PUSAT PENGAJIAN ILMU PENDIDIKAN

COURSE STRUCTURE

SEMESTER II
ACADEMIC SESSION 2019/2020
A. COURSE INFO

Course code : PMC 501

Course Title : Research Methods in Education

Lecture : Thursday

Time 8.15 pm - 10.15 pm (Online Lectures)

5 pm - 7 pm (Online Tutorials)

Place Online

Coordinator/Lecturer : Mohd Ali Samsudin, Associate Professor (MAS)

Salmiza Saleh, Associate Professor (SS)
Fadzilah Amzah, Dr (FA)
Jamalsafri Saibon, Associate Professor (JS)

No. of Students : 50

Unit : 4

B. COURSE OBJECTIVES

The course is aimed to give an in-depth knowledge about the methodology of conducting educational research.
The methodology issues in educational research including the research philosophy and paradigm in educational
research will be discussed. The focus of the course is on quantitative and qualitative research design. The
content of the course consists of research methodologies such as ex-post facto methodology, quasi experimental
design, program evaluation, case study methodology, ethnography study and mixed method of quantitative and
qualitative research. It is expected that at the end of the course, students will be able to choose and apply a
suitable research methodology, utilize the research methodologies in real research situation, identify the
strengths and weaknesses of a research proposal, and prepare one research proposal.
Learning Outcomes
At the end of the course, students will be able to:
i. Apply the concepts, procedures as well as skills learned in preparing the research proposal.
ii. Write a research proposal based on the research problem identified.
iii. Defend research ideas and proposal in the oral presentation during tutorial.
iv. Obey the research ethics in planing the research.

1
C. LECTURES

Week/Date Topic Lecturer Notes

1
MAS Chapter 1
[20-02-2020] Introduction to educational research

2 Selecting and defining a research topic

MAS Chapter 2 and 3
[27-02-2020] Literature Review

3
MAS Chapter 4
[05-03-2020] Preparing and evaluating a research plan.

4
MAS Chapter 5 and 6
[12-03-2020] Selecting a sample and measuring instruments

5-7
[16-03-2020 MID SEMESTER BREAK- SPECIAL BREAK
until 05-04-
2020]

8
JSS Chapter 7
[9-04-2020] Descriptive research

9
SS Chapter 8 and 9
[16-04-2020] Correlational and causal-comparative research.

10 Chapter 10 and
SS
[23-04-2020] Experimental and single-subject experimental research 11

11 Chapter 11 and 12
Descriptive statistics MAS
[30-04-2020]

12
Inferential statistics MAS Chapter 13
[07-05-2020]

13
FA Chapter 14 and 15
Qualitative method: Narrative research
[14-05-2020] Online Quiz 1
(MCQ) at
eLearn@USM:
Chapter 1-10
14
Qualitative methods: Ethnographic research and case FA Chapter 16 dan 17
study
[21-05-2020]

15
MID SEMESTER BREAK

[28-05-2020]

16
Qualitative methods: Data analysis and interpretation FA Chapter 18

[04-06-2020]

2
 17
Mixed methods: Integration of qualitative and FA Chapter 19
quantitative methods
[11-06-2020]

18
Action research JSS Chapter 20 dan 21

[18-06-2020] Online Quiz 2

(MCQ) at
eLearn@USM:
Chapter 11 – 20

19-27 Online Quiz 3 (4 Essay Questions) at eLearn@USM

[22-06-2020 to on 25-06-2020
23-08-2020]

Lectures will be based on the required text, Gay, L.R., Mills, G.E. & Airasian, P. (2011). Educational Research:
Competencies For Analysis And Application. New Jersey: Prentice-Hall Inc.
* Students are expected to read the required chapters prior to the lectures

D. REFERENCES

Main

Gay, L.R., Mills, G.E. & Airasian, P. (2011). Educational Research: Competencies For Analysis And
Application (10th Edition). New Jersey: Prentice-Hall Inc.
Bogden, R. & Biklen, K. (2007). Qualitative research for education : An introduction to theories and methods.
Boston, Mass.: Pearson/Allyn and Bacon.
Creswell, John W. (2002). Educational research: planning, conducting, and evaluating quantitative and
qualitative research. Upper Saddle River: Prentice Hall.
Creswell, John W. (2015). A concise Introduction to Mixed Methods Research. US: Sage.
Creswell, John W. (2009). Research Design. Qualitative, Quantitative, and Mixed-Methods Approaches. US:
Sage .
Fraenkel, J. R. & Wallen, N. E., Hyun, H. (2011). How to Design and Evaluate Research in Education (8th
Edition). Boston: McGraw Hill
Wiersma, W. (2000). Research methods in education: An introduction (7th. ed.). Boston: Allyn and Bacon.

General

Mohd. Majid Konting (1993). Kaedah penyelidikan pendidikan. Kuala Lumpur DBP.
Teddlie, Charles B. & Tashakkori, A. (2008). Foundations of mixed methods research: Integrating quantitative
and qualitative approaches in the social and behavioral sciences. Lo Angeles, CA: Sage.
Dressman, Mark (2008). Using social theory in educational research: A practical guide. New York:
Routledge.
Burke, J. & Christensen, L. (2009). Educational research: Quantitative, qualitative, and mixed approaches
(3rd ed.). Thousand Oaks, Calif.: Sage Publications.
Hittleman, Daniel R. & Simon, A.J. (2006). Interpreting educational research : An introduction for consumers
of research (4th ed.). Upper Saddle River, N.J.: Merrill,

Journal

1. Review of Educational Research

2. Americal Educational Research Journal
3. British Educational Research Journal
4. Issues in Educational Research
5. International Journal of Educational Research
3
 6. Educational Research Journal
7. The Asia Pacific Journal of Educators and Education
8. Diges Pendidik

Website

1. www.lib.usm.my
2. http://www.apa.org/ed/schools/cpse/activities/mixed-methods.aspx
3. http://wilderdom.com/qualitative.html
4. http://wps.prenhall.com/chet_airasian_edresearch_8/
5. http://www.socialresearchmethods.net/kb/contents.php
6. http://www.iier.org.au/iier.html
7. http://peoplelearn.homestead.com/pxgs6102educres.html
8. http://carbon.cudenver.edu/~mryder/itc_data/pract_res.html
9. http://www.apastyle.org/

E. TUTORIAL
Students will meet the lecturers which are appointed as tutors for each week for the purpose of discussing
and guiding the students in order to prepare the proposal.

Week/Date Topic Tutors Notes

3 Planning Research Proposal

[05-03-2020]

4 Planning Research Proposal

[12-03-2020]

5-7 MID SEMESTER BREAK

[16-03-2020 until
05-04-2020]

8 Developing Research Questions

[9-04-2020]

9 Review of Literature and Theories Involved Submit Chapter 1 to

All tutors tutor
[16-04-2020] involved
10 Review of Literature and Theories Involved
[23-04-2020]

11 Research Methodology
[30-04-2020]

12 Research Methodology Submit Chapter 2 to

[07-05-2020] tutor

Online Quiz 1 (MCQ) at

13 Research Methodology
eLearn@USM:
4
 [14-05-2020]
Chapter 1-10

14 Improving the Proposal

[21-05-2020]

15
MID SEMESTER BREAK
[28-05-2020]

16
Improving the Proposal
[04-06-2020]

17
Submit Chapter 1 until
Improving the Proposal Chapter 3 to tutor
[11-06-2020]

18
Online Quiz 2 (MCQ) at
Summary eLearn@USM:
[18-06-2020] Chapter 11 – 20

19-27 Online Quiz 3 (4 Essay Questions) at

[22-06-2020 until eLearn@USM on 25-06-2020
23-08-2020]

F. ASSESSMENT

Mode Weight Date of Submission

Course work (100%)

(a) Quiz: 50%

Quiz 1 (MCQ): 5%
Quiz 2 (MCQ): 5%
Quiz 3 (Essay): 40%
Please submit the
(b) Research Proposal : 40% research proposal
and the recorded
Students are expected to prepare a research proposal on an presentation video
identified educational research problem: The proposal should of the research
100%
contain the following: proposal to
i. Chapter 1: Introduction (5 – 10 pages) respective tutors
ii. Chapter 2: Review of Literature (5 – 10 pages) BEFORE or ON
iii. Chapter 3: Research Methodology (5 – 10 pages) 17th JUNE 2020
The number of pages for the research proposal is only for a guide,
the actual evaluation is based on the content and the quality of the
writing
(c) Presentation: 10%
Please upload the recorded 10 minutes presentation video of the
research proposal to eLearn@USM on 17th June 2020
Please email the recorded 10 minutes presentation video of the
research proposal to your tutor for the evaluation propose before or
on 17th June 2020.

5
Notes:
Lecturers and tutorial are compulsory. Students which fail to attend the lecture and tutorial without strong
reason, will be disqualified from taking the exam.

6

The research proposal will be judged according to this rubric. Bolded text will indicate the qualitative judgments of the evaluator for each criterion. The sum of scores will be added to a
total of 30% in order to calculate a final score.
NAME:
Missing or Unacceptable
(0)
Criterion
1 Introductory Title or abstract were omitted
Matters: Title and or inappropriate given the
Abstract problem, research questions,
and method.
2 Introduction: Statement of the problem,
Problem, significance, purpose,
Significance, & questions/hypotheses, or
Purpose of the Study definitions of constructs and
variables were omitted or
inappropriate.
3 Literature Review: The structure of the literature
Organization review is incomprehensible,
irrelevant, or confusing.
4 Literature Review The review of literature was
missing or consisted of non-
research based articles.
Propositions were irrelevant,
inaccurate, or inappropriate.
5 Methods: Research The research design is
Design inappropriate or has not been
identified and or described
using standard terminology.
Limitations and assumptions
Assessment Rubric for Research Proposal
Developing
(1)
Title or abstract lacks relevance or
fails to offer appropriate details about
the educational issue, variables,
context, or methods of the proposed
study.
Although a research issue is
identified, the statement is too broad
or the description fails to establish the
importance of the problem area. The
research purpose, questions,
hypotheses, or definitions of
constructs and variables are poorly
formed, ambiguous, or not logically
connected to the description of the
problem. Connections to the literature
are unclear or debatable.
The structure of the literature review
is weak; it does not identify important
ideas, constructs or variables related
to the research purpose, questions, or
context.
A key construct or variable was not
connected to the research literature.
Selected literature was from
unreliable sources. Literary supports
were vague or ambiguous.
The research design is confusing or
incomplete given the research
questions and sampling strategy.
Important limitations and
assumptions have not been identified.
Accomplished
(2)
Title and abstract are relevant,
offering details about the proposed
research study.
Identifies a relevant research issue.
Research questions are succinctly
stated, connected to the research issue,
and supported by the literature.
Constructs and variables have been
identified and described. Connections
are established with the literature.
A workable structure has been
presented for presenting relevant
literature related to the constructs and
variables of the proposed study.
Key constructs and variables were
connected to relevant, reliable
theoretical and research literature.
The research design has been
identified and described in sufficiently mutually supportive and coherent.
detailed terms. Some limitations and
assumptions have been identified.
7
DATE:
Exemplary Prof
Rating
(3)
Title and abstract are informative, succinct,
and offer sufficiently specific details about
the educational issue, variables, context,
and proposed methods of the study.
Presents a significant research problem
related to technology education or career
and technical education. Articulates clear,
reasonable research questions given the
purpose, design, and methods of the
proposed study. All constructs and
variables have been appropriately defined.
Propositions are clearly supported from the
research and theoretical literature. All
elements are mutually supportive.
Structure is intuitive and sufficiently
inclusive of important constructs and
variables of the proposed study.
Narrative integrates critical and logical
details from the peer-reviewed theoretical
and research literature. Each key construct
and variable is grounded to the literature.
Attention is given to different perspectives,
conditionalities, threats to validity, and
opinion vs. evidence.
The purpose, questions, and design are
Attention has been given to eliminating
alternative explanations and controlling
extraneous variables. Appropriate and
 are omitted. important limitations and assumptions have
been clearly stated.

6 Methods: Context, The context, population, or The description of the context, The context, population, and sampling
The description of the context and
Population, and sample was not identified or population, or sampling strategy was strategy was adequately identified and
population was meaningful, including both
Sampling described. The sampling confusing, lacked relevance to the described. The size of the population,
quantitative and qualitative description.
strategy was inappropriate for purpose, was incomplete, or failed to sample, and comparison groups was The sampling process was reasonable to
the research questions. identify specific quantitative or identified. recruit a representative sample of the
qualitative details. population. Attention was given to
controlling for extraneous factors and
sampling error.
7 Methods: Instruments and observation Description of the instruments Instruments and observation protocols Descriptions of instruments and
Instruments protocols for gathering data (purpose, form, and elements) or were identified by name and observation protocols included purpose
were not identified by name or observation protocols were confusing, described. statements, type and number of items, and
described in a meaningful way. incomplete, or lacked relevance to the type of scores. Evidence of the validity and
Validity and reliability research questions and variables. reliability was presented.
information was omitted.
8 Methods: Procedures for treatments and Procedures (permissions, treatments, Procedures for implementing the Procedures were thorough, manageable,
Procedures gathering data were omitted. and data gathering) were confusing, study (permissions, treatments, and coherent, and powerful for generating valid
incomplete, or lacked relevance to data gathering) were identified and and reliable data. Procedures were
purpose, research questions, or described in a chronological fashion. chronological and replicable, with clear
sampling strategy. distinctions between researcher and
participant actions. Clear and reasonable
strategies were presented for seeking
permissions and for the ethical treatment of
human subjects.
9 Methods: Data Analytical methods Descriptive or inferential methods Both descriptive and inferential Analytical methods were sufficiently
Analysis (descriptive, inferential test, were confusing, incomplete or lacked methods were identified. Level of specific, clear, and appropriate given the
and significance level) were relevance to the research questions, significance was stated. research questions, research design, and
missing or inappropriately data, or research design. scale of measurement, and type of
aligned with data and research distribution.
design.
10 Manuscript: APA, Failure to apply standard rules Weak, incomplete, ambiguous, or Manuscript conformed to most Consistently applied assignment, English
English for manuscript presentation, inconsistent application of APA, standards of English composition and composition, and APA guidelines,
Composition, & English composition, and manuscript organization, rules of APA guidelines. Timeliness of especially in regards to citations,
Timeliness timeliness. English composition. Delivery was delivery was acceptable. references, headings, table of contents,
delinquent. page numbers, and running headers.

SubTotal (add up):

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