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Week 1 and 2 Introduction To The Course
Week 1 and 2 Introduction To The Course
METHODOLOGY
INTRODUCTION TO EDUCATIONAL RESEARCH
WEEK 1 & 2
DATIN DR NAZEERA AHMED BAZARI
LECTURE OUTLINE
Presentation - 20%
E-Portfolio – 15%
Quizzes – 25%
Research Proposal – Final Assessment – 40%
Presentation - 20%
Instructor assigned task (Presentation of education research topics/design
seminar/Research review/ case analysis)*
Groups of 3-4
*selection of task varies according to groups of students
In their task, students will demonstrate a critical and conceptual
understanding of their reading of a research article or topics related to the
research process. Students will exhibit their ability to read, understand and
critically review –they will display their understanding and analysis of
research methodology aspects such as the identification of the research
problem, formulation of research objectives and the research methodology
employed. The focus of this task is the research design.
E-Portfolio – 15%
sample e-portfolio
https://eyanaz6.wixsite.com/ilyana82
https://maziyahpengiran.wixsite.com/mysite/home
https://nurulzaty94.wixsite.com/mysite
Quizzes – 25%
In the quiz, students will demonstrate their ability to recall their knowledge
and understanding of the various components involved in research
methodology such the differences between qualitative and quantitative
research methodologies, sampling and data collection and data analysis
techniques. They will also critically respond to cases involving research
approaches and/or methodologies in different contexts.
Research Proposal – Final Assessment – 40%
How can educators, parents, and students obtain the information they need?
Many ways of obtaining information, of course, exist. One can consult experts,
review books and articles, question or observe colleagues with relevant
experience, examine one’s own past experience, or even rely on intuition.
All these approaches suggest possible ways to proceed, but the answers they
provide are not always reliable.
Experts may be mistaken; source documents may contain no insights of value;
colleagues may have no experience in the matter; and one’s own experience
or intuition may be irrelevant or misunderstood.
This is why a knowledge of scientific research methodology can be of value.
The scientific method provides us with another way of obtaining
information—information that is as accurate and reliable as we can get.
Benefits of Conducting Research
The general order of the scientific method, then, is as follows (F&W, 2012):
Identifying a problem or question
Clarifying the problem
Determining the information needed and how to obtain it
Organizing the information
Interpreting the results
Process of Research
The problem of a study sets the stage for everything else. The problem
statement should be accompanied by a description of the background of the
problem (what factors caused it to be a problem in the first place) and a
rationale or justification for studying it. Any legal or ethical ramifications
related to the problem should be discussed and resolved.
Formulation of an exploratory question
or a hypothesis
Research problems are usually stated as questions, and often as hypotheses. A
hypothesis is a prediction, a statement of what specific results or
outcomes are expected to occur. The hypotheses of a study should clearly
indicate any relationships expected between the variables (the factors,
characteristics, or conditions) being investigated and be so stated that they
can be tested
within a reasonable period of time. Not all studies are hypothesis- testing
studies, but many are
Definitions
Other studies related to the research problem should be located and their results
briefly summarized. The literature review (of appropriate journals, reports,
monographs, etc.) should shed light on what is already known about the problem
and should indicate logically why the proposed study would result in an extension
of this prior knowledge.
Sample
The subjects (the sample) of the study and the larger group, or
population (to whom results are to be generalized), should be clearly
identified. The sampling plan (the procedures by which the subjects will be
selected) should be described.
Instrumentation
Each of the measuring instruments that will be used to collect data from
the subjects should be described in detail, and a rationale should be given for
its use.
Procedures
The actual procedures of the study— what the researcher will do (what,
when, where, how, and with whom) from beginning to end, in the order in
which they will occur—should be spelled out in detail (although this is not
written in stone). This, of course, is much less feasible and appropriate in a
qualitative study. A realistic time schedule outlining when various tasks are to
be started, along with expected completion dates, should also be provided.
All materials (e.g., textbooks) and/or equipment (e.g., computers) that will
be used in the study should also be described. The general design or
methodology (e.g., an experiment or a survey) to be used should be stated. In
addition, possible sources of bias should be identifi ed, and how they will be
controlled should be explained.
Data analysis
This chapter reviews what has already been written in the field on the topic of the research.
The literature cited should support the theoretical argument being made and demonstrate that the author has a grasp of the
major ideas and findings that pertain to his or her topic.
Refer to APA manual for additional information concerning literature reviews.
1. Historical Background a. Put things in perspective. This is more than just a chronology and does not necessarily have to
include every detail since day one. b. What are the major issues, controversies, etc. that impact your study. Include background
on all relevant variables.
2. Theory Relevant to Research Questions/Hypotheses. a. What theoretical models/perspectives inform your research? b.
Compare and contrast competing theories and justify the theoretical foundation of the dissertation. c. Describe how the
theoretical foundation of the dissertation applies to the problem.
3. Current Empirical Literature Relevant to Research Questions/Hypotheses a. Include in this section: i. literature relating to
individual variables ii. literature relating to specific combination of variables (specifically examine background and relevant
background literature as shown in Figure 4.1) relevant to the dissertation b. This should be more than a listing of studies. What
common thread holds them together? Use transitions to effectively tie one section with another. c. Incorporate discussion of
strengths/weaknesses of methodology in previous studies and which you are building on/hoping to avoid/improve upon in your
study.
4. Use headings and subheadings liberally to organize this section. Consider making a “concept map” of relevant literature for
organizational purposes (do not include in the dissertation text, however). This section should be reflective of deductive
reasoning; starting broadly and narrowing the focus as the chapter progresses
Chapter 3
Introduction
Research Method and Design
Population and Sampling
Site
Instrumentation
Data Collection Procedure
Pilot Test
Data Analysis
Conclusion
In your Master’s Thesis
5 Chapters
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Methodology
Chapter 4: Results/Findings and Discussion
Chapter 5: Conclusion and Recommendation