Department of Education (Professional Studies)

Course ID: ADS 805 (3 credit hours) Course Name: Research and Statistics
Semester: Fall 2023 Day(s) Class Held: Friday evenings 6 - 9:30 pm
Instructor: Hussien Kedir Kelil, Ph.D. E-mail: hkelil@niagara.edu
Office Hours: Virtual only by appointment Phone: (612) 456-3063
Room Class Held: Online

DEPARTMENT MISSION STATEMENT

It is the mission of the College of Education to prepare leaders in educational and clinical
professions who demonstrate the knowledge, skills and dispositions needed to serve others and who
further the values and practices of their respective professions in a global society. We seek to inspire
our candidates in the Vincentian tradition; and foster core professional dispositions of professional
commitment and responsibility (fairness), professional relationships (including believe that all
children can learn), critical thinking, and reflective practice.

COURSE DESCRIPTION

This course is designed to introduce doctoral students to the concept, methods, principles and
processes of research. Students will become influential consumers of research by analyzing the
literature in a particular area of study and synthesizing the results into material that can be applied to
diverse settings. Students will also develop research skills that they might use to assist them in their
research and study. In addition, doctoral students will develop or further enhance a cheerful research
disposition that will compel them to use research in their leadership positions. This first course of the
cohort program includes specific exposure to the Niagara University library and its reference
services by library staff to assist Ph.D. candidate research.

DOCTORAL STANDARDS

The following standards will be emphasized in this course:

Standard 2: An organizational leader advocates, nurtures and sustains a culture consistent with the
mission of the organization and conducive to professional growth.

Standard 5: An organizational leader acts with integrity, fairness, and in an ethical manner

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COURSE OBJECTIVES
1. To identify the sources of knowledge in research
2. To describe the philosophical assumptions, approaches and classifications of research
3. To define terminologies associated with qualitative and quantitative research.
4. To identify the strengths and weaknesses of the qualitative, quantitative and a mixed research
approaches.
5. To define a research problem, develop a research plan and implement it,
6. Identify the problems associated with gathering, analyzing, implementing, and evaluating
information and statistical data.
7. To develop an understanding of the role played by statistics in the overall research process.
8. To learn an array of descriptive procedures for displaying statistical information in graphic and
narrative form.
9. To learn a variety of tests and procedures that can be useful in data analysis, subsequent
hypothesis testing and decision-making activities.
10. To demonstrate a critical understanding of how these tests can be used their major weaknesses
and strengths, and the critical assumptions underlying their legitimate application.
11. To learn to apply statistical concepts, scientific reasoning, and logic to social problems.
12. To provide a foundation of statistical knowledge for pursuing more advanced statistical methods
in future courses; and
13. To determine the research's productivity, professional practice, and educational value and
thereby develop a positive disposition to research in leadership position.
14. To affirm diversity and enable and empower learners with diverse backgrounds, characteristics,
and abilities.
15. To critique, prepare and present research reports effectively

STUDENT LEARNING OBJECTIVES

1. Students will understand how to apply concepts, philosophical assumptions, methods, principles
and processes of research and ethics in qualitative, quantitative and mixed research method used
in Social Sciences research.
2. Students will identify and describe the elements of reliable and valid research and the means to
reduce bias in the study.
3. Students will present critiques of published research using appropriate concepts in research
design.
4. Students will develop a research design on a topic of their choosing, using an appropriate
research methods and statistical techniques.
5. Evaluate, infer, and understand a product, situation, service, or treatment option through
statistics. Interpret statistical literature, research articles, and the claims made based on statistics.
6. The comprehensive nature of the course ensures that students and professionals can understand
and apply the course content.
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COURSE CONTENTS
1. Introduction to Research
1.1. Sources of Knowledge
1.2. Definition and Purpose of Research
1.3. Philosophical Assumptions of Research
1.4. Approaches to Research: Quantitative and Qualitative
1.5. Classifications of Research
1.6. The Ethics of Educational Research
2. Selecting and Defining a Research Topic
2.1. The Research Topic
2.2. Identifying a Topic
2.3. Formulating and Stating a Hypothesis
3. Reviewing the Literature
3.1. Definition, Purpose and Scope
3.2. Analyzing, Organizing and Reporting Literature
4. Preparing and Evaluating a Research Plan
4.1. Definition and Purpose of a Research Plan
4.2. Components of a Quantitative Research Plan
4.3. Components of a Qualitative Research Plan
5. Selecting a Sample
5.1. The Concept of Sampling and Sampling Techniques
5.2. Sampling in Quantitative Research
5.3. Sampling in Qualitative Research
6. Data Gathering Tools in Educational Research
6.1. Data Gathering Tools in Quantitative Research
6.2. Data Gathering Tools in Qualitative Research
6.3. Data Gathering Tools in Mixes Research
7. Research Designs
7.1. Definition and Purposes of Research Design
7.2. Research Designs in Quantitative Research
7.3. Research Designs in Qualitative Research
7.4. Research Design in Mixed Research
8. Data Analysis in Research
8.1. Quantitative Data Analysis (Statistical Tools)
8.2. Qualitative Data Analysis
8.3. Data Analysis in Mixed Research
9. Statistics
9.1. The Role of Statistics in Research
9.2. Statistical Concepts and Reasoning
9.3. Types of Statistics
9.3.1. Descriptive Statistics
9.3.2. Inferential Statistics
9.4. Statistical Assumptions and Its Applications to Educational Research
10. Preparing a Research Report
10.1. General Guidelines, Formats and Styles for Writing a Research Report
10.2. Presenting a Research Report
10.3. Evaluating a Research Report
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METHOD OF TEACHING

This course is framed within a constructivist perspective that embraces the belief that knowledge is
socially constructed. Learning is viewed as an enhanced developmental process when students learn
to view problems and issues from multiple perspectives, creating knowledge from their
interpretations of numerous pieces of evidence. Therefore, teaching approaches involve open-ended
inquiry, critical thinking, reflection, and social interaction. Instructional methods will include whole
class and small group discussions, individual and cooperative activities, presentations by instructors
and classmates, inter-net and library searches, observations of instruction videos, and research.

This class will be taught ONLINE with a blend of SYNCHRONOUS (which means we will have
online class meetings during our regularly scheduled class time) and ASYNCHRONOUS (which
means that you will have flexibility in completing the work for the course and the class will not meet
during a set time block). We will use Zoom or Google for our synchronous online work, which you
can access through our course Canvas page. You will need a camera and microphone to participate
in our synchronous class sessions. For our asynchronous work, I will generally post new material in
Canvas.

REQUIREMENTS OF THE COURSE AND WORKLOAD INFORMATION

A typical three-credit course expects an average of two hours of coursework outside of the
classroom for every “ONE” hour of in-class instruction. Workload Statement: For a three (3) credit
hour course, the standard workload is 2250 instructional minutes (37.5 hours) with an additional
4500 minutes (75 hours) of work outside of class. Reading assignments are to be completed during
the week they are listed. Other duties may be made as necessary (e.g., discussions in Canvas).

TEXTBOOKS

1. Salkind, N. J., & Frey, B. B. (2019). Statistics for people who (think they) hate statistics.
Sage Publications, Incorporated.
2. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and
mixed methods approaches. Sage publications.
3. American Psychological Association. (2010): Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: Author.
4. Subscription to IBM SPSS for a term or more prolonged (Individual decision)
https://www.ibm.com/ca-en/products/spss-statistics-gradpack (For Students)
You may find other sources to get a cheaper subscription to IBM. Please explore all the
options before the start of the classes.
5. Course notes, handouts, and supplementary reading materials will be provided in the
class.
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COURSE REQUIREMENTS

Your final course grade will be determined by your successful completion of ALL the following
assignments:

Course Doctoral Weight Towards

Assignments
Objectives Standards Final Grade

1. Research Proposal PP (Individual) 4,5 2,5 20%

2. Group Work: Research Topic

Facilitation - Diversity Attitudes 1,2,3,4,5,6 2,5 25%
and Experiences
3. Dissertation Critique (Individual) 1,2,3 2,5 30%

4. Weekly Readings, SPSS Practice

Exercises, Online Discussions &
uploads. Professional dispositions, 1,2,3,4,5,6 2,5 25%
Attendance, and participation will
also be considered.

READINGS

Every week you will be expected to read at least two things. First, you need to read the assigned
chapters in the textbook. The reading assignments are to be completed before class. I apologize for
requiring this because statistics textbooks are usually quite challenging to understand on first reading
(but I hope we find Salkind to be different). Do it anyway. All the important stuff will also be
covered in class (I hope), but you’ll probably need to see it all multiple times before it sinks in

MAJOR ASSIGNMENTS
A. Individual Research Proposal (20%)
A research proposal is simply a structured, formal document that explains what you plan to research
(i.e., your research topic), why it's worth exploring (i.e., your justification), and how you plan to
investigate it (i.e., your practical approach). This activity will introduce participants to the research
process and the use of quantitative, qualitative or mixed research methods. You will prepare a formal
10-15 slides PowerPoint presentation and share it with your peers. You will be provided guiding
questions and a format to complete this assignment. This assignment will be based on a research
study related to your field of interest. A more detailed project with the rubric will be discussed in
class.
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B. Group Work: Research Topic – Select a Research Topic (30%)

This assignment is a group project for a maximum of three to four people. Please let your professor
knows who your group members are.

This project engages participants in various parts of the research facilitation cycle for tasks such as
literature review, observation, reflection, generating data, seeking patterns, identifying the next
steps, and making group decisions. Make sure that all members of the group have actively and
equally participated and contributed to the group work.

Use a standard tool or develop your own instrument (preferably pilot tested) based on the nature of
the research topic you have selected. It is advisable to select a topic that fits to the area of your study
primarily policy and leadership. Your task will be to plan (develop a research proposal) – through a
qualitative, quantitative, or mixed research design. You will do this by writing a formal 12 to 15
page paper briefly describing each of the following sections: background of the study, statement
(justification of the problem), objectives, hypothesis or basic /guiding/ questions, literature review,
research methodology (qualitative, quantitative or mixed), theoretical assumptions and conceptual
framework, limitations of the research, presentation and analysis of data, discussions, conclusion/s
and future implications. A fully detailed outline with rubrics will be provided in Canvas.

C. A Critique of a Research Dissertation (30%)

You must complete 30-35 pages (maximum length) double-spaced (excluding references) written
critique of a quantitative, qualitative or mixed methods dissertation in leadership and policy-related
field. The review entails an evaluation (both strengths and weaknesses) of the research and the
reporting of research by analysis of the components. These components will include

a) Background of the study /research/

b) statement of the problem
c) review of the literature
d) conceptual or theoretical framework(s)
e) research questions or hypothesis
f) research methods, and
g) findings, conclusions, and implications.

A format for this assignment and a grading rubric will be provided and uploaded to Canvas.

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D. Weekly Readings, SPSS Practice Exercises, Online Discussions & uploads. Professional
dispositions, Attendance, and participation will be taken into account as well (20%)

Attendance is considered an essential indicator of professional commitment and responsibility.

Therefore, you are expected to attend all classes promptly. Absences are permitted only for illness or
serious personal matters. A phone call, email message, or note delivered to the professor is required
if you expect to miss a class. Absences will jeopardize a student’s course grade. Two percent will
be subtracted from the student’s final grade for each absence. Two or more absences will result in
an automatic failure of this course. Individual and group work will be assigned in class based on
your homework readings or course teachings. You will be required to support all your assignments
with required in-text citations and valid sources with APA-style references.

Asynchronous Assignments SPSS Work & Problem Sets

You must independently complete practice problem sets in this course. These problem sets provide
you with opportunities to use computer programs such as Excel and SPSS for statistical analyses.
Chapter Exercises and Existing Data will be provided for you to complete these problem sets.

ASSIGNMENT QUALITY

Because all learners vary in their learning style, and to model multiple assessment and evaluation
strategies, various assignments will be used to evaluate performance in the course. Emerging
scholars must write clearly and use correct grammar and sentence structure. All written work will be
equally assessed on content and form. Work must be proofread to remove all typos and other errors
that can be found when care is taken to finalize a paper before submission. If you need help with
grammar and sentence structure, please use the services of the Writing Center on campus. It would
be best if you used the APA Style for research writing in your course assignments. The APA Style
Manual is a required text for the course, and all papers are to be submitted by the latest edition of
this manual.
Further online assistance concerning APA format can be found at http://apastyle.apa.org/. In
addition, the Purdue University Online Writing Lab is an excellent source for supporting your
understanding of APA format and style https://owl.purdue.edu/owl/purdue_owl.html. All
assignments must be submitted using MS Word only. Handwritten terms will not be accepted.
Papers not written in the required formats (i.e., the latest edition of the APA manual) will not be
accepted, and a grade of zero will be recorded.

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ASSIGNMENT LATE POLICY

All assignments must be turned in on time and represent your best work. Therefore, projects will
only be accepted on the due date, and no grades will be assigned. However, the professor will
discuss a request to turn in a job past the due date because of extenuating circumstances. Such a case
MAY be taken into consideration by the professor.
ASSIGNMENT REWRITES

Formative feedback is essential for you to produce the best quality work. Before submitting work
for grading, be sure that you have completed the assignment by the assignment guidelines and your
own self-assessment of the quality of your work based on the assignment rubric (posted on
CANVAS). Before submitting your project, it is assumed that you have taken it to sources that can
provide the necessary feedback to ensure that your work best represents your capabilities. For
example, peers, colleagues, and the Learning Center are resources you can utilize to ensure your
work is of good quality. Additionally, if you have questions or require feedback, please ask. Finally,
please ensure you draft your work early and that the work you turn in represents your best work, as
assignment rewrites will not be considered.
Attendance Policy

Class Attendance, Participation, and Dispositions are considered an indicator of professional

commitment and responsibility. Candidates are expected to attend and participate in all classes
using proper dispositions. Absences are permitted only for illness or serious personal matters.
Excessive absences may jeopardize a candidate’s course grade. An e-mail message or note delivered
to the instructor is required if you expect to miss a class. Doctoral candidate dispositions are critical
to your success in the class. Candidates should act in a way that exhibits a professional demeanour
and expectations of the profession while working individually or in a group setting. Attendance will
be taken and entered in Canva.
EXPECTATIONS
A. Participants must complete assignments as scheduled and actively engage in class.
B. Participants must complete all written assignments as required (using APA style and model
standard spelling, punctuation and grammar) and submit ONLY on Canvas by the deadline.
Other submission modes (including email) will not be accepted (Only exception: If you cannot
upload your work due to “very” large file size, which occurs rarely, then upload a Word file on
Canvas with an explanation of the problem and a copy of the “error message” that Canvas is
giving you- your work will only be accepted after you have uploaded this Word file. Then,

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discuss alternative submission options with the professor.) Late assignments (including
exercises) will lose 25% of possible points.
C. All contacts should be made by email and will be acknowledged within two business days.
Under unforeseen circumstances, all communications should be made by calling the professor.
D. Participants must search for research material using appropriate technology and library materials.
Candidates are encouraged to explore the materials using diverse settings.
E. Participants will exhibit higher-order thinking skills, especially skills involving analysis,
synthesis, evaluation, and inquiry (Bloom).
F. By the department’s philosophy (constructivism), which stresses cooperative strategies and
social learning, participants will be expected to share and discuss their interpretations and views
of critical concepts. The emphasis is on the quality and depth of understanding conveyed through
questions and responses.

GRADING POLICIES AND PROCEDURES

Because all students vary in their learning styles, and to model multiple assessment and evaluation
strategies, various assignments are used to evaluate your performance in the course.
Assignments must be typed on a word processor. Late policy: Assignments must be turned in on
time and represent your best quality work. Style: You must use the APA Style for research writing
in your course assignments.

COURSE EVALUATION

Each assignment in the course will be graded using the rubrics provided in class. Your work will be
graded relatively, only compared to the criteria found on the titles. Course performance will be
evaluated by combining individual grades from the above mentioned assignments and absences.
Your final rate for this course will be based on the following grading scale:

97-100 A+ 87-89 B+ 77-79 C+ Below 70- Fail

94-96 A 84-86 B 74-76 C
90-93 A- 80-83 B- 70-73 C-

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Academic Integrity

Academic honesty – being honest and truthful in educational settings, especially in the
communication and presentation of ideas – is required to experience and fulfill the mission of
Niagara University. Conversely, academic dishonesty – being untruthful, deceptive, or dishonest in
educational settings in any way – subverts the university mission, harms faculty and students,
damages the university’s reputation, and diminishes public confidence in higher education. All
university community members share the responsibility for creating conditions that support
academic integrity. Students must abstain from violations of academic integrity and set examples for
each other by assuming full responsibility for their academic and personal development, including
informing themselves about and following the university's educational integrity policy.

Violations of academic integrity include but are not limited to the following categories: cheating;
plagiarism; fabrication; falsification, or sabotage of research data; destruction or misuse of the
university's academic resources, alteration or falsification of academic records; academic
misconduct; complicity; and copyright violation. This policy applies to all courses, program
requirements, and learning contexts in which academic credit is offered, including experiential and
service-learning courses, study abroad programs, internships, student teaching and the like.
Please refer to the undergraduate catalogue for Niagara University’s policy on academic integrity or
access the policy online at www.niagara.edu/academicintegrity.

Students with Disabilities

Students with documented disabilities who may need accommodations, who have any emergency
medical information the instructor should know of or who need special arrangements in the event of
an evacuation should make an appointment with the instructor as early as possible in the semester,
preferably no later than the first week of the semester. Students must also register with the
Coordinator of Specialized Support Services (716-286-8076, ds@niagara.edu) to facilitate the
provision of needed accommodations.

Counseling Services and Academic Support

The strains and workload of student life can sometimes feel overwhelming, and it is easy to lose
perspective when faced with academic, social, and personal demands. The staff of the office of
counselling services in the lower level of Seton Hall and the Academic Support staff in the Learning
Center in Seton Hall are here to help students manage the stresses of university life. All private
consultations are confidential and free of charge. Appointments can be scheduled by calling 716-
286-8536 (Counseling) or 716-286-8072 (Office of Academic Support).

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Inclusivity, Diversity & Support for Students at Niagara University

Niagara University supports a learning environment that fosters inclusiveness, where diversity is
respected and valued. Therefore, it is expected that students in this class will respect differences and
develop an understanding of how other people’s perspectives, behaviors, and worldviews may be
different from their own.

Students are always encouraged to meet with faculty as early as possible in the semester to discuss
their needs or concerns. Students may also seek additional assistance from various resources
available on campus, such as academic support, counselling services, disability services, etc. For
more information on these resources, please visit http://mynu.niagara.edu/services.

References

Agresti, A. & Finlay, B. (2009). Statistical Methods for the Social Sciences (4th Ed.). Pearson
Education, Inc.

Alan, A., & Barbara, F. (2009). Statistical Methods for the Social Sciences. Upper Saddle River,
NJ: Pearson.

American Psychological Association. (2010): Publication manual of the American Psychological

Association (6th Ed.). Washington, DC: Author.

Babbie, E., Wagner III, W. E., & Zaino, J. (2018). Adventures in Social Research: Data Analysis
using IBM® SPSS® Statistics. Sage Publications.

Black, T. R. (2008). Evaluating Social Science Research: An Introduction (6th edition).

Thousand Oaks, CA: Sage Publications

Creswell, J., & Creswell, D. (2017). Research Design: Qualitative, Quantitative, and Mixed
Methods (Fifth Edition). Thousand Oaks, CA: Sage Publications.

Field, A. (2017). Discovering Statistics Using IBM SPSS Statistics: North American Edition.
SAGE.

Grossoehme, D. H. (2014). Overview of Qualitative Research. Journal of health care

chaplaincy, 20(3), 109-122.

Salkind, N. J., (2017). Statistics for People who (think they) hate Statistics. Sage Publications,
Incorporated.
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