Pre-School Education
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EGTP211

Course Name:

Research Methods in Education

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	3

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Lecturer(s):

Dr.Öğr.Üyesi AYSEMİN DURAN

Course Assistants:

Course Objective and Content

Course Objectives:

The purpose of this course to provide students with an understanding of mixed methods (qualitative and quantitative) approaches to research studies. Appropriate strategies for incorporating both quantitative and qualitative paradigms will be explored. Specific issues, challenges, and considerations encountered in using mixed methodologies will be addressed in detail. The conflict between positivism and constructivism will be investigated, as will various examples of mixed model designs applicable to education and human services.

Course Content:

This course provides an introduction to the design of research studies in applied educational settings. The design and implementation of research studies is contextualized in current educational issues and takes into account the practical constraints of the real world. Topics covered include the formulation of research questions/hypotheses, operational definitions of research constructs, sampling methods, experimental and quasi-experimental designs, and threats to internal and external validity, psychometric and statistical methods, quantitative and qualitative inquiry, data analysis and research report writing. Each class session will focus on specific aspects of research design and methodology and the critical analysis of journal articles and research reports that employ these methods to investigate major issues in education. The quality of the research will be discussed, including the soundness of the design, methods of data collection, methods of data analysis, and the tenability of the conclusions drawn from evidence. At the course of the semester, students will complete a 20-page final paper that will be a proposal for a research study in the students’ areas of interest. Students will prepare and deliver an oral presentation on their final research proposal.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Students shall discuss educational research problems.
2) Students shall know quantitative research.
3) Students shall know principles of qualitative research.
4) Students shall get the knowledge of reserach strategies, design types.
5) Students shall get the knowledge of sampling strategies in qualitative and quantitative research
6) Students shall analyze the researches.
7) Students shall critically evaluate research methods.
8) Students shall apply writing and representations rules in both quantitative and qualitative research.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Orientation to class Distribution/Negotiation of Syllabus’ content Facilitators (Introduction to the Course and Territory)	Reading and reviewing related resources
2)	Introduction to Research and Scholarly Investigation	Reading and reviewing related resources
3)	Educational Research Problems and Questions	Reading and reviewing related resources
4)	Principles of Quantitative Research	Reading and reviewing related resources
5)	Principles of Qualitative Research	Reading and reviewing related resources
6)	Overview of Strategies, Design Types, and Design Decisions Ethical Considerations	Reading and reviewing related resources
7)	Review of the Literature	Reading and reviewing related resources
8)	midterm
9)	Data Collection Implications and Sampling Strategies in Qualitative and Quantitative Research	Reading and reviewing related resources
10)	Research Analysis	Reading and reviewing related resources
11)	Critiquing Research Methods	Reading and reviewing related resources
12)	Writing and Representations in both Quantitative and Qualitative Research	Reading and reviewing related resources
13)	Writing & Evaluating Research Proposal	Reading and reviewing related resources
14)	Mixed Methods Research	Reading and reviewing related resources
15)

Sources

Course Notes / Textbooks:	Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson. McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon.
References:	Clark, V.P. & Creswell, J. W. (2009). Understanding Research: A Consumer’s Guide (10thedition). Upper Saddle River, NJ: Pearson. McMillan, J. H. & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry, 6th Edition. Boston: Pearson Allyn and Bacon.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6	7	8
Program Outcomes
1) P1.Having the ability to use the native language correctly and effectively
2) P2. Being aware of personal differences.
3) P3. Having an understanding of the personal development characteristics and development process in early childhood.
4) P4. Being able to read, interpret and discuss academic studies on their field.
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7) P7. Knowing a foreign language at least on a basic level.
8) P8. Being able to develop a positive attitude towards lifelong learning.
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1.Having the ability to use the native language correctly and effectively	3
2)	P2. Being aware of personal differences.
3)	P3. Having an understanding of the personal development characteristics and development process in early childhood.
4)	P4. Being able to read, interpret and discuss academic studies on their field.	3
5)	P5. Following progressive sources about the field, and using said sources on resolving the possible problems.	3
6)	P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.	1
7)	P7. Knowing a foreign language at least on a basic level.
8)	P8. Being able to develop a positive attitude towards lifelong learning.	3
9)	P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.	3
10)	P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.	3
11)	P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.	1
12)	P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.	1
13)	P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14)	P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15)	P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.	2
16)	P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17)	P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Learning Activity and Teaching Methods

Field Study
Peer Review
Expression

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Oral Examination
Homework

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 30
Midterms	1	% 30
Final	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	12	2	24
Study Hours Out of Class	3	2	6
Project	1	20	20
Homework Assignments	1	10	10
Midterms	1	15	15
Final	1	15	15
Total Workload			90