Lahore University of Management Sciences

EDU560 – Research Methods

Fall 2018

Instructor Rabea Malik/Qaisar Khan

Room No. SOE Faculty Wing
Office Hours  Rabea Malik (Monday and Wednesday 2 – 3.30 pm or by appointment)
 Qaisar Khan (Tuesday & Wednesday 3:30 - 5:00 PM or by appointment)
Email qaisar.khan@lums.edu.pk
rabea.malik@lums.edu.pk
Telephone Rabea Malik (Ext:4206 )
Qaisar Khan (Ext:4209)
Secretary/TA TBA
TA Office Hours TBA

Course Basics
Credit Hours 3
Lecture(s) Nbr of Lec(s) Per 2 Duration 75 minutes
Week
Open for Student Open to MPhil-ELM students
Category

COURSE DESCRIPTION
The objective of the course is for students to become skilled in empirically grounded practices. They should be able to
understand “how to think, write, critique and argue about social science research”. The students will be expected to
become familiar with the basics of qualitative and quantitative empirical approaches and differences between them,
the breadth of methods employed for empirical research in southern contexts, and acquire skills for designing their
research and tools. At the end of the course, the students should be able to construct research questions, be familiar
with different types of data, and know the variety of research designs and data collection methods available to them.
The course is organized in three modules: introduction to the research methods; qualitative methods; quantitative
methods. The first few weeks will be spent on introducing the craft of research; the qualitative, quantitative and mixed
methods employed most frequently in comparative and social science research, the worldviews underpinning them, the
main differences between them, and the ethos and process of empirically grounded research. The rest of the course will
cover introduction to select qualitative and quantitative methods and techniques. The course will be comprised of
lectures, with labs running in some weeks.
Module 1: Introduction
This module will introduce social research and the notion of looking at the world empirically. It will include introduction
to key foundational concepts of empirical research (validity, constructs). It will build familiarity with the step-wise
process of conceptualizing research: identifying problems, generating hypotheses, designing research, collecting data,
and analysing the data to generate evidence. The module will also introduce the three dominant research paradigms:
qualitative, quantitative and mixed methods – the main methods and designs associated with them (the spectrum of
research methods), the worldviews underpinning these paradigms. The historic paradigm wars and the evolution of the
mixed methods design. This topic will include applied examples of the three types of research. Ethics of research will be
covered across various topics, but will be introduced at this stage.
Module 2: Qualitative methods
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This module will involve a deeper engagement with select qualitative methods and the research designs, including
ethnographic design, case studies, and mixed methods. Students will read and engage with various qualitative studies,
and accounts of experienced researchers about doing qualitative work. Applied examples from the education sector and
broader social sciences in southern contexts will be included. The module will also include a “how-to” component
where students will learn about the techniques of qualitative data collection. Key methods include unstructured and
semi-structured interviews, focus groups, life histories, and observations.
Module 3: Quantitative Methods
The objective of the quant module is to enable students to become sophisticated consumers of descriptive studies and
inferential statistics in research on education. Students will also appreciate the difference between correlation and
causation. Students will have familiarity with research design, particularly in evaluating conclusions and claims in
relation to its strength and weaknesses. The students will learn to handle data (data preparation and descriptive
statistics), perform basic statistical analysis, be made aware of strengths as well as limitations of linear regression
model, and enabled to interpret estimation results for policy evaluation.

COURSE PREREQUISITE(S)
None

Learning Outcomes
After completing this course, student will learn to
 understand of key underlying concepts fundamental to rigorous empirical research, including notions of validity,
constructs and measurement;
 handling of different types of data;
 about research designs most relevant to comparative education and social science research;
 the use of data collection methods, their strengths and weaknesses.
 have familiarity with research design, particularly in evaluating conclusions and claims in relation to its strength
and weaknesses;
 be able to handle data (data preparation and descriptive statistics);
 be able to perform basic statistical analysis;
 be aware of strengths as well as limitations of linear regression model;
 be capable to interpret estimation results for policy evaluation
Grading Breakup and Policy
Class participation – 10%
Response papers – 10%
Essay: review of the literature – 25%
Problem Sets (Module 3) –25%
Final Exam (Module 3) –30%

Response papers (10%): Two response papers will be assigned in the first half of the course. You will be expected to read the
paper and write a 1000 word response to it. Guidelines will be provided along with the papers. (For example, the first paper
may ask for reflections on the methods adopted, their strengths and weaknesses. The second may ask for deeper reflections
on methods used and comparisons with alternative methods). These will be take home exercises. Essay (25%): The essay will
be a 5000 - 7000 words review on a topic of choice. Teams of two will work together on one
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essay. The expectation will be to follow the best practices of reviews of academic literature. Principles of good practice
will be covered during the class on review of literature and building research designs. Further guidelines will be
provided. The topic and abstract will be due in Week 6. The essay will be due in Week 12/13.

Problem sets (25%): You will receive three problem sets in this course. They will give you hands-on experience with the
analytic techniques introduced in the class. Each student must turn in his/her own handwritten assignment. Paper
copies of the problem sets will be due at the beginning of the class. Problem sets not received before the deadline will
be considered late. There will be no credit for late assignments.
Final Exam (30%): There will be a final exam for this course. The exam will be “closed book” and it will cover materials
introduced in the quantitative methods (beginning October 15) only. Exam will consist of a mixture of short-answer
questions and statistical problems.

Examination Detail
Yes/No: No
Combine Separate:
Midterm
Duration:
Exam
Preferred Date:
Exam Specifications:

Yes/No: Yes
Final Combine Separate: Combine
Exam Duration: 120 minutes
Exam Specifications: mixture of short-answer questions and statistical problems
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Course overview
Session Topics Recommended Readings
Introduction Trochim, Donnelly and Arora (2016) - Chapter 1: Foundations of
Research Methods.
Ragin and Amoroso (2011) – Chapter 1: What is (and is not) Social
1
Research?
Gertler et al (2016) – Chap 1: Why Evaluate?

Research philosophies, designs, methods and Cresswell, J. (2011) – Ch. 10-14

data - an introduction Ragin and Amoroso (2011) – Ch. 5 - 6
Cresswell, J. (2011) – Ch. 2 – 5.
2 Booth, Colomb, and Williams (2012): Part III Making an Argument
(or in the 2008 edition – Part III: Making a Claim and supporting
it.
Burde, D. (2012). Assessing Impact and Bridging Methodological
Divides: Randomized Control Trials in Countries Affected by
3 Conflict. Comparative Education Review. Vol. 56(3). Pp. 448 – 473.

Ethics of Social Research Ragin and Amoroso (2011) – Chapter 4: Ethics of Social Research
Trochim, Donnelly and Arora (2016) – Chapter 2: Ethics
Pant-Robinson, A. and Singal, N. (2013). Guest Editors for the
Special Issue: Researching ethically across cultures: issues
of knowledge, power and voice . Compare, 43 (4).
4 Pant-Robinson, A. and Singal, N. (2013). Research ethics in
comparative and international education: reflections from
anthropology and health. Compare, 43 (4), 443-463.
Exercise: IRB

Qualitative Methods – overview Trochim, Donnelly and Arora (2016) – Chapter 3: Qualitative
5 Approaches to Research

6 Rescheduled
Observations Emerson, R. M., Fretz, R. I. & Shaw, L. L. (1995). Writing
ethnographic fieldnotes. Chicago: University of
7 Chicago Press.
Jeffery, C. Jeffery, R. and Jeffery, P. (2008). Degrees Without
Freedom? Education, Masculinities, and Unemployment in North
India. Stanford University Press.
8 Reading for class: Chapter 1

9 Interviews Rubin, H. and Rubin, I (2005) – Chap 1: Listening, Hearing and

Sharing
10 Ch. 5 – 9
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11 Mixed Methods Bamberger, Rao and Woolcock (2010) Using Mixed Methods in
Monitoring and Evaluation – Experiences from International
Development. Policy Research Working Paper 5245. The World
Bank.
Jha, Rao and Woolcock (2007) Governance in the Gullies:
12
Democratic Responsiveness and Leadership in Delhi’s slums.
World Development. Vol. 35(2). Pp. 230-246.

Research and the role of statistics -the Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
“hourglass” notion of research methods: The essential knowledge base. Nelson Education. (p 23-
13
26)

Variables and levels of measurement, quality of Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
14 measurement methods: The essential knowledge base. Nelson Education. (p
113-138)
Introduction to Stata + Central tendency and In class survey among students
dispersion Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education. (p
15 Survey items (measurement and scales), 292-295)
Measures of central tendency (Mean, Median,
Mode), Graphs

Central tendency and dispersion Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education. (p
Measures of dispersion 292-295)
16
Range (R) and Interquartile Range (Q)
Variance and Standard deviation

Sampling Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research

methods: The essential knowledge base. Nelson Education.
Probability sampling vs non probability (Chapter 4, p 80-104)
17 sampling, sampling distribution, inferential
statistics (population, parameter, statistics,
sampling error)

Sampling Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research

How big should the sample be?, Internal &
external validity, Deciding on sampling
18 strategies, Random sampling, Stratified random
sampling, Cluster sampling
Assignment #1 Due
methods: The essential knowledge base. Nelson Education.
(Chapter 4, p 80-104)
Gertler, P. J., Martinez, S., Premand, P., Rawlings, L. B., &
Vermeersch, C. M. (2016). Impact evaluation in practice. The
World Bank. (Chapter 15, p261-285)
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Research Design
19 Research design and causality
Conclusion validity & threats to
conclusion validity
Research Design
Developing a research design, Types
of design (Experimental and Quasi-
20 experimental design)
Data (data types, preparation and
descriptive statistics)
21
Univariate and Bivariate statistical
analysis (hypothesis testing)
Inferences concerning a single mean
22
Inferences concerning two means
Assignment #2 Due
Analysis of variance
The purpose of a One-Way ANOVA
The distinction between a One-Way
ANOVA and other kinds of ANOVA,
23
The One-Way ANOVA’s Null and
Alternative Hypotheses
Statistical Significance versus Practical
Significance
Correlation
The Key Concept behind Correlation:
24 Relationship, Scatter Plots, The
Correlation Coefficient, The
Correlation Matrix
Simple regression analysis
25
Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education.
(Chapter 4, p 205-257)
Cook, T. D., Campbell, D. T., & Shadish, W.
(2002). Experimental and quasi-experimental designs for
generalized causal inference. Boston: Houghton Mifflin. (Page
3-26)
Research design examples: Gertler, P. J., Martinez, S.,
Premand, P., Rawlings, L. B., & Vermeersch, C. M.
(2016). Impact evaluation in practice. The World Bank.
Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education.
(Chapter 11)
Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education.
(Chapter 12)
James Stock and Mark Watson, Introduction to Econometrics,
3rd Edition, Addison Wesley. (p 70-81)
Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education.
(Chapter 12)
Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research
methods: The essential knowledge base. Nelson Education.
(Chapter 12, p 295-301)
James Stock and Mark Watson, Introduction to Econometrics,
3rd Edition, Addison Wesley. (p 107-144)
James Stock and Mark Watson, Introduction to Econometrics,
3rd Edition, Addison Wesley. (p 119-214)
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Simple regression analysis, hypothesis
testing, and limitations
Multiple regression analysis James Stock and Mark Watson, Introduction to Econometrics,
3rd Edition, Addison Wesley. (p 119-214)
Comparison of simple and multiple
26
regression estimates, omitted
variable bias, multicollinearity

Multiple regression analysis James Stock and Mark Watson, Introduction to Econometrics,
3rd Edition, Addison Wesley. (p 119-214)
F test, t test, relationship between F
27 and t stats
Functional forms (logarithmic,
quadratics and interaction terms)

Review
28
Assignment #3 Due

Textbook(s) Required Readings

Trochim, W., Donnelly, J. P., & Arora, K. (2015). Research methods: The essential knowledge base. Nelson Education.

Gertler, P. J., Martinez, S., Premand, P., Rawlings, L. B., & Vermeersch, C. M. (2016). Impact evaluation in practice. The
World Bank.

James Stock and Mark Watson, Introduction to Econometrics, 3rd Edition, Addison Wesley