Pay for one chapter, or none
No subscription. No auto-renewal. Nothing is a prerequisite for anything else — if you only need Chapter Three, buy Chapter Three.
| Module | Price | What it covers | Status |
|---|---|---|---|
| Free check | Free | Topic Clinic, the Alignment Matrix, and your handbook’s rules. | live |
| Chapter One — Framing | ₦1,000 | Problem statement, objectives, research questions, hypotheses, scope, operational definitions, and the chapter exported as a Word document in your handbook’s format. | live |
| Chapter Two — Literature | ₦3,500 | Literature map, theoretical and conceptual framework, gap statement. Upload up to 10 PDFs and the synthesis runs over your own reading list. | live |
| Chapter Three — Method | ₦1,500 | Design, population, sampling, instrument, validity, analysis plan. Only the instrument critique is paid — the sample-size calculator and the alignment checks stay free. | live |
| Chapter Four — Results | ₦1,200 | Reads your SPSS output, flags broken assumptions, formats APA tables. | live |
| Chapter Five — Discussion | ₦1,200 | Findings against the literature, implications, recommendations, and the chapter exported as a Word document. Viva preparation is sold separately. | live |
| Viva preparation | ₦1,500 | The panel’s likely questions, generated from your own study’s weak points, and a rehearsal pack as a Word document. | live |
| Everything | ₦7,500 | All five chapters plus viva preparation. Saves ₦2,400. | live |
Chapters One to Five, viva preparation, and the full journey are live today. No subscription, no auto-renewal, and no module is a prerequisite for another.
You do not buy from this page. Start your study, work through the free stations, and you will be offered the chapter at the point where it is the thing you need — covering that one project. If you never reach that point, you never pay.
Why it is priced this low
Because you are a student. Chapter One at ₦1,000 is roughly a data bundle, which is about the level at which the price stops being the decision.
We can do that because most of what the tool does costs us nothing to run — the checks are rules, not a chatbot, and they run on your own phone.
What you get either way
- The topic check, the Alignment Matrix and your handbook’s rules stay free, permanently. Not a trial.
- Your topic, objectives and questions are never sent to our servers — the checks run in your browser.
- No module unlocks another. Start anywhere.
What a paid critique looks like
Three real-shaped samples, drawn on the worked study the clinic uses as an example — not on yours. They are here so you can see the shape of what ₦1,200, ₦3,500 and ₦1,500 buy before you reach the point of buying. The clinic never writes your text; every paid finding ends in a question only you can answer.
Chapter Four · the Output Reader, on a pasted SPSS t-test
The student wrote: “Formative assessment caused students to perform better (t = 4.86, p = .000), so HO1 is rejected. For HO2, male students scored higher than female students, so HO2 is rejected.”
- What is working (1)
- written critiqueThe output supports the claim about high- versus low-use teachers: t(298) = 4.86, p < .001, with the high-use group (M = 58.73) scoring higher than the low-use group (M = 51.20). ORM01Levene’s test is significant (p = .012) — did you use the “equal variances not assumed” row?
- What will be questioned (3)
- written critiqueThe output does not support the gender claim: t(154) = 0.97, p = .332 is not significant. ORM01Your reading says “HO2 is rejected” — how do you justify rejecting a null hypothesis when p > .05?
- Your reading says one thing caused another, but a survey only observed both. OR07Say “was associated with” or “students of high-use teachers scored higher” — a panel will ask how a survey can show cause.
- SPSS prints .000 when p is below .001. OR10Report it as p < .001 (APA 7).
Chapter Two · the literature synthesis, on ten uploaded PDFs
Each paper you upload comes back as one row, and the map you wrote is judged against them.
| Source | Design · sample | Finding | In your map? |
|---|---|---|---|
| Ibrahim, Aminu, Ibrahim & Biga (2019) | descriptive survey · 86 principals, HODs and teachers, Sokoto South | Teacher competence with instructional materials needs improving. | in the map |
| Masama & Biodun (2020) | survey with classroom observation · Zamfara North zone | Teaching aids and lesson-objective fit were weakly used. | not in the map |
| Jega, Abdullahi & Lukman (2024) | descriptive survey · 240 primary teachers, four states | Teachers mostly NCE-qualified; audiovisual materials underused. | in the map |
| Sebutu, Abdulkareem & Adeyemi (2021) | position paper | Method choice should follow topic, objective and learner traits. | in the map |
- written critiqueThemes 2 and 3 both describe classroom methods; the split is by method type, not by a distinct variable. LM01Could the two be one theme about method choice, with achievement effects as a sub-point?
- written critique5 of your uploaded sources do not appear in your map. LM04A paper you paid to have read and then left out cannot help you at defence. Put it under the theme it speaks to, or say why it is out of scope.
How to strengthen your map — “Bring Masama & Biodun into Theme 2’s tension.” Shape: {author} ({year}, {design}) observed {finding} in classroom practice, which {agrees_or_conflicts} with case-study claims reported elsewhere. Every blank is yours to fill.
Viva preparation · the panel’s likely questions, from the study’s own record
- Design · quasi-experimentalYou balloted which class got concept mapping — did you also randomise the order of pre-test and post-test across the four classes?Balloting the treatment is sound; testing order can still bias the result, and a panel will ask whether that threat was managed.
- Sample · 300 from 1,240Your sample is 24% of the population. How did you decide on this number, and did you run a power calculation beforehand?No sample-size justification appears in the opening; the panel must be able to see the effect you claim is detectable.
- Instrument · achievement testWas the post-test standardised, teacher-made or curriculum-aligned — and was it validated before use?No instrument details appear in the opening or rehearsal; validity and reliability of the measure are what an examiner checks first.
- Analysis · ANCOVA vs t-testWhy an independent t-test on the post-test rather than ANCOVA with the pre-test as covariate?Intact classes rarely start equal; the panel will want to know the pre-test difference was ruled out, not assumed.
Sample output on a worked example, not on your study. The clinic never writes your answers.
Start with the free check