National Commission for Academic Accreditation &
Assessment
Course Specification
Institution
AL MAJMAAH UNIVERSITY
College/Department
ENGLISH DEPARTMENT
A Course Identification and General Information
1. Course title and code: 3244 Methods of Research
2. Credit hours
2
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
----4. Name of faculty member responsible for the course
T. Zaha-Al-Onazi
5. Level/year at which this course is offered
Fourth year
6. Pre-requisites for this course (if any)
-----------------7. Co-requisites for this course (if any)
-------------------------------------8. Location if not on main campus
-------------------------------------
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B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
Students will have to enhance their awareness of research principles and instruments:
1. Students should be able to narrow their subject into a appropriate topic.
2. students should be able to identify the various steps of writing a research paper..
3. Students should be able to write and identify good thesis statement.
4. Students should be able to distinguish between thesis statement, hypothesis, and
enthymeme.
5. Students should be able to use essential sources for gathering information.
6. Students should be able to write a research paper using APA format.
7. Students should be able to understand and avoid plagiarism.
8. Students should be able to write a short proposal for their intended research topic .
9. Students should be able to evaluate their research sources.
10. Students should be able to edit their research paper.
11. Students should be able to differentiate between quantitative and qualitative research.
2. Briefly describe any plans for developing and improving the course that are being implemented. (eg
increased use of IT or web based reference material, changes in content as a result of new research in
the field)
1- Using different text books relevant to the subject of interest.
2- Assigning students pair as well as individual research projects
C. Course Description (Note: General description in the form to be used for the Bulletin or
Handbook should be attached)
1 Topics to be Covered
List of Topics
No of
Weeks
1
INTRODUCTION TO RESEARCH WRITNG:
1.Steps in writing research paper.
2. Finding and narrowing a subject into a topic.
Contact
hours
2
FINDING A TOPIC:
Developing good thesis statement.
Identifying the differences between thesis statement, hypothesis, and enthymeme
1
2
FINDING SOURCES FOR YOUR TOPIC:
Online sources
Library sources.
2
4
2
1
2
UNDERSTANDING AND AVOIDING PLAGIARISM
READING AND EVALUATING SOURCES
1
2
2
4
1
2
2
4
DRAFTING PAPER IN ACADEMIC STYLE
EDITNG INTRODUCTION, BODY AND CONCLUSION
QUALITATIVE VS. QUANTITATIVE RESEARCH
* Note that the number of weeks may increase due to activities and discussions
2 Course components (total contact hours per semester):
Lecture: 2 PEER
WEEK
22 HR.
Tutorial:
Laboratory
Practical/Field
work/Internship
Other: PAIR
PRESENTATION
6 HOURS
3. Additional private study/learning hours expected for students per week. (This should be an average
:for the semester not a specific requirement in each week)
18 HOURS
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
1. Recognition of the various ways of gathering information
2. Recognition of the characteristics of thesis statement.
3. Recognition of the characteristics of APA format in writing.
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4. Identification of characteristics of quantitative and qualitative research..
5. Recognition of the basic parts of research paper.
(ii) Teaching strategies to be used to develop that knowledge
1. Oral explanation
2. Academic lecture using PowerPoint.
3. Class exercises
(iii) Methods of assessment of knowledge acquired
1. Pair as well as individual projects
2. Exams
3. Research paper.
4. Summary presentation of the research paper using power point
b. Cognitive Skills
(i) Description of cognitive skills to be developed
1. The ability to write short proposal.
2. The ability to write thesis statement /hypothesis/ enthymeme
2. The ability to write a research paper using academic style.
3. The ability to evaluate research sources.
4. The ability to use library and online sources of information
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(ii) Teaching strategies to be used to develop these cognitive skills
1- Academic lectures
2.
Class exercises
(iii) Methods of assessment of students cognitive skills
1. Assignments
3.
2.
Research paper presentation using a power point
Exams
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
1- The ability to work in groups or pairs
2- The ability to accomplish the part of work responsible for
(ii) Teaching strategies to be used to develop these skills and abilities
1.
Dividing students into groups or pairs
2. Directing and guiding students (pairs-groups) to choose appropriate research
topic
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1.
constant supervision
2. Students presentation
d. Communication, Information Technology and Numerical Skills
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(i) Description of the skills to be developed in this domain.
1. The ability to communicate with members of the group
2. The ability to use computers and essential research web sites
3. The ability to evaluate online sources .
(ii) Teaching strategies to be used to develop these skills
1- Practical use of computers and web sites
2. Assignments
(iii) Methods of assessment of students numerical and communication skills
1. Following up students' presentations in slide shows as well as their
assignments.
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
(ii) Teaching strategies to be used to develop these skills
(iii) Methods of assessment of students psychomotor skills
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5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment task (e.g. essay, test, group project, examination
etc.)
Week due
1
pair presentation
12-13-14
Proportion
of Final
Assessment
20%
2
individual+ pair assignments
every week
40%
3
Final Research project
12
20%
4
Final test
15-16
20%
5
6
7
8
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice.
(include amount of time teaching staff are expected to be available each week)
2- office hours are announced earlier for students.
E Learning Resources
1. Required Text(s) Study Skills for students of English. New York; McGrow- Hill
2. Essential References
Lester, J .Writing Research Papers: A complete guide. NewYork: Longman Publication.
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3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Weidenbornner,S &Caruso, D. (1994).Writing Research Papers: A guide to the process
(4ed.).NewYork:Martin’s Press
Bailey,E. &Powell,P. (1987). Writing Research Papers: A practical guide.NewYork: CBS College
Publishing
4-.Electronic Materials, Web Sites etc
5- Other learning material such as computer-based programs/CD, professional standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Large rooms provided with projectors
2. Computing resources
Students have no access to online database in addition the library is poor in research sources.
3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
1- Asking questions
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2- Projects’ success
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Same strategies mentioned above
3 Processes for Improvement of Teaching
1.
2.
Using different references.
Utilizing students comments to device future assessment and teaching techniques.
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a
sample of assignments with staff at another institution)
Internal evaluators from the department
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.
The difficulties as well as the achievements accomplished are to be discussed with the department
members.
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