CONTENT-BASED LEARNING KIT

EDUC 200

METHODS OF EDUCATIONAL RESEARCH

Prepared by
Luis Manuel C. Paita, PhD

R
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 MISSION

VISION MABINI COLLEGES aims to provide quality instruction, research

“MABINI COLLEGES, Inc.
shall cultivate a CULTURE
and extension service programs at all educational levels as its
monumental contribution to national and global growth and
development.
MABINI COLLEGES, INC. Specifically, it transforms students into:

OF EXCELLENCE in Daet, Camarines Norte - God – fearing;

education” - Nation Loving;

Graduate School -
-
-
Earth-Caring;
Law-Abiding;
Productive; and
- Locally and Globally competitive persons.

To the student:

This course packet is for the subject EDUC 200 (Methods of Educational Research).
This is a content course offered in the graduate studies leading to the degree Master of
Arts in Education major in Educational Leadership and Special Education. This course
deals with the study of the fundamentals of educational research designs, types of
research, techniques and procedures for data gathering, analysis and interpretation.

The lessons that comprise each module in this course packet are derived from various
sources as cited. As graduate students you are expected to go beyond these and
independently study supplementary material on topics that you find particularly
interesting or relevant to your research activities, including your master’s thesis. Some
modules in the course packet suggest additional readings and references.

In addition to the periodical examinations, you will be assessed based on your

completion of two research proposals, one by yourself and the other with a group.
Besides fulfilling the requirements for this course, doing these tasks should get you
thinking about, or better yet actually working on, your thesis.

Finally, here are some logistics to facilitate our adjustment to the current situation in
which communication and interaction are severely constrained:
(1) We will use a combination of modes, depending on the lesson or activity:
a. Scheduled online sessions (Google Meet)
b. Independent individual or group work using materials posted on Google
Classroom.
c. Email and private and class comments in Google Classroom
d. Unstructured group chat and PM for specific topics, question and answer,
follow-up or clarifications.
(2) You will be assigned a Group #. For the group activities, you will work with the
same group (to be assigned at our first session) for the entire semester.
(3) Each document/file you submit for group tasks must follow this file name
convention: Group [#] Activity [#] and must show the group # and list of
members on the first page or slide or frame.
(4) Each student must use their institutional email account (*@mabinicolleges.edu.ph)
to join Google classroom and Google Meet. Not using your institutional email may
limit your access essential functionalities.
Luis Manuel C. Paita, PhD
Instructor

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 MISSION

VISION MABINI COLLEGES INC., MABINI COLLEGES aims to provide quality instruction, research
and extension service programs at all educational levels as its
monumental contribution to national and global growth and

“MABINI COLLEGES, Inc. Daet, Camarines Norte development.

GRADUATE SCHOOL
Specifically, it transforms students into:
shall cultivate a CULTURE
OF EXCELLENCE in -
-
God – fearing;
Nation Loving;

education” -
-
Earth-Caring;
Law-Abiding;
- Productive; and
- Locally and Globally competitive persons.

COURSE OUTLINE for CONTENT-BASED MODULE

Course
LUIS MANUEL C. PAITA
Facilitator
Course Code
EDUC 200 – METHODS OF EDUCATIONAL RESEARCH
and Title
This course deals with the study of the fundamentals of educational research designs, types
of research, techniques and procedures for data gathering, analysis and interpretation. A
Course
primary objective of the course is for students to have the knowledge, skills, and
Description
confidence to independently plan a research project, execute the plan, and share your
findings through an oral or written report.
At the end of the course, the student should be able to:
1. Identify researchable problems, types of research and tools/instruments for data
collection;
Course
2. Determine the appropriate methods of investigation; and
Outcomes
3. Discuss the various research designs and the major steps to follow in conducting a
research.

No. of Course
54 hrs.
Hours

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Time Frame Course Content

Week Lessons (with Activities) and Instructor’s Activities Students’ Activities and Outputs
INTRODUCTIONS
Get oriented about the course
 Introductions
Receive the first module
 Logistics
Using Google Classroom and Group Chat
Introductions:
Schedule of online classes
1
 Course Overview and Outline
(Individual) Activity 1
 Orientation to Modules
 Describe your most significant and
 Overview of Module 1 recent research project.

Module 1
2-3 THE SCIENTIFIC METHOD AND
RESEARCH IN THE SOCIAL SCIENCES
1. The Functions of Science (Group) Activity 2
2. Stages in the Development of a Science
2 3. An eight-stage model of the scientific method Discuss within your group your research
4. Research and Evaluation experiences and background. Identify
the strengths and limitations of your
group as a research team. Share with the
class.
 Students to do independent research work.
3  Instructor will be monitoring class group chat Continue (Group) Activity 2.
for questions/clarifications, consultations and
further discussions.

Module 2
4-5
PLANNING EDUCATIONAL RESEARCH

1. Reasons for Doing Research (Group) Activity 3

4
2. Ethical Issues in Research
3. Issues and Decision Matrix Report on type of research assigned to
4. Types of Research the group.
 Students to do independent research work.
5  Instructor will be monitoring class group chat Continue (Group) Activity 3.
for questions/clarifications, consultations and
further discussions.
PRELIM EXAMINATION (Modules 1-2)

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 Lessons (with Activities) and Instructor’s Activities Students’ Activities and Outputs
Week

6-7 Module 3
ESSENTIAL ELEMENTS OF RESEARCH
(What are they? What are they supposed to cover? (Group) Activity 4
What issues are they supposed to address?) Select a research topic, write a
working title, and review related
1. The Problem and its Setting literature.
2. Review of Related Literature and Studies
6 3. Research Design
4. Presentation, Analysis and Interpretation of
Data
5. Summary of Findings
6. Conclusions and Recommendations

 Students to do independent research work.

Continue Group Activity 4.
7  Instructor will be monitoring class group chat
for questions/clarifications, consultations and
further discussions.

Module 4
8-9
THE RESEARCH PROBLEM AND ITS SETTING

1. Selecting a Good and Workable Research (Individual) Activity 5

Problem
8 Select a research topic, write a
2. Sources of Research Problems
3. Statement of the Problem: Significance, working title, and review related
Delimitations and Scope of the Study literature.

 Students to do independent research work. Group) Activity 6

9  Instructor will be monitoring class group chat
Write Chapter 1 (The Problem and Its
for questions/clarifications, consultations and
Setting) of your group research proposal.
further discussions.

MID-TERM EXAMINATION (Modules 3-4)

Week Lessons (with Activities) and Instructor’s Activities Students’ Activities and Outputs

10-11 Module 5
DEVELOPING THE RESEARCH FRAMEWORK
10 1. Related Literature and Studies
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 2. The Theoretical Framework  (Individual) Activity 7
3. The Conceptual Framework
 Write Chapter 1 (The Problem and Its
Setting) of individual research
proposal.

 (Optional) Critique another group’s

Chapter 1.

 Students to do independent research work. (Group) Activity 8

11  Instructor will be monitoring class group chat
for questions/clarifications, consultations and Write Chapter 2 (Review of Related
Literature and Studies) of your group
further discussions.
research proposal.
Module 6
12-13
THE RESEARCH DESIGN
1. Data Needed  (Individual) Activity 9
2. Sources of Data and Sampling Design Write Chapter 2 (Review of Related
3. Data Collection Instruments Literature and Studies) of your
12
4. Analytical Plan individual research proposal.

 (Optional) Critique another group’s

Chapter 2.
 Student to do independent research work. (Group) Activity 10
13
 Instructor will be available on group chat for Write Chapter 3 (Research Design) of
questions/clarifications and further discussions. your group research proposal.
PRE-FINAL EXAMINATION

14-15 Module 7
RESULTS AND CONCLUSIONS
1. Data Analysis and Presentation  (Individual) Activity 11
2. Discussion, Interpretation and Summary of Write Chapter 3 (Research Design) of
14 Findings your individual research proposal.
3. Conclusions and Recommendations
 (Optional) Critique another group’s
Chapter 3.
 Students to do independent research work.
15  Instructor will be monitoring class group chat Group Research Proposals Due
for questions/clarifications, consultations and
further discussions.
Module 8
16-17 SPECIAL TOPICS AND KEY METHODOLOGICAL
ISSUES IN RESEARCH
16 a. Ethics, Plagiarism  Individual Research Proposals Due
b. Sins and Errors in Research

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 c. Validity and Reliability  (Group) Activity 12
d. Hypothesis Testing Find a research article relevant to this
e. Sampling Design module and produce a short PPT
presentation.

 Students to do independent research work.

17  Instructor will be monitoring class group chat Continue working on (Group) Activity 12
for questions/clarifications, consultations and
further discussions.

FINAL EXAMINATION

Week 18 - ------- Time allotted for tying loose ends and for students to comply with course requirements.

MAJOR OUTPUTS AND PROJECTS

Assessment
Tasks
1 Group Research Proposals

2
Individual Research Proposals

GRADING SYSTEM
Prelim- 20%; Midterm – 20%; Individual Research Proposal -25%; Group Research Proposal –
General
25%; and Others (output) 10%
Per Rating
Period Periodical Examination- 40%; Group Activity – 25%; Individual Activity – 25%; Other – 10%
Rubric for
Written Output 25% - Responsiveness, 25% - Quality of Content, 25% - Presentation, 25% - Overall Impact
Rubric for
Project 25% - Responsiveness, 25% - Quality of Content, 25% - Presentation, 25% - Overall Impact

CONSULTATION HOURS

Online (Google Classroom or FB Messenger: M-F 9 am – 5 pm

In person (MC Faculty Room): By appointment

LIST OF REFERENCES

1. Louis Cohen, Lawrence Manion and Keith Morrison (2007). Research Methods in Education
Sixth edition. Routledge, NY.
2. Tuckman, B. W. (1972) Conducting Educational Research. New York: Harcourt Brace Jovanovich.
Books 3. Kanji, G.K. (1993). 100 Statistical Tests. Newbury Park, CA: Sage Publications.
4. Educational Research & Evaluation. Salem Press, 2014. Education Reference Guide. Gale
eBooks, https://link.gale.com/apps/pub/8MKS/GVRL?u=phmabini&sid=GVRL. Accessed 13
July 2020.

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 Journal
Indicated in some modules
Articles
Magazine
Indicated in some modules
Web links

LUIS MANUEL C. PAITA

INSTRUCTOR/FACILITATOR

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