| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| REK5202 | Research Methods II | Spring | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | Turkish |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. HASAN KEMAL SUHER |
| Recommended Optional Program Components: | None |
| Course Objectives: | Development of skills in advertising and marketing research with respect to generating research questions, following correct methods in order to reach reliable results, planning qualitative and quantitative studies, developing questionnaries, coding data and analyzing the data with the SPSS program and reporting the findings. |
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The students who have succeeded in this course; 1)The students who succeeded in this course; The students will be able to define what marketing and advertising research is, what kinds of information it can provide, and how it is used by marketing management. 2)To identify and explain alternative research methods and their relative strengths and weaknesses. 3)To determine which advertising and marketing research methods will be suitable to analyze which types of marketing problems. 4)To identify and describe major types of measurement techniques and data collection methods. 5)To analyze data obtained through marketing research using the SPSS software. |
| This course provides a broad overview of social sciences researches especially marketing and advertising research from a practical and applied perspective. Students will learn the basics of research and how to conduct a research project. |
| Week | Subject | Related Preparation |
| 1) | Introduction | |
| 2) | Social Research - Research Design | |
| 3) | Conceptualism, Operational Defination and Mesurement | |
| 4) | Sampling - Reability and Validity | |
| 5) | Research Techniques (Survey Research) | |
| 6) | Research Techniques (Survey Research) | |
| 7) | Research Techniques (Focus Group) | |
| 8) | Qualitative Data Analysis | |
| 9) | Quantative Data Analysis (Introduction to Statistics and Hypothesis Testing) | |
| 10) | Introduction to SPSS (Menus and Data Entry) | |
| 11) | Frequency Tables and Descriptive Statistics | |
| 12) | Cross Tables and Chi-Square Analysis | |
| 13) | T-Test | |
| 14) | One Way of Analysis (ANOVA) |
| Course Notes / Textbooks: | Earl Babbie. The Practice of Social Research, 12th Edition (America: Wadsworth, 2010) Roger D. Wimmer ve Joseph R. Dominick, Mass Media Research, An Introduction (America: Wadsworth, 2011) 9. Basım Darren George and Paul Mallery, SPSS For Windows Step By Step, A Simple Guide and Reference, 10th Edition (America: Pearson, 2010) |
| References: | Arthur Asa Berger, Media and Communication Research Methods, An Introduction to Qualitative and Quantitative Approaches (Sage Publications, 2000) John W. Creswell, Research Design, Qualitative, Quantitative and Mixed Methods Approaches, 2nd Edition (Sage Publications, 2003) Ian Brace, Questionnaire Design, How to Plan, Structure and Write Survey Material for Effective Market Research (İngiltere: Kogan Page, 2004) Filiz Çakar, Sosyal Bilimlerde İstatistik (Alfa Yayınları, 2000) Şener Büyüköztürk, Veri Analizi El Kitabı, İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum, 4. Basım (Pegem yayıncılık, 2004) Darren George and Paul Mallery, SPSS For Windows Step By Step, A Simple Guide and Reference, 6th Edition (America: Pearson, 2006) Andy Field, Discovering Statistics Using SPSS, 2nd Edition (Sage Publications, 2005) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 0 |
| Homework Assignments | 2 | % 10 |
| Project | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 75 |
| Laboratory | 13 | 75 |
| Final | 3 | 45 |
| Total Workload | 195 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 4 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 3 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 5 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 5 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 5 |