The elements of a research proposal are highlighted below: 1. Title: It should be concise and descriiptive. It must be informative and catchy. An effective title
not only prick’s the readers interest, but also predisposes him/her favorably towards the proposal. Often titles are stated in terms of a functional relationship,
because such titles clearly indicate the independent and dependent variables.1 The title may need to be revised after completion of writing of the protocol to
reflect more closely the sense of the study.3 2. Abstract: It is a brief summary of approximately 300 words. It should include the main research question, the
rationale for the study, the hypothesis (if any) and the method. Descriiptions of the method may include the design, procedures, the sample and any
instruments that will be used.1 It should stand on its own, and not refer the reader to points in the project descriiption.3 3. Introduction: The introduction
provides the readers with the background information. Its purpose is to establish a framework for the research, so that readers can understand how it relates
to other research.4 It should answer the question of why the research needs to be done and what will be its relevance. It puts the proposal in context.3 The
introduction typically begins with a statement of the research problem in precise and clear terms.1 The importance of the statement of the research
problem5: The statement of the problem is the essential basis for the construction of a research proposal (research objectives, hypotheses, methodology,
work plan and budget etc). It is an integral part of selecting a research topic. It will guide and put into sharper focus the research design being considered for
solving the problem. It allows the investigator to describe the problem systematically, to reflect on its importance, its priority in the country and region and to
point out why the proposed research on the problem should be undertaken. It also facilitates peer review of the research proposal by the funding agencies.
Then it is necessary to provide the context and set the stage for the research question in such a way as to show its necessity and importance.1 This step is
necessary for the investigators to familiarize themselves with existing knowledge about the research problem and to find out whether or not others have
investigated the same or similar problems. This step is accomplished by a thorough and critical review of the literature and by personal communication with
experts.5 It helps further understanding of the problem proposed for research and may lead to refining the statement of the problem, to identify the study
variables and conceptualize their relationships, and in formulation and selection of a research hypothesis.5 It ensures that you are not “re-inventing the
wheel” and demonstrates your understanding of the research problem. It gives due credit to those who have laid the groundwork for your proposed
research.1 In a proposal, the literature review is generally brief and to the point. The literature selected should be pertinent and relevant.6 Against this
background, you then present the rationale of the proposed study and clearly indicate why it is worth doing. 4. Objectives: Research objectives are the goals
to be achieved by conducting the research.5 They may be stated as ‘general’ and ‘specific’. The general objective of the research is what is to be
accomplished by the research project, for example, to determine whether or not a new vaccine should be incorporated in a public health program. The
specific objectives relate to the specific research questions the investigator wants to answer through the proposed study and may be presented as primary
and secondary objectives, for example, primary: To determine the degree of protection that is attributable to the new vaccine in a study population by
comparing the vaccinated and unvaccinated groups.5 Secondary: To study the cost-effectiveness of this programme. Young investigators are advised to
resist the temptation to put too many objectives or over- ambitious objectives that cannot be adequately achieved by the implementation of the protocol.3 5.
Variables: During the planning stage, it is necessary to identify the key variables of the study and their method of measurement and unit of measurement
must be clearly indicated. Four types of variables are important in research5: a. Independent variables: variables that are manipulated or treated in a study in
order to see what effect differences in them will have on those variables proposed as being dependent on them. The different synonyms for the term
‘independent variable’ which are used in literature are: cause, input, predisposing factor, risk factor, determinant, antecedent, characteristic and attribute. b.
Dependent variables: variables in which changes are results of the level or amount of the independent variable or variables. Synonyms: effect, outcome,
consequence, result, condition, disease. c. Confounding or intervening variables: variables that should be studied because they may influence or ‘mix’ the
effect of the independent variables. For instance, in a study of the effect of measles (independent variable) on child mortality (dependent variable), the
nutritional status of the child may play an intervening (confounding) role. d. Background variables: variables that are so often of relevance in investigations of
groups or populations that they should be considered for possible inclusion in the study. For example sex, age, ethnic origin, education, marital status, social
status etc. The objective of research is usually to determine the effect of changes in one or more independent variables on one or more dependent variables.
For example, a study may ask “Will alcohol intake (independent variable) have an effect on development of gastric ulcer (dependent variable)?” Certain
variables may not be easy to identify. The characteristics that define these variables must be clearly identified for the purpose of the study. 6. Questions and/
or hypotheses: If you as a researcher know enough to make prediction concerning what you are studying, then the hypothesis may be formulated. A
hypothesis can be defined as a tentative prediction or explanation of the relationship between two or more variables. In other words, the hypothesis
translates the problem statement into a precise, unambiguous prediction of expected outcomes. Hypotheses are not meant to be haphazard guesses, but
should reflect the depth of knowledge, imagination and experience of the investigator.5 In the process of formulating the hypotheses, all variables relevant to
the study must be identified. For example: “Health education involving active participation by mothers will produce more positive changes in child feeding
than health education based on lectures”. Here the independent variable is types of health education and the dependent variable is changes in child feeding.
A research question poses a relationship between two or more variables but phrases the relationship as a question; a hypothesis represents a declarative
statement of the relations between two or more variables.7 For exploratory or phenomenological research, you may not have any hypothesis (please do not
confuse the hypothesis with the statistical null hypothesis).1 Questions are relevant to normative or census type research (How many of them are there? Is
there a relationship between them?). Deciding whether to use questions or hypotheses depends on factors such as the purpose of the study, the nature of
the design and methodology, and the audience of the research (at times even the outlook and preference of the committee members, particularly the Chair).6
7. Methodology: The method section is very important because it tells your research Committee how you plan to tackle your research problem. The guiding
principle for writing the Methods section is that it should contain sufficient information for the reader to determine whether the methodology is sound. Some
even argue that a good proposal should contain sufficient details for another qualified researcher to implement the study.1 Indicate the methodological steps
you will take to answer every question or to test every hypothesis illustrated in the Questions/hypotheses section.6 It is vital that you consult a biostatistician
during the planning stage of your study, 8 to resolve the methodological issues before submitting the proposal. This section should include: Research design:
The selection of the research strategy is the core of research design and is probably the single most important decision the investigator has to make. The
choice of the strategy, whether descriiptive, analytical, experimental, operational or a combination of these depend on a number of considerations, 5 but this
choice must be explained in relation to the study objectives.3 Research subjects or participants: Depending on the type of your study, the following questions
should be answered3 , 5 – What are the criteria for inclusion or selection? – What are the criteria for exclusion? – What is the sampling procedure you
will use so as to ensure representativeness and reliability of the sample and to minimize sampling errors? The key reason for being concerned with sampling
is the issue of validity-both internal and external of the study results.9 – Will there be use of controls in your study? Controls or comparison groups are used
in scientific research in order to increase the validity of the conclusions. Control groups are necessary in all analytical epidemiological studies, in