Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RESEARCH METHODS in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | This course contains; scientific research , definitions,problem statement in educational research studies,paradigms and educationaş research methods,choosing research participants in educational research studies,data collection techniques 1(quantitative),data collection techniques (qualitative),data analyisis 1 (quantitative),data analysis 2 (qualitative),coding systems,access to scientific references and data bases,validity and reliability,action research,writing reports,writing research proposal. |
| Course Content | This course contains; Type of Research and Research Question,Variables in Language Studies,Variables in research and Validity,Internal Validity,Internal Validity,External Validity,Common Data Collection Measures,Common Data Collection Measures,Research Design Types,Research Design Types,validity and reliability,Qualitative Research,Qualitative Research,writing research proposal. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, the students can define basic principles and concepts in educational research studies | 12, 16, 8 | A |
| Comprehends qualitative, quantitative and mixed methods in research | 10, 16, 9 | F |
| Manages the research process (recognizing the problem, determining the problem and sample, data collection and analysis, interpreting the results) | 10, 14, 16, 9 | F |
| collect dataknow data and analysis and evaluation techniques | 10, 13, 14, 16, 9 | F |
| know how to reach scientific references and databases | 10, 14, 16, 9 | F |
| Explains reliability and validity of a research study | 10, 16, 9 | A |
| write a report for a scientific research study in education | 10, 14, 16, 9 | F |
| prepare a research proposal in action research. | 10, 13, 14, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Type of Research and Research Question | MacKey and Gass (2016). P. 3-19, Preparing a PowerPoint presentation |
| 2 | Variables in Language Studies | MacKey and Gass (2016). P. 150-157, Preparing a PowerPoint presentation |
| 3 | Variables in research and Validity | MacKey and Gass (2016). P. 150-160, Preparing a PowerPoint presentation |
| 4 | Internal Validity | MacKey and Gass (2016). P. 160-167, Preparing a PowerPoint presentation |
| 5 | Internal Validity | MacKey and Gass (2016). P. 160-167, Preparing a PowerPoint presentation |
| 6 | External Validity | MacKey and Gass (2016). P. 171-179, Preparing a PowerPoint presentation |
| 7 | Common Data Collection Measures | MacKey and Gass (2016). P. 52-57, Preparing a PowerPoint presentation |
| 8 | Common Data Collection Measures | MacKey and Gass (2016). P. 57-70, Preparing a PowerPoint presentation |
| 9 | Research Design Types | MacKey and Gass (2016). P. 188-198, Preparing a PowerPoint presentation |
| 10 | Research Design Types | MacKey and Gass (2016). P. 198-202, Preparing a PowerPoint presentation |
| 11 | validity and reliability | MacKey and Gass (2016). P. 180-183, Preparing a PowerPoint presentation |
| 12 | Qualitative Research | MacKey and Gass (2016). P. 215-225, Preparing a PowerPoint presentation |
| 13 | Qualitative Research | MacKey and Gass (2016). P. 225-230, Preparing a PowerPoint presentation |
| 14 | writing research proposal | MacKey and Gass (2016). P. 6-19, Preparing a PowerPoint presentation |
| Resources |
| 1. Brown, J. D. (1995). Understanding research in second language learning. Cambridge University Press. 2. Mackey, A. & Gass, S. M. (2016). Second language research: Methodology and Design. Routledge. 3. Platridge, B. & Phakiti, A. (2016). Research methods in applied linguistics: A practical source. Bloomsbury. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 5 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 4 | 16 | |||
| Term Project | 1 | 6 | 6 | |||
| Presentation of Project / Seminar | 1 | 6 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 7 | 7 | |||
| General Exam | 1 | 14 | 14 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 87 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(87/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| RESEARCH METHODS in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Mehdi SOLHİ |
| Name of Lecturer(s) | Assoc.Prof. Mehdi SOLHİ |
| Assistant(s) | |
| Aim | This course contains; scientific research , definitions,problem statement in educational research studies,paradigms and educationaş research methods,choosing research participants in educational research studies,data collection techniques 1(quantitative),data collection techniques (qualitative),data analyisis 1 (quantitative),data analysis 2 (qualitative),coding systems,access to scientific references and data bases,validity and reliability,action research,writing reports,writing research proposal. |
| Course Content | This course contains; Type of Research and Research Question,Variables in Language Studies,Variables in research and Validity,Internal Validity,Internal Validity,External Validity,Common Data Collection Measures,Common Data Collection Measures,Research Design Types,Research Design Types,validity and reliability,Qualitative Research,Qualitative Research,writing research proposal. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, the students can define basic principles and concepts in educational research studies | 12, 16, 8 | A |
| Comprehends qualitative, quantitative and mixed methods in research | 10, 16, 9 | F |
| Manages the research process (recognizing the problem, determining the problem and sample, data collection and analysis, interpreting the results) | 10, 14, 16, 9 | F |
| collect dataknow data and analysis and evaluation techniques | 10, 13, 14, 16, 9 | F |
| know how to reach scientific references and databases | 10, 14, 16, 9 | F |
| Explains reliability and validity of a research study | 10, 16, 9 | A |
| write a report for a scientific research study in education | 10, 14, 16, 9 | F |
| prepare a research proposal in action research. | 10, 13, 14, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Type of Research and Research Question | MacKey and Gass (2016). P. 3-19, Preparing a PowerPoint presentation |
| 2 | Variables in Language Studies | MacKey and Gass (2016). P. 150-157, Preparing a PowerPoint presentation |
| 3 | Variables in research and Validity | MacKey and Gass (2016). P. 150-160, Preparing a PowerPoint presentation |
| 4 | Internal Validity | MacKey and Gass (2016). P. 160-167, Preparing a PowerPoint presentation |
| 5 | Internal Validity | MacKey and Gass (2016). P. 160-167, Preparing a PowerPoint presentation |
| 6 | External Validity | MacKey and Gass (2016). P. 171-179, Preparing a PowerPoint presentation |
| 7 | Common Data Collection Measures | MacKey and Gass (2016). P. 52-57, Preparing a PowerPoint presentation |
| 8 | Common Data Collection Measures | MacKey and Gass (2016). P. 57-70, Preparing a PowerPoint presentation |
| 9 | Research Design Types | MacKey and Gass (2016). P. 188-198, Preparing a PowerPoint presentation |
| 10 | Research Design Types | MacKey and Gass (2016). P. 198-202, Preparing a PowerPoint presentation |
| 11 | validity and reliability | MacKey and Gass (2016). P. 180-183, Preparing a PowerPoint presentation |
| 12 | Qualitative Research | MacKey and Gass (2016). P. 215-225, Preparing a PowerPoint presentation |
| 13 | Qualitative Research | MacKey and Gass (2016). P. 225-230, Preparing a PowerPoint presentation |
| 14 | writing research proposal | MacKey and Gass (2016). P. 6-19, Preparing a PowerPoint presentation |
| Resources |
| 1. Brown, J. D. (1995). Understanding research in second language learning. Cambridge University Press. 2. Mackey, A. & Gass, S. M. (2016). Second language research: Methodology and Design. Routledge. 3. Platridge, B. & Phakiti, A. (2016). Research methods in applied linguistics: A practical source. Bloomsbury. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |