COLLEGE OF EDUCATION
Research Methodology
Course Syllabus
COURSE INFORMATION
Course Number: EDUC 201
Course Name: Research Methods
Credit Hours: 3
Course Status: University Core Curriculum
Pre-requisite: None
Time:
Location:
Required Texts:
Graziano, A. M.,&Raulin, M. L. (2010). Research Methods: A Process of Inquiry (7th edition). New York: Pearson.
FACULTY INFORMATION
Name:
Academic Title:
Office Location:
Telephone Number:
Office Hours:
Email Address:
COURSE DESCRIPTION
This course is designed to help undergraduate students understand what research is, how it is conducted and its place in academic disciplines. The focus will be on assisting students in developing practical research skills and strategies to enhance academic and professional success. Major emphasis will be on helping students understand the basic concepts of research as well as the different research paradigms and their implications for doing research. Another focus will be on assisting students with developing the ability to effectively prepare a research proposal. Other course topics include research ethics, experimental and non-experimental research, and acquiring electronic and non-electronic information resources for research purposes. Delivery methods used in this course will integrate active and experiential activities in the teaching and learning process. Student learning outcomes will be assessed using a multidimensional approach.
COURSE OBJECTIVE
The course aims at assisting students to:
1. Understand the basic concepts of research and the components of the research process.
2. Enhance the critical thinking skills through analyzing the various components of the research process.
3. Create awareness of different research paradigms and their implications for doing research.
4. Develop the ability to appropriately select and cite information sources related to different research topics.
5. Understand and demonstrate commitment to research ethics.
6. Develop the ability to effectively prepare a research proposal.
COURSE LEARNING OUTCOMES
By the end of this course, students will be able to:
1. Describe the various components of research as an inquiry process. (Objective 1)
2. Differentiate between good and poor quality research. (Objective 1)
3. Justify the importance of doing research in different contexts. (Objective 2)
4. Construct a framework to demonstrate the relationship between the different components of the research process. (Objective 2)
5. Distinguish between experimental and non-experimental research in terms of definitions, assumptions, and procedures. (Objective 3)
6. Select a significant research theme/topic. (Objective 6)
7. Select appropriate research methods for the research problem. (Objective 3)
8. Search the literature using electronic and non-electronic resources to retrieve appropriate information related to research. (Objective 4)
9. Incorporate selected information into different components of the research. (Objective 4)
10. Select the appropriate documentation style to consistently cite sources. (Objective 4)
11. Abide by standard ethical guidelines during all stages of the research process. (Objective 5)
12. Write a well-designed research proposal. (Objective 6)
COURSE CONTENT BY WEEK
Week / Topic / Readings / Activities and Assignments1 / - introduction of course syllabus
- Course overview – basic concepts / - Course syllabus / - Video on: what is research? - Small group work
2 / - What is research? - What does it do?
- Characteristics of good research
- Ethical issues in doing research / Critical reading of handout (1): What is research? / - Open Discussion
- Students complete two powerpoint slides for their portfolio explaining what good research is.
3 / - Elements of scientific research
- Differences between research and the research plan and the article / - Critical reading of chapter ():
- Critical reading of chapter (): / - Small group work: - Applications on some aspects of research
- Quiz 1
- Video
4 / - Acquiring information from electronic and non-electronic resources / - Belmont Report / - Share ethical scenarios with class.
- Students create an original example scenario for inclusion in portfolio.
5 / - Research plan and its components
- Choosing and formulating a research problem and relating it to the literature in the field (literature review/previous studies) / Example studies / - Students write preliminary research questions and a two paragraph critical summary of the literature for portfolio.
- Quiz 2
6 / Research methods (experimental and non-experimental) / Example studies. / - Open discussion
- Video
7 / Research methods (experimental and non-experimental) / Sample instruments / - Quiz 3
8 / Research methods (experimental and non-experimental) / - Critical reading of chapter ():
- Critical reading of chapter (): / - Small group work: Case study method
COURSE CONTENT BY WEEK (Continued)
Week / Topic / Readings / Activities and Assignments9 / - Research population and sample (types of samples and description of the sample)
- Documentation of research references / Case studies of research in disciplines / - Students write example of each kind resource to be included in portfolio.
- Quiz 4
10 / - Data collection instruments (questionnaire - observation - interview - achievement test) / Example journal article, magazine article, newspaper article, book and edited book. / - Open discussion
- Visit to library
- Individual report on library visit
11 / - Data collection instruments (questionnaire - observation - interview - achievement test) / Example journal article, magazine article, newspaper article, book and edited book. / - Create an online survey for inclusion in portfolio.
12 / - Data processing
Tabulation of data
Measures of central tendency
Measures of dispersion / - Major components of research proposal
- Critical reading of APA style and other documentation styles. / - Small group work
- Research proposal outline
- Text Citations & References (Workshop)
- Citations for different kinds of materials for portfolio
- Writing the research proposal
13 / Research plan presentations / None / None
14 / Research plan presentations / None / None
15 / Research plan presentations / None / Individual and small group work
16 / Final exam / All materials covered so far.
TEACHING AND LEARNING STRATEGIES:
Because of the interactive nature of the course, a variety of instructional strategies will be used, including:
· E-learning environments through the use of the Blackboard system supported with including multi media presentations and discussions.
· Small and large group discussions.
· Inductive and deductive methods.
· Lectures supported with appropriate media.
· Brainstorming sessions.
· Workshops.
· Problem based learning.
· Guided discovery approach.
· Case study method.
ASSESSMENT TOOLS:
Tool / Percentage of GradeInteractive Participation (see Appendix 2) / 10%
Research Skills Portfolio (see Appendix 3) / 20%
Research Proposal (see Appendix 4) / 25%
Poster or PowerPoint Session Presentation (see Appendix 5) / 10%
Quizzes / 10%
Final Exam / 25%
Total / 100%
UNIVERSITY EVALUATION SYSTEM
Percentage / Letter Grade90-100 / A
85-89 / B+
80-84 / B
75-79 / C+
70-74 / C
65-69 / D+
60-64 / D
59 and below / F
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.
COURSE REQUIREMENTS
· Each Student is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.
· All assignments should be submitted on the specified due date. Assignments turned in later are subject to point deduction.
· All written assignments should have a cover sheet with assignment title, student name, course title, and date.
· All written assignments should be word processed, double spaced, and in 12 point standard font.
· All written assignments shall use appropriate citations and references in APA style.
· All written assignments should use correct grammar and spelling.
· In-class final exam will be given in this course. Each Student is expected to be present for this exam except in cases of certified emergency.
REFERENCES
- Printed Materials
Fellow, Richard (2005).Research methods construction. Oxford Black: Well Science Ltd.
Mc Queen, Ronald A. (1999). Research Methods in Psychology A practical Introduction. London: Prentice – Hall Europe.
McNiff, Jean (1995). Action Research; Principles & Practice. London: Rutledge.
Atweh, Bill (1998). Action Research in practice: Partnerships for Social Justice in Education. London; Rutledge.
Reason, Peter edt( 2002 ) . Hand book of action Research; Participative Inquiry and Practice. London Sage.
Gubrium, Jaber F. (2002). Handbook of interview research: context & method. London: Sage Publication.
Blaxter. Loraine (2005). How to research. Maidenhead Open University press.
Camic, Paul Marc (2003). Qualitative research in Psychology; expanding perspectives in methodology and design. Washington, DC American Psychological Association.
Mason, Jennifer (2002) . Qualitative researching. London: Sage Publication.
Bell, Judith (1999). Doing your research project; a guide for first- time researchers in education and social science. Buckingham Open University press.
Brown, Andrew (1998). Doing research / reading research; a mode of interrogation for education. London; Flamer Press.
Lyons, Evanthia (2007). Analyzing qualitative data in psychology. London; Sage Publication Ltd.
Laws, Sophie (2003). Research for development; a practical guide. London; Sage publication.
- Online Resources
Research Methods and Resources
http://www.lrs.org/resources.php
Electronic Resources for Research Methods
http://informationr.net/rm/
Social Research Methods
http://www.socialresearchmethods.net/
Methods in Behavioral Research
http://methods.fullerton.edu/
Research Methods Tutorials
http://www.socialresearchmethods.net/tutorial/tutorial.htm
Action Research Resources
http://www.scu.edu.au/schools/gcm/ar/arhome.html
Building Portfolios
http://tc.eserver.org/dir/Portfolios
Portfolio Resources for Students
http://staff.washington.edu/duttro/pfol4stds.html
Electronic Portfolios
http://www.electronicportfolios.com/portfolios.html
Developing a skills portfolio
http://www.auckland.ac.nz/uoa/cs-developing-a-skills-portfolio/
Evaluation of Information Sources
http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm
APA Style Resources
http://www.psychwww.com/resource/apacrib.htm
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Appendix 1
COURSE MATRIX
Course Objective / Learning Outcomes / Assessment ToolsAssisting students to understand the basic concepts of research and the components of this process. / -Define in their own words what research is.
-Differentiate between good and poor quality research using appropriate criteria.
-Describe the various components of the research process / -Quizzes.
-Entry in student portfolio
-Final exam
Enhancing students’ creative thinking skills through analyzing the various components of the research process. / -Justify the importance of doing research
in different contexts.
-Construct a framework to demonstrate the relationship between the different components of the research process. / Poster session presentation
-Research proposal
Creating awareness of different research paradigms and their implications for doing research. / -Distinguish between experimental and non-experimental research in terms of definitions, assumptions, and procedures.
Select appropriate research methods for the research problem. / -Quizzes
-Final exams
-Student portfolio
-Classroom participation
-Research proposal
Developing students' ability to appropriately select and cite information sources related to different research topics. / -Search the literature using electronic and non-electronic resources to retrieve appropriate information related to research.
-Incorporate selected information into their
research.
-Select the appropriate documentation style to consistently cite sources. / -Research proposal
-Student portfolio
-Poster session presentation
Understand and demonstrates commitment to research ethics. / Abide by standard ethical guidelines during all stages of the research process. / -Research proposal
-Quizzes
-Poster session presentation
-Student portfolio
Developing students' ability to effectively prepare a research proposal. / Write a well-designed research proposal. / -Research proposal
-Poster session presentation
-Final exam
Appendix 2
Rubric for Scoring Interactive Participation
(Score: 10)
Name : Student Number: Section: Final Score:
Criteria / More than expected (3 ) / expected (2 ) / Less than expected (1 ) / PointsAttendance / promptness / Student is always prompt and regularly attends classes
Consistently responds to discussion items by the deadline / Student is usually prompt and regularly attends classes. Responds to most discussion items by the deadline / Student is rarely prompt and has poor attendance of classes. Rarely responds to discussion items by the deadline / 3
Engagement in class/expression within Blackboard. / Student often expresses opinions and ideas in a clear and concise manner in response to discussion items and asking questions; routinely volunteer’s point of view; often uses readings to support points. / Student sometimes expresses opinions and ideas in a clear and concise manner in response to discussion items and asking questions; occasionally volunteer’s point of view; sometimes uses readings to support points / Unclear connection to discussion items evidenced by minimal expression of opinions or ideas and asking questions; rarely volunteers point of view and uses readings to support points. / 3
Listening skills / Student listens when others talk, both in groups and in class . Student incorporates or builds off of the ideas of others. / Student listens when others talk, both in groups and in class.. / Student does not listen when others talk, both in groups and in class. / 3
Behavior / Student almost never displays disruptive behavior during class ( use mobile, … etc ) . / Student rarely displays disruptive behavior during class / Student occasionally displays disruptive behavior during class / 3
Preparation / Student is almost always prepared for class with assignments and required class materials. / Student is usually prepared for class with assignments and required class materials. / Student is rarely prepared for class with assignments and required class materials. / 3
Total Score / 15
Student Score / 10
Appendix 3
Research Skills Portfolio (Student Portfolio)
(Score: 20)
The Research Skills Portfolio is the culminating experience of the Research Methods course and is submitted towards the end of the semester.Students must assemble a portfolio that provides evidence demonstrating how they have developed a number of the qualities and research skills essential to their success at the university. The Research Skills Portfolio will provide students with a continuing record of research skills development throughout their course and encourage them to continue self-assessing their strengths and weaknesses.