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MODULE NAME: MODULE CODE:

INTRODUCTION TO EDUCATION RESEARCH INER7411

ASSESSMENT TYPE: ASSIGNMENT 2 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the
Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the student
portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Save a copy of your assignment before submitting it.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. This is an individual assignment.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources is a Markers are required to provide feedback to students by
fundamental educational principle and the cornerstone of high-quality circling/underlining the information in the table below that best describes
academic work. Part of achieving this quality is referencing in a way that is the student’s work and by adding constructive commentary where
consistent and congruent with the requirements of the referencing style being appropriate. The examples provided are not exhaustive but illustrate the
used. errors.

Therefore, inconsistent and/or incongruent referencing will result in a penalty Deductions

of a maximum of ten percent being deducted from the overall percentage  Where the student’s work contains five or more errors aligned to the
awarded to your assessment submission. minor errors column below, deduct 5% from the overall percentage.

Please note that evidence of plagiarism in the form of copied or unreferenced  Where the student’s work contains five or more errors aligned to the
work, absent reference lists, or exceptionally poor referencing may result in major errors column below, deduct 10% from the overall percentage.
action being taken in accordance with The IIE’s Intellectual Integrity and
Property Rights Policy (IIE023). Similarly, evidence of excessive AI usage may  Where both minor and major errors (e.g. two minor and three major,
result in action being taken in accordance with The IIE’s Student Conduct, etc.) are present, deduct 10% only (and not 5% or 15%) from the overall
Discipline and Safety Policy (IIE015). percentage.

Required: Minor errors Major errors

Consistent and congruent Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
referencing Example: if the response receives 70%, deduct 5%. The Example: if the response receives 70%, deduct 10%.
final mark is 65%. The final mark is 60%.
Consistency Minor inconsistencies: Major inconsistencies:
 The correct referencing style  The referencing style used is generally consistent with  Poor and wholly inconsistent referencing style used
for the discipline – i.e., either what is required, but there are one or two in-text and/or in the bibliography/reference list.
Harvard, OR APA (for changes/errors in the format of in-text referencing
Psychology), OR Law, OR IEEE and/or in the bibliography/reference list.  Multiple referencing styles for the same source
(for ICT/Engineering) – has types have been used.
been used consistently for all  For example, page numbers for direct quotes in-text
in-text references and in the have been provided for one source, but not in another.  For example, the format for direct quotes in-text
bibliography/reference list. Or, two book chapters in the bibliography/reference and/or book chapters in the bibliography/reference
list have been referenced in two different formats. Or, list and/or year of publication in the
 Concepts and ideas that are the publication year has been placed after the author bibliography/reference list is different across
quoted and/or paraphrased name in one bibliography/reference list entry, and multiple instances.
are referenced consistently after the source title in another, etc.
throughout.  Concepts and ideas in quotes and/or paraphrases
 Concepts and ideas in quotes and/or paraphrases are are haphazardly referenced in-text.
 Position of the in-text typically referenced, but a full in-text reference is
reference: an in-text missing or incomplete from one or two small sections  Position of the references: in-text references are
reference is positioned of the work. only given at the beginning or end of large sections
consistently where of work.
appropriate for every quote  Position of the references: in-text references are only
and paraphrase. given at the beginning and/or end of every paragraph.

Feedback on referencing consistency:

Congruency Minor incongruences: Major incongruences:

 Each source reflected within  There is largely a match between the sources  No relationship/several incongruencies between
in-text references is included presented in-text and those in the the in-text referencing and the
accurately in the bibliography/reference list, but one or two sources bibliography/reference list.
bibliography/reference list. that appear in-text do not appear in the
bibliography/reference list, or vice versa. Or key source  For example, multiple sources are included in-text,
 All bibliography/reference list information is missing from one or two in-text but not in the bibliography, and/or vice versa. Key
entries are in the required references or bibliography/reference list entries only source information is missing from multiple in-text
order for the referencing style (e.g. publication year, city of publication, URL date references and/or reference list entries. A URL link,
used (e.g. alphabetical, accessed, etc.). rather than the actual reference, is provided in the
alphabetical under bibliography. Sources are repeated in the reference
subheadings, numerical).  There is a clear and largely accurate ordering of list, etc.
sources in the bibliography/reference list as required
 All direct quotes and by the referencing style used, but with one or two  Most sources are listed in a haphazard order
paraphrases have been references out of order. throughout the bibliography/reference list.
integrated appropriately into
the text using introductory  An attempt has been made for source integration into  Few to no appropriate introductory phrases or
phrases, accurate grammar, the text using appropriate introductory phrases and rules of grammar have been applied, and many
etc. grammar, but one or two quotes or paraphrases do direct quotes and/or paraphrases feel disconnected
not flow as clearly or logically within the sentence from the flow of the text.
structure as they could.
Feedback on referencing congruency:

Overall feedback on referencing, with suggested improvements:

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Assignment Outcomes:
At the end of this specific assignment, students should be able to:
LU2: LO1-LO3, LO6.
 Argue in favour of a particular research topic in education.
 Describe the research problem based on the research topic.
 Formulate research questions based on the research problem.
 Formulate null and alternative hypotheses.

LU4: LO1-LO3, LO4-LO6, LO10.

 Describe an appropriate population as best suited to the needs of a research study.
 Explain whether or not a research study will make use of either probability or non-probability
sampling methods.
 Justify the use of a particular method of sampling from the range of sampling methods in
relation to the needs of a research study.
 Argue in favour of survey research as an appropriate quantitative data collection technique
for a research study.
 Describe the various types of surveys, including those that use questionnaires.
 Differentiate between the various measurement scales used in questionnaires.
 Defend the use of a qualitative data collection technique as appropriate for a research study.

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Assignment Overview and Brief

This INER7411 (Introduction to Education Research) assignment comprises TWO SECTIONS.
Section A [30 Marks] requires a practical approach and application to various scenarios based on
the theoretical component (content) covered in the INER7411 module. Section B [70 Marks]
requires a practical approach and application to your own, personal choice of a research design for
an intended study and topic of interest to you.

Section A: Assignment Overview and Brief

Consult your prescribed textbook for INER7411: Du Plooy-Cilliers, F., Davis, C. and Bezuidenhout, R.
2021. Research Matters. 2nd Ed Claremont: Juta and Company Ltd., as per the Module Outline for
2023 when attempting the scenarios and questions in Section A.

Section A: Mark Allocation and Composition

Component Mark Allocation
Case Study 1 15 Marks
Case Study 2 15 Marks
Total Section A 30 Marks

Section B: Assignment Overview and Brief

Consult your prescribed textbook for INER7411: Du Plooy-Cilliers, F., Davis, C. and Bezuidenhout, R.
2021. Research Matters. 2nd Ed. Claremont: Juta and Company Ltd., as per the Module Outline for
2023, when attempting the various aspects of Section B. In this section of the assignment, you will
be required to identify and generate a research title and topic that is relevant to the field of
Education. You will need to work on describing the title and topic, the context within which the
research title and topic are situated, formulating and presenting the research problem, and
explaining and motivating the purpose of your intended research. You will also be required to
identify an appropriate data collection method that will be utilised for the purpose of the intended
study.

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Section B: Mark Allocation and Composition

Component Mark Allocation
Research Title 5
Research Topic 5
Background to the Study 5
Research Problem 5
Relevance of the intended Study 5
Motivation for the intended Study 5
Research Question 5
Research Objectives OR Research Aims and Hypotheses 5
Research Design (Qualitative OR Quantitative) 5
Population 5
Sampling Method 5
Data Collection Method 5
Editing, Formatting and Logical Flow 5
Spelling, Grammar and Academic Tone 5
Total Section B 70 Marks

Total Assignment Mark Allocation and Composition

Component Mark Allocation
SECTION A
Case Study 1 15
Case Study 2 15
Total Section A 30 Marks
SECTION B
Research Title 5
Research Topic 5
Background to the Study 5
Research Problem 5
Relevance of the intended Study 5
Motivation for the intended Study 5
Research Question 5
Research Objectives OR Research Aims and Hypotheses 5

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Research Design (Qualitative OR Quantitative) 5

Population 5
Sampling Method 5
Data Collection Method 5
Editing, Formatting and Logical Flow 5
Spelling, Grammar and Academic Tone 5
Total Section B 70 Marks
Grand Total for Assignment 100 Marks

SECTION A: 30 Marks

Case Study 1
Michelle is a foundation phase teacher at a school in Kwazulu-Natal, South Africa. She primarily
teaches mathematics and is rather passionate about making learners understand the principles of
addition, subtraction, multiplication, and division. She makes use of an abacus with multicoloured
wooden beads to demonstrate these aspects of mathematics to her learners. Michelle is
interested in determining and explaining the usage of the abacus by her learners and their fine
motor skills development in manoeuvring pencils when they write their names.

Additional Reading:
In addition to the prescribed textbook for this module, click on the link below to access the
resource page, as well as the web articles. Resource page: https://www.merriam-
webster.com/dictionary/abacus, web article #01: https://vizag.vignanschools.org/event/benefits-
of-abacus-learning-for-children/, web article #02:
https://www.playingandlearning.co.za/collections/fine-motor/abacus, web article #03:
https://www.theottoolbox.com/fine-motor-skills-and-math-development/.

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Question 1: (Marks: 30)

Q.1.1 State an alternative hypothesis for Michelle’s intended study, based on the (5)
contents enclosed in the case study above.

Q.1.2 Briefly define the concepts of independent and dependent variables. (4)

Q.1.3 Identify the independent and dependent variables in your answer in Q.1.1. (6)

Q.1.4 Indicate whether correlation or causality exists in terms of the nature of (3)
Michelle’s intended research study.

Q.1.5 Motivate your answer in Q.1.4 by utilising two additional resources. Your (12)
explanation should be indicative of your argument in favour of your choice and
clearly demonstrate your understanding of the concept. You must, in addition to
the aforementioned, make reference to variables (independent and dependent)
and their function within the context of your chosen response, and furthermore
highlight the interplay of the variables as identified in your answer in Q.1.4.

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Section B: Assignment Instructions (Marks: 70)

Research Title [5]

Identify a research topic that interests you. Please note that it is imperative that you identify a
topic that relates to an aspect or aspects of your discipline area, for example, education (related to
the content of the core modules of your degree). Search journals related to your discipline to
interrogate the types of research researchers and scholars have done. You can use Google Scholar
and The IIE’s Library Resources, including databases, for this purpose. Then, formulate the title of
your intended research study. Conduct a search of local university research output in terms of
theses and dissertations on topics in your discipline. Note, however, how specific many of the titles
of these reports are.

WORD COUNT: 10-20 Words

TEXTBOOK TIP: Consult page 286 in your prescribed textbook before attempting this section.
NOTE: No in-text reference/s is/are required here as you are merely stating the research title for
the intended study. This is your own, individual, independent work and selection of ideas.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

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Research Topic [5]

Identify a research topic that interests you. Please note that it is imperative that you identify a
topic that relates to an aspect or aspects of your discipline area, for example, education (related to
the content of the core modules of your degree). Search journals related to your discipline to see
the types of research researchers and scholars have done. You can access and utilise Google
Scholar and The IIE Library Resources, including databases, but not limited to, for this purpose.
After the formulation of your research title, then formulate the topic of your intended research.
Remember that the research topic is not the same as the topic under study. The topic under study
is, for example, mathematics education. The specific research topic builds on and clarifies the
intended research title. Here it will become clear as to the refined specifications of the study.

WORD COUNT: 25-30 Words

TEXTBOOK TIP: Consult page 286 as well as pages 60-62 in your prescribed textbook before
attempting this section.
NOTE: No in-text reference/s is/are required here as you are merely stating the research topic, off
the research title for the intended study. This is your own, individual, independent work and
selection of ideas.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Background to the Study [5]

A background allows you to contextualise your study. The purpose of contextualising your study is
to explain broadly what you want to or aim to do in the study and further what your main
argument is. By giving the necessary background and context, you allow for the reader to
understand the nature of your research topic. You should assume the reader has no prior
knowledge about the topic (e.g., mathematics education). Ensure that you research and reference
this background information used in this sub-section.

WORD COUNT: 200-250 Words

TEXTBOOK TIP: Consult page 287 in your prescribed textbook before attempting this section.

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NOTE: In-text reference/s is/are required here as you are giving the reader insight to the study and
what is to follow. This is not only your own, individual, independent work and selection of ideas,
but it should be supplemented with relevant literature too.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Research Problem [5]

Formulate a research problem based on the research topic (e.g., mathematics education) you have
identified. This section will require considerable review and rework. Further, also note that one
cannot literally indicate a problem or issue for research purposes.

The following should be included:

• Indicate what the research problem is;
• Why it is a problem;
• Why it needs to be solved; and
 The purpose of the research.

WORD COUNT: 200-250 Words

TEXTBOOK TIP: Consult page 67 as well as page 288 in your prescribed textbook before
attempting this section.
NOTE: In-text reference/s is/are required here as you are giving the reader insight to the
problem/issue at hand. This is not only your own, individual, independent work and selection of
ideas, but it should be supplemented with relevant literature too.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Relevance of the Intended Study [5]

Convince the reader as to why your research is worth doing at this point in time (cross-section).
Indicate the impact and practical value of the intended study.

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Further indicate the relevance of your intended study in relation to current trends in the education
sector and the feasibility thereof.

WORD COUNT: 100-200 Words

TEXTBOOK TIP: Consult page 66 in your prescribed textbook before attempting this section.

NOTE: In-text reference/s is/are required here as you are giving the reader insight into the
relevance of the study within the context of education and the current movement in the sector.
This is not only your own, individual, independent work and selection of ideas, but it should be
supplemented with relevant literature too.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Motivation for the Intended Study [5]

Convince the reader as to why your research is worth conducting. Indicate the practical value of
the intended study and who could possibly use your results. Refer to the possible academic gap
(practice and literature) your intended study could fill. You must also specify how the research
links to your qualification/degree. Further, also indicate the value it could carry for the education
sector.

WORD COUNT: 100-200 Words

TEXTBOOK TIP: Consult page 66 in your prescribed textbook before attempting this section.
NOTE: In-text reference/s is/are required here as you are giving the reader insight into the
relevance of the study within the context of education and the current movement in the sector.
This is not only your own, individual, independent work and selection of ideas, but should it be
supplemented with relevant literature too.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

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Research Question [5]

State, in a single sentence, the main question you seek to answer in your research. This should
flow directly from the research problem and further should be aligned with the research title. It
should provide focus and clarity as to the direction of the study. A common error is to make the
research question too broad and impractical. The way you word your research question should
indicate whether your research is quantitative or qualitative (research design).

WORD COUNT: 10-20 Words

TEXTBOOK TIP: Consult pages 68-70 in your prescribed textbook before attempting this section.
NOTE: No in-text reference/s is/are required here as you are merely stating the research question
in line with the research title/topic for the intended study. This is your own, individual,
independent work and selection of ideas.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Research Objectives or Research Aims and Hypotheses [5]

Research objectives are usually expressed in lay terms and are directed as much to the
participants as to the researcher. Research objectives may be linked with a hypothesis or used as a
statement of purpose in a study that does not have a hypothesis, for example, in the case of
qualitative studies. A mere three research objectives, demonstrated in bullet form, are required
should your design be qualitative in nature. The hypothesis, for example, in the case of a
quantitative study, is a supposition or proposed explanation made on the basis of limited evidence
as a starting point for further investigation of the topic of the intended study. For the purpose of
this assignment, a hypothesis (alternative) as well as the null hypothesis should be indicated. A
mere three research aims should precede the publication of the hypothesis of the intended study.

In summary, if your intended research study is quantitative and explanatory in nature, you will
have to clearly specify the research aims, alternative hypothesis, as well as the null hypothesis.
Further to this, you will also have to generate/construct a research question. If your intended
research, however, is quantitative and not explanatory in nature, then the research aims, as well
as a research question will suffice.

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Due to the nature of this intended study, hypotheses are not required. If your intended study is
qualitative in nature, then the research objectives as well as the research question (in line with
the title) will suffice.

WORD COUNT: 50-100 Words

TEXTBOOK TIP: Consult pages 98-99 as well as pages 88-89 in your prescribed textbook before
attempting this section.
NOTE: No in-text reference/s is/are required here as you are merely stating the research
objectives/hypothesis in line with the research title/topic for the intended study. This is your own,
individual, independent work and selection of ideas.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Research Design [5]

In a paragraph, clearly indicate the research design of the intended study. The research design
should be indicative of the nature of the study at hand, for example, whether it is a qualitative or a
quantitative study. Further to this, the design should also include the longevity of the intended
study, for example, a cross-sectional design or a longitudinal cohort design. The design should
also give insight into the data collection method (merely mention the collection method) as well as
the instrument that will be utilised to collect/obtain the relevant data. The instrument should only
be mentioned and not be described.

WORD COUNT: 50-100 Words

TEXTBOOK TIP: Consult pages 14-15 in your prescribed textbook before attempting this section.
NOTE: No in-text reference/s is/are required here as you are merely stating the research design,
the nature of the longevity of the design, the data collection method intended to be utilised, as
well as the collection method for the intended study. This is your own, individual, independent
work and selection of ideas.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

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Population [5]
Clarify the intended population that will be utilised for the research study. Reference should be
made to the target population as well as the accessible population. Attention should also be paid
to the population parameters that will give rise to the careful selection of the population before a
sample is drawn for data collection purposes. The units of analysis must also be indicated as part
of the population.

WORD COUNT: 100-150 Words

TEXTBOOK TIP: Consult pages 97-98, 132-134 as well as 209-210 in your prescribed textbook
before attempting this section.
NOTE: In-text reference/s is/are required here as you are not merely stating the specifications of
the population for the intended study. This is your own, individual, independent work and
selection of ideas, but it should be supplemented with relevant literature to support your
arguments.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Sampling Method [5]

Justify the use of a specific sampling technique or data collection method that is suitable for your
research design (e.g., qualitative – non-probability OR quantitative – probability). Justify the use
of a particular method of sampling from the range of sampling methods in relation to the needs of
a research study (e.g., convenience sampling – qualitative). Defend the use of a qualitative or
quantitative data collection technique as appropriate for the research design and study. You need
to justify the use of this particular sampling choice based on the research topic under study (e.g.,
mathematics education), the title and topic, the research problem, the research question, and
objectives/hypothesis. You are only required to discuss one sampling method. It is important for
you to look at Learning Unit 4 on Arc as well as in the Module Outline for 2023 to assist you in this
regard.

WORD COUNT: 150-200 Words

TEXTBOOK TIP: Consult pages 131-146 (qualitative and quantitative) in your prescribed textbook
before attempting this section.

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NOTE: In-text reference/s is/are required here as you are not merely stating the specifications of
the population for the intended study. This is your own, individual, independent work and
selection of ideas, but it should be supplemented with relevant literature to support your
arguments.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Data Collection Method [5]

Justify the use of a specific data collection method that is suitable for the intended study, topic,
and research design (e.g., qualitative OR quantitative). Defend the use of a qualitative or
quantitative data collection technique as appropriate for a research study. Once you have
completed the previous sections, you are required to choose one suitable data collection method.
You need to justify the use of this particular data collection method based on the research topic
under study (e.g., mathematics education), the title and topic, the research problem, the research
question, and objectives/hypothesis. You are only required to discuss one data collection method.
It is important for you to look at Learning Unit 4 on Arc as well as the Module Outline for 2023 to
assist you in this regard.

WORD COUNT: 150-200 Words

TEXTBOOK TIP: Consult pages 173-194 (qualitative) and pages 147-172 (quantitative) in your
prescribed textbook before attempting this section.
NOTE: In-text reference/s is/are required here as you are not merely stating the specifications of
the population for the intended study. This is your own, individual, independent work and
selection of ideas, but it should be supplemented with relevant literature to support your
arguments.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

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Editing, Formatting, and Logical Flow [5]

Ensure that headings and sub-headings are provided throughout the assignment to guide the
reader (marker). The structure of the assignment should be clear and should be in line with the
assignment brief and layout. The transition between sections in the assignment should be clear
and coherent.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Spelling, Grammar, and Academic Tone [5]

Ensure that special attention is paid to spelling, grammar, and academic tone. Ensure that the 3 rd
person position is applied when completing the assignment and presenting the work.
The work presented should be easy to read, coherent, fluent, and appropriate in style for a 4 thyear
Bachelor of Education student, as well as the management of intellectual property, especially in a
research module. The language used in this assignment must be indicative of tertiary academic
writing. Ensure that no slang is used. Remember that concise writing is required to avoid
unnecessary verbosity.

Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each section and further to the specific aspects required for the completion of the
section.

Section A and B: Additional Notes

NOTE: Should you consult the prescribed textbook or any additional resources to complete and/or
supplement your ‘answers’ in Section A and/or B, note that you are advised to adhere to the
stipulations in the Intellectual Integrity Policy (IIE023) in this regard. Refer to chapter 22, pages
310-322 in your prescribed textbook, as well as the Harvard Style Reference Guide – Adapted for
The IIE to assist you with your referencing practices. Click on this link to access the guide here:
https://irp-
cdn.multiscreensite.com/271d35b6/files/uploaded/IIE%20Reference%20Guide%202020.pdf
NOTE: The successful completion of the assignment rests upon the student reviewing Learning
Units 2, 3 and 4 on Arc as well as the Module Outline for 2023.

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The student should further to this, engage with the relevant content that is reflected by Learning
Units 2 – 4 in the prescribed textbook.

Section A and B: Assignment (Content) Layout

 Front Cover (Student Name, Surname Number, Lecturer Name, Surname, Date of
Submission as per the PAS)(Start on a NEW Page);
 Table of Contents (Including all the below from Research Title to Reference List)(Start on a
NEW Page);
 Section A (Start on a NEW Page);
 Case Study 1 + Questions;
 Case Study 2 + Questions;
 Section B (Start on a NEW Page);
 Research Title;
 Research Topic;
 Background to the Study;
 Research Problem;
 Relevance of the intended Study;
 Motivation for the intended Study;
 Research Question;
 Research Objectives/Research Hypotheses;
 Research Design;
 Population;
 Sampling;
 Data Collection Method;
 Reference List (Start on a NEW Page).

Section A and B: Assignment (Technical) Layout

 Font Size set to 12;
 1.5 line spacing;
 Arial, Time New Roman, or Calibri Body ONLY;
 2cm page margins;
 Black font colour ONLY;
 Page numbering at the bottom right of EACH PAGE;

© The Independent Institute of Education (Pty) Ltd 2025

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23; 24; 25
2025

 Front page is mandatory;

 Table of contents is mandatory;
 Headings and sub-headings are advised;
 Reference list (on a new separate page);
 No pictures, no colour, no logo (e.g., brand logo) to be included on the document;
 Whole assignment set on ADJUSTMENT to align content on the document;
 Reference list to be INDENTED;
 Reference list to be in alphabetical order;
 If MS Word is highlighting a word or a sentence or a phrase in either BLUE, RED, or BROWN,
be sure that there is an ERROR in your presentation. Right-click on the section that is
highlighted, and MS Word will automatically provide you with the alternative/s OR correct
format;
 Ensure that you proofread your work and format the necessary sections where needed
before submission.

[TOTAL SECTION B: MARKS: 70]

[GRAND TOTAL ASSIGNMENT: MARKS: 100]

© The Independent Institute of Education (Pty) Ltd 2025

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