CONSIDERATIONS
1.10 SCOPE OF THE STUDY
1.11 STRUCTURE OF THE DISSERTATION
1.12 CONCLUSION
CHAPTER 2 LITERATURE REVIEW
2.1 INTRODUCTION
2.2 PURPOSE OF LITERATURE REVIEW
2.3 LITERATURE SEARCH METHODS AND MECHANISMS
2.4 GENERAL DEMOGRAPHIC INFORMATION ABOUT ADOLESCENTS AND THEIR UNIQUE CHARACTISTICS
2.5 GENERAL OVERVIEW OF ADOLESCENTS AND THEIR DEVELOPMENTAL CHANGES
2.6 GENERAL AND GLOBAL INFORMATION ABOUT ALCOHOIL AND SUBSTANCE ABUSE
2.7 STRATEGIES TO MITIGATE ALCOHOL AND SUBSTANCE ABUSE
2.8 CONCLUSION
CHAPTER 3 RESEARCH DESIGN AND METHOD
3.1 INTRODUCTION
3.2 RESEARCH DESIGN
3.3 RESEARCH METHOD
3.4 INTERNAL AND EXTERNAL VALIDITY OF THE STUDY
3.5 CONCLUSION
CHAPTER 4 DATA ANALYSIS, PRESENTATION AND DESCRIPTION OF THE FINDINGS
4.1 INTRODUCTION
4.2 DATA MANAGEMENT AND ANALYSIS
4.3 RESEARCH RESULTS
4.4 QULITATIVE DATA PRESENTATION, ANALYSIS AND INTEREPREATION
4.5 DISCUSSION AND INTERPRETATION OF THE RESEARCH FINDINGS
4.6 CONCLUSION
CHAPTER 5 PROPOSED STRATEGIES TO CURB ALCOHOL AND SUBSTANCE ABUSE AMONG ADOLESCENT UNIVERSITY STUDENTS
5.1 INTRODUCTION TO THE PROPOSED STRATEGY
5.2 GUIDELINES, PROTOCOLS AND FINDINGS THAT CONTRIBUTED FOR THE STRATEGY
5.3 PURPOSE AND SCOPE OF THE STRATEGY
5.4 GUIDING PRINCIPLES
5.5 IMPLEMENTATION OF HEALTH PROMOTION STRATEGY FOR ALCOHOL AND SUBSTANCE ABUSE PREVENTION
5.6 PROPOSED STRATEGY
5.7 POTENTIAL PARTNERS, SUPPORT FUNCTIONS AND RECOMMENDA-TIONS191
5.8 TRAINING, CAPACITY BUILDING AND EMPOWERNING THE CHGANGE AGENTS
5.9 CHALLENGES AND OPPORTUNITES FOR COMPREHENSIVE AND INTEGRATED SERVICES
5.10 MONITORING AND EVALUATION
5.11 CONCLUSION
CHAPTER 6 CONCLUSION AND RECOMMENDATIONS
6.1 INTRODUCTION
6.2 RESEARCH DESIGN AND METHODS
6.3 CONCLUSION
6.4 RECOMMENDATIONS TO CURB ALCOHOL AND SUBSTANCE ABUSE AMONG ADOLESCENTS
6.5 CONTRIBUTION OF THE CURRENT STUDY
6.6 SCOPE OF THE STUDY AND FUTURE RESEARCH
6.7 LIMITATIONS OF THE STUDY
6.8 CONCLUDING REMARKS
LIST OF REFERENCES
GET THE COMPLETE PROJECT