Limitations of the Study. This research project studied JKUAT alliances (network) with accredited academic institutions in Kenya from the perspective of JKUAT. It would have been very interesting to get the views of all the network members. However in a case study that sought to gather detailed information, a study of thirty (30) alliances could have been a tall order. Only three respondents were interviewed in the study. More could have been interviewed to follow up on information that emerged in the first interviews but this was not possible because of the limitation of time. Moreover, those who were targeted for subsequent interviews were found not to be available within the time frame of the research.
Limitations of the Study. A major limitation of this study is the non-representativeness of the sample due to the qualitative design of the study. Qualitative research involves the collection, analysis, and interpretation of data that yield rich, context-specific data, not easily reduced to numbers. However, qualitative research quality is heavily dependent on the individual skills of the interviewer, and is more easily influenced by the researcher's personal biases and idiosyncrasies than quantitative research. Rigor is more difficult to maintain, assess, and demonstrate with qualitative data. In addition, analysis of the data involved transcribing recorded interviews and discussions into French, and then translating the French transcripts into English. As a result of this process, some of the richer contextual data may have been lost in the process of transcription and translation. Finally, much of the data collected were retrospective in nature concerning training, meetings, and events that happened since 2008; thus, information given to us by respondents regarding events which took place over the past decade may be incomplete, altered, or not well recalled.
Limitations of the Study. The sample frame used may or may not be representative of the entire K-12 public school population. The Hot List, formerly published at xxxx://xxxxx.xxx/~xxxxxxx and relocated to xxxx://xxxxxxx-xx.xxxxxxxxx.xxx/library/states.asp as of June 26, 2000, is compiled from URLs submitted by teachers, principals, media specialists, or other community members. The sites were not examined prior to being listed in the directory. Any bias that may exist in this sample frame probably exists in favor of promotion. Thus, as a result of this possible bias, the presentation of results for promotion on the sample web sites may be artificially high and cannot be generalized to the entire K-12 public school population. Although an attempt was made to analyze all of the criteria that go into a school library media center web site, it is inevitable that some criteria were inadvertently missed. Xxx’x Content and Design Analysis of School Library Web Home Pages provides further analysis of the content and design of school library web sites. Due to the self-publishing nature of the Hot List directory, some of the web sites randomly selected were private schools. Due to the difficulty in telling the difference between public and private school web sites upon cursory examination, no attempt was made to control for this possibility. Private school media center web sites that appeared in the random sample were evaluated in the same manner as public school media center web sites with the idea that difference in school type would not be statistically significant. In general, performing a content analysis virtually ensures reliability of the data. When using data from the World Wide Web, however, this is not always the case. As a result, some of the data analyzed in this study may have been moved, altered, or deleted after publication of the study. In fact, some of web sites had been moved or discontinued from the time of the sample drawing on June 7th to the time of their analysis on June 17 and18, 2000 and were not included in the final sample. The author cannot, therefore, guarantee the future reliability of the data gathered here but the underlying principles remain unchanged. This research was conducted during the months of June and July, a time in which schools are usually closed; a survey would not have been feasible during this time period. The small R2 values found in the study, which indicate low levels of correlation, should be further investigated. In future studies, media s...
Limitations of the Study. 1. Missing data in some questionnaires variable and archive in some hospitals not good.
Limitations of the Study. The results of the study should be interpreted in light of several limitations. First, the limitation is the research site which is a specialized school for selected gifted students, and therefore NIS teachers’ experience on gifted underachievement may not reflect those in secondary schools. Thus, it is believed in case of conducting this research among secondary schools, the research results would be wide and broad as well as address some major issues that this current research might have missed. Second, the number of participants of this study was limited and the participants themselves were purposefully selected. It should be noted that the views of other teachers who did not participate in this study might have provided different and considerable results. Third, the research gap in the context of gifted underachievement practices in Kazakhstan might not have been completely disclosed due to the chosen research design. The research has involved only teachers’ voices while mixed research with quantitative would have probably provided a broader picture involving other stakeholders as well.
Limitations of the Study. In the final analysis, the findings of this study demonstrate that despite the limited verb inflection requirements and rudimentary resolution rules that determine subject/verb agreement in the English language, these writers did demonstrate that performance of basic linguistic agreement by the application of resolution rules on phi-features is challenging in an L2 English. Not only did basic linguistic agreement in an L2 English prove troublesome for these native Arabic writers, but by examining all phi-feature agreement in the compositions I demonstrated that there are other agreement parameters and syntactic components in English that are also challenging. By allowing the noun phrase/verb phrase agreement conversation to encompass issues beyond the resolution rule focus of this study, I fear that I may have stretched the constraints of thesis protocol. However, I feel that the value-add of this deeper error analysis made that scope slip worthwhile. In fact, the limitations of this study now revolve around my inability because of time and focus to pursue each of these valuable L2 English agreement topics in depth. There are limits when studying a small, single L1 sample set of writers, but the subject/verb agreement results uncovered here carry well beyond the Arabic L1 of these thirty writers as they exhibit learning difficulties in English that are also exhibited by a wider L2 audience.
Limitations of the Study. One of the major limitations to this work is lack of well-organized institutional establishment concerning biodiversity especially for the protection of traditional knowledge and genetic resources and adequate literature and research works on the area of protection of traditional knowledge with emphasis to the case of Ethiopia.
Limitations of the Study. One of the major limitations was lack of adequate co-operation from the respondents. The respondents, who were in the senior management team of Safaricom and cooperative bank were very cautious with the information they gave. Another limitation of the study is the time allocated to the entire project. The time allocated for the completion was little in relative comparison to the amount of research work that had to be done. Resources for the research were scarce. These resources include money for travel and stationery work. Since the main purpose of this study was to determine the strategic alliance between cooperative bank of Kenya and Safaricom limited to enhance performance, the two organisations considered some information sensitive and confidential and thus the researcher had to convince them that the purpose of information is for academic research only and may not be used for any other intentions.
Limitations of the Study. Several limitations to this study need to be acknowledged. First, the academic achievement variable was designed in a way that students reported it themselves. There were three options: A, B and C grades. The participants opted for A and B grades. Given that this is a private school for the academically talented, the choice was quite obvious given that almost all students are good at all disciplines at school. However, due to the fact that both A and B grades are considered to be good grades, there were no significant differences in the responses that limited the study’s ability to further analyse this variable. The next limitation is about the generalisability of the research results, because some of the findings were not statistically significant according to p value indicator. The biggest limitation is that due to the IREC permissions, the study had to be done with students 18 years or more which may have had a huge impact on detecting levels of bullying within the school populations since research has found bullying often decreases with age of the students.
Limitations of the Study. The present study has a few limitations. The limitation is the number of participants and data received during the research. There were only seven participants engaged in the qualitative study. Theoretically, seven participants are enough for qualitative research; however, a question about data’s reliability occurs here. Perhaps, a mixed-method would be more appropriate here to cover a larger number of the participants. Another limitation is that the participants were teachers only from Northern Kazakhstan. As a result, there is no general understanding of the researched questions around the country. Besides, it is not clear whether only the teachers of Northern Kazakhstan have different misunderstandings about inclusive education. Reference Xxxxx, D., Xxxxxxx, X., Xxxxx, X., & Xxxxxxxx, M. (2021). Teachers’ readiness for Inclusive Education in a developing country: Fantasy or possibility? Educational Studies, 1–18. xxxxx://xxx.xxx/10.1080/03055698.2021.1908882
