| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS2003 | Scientific Research Methods | Fall | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Dr. Öğr. Üyesi BURÇAK ÇAĞLA GARİPAĞAOĞLU |
| Course Objectives: | This course is designed to provide students with an introduction to basics of educational research. An overview of quantitative and qualitative approaches to social science research is offered. Topics in quantitative research include research design, sampling, and measurement. The discussion on qualitative research focuses on the comparison of quantitative and qualitative approaches as well as data collection and data analysis techniques in qualitative research. |
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The students who have succeeded in this course; At the end of this course, students will; o Increase their knowledge of the role of theory and research in education and in our lives. o Increase their knowledge of alternative approaches to educational research. o Increase their understanding of the variety of factors that need consideration in educational research. o Improve their awareness of current issues in educational research. o Increase their knowledge and awareness of ethical considerations in educational research. o Improve their ability to comprehend and evaluate research findings in education. o Improve their ability to plan research in education. o Increase their appreciation of the importance of research in gaining knowledge. o Increase their awareness of various perspectives on educational phenomena and problems, and their eagerness to learn and accept these different perspectives. |
| Types of quantitative research; types of qualitative research; literature review; research question; stating research hypotheses; sampling; measurement; preparing a research plan; research ethics; data collection and analysis; interpretation of research results, and APA rules. |
| Week | Subject | Related Preparation | |
| 1) | Scientific research. Difference between qualitative and quantitative research | Chapters 1: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 2) | Literature review, research statement and research question | Chapters 2-3: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 3) | Theoretical framework | Chapter 5: Shank, G., & Brown, L. (2007). Exploring educational research literacy. | |
| 4) | Hypotheses and variables | Chapter 4: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 5) | Sampling | Chapter 5: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. | |
| 6) | Instrument and survey | Chapter 6: Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. | |
| 7) | Observation and interview | Chapter 7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 8) | Data collection | Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 9) | Data collection and ethic rules | Chapters 5-7: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 10) | Quantitative data analysis | Chapter 6: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 11) | Qualitative data analysis | Chapter 8: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 12) | Research validity and reliability | Web resources and course notes | |
| 13) | Interpretation, reporting and APA | Chapter 9: Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. | |
| 14) | Foundations of mixed method research | Chapter 12: Shank, G., & Brown, L. (2007). Exploring educational research literacy. | |
| Course Notes: | Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall. |
| References: | Shank, G., & Brown, L. (2007). Exploring educational research literacy. Routledge. London. Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. Upper Saddle River, NJ: Merrill – Pearson. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 0 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | 6 | % 60 |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 6 | 6 | 36 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 9 | 9 |
| Total Workload | 103 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |