Research Methods and
Procedures
Introduction to Research in Education
An introductory course in Educational Research for the
Behavioral Sciences fulfilling the requirements for
EDU/HED/SOC/KIN/COU/PSY 6504.
Franklin
Spring 2012
I.
COURSE TITLE
Research Methods and Procedures
EDU/HED/SOC/KIN/COU/PSY 6504
II.
PREREQUISITES
Graduate standing.
III.
COURSE DESCRIPTION
This course is designed as an introductory course in educational
research. Emphasis is placed on reading basic research methodologies
in the social and behavioral sciences and critical analysis of published
research. The student is required to complete numerous readings and
assignments to develop an understanding of the research process.
Concepts of educational research are applicable to other disciplines.
IV.
RATIONAL
The rational is to familiarize the beginning researcher with the
techniques and procedures for conducting an original research project.
The focus is on the typical and practical problems encountered in
research, beginning with the formulation of the question and
continuing through the preparation of a final research proposal. The
conceptual framework of the Department of Teacher Education and
Leadership focuses on the utilization of “best practices” in the work of
professional educators. Educational research requires professional
educators to use research skills in determining which practices work
best in their classrooms. Professionals in other disciplines will utilize
these skills in addressing problems relevant to their work.
V.
LEARNING OBJECTIVES AND OUTCOMES
The course is designed to enable students to:
VI.
A.
Understand the terminology of educational research.
B.
Understand the nature and goals of research.
C.
Understand the research methods in education and other
disciplines.
D.
Understand the nature and sources of the research problem.
E.
Conduct a review of related literature.
F.
Understand the characteristics and types of hypotheses.
G.
Understand the nature and use of descriptive statistics in a
research project.
H.
Understand the nature and use of sampling techniques and
inferential statistics in a research project.
I.
Construct and use various tools of research.
J.
Differentiate between validity and reliability of measuring
instruments.
K.
Understand the characteristics and functions of quantitative
and qualitative research.
L.
Develop research proposals according to APA guidelines for
writing.
M.
Utilize TurnItIn software in the preparation of research
proposals.
N.
Utilize the Educational Resources Information Center (ERIC)
data base and other electronic databases.
ACADEMIC INTEGRITY
The Mississippi College Graduate Catalog addresses the University’s
position on academic integrity. All students are responsible for
knowing the rules and penalties for cheating and plagiarism. See Policy
2.19 on the MC web site for additional information. The Graduate
Catalog may be viewed on the Mississippi College web site.
VII. COURSE TOPICS
The major topics to be covered are:
A.
The research problem
B.
Sources of research problems
C.
Stating the problem
D.
Role of related literature
E.
Reference sources for review of related literature
F.
Organizing the related literature
G.
Types of hypotheses
H.
The research plan
I.
Descriptive statistics
J.
Sampling and inferential statistics
K.
Measuring instruments
L.
Validity and reliability
M.
Experimental research
N.
Causal-comparative research
O.
Correlational research
P.
Survey research
Q.
Qualitative and historical research
R.
Writing research proposals using APA format
S.
Analyzing, interpreting, and reporting results
T.
TurnItIn: Plagiarism prevention software
VIII. INSTURCITONAL METHODS
Lecture, working visit to MC Library, group discussion, individual
research, student-teacher conferences, and assignments on MCMoodle.
IX.
ASSIGNMENTS
A.
Quizzes from Text
150 pts
Each quiz will cover lecture notes, handouts, and reading
assignments from the text. Quiz dates are noted on the course
calendar in MCMoodle.
B.
Quizzes from APA Manual
50 pts
Each quiz will cover various topics covered in the APA manual.
Quiz dates are noted on the course calendar in MCMoodle.
C.
Class Activities
150-200 pts
There will be various graded assignments for each class. Most of
these will be through MCMoodle using the Forum format. Each
assignment will have a 10 point value.
D.
Attendance/Participation
45 pts
Attendance will be taken at each face-to-face class meeting.
Three points will be awarded for attendance and active
participation. Six points will be deducted for an absence. If the
face-to-face class is canceled then attendance points will be
awarded for completion of all MCMoodle activities.
X.
EVALUATION
Students will be evaluated on the assignments listed in Section
IX. The relative value of each assignment is to the right of each
area of assessment. The following grading scale will be used
based on a ratio of points earned to the total possible points.
A – 93% - 100%
B+ – 89% - 92%
B – 85% - 88%
C+ – 81% - 84%
C – 77% - 80%
D – 70% - 76%
F -- ≤ 69%
[233 – 250]
[223 – 232]
[213 – 222]
[203 – 212]
[193 – 202]
[175 – 192]
[ 0 - 174]
XI.
ADDITIONAL COURSE INFORMATION
A.
Attendance Policy
Class attendance is an essential part of your education at Mississippi
College. Four absences in this course will result is a grade of “F”. The
Graduate Catalogue provides guidelines for tardiness and absences.
Students should familiarize themselves with the institution’s policy on
attendance. The catalog may be viewed on line at the MC web site.
Please note that tuition refunds will not be made to students who drop
a class after the first week. As noted above in the Assignments
section points will be awarded or deducted based on class
attendance and/or MCMoodle participation.
B.
Special Accommodations
Disabilities under the ADA are categorized as physical, mental, and learning
disabilities. In order for a student to receive disability accommodations
under Section 504 of the Americans with Disabilities Act, he or she must
schedule an individual meeting with the Director of Student Counseling
Services immediately upon recognition of their disability (if their disability is
known they must come in before the semester begins or make an
appointment immediately upon receipt of their syllabi for the new semester).
The student must bring with them written documentation from a medical
physician and/or licensed clinician that verifies their disability. If the student
has received prior accommodations, they must bring written documentation
of those accommodations (example Individualized Education Plan from the
school system). Documentation must be current (within 3 years). The
student must meet with SCS face-to face and also attend two (2) additional
follow up meetings (one mid semester before or after midterm examinations
and the last one at the end of the semester). Please note that the student may
also schedule additional meetings as needed for support through SCS as they
work with their professor throughout the semester. Note: Students must
come in each semester to complete their Individualized Accommodation
Plan (example: MC student completes fall semester IAP plan and even if
student is a continuing student for the spring semester they must come in
again to complete their spring semester IAP plan). Student Counseling
Services is located in Alumni Hall Room #4 or they may be contacted via
email at christia@mc.edu or rward@mc.edu. You may also reach them by
phone at 601-925-7790.
C.
Class Communications
Bobby Franklin
Office:
Office Telephone:
Cell Telephone:
E-mail:
Lowery 310
601.925.7731
225.572.6603
franklin@mc.edu
INSTRUCTIONAL MATERIALS AND BIBLOGRAPHY
D.
Required Textbooks
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction
to research in education (7th ed.). Belmont, CA: Thomson Wadsworth.
American Psychological Association. (2010). Publication manual of the
American Psychological Association (6th ed.). Washington DC:
Author.
E.
Bibilography
Burke, P. J. (2009). The elements of inquiry: A guide for consumers and
producers of research. Glendale, CA: Pyrczak.
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design &
analysis issues for field settings. Boston: Houghton Mifflin.
Creswell, J. W. (2002). Educational research: Planning, conduction, and
evaluation quantitative and qualitative research. Upper Saddle River,
NJ: Pearson/Merrill/Prentice Hall.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate
research in education (6th ed.). Boston: McGraw Hill.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An
introduction (8th ed.). Boston: Pearson/Allyn and Bacon.
Galvan, J. L. (2009). Writing literature reviews: A guide for students of
the social and behavioral sciences (4th ed.). Glendale, CA: Pyrczak.
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Education research:
Competencies for analysis and application (8th ed.). Upper Saddle
River, NJ: NJ: Pearson/Merrill/Prentice Hall.
Harris, R. A. (2005). Using sources effectively: Strengthening your writing
and avoiding plagiarism (2nd ed.). Glendale, CA: Pyrczak.
Jones, W.P. & Kottler, J. A. (2006). Understanding research: Becoming a
competent and critical consumer. Upper Saddle River, NJ: NJ:
Pearson/Merrill/Prentice Hall.
McMillan, J. H. & Wergin, J. F. (2002). Understanding and evaluating
educational research (2nd ed.). Upper Saddle River, NJ: NJ:
Pearson/Merrill/Prentice Hall.
Mertler, C. A. & Charles, C. M. (2008). Introduction to educational
research (6th ed.). Boston: Pearson/Allyn and Bacon.
Orcher, L. T. (2005). Conducting research: Social and behavioral science
methods. Gendale, CA: Pyrczak.
Patten, M. L. (2009). Understanding research methods: An overview of
the essentials (7th ed.). Glendale, CA: Pyrczak.
Pyrczak, F. (2003). Evaluating research in academic journals: A guide to
realistic evaluation (2nd ed.). Los Angeles: Pyrczak.
Pyrczak, F. & Bruce, R. R. (2007). Writing empirical research reports: A
basic guide for students of the social and behavioral sciences (6th ed.).
Glendale, CA: Pyrczak.