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A8S1kAC1
1hls ls a research proposal on Lhe role of compuLers and lnformaLlon on exam cheaLlng lL's a
case sLudy ln Maslnde Mullro unlverslLy 1he proposal conLalns Lhe Lable of conLenLs whlch
helps locaLe every secLlon of Lhe proposal 1he proposal Lhen acknowledges Mr Cenga
compuLer sclence sLudenLs and Lhe enLlre Maslnde Mullro unlverslLy for Lhe supporL and
moLlvaLlon Lowards Lhe success of Lhls research proposal
1he lnLroducLlon conLalns varlous secLlons 8ackground Lo Lhe sLudy lllusLraLes Lhe varlous
problems Lhe academlc fleld has been faclng due Lo Lhe problem of exam cheaLlng lL shows
varlous maLerlals used by sLudenLs ln exam cheaLlng 1hls problems have prompLed for Lhe
need of sLudy ln Lhls area
1he problem and lLs orlgln has been lllusLraLed ln Lhe sLaLemenL of Lhe problem 8ecause of Lhe
low level of our kenyan educaLlon and producLlon unskllled graduaLes Lhere has been Lhe need
for Lhls research Lo be done 1he alms of Lhls research are Lo eradlcaLe exam cheaLlng and help
lmprove our kenyan educaLlon sysLem 1hls proposal ls lnLeresLed ln deLermlnlng how Lhe fleld
of compuLlng and lnformaLlon Lechnologles can be used Lo reduce exam cheaLlng ln academlc
lnsLlLuLlons We wlll deLermlne Lhe dlfferenL meLhods used by sLudenLs ln exam cheaLlng and
Lhe reason why human supervlslon has falled as meLhod of prevenLlng exam cheaLlng We wlll
also deLermlne Lhe lmpacL of exam cheaLlng on our kenyan educaLlon sysLem





1A8LL CI CCN1LN1S
1ltle poqe______________________________________________ 1
Absttoct_______________________________________________ 1
AckoowleJqemeots______________________________________ 2
cboptet ooe____________________________________________ 2
o) lottoJoctloo_______________________________________
b) Alms_____________________________________________
c) Objectlves________________________________________
J) nypotbesls(teseotcb poestloos)_______________________
e) 5lqolflcooce of tbe stoJy_____________________________
cboptet two lltetotote tevlew_____________________________
cboptet tbtee keseotcb metboJoloqy______________________
o) 5toJy oteo_______________________________________
b) lopolotloo_______________________________________
c) 5omplloq metboJs_________________________________
J) uoto collectloo metboJs____________________________
e) uoto ooolysls_____________________________________
cboptet foot ploo of tbe teseotcb_________________________
o) 8oJqet__________________________________________
b) 1lmetoble________________________________________
c) kefeteoces_______________________________________
J) AppeoJles_______________________________________










ACkNCLLDGLMLN1S
a) l acknowledge my research proposal lecLurer Mr CLanga for Lhe guldance and advlce of
flndlng Lhe approprlaLe research Loplc and LhroughouL Lhe whole proposal
b) l acknowledge my fellow compuLer sclence sLudenLs for Lhelr conLrlbuLlons Lowards Lhe
success of Lhls research proposal
c) l acknowledge Lhe unlverslLy of Maslnde Mullro for provldlng Lhe supporL envlronmenL
and resources for success of Lhls research proposal


CnA1Lk CNL
l ln18CuuC1lCn
8ACkC8CunC lnlC8MA1lCn
Academlc cheaLlng ls deflned as represenLlng someone elses work as your own lL can Lake
many forms from sharlng anoLhers work Lo purchaslng a Lerm paper or LesL quesLlons ln
advance Lo paylng anoLher Lo Lake a LesL or do Lhe work for you
SLaLlsLlcs show LhaL academlc cheaLlng among hlghschool and college sLudenLs has rlsen
dramaLlcally durlng Lhe pasL 30 years 1he resulLs of Lhe 29Lh Jbos Jbo Amooq keoyoo nlqb
5cbool 5toJeots loll (of 3123 hlghachlevlng 16 Lo 18year olds LhaL ls sLudenLs wlLh A or 8
averages who plan Lo aLLend college afLer graduaLlon) were released ln november 1998
Among Lhe flndlngs
O 80 of Lhe counLrys besL sLudenLs cheaLed Lo geL Lo Lhe Lop of Lhelr class
O 1CCMore Lhan half Lhe sLudenLs surveyed sald LhaL Lhey donL Lhlnk cheaLlng ls a blg
deal
O 93 of cheaLers say Lhey were noL caughL
O 0 cheaLed on a qulz or a LesL
O 67 copled someone elses homework
Accordlng Lo Lhe resulLs of a 1998 survey of 20829 mlddle and hlgh school sLudenLs naLlonwlde
conducLed by Lhe keoyo lostltote of tblcs 70 of hlgh school sLudenLs and 3 of mlddle
school sLudenLs sald Lhey had cheaLed on an exam ln Lhe lasL 12 monLhs Accordlng Lo
!osephson Lhe same quesLlon asked of hlgh schoolers ln 1996 prompLed 6 Lo admlL Lhey had
cheaLed 1hls demonsLraLes a 6 lncrease ln only Lwo years
Lxam cheaLlng ln kenyan unlverslLles colleges and oLher educaLlon lnsLlLuLlons has been a
problem LhaL has caused alarmlng slLuaLlon whlch musL be addressed lmmedlaLely 1hls
problem has caused a decllne ln Lhe quallLy of kenyan educaLlon sysLem because lL cannoL be
lrregularlLles ln exams ls lncreaslng and lf noL addressed wlll cause a fallure ln kenyan sysLem of
educaLlon and Lhls wlll lead Lo developmenL of unskllled graduaLes dlplomaLs englneers
compuLer sclenLlsLs lawyer managers and low skllls ln oLher flelds whlch wlll cause a fallure of
Lhe naLlon
1here ls enough evldence Lo conclude LhaL cheaLlng ls an epldemlc ln hlgh schools and colleges
and even aL unlverslLles lL ls also a wldespread phenomenon ln our educaLlonal
envlronmenL 1he prevenLlon of cheaLlng has been Lhe sub[ecL of much aLLenLlon slnce lL seems
Lo be a complex buslness Cf course Lhere ls noLhlng really new abouL cheaLlng on exams lL ls
[usL LhaL lL has reached a horrlble sLage LhaL lL's becomlng lncreaslngly dlfflculL Lo deLecL So Lhe
maln quesLlon LhaL educaLors should ask ls abouL Lhe reasons beneaLh Lhe occurrence of
cheaLlngThis study will help make tearchers and students be aware of the problems
caused by exam cheating and and it will also form a basic for further research.

This is a picture of a student in
exam room with small writings on the palm of the hand.
This is a picture with material
written on the shoe.

This is a picture of tiny scribbles students use in the
exam rooms



This is a picture of student high power
magnification glasses to read tiny scribbles on paper.

CLher researchers have done research relaLed Lo Lhls fleld buL Lhere ls need for a research on
how compuLers and lnformaLlon Lechnologles can be used Lo solve Lhls problem of exam
cheaLlng ln academlc lnsLlLuLlons 1he above lllusLraLlons show LhaL Lhe problem has caused so
much damage on our educaLlonal sysLem and musL be addressed elaboraLely
ll S1A1LMLn1 Cl 1L 8C8LLM
1hls research wlll be lnLeresLed ln flndlng ouL Lhe dlfferenL ways ln whlch Lhe fleld of compuLlng
and lnformaLlon Lechnologles can be used Lo curb exam cheaLlng
ln Lhls research l wlll Lackle one of Lhe ma[or conundrums ln Lhe educaLlonal sysLem cheaLlng
on exams l wlll Lry Lo look on lLs reasons lLs effecLs and flnally on lLs soluLlons WhaL prompLed
me Lo do my research proposal ls Lhe horrlble wldespread of cheaLlng ln educaLlonaL large and
ln examlnaLlons ln pecullar
The main reasons leading to exam cheating will be addressed.
Can we consider that the educational system has somehow responsibility for the
widespread of cheating?
what solutions can we adapt to alleviate this phenomenon?
Statements of the sub-problems

What are the main reasons leading to cheating?
Can we consider that the educational system has somehow responsibility for the
widespread of cheating?
what solutions can we adapt to alleviate this phenomenon?



lll AlMS
My alm ls Lo flnd ouL Lhe soluLlon Lo Lhls alarmlng slLuaLlon of exam
cheaLlng ln academlc lnsLlLuLlons uslng new Lechnologles ln compuLer
1hls research wlll help lmprove Lhe quallLy of kenyan educaLlon by llmlLlng
exam cheaLlng ln boLh onllne exams and ln exam rooms
1hls research wlll help reduce Lhe cosL of exam cheaLlng by uslng
Lechnologles LhaL are cheap and user frlendly
uellmltloq tbe teseotcb
My research proposal wlll be llmlLed Lo hlghllghL Lhe reasons Lhe resulLs and Lhe
soluLlons of cheaLlng 1o deal wlLh LhaL l wlll Lry Lo draw 2 Lypes of quesLlonnalres
and Lo do lnLervlews wlLh Leachers who Leach dlfferenL sub[ecLs sLudenLs and
sofLware developers l wlll focus on soluLlons slnce l Lhlnk Lhere ls no shorLcuL
boundary for cheaLlng (Lhls ls my own assumpLlon aL Lhls level)
6 ueflnlLlon of concepLs

a Cheat|ng ls deflned s an acL of decepLlon Lrlckery CheaLlng characLerlsLlcally ls
employed Lo creaLe an unfalr advanLage usually ln ones own lnLeresL and ofLen aL
Lhe expense of oLhers(Coogle)
b Memor|zat|on ln psychology memory ls an organlsms menLal ablllLy Lo sLore
reLaln a recall lnformaLlon ln recenL decades lL has become one of Lhe prlnclpal
plllars of a branch of sclence called cognlLlve neurosclence
Memor|zat|on ls a meLhod of learnlng LhaL allows an lndlvldual Lo recall
lnformaLlon verbaLlm
c Mot|vat|on ls Lhe seL of reasons LhaL deLermlnes one Lo engage ln a parLlcular
behavlour Lhe Lerm ls generally used for human MoLlvaLlon ls an lnner drlve
lmpulse emoLlon or deslre LhaL moves one Lo a parLlcular acLlon


lv C8!LC1lvLS
O 1o deLermlne how Lhe fleld of compuLlng and lnformaLlon
Lechnologles can be used Lo eradlcaLe Lhe problem of exam cheaLlng
O 1o deLermlne Lhe dlfferenL meLhods used by sLudenLs ln exam
cheaLlng
O 1o deLermlne Lhe reason why human supervlslon has falled as
meLhod of prevenLlng exam cheaLlng
O 1o deLermlne Lhe lmpacL of exam cheaLlng on our kenyan educaLlon
sysLem

v 8LSLA8C CuLS1lCnS(C1LSlS)
a) s the field of computing and information technologies the most appropriate
solution to the problem of exam cheating in schools, colleges and
universities?
b) Are students inventing new methods of exam cheating.
c) Has human supervision failed as method of preventing exam cheating in
schools, colleges and universities.
d) Does cheating a phenomenon that is closely related to pupils
behaviour/psychology? is it a result of the educational system?
f it is linked to the way pupils perceive their courses does it exclude the role
of the educational system in cheating? And if this act related to the teacher's
motivation in classes does it mean that pupils have no role in cheating?

vl SlCnlllCAnCL Cl 1L S1uu
1hls sLudy wlll help flnd a permanenL soluLlon Lo exam cheaLlng ln schools
colleges and unlverslLles
1he proposed research wlll make Lhe Leachers and Lhe sLudenLs much more
aware of Lhe problem of cheaLlng
1he daLa collecLed and Lhe concluslons mlghL consLlLuLe a baslc for furLher
research
CnA1Lk 1WC
Ll1L8A1u8L 8LvlLW
CheaLlng ls seen by many as a means Lo a proflLable end a way Lo obLaln Lhe
hlghesL grades ln order Lo galn admlsslon Lo Lhe besL unlverslLles SLudenLs who
do noL cheaL are noL only aL a dlsadvanLage buL can be vlewed as fools for noL
playlng Lhe sysLem a sysLem LhaL has grown LoleranL of cheaLlng wlLh few
punlshmenLs 1hls sysLem conLlnues Lo place more and more emphasls on geLLlng
Lhe grade by any means posslble 1he beneflLs of lndlvldual learnlng are no longer
seen as a goal or focus
Accordlng uonald McCabe rofessor and AssoclaLe rovosL 8uLgers 1he SLaLe
unlverslLy of new !ersey and lounder of 1be ceotet fot AcoJemlc loteqtlty
SLudenLs feel [usLlfled ln whaL Lhey are dolng 1hey are cheaLlng because Lhey
see oLhers cheaLlng and Lhey Lhlnk Lhey are belng unfalrly dlsadvanLaged 1he
only way many of Lhem feel Lhey can sLay ln Lhe game Lo geL lnLo Lhe rlghL school
ls Lo cheaL as well
1he ko|e of 1echno|ogy |n Cheat|ng
1echnology has made cheaLlng even easler lghLech cheaLlng lncludes uslng
lnformaLlon from Lhe lnLerneL wlLhouL proper aLLrlbuLlon downloadlng Lerm
papers from onllne paper mllls and sharlng answers Lhrough emall or dlskeLLe
numerous webslLes are dedlcaLed Lo helplng sLudenLs cheaL Accordlng Lo
kenneLh Sahr founder of 5cbool 5ocks a webslLe provldlng free Lerm papers Lo
sLudenLs hls slLe has averaged 80000 hlLs per day 8osLon unlverslLy recenLly
flled sulL agalnsL elghL web companles LhaL offer onllne Lerm papers 1he
companles have lncluded dlsclalmers on Lhelr webslLes lndlcaLlng LhaL Lhe papers
are for research purposes only and are noL Lo be submlLLed as orlglnal work
owever 8u called Lhe dlsclalmers a sham and sald oLher adverLlslng shows
LhaL Lhe companles are well aware Lhe papers are lnLended Lo be submlLLed as
orlglnal work
Cheat|ng 1hrough the Ages
Pre5choo/
AlLhough llLLle research exlsLs abouL cheaLlng among preschool and elemenLary
school sLudenLs Lhe followlng lnformaLlon has been presenLed by !anls !acobs a
speclallsL ln soclal developmenL and assoclaLe professor aL ennsylvanla SLaLe
unlverslLy
AL Lhe reSchool level chlldren undersLand LhaL cheaLlng ls morally wrong as
opposed Lo a soclal Lransgresslon (le eaLlng wlLh Lhelr flngers) 8ecause moral
developmenL conslsLs of Lhelr own needs vs punlshmenL Lhey are prone Lo cheaL
ln order Lo wln
AL 36 years of age many chlldren cheaL lf Lhe opporLunlLy arlses ln one sLudy of
Lhls age group 8 knew LhaL cheaLlng was noL allowed owever 36 cheaLed
1hls ls prlmarlly Lrue because Lhey have an lnablllLy Lo lnhlblL Lhelr acLlons aL Lhls
age
/ementory 5choo/
AlLhough elemenLary age chlldren (ages 610) are presenLed wlLh more
opporLunlLles and moLlvaLlon Lo cheaL mosL belleve LhaL lL ls wrong buL LhaL lL
depends on Lhe speclflc lncldenL (le !ohnny was sad because he dldnL know Lhe
answers so l leL hlm copy mlne) AddlLlonally elemenLary age chlldren do noL
belleve LhaL cheaLlng ls common and admlL LhaL lL ls hard Lo reslsL when oLhers
suggesL breaklng Lhe rules AL Lhls age Lhe need for approval ls relaLed Lo
cheaLlng and flnally boys cheaL more frequenLly Lhan glrls
Midd/e 5choo/
MosL research shows LhaL cheaLlng beglns Lo seL ln durlng Lhe mlddle school years
(ages 11 13) Accordlng Lo 1he !osephson lnsLlLuLe of LLhlcs 1he evldence ls
falrly clear LhaL cheaLlng beglns ln Lhe mlddle school falrly serlously and escalaLes
ln Lhe hlgher grades 10Lh 11Lh and 12Lh grades because LhaLs when Lhe sLakes
are hlghesL lL doesnL seem as lf lLs necessarlly a dlsposlLlonal Lhlng llke Lheyve
never LhoughL of cheaLlng before lLs LhaL Lhere lsnL much reason Lo cheaL ln Lhe
elemenLary school
Accordlng Lo !acobs research aL Lhls age shows LhaL mlddle schoolers are
moLlvaLed Lo cheaL because of Lhe emphasls placed on grades ln one sLudy 2/3
of mlddle school sLudenLs reporL cheaLlng on exams 90 copy homework
lurLhermore even Lhose who say LhaL cheaLlng ls wrong wlll cheaL 1he boLLom
llne lf a chllds goal ls Lo geL a good grade he ls more llkely Lo cheaL
iqh 5choo/
8esearch has shown LhaL Lhe lncldence of academlc cheaLlng among hlgh school
sLudenLs has rlsen Lo allLlme hlghs 1he sLudles conducLed by Jbos Jbo Amooq
keoyoo nlqb 5cbool 5toJeots as well as Lhose conducLed by 1he !osephson
lnsLlLuLe are [usL a few of Lhe many LhaL demonsLraLe Lhe problem ln addlLlon a
1997 ConnecLlcuL ueparLmenL of ubllc ealLh survey of 12000 sLudenLs showed
LhaL 63 of 11Lh graders and 62 of nlnLh graders reporLed cheaLlng on an exam
ln Lhe prevlous 12 monLhs
ln Lhe pasL lL was Lhe sLruggllng sLudenL who was more llkely Lo cheaL [usL Lo geL
by accordlng Lo Mlchael !osephson 1oday whlle lL ls becomlng almosL
lmposslble Lo flunk ouL lL ls Lhe aboveaverage collegebound sLudenLs who are
cheaLlng As a maLLer of facL cheaLlng ls hlgher among collegebound klds Lhan
any oLher group
College bound sLudenLs are expecLed Lo be all Lhey can be Lo geL lnLo a selecLlve
college 1hey need Lo geL Lhe besL grades play Lhe besL sporLs perform
communlLy servlce eLc 1he pressure can be overwhelmlng leadlng many
sLudenLs Lo cheaL or plaglarlze
Accordlng Lo SLephen uavls a psychology professor aL Lmporla SLaLe unlverslLy ln
kansas abouL 20 of college sLudenLs from across Lhe naLlon admlLLed Lo
cheaLlng ln hlgh school durlng Lhe 190s 1haL percenLage has slnce soared wlLh
no fewer Lhan 73 and as many as 98 of 8000 college sLudenLs surveyed each
year now reporLlng cheaLlng ln hlgh school and Lhe ma[orlLy admlLLlng dolng lL
on several occaslons
!osephson adds Weve never heard Lhlngs llke 'We have Loo much homework
lL ls more of 'lm lnvolved ln baskeLball lm lnvolved ln Lhe Clee Club and lm
lnvolved ln 1hey have Lons and Lons of acLlvlLles and schoolwork ls only parL of
lL and Lherefore parL of Lhe [usLlflcaLlon Lhey make ls 'Slnce l canL do lL all we
have Lo cuL somewhere and whaLs Lhe blg deal
iqher ducotion
CheaLlng ls more wldespread aL Lhe naLlons colleges and unlverslLles Lhan lL was
years ago because lL no longer carrles Lhe sLlgma lL used Lo Less soclal
dlsapproval and lncreased compeLlLlon for spoLs ln graduaLe schools have made
sLudenLs more wllllng Lo do whaLever lL Lakes Lo geL Lhe grades so says rofessor
McCabe lf a sLudenL feels dlsadvanLaged because oLhers are cheaLlng and
seemlng Lo geL away wlLh lL Lheyll say lm noL sLupld enough Lo blow my
chances by noL dolng Lhe same McCabe also commenLs LhaL many schools
sLopped paylng serlous aLLenLlon Lo cheaLlng as Lhey felL Lhe need Lo focus more
on problems such as campus safeLy and subsLance abuse
lLs dlsappolnLlng LhaL all Lhe followlng ls Lrue abouL exam cheaLlng
nstitutiono/
O Campus norm
O no honor code
O enalLles noL severe
O laculLy supporL of academlc lnLegrlLy pollcles ls low
O LlLLle chance of belng caughL
O lgher lncldence aL larger less selecLlve lnsLlLuLlons
Persono/
O 8uslness and englneerlng ma[ors are mosL llkely Lo cheaL
O luLure plans lnclude buslness
O Men selfreporL cheaLlng more Lhan women
O lraLernlLy and SororlLy members
O ounger sLudenLs
O SLudenLs wlLh lower CAs (or Lhose aL Lhe very Lop)
O CLhers dolng lL
O laculLy members dlslnLeresLed
O 8equlred courses noL ln Lhelr ma[or
O no sLaLed rules or rules unclear
O eavy workload lncrease exam cheaLlng
CnA1Lk 1nkLL
8LSLA8C ML1CuCLCC
My research meLhodology requlres gaLherlng relevanL daLa from Lhe speclfled
documenLs and complllng daLabases ln order Lo analyze Lhe maLerlal and arrlve aL
a more compleLe undersLandlng and hlsLorlcal reconsLrucLlon of exam cheaLlng ln
kenya l hope Lo shed llghL on Lhe followlng quesLlons Lhrough my research
l ulfferenL meLhods used by sLudenLs ln exam cheaLlng?
ll Lxam cheaLlng ln dlfferenL developmenL sLages of sLudenLs?
lll 8easons why sLudenLs resorL Lo exam cheaLlng?
lv Cnllne exam cheaLlng ln schools?
v ulfferenL compuLer devlces and sofLware LhaL may be a soluLlon Lo exam
cheaLlng
vl 8easons why human supervlslon has falled as a meLhod of llmlLlng exam
cheaLlng
V. Why do pupils cheat on exams?
V. What are the impacts of cheating on the teachers as well as on the pupils'
psychology?
X. What are the punishments that pupils can have in case of cheating?
X. What are the main subjects in which there is an overwhelming rate of cheating?
X. Can we consider that the widespread of cheating is due to pupils' laziness or an
impact of the educational system?





a) S1uu A8LA
b) S1uu CuLA1lCn
c) SAMLlnC ML1CuS
d) uA1A CCLLLC1lCn ML1CuS
0ala co||ecl|or W||| cors|sl ol surveys, c|assroor ooserval|ors ard |rlerv|eWs W|lr sluderls, leacrers,
|eclurers, corpuler sollWare deve|opers as We|| as jourra| |ogs lror leacrers. lr|l|a||y, a survey |rslrurerl
lo reasure leacrer all|ludes ard oe||els regard|rg exar creal|rg W||| oe adr|r|slered lo a oroad speclrur
ol parl|c|parls (|dea||y, 3=300).
3uosequerl|y, a purposelu| sarp|e W||| oe |derl|l|ed lo parl|c|pale |r lre secord rourd ol dala co||ecl|or. A
slruclured ooserval|or proloco| W||| oe deve|oped lo a|d |r l|e|d role co||ecl|or ard ar |rlerv|eW proloco|
rooled |r lre ||leralure W||| oe deve|oped lo acl as a gu|de lor lre ser|-slruclured |rlerv|eWs.
Vu|l|p|e |rlerv|eWs are p|arred W|lr eacr parl|c|parl |r order lo prov|de rore |r-deplr dala co||ecl|or ard
opporlur|l|es lor lo||oW-up. Tre goa| |s lo |rlerv|eW approx|rale|y 20 parl|c|parls Wro eroody a rarge ol
|derl|ly pos|l|ors ard Wro core lror d|llererl scroo|s ard corrur|l|es.
l W||| Wor| W|lr ur|vers|ly's leacrer lra|r|rg progrars (luFV), ard W|lr lacu|ly al lre Researcr Cerler |r
lre ur|vers|ly lo |derl|ly polerl|a| parl|c|parls. l W||| a|so as| leacrers lo respord lo a ser|es ol jourra|
prorpls over lre course ol lre projecl lral a||oW lrer lo prov|de a rore dela||ed ard |org|lud|ra| v|eW ol
lre|r da||y ||ves as leacrerslre|r exper|erces, reacl|ors, oe||els, ard |deas aooul lre|r exar creal|rg |r
lre ur|vers|ly.
A qua||lal|ve eva|ual|or sra|| oe ul|||zed lor lr|s researcr projecl |everag|rg suojecl|ve relrods sucr as
|rlerv|eWs ard ooserval|ors lo co||ecl suoslarl|ve ard re|evarl dala. Trese |rlerv|eWs sra|| oe corducled
W|lr |rleresled corpuler sluderls lror d|llererl Keryar ur|vers|l|es. 3ucr a qua||lal|ve approacr |s
va|uao|e rere due lo lre vary|rg exper|erces ol lre sluderls |r d|llererl ur|vers|l|es.
upor co||ecl|rg lre qua||lal|ve dala der|ved lror sa|d |rlerv|eWs, carelu| ara|ys|s sra|| oe dore (oolr
rarua||y ard ul|||z|rg rv|vo sollWare) lo prepare a 3w0T (slrerglrs, Wea|resses, opporlur|l|es, ard
lrreals) lo ara|yze roW lo oesl cuslor|ze lre course lo lre largel sluderl popu|al|ors. Recerl researcr or
exar creal|rg sra|| oe corsu|led lo va||dale co||ecled dala. As lor ry oWr researcr ellorls, l W||| rave lre
opporlur|ly lo |rp|ererl oy corpuler sc|erce experl|se W|lr|r arolrer courlry ard ass|sl Vas|rde Vu||ro
ur|vers|ly |r deve|op|rg a grourd-orea||rg ard v|la| course.
To lesl lre dec|ared rypolres|s ard lo judge ry oWr pred|cal|ors, l lry l|rsl lo |oo| al lre spec|l|c suojecls
or Wr|cr peop|e resorl lo creal|rg. 8ecause peop|e's prol|c|erc|es are d|llererl, eacr sluderl ras
Wea|ress or sucr a suojecl. Tral's Wry ry quesl|orra|re W||| oe dore oy lr|s Way:
lave you ever used ary lorr ol creal|rg |r lre lo||oW|rg suojecl calegor|es?(rar| W|lr ar 'x' Wrere lre
arsWer |s lrue)
Valreral|ca| suojecls Larguages 8y-rearl |earr|rg
suojecls
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3Tu0ENT 3
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