Wayland Baptist University, Hawai’i Campus, School of Education
Mission Statement: Wayland Baptist University exists to educate students
in an academically challenging, learning-focused and distinctively
Christian environment for professional success and service to God and humankind.
Course
Term
Instructor
Office Phone and
Email
Office Hours,
Location
Class Meeting
Time and
Location
Catalog
Description
Prerequisites
Required
Textbook and
Resources
EDUC 5302, Research Methods in Education
Summer 2015, Thursday (May 28, 2015 – August 6, 2015)
Dr. Leigh Ann Siaosi
(808) 292-1736, leigh.siaosi@wayland.wbu.edu
Immediately before and after class. Schedule with instructor in advance to ensure sufficient
time is provided.
This course is delivered in a Hybrid Format
Thursday Evenings 5:30, WBU Mililani Campus
Development of research skills appropriate for educational and instructional environments.
Development of a research prospectus.
None
Required Textbooks
(1) Creswell, J. C. (2015). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson. [ISBN13:978-0-13-354958-4]
(2) American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th Ed.). Washington, DC: American Psychological
Association. [ISBN-10: 1-4338-0561-8]
Access to the internet on a regular basis is a requirement for this course; we will use
Blackboard routinely for class discussions via the Discussion board. Class materials may be
posted online.
Optional None
Materials
Course Outcome STUDENT LEARNING OUTCOMES:
Competencies 1. Students will examine approaches to research including quantitative, qualitative, and
mixed methods.
2. Students will interpret and evaluate research to become successful readers and consumers
of research.
3. Students should be able to determine and operationally define the basic aspects of the
research process including identifying research problems; reviewing literature; specifying
purposes for studies; collecting, analyzing, and interpreting data; and evaluating and
reporting the results of a study.
4. Students will construct and implement short assignments to demonstrate the basic
research skills.
5. Students will demonstrate proficiency using APA format.
Means for Assessing Student Achievement of the Outcome Competencies:
1. Journal article deconstructions and Annotated bibliography
2. Research proposal and presentation
3. Student facilitation of chapter discussions
4. Discussion Boards
5. Content assessments
Attendance All Wayland students are expected to attend every class meeting; the minimum percentage of
Requirements class participation required to avoid receiving a grade of “F” in the class is 75%. Students
who miss the first two class meetings without providing a written explanation to the
instructor will be automatically dropped from the roster as a “no-show.” Students who know
in advance that they will be absent the first two class meetings and who wish to remain in the
class must inform the instructor in order to discuss possible arrangements for making up
absences.
Disability In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of
Statement Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any
educational program or activity in the university. The Coordinator of Counseling Services
serves as the coordinator of students with a disability and should be contacted concerning
accommodation requests at (806) 291-3765. Documentation of a disability must accompany
any request for accommodations.
Course Requirements and Grading Criteria:
The University classroom is an environment designed for the free exchange of ideas, therefore demonstrating
respect toward each other is vital to creating rich discussions that draw from research and data to further our
knowledge in this field. We will show respect for one another by exhibiting civility in our exchanges. In the
education field, communicating ideas to colleagues, parents, and administrators with clear and error-free
English is a priority. Your ability to express your knowledge of educational concepts and theories within the
conventions of academic discourse will be assessed through presentations and written assignments.
Integration of information from lectures, readings, and discussions will be taken into consideration as will
correct and appropriate format and construction.
1. Students will complete all assigned readings and assignments by the due date.
2. Students will prepare written assignments to include deconstruction of journal articles, various short
assignments, an annotated bibliography and a research proposal. All assignments must be word
processed using Times New Roman, 12-point font, and submitted in accordance with due dates on the
course calendar.
3. Online discussion board interactions will allow dialogue among class members and provide
opportunities for discussion among those persons who may exhibit a different perspective from your
own. You are required to consider these perspectives and respond in an appropriate professional
manner with reasoned arguments. Avoid emotional responses such as ‘I feel,’ but rather refer to the
evidence to support your position. Students will post an answer to the question or comment and
respond to two (2) other posts. These discussions are meant to broaden our perspectives and make
informed decisions based upon research-based best practices. There will be no tolerance for
inappropriate responses including, but not limited to, vulgar or inappropriate language, name-calling,
or demonstrations of anger. We will learn from each other in a safe and professional environment.
Annotated Bibliography of five peer-reviewed journals
Students will prepare an annotated bibliography from sources relevant to their proposed research study.
Each bibliography contains two parts: the citation (using APA format) and the annotation. The citation is
written at the top of the page double-spaced and the annotation follows in 2 paragraphs (approximately 150
words). The annotation is a single-spaced brief discussion presenting both a descriptive and evaluative
paragraph. The critical analysis of the article can include the following: summary of the central theme, the
research question, research hypotheses, major findings of the study, conclusions drawn and possible
implications for future research.
Deconstruction of Journal Articles (2 articles)
Students will examine and report on two research studies relevant to their proposal study. These journal
articles are not the same articles used for the annotated bibliography. There are three parts to the
deconstruction:
1. Identification of author’s work with APA citation,
2. Summary of the main points of the article, and the majority of the paper is
3. Analysis and evaluation to look at the strengths and weaknesses of the article.
Reports are to be 2-3 pages in length, double-spaced. Accompanying the written critique will be an oral
presentation (using PowerPoint or prezi) between 5-10 minutes in duration for Journal article #1. For
Journal Article #2, the report and discussion board questions/presentation will be done via BlackBoard
Colleagues to provide feedback.
Research Proposal
Prepare a 10-12 page (excluding title and reference pages) proposed research report on a question of interest
to you in the field of education. The instructor must approve the question. The research proposal will
include:
1. Chapter 1:
a. Introduction
b. Background of the Problem
c. Statement of the Problem
d. Purpose of the Study
e. Research Questions and Hypotheses
f. Significance of the Problem
g. Methodology
h. Assumptions
i. Limitations
j. Definition of Terms
k. Organization of the Study
2. Chapter 2: A review of the literature
3. Chapter 3: The Methodology with the target population and the method of sampling, the materials
and instrumentation, the research design and rationale, the method of data collection and the data
analysis.
Facilitation of Chapter Reading Discussions
Students will present to colleagues chapter highlights from the readings and facilitate a class discussion.
Any presentation items and handouts should be posted on BlackBoard for colleagues. Students will work
with a partner to facilitate a discussion and present a third chapter in class. Sign ups for chapter
presentations will occur at the first class meeting. Presentations are not meant to “teach” the material as the
audience has already read the material, but should highlight key concepts and engage the class in a
discussion/activity around the material in order to deepen everyone’s knowledge. The timeframe for the
presentation/discussion is 15-30 min per chapter.
Student Grade Appeal
Students shall have protection through orderly procedures against prejudices or capricious academic
evaluation. A student who believes that he or she has not been held to realistic academic standards, just
evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the
student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced
placement examinations or course bypass examinations. Appeals are limited to the final course grade, which
may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course
grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals
Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.
The syllabus is only a plan. The instructor may modify the plan during the course to alter requirements from
those appearing in the syllabus. Further the syllabus contains criteria to measure the student’s progress and
performance in the course. The instructor may change these criteria at any time.
Week/
Date
Week 1
5/28/15
Week 2
6/4/15
Week 3
6/11/15
TENTATIVE COURSE OUTLINE
Topics/Assignments
Discuss syllabus, course requirements, and research topic
Creswell Chapter 1 in class activity and discussion
Determine chapter facilitation assignments
Determine Journal Article Presentations
Student facilitated discussions Creswell Chapters 2, 3, and 4 &
APA Ch.1
Drafting research questions in class activity



Week 4
6/18/15
Week 5
6/25/15
Student facilitated discussions Creswell Chapters 5 and 6 &
APA Ch. 2
Solidifying research purpose statement, research questions,
and research hypotheses
Discuss annotated bibliography
Student facilitated discussions Creswell Chapters 11 and 12 and
APA Ch. 3
Submit final research purpose statement, research questions, and
research hypotheses—Peer Review Activity
Midterm Exam on Creswell Chapters 1-6, 11 and 12
Readings & Assignments
due the following week
Read Creswell Ch. 2-4 and APA
Ch.1
Read Creswell Chapters 5 and 6 &
APA Ch.2
Draft of research purpose
statement, research questions, and
research hypotheses
Read Creswell Chapters 11 and 12
and APA Ch.3
Final research purpose statement,
research questions, and research
hypotheses
Annotated Bibliography
*Midterm posted on BlackBoard
6/18/15 due 6/25/15
Read Creswell Chapters 7 and 8
and APA Ch. 4
Annotated Bibliography Activity
Week 6
7/2/15
Student facilitated discussions Creswell Chapters 7 and 8 &
APA Ch.4
Deconstruction of Journal Article Presentations
Week 7
7/9/15
Student facilitated discussions Creswell Chapters 13, 14 and 15
and APA Ch. 5
Submit and present draft of Introduction Section
Deconstruction of Journal Article Presentations
Week 8
7/16/15
Student facilitated discussions Creswell Chapter 9 and 16 and
APA Ch. 6
Deconstruction of Journal Article Presentations
Week 9
7/23/15
Student facilitated discussions Creswell Chapter 17 and APA Ch.
7-8
Submit and present drafts of Introduction and Literature Review
Deconstruction of Journal Article
#1 and #2
Read Creswell Chapters 13, 14
and 15 and APA Ch. 5
Draft of Introduction Section
Read Creswell Chapters 9 and 16
& APA Ch. 6
Read Creswell Chapter 17 and
APA Ch. 7-8
Draft of Introduction and
Literature Review Sections
Drafts of Introduction and
Literature Review, and
Methodology Sections
Sections
Wk 10
7/30/15
Wk 11
8/6/15
Quiz on APA format on
BlackBoard
Final Research Study
Final Presentations of Research Study (3)
Final Presentations of Research Study (3)
Submit Research Study
GRADING CRITERIA
Activity
Possible Points
Participation/Discussion Board/Class Assignments
60
Annotated Bibliography (20 pts/article)
50
Deconstruction of Journal Article #1 & Presentation
40
Deconstruction of Journal Article #2
40
Facilitation of Chapter Discussion #1
20
Facilitation of Chapter Discussion #2
20
Facilitation of Chapter Discussion #3 (partner presentation)
20
Quiz on APA Format via BlackBoard
40
Midterm (Creswell Ch. 1-6, 11, and 12) via BlackBoard
60
Research Proposal Study
100
Final Presentation of Proposal Study-Weeks 9 and 10
50
TOTAL POINTS
GRADING SCALE:
A
450-500 points
B
400-449 points
C
350-399 points
D
F
300-349 points
Below 300 points
500
I
W
WP
WF
Incomplete
Approved Withdrawal
Approved Withdrawal Passing
Withdrawal Failing
Other Important Information:
1. Class participation is a very important part of education. This class requires active class participation.
2. Assignments are due on the deadlines given.
3. Late assignments will not be accepted.
4. Written work will be graded according to the rubrics provided.
5. All written assignments should be Times New Roman 12-point font type, double-spaced and using APA
Manuscript Writing Style, unless otherwise noted.
6. Presentations will be graded according to the rubrics provided.
7. Unless noted as a group assignment, all work should be original work of the individual student.
8. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic
honesty may result in a zero on the particular assignment as well as a referral to the Dean for disciplinary
action.
9. Questions concerning grades received should be resolved within one week after the assignment has been
returned.
10. Students will need to use the Internet to access some assignments.
11. Always contact the professor if you need assistance.
12. May God Bless You!