Republic of the Philippines

BATANGAS STATE UNIVERSITY

Rizal Avenue Extension, Batangas City
4200, Batangas

COLLEGE OF TEACHER EDUCATION

DOCTOR OF PHILOSOPHY IN
EDUCATIONAL MANAGEMENT
Graduate School

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A premier university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION
A university committed to producing leaders by providing a 21 st century learning environment
through innovations in education, multidisciplinary research, and community and industry
partnerships in order to nurture the spirit of nationhood, propel the national economy, and engage
the world for sustainable development.

COURSE CODE EM 603

COURSE TITLE Seminar in Advanced Educational Research
CREDIT UNIT 3 Units
PRE-REQUISITE NONE
ACADEMIC YEAR SY 2020- 2021
REFERENCE CMO CMO No. 53 S. 2007

PROGRAM EDUCATIONAL OBJECTIVES

The Doctor of Philosophy major in Educational Management aims to produce educators
who:
1. Have the ability to formulate policies, principles and theories based on their expertise in
the pedagogy, research, educational administration;
2. Assume educational leadership, commitment and accountability in local, national and
international organizations;
3. Embark as educators and researchers on research projects of national or international
relevance;
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 4. Have the ability to spearhead the organization and management of activities that will
serve the needs of marginal groups of society, as well as other stakeholders of academic
institutions;
5. Can demonstrate expertise in transformational leadership and organization
communication for effective human relations.

PHILOSOPHY
This is directed towards the actual research process, skills needed in undertaking research
and actual problems involved in the study of research on educational institution as formal
organizations. It also aims to sharpen the students’ ability to conceptualize and operationalize
research problems educational management, to acquire skills in research instrumentation,
designing and carrying out a research study and reporting its result and to acquire proficiency in
the use of concepts, statistical tools and skills leading to the preparation of an acceptable research
proposal in educational management.

AUDIENCE
The course is intended for students enrolled in program of Doctor of Philosophy in Educational
Management (PhD EM) students of the College of Teacher Education. They are expected to be,
school heads, administrators, supervisors in the primary, secondary or tertiary level or at least
have had plans to have professional educational management experiences.

STUDENT OUTCOMES
Graduates are expected to: (check)
a. Utilize theories and principles of leadership to guide organization through 
strategic planning, integrating innovative strategies for teaching and
learning;
b. Provide school and instructional leadership by effectively managing the 
operations of academic institutions, creating a student-centered learning
climate, and manifesting positive personal and professional attributes;
c. Utilize the principles and models of organizational leadership to manage 
organizations, promote positive human relationships and facilitate change
for holistic development;
d. Apply statutory and regulatory policies mandated by the governing bodies 
to address legal and organizational development;
e. Conduct studies and evaluate current researches, utilizing a wide array of 
statistical tools to analyze and solve complex organizational and
instructional issues within an educational organization;
f. Apply social, historical, and philosophical foundations of education to 
address contemporary issues affecting education
g. Develop an evolving personal leadership style based on sound ethical and 
moral principles.

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INTENDED LEARNING OUTCOMES
1. Demonstrate understanding of major research methods applicable in educational research
2. Acquire advanced skills in paper writing through the help of digital tools and
mechanisms
3. Analyze research in educational management using various perspectives
4. Discuss ethical considerations and other issues in conduct of research
5. Write a research paper in line with educational management

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes vs Student Outcomes

           
Intended Learing Outcomes a b c d e f
ILO1       
ILO2       
ILO3          
ILO4        
ILO5       

Topics ILO1 ILO 2 ILO 3 ILO 4 ILO 5

 Explicate the Nature of Research and  
Educational research using
defamiliarization strategy
 Expound the importance of research
in the field of education and

educational management
 Distinguished the major types of
research through compare and
contrast and utilize samples to
visualize its distinction
 Analyze the areas and theoretical  
perspectives and issues in  
educational management research
 Distinguish qualitative research, its    
approaches and methods and
techniques
 Distinguish qualitative research, its

approaches and methods and
techniques
 Exploit research methods and data
gathering
 Evaluate Literature Review to    
support effectively a substantial
study
 Explain Conceptual and Theoretical
Framework
 Expound Problem articulation to
justify objectives in consideration of
research types
 Dismantle different cited, citing
sources, guides to writing including
utilization of study guide/style
 Assess academic integrity and apply     

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 needed ethical consideration
 Expound Plagiarism on paper
writing
 Differentiate Kinds of Research
Presentations
 Present different format of     
Researches locally and
internationally including university
format
 Utilize and demonstrate the digital
techniques in Research writing
including search engines, plagiarism
checkers, paraphrasing tool and
referencing
 Current Issues, Trends and     
Researches on Structure of Modern
English
SPECIFIC OBJECTIVES
Mapping of Objectives vs Intended Learning Outcomes

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies
This course will be taught through a combination of online lecture, discussion, group
sharing and video presentations, learning modules provided in the Google Classroom , applied
problems, research work, seminar, colloquium , poster presentation and pseudo-journal
publication and its launching, collaborations and interactive discussion. In class discussion, shall
include simulations of actual discourses in the classroom and in other discursive networks, as
well as sharing and/or presentation of reflective analysis. Substantial research work shall be done
to be able to comply with the course requirements.

Assessment Strategies
Student learning shall be assessed first through a diagnostic test. In class assessments
shall be done through interactive discussions and reflective analysis and presentations.
Proficiency in acquiring the expected skills and knowledge from the course shall be gauged
through the research based academic paper, reflective analysis papers and written examinations.

COURSE REQUIREMENTS
Quizzes and Major Examinations
Interactive discussions and presentations shall be considered in lieu of quizzes. There will
be only one written examination (Final Examination) since there are only six (6) sessions for the
Midterm semester. This shall be given at the last day of the semester. In lieu of the Midterm
Examination, a research- based academic paper shall be required, the topic of which shall be
determined by the professor and shall be unique for each student. The academic paper is due also

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on the last day of the semester, but the topic shall be given at the first day to give ample time for
research and manuscript preparation. Seminar, colloquium, poster and publication are the main
highlights of the subject.

Oral and Written Report

In this course, the students are required to present the assigned topics through
differentiated instruction as such DIs are to be mastered in this content area. 21 st Century
Approaches and strategies of learning and teaching maybe utilized. Copy of reports will be
provided to the class and the instructor with soft copies submitted electronically.

Class Participation and Involvement

Interactive and maximum participation of the students are highly encouraged among
students. The students’ level of participation and interactive discussion as well as the reflective
analyses during collaboration are fairly weighed by the instructor.

Consultation
Students are expected to have consultation or academic exchange with their instructor in
the given schedule regarding their academic inclinations, affairs and experiences in their field of
specialization.

COURSE POLICIES

Grading System

The work of students shall be graded at the end of each term in accordance with the
following system:

Numerical Grade Percentage Equivalent Description

1.00 98 - 100 Excellent
1.25 94-97 Very Good
1.50 90-93 Good
1.75 88-89 Meritorious
2.00 85-87 Passing
INC 83-84 Incomplete

*A grade of “Incomplete” must be complied with by the student within one (1) semester or one
hundred fifty (150) days. A student who fails to complete the deficiency/deficiencies at the end
of the succeeding semester shall automatically obtain a grade of 5.0 in the course.

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Attendance Policy

Prompt and regular attendance of students is required. Total unexcused absences shall not
exceed ten (10) percent of the maximum number of hours required per course per semester (or
per summer term). A semester has 18 weeks. For example, a semestral subject with :
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
Please refer to the provisions in the Norms of Conduct for the full text of guidelines for
the attendance.

Academic Dishonesty

Academic dishonesty includes acts such as cheating during examinations or plagiarism in

connection with any academic work. Such acts are considered major offenses and will be dealt
with according to the University’s Student Norms of Conduct.

Dropping

Dropping must be made official by accomplishing a dropping form and submitting it at

the Registrar’s Office before the midterm examination. Students who officially drop out of class
shall be marked “Dropped” whether he took the preliminary examination or not and irrespective
of their preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the
instructor.

ACADEMIC INFRASTRUCTURE
Textbook
R1: Lochmiller, Chad R. and Lester, Jessica N. An Introduction to Educational
Research: Connecting Methods to Practice. SAGE Publications
Reference
s
R2: Ary, Donald; Jacobs, Lucy Cheser; Irvine, Christine K and Walker, David.(2009)
Introduction to Research in Education.Cengage Learning.

R3: Brooks J.S. & Normore A.H. (2015). Qualitative research and educational
leadership: Essential dynamics to consider when designing and conducting
studies. International Journal of educational Management.
R4: Paulsen, MB (ed).(2014). Higher Education: Handbook of theory and research
(Vol. 29).Springer.

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TENTATIVE COURSE OUTLINE/CALENDAR
Wee Topic/s Teaching and Assessment Assessmen Reference
k Learning Activities Tasks t Tools s
1  Recall of the Nature of Direct Instruction Reflective R:1, R:2,
Research and Discussion of
R:3, R:4
Educational Research Cooperative its
 Importance of Research Learning Significance
and Educational to the Rubrics
Research Collaborative Teaching
Learning Learning
Process
Lecture

Visual Presentation

2-4  Major types of Lecture Oral R:1, R:2,

Research Presentation
R:3, R:4
 Areas, theoretical Discussion Rubrics
perspectives and issues Case Analysis
in educational Collaborative
management research Learning Demonstratio
 Qualitative n
Approaches/Methodolo Visual Presentation
gies and Techniques
 Quantitative
Approaches/Methodolo
gies and Techniques
5-7  Literature Review Lecture Oral R:1, R:2,
and Conceptual Presentation
R:3, R:4
Framework Discussion Rubrics
 Problem Case Analysis
Articulation Collaborative
according to types Learning Podcasting
of Research
 Research Methods Visual Presentation
and Data Collection
 Decoding the Lecture
gathered data
8 Midterm Examination R:1, R:2,
R:3, R:4
9-12  Cited, Citing Sources, Lecture Oral R:1, R:2,
Guides to Writing Presentation Rubrics
R:3, R:4
(different kinds of Discussion
and Peer
citing sources/formats) Case Analysis
 Plagiarism and Collaborative Evaluation
Academic Integrity Learning Podcasting
 Kinds of Presentation
Simulation Academic
of Research Papers
Activities paper

Demonstration/Moc
k Presentations

13-  Issues and Trends in Discussion R:1, R:2,

Educational Research Case Analysis
14 R:3, R:4
Rubrics
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  Advanced Visual Presentation Academic
Techniques in paper
Research Writing
 University Format
and International
Format of Research
 Current Issues,
Trends and
Researches on
Education
15-  Writing the Consultation Oral R:1, R:2,
Research Report Recitation
16 R:3, R:4
 Revision for Final Peer Deliberation Rubrics
Paper Case Analysis
 Paper Presentation Paper Presentation
Academic
paper

17  Writing Research Conducting

paper for Seminar, Oral
Publication Defense,
Publication
and Poster
18 Final Examination

Prepared by:

ERNESTO C. MANDIGMA JR., EdD, DBA

Faculty Member
Rank Associate Professor 2
Date Signed August 12, 2020

Reviewed by:

CHARITY A. ALDOVER, PhD

Department Chair
Date Signed August, 19, 2020

Approved by:

ROWENA R. ABREA, PhD

Dean, College of Teacher Education
Date Signed: August 20. 20202

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