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Educational Research
Rev 3 | August 6, 2018
PHILOSOPHY
The work of education and work of redemption are one: to restore in humanity the lost image of God
through the harmonious development of the mental, physical, social and spiritual faculties.
MISSION
The Adventist University of the Philippines is committed to provide quality Bible-based education, nurturing
students for academic excellence, Christlike character, and exemplary service.
VISION
Adventist University of the Philippines envisions to be a leading Adventist educational institution in the Asia-
Pacific region by 2022.
CORE VALUES
SALIENT As faculty and staff of the Adventist University of the Philippines, we value:
CHARACTERISTICS
OF AN Accountability and Integrity. We hold ourselves responsible for our professional and personal actions to
“OBEdized” God, to one another, and to our stakeholders. We shall therefore live and serve with integrity—with
wholeness of character, consistency of lifestyle; faithfully adhering to the spiritual truths and values
SYLLABUS
taught in the Word of God.
Committed Service. We shall serve our students and all whom we encounter, dedicating our time, personal
ALIGNMENT of
skills, professional expertise, and resources as we realize the high academic and spiritual expectations
IOs, POs, COs, and
LOs. The COs, LOs, of Adventist education, in turn spending our lives in serving others.
Mode of Delivery Excellence in Work. We continually strive to be among the best in all we do: in teaching, and in delivering
and Assessment consistently high quality services.
must be perfectly
fitted. INSTITUTIONAL OUTCOMES
As a result of their educational experience at AUP, graduates will exemplify:
CLEAR PICTURE of
what is important No. INSTITUTIONAL OUTCOMES (IOs)
for the students to
1 Professional Competence. Expertise and leadership in their academic or professional discipline, continually
be able to do
improving professionally through lifelong learning.
successfully must
be evident. 2 Active Faith. A growing, transforming relationship with God and application of the biblical truths expressed
in the Seventh-day Adventist beliefs and spirituality to a variety of real-world issues.
ESSENTIALS (the
most important
3 Social Responsibility. Commitment and engagement to improve the quality of life of all people, and to care
concepts/tasks for for the environment.
students to be able
to learn and do) are
emphasized in the
manner with which
the course is 1 of 12
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4 Selfless Service. Application of knowledge to real-world challenges in the spirit of unselfish service,
fulfilling God’s calling in their lifework.
5 Balanced Lifestyle. Pursuit of wholeness by maintaining a balanced healthy lifestyle – spiritually, mentally,
physically, and socially.
COURSE DESCRIPTION
This is an introductory course intended to equip students with the necessary knowledge and
understanding of the basic concepts and principles of research. It also provides the necessary skills in
the use of various procedures and techniques in conducting, writing, and defending an undergraduate
research paper.
COURSE OUTCOMES are central to our course’s curriculum. These refer to what we want to
see our students achieve after completing the course. Learning outcomes must stem from
COURSE OUTCOMES
course outcomes. You may formulate 3-5 course outcomes.
By the end of this course, students should have been able to:
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Students can be sufficiently guided Introduction to
Educational Research
throughout the course if the descriptions of Rev 3 | August 6, 2018
course requirements are clear and specific. POs
Course Outcomes (COs)
COURSE REQUIREMENTS Not ALL Program Outcomes may be addressed by the Course
Outcomes in one course. Based on Curriculum Map, program
1. Class Participation (15%) outcomes are achieved through various courses.
Prompt attendance to class is very important. A class missed can never be completely made-up. You
should also be prepared to discuss the topic of the day based on your experiences and prior reading.
Participation in the class will be evaluated using these criteria: a) analysis and synthesis of concepts, b)
openness of thinking, c) personal convictions, d) collaborative spirit in group tasks, and d) genuine
enthusiasm. Individual participation in research tasks by group shall be credited to this component.
SYNTHESIS PAPER 1
TITLE
Author/s
Type of Research: (Published in a Journal, Conference Proceeding Abstract, Unpublished Thesis, etc.)
Publication/Conference Year:
Research Purpose/Objectives of the Study:
Research Question/s:
Research Design:
Instrumentation:
Population and Sampling Technique:
Data Gathering Procedure:
Ethical Considerations:
Analysis of Data:
Summary of Findings:
Conclusion:
Recommendations:
Learning Insights:
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A page or one entry of learning reflections are to be written down onto a separate journal notebook at
the end of most classes. Here you can candidly share highlights of your learning experiences during the
class—most meaningful, most memorable, areas of confusion, further questions, etc. The journals are
to be collected at the end of every Wednesday class and recorded accordingly.
5. Examination (40%)
There will be four (4) examinations in this course. Both prelim and pre-final examinations are written.
The midterm examination constitutes student’s participation at an in-campus and/or off-campus
research conference/seminar with reflection and feedback to be submitted afterwards. On the other
hand, the final exam is “authentic” in nature, such that it is an application of research principles. The
final exam will be in the form of an actual conduct of research, from title conceptualization to the
submission of bound copies.
Of the 40% allotted for examination, 10% will be taken from the average of prelim and pre-final
examination percentages, 10% from participation at a research conference, and 20% from
meaningful participation in a conduct of an actual research.
G RADING CRITERIA
CLASS PARTICIPATION 15%
READING REPORTS 20%
REFLECTIVE JOURNAL 5%
ORAL PRESENTATION 20%
EXAMINATIONS (WRITTEN , CONFERENCE & RESEARCH) 40%
100%
G RADING SYSTEM
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BEHAVIORAL E XPECTATIONS
REFERENCES
MAIN TEXTBOOK
Jacobs, A., & Walker, S. (2014). Introduction to research in education. US: Cengage Learning.
ONLINE SOURCES
Kern, T., Howard, D., & Bass, J. (2012).Educational research: A process. http://wwweb.a.ebscohost.com/
ehost/sde.ct.gov/sde/ucsd.edu/index.cfm/ugme/oede/educational_research/
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Saban, G. A. (2013). Learning needs in the multicultural classroom: Implications to equitable teaching. Vol. 8, issue 1, pp. 7-
24.
Database: Academic Search Premier. Retrieved from
http://web.a.ebscohost.com/ehost/detail/detail?vid=0&sid=b936a04c-a3b3-43e3-a7fd-
d64c1a93223e%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN
=93726626
Saban, G. A. (2016). Personal and professional qualities of effective English teachers in the Philippines. Retrieved
from
https://journals.melta.org.my/index.php/tet/article/view/85
encouraged to use
“Constructivist
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CO 3 *Mindmaps graded
*Illustrate your through a rubric
Due Date: SP #1 understanding of the * Mindmapping
nature of research. (research concept
(Knowledge) writing through
mind maps)
**Formation of Thesis CO 2
Groups *Formulate potential *Guided *Graded Outputs by
research titles of “Formulation” Pair
sample problems. Practice by Pair
Due Date: SP #3 (Skill)
Due Date: SP #4
CO 3
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*Reflective *Recorded reflective
*Write a personal Writing essay
reflection on the
value of discernment
amidst influx of print
and online
information and
sources. (Values)
**Approval of Proposed
Titles and Assigning of
Thesis Advisers and Panel
Members
HYPOTHESES IN
1.5 QUANTITATIVE RESEARCH *Graded
--Characteristics of *Discuss hypotheses, *Oral
CO 1 Participation in
Usable Hypotheses tools of research, and Presentations of
validity and reliability. interactive class
--Types of Hypotheses Assigned
(Knowledge) discussion using a
TOOLS OF RESEARCH Students
--Measurement in rubric
Quantitative Research CO 3 *Write a personal
--Testing and Technology *Reflective
reflection on the
--Measures of Personality Writing *Recorded reflective
importance of validity
--Scales and reliability of essay
--Direct Observation instrumentation as
VALIDITY AND RELIABILITY likened to the
--Validity commitment of God’s
--Reliability chosen instruments in
--Validity and Reliability carrying out His work.
Compared (Values)
Due Date: SP #5
1.5 CORRELATIONAL RESEARCH
--Uses of Correlational *Graded
Research *Discuss the types, *Oral
CO 1 Participation in
uses and methods of Presentations of
--Design of Correlational correlational and interactive class
Assigned
Studies survey research. discussion using a
Students
--Correlational Coefficients (Knowledge) rubric
--Considerations for
Interpreting a Correlation *Reflective
CO 3 *Share a reflection on
Coefficient Writing *Recorded reflective
the importance of
validity and reliability essay
SURVEY RESEARCH
of instrumentation as
--Types of Surveys
likened to the
--Survey Technique
commitment of God’s
--Standard Error of the
chosen instruments in
Sampling Proportion
carrying out His work.
--Constructing the
(Values)
Instrument
Due Date: SP #6
*Discuss the
*Oral *Graded
DEFINING AND DESIGNING
1.5 CO 1 Presentation of Participation in
QUALITATIVE RESEARCH definition and
characteristics of Assigned interactive class
--Major Characteristics Student/s
--Designing Qualitative
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Research qualitative research. discussion using a
--Ethical Considerations (Knowledge) rubric
CO 3
Due Date: SP #7 *Relate the lesson on *Reflective
ethical considerations Writing
in conducting *Recorded reflective
research to the Bible essay
verse provided.
(Values)
Due Date: SP #8
MIDTERM EXAMINATION
*Out-
side
(participation at an in- or
class off-campus research
time conference/seminar)
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Treatment in Action
Research CO 2 *Analyze sample *Sample Action *Graded Individual
--Data Analysis in Action Action Research Research Paper Written Analysis
Research papers. (Skill)
Analysis
--Reporting Action
Research
*Reflective *Recorded reflective
*Relate the lesson on
CO 3 Writing essay
Due Date: SP #9 subjectivity in
interpreting and
reporting qualitative
data to a spiritual
truth. (Values)
Statistician. (Skill)
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FINAL EXAMINATION
1.5 Final Oral Defense *Defend the research *Final Oral *Final Oral Defense
CO 2
by Thesis Groups conducted. (Skill) Defense by Evaluation Form
Thesis Group
*1st week of December
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how these can be
integrated into one’s
noble task of teaching
and conducting
research. (Values)
DR. GRACEL ANN S. SABAN DR. JEREMIAH C. FAMERONAG DR. GRACEL ANN S. SABAN
Course Facilitator Chair, Secondary Education College Dean
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