research proposal computer science pdf

Welcome to the on-line version of the UNC dissertation proposal collection. The purpose of this collection is to provide examples of proposals for those of you who are thinking of writing a proposal of your own. I hope that this on-line collection proves to be more difficult to misplace than the physical collection that periodically disappears. If you are preparing to write a proposal you should make a point of reading the excellent document The Path to the Ph.D., written by James Coggins. It includes advice about selecting a topic, preparing a proposal, taking your oral exam and finishing your dissertation. It also includes accounts by many people about the process that each of them went through to find a thesis topic. Adding to the Collection This collection of proposals becomes more useful with each new proposal that is added. If you have an accepted proposal, please help by including it in this collection. You may notice that the bulk of the proposals currently in this collection are in the area of computer graphics. This is an artifact of me knowing more computer graphics folks to pester for their proposals. Add your non-graphics proposal to the collection and help remedy this imbalance! There are only two requirements for a UNC proposal to be added to this collection. The first requirement is that your proposal must be completely approved by your committee. If we adhere to this, then each proposal in the collection serves as an example of a document that five faculty members have signed off on. The second requirement is that you supply, as best you can, exactly the document that your committee approved. While reading over my own proposal I winced at a few of the things that I had written. I resisted the temptation to change the document, however, because this collection should truely reflect what an accepted thesis proposal looks like. Note that there is no requirement that the author has finished his/her Ph.D. Several of the proposals in the collection were written by people who, as of this writing, are still working on their dissertation. This is fine! I encourage people to submit their proposals in any form they wish. Perhaps the most useful forms at the present are Postscript and HTML, but this may not always be so. Greg Coombe has generously provided LaTeX thesis style files , which, he says, conform to the 2004-2005 stlye requirements.

Many thanks to everyone who contributed to this collection!

Greg Coombe, "Incremental Construction of Surface Light Fields" in PDF . Karl Hillesland, "Image-Based Modelling Using Nonlinear Function Fitting on a Stream Architecture" in PDF . Martin Isenburg, "Compressing, Streaming, and Processing of Large Polygon Meshes" in PDF . Ajith Mascarenhas, "A Topological Framework for Visualizing Time-varying Volumetric Datasets" in PDF . Josh Steinhurst, "Practical Photon Mapping in Hardware" in PDF . Ronald Azuma, "Predictive Tracking for Head-Mounted Displays," in Postscript Mike Bajura, "Virtual Reality Meets Computer Vision," in Postscript David Ellsworth, "Polygon Rendering for Interactive Scientific Visualization on Multicomputers," in Postscript Richard Holloway, "A Systems-Engineering Study of the Registration Errors in a Virtual-Environment System for Cranio-Facial Surgery Planning," in Postscript Victoria Interrante, "Uses of Shading Techniques, Artistic Devices and Interaction to Improve the Visual Understanding of Multiple Interpenetrating Volume Data Sets," in Postscript Mark Mine, "Modeling From Within: A Proposal for the Investigation of Modeling Within the Immersive Environment" in Postscript Steve Molnar, "High-Speed Rendering using Scan-Line Image Composition," in Postscript Carl Mueller, " High-Performance Rendering via the Sort-First Architecture ," in Postscript Ulrich Neumann, "Direct Volume Rendering on Multicomputers," in Postscript Marc Olano, "Programmability in an Interactive Graphics Pipeline," in Postscript Krish Ponamgi, "Collision Detection for Interactive Environments and Simulations," in Postscript Russell Taylor, "Nanomanipulator Proposal," in Postscript Greg Turk, " Generating Textures on Arbitrary Surfaces ," in HTML and Postscript Terry Yoo, " Statistical Control of Nonlinear Diffusion ," in Postscript

Research Proposal Example/Sample

Detailed Walkthrough + Free Proposal Template

If you’re getting started crafting your research proposal and are looking for a few examples of research proposals , you’ve come to the right place.

In this video, we walk you through two successful (approved) research proposals , one for a Master’s-level project, and one for a PhD-level dissertation. We also start off by unpacking our free research proposal template and discussing the four core sections of a research proposal, so that you have a clear understanding of the basics before diving into the actual proposals.

• Research proposal example/sample – Master’s-level (PDF/Word)
• Research proposal example/sample – PhD-level (PDF/Word)
• Proposal template (Fully editable) 

If you’re working on a research proposal for a dissertation or thesis, you may also find the following useful:

• Research Proposal Bootcamp : Learn how to write a research proposal as efficiently and effectively as possible
• 1:1 Proposal Coaching : Get hands-on help with your research proposal

FAQ: Research Proposal Example

Research proposal example: frequently asked questions, are the sample proposals real.

Yes. The proposals are real and were approved by the respective universities.

Can I copy one of these proposals for my own research?

As we discuss in the video, every research proposal will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your research proposal to suit your specific context.

You can learn more about the basics of writing a research proposal here .

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

Yes. There is no cost for the proposal template and you are free to use it as a foundation for your research proposal.

Where can I learn more about proposal writing?

For self-directed learners, our Research Proposal Bootcamp is a great starting point.

For students that want hands-on guidance, our private coaching service is recommended.

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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Early in Michaelmas Term you need to submit a project proposal that describes what you plan to do and how you plan to evaluate it. In order to help with this process, you are assigned two Project Checkers, who, together with your Supervisor and Director of Studies, will provide advice on your ideas. The deadline for project proposals is a little over one week into term, and is a hard deadline .

Choosing a project

You have a great deal of freedom in the selection of a project, and should start narrowing down the possibilities by identifying starting points or ideas that appeal to you. These initial ideas should be refined to a coherent project plan, which is then submitted as the project proposal. The proposal will be discussed informally with your Project Checkers, but is then submitted to the Head of the Department as a formal statement of intent.

The main sources of inspiration are commonly:

• Ideas proposed by candidates.
• Suggestions made by Supervisors or Directors of Studies.
• The project suggestions on the projects web page .
• Past years’ projects. Most recent dissertations are available to read online ,
• Proposals put forward by industry, especially companies who have provided vacation employment for students.

When ideas are first suggested or discussed it is good to keep an open mind about them—a topic that initially seems very interesting may prove unreasonable on further consideration, perhaps because it will be too difficult. Equally, many ideas on topics that are unfamiliar to you will need study before you can appreciate what would be involved in following them. Almost all project suggestions should also be seen as starting points rather than fully worked out proposals.

Notes on project choice

Some project ideas can be discarded very quickly as inappropriate. It is almost always best to abandon a doubtful idea early on rather than to struggle to find a slant that will allow the Project Checkers to accept it. Projects are expected to have a significant Computer Science content; for example, writing an application program or game-playing program, where the main intellectual effort relates to the area supported rather than to the computation, are not suitable. Projects must also be about the right size to fit into the time available. The implications of this will best be judged by looking at past years’ projects and by discussing plans with a Supervisor or Project Checker. They should not allow you to waste much time considering either ideas that would prove too slight or ones that are grossly overambitious.

It is important to pick a project that has an achievable core and room for extension. You should pick a suitably challenging project, where you will likely have to learn new things in order to successfully complete it. In addition, it is expected that you will make use of existing libraries and tools (i.e. don’t reinvent the wheel) unless there is a good reason for producing your own implementation.

Re-use of projects that have been attempted in the past

Projects are intended to give you a chance to display your abilities as a computer scientist. You are not required (or indeed expected) to conduct research or produce radically new results. It is thus perfectly proper to carry out a project that has been attempted before, and it is commonplace to have two students in the same year both basing their projects on the same original idea.

In such cases it is not acceptable to run a simple action replay of a previous piece of work. Fortunately all projects of the required scale provide considerable scope for different approaches; producing a new variation on an existing theme will not be hard. Furthermore the report produced at the end of a previous attempt at a project will often identify areas that led to unexpected difficulties, or opportunities for new developments—both these provide good scope for putting a fresh slant on the ideas involved.

Supervision

In some cases the most critical problem will be finding a suitable project Supervisor, somebody whom you will see regularly to report your progress and obtain guidance about project work throughout the year. This might be one of your main course Supervisors or a separate, specialist project Supervisor, but it should not be assumed that a person suggesting a project will be willing to supervise it. Supervisors have to be appointed by your Director of Studies, but in most cases it will be left up to you to identify somebody willing and able to take on the task. The Project Checkers will be interested only in seeing that someone competent has agreed to supervise the project, and that your Director of Studies is content with that arrangement.

Each project will have a number of critical resources associated with its completion. If even one of these fails to materialise then it will not be possible to proceed with a project based on the idea; your Director of Studies can help you judge what might be a limiting issue.

The project proposal must contain as its last section a Resources Declaration. This must explicitly list the resources needed and give contact details for any person (apart from yourself) responsible for ensuring their availability. In particular, you should name the person responsible for you if your work requires access to the Department research area. The signatures of these people should also be present on the project cover sheet before submission.

What qualifies as a critical resource?

In some cases a project may need to use data or build on algorithms described in a technical report or other document known to exist but not immediately available in Cambridge. In this case, this must be considered critical even if work could start without the report or data.

Using any hardware or software other than that available through a normal student account on UIS equipment (e.g. MCS) is considered non-standard. This includes personal machines, other workstations (e.g. research machines in the Department), FPGA boards, or even Raspberry Pis if they belong to someone else. Likewise, use of software written or owned by someone else that is not freely available as open-source will be considered as non-standard and should be declared.

Additional MCS Resources

It is reasonable to suppose that disk space and machine time will be made available in amounts adequate for all but extreme projects. Those who consider they may need more should provide a reasoned estimate of the resources required in the project proposal in consultation with the Supervisor. Additional file space should be requested through a web form , noting that:

• you should state in your application that you are Part II CST;
• requests for small increases of MCS space will need a very brief justification: please don't send your proposal;
• requests for substantial increases should also be accompanied by a brief supporting email to [email protected] from your Supervisor.

Note that some MATLAB toolkits are not available on the MCS but might be available on Department accounts.

Use of your own computer

If you are using your own computer, please state its specifications and also state your contingency plan in case it should fail (such as using MCS or another personal computer). Please also state your file backup plan and the revision control system you plan to use. If using your own computer please include the following text in your declaration:

I accept full responsibility for this machine and I have made contingency plans to protect myself against hardware and/or software failure.

Department Accounts

Access to Departmental computers can be granted if there is a good reason, e.g. 

• collaboration with a particular research group; 
• use of software not available on the MCS facility. 

If you plan to use a Department account then state this and explain why it is needed in your resources declaration. If relevant, the signature of a sponsoring member of the department (e.g. the owner of the specific resource) is required as an extra signature on the project cover sheet. In addition, your Supervisor should send an email to [email protected] requesting the account with a brief justification. 

Some Department resources and the people who can authorise their use: 

• Requests for resources involving a Department research machine should be authorised by a Lecturer, Reader or Professor who is in charge of managing the equipment. 

Access to the Department can be granted if there is a good reason. If you require access to the secure part of the William Gates Building, you should state who will be responsible for you whilst you are on the premises. They should sign your Project Proposal Coversheet as a Special Resource Sponsor. 

Third-Party Resources

Resources provided by your College, other University departments or industrial collaborators must be declared. The name and contact details (including email address) of the person in charge of the resource must be stated and their signature must be present on the project cover sheet. Resources from third parties can sometimes disappear unexpectedly, so please state why you believe this is not going to happen or else state your contingency plan in case it does.

In the case of projects that rely on support from outside the University it will be necessary to procure a letter from the sponsors that confirms both that their equipment will remain available right up to the end of the academic year and that they understand that the results of work done by students cannot be viewed as secret or proprietary.

You should bear in mind that the Examiners will require electronic submission of your dissertation and code. Therefore, you should not sign anything, such as a non-disclosure agreement, that would prevent you from submitting them.

Working with human participants

If your project involves collection of data via surveys, interviews or online, release of instrumented software, fieldwork, or experiments with human participants, such as usability trials or asking people to evaluate some aspect of your work, then you must seek approval by submitting a human participants request to the departmental Ethics Committee and record that you are going to do this, by ticking the appropriate box on your cover sheet.  This must occur before any of these activities start. Please read the Department's ethics policy .

Your project Supervisor will help you to fill in an online form ( read-only version ) containing two questions:

• A brief description of the study you plan to do;
• The precautions you will take to avoid any risk.

Simple guidance related to the most common types of study is available on the School of Technology Research Guidance site .  You may also find it useful to discuss your plans with the person supervising you for the Part II HCI course.

After submitting the ethics review form, you will receive feedback from the Ethics Committee within a few days. You must not start any study involving human participants without approval from the Ethics Committee.

Planning the project

As part of the project proposal, you should provide a detailed description of the work that needs to be performed, broken down into manageable chunks.  You will need to identify the key components that will go to make up your final product.  Credit is awarded specifically for showing a professional approach using any relevant management or software engineering methods at all stages of project design, development and testing. Plan an order in which you intend to implement the project components, arranging that both the list of tasks and the implementation order provide you with a sequence of points in the project where you can assess progress. Without a set of milestones it is difficult to pace your work so that the project as a whole gets completed on time.

When you have decomposed your entire project into sub-tasks you can try to identify which of these sub-tasks are going to be hard and which easy, and hence estimate the relative amounts of effort involved in each. These estimates, together with the known date when the dissertation must be submitted, should allow you to prepare a rough timetable for the work. The timetable should clearly make allowance for lecture loads, unit-of-assessment coursework, vacations, revision and writing your dissertation. Looking at the details of such a plan can give you insight into the feasibility of the project.  Ideally you should plan to start writing the dissertation at least six weeks before the submission date.

Languages and tools

It will also be necessary to make decisions about operating systems, programming languages, tools and libraries. In many cases there will be nothing to decide, in that the essence of the project forces issues. However, where you do have a choice, then take care to balance out the pros and cons of each option.  It is expected that students will be prepared to learn a new language or operating system if that is a natural consequence of the project they select.

Uncommon languages or ones where the implementation is of unknown reliability are not ruled out, but must be treated with care and (if at all possible) fall-back arrangements must be made in case insuperable problems are encountered.

Risk management

Projects are planned at the start of the year, and consequently it can be hard to predict the results of decisions that are made; thus any project proposal involves a degree of risk. Controlling and managing that risk is one of the skills involved in bringing a project to a successful conclusion. It is clear where to start: you should identify the main problem areas early and either allow extra margins of time for coping with them or plan the project so that there are alternative ways of solving key problems. A good example of this latter approach arises if a complete project requires a solution to a sub-problem X and a good solution to X would involve some complicated coding. Then a fall-back position where the project can be completed using a naive (possibly seriously inefficient, but nevertheless workable) solution to X can guard against the risk of you being unable to complete and debug the complicated code within the time limits.

Planning the write-up

As well as balancing your risks, you should also try to plan your work so that writing it up will be easy and will lead to a dissertation in which you can display breadth as well as depth in your understanding. This often goes hand-in-hand with a project structure which is clearly split into sub-tasks, which is, of course, also what you wanted in order that your management of your work on the project could be effective.

A good dissertation will be built around a varied portfolio of code samples, example output, tables of results and other evidence of the project’s successful completion. Planning this evidence right from the start and adjusting the project specification to make documenting it easier can save you a lot of agony later on.

Preparing the Project Proposal and consulting Project Checkers

You should keep in touch with both your Project Checkers from the briefing session until the final draft of your project proposal, making sure that they know what state your planning is in and that they have had a chance to read and comment on your ideas. Project Checkers will generally be reluctant to turn down a project outright, but if you feel that yours sound particularly luke-warm about some particular idea or aspect of what you propose you would do well to think hard (and discuss the issues with your Supervisor) before proceeding. If Project Checkers declare a project plan to be unacceptable, or suggest that they will only accept subject to certain conditions, rapid rearrangement of plans may be called for.

Dealings with your Project Checkers divide into three phases between the briefing session and submitting your proposal. Most of the communications will be best arranged by Moodle comments in the feedback box and all submissions of work are on Moodle.  Please be sure to take note of the various deadlines .

Phase 1 report: Selecting a topic

You start by preparing a Phase 1 report which, for 23/24 must be submitted on or before the first day of Michaelmas Full Term in October  Please pay careful attention to the points raised in the briefing lectures regarding selection of an appropriate topic. You must certainly choose something that has a defined and achievable success criterion. Note also that the marking scheme explicitly mentions preparation and evaluation, so please select something that will require a corresponding initial research/study phase and a corresponding (preferably systematic) evaluation phase.

You should complete a copy of the “Phase 1 Project Selection Status Report” and upload it to Moodle .

Phase 2: Full proposal draft: Filling out details

The details will include:

• Writing a description, running to a few hundred words.
• Devising a timetable, dividing the project into about 10 work packages each taking about a fortnight of your effort. The first couple of these might be preparatory work and the last three writing your dissertation, with the practical work in the middle. These should be identifiable deliverables and deadlines leading to submission of your dissertation at the beginning of the Easter Term. You will probably write your progress report as part of the fifth work package.
• Determining special resources and checking their availability.
• Securing the services of a suitable Supervisor.

Send all this to your Project Checkers and ask them to check the details. 

Phase 3: Final proposal

In the light of your Project Checkers’ comments, produce a final copy in PDF format. 

You do not secure signatures from your Project Checkers at this stage. Simply submit the proposal. 

Shortly after submission the Project Checkers will check your proposal again and, assuming that the foregoing steps have been followed carefully, all should be well and they will sign the proposal to signify formal acceptance. If the proposal is not acceptable you will be summoned for an interview.

Submission and Content of the Project Proposal

Completed project proposals must be submitted via Moodle by noon on the relevant day.

Format of the proposal

A project proposal is expected to up to 1000 words long. It consists of the following:

• A standard cover sheet
• The body of the proposal (see below).

When emailing drafts of your proposal to Project Checkers, please make sure they contain all of the information required on the final cover sheet.

The body of the proposal should incorporate:

• An introduction and description of the work to be undertaken.
• A statement of the starting point.
• Description of the substance and structure of the project: key concepts, major work items, their relations and relative importance, data structures and algorithms.
• A criterion that can later be used to determine whether the project has been a success.
• Plan of work, specifying a timetable and milestones.
• Resource declaration.

Introduction and description

This text will expand on the title quoted for your project by giving further explanation both of the background to the work you propose to do and of the objectives you expect to achieve. Quite often a project title will do little more than identify a broad area within which you will work: the accompanying description must elaborate on this, giving details of specific goals to be achieved and precise characterisations of the methods that will be used in the process. You should identify the main sub-tasks that make up your complete project and outline the algorithms or techniques to be adopted in completing them. A project description should give criteria that can be used at the end of the year to test whether you have achieved your goals, and should back this up by explaining what form of evidence to this effect you expect to be able to include in your dissertation.

Starting point

A statement of the starting point must be present to ensure that all candidates are judged on the same basis. It should record any significant bodies of code or other material that will form a basis for your project and which exist at project proposal time. Provided a proper declaration is made here, it is in order to build your final project on work you started perhaps even a year earlier, or to create parts of your programs by modifying existing ones written by somebody else. Clearly the larger the input to your project from such sources the more precise and detailed you will have to be in reporting just what baseline you will be starting from. The Examiners will want this section to be such that they can judge all candidates on the basis of that part of work done between project proposal time and the time when dissertations are submitted. The starting point should describe the state of existing software at the point you write your proposal (so work that you may have performed over the summer vacation is counted as preparatory work).

Success criterion

Similarly, a proposal must specify what it means for the project to be a success. It is unacceptable to say “I’ll just keep writing code in this general area and what I deliver is what you get”. It is advisable to choose a reasonably modest, but verifiable, success criterion which you are as certain as possible can be met; this means that your dissertation can claim your project not only satisfies the success criterion but potentially exceeds it. Projects that do not satisfy the success criterion are, as in real life, liable to be seen as failures to some extent.

You will need to describe how your project is split up into two- or three-week chunks of work and milestones, as explained in the planning section .

Resource declaration

You should list resources required, as described in the resources section .

Failure to submit a project proposal on time

Any student who fails to submit a project proposal on time is in breach of a Regulation and will no longer be regarded as a Candidate for Part II of the Computer Science Tripos. The Chairman of Examiners will write to the appropriate Senior Tutor as follows:

Dear Senior Tutor,

XXX has failed to submit a project proposal for Part II of the Computer Science Tripos.  The Head of Department was therefore unable to approve the title by the deadline specified in Regulation 17 for the Computer Science Tripos [Ordinances 2005, p268,amended by Notices (Reporter, 2010-11, pp.94 and 352, http://www.admin.cam.ac.uk/univ/so/2011/chapter04-section9.html#heading2-43 )].  XXX is therefore in breach of the regulation and is thus no longer eligible to be a Candidate for Part II of the Computer Science Tripos.  Please could you take appropriate action. I am copying this  letter to the Secretary of the Applications Committee of the Council.

Yours sincerely,

------------------------- Chair of the Examiners Department of Computer Science and Technology William Gates Building JJ Thomson Avenue Cambridge, CB3 0FD

Department of Computer Science and Technology University of Cambridge William Gates Building 15 JJ Thomson Avenue Cambridge CB3 0FD

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A RESEARCH PROPOSAL COMPUTER TECHNOLOGY AND STUDENTS PERFORMANCE IN UNIVERSITIES

2019, A RESEARCH PROPOSAL COMPUTER TECHNOLOGY AND STUDENTS PERFORMANCE IN UNIVERSITIES

There are several other research studies carried out to assess the impact of computer technologyin the domain of education. References [14–17] Solar et al. [1998] have argued that adoption ofcomputers enhances the quality of learning and improves the quality of education. This isconsistent with the study by Gallego et al. [1999] who argue that, for a successful improvement of the quality of education, a country needs implementation of ICT policies and regulations thatmust be effective and vigorous at all levels. Babaheidari and Svensson [2000] in another studymake a different conclusion that the impact of computers on learning outcomes is not clear. Linet al. [2001] point out that there is no evidence of any strong impact of the application of ICT ineducation. Likewise, Wastiau et al. [2000] indicate that application of ICT in educationachievement has positive effects while Venkatesh et al. [2003] find out that there exists no actualeffects of computers in education since all research is based on the socioeconomic background ofstudents and embedded characteristics of the school. Such mixed results from previous studiestherefore confirm that there is inadequate empirical evidence of computer technology impact on education, and also, there is an absence of well-developed and reliable theoretical studies tosupport the benefits resulting from computer technology implementation

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In the society of ours, is it true really that computers and information technology have contributed immensely to the way we learn? After observing and reading various educational paraphernalia and scanning the environment research has shown that the educational systems have greatly been impacted by computers and information technology. With the growth of technology, the ways we learn have been improved tremendously. Innovative technologies have contributed to the innovation of learning in the education arena and outside.

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The purpose of the present paper is to examine the relationship between the use of Information and Communication Technologies (ICT) and students’ performance in Higher Education. Earlier economic research has failed to provide a clear consensus on the effect of ICTs' investments on student's achievement. Our paper aims at summarizing the main findings of the literature and to give two complementary explanations. The first one focuses on the indirect effects of ICT on standard explanatory factors. Since student’s performance is mainly explained by student’s characteristics, educational environment and teachers characteristics, ICT may impact those determinants and consequently the outcome of education. The differences observed in students’ performances are thus more related to the differentiated impact of ICT on standard explanatory factors. The second thesis advocates that ICT uses need a change in the organization of the Higher Education. While ICT equipment and uses rates ...

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Bur D O U G L A S Tivlumun

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The focus of this research is to explore the impact of ICT on students’ academic achievement.In this research study two university, Pir Mehr Ali Shah Arid Agriculture University Rawalpindi Pakistan (PMAS_AAUR) and Fatima Jinnah Women University Pakistan (FJWU) were selected Students from both male and female gender selected with multistage random sampling techniques. There 100 sample sizes of students and 30 sample of teacher were selected. A questionnaire was used as tool of research. This instrument was validated by the panel of experts. Internal consistency coefficient (using Cronbach Alpha) was used to check the reliability and its value was 0.951. The researcher herself collected the data conducting a survey technique. The researcher herself collected the completed questionnaires. After the interview the collected data of information were coded and analyzed with the help of the Statistical Package for Social Sciences (SPSS). The paired t-test, frequency and percentage were ap...

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Most research on the influence of ICT on students' results and future professional insertion is carried out in the field of educational science. The authors of this article consider, however, that the educational science approach is too limited, and add an economic dimension to it. Their case study of a group of economics students encompasses the academic environment, the socio-economic context, and students' personal characteristics. One of their conclusions is the necessity to rethink evaluation models and the force of complementarity between traditional teaching and technology mediated teaching - assuming that the teachers' engagement is equal.

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In all aspects of life, the use of information and communication technology (ICT), including education, has become common and increasingly important for students. This paper attempts to identify the different effects of ICT on tertiary education. In the study, relation between the use of ICT with students and their academic achievement in public and private academia in Pakistan, investigated. The research proposed the following goals: To find out why students have been given access to ICT services, To explore how many students use ICT and for how long, To describe the connection among the use and academic performance of ICT in students. The study was performed on 300 students using questionnaire and in order to see the rate and find out if there is any association among ICT and students’ academic achievements, Pearson correlation coefficient, and descriptive statistics, used. The results showed that most students had laptops, personal computers, and in universities, they have Internet access. Many students stated, they used ICTs in order to improve their essential skills and to carry out their learning effectively with much involvement. It has also been established that the productive use of ICTs has had a substantial significant impact on the students.

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Computer Science > Computation and Language

Title: phi-3 technical report: a highly capable language model locally on your phone.

Abstract: We introduce phi-3-mini, a 3.8 billion parameter language model trained on 3.3 trillion tokens, whose overall performance, as measured by both academic benchmarks and internal testing, rivals that of models such as Mixtral 8x7B and GPT-3.5 (e.g., phi-3-mini achieves 69% on MMLU and 8.38 on MT-bench), despite being small enough to be deployed on a phone. The innovation lies entirely in our dataset for training, a scaled-up version of the one used for phi-2, composed of heavily filtered web data and synthetic data. The model is also further aligned for robustness, safety, and chat format. We also provide some initial parameter-scaling results with a 7B and 14B models trained for 4.8T tokens, called phi-3-small and phi-3-medium, both significantly more capable than phi-3-mini (e.g., respectively 75% and 78% on MMLU, and 8.7 and 8.9 on MT-bench).

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arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .

Call for Proposals: Revitalizing STEM education to equip next generations with STEM Competency (Extended deadline: 12 May 2024)

The 15-month project aims to create innovative educational solutions, to increase institutional and professional capabilities, and share knowledge and best practices at both regional and global levels. The project will identify innovative proposals composed of STEM Research Activities and STEM Educational Activities presented by applicant teams. After 6 months of implementation, project teams will be invited to co-create and consolidate results to co-develop a STEM education knowledge hub and a regional inventory of STEM educational resources.

A supervisory board will select up to 5 promising proposals. Project proposals will need to consider national and local STEM educational landscapes and coordinate with relevant stakeholders. Selected teams will receive funding from the project of a total of up to 26,000 USD to implement their innovative STEM education projects within a 6-month period. 

The selected project teams will have the opportunity to share results, best practices, methodologies, and lessons learnt. The generated knowledge will then be scaled up within and across the region.

Each proposal will include both STEM Research Activities and STEM Educational Activities, whose implementation will be executed by project teams in close collaboration with UNESCO.

For STEM Research Activities , the research should focus on one of the following domains:

• Correlation between investments in STEM and educational outcomes
• Female participation in STEM education
• Flexible teaching and learning models and inclusive approaches
• Technologies development and application in STEM education in schools
• Effectiveness of the educational system to deliver STEM education
• National ecosystems and policies for STEM education

For STEM Educational Activities , the activities should relate to one of the following modalities:

• STEM teaching and learning activities for students
• Strengthening teacher development and inclusive STEM pedagogies

Educational agencies, universities, research agencies, independent experts, NGOs, and schools from UNESCO Member States in Europe  (with a priority focus on South-East Europe and the Mediterranean) are all eligible applicants. 

Interested applicants are requested to submit all documents to [email protected] by 12 May 2024 by 23:59 (CET). Applicants may direct questions related to the preparation of the application to the same email address.

For more details on the selection criteria and supporting documents, please download the attached “Call for Proposals” and “Application Form”.

Related items

• Natural sciences
• Basic sciences
• Science, technology, engineering and mathematics (STEM)
• Region: Europe and North America
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• SDG: SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
• See more add

This article is related to the United Nation’s Sustainable Development Goals .

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Article Call for written proposals for a work assignment with UNESCO Office in Dar es Salaam 23 April 2024