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PUBLISHED DATE: - 14-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-06
PAGE NO.: - 44-57
PRIMARY SOURCES OF INFORMATION AND
ITS IMPACT ON THE QUALITY OF
POSTGRADUATE DISSERTATIONS AND
THESES IN THE UNIVERSITY OF BUEA
Eyen Werendeng Loveline
Department of Curriculum Studies and Teaching, Faculty of Education of
the University of Buea Cameroon
INTRODUCTION
In the realm of academic research, particularly at
the postgraduate level, the quality of dissertations
and theses is paramount. A significant determinant
of this quality is the utilization of primary
information sources, which provide firsthand
evidence and original data crucial for sound
scholarly work (Baker, 2020). The University of
Buea, as a leading institution of higher learning in
RESEARCH ARTICLE
Open Access
Abstract
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Cameroon, emphasizes the importance of rigorous
research methodologies and the integration of
credible sources in academic writing. This focus on
primary sources not only enhances the scholarly
rigor of postgraduate outputs but also contributes
to the advancement of knowledge within various
fields of study. Primary information sources,
encompassing
original
research
articles,
interviews, surveys, and field studies, offer direct
evidence that researchers can analyze and
interpret. Unlike secondary sources, which
synthesize and analyze existing information,
primary sources allow for a deeper engagement
with the subject matter (Smith & Jones, 2019). This
engagement is essential for postgraduate students
as they develop their own arguments and
contribute to ongoing academic discussions. In a
context like the University of Buea, where diverse
research topics are explored, the reliance on
primary sources can significantly elevate the
originality and impact of scholarly work.
Moreover, the integration of primary sources into
dissertations and theses fosters critical thinking
and analytical skills among postgraduate students.
Engaging with firsthand data encourages students
to question existing narratives and contribute new
insights (Johnson, 2021). For instance, students
examining local issues may conduct interviews or
surveys that reveal unique perspectives not
covered in existing literature. This process not only
enriches their research but also aligns with the
university's commitment to producing innovative
and contextually relevant scholarship. The impact
of primary information sources on the quality of
postgraduate research extends beyond the
individual dissertation or thesis. High-quality
research outputs enhance the reputation of
academic institutions and contribute to the
broader
academic
community.
Research
conducted at the University of Buea that employs
robust primary data can influence policy-making,
inform practice, and inspire further studies (Ngoh,
2022). Consequently, the emphasis on primary
sources not only benefits students but also serves
the university's mission of contributing to national
and global knowledge. However, challenges
remain in the effective utilization of primary
sources. Access to original data can be limited,
particularly in resource-constrained settings like
Cameroon. Students may face difficulties in
obtaining the necessary permissions for
conducting research or in securing funding for data
collection (Mokoginta, 2023). These barriers can
hinder the quality of research outputs and limit the
scope of inquiry. Addressing the impact of primary
information sources on the quality of postgraduate
dissertations and theses in the University of Buea
is therefore very important.
Context and Justification of Study
Primary information sources play a pivotal role in
shaping the quality and originality of postgraduate
dissertations and theses. Primary sources are
original materials that provide firsthand evidence
or data, such as interviews, surveys, experiments,
and historical documents. Their importance lies in
the fact that they offer direct insights into a
research question, enabling scholars to construct
arguments based on unmediated evidence
(Rudestam & Newton, 2015). At the University of
Buea, where diverse research disciplines thrive,
the reliance on primary sources is crucial for
developing a robust academic foundation that
enhances the credibility of postgraduate work. The
University of Buea, as a leading institution in
Cameroon, aims to foster a research culture that
emphasizes the use of rigorous methodologies and
authentic data. The integration of primary
information sources in postgraduate research not
only enriches the academic discourse but also
aligns with global standards of scholarly excellence
(Kumar, 2019). By utilizing primary sources,
students are able to contribute to existing
knowledge in their fields, addressing local and
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regional issues with empirical evidence. This is
particularly important in a context where
secondary sources may be limited or lack
relevance to specific local challenges.
However, the challenges associated with accessing
and utilizing primary sources cannot be
overlooked. Many postgraduate students at the
University of Buea face logistical difficulties, such
as limited access to archives, databases, and field
sites necessary for collecting primary data
(Nkwenti, 2020). Additionally, the skills required
to collect, analyze, and interpret primary
information are often underemphasized in the
curriculum, potentially leading to a reliance on
secondary sources that may not adequately
support their research objectives. This gap can
diminish the overall quality and impact of their
dissertations and theses, as the depth and rigor of
the research may be compromised. The effective
use of primary information sources is crucial for
enhancing
the
quality
of
postgraduate
dissertations and theses at the University of Buea.
While the potential for original contributions to
knowledge is significant, addressing the barriers to
access and training in primary research methods is
essential for fostering a vibrant research
environment. As the university continues to
evolve, encouraging a systematic approach to
primary data collection and analysis will be vital in
ensuring that its graduates are well-equipped to
meet the demands of contemporary scholarship
(Mokogwu, 2021).
In essence, the quality of postgraduate
dissertations and theses is paramount in
establishing academic credibility and contributing
to the div of knowledge within various fields of
study. Ideally, these scholarly works should be
grounded in robust research methodologies that
prioritize the use of primary information sources,
such as original data collected through interviews,
surveys, and experiments. Such primary sources
are essential for generating authentic insights and
fostering innovative solutions to local and global
issues. At the University of Buea, the expectation is
that postgraduate students will engage deeply with
primary data to enhance the originality and rigor
of their research. However, the reality at the
University of Buea presents a stark contrast to this
ideal. Many students encounter significant
challenges in accessing primary information
sources due to logistical barriers, such as limited
funding, inadequate research facilities, and
restricted access to relevant archives or databases.
Additionally, there is often a lack of adequate
training in primary research methodologies, which
hampers students' ability to effectively gather and
analyze original data. As a result, many
dissertations and theses tend to rely heavily on
secondary sources, which may not sufficiently
address specific research questions or reflect local
contexts. The consequences of this reliance on
secondary
sources
are
profound.
When
postgraduate research lacks a solid foundation in
primary data, it risks diminishing the overall
quality and impact of academic work. This can lead
to superficial analyses that fail to engage critically
with the subject matter, ultimately undermining
the scholarly contributions of graduates from the
University of Buea. Furthermore, the absence of
rigorous primary research can affect the
institution's reputation as a center of academic
excellence and innovation, limiting the potential
for local and international collaborations. It
becomes clear that addressing the gap between the
ideal and real situations is crucial for enhancing
the quality of postgraduate research at the
University of Buea.
This study has as objective to evaluate the impact
of primary information sources on the quality of
postgraduate dissertations and theses in the
University of Buea. Specifically looking at it from
the student’s perspective, academic staff and
administrative staff.
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Based on the above objective, one general
hypothesis was tested which verified how primary
sources of information significantly impact the
quality of postgraduate dissertations and theses in
the University of Buea.
LITERATURE REVIEW
Primary sources of information are those sources
which contain original information that has been
published, reported or recorded for the first time
(Douglas, 2015). The information could be
collected through different methods like surveys,
observations,
physical
testing,
mailed
questionnaires, questionnaire filled and delivered.
In research and academics, a primary source refers
to information collected from sources that
witnessed or experienced an event firsthand. This
definition is supported with the definition by the
Library of Congress which sees primary sources as
the raw materials of history
—
original documents
and objects which were created at the time under
study, in contrast to secondary sources, which are
accounts or interpretations of events created by
someone without firsthand experience, -Using
Primary Sources. The information could be
collected through different methods like surveys,
observations,
physical
testing,
mailed
questionnaires, questionnaire filled and delivered
by enumerators, private interviews, telephonic
interviews, focus groups and case studies
(Douglas, 2015).
These can be historical documents, literary texts,
artistic works, experiments, journal entries. The
researcher has a big role to play when collecting
primary information since those sources which
contain original information that has been
published, reported or recorded for the first time
are widely scattered and it is difficult to locate the
information contained in them (Kragh, 1990).
There is little agreement to this as most at times
postgraduate students are faced with the problem
of carrying on proper observation, surveys,
administer questionnaires, do case study and
conduct interviews in the process of data
collection. For a researcher to carry out proper
collection there should not be any bias. A post
graduate student will tell his or her supervisor that
he or she is in the field meanwhile he or she is not,
since the student is sure that the supervisor cannot
come to the field to check the work done. Most post
graduate students would testify of 120 sampling
size meanwhile it was just 20 used making the
sources narrow. According to Douglas (2015),
primary sources of information are reviewed
through the following methods which include:
survey, observation, interview, questionnaires.
According to Raimo (2018), different primary
sources are used in different research fields as
seen in table 1
Table 1: Different Primary Sources Used in Different Research Field
History
1
Letters and diaries
2
Photographs and video footage
3
Official documents and records
4
Physical objects
Art and Literature
1
Novels and poems
2
Paintings and art installations
3
Films and performances
Communication and Social Studies
1.
Interview
2.
Recordings of speeches
3.
Newspapers and magazines
4.
Social media posts
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Law and Politics
1
Court records
2
Legal texts
3
Government documents
Sciences
Education
1
Empirical studies
2
Statistical data
1.
Letters
2.
Research results
3.
Work of art
4.
Speeches
5.
Patents
Source: Raimo (2018)
According to Chowdhury (2011), characteristics of
primary sources of information include;
➢
Primary sources can either be first-hand
observation/analysis,
or
accounts
contemporary with the events described.
➢
Primary sources document events, people, and
viewpoints of the time.
➢
When research is more era, rather than event
driven, the scope of possible primary sources
broadens considerably.
➢
Primary sources represent one person's
perspective; frequently they will be used with
secondary/tertiary sources to broaden the lens
through which a researcher is looking at an
event, era, or phenomenon.
➢
It is important when using anything as a
primary source that the researcher be
cognizant of and sensitive to the bias of the
observer/analyzer that created the primary
source, and also to the broader cultural biases
of the era in which the primary source was
created.
➢
The researcher's perspective, or the arguments
or points for which a researcher plans to use a
➢
primary source as evidence, is significant in
determining what sources will be primary.
➢
Reproductions of primary sources remain
primary for many research purposes.
➢
Some attributes are based more on the
perspective represented in the source and
context in which the source is being used by
the researcher.
Using primary sources of information leads to high
quality of research since research today is
scientifically done where a problem is identified
and solved bringing out new knowledge. With
survey, questionnaire, interviews, case study and
so on the minds of the participants are searched
bringing out the real problem and thus motivating
solution. Knowledge is real but must be backed by
a theory. To find primary documents on the web,
try the following Internet search topic + primary
source.
Primary
sources
are
constantly
compressed, organized and rearranged according
to some definite plan and communicated through
another set of publications called secondary
sources of information. An added advantage of
primary sources over secondary sources is that,
Primary sources are more credible as evidence, but
good research uses both primary and secondary
sources.
According to Douglas (2015), primary sources of
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information are reviewed through the following
methods which include: books, survey (Murphy-
Hill, Zimmermann and Nagappan, 2013),
observation, interview (Murphy-Hill and Murphy,
2011) and questionnaires with its challenges
which include the following:
Choosing a Population
: Before interview script
and research questions are developed and fully
defined, the population for the study is chosen.
There is the problem of whether or not to maintain
flexibility where the community could define some
process by which to consider important
subpopulations in a study design and define them.
Recruiting Participants
: The problem as to
whether to use snowball sampling recruiting
participants through personal contacts, by posting
flyers or email.
Behavours vs. Generalizations
: It is difficult to
differentiate between facts about participants’
behaviour and
participants’ opinions about how
one should behave. How studies could be designed
that would allow participants differentiate
between facts and opinions, how to study based on
principles, rather than on intuition.
Interview
Refinement
:
Adapting
Semi-
Structured Interviews. Interview enables the
interviewer to ask questions that were not on the
interview script in order to further explore
potentially interesting things that participants
said. If answers to a particular question became
consistently uninformative, it is removed from the
script. Interview stopped yielding new types of
information, or when it had reached saturation.
Ending studies upon reaching saturation is
standard practice in other fields as well the
challenge here is how would a researcher identify
and validate what when studies reach saturation
point and how should a study protocol be designed
so that it is easy to use and to change.
Interview Preparation
: An Ounce of Practice.
Conducting interviews is an important part of the
interview design
process. It helps refine the
interview script so that it flows well and is not
based on flawed assumptions, and helps prepare
the interviewer for problems that can arise when
conducting real interviews. While any guide to
performing interviews will say that practicing is an
essential part of developing interviews, using this
practice effectively seems to depend largely on
experience and intuition, and a criterion to
evaluate choices.
Recognizing what is Interesting
: Working the
Crowd. When analyzing interview data, the
graduate research assistant performing the data
analysis also was on the lookout for interesting
responses and interesting patterns in the data.
However, determining what is interesting requires
an understanding of the current research
community (Davis, 1971), an understanding that
generally comes only from the experience afforded
by being a member of it for more than a few years.
Data Overload
: Professional transcription
services could be paid, to validate by hand by our
research staff, since most post graduate students
are not statistician. Coding these transcripts
required many passes over the data, since some
pertinent codes only emerged in later interviews.
From a theoretical point of view, the Information
Quality Theory by William H. Dutton (1999) serves
as a foundational framework for understanding
the role of information quality in research
outcomes. Dutton posits that the credibility,
reliability, and relevance of information sources
significantly impact the effectiveness of the
research process. This theory is particularly
relevant in academic settings, where the quality of
primary sources can enhance the rigor of
dissertations and theses. By focusing on the
attributes of information, Dutton highlights the
necessity for researchers to critically evaluate
their sources, which is essential for producing
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high-quality academic work (Dutton, 1999).
Despite its strengths, Dutton's theory has been
critiqued for its somewhat narrow focus on the
quality attributes of information without
adequately addressing the broader context in
which this information is utilized. While Dutton
emphasizes credibility and reliability, the theory
could benefit from integrating a more nuanced
understanding of how contextual factors
—
such as
the researcher's background, institutional support,
and disciplinary norms
—
affect the perception of
information quality. This broader perspective
could provide a more comprehensive framework
for evaluating research outcomes, especially in
diverse academic environments like the University
of Buea (Hirschheim & Klein, 2003).
The theory emphasizes the importance of credible
and reliable information sources. In the context of
postgraduate research, using high-quality primary
sources can significantly enhance the credibility of
a dissertation or thesis. For students at the
University of Buea, this means that meticulous
evaluation of sources can lead to more rigorous
arguments and conclusions, thereby strengthening
the overall quality of their academic work. It also
provides a framework for evaluating the quality of
information, which is essential for postgraduate
students who must navigate a vast array of
available sources. Dutton's focus on attributes
such as relevance, accuracy, and timeliness can
guide students in selecting appropriate primary
sources. This structured approach can help ensure
that their research is grounded in solid evidence,
which is crucial for achieving academic success
and contributing to the div of knowledge in their
fields.
METHODOLOGY
The study employed a mixed
–
method approach
using the explanatory sequential research design.
The study adopted an exploratory design because
it necessitates the collection of opinions and views
from a sample from the population, considered
representative of the entire population. The
population for this study was made up of all
Master’s and PhD students of University of Buea
and all postgraduate lecturers and supervisors of
postgraduate school with a total population of 500
academic staff and 2,305 postgraduate students.
The target population for this study consisted of
post graduate students (master’s and PhD) of the
2020/2021 batch including academic staff
(lecturers, Deans, Vice - Deans - In - charge of
Research and Coordinators of Post Graduate
School of the University of Buea in the Faculties of
Arts, Education, Engineering and Technology,
Science, and Social and Management Sciences. The
accessible population is 864 (post graduate
students and academic staff. The sample was made
up of 240 postgraduate students, 85 academic staff
and 15 faculties’ officials (Deans, Vice
-Deans
–
in -
charge of research as well as coordinators of post
graduate school of the faculties concern). The
sampling techniques employed for this study was
a multi stage sampling consisting of purposive
sampling and the simple random sampling. The
instruments use for data collection were a
questionnaire for postgraduate students and
academic staff and an interview guide for
university administrators (Deans, Vice-Deans
–
in -
charge of research as well as coordinators of post
graduate school of the faculties concern). Data
from the close ended questions was analysed using
SPSS 23.0, with the aid of descriptive and
inferential statistical tools while open ended
questions were analysed thematically. The
hypotheses of the study were tested using a non-
parametric test (Spearman’s Rho test) presented
at 95% level of confidence interval with alpha set
at 0.05 levels accepting 5% margin of error.
DISCUSSION
The findings of the study are be presented and
supported by literature and the works of other
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researchers. Quantitative data are presented first followed by qualitative data.
Table 6:
Students’ Responses on
the impact of primary sources of information on the quality of
post graduate dissertation/thesis
Items
Stretched
Collapsed
SA
A
D
SD
SA/A
D/SD
Primary sources contribute to quality of research
160
(66.7%)
80
(33.3%)
0
(0.0%)
0
(0.0%)
240
(100%)
0
(0.0%)
Credibility of research depends on primary sources
88
(36.7%)
120
(50.0%)
0
(0.0%)
32
(13.3%)
208
(86.7%)
32
(13.3%)
Primary source bears authentic information
136
(56.7%)
88
(36.7%)
16
(6.7%)
0
(0.0%)
224
(93.3%)
16
(6.7%)
Some information can only be gotten through primary
sources
136
(56.7%)
88
(36.7%)
8
(3.3%)
8
(3.3%)
224
(93.3%)
16
(6.7%)
Multiple Responses Set (MRS)
520
(54.1%)
376
(39.2%)
24
(2.5%)
40
(4.2%)
896
(93.3%)
64
(6.7%)
n=240
The findings from students regarding the impact of
primary sources of information on the quality of
postgraduate dissertations and theses indicate a
strong consensus, with 93.3% agreeing that these
sources significantly enhance research quality. In
contrast, only 6.7% expressed skepticism about
the value of primary sources. This overwhelming
support underlines the critical role that primary
sources play in academic research. According to
Hart (1998), primary sources are invaluable in
academic research as they provide original data
and firsthand evidence, which are essential for
developing strong, credible arguments. This
perspective aligns with the students’ views,
suggesting that their understanding of the
importance of primary sources is rooted in a
recognition of the need for authenticity and direct
engagement with the material. Creswell (2014)
emphasizes that engaging with primary sources
encourages critical thinking and analytical skills
among researchers. When students analyze
original materials, they are more likely to develop
nuanced understandings of their topics, which can
lead to higher-quality dissertations and theses.
This aligns with the students’ overwhelming
agreement that primary sources enhance research
quality, as they enable deeper engagement with
the subject matter.
The findings from the student cohort reveal a
unanimous agreement (240 or 100%) on the
importance of primary sources in contributing to
the quality of research. Additionally, a significant
majority, 224 students (93.3%), recognized that
primary sources provide authentic information,
while 208 students (86.7%) acknowledged that
the credibility of research is heavily dependent on
these sources. These results highlight the critical
role that primary sources play in the academic
research process. A study by Tashakkori and
Teddlie (2010) underscores the importance of
primary sources in upholding research integrity.
By grounding their work in original data, students
not only enhance the quality of their dissertations
and theses but also contribute to maintaining high
academic standards. The students' agreement on
the critical role of primary sources reflects an
understanding of the ethical dimensions of
research quality. According to Hart (1998),
primary sources are essential for providing direct
evidence and firsthand accounts, which are crucial
for ensuring the authenticity of research findings.
This aligns with the students’ belief that primary
sources bear authentic information, reinforcing
the idea that engaging with original materials is
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fundamental for producing credible academic work.
Table 7: Staff Responses on the impact of primary sources of information on the quality of post
graduate dissertation/thesis
Items
Stretched
Collapsed
SA
A
D
SD
SA/A
D/SD
Primary sources contribute to quality of research
60
(60.0%)
40
(40.0%)
0
(0.0%)
0
(0.0%)
100
(100%)
0
(0.0%)
Credibility of research depends on primary sources
70
(70.0%)
25
(25.0%)
5
(5.0%)
0
(0.0%)
95
(75.0%)
5
(5.0%)
Primary source bears authentic information
60
(60.0%)
40
(40.0%)
0
(0.0%)
0
(0.0%)
100
(100%)
0
(0.0%)
Some information can only be gotten through primary
sources
45
(45.0%)
40
(40.0%)
10
(10.0%)
5
(5.0%)
85
(85.0%)
15
(15.0%)
Multiple Responses Set (MRS)
235
(58.7%)
145
(36.3%)
15
(3.7%)
5
(1.3%)
380
(95.0%)
20
(5.0%)
n=100
The findings from the academic staff at the
University of Buea indicate a strong consensus on
the importance of primary sources of information,
with 95.0% affirming that these sources
significantly enhance the quality of postgraduate
dissertations and theses. This overwhelming
agreement underscores the critical role that
primary sources play in academic research and the
overall integrity of scholarly work. According to
Booth, Colomb, and Williams (2008), primary
sources are essential for conducting rigorous
academic research as they provide firsthand
evidence and original data. These sources allow
researchers to engage directly with the material,
fostering a deeper understanding of the subject
matter. The faculty's acknowledgment of the
importance of primary sources aligns with this
assertion, suggesting that when postgraduate
students utilize these sources, they are better
equipped to produce high-quality research that is
both credible and valuable to their fields.
The findings from the academic staff at the
University of Buea reveal a unanimous consensus
on the pivotal role of primary sources in enhancing
the quality of research. Specifically, 100% of the
staff agreed that primary sources contribute
authentic information, while 75.0% emphasized
that the credibility of research hinges on these
sources. Furthermore, 85.0% of the respondents
affirmed that quality information for research is
predominantly obtained through primary sources.
Together, these insights highlight the essential
nature of primary sources in academic research. As
noted by Becker and Carley (2017), primary
sources are fundamental to research as they
provide direct evidence and firsthand accounts,
ensuring the authenticity of the information used.
This authenticity is crucial for establishing a solid
foundation
for
research
arguments
and
conclusions. The faculty's unanimous agreement
underscores the importance of engaging with
primary sources to produce work that is not only
credible but also grounded in genuine evidence.
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Table 8: Findings on the Impact of Primary Sources of Information on Post Graduate
Dissertation/Thesis Quality
–
Thematic Responses
Question
Grounding
Response
What are the types of
primary sources of
information you will
recommend to students?
10
Ten respondents would recommend primary sources of information like
Journal article and book to their students.
5
Five respondents would recommend primary sources of information like
Thesis and Experiment to their students
Do you think it is a must or
optional for primary
sources of information to be
used in dissertation/thesis?
15
Fifteen respondents supported the fact that primary sources of
information must be used in dissertation/thesis since it gives reliable and
valid information. They went further to say Primary source of information
provides raw information and first-hand evidence giving direct access to
the subject of dissertation/thesis. Primary sources of information is good
in almost all nature of dissertation/thesis
Findings gotten using interview guide in response
to the impact of primary sources of information on
dissertation/thesis quality of post graduate
student from deans, vice- dean-in
–
charge of
research and coordinators of post graduate school.
Based on the findings the following can be
highlighted; with respect to the type of primary
sources of information to be recommended to
students 66.7% of the respondents revealed that
they would recommend journal articles and books
while 33.3% of the respondents indicated that they
would recommend thesis and experiment. This
distinction underscores the perceived value of
journal articles and books in contributing to the
quality of dissertations and theses. According to
Hart (1998), journal articles and academic books
are often regarded as the gold standard in research
due to their rigorous peer-review processes and
comprehensive analysis. Hart argues that these
sources provide well-established theoretical
frameworks and empirical data that can
significantly enhance the quality of academic
writing. The preference for such sources among
respondents aligns with this perspective,
suggesting that they are viewed as more reliable
and authoritative compared to other forms of
primary data.
Conversely, the recognition of theses and
experimental data as valuable sources, albeit to a
lesser extent, reflects the findings of Creswell
(2014), who emphasizes the importance of diverse
sources in research. Creswell notes that while
journal articles and books provide foundational
knowledge, original research, such as theses and
experiments, can offer unique insights and
practical applications that enrich academic
discourse. This duality in source recommendation
highlights the need for postgraduate students to
engage with both established literature and
original research to achieve a well-rounded
understanding of their topics.
With respect to whether primary sources of
information should be used in dissertation/thesis,
100% of the respondents revealed that it is a must
to use primary source of information in
dissertation/thesis as it is good in all nature of
dissertation/thesis, gives reliable and valid
information thus dissertation/thesis quality. This
explains why the university officials, lectures,
supervisors and the entire academic world
recommend primary sources of information
during research initiatives. Researchers obtain
primary information by watching an event itself,
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observe informants in real action to get firsthand
information, meet community actors to obtain
novel and indigenous information. Stakeholders in
the research world recommend primary sources
because secondary and tertiary sources cannot
provide all the information. Invention and
innovation in every field is best where primary
sources are exploited in the best way. The primary
sources of information are the best, it cannot be
optional to use because it roots research to reality.
Sometimes, access to other sources of information
is impossible such that, it becomes a rule of thumb
to use primary sources of information in research.
The above findings of this study align with earlier
remarks made by Douglas (2015) and Raimo
(2018) that, primary sources of information are
reviewed through survey, observation, interview,
and questionnaires and are very important in
research. This is also
supported by Wilson’s
Information Seeking Behaviour (1999) who stated
that through survey, observation, interview, and
questionnaires a person may engage in when
identifying their own needs for information,
searching for such information in any way, and
using or transferring that information
Verification of Hypothesis
: The use of primary
sources of information does not significantly
impact the quality of postgraduate dissertations
and theses in the University of Buea.
Table 5: Relationship between primary sources of information and the quality of postgraduate
dissertations and theses in the University of Buea
Primary sources of
information
Quality of postgraduate
dissertations and theses
Spearman's rho
r-value from students
1
0.301
**
p
-value from students
.
.000
r-value from staff
1
0.468**
p
-value from staff
.
.000
**. Correlation is significant at the 0.01 level (2-tailed).
The findings on the relationship between primary
sources of information and quality of
dissertation/thesis from the analysis of students’
and staff questionnaires are shown that, there is a
positive significant relationship both from
students’ (r=0.301, P=0.000) and staff (r=0.468,
P=0.000) analysis respectively. Therefore, the
findings reject the Ho that the use of primary
sources of information does not significantly
impact the quality of postgraduate dissertations
and theses in the University of Buea and accepted
H1 that the use of primary sources of information
significantly impact the quality of postgraduate
dissertations and theses in the University of Buea.
According to these researchers, using primary
sources of information leads to high quality of
research since research today is scientifically done
where a problem is identified and solved bringing
out new knowledge. The minds of the participants
are searched bringing out the real problem and
thus motivating solution. Knowledge is real but
must be backed by a theory. Like it was realized in
the interview of this study, these researchers also
said that primary documents can be found on the
web. This is because, the primary sources
contribute to the quality of a research to become
very credible and contain authentic information
concerning the phenomenon under investigation.
Moreover, there are certain information resources
that can only be obtained through primary sources.
This is in line Dutton (1999) theory who
underscores the relationship between information
quality and research outcomes. High-quality
primary sources can lead to more innovative and
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insightful research findings. For postgraduate
students at the University of Buea, employing this
theory can encourage them to engage deeply with
their sources, fostering critical thinking and
original contributions. This proactive engagement
ultimately enhances the impact of their
dissertations and theses on the academic
community and beyond.
CONCLUSION
In conclusion, the findings from the study
underscore the critical role that primary
information sources play in enhancing the quality
of postgraduate dissertations and theses at the
University of Buea. With over 90% of students and
95% of staff affirming the importance of these
sources, it is evident that there is a strong
consensus within the academic community
regarding their value. This widespread agreement
highlights the need for postgraduate students to
prioritize primary sources in their research
endeavors, as these sources provide the
authenticity and rigor necessary for high-quality
academic work. Further, the thematic analysis
revealed that faculty officials advocate for the
compulsory use of primary sources in research.
This recommendation reflects a commitment to
maintaining high academic standards and
ensuring that students engage with original data.
By emphasizing the necessity of primary sources,
faculty officials are not only promoting best
practices in research but also fostering an
environment where students can develop critical
thinking and analytical skills. This shift towards
compulsory use could significantly enhance the
quality of research outputs, benefiting both
students and the academic institution as a whole.
Finally, the hypothesis testing confirmed that
primary sources of information have a significant
impact on the quality of dissertations and theses
produced by postgraduate students. This finding
reinforces the notion that relying on original
research and firsthand data is essential for
producing credible and rigorous academic work.
As such, the university should consider
implementing strategies to encourage the use of
primary sources, including workshops, resources,
and support systems, to further enhance the
research capabilities of its postgraduate students.
Overall, the findings advocate for a stronger
integration of primary sources in the research
process, ultimately elevating the academic
standards at the University of Buea. It is generally
recommended that the university should
implement a policy mandating the use of primary
sources in all postgraduate research projects. This
requirement would ensure that students engage
with original data and firsthand evidence, thereby
enhancing the credibility and rigor of their
dissertations and theses. Faculty officials should
provide clear guidelines on the types of primary
sources that are acceptable and offer examples to
assist students in their research. To support the
effective use of primary sources, the university
should organize workshops and training sessions
focused on research methodologies and
information literacy. These programs could equip
students with the necessary skills to identify,
evaluate, and utilize primary sources effectively.
Faculty members can collaborate with librarians
and research experts to facilitate these sessions,
ensuring that students understand the importance
and application of primary sources in their
academic work. The university should invest in
expanding access to primary source materials,
both digitally and physically. This could include
subscriptions to academic databases, digitization
of archival materials, and partnerships with other
institutions to share resources. By improving
access to primary sources, the university can foster
a research environment that encourages students
to explore original data, ultimately enhancing the
quality of their dissertations and theses.
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