SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Describe research problems 
SAQA US ID UNIT STANDARD TITLE
115022  Describe research problems 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The purpose of the learning is for the learner to be competent in research, employing a descriptive strategy to conduct mostly quantitative research. Credited learners are required to develop research questions from previous research, and select and implement research methodology from the existing body of knowledge in a specific field.

Credited learners are capable of:
  • Identifying research problems within the context of a specific field.
  • Surveying existing information in appropriate sources.
  • Developing rationales for research problems following an acceptable process.
  • Formulating hypotheses appropriate for research questions.
  • Collecting information by employing research methodologies from the existing body of knowledge in the field.
  • Analysing and evaluating results in terms of stated hypotheses.
  • Communicating research results to familiar, predetermined audiences. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Collect, analyse, organise and communicate information.
  • Communicate effectively using language skills in the mode of written presentation in two languages.
  • Situate text in terms of culture.
  • Translate pragmatic text.
  • Collect and organise information resources for pragmatic text translation.
    - Range: Networking, storing information, annotation of text, etc.
  • Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations. 

  • UNIT STANDARD RANGE 
    Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction.

    Research is limited to descriptive strategies, rather than exploratory or explanatory strategies. The focus should be on quantitative research approaches. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify research problems within the context of a specific field. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Problems are clearly stated. 

    ASSESSMENT CRITERION 2 
    Problems are valid within the context of the field. 

    ASSESSMENT CRITERION 3 
    Problems can be researched within the context of the field. 

    SPECIFIC OUTCOME 2 
    Survey existing information in appropriate sources. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sources identified are appropriate for the field. 

    ASSESSMENT CRITERION 2 
    A range of recognised sources are consulted. 

    ASSESSMENT CRITERION 3 
    Relevant sources are summarised using appropriate academic conventions. 

    ASSESSMENT CRITERION 4 
    All sources are referenced according to agreed academic conventions. 

    ASSESSMENT CRITERION 5 
    All information and quotations taken from sources are acknowledged in the text. 

    ASSESSMENT CRITERION 6 
    No copyright laws have been infringed. 

    SPECIFIC OUTCOME 3 
    Develop rationale for research problems following an acceptable process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Investigation of research problems is justified. 

    ASSESSMENT CRITERION 2 
    Research problems have clear application in the field. 

    ASSESSMENT CRITERION 3 
    Rationale is clearly stated. 

    ASSESSMENT CRITERION 4 
    Steps in the process of developing a rationale are identified. 

    SPECIFIC OUTCOME 4 
    Formulate hypotheses appropriate for research questions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Existing information, the rationale and the research problem are synthesised into an appropriate hypothesis or hypotheses. 

    ASSESSMENT CRITERION 2 
    Hypotheses are clearly formulated. 

    SPECIFIC OUTCOME 5 
    Collect information by employing research methodologies from existing body of knowledge in field. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selection of one or more combinations of methodological approaches is explained and justified in relation to the research problem. 

    ASSESSMENT CRITERION 2 
    Methodological approach/es selected is/are appropriate to the research problem. 

    SPECIFIC OUTCOME 6 
    Analyse and evaluate results in terms of stated hypotheses. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Analysis is carried out according to selected methodology. 

    ASSESSMENT CRITERION 2 
    Results of analysis are clearly set out. 

    ASSESSMENT CRITERION 3 
    Evaluation of results refers to the hypothesis. 
    ASSESSMENT CRITERION RANGE 
    Confirm or refute.
     

    ASSESSMENT CRITERION 4 
    Analysis and evaluation of results reflects the research problem. 

    SPECIFIC OUTCOME 7 
    Communicate research results to familiar, predetermined audiences. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Communication format selected is accessible to audience. 

    ASSESSMENT CRITERION 2 
    Results are communicated accurately. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Research problem formulation
  • Validity of research problems
  • Recognised sources of previous research
  • Academic conventions for referencing
  • Copyright laws and requirements
  • Research rationale development
  • Hypothesis development
  • Quantitative, descriptive research methodologies
  • Methods of analysis of data and results
  • Methods of communicating research results
  • Ethical requirements
  • Quality criteria 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving research problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding hypotheses, methodologies selected, analysis of data, and presentation of results. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation or community to survey existing information in appropriate sources. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively by adhering to ethical requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding previous research, and collecting, analysing, organising and critically evaluating information during own descriptive research in terms of stated hypotheses. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and language skills in the modes of oral and written presentation to communicate findings to familiar, restricted audiences. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when collecting data in a way that meets ethical requirements, and communicating findings to familiar, restricted audiences. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognizing that research-based problem-solving contexts do not exist in isolation and basing hypotheses on previous research findings, the rationale and the research problem. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion in isolation. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  63689   Bachelor of Arts: Geographical Information Science  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered" 
    2018-06-30   
    Core  48785   National Certificate: Specialised Translation  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 
    Core  48801   National Diploma: Specialised Translation  Level 7  Level N/A: Pre-2009 was L7  Reregistered  2021-06-30  CHE 
    Elective  58995   National Certificate: Weather Observation  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  TETA 
    Elective  63711   Bachelor of Geographical Information Science (GISc)  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered" 
    2018-06-30   


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.