| 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. |
| 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 |
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| 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) |
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| 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. |
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Program Outcomes |
Level of Contribution |
| 1) |
P1. To be able to use the language to reach the information, share the information orally and in written form |
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| 2) |
P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching |
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| 3) |
P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments |
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| 4) |
P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level). |
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| 5) |
P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment |
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| 6) |
P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching. |
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| 7) |
P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation. |
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| 8) |
P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully. |
5 |
| 9) |
P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development |
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| 10) |
P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students |
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ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
