IG- Instructor Guide – Education 200 (Research Methods): A Modular Approach
Dr. Frederick W. Gomez
Education 200 (Research Methods): A Modular Approach Is a subject in advance educational research in the graduate program
Subject: Education 200 Descriptive
Title: Research Methods
Unit Credit: 3
Units Credit hours: 54 hours
Time: 8:00am - 5:00pm
Day(s): Monday to Saturday
Professor: DR. FREDERICK W. GOMEZ
Contact Number: 09266584071
Email Address: gomez_072364@yahoo.com
Facebook Account: https://www.facebook.com/frederick.gomez.9
https://www.academia.edu/32874938/TEACHERS_AND_PRINCIPALS_CLINICAL_CLASSROOM_INSTRUCTION_SUPERVISION_AND_MANAGEMENT_IN_THE_PHILIPPINES_INDONESIA_AND_MAL AYSIA1
https://www.academia.edu/24406277/TCC_-_Research https://www.scribd.com/doc/283576323/Tagoloan-Community-College-Institutional-ResearchDevelopment-Center-IRDC-Manual
https://www.scribd.com/document/347586950/Teachers-and-Principals-Clinical-Instruction-Supervision-inthe-Classroom https://docuri.com/download/socstud-102-world-hist-amp-civ-1_59c1ea61f581710b286db67e_pdf
https://www.scribd.com/doc/257331448/Social-Science-106 https://www.scribd.com/document/296468131/Political-Science-100 https://www.scribd.com/document/318478665/Social-Studies-105-World-History-Civilization-2 https://www.scribd.com/document/257211473/Human-11 https://www.scribd.com/document/295947718/CIV-1-Outline https://www.scribd.com/doc/295947740/CIV-2-Outline https://www.scribd.com/document/258128699/Education-101
Course Content
This subject in advance educational research in the graduate program is design to motivate, expose, develop, update, enhance and practice the traditional and non-traditional paradigm in the research methods in a theory-based knowledge to practice in doing research. As a masteral subject in the graduate program, the student will learn the ABC and 5W’s and 1 H in the science of research. The formulation of the problem and answer the problem is basic to the discipline. The scientific knowledge on generalizing and synthesizing information from the Review of Related Literature and Studies (RRLS) is salient to the construction of new knowledge. The methods, presentation, analysis and interpretation of the data gathered and collected must be treated in utmost probity to come-up the scientific conclusions and recommendations on the vital issues dealt on the trend of the time and circumstances.
General objectives
Since research is vital for development as not only a work of an expert the government and other socially engaged community counterparts given priority to research and development, invention, innovation, and their utilization, and to science and technology education, training and services is in need to decay the time and space making the world a glocal village.
So, at the end of the semester the student are expected to be motivated, expose, develop, update, enhance and practice the 95% of the following:
1st Day
The Problems The ABC of the Educational Research The 5W’s and 1H in Research Pedagogy
A. Learning Objective
1. Understand and identify the independent variables (IV) and dependent variables (DV) in the ABC of the Methods of Educational Research;
2. Write the intelligent PILOT (Problem, Importance, Literature, Objectives and Time-bounded) introduction of the manuscript of research;
3. Understand and explain the ABC, 5W’s and 1H of research construction;
4. Construct the theoretical and conceptual framework on the research design; and
5. Understand the different philosophies underlying in the pedagogy of the Methods of Educational Research.
B. Readings
1. Frick, Theodore W. (2011). Bridging Qualitative and Quantitative Methods in Educational Research: Analysis of Patterns in Time and Configuration (APT&C). Bloomington: Indiana University. http://education.indiana.edu/~frick/ proposals/ apt&c2005proffitt.pdf/accessed 4/4/2012
2. Ross, Kenneth N. (2011). Educational research: some basic concepts and terminology International Institute for Educational Planning/UNESCO 7-9 rue Eugène-Delacroix, 75116 Paris, France. T. Neville Postlethwaite Institute of Comparative Education University of Hamburg IIEP web site: www.unesco.org/iiep/accessed3/27/2012
3. Rodrigues, Susan (2010). Using Analytical Frameworks for Classroom Research. University of Dundee, UK : www.routledge.com/9780415553070accessed/3/30/2012
4. Pappas, Christine C. (2011). Becoming a Teacher Researcher in Literacy Teaching and Learning: Strategies and Tools for the Inquiry Process. University of Illinois at Chicago (Emerita), USA: ChècheKonnen Center at TERC. www.routledge.com/9780415996211 accessed/4/14/2012
5. Jankowski, Nicholas W. (2009). E-Research: Transformation in Scholarly Practice. Netherlands: Routledge Advances in Research Methods.www.routledge.com/ education/accessed/4/9/2012
C. Topics
1. The Problem
2. The ABC of the Methods of Educational Research
3. The “5W’s” an “1H” in Research Pedagogy
D. Discussions
The field of education is under attack. This attack encompasses on the different philosophies underlying on the different discourses and construction. The school as a system, In-put, thru-put and out-put process must be fortified by the DepEd and CHED vision, mission, philosophy, goals, objectives and strategy that it should and must be cascaded to the institutional VMGs. As a system, the framework of the constructivist positivist must dominantly yield. The K12 DepEd program was taken from the positivist construction designed the framework of different strands so as to delineate the learning capability of the learners according to their preferences and these are the product of research.
The problem, in part, is due to limitations of research and research methodologies used during the past century. The epistemological value on the research conversation does not redown its true purpose and meaning. The DepEd bridging-program wanted to fill the academic-gap between traditional linear models in quantitative and qualitative research findings that lack of generalizability. Due to the limited emerging qualitative and quantitative construction of researches the future of the learners is at stake. Empirical findings made by APT&C (Analysis and Pattern in Time and Configuration) on patterns of practice can be used in higher education to better prepare the K12 teachers and educational leaders for professional practice that when classroom teachers are fortified by educational qualification and experiences they may be able to advance closer to the frontier of ‘quality education.’ This would mean living life to the fullest through OBTLP (Outcomes-Based Teaching Learning Plan).
Research as the forerunner of change, not only educational researchers but also practitioners and laymen alike is accountable. The policy, curriculum, instructions, achievement and other learning environment are subject and venue of research, which only experts in the administrative, supervisory and instructional eye can see in the environment of the school. Although other eye outside from the system o the school can see but there intellectual lens cannot understand the “magis” in the educative world.
In the other hand, the arsenal of the learning tool for the students to see the impact of organizational choices and teaching strategies to optimize learning and making it critical and reflective. The temporal processes and organizational structures in education can be understood and used for making practical decisions. Like Research is the orderly investigation of a subject matter for the purpose of adding to knowledge. Research can mean ‘re-search’ implying that the subject matter is already known but, for one reason or another, needs to be studied again. Alternatively, the expression can be used without a hyphen and in this case it typically means investigating a new problem or phenomenon.
Within the realm of educational planning, policy construction, curriculum evaluation, instructional assessment and learning performance audit many essences and things are always changing: the structure of the education system, curriculum and textbooks, modes of teaching, methods of teacher training, the amount and type of provisions to schools such as science laboratories, textbooks, furniture, classroom supplies, and so on. These changes may lead to an improvement, or a worsening, in the quality of an educational system. Sometimes they may result in no impact upon quality – in which case major government expenditures on such changes have been wasted. Although some institutional decision there budget through their AIP (Annual Investment Plan) is really directed towards “quality education” but never pondering the serendipity on research.
The educational planner, curriculum maker and developer, education innovator and constructionist working within this kind of environment must be able to undertake assessments of the effects of major changes and then provide policy advice that will consolidate and extend the post productive courses of action, and also intercept and terminate existing practices that are shown to be damaging and wasteful within the educative systemic behavior of the system. This will only happen from the light of the qualitative and quantitative approaches using the different types of researches such as:
1). Historical research that generates descriptions, and sometimes attempted explanations, of conditions, situations, and events that have occurred in the past. For example, a study that documents the evolution of teacher training programs since the turn of the century, with the aim of explaining the historical origins of the content and processes of current programs.
2). Descriptive research provides information about conditions, situations, and events that occur in the present. For example, a survey of the physical condition of school buildings in order to establish a descriptive profile of the facilities that exist in a typical school.
3). Correlational research involves the search for relationships between variables through the use of various measures of statistical association. For example, an investigation of the relationship between teachers’ satisfaction with their job and various factors describing the provision and quality of teacher housing, salaries, leave entitlements, and the availability of classroom supplies.
4). Causal research aims to suggest causal linkages between variables by observing existing phenomena and then searching back through available data in order to try to identify plausible causal relationships. For example, a study of factors related to student ‘drop out’ from secondary school using data obtained from school records over the past decade.
5). Experimental research is used in settings where variables defining one or more ‘causes’ can be manipulated in a systematic fashion in order to discern ‘effects’ on other variables. For example, an investigation of the effectiveness of two new textbooks using random assignment of teachers and students to three groups – two groups for each of the new textbooks, and one group as a ‘control’ group to use the existing textbook.
6). Case study research generally refers to two distinct research approaches. The first consists of an in-depth study of a particular student, classroom, or school with the aim of producing a nuanced description of the pervading cultural setting that affects education, and an account of the interactions that take place between students and other relevant persons. For example, an in-depth exploration of the patterns of friendship between students in a single class; the second approach to Case Study Research involves the application of quantitative research methods to non-probability samples – which provide results that are not necessarily designed to be generalizable to wider populations; for example, a survey of the reading achievements of the students in one rural region or locale of a particular province, municipality, city or country.
7). Ethnographic research usually consists of a description of events that occur within the life of a group – with particular reference to the interaction of individuals in the context of the sociocultural norms, rituals, and beliefs shared by the group. The researcher generally participates in some part of the normal life of the group and uses what he or she learns from this participation to understand the interactions between group members. For example, a detailed account of the daily tasks and interactions encountered by a school principal using observations gathered by a researcher who is placed in the position of ‘Principal’s Assistant’ in order to become fully involved in the daily life of the school.
8). Research and development research differs from the above types of research in that, rather than bringing new information to light, it focuses on the interaction between research and the production and evaluation of a new product. This type of research can be ‘formative’ (by collecting evaluative information about the product while it is being developed with the aim of using such information to modify and improve the development process). For example, an investigation of teachers’ reactions to the various drafts and redrafts of a new mathematics teaching kit, with the information gathered at each stage being used to improve each stage of the drafting process. Alternatively, it can be ‘summative’ (by evaluating the worth of the final product, especially in comparison to some other competing product). For example, a comparison of the mathematics achievement of students exposed to a new mathematics teaching kit in comparison with students exposed to the established mathematics curriculum.
Exploring theoretical approaches from both a macro and a micro perspective, each chapter: outlines the theoretical assumptions of the approach; highlights the constraints and tensions within the approach; contextualizes the tradition in which the approach is located; provides data and case studies to illustrate how the approach is used in classroom research and the realities of practice.
The ABC of the Methods of Educational Research and the importance of learning the “5W’s” and “1H” in Research Pedagogy are made indispensable because as a science, it adopts a systemic behavior in the process. It has a process because steps and procedure are indispensable. It has a method because every profiled, inferred, statistically argued statement of matter & facts so with the evidences are proven in both antecedent and consequent findings of the research agenda.
The 5W’s and 1H Pedagogy of Research is important of the scientific value of the research community. Research is incomplete until it is published. Unpublished research has doubtful scientific values. Non-cited work does not contribute to the body of knowledge. For the researcher personal satisfaction are measured of scientific contribution. It becomes also a criterion for promotion, protection against plagiarism and somehow it becomes also an area of Image-Building.
For the Academe, research is the gauge of excellence of scientific training. It serves as the basis for accreditation & recognition. However, it also becomes the basis of budget release and criterion for promotion. Likewise, publication is also needed when there is a question of reliability & validity of the discourses. When it involves significant, substantial acceptance, rejection and theorizing research is significantly published. Moreover, when it complements recent scholarly discourses as presented to conferences or seminars to prove and disprove and to the extent theorizing the unknown phenomenal world. And, lastly when the research is refereed from the outside or inside intellectual group or in an organization for peer referee is recommended for making the manuscript intelligible.
E. Activity
Submit this think piece in a computer generated one whole long size bond paper on April 17, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch and double space. Font style & size TNR 12
Guided think piece
1. Can the institutional and personal vision and mission, philosophy and goals, objectives and strategies go together? How do you reconcile these?
2. What is your solution in reconciling these IV and DV? Why these IV and DV dominant in you?
3. How do you relate these IV and DV to the Input-Thru-put-Output process in the classroom setting?
4. Can these IV and DV indentified help you in the reconstruction on innovation or the reinventing of the instructions, supervisory and administrative intelligences?
5. What type of the researches that you want to engage in the solution of the identified concern?
6. With all these IV and DV, construct the conceptual framework of the identified concern?
7. Which of these types of researches that you prefer most? Can you work with quali-quanti research?
F. Announcement
Deadline of the ‘Think piece’ will be submitted on April 17, 2012 at 5:00 pm at the office of the College of Education.
2nd Day
Title Construction & Abstract formulation /Review of Related Literature and Studies
A. Learning Objective
1. Understand the significant role of the Review of Related Literature and Studies (RRLS) to possible theories, concepts or principles to support the investigation;
2. Identify and gain intelligences of the RRLS in the construction of CF & TF of the possible framework of future studies;
3. Guide to preparing the RRLS to future possible construction of discourses in the positivist and constructivist framework;
4. Formulate and construct an intelligent abstract as a little book of the study; 5. Write and understand the role of generalization and synthesis in the construction and formulation of abstract.
B. Readings
1. Róisín , Ryan-Flood and Rosalind Gill (2009).Secrecy and Silence in the Research Process. UK: The Open University, University of Essex
2. Bellotti, Elsa (2011). Qualitative Networks: Mixing Methods in Social Research. UK: Routledge www.routledge.com/9780415600866accessed/4/7/2012
3. Lury Celia and Nina Wakeford (2011). Inventive Methods: The Happening of the Social. UK: Goldsmiths University of London/www.routledge.com/9780415574815/accessed/4/8/2011
4. Bruun, Hans Henrik (2011)./ Literature and Literature Review. Denmark: University of Copenhagen and London: Sam Whimster Metropolitan University/ www.routledge. com/9780415478984/accessed 4/8/2011
5. Kalmbach Phillips, Donna and Kevin Carr. (2010). Becoming a Teacher through Action Research Process, Context, and Self-Study. USA: George Fox University/www.routledge.com/textbooks/9780415801065 / www.routledge.com/9780415801065 /accessed 4/10/2011 C.
Topics
1. Basic Structure of the title & RRLS
2. Construction & Abstract formulation
D. Discussions
Professional literature comes from published materials like books, journals, magazines, pamphlets, etc. while related studies are from published and unpublished materials like theses, research reports, dissertations and researches of any disciplines. In the construction of the title it must be within 8-15 words taken from the identified IV and DV, it is within the framework of the importance of the study. However, all of these frameworks are within the reach of the RRLS. Abstract formulation or we may call it as little book of the research emphatically synthesizes and generalizes the nutshell of the study.
It is advisable that prepare to review the literature first before framing the introduction, theoretical framework, statement of the problem, scope, delimitation and research methodology. The RRLS can give advantages 1) it helps the researcher look for possible theories, concepts or principles to support his investigations; 2) it is essential in formulating a sound research problem or research title, hypotheses, assumptions, etc.; 3) it enlightens the researcher as to the direction of the study; 4) it proves that the study is researchable and possess novelty; 5) it helps to identify the statistical instruments to be used in the study; 6) it serves as a guide to writing the findings, conclusions and recommendations; 7) it helps the researcher to connect himself to the topic (s) that he/she is preparing; 8) it will direct the researcher the kind, type and classes of RRLS that he/she may prefers; 9) in the RRLS it is made conventional that the author(s) of the previous studies are acknowledge and recognized. The author(s), year published, the title, the place published and the publication company are acknowledged with diligence and sobriety.
E. Activity
Submit this think piece in a computer generated one whole long size bond paper in a double space on April 18, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch. Font style & size TNR 12
Guided Think piece
1. Construct a title and formulate a theoretical and conceptual framework of the IV & DV;
2. PILOT your introduction towards your IV and DV;
3. Support your No. 1 and No. 2 with the RRLS;
4. Connect your CF/TF & your PS to your RRLS;
5. Evaluate the impact and magnitude of the RRLS
F. Announcement
Deadline of the ‘Think piece’ will be submitted on April 18, 2012 at 5:00 pm at the office of the College of Education.
3rd Day
Introduction Scope, Delimitation vs. Limitation Methodology
A. Learning Objective
1. Understand and write the acceptable introduction in a publishable research journal;
2. Discover and write the essential elements of an intelligible introduction, scope, delimitation and limitation of the researchable manuscript;
3. Explore and write intelligible methodologies in a researchable paper;
4. Understand the pros and cons on the why and how of the methodologies;
5. Understand the language of research through the methodology of the research paper.
B. Readings
1. Strydom, Piet. (2011). Contemporary Critical Theory and Methodology. UK: Copenhagen, Denmark, London Metropolitan University/ www.routledge.com/9780415548274 /accessed /4/9/2011
2. Coleman, Simon and Pauline von Hellermann (2011). Multi-Sited Ethnography: Problems and Possibilities in the Translocation of Research Methods.UK: University of Sussex /www.routledge.com/9780415965248/accessed/4/9/2011
3. Pat Drake (2011).Practitioner Research at Doctoral Level: Developing Coherent Research Methodologies. UK: University of Sussex, UK with Linda Heath, University of Brighton/www.routledge.com/9780415490221/accessed/4/9/2011
4. Chandra Lekha Sriram, University of East, John C. King, Julie A. Mertus, Johanna Herman. (2011). Surviving Field Research: Working in Violent and Difficult Situations. American University, USA, Olga Martin-Ortega/ www.routledge.com /9780415489355/accessed4/10/2011
5. Foreman-Peck, Lorraine, Christopher Winch. (2011). Using Educational Research to Inform Practice: A Practical Guide to Practitioner Research in Universities and Colleges. UK: Oxford University and King College/www.routledge.com/9780415450102/4/9/2011
C. Topics
1. Introduction
2. Scope, Delimitation vs. Limitation
3. Methodology
D. Discussions
It is easy for a writer to write an introduction after the heart of the study (TF&CF) is done and the SP were answered by drawing-out reliable and valid presentation, analysis and interpretation in arriving findings, conclusions and recommendations of the research.
For a publishable research it should be if not must be guarded always with the salient points of a PILOT (Problem, Importance, Literature, Objectives and Time-bounded) introduction. A busy man will not be interested anymore in going into details of the research but only the abstract if not the introduction will do for their conceptual mapping about the paper. Therefore it is commendable that the introduction must give flavor and spices about the research paper. Meaning, it is within the intelligent framework of the introduction that a paper be judge.
The first statement of the introduction it should emphatically talk about the paper and every claim that the writer is mentioning must be always supported by evidences like the RRLS. In the scope and delimitation of the study the 5W’s and 1H of the study must be conventionally cleared and emphasized. It is the scope and delimitation will give boundary of the study. In other words, the study is controlled by the researcher. The limitation of the study is not the same to the delimitation. The limitation is not controlled by the researcher. Meaning in this area, there is a limited population and venue of the research which brings the researcher into dilemma which somehow, delimits the researcher in the study. To make a layman understand that there are population and venue of the research that the researcher cannot control therefore it is the limitation of the researcher. Likewise, when the research population is by the thousands, millions and even the venue/setting but the researcher can manage the number of the populations and setting of the study it was called delimitation.
The methodology must always content with a designs according to the types of researches underdone. For example, a qualitative research need one year and a haft (1½) for the emersion and living with the population and venue of the research in order to come-up a solid truth of the matter and fact of the study. However, for the quantitative type of research, the manner of handling the data is not as tedious as to the qualitative type of research. However, with the marriage of the two disciplines in the field of research the constructivist favors on the idea of the pragmatist epistemologist that the two designs must go together to marry the truth of the matter and fact on the issue to be resolve. The contention is that the designs, randomization of the population, gathering and collecting of the data, instrumentation and the statistical treatment of the study would always depends on the type of the research engaged by the researcher. Set always a mathematical and statistical tool of the issue in order to gauge/measure the parameter of the study under investigations.
While it is true that the language of research is statistics and the grammar is mathematics, the methodology plays a significant role of the research in the epistemological arena of criteriology and certitude of the axiological meaning of the problem.
E. Activity
Submit this think piece in a computer generated in a one whole long size bond paper double space on April 19, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch. Font style & size TNR 12
Guided Think piece
1. Write a paragraph (s) that has an emergence of a PILOT, scope and limitation with the support of the methodology of your propose TF&CF as a derivative of your SP
F. Announcement
Deadline of the ‘Think piece’ will be submitted on April 19, 2012 at 5:00 pm at the office of the College of Education.
4th Day
Presentation, Analysis and Interpretation (PAI)
Review of Related Literature and Studies (RRLS)
A. Learning Objective
1. Discover the connectivity between the PAI &RRLS in the study;
2. Accept and reject theory and hypotheses of the study by using the PAI & RRLS;
3. Write the PAI & RRLS intelligently;
4. Employ the role of evidence using the PAI & RRLS to connect the CF/TF
B. Readings
1. Morehouse, Richard (2011). Beginning Interpretive Inquiry: A Step-by-Step Approach to Research and Evaluation. USA: Viterbo University/ www.routledge.com /9780415601894/ accessed 4/2/2011
2. Ovens, Peter, Frances Wells, Patricia Wallis and Cyndy Hawkins. (2011). Developing Inquiry for Learning: Reflective and Collaborative ways to Learn how to Learn in Higher Education. UK: Columbia and Nottingham Trent Universities/ www.routledge.com/9780415598774/3/31/2011
3. Yanow, Dvora and Peregrine Schwartz-Shea (2011). Interpretive Approaches to Research Design: Concepts and Processes. USA:University of Amsterdam, The Netherlands and University of Utah/www.routledge.com/9780415878081/accessed4/1/2011
4. Walliman , Nicholas, (2010). Research Methods: The Basics. UK: Oxford Brookes University/www.routledge.com/9780415489942/accessed 4/4/2011
5. Jackson , Alecia Youngblood and Lisa A. Mazzei (2011).Thinking with Theory in Qualitative Research: Using Epistemological Frameworks in the Production of Meaning. USA: Appalachian State University & Gonzaga University
C. Topic
1. Presentation, Analysis and Interpretation (PAI)
2. Review of Related Literature and Studies (RRLS)
D. Discourses on Important Notes:
• Presents the theoretical core of the study;
• Synthesizes the work of others;
• Acknowledge author(s) with the observance of the ethical standard;
• Use the 2007 up to date RRLS
• Write a manuscript that grade 3 or elementary pupils can understand Synthesized Review:
• One way those teachers can include the study of discourse in the second language Classroom is to allow students themselves to study language; that is, make them discourse Analysts (Murcia, 2007; Carter, 2008; Riggenbach, 2009);
• Includes studies from the past three (3) years;
• Covers not too few nor too many work;
• Establishes relationships of cited works;
• The connectivity between IV & DV; SP & RRLS is important.
• Link your presentation, analysis, interpretations and findings of the research problem and importance of the study. Presentation, Analysis and Interpretation
• There are three levels in the interpretation of data
•• Table reading. The contents of the table are to be presented numerically and descriptively;
••Implication or meaning of the data. What the results means;
••Cross-referencing or corroboration. The results are to be compared with the existing knowledge Technique
• Interpret the data carefully;
• Watch the grammar and avoid high-sounding words;
• The language of research is specific and requires basic terms;
• Avoid expressions that are unnecessary and too long;
E. Activity
Submit this think piece in a computer generated one whole long size bond paper double space on April 20, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch. Font style & size TNR 12
Guided Think piece
1. Have your table on the study entitled ‘recidivism in absenteeism;’
2. Have a mock-data/pseudo-data for No. 3;
3. Apply your knowledge on the presentation, analysis and interpretation discourses;
4. Use theory and previous study that would accept and reject the present claims;
5. Use your No. 3 for your claims supported by data and draw your implication.
F. Announcement
Deadline of the ‘Think piece’ will be submitted on April 20, 2012 at 5:00 pm at the office of the College of Education.
5th Day
Summary, Findings, Conclusions and Recommendations
A. Learning Objective
1. Develop a summary, findings, conclusions and recommendations that is acceptable to the community of researchers and publishers;
2. Draw-out thinking, judgment and action veritable and epistemologically driven from the generated data;
3. Learn and apply in the future (re)constructions in summary, conclusions and recommendations;
4. Be honest and true to your data and write haft of a short size bond paper of each topic on your summary, findings, conclusions and recommendations enumeratively when letter ‘S’ is added. However, when it is written as finding, conclusion and recommendation write it in a paragraph form;
5. Practice writing/drawing-out inferences in summary, findings, conclusions and recommendations by observing logical oppositions.
B. Readings
1. Ross , Kenneth N. (2010). Quantitative research methods in educational planning.International Institute for Educational Planning/UNESCO. Paris, France:7-9 rue Eugène-Delacroix, 75116/ http://www.sacmeq.org and http://www.unesco.org/iiep /accessed4/3/2011
2. eBooks/ www.ebookstore.tandf.co.uk./accessed 4/4/2011
3. eUpdates/ www.tandf.co.uk/eupdates/accessed 4/5/2011
4. Morehouse,Richard (2011). Beginning Interpretive Inquiry. USA:Viterbo University/www.routledge.com/9780415601894
5. Fenwick , Tara,Richard Edwards and Peter Sawchuk (2011). Emerging Approaches to Educational Research: Tracing the Socio-Material.UK: University of Stirling, and Toronto, Canada : OISE University/ www.routledge.com/9780415570923 /accessed4/5/2011
C. Topics
1. Summary, findings, conclusions and recommendations
2. Drawing-out logical inferences, oppositions and implications of the data
D. Discussions
All presentation in the summary must be brief that they were not duplicated in the chapters. The thinner or the slimmer is the better. Most of the study found in the library are very bulky and thickly. Discourses most of the time are redundant. It will not catch the attention of the re-searcher. The summary is essential as a benchmark in the preparation of findings, conclusions and recommendations for the systematic logical and consistent results.
Findings are residue of the presentations, analysis and interpretations of data. Because of that, findings must be written in the past tense. Use the constructivist positivist approach in stating the qualitative and quantitative findings.
Conclusions must be written in the present tense. They are stated based on the findings of the study. State the conclusion not in a findings or recommendations form. If the study has seven statement of the problem there should be also seven conclusions. It is recommended that the conclusion must be stated in a bullet form or enumerative however, if not numbered it can do it in a paragraph form.
Recommendations may or may not appear necessarily in the study. There are studies that need no recommendation(s). However, if it is needed state it in a bullet forms. The recommendations in the study must base on the findings and conclusions. The number of findings and conclusions must also be the number of the recommendations. In other words, findings were drawn base on the SP; conclusions were drawn base on the findings; recommendations were drawn base on the conclusions. The recommendations therefore are the answer of the identified ‘concern’ that need to be address embracing the demand of the time and circumstances.
E. Activity
Submit this think piece in a computer generated five (5) whole sheets of long size bond paper in a double space on April 21, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch. Font style & size TNR 12
Guided Think piece
1. Now apply your knowledge in the problem, the RRLS, methodology, presentation, analysis and interpretation of data to construct a summary, findings, conclusions and recommendations
F. Announcement
Deadline of the ‘Think piece’ will be submitted on April 21, 2012 at 5:00 pm at the office of the College of Education.
6th Day
Bibliography vs. Reference and Appendixes
A. Learning Objective
1. Understand and learn the ‘how and why’ of the APA format in the social science researches;
2. Explore and discover the difference between bibliography and a reference;
3. Understand instinctively the supporting evidence(s) on the special role of the bibliography and reference in every claims in the context of the paper/research work;
4. Identify and classify document(s) worthy of appreciation using the technique on the ‘question document.’
5. Learn the how and why in the use of the recent bibliography and references through elibrary, emails, http, www. html, pdf, and other web connectivity.
B. Readings
1. Dodd, Sarah-Jane and Irwin Epstein (2011).Practice-based Research: A Textbook for Social Workers. USA: Hunter College, City University
2. Bradford, Simon and Fin Cullen.Research Methods for Youth Practitioners: An Introduction. UK :Brunel University
3. Simonsen, Jesper, Jørgen Ole Bærenholdt, andMonika Büscher (2011). Design Research: Synergies from Interdisciplinary Perspectives. UK: John Damm Scheuer, Lancaster University and Roskilde University and Roskilde University
4. Dowling, Paul and Andrew Brown(2011). Doing Research/Reading Research: Re-Interrogating Education. UK: University of London
5. Gast, David L. (2011). Single Subject Research Methodology in Behavioral Sciences. , USA: University of Georgia
C. Topics
1. Bibliography, References and Appendixes 2. Document and Documentations
D. Discussions
Bibliography and referencing is the backbone of the research study. As the TF/CF&SP is the heart of the study, the B/R is the backbone that supports the system of the body to stand. Meaning, to make the research strongly founded by bases and supporting evidence(s) let the bibliography and references speak.
The bibliography and references that has a bearing of the study make sense of the research paper. The recent trend and findings used in the bibliography and references enhances, enriching and updating the previously paper under study. The more recent bibliography and references used in the study, the higher the internal and external reliability and validity. The research recently and previously done is researchable. Therefore, it is a good ‘issue’ in research. Likewise, the bibliography and references has something to do on the maxim ‘a good research is repetitive.’ This would mean that the issue is the same but time and space may not be the same.
E. Activity
Submit a proposal paper in a computer generated short size bond paper double space on April 23, 2012 APA format. Margin left I inch and right 1 inch; top 1 inch and bottom 1 inch. Font style & size TNR 12
Guided Think piece (Final Proposal Rubric 100 (30%))
1. The following topic and sub-topic are present: Education 200
(Methods of Educational Research)
_____ Chapter 1
_____ THE PROBLEM
_____ Introduction (PILOT),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points _____Theoretical/Conceptual framework,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points _____Statement of the problem,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points _____Scope/Limitation/Delimitation,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 2 points _____Importance/Significance,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 2 points _____Definition of terms,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 2 points 21 points
_____Chapter 2
_____ THE REVIEW OF RELATED LITERATURE & STUDIES _____ Books,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5 points _____Journals,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5 points _____Published studies,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points _____Unpublished studies ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points _____Documentation/fossilization,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 points 25 points
_____ Chapter 3
_____ METHODOLOGY _____Design,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5 points _____Setting,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,2 points _____Population,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,2 points _____Sampling,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5 points _____Data gathering,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,3 points _____Data Collection,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,3 points _____Data instrumentation,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,3 points _____Data Interpretation,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 3 points 26 points
Appendices
_____Questionnaire,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 13 _____ Letter Request/Permit/Authority,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 2 _____ Research Ethics ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 3 _____ APA and refs are correct ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 _____ Grammar/Tone/Writing,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5 28
F. Announcement
Deadline of the ‘Proposal paper’ will be submitted on the prescribed date at 5:00 pm at the office of the College of Education.
Percentage distribution needed in order to pass Education 200
MIDTERM EXAM 10% FINAL EXAM 10% Proposal 30% Think Piece 25 % Discourses 25% 100%
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