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Why Most Students Fear Research Writing (and How to Overcome It)

I remember the very first day I decided to start writing my research project. I opened my laptop, pulled up a blank document, and just sat there staring at the blinking cursor. For almost 30 minutes, I couldn’t type a single word. It wasn’t because I didn’t know English. It wasn’t because I wasn’t smart. It was because of fear. That blinking cursor suddenly became a mirror, reflecting all my doubts: “What if my supervisor rejects my work? What if I can’t finish on time? What if I’m not good enough?” If you’ve ever felt this way, trust me, you’re not alone. Most students fear research writing — not because it’s impossible, but because it feels like a giant mountain you have to climb without a clear path. Why the Fear Happens Here’s the truth: research writing looks intimidating when you don’t understand the process. Think about it: You’re often given a topic you didn’t even choose yourself. Supervisors sometimes give vague, confusing instructions. You search onlin...
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How to Write a Scientific Project Report on Antimicrobial Resistance

 Have you heard of germs that no longer die when you take antibiotics? That is what scientists call antimicrobial resistance (AMR). This blog post will help you write a full science project report on this topic—step by step.

We’ll break it down into chapters, just like a real science project. You’ll see how to write each part in simple English.

Title Page

Your first page should contain:

  • Project Title
  • Your full name
  • Class and school
  • Submission date

Example:

Project Title: The Danger of Antimicrobial Resistance
Student Name: Musa Samuel
Class: JSS 3B
School: Light Academy
Date: April 30, 2025

CHAPTER ONE: INTRODUCTION

This chapter gives the reader background information on your topic and why you chose it. Let’s break it into 5 parts:

1.1 Background of the Study

This part explains what antimicrobial resistance is and how it became a problem.

Example:

Antimicrobial resistance (AMR) is when bacteria and other germs stop responding to medicines that used to kill them. This means common infections can become harder to treat. AMR happens when people misuse or overuse antibiotics—for example, taking antibiotics when they don’t need them or not finishing the full dose.

1.2 Statement of the Problem

Here you say what the problem is and why it matters.

Example:

Many people in our community take antibiotics without a doctor’s prescription. This can make bacteria stronger and resistant. If this continues, we may face a time when antibiotics will no longer work, and simple infections could become deadly.

1.3 Aim and Objectives

This part tells what you hope to achieve through the project.

Example:

Aim:
To study the effects of misuse of antibiotics and increase awareness of antimicrobial resistance.

Objectives:

  1. To explain what antimicrobial resistance is.
  2. To investigate how people misuse antibiotics.
  3. To suggest ways to reduce antimicrobial resistance.

1.4 Significance of the Study

Explain who will benefit from your project and how.

Example:

This project will help students, parents, and teachers understand why we must use antibiotics properly. It will also help promote safer health practices in our homes and communities.

1.5 Scope of the Study

This tells what your project will cover and what it won’t.

Example:

This project will focus on how people in our school and neighborhood use antibiotics. It will not study advanced hospital cases or expensive laboratory tests.

CHAPTER TWO: LITERATURE REVIEW

This chapter is where you explain what other people (scientists, books, websites) have already said about AMR.

Example:

According to the World Health Organization (WHO), antimicrobial resistance is a major global health threat. The misuse of antibiotics in humans and animals speeds up this problem. Some bacteria like MRSA (Methicillin-resistant Staphylococcus aureus) are already resistant to many antibiotics. Researchers suggest that better education and proper prescription practices can reduce resistance.

CHAPTER THREE: MATERIALS AND METHODS

If you are doing a survey or interview, this is where you explain how you did it.

Materials:

  • Questionnaire forms
  • Pens
  • Notebooks

Method:

  1. I created 10 simple questions about antibiotics.
  2. I gave the forms to 15 students and 10 adults in my neighborhood.
  3. I collected the forms and counted how many people used antibiotics without a prescription.
  4. I summarized the answers.

If you’re not doing a survey, explain how you collected your information (e.g., interviews, library research, online reading, etc.).

CHAPTER FOUR: RESULTS AND DISCUSSION

Here, you present what you found and explain what it means.

Example Table:

Discussion:

The table shows that most people surveyed (especially students) used antibiotics without visiting a doctor. This confirms that misuse is common in our area. This kind of behavior can cause AMR to spread faster.

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION

This is where you wrap up the project.

Conclusion:

Antimicrobial resistance is a serious problem caused mostly by the misuse of antibiotics. Many people in our community take antibiotics without medical advice, which increases the risk of resistance.

Recommendations:

  1. People should only take antibiotics prescribed by a doctor.
  2. Awareness programs should be held in schools and churches.
  3. Students should learn about AMR in science classes.
  4. The government should control how antibiotics are sold.

REFERENCES

List your sources of information.

Example:

  • World Health Organization – www.who.int
  • Basic Science for JSS 3, Longman Publishers
  • Class notes from Basic Science and Health Education

Final Words

Antimicrobial resistance is not just a big word for doctors—it’s a real threat that starts in our homes and schools. Writing a science project about it is a good way to learn how to protect ourselves and others.

Remember, writing your project step by step—starting with a strong introduction—will make it easier and more enjoyable.


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