Course
title:Research in Education
Course
No. : Ed 462 Nature
of Course: Theoretical
Level: B.Ed. ICT Credit Hours: 3
Semester: Sixth Teaching
hours: 48
1. Course
Description
This
course is designed to provide students with basic understanding and skills of
educational research. It helps students understand meaning and types of
educational research, select appropriate strategies for carrying out educational
research and prepare research proposal and report. In addition, this course
helps students distinguish between qualitative and quantitative research and
select appropriate data collection and analysis strategies for both types of
research. It furtherfamiliarises students with the meaning of action research
and the process of carrying out action research in educational setting. Thecourse
preparesthe students to carry out small-scale educational research.
2. General
Objectives
The
general objectives of the course are as follows:
·
To provide students with understanding
of research and educational research.
·
To acquaint students with
steps in educational research
·
To help students understand
the meaning of quantitative research and enable them to carry out quantitative
research.
·
To enable students
understand the meaning of qualitative research and to carry out qualitative
research.
·
To acquaint students with
the meaning of action research and enable them to carry out action research.
·
To enable students to
prepare research proposal and research report.
3. Specific
objectives and contents
|
Specific Objectives |
Contents |
|
·
Discuss the
meaning of research and educational research. ·
Select
research problems from the educational field. ·
List steps in
educational research and explain each of them. |
Unit
I Introduction to Educational Research (8) 1.1 Meaning
of research and educational research 1.2 Research
issues and problems in educational field 1.3 Steps
in educational research 1.3.1
Selecting a problem 1.3.2
Reviewing the
literature 1.3.3
Designing the research 1.3.4
Collecting the data 1.3.5
Analysing the data 1.3.6
Interpreting the
findings 1.3.7
Drawing conclusions |
|
·
Provide the meaning
and characteristics of quantitative research. ·
Explain the
quantitative sampling methods and use them in educational research. ·
Developthe data
collection tools for quantitative research. ·
Analyse the
quantitative data using simple statistics. ·
Distinguish
among experimental, survey and correlational research. |
Unit
II Quantitative Research (12) 3.1 Meaning
and characteristics of quantitative research 3.2 Random
sampling: Simple and stratified 3.3 Data
collection tools: Questionnaire, test, scales and check list 3.4 Statistical
analysis: frequency, percentage, mean
and standard deviation 3.5 Types
of quantitative research 3.5.1 Experimental
research 3.5.2 Survey
research 3.5.3 Correlational
Research |
|
·
Providethe meaning
and characteristics of qualitative research. ·
Explain the types
of purposive sampling appropriate in qualitative research. ·
Use the coding
and thematic analysis techniques for analysing the qualitative data. ·
Distinguish
between ethnography and narrative study with examples. |
Unit
III. Qualitative Research (12) 3.1 Meaning
and characteristics of qualitative research 3.2 Purposive
sampling 3.3 Data
collection strategies: semi-structured and unstructured interview,
participant observation, focus group discussion 3.4 Coding
and thematic analysis 3.5 Types
of qualitative research 3.5.1 Ethnography
3.5.2 Narrative
study |
|
·
Explain the
meaning and characteristics of action research. ·
Discuss the
steps of carrying out action research. ·
Provide
examples of action research from the educational field. ·
Explain the
process of action research report. |
Unit
IV Action Research (6) 4.1 Meaning
and characteristics of action research 4.2 Action
research cycle 4.2.1 Planning 4.2.2 Acting 4.2.3
Observing 4.2.4
Reflecting 4.3 Preparing
action research report |
|
·
Discuss the
purpose of writing research proposal. ·
List and
explain the various components of research proposal. ·
List and
explain the various components of research report. ·
Use citation
and referencing using APA format in preparing the research report. |
Unit
V Writing research proposal and research report (10) 5.1 Purpose
of writing research proposal 5.2 Components
of research proposal 5.2.1 Introduction:
background, research problem, objectives, delimitation 5.2.2 Literature
review 5.2.3 Methodology:
design, sampling, data collection tools and data analysis 5.3 Components
of research report 5.3.1 Introduction 5.3.2 Literature
review 5.3.3 Methodology 5.3.4 Analysis
and findings 5.3.5 Summary,
conclusion and implications 5.3.6
References 5.3.7 Appendices 5.4 Citation
and referencing using APA style |
4. Instructional
Techniques
4.1 General
Instructional Techniques
- Introductory
presentation on each topic of the unit bye the teacher
- Use of
lecture, question answer, discussion, brainstorming and buzz sessions for
the theoretical contents.
4.2 Specific Instructional Techniques
|
Unit |
Suggested specific instructional techniques |
|
I |
·
Students will individually prepare at least 5 research
problems and share them in the class. The teacher will provide feedback on
their works. |
|
II |
·
Students will be divided in groups and each group will
select a research problem appropriate for quantitative research. They will
devise a set of questionnaire/rating scale/check list for collecting the
data. Each group will present the tools in the class. The teacher will
provide feedback on their works. |
|
III |
·
Students will individually conduct one
qualitative interview, transcribe the interview and develop 2-3 themes using
coding and thematic analysis technique. The students will share their works
in the class. The
teacher will provide feedback on their works. |
|
IV |
· Students will be divided
into groups and each group willselect an educational problem for action
research. They willprepare a plan to carry out the action research. Finally,
they will share their plans in the whole group. The teacher will provide feedback
on their works. |
|
V |
·
Students will be divided into groups and they will
select a research topic and prepare a research proposal. They will present
the proposal in the class. The teacher will provide feedback on their works. |
5.
Evaluation
5.1 Internal Evaluation 40%
Internal
evaluation will be conducted by subject teacher based on following activities:
·
Attendance 5
·
Class
participation 5
·
First assignment (Individual
work based on Unit III) 10
·
Second assignment (Group
work based on Unit II, IV and V) 10
· Third
assignment (Written test: objectives and subjective) 10
· Total
40
5.2 Final/Semester Evaluation 60%
Examination
Division, Office of the Dean, Faculty of Education will conduct final examination
at the end of semester. The number of questions and allocated marks are given
below:
·
Objective type question
(multiple choice 10 x 1mark) = 10
·
Short answer
questions (6 questions x 5 marks)
=30
· Long
answer questions (2 questions x 10
points) =20 20
Total
60
Recommended
books
Ary, D., Jacobs, L.C., Sorensen, C. & Walker, D.A.
(2014). Introduction to research in education (9th ed.).
Belmont, CA: Wadsworth (Unit 1 to 4).
Gay, L.R., Mills, G.E. &Airasian, P. (2006).Educational
research: competencies for analysis and applications (8th ed.). Upper
Saddle River, NJ: Pearson (Unit 1 to 5).
Best, J.W. and Kahn, J.V. (2006).Research in
education (10th ed.). Upper Saddle River, NJ: Pearson/Allyn and Bacon (Unit 1 to 5)
Reference
books
Altrichter, H., Posch, P.
&Somekh, B. (1993). Teachers investigate their work: An introduction to
the methods of action research. London: Routledge
Creswell, J. W. (2012). Educational
research: Planning, conducting and evaluating quantitative and qualitative
research (4th ed.). Boston: Pearson.
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