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Introduction to

Educational Research
Rev 3 | August 6, 2018

Adventist University of the Philippines


]m
COLLEGE OF EDUCATION
SECONDARY EDUCATION DEPARTMENT

COURSE SYLLABUS IN INTRODUCTION TO EDUCATIONAL RESEARCH


FIRST SEMESTER 2018-2019

I. GENERAL INFORMATION ABOUT THE UNIVERSITY

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
organized.
Introduction to
Educational Research
Rev 3 | August 6, 2018

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.

Adopt the Program Outcomes submitted to and


PROGRAM OUTCOMES approved/noted by CHED for your particular program
and map each alongside the Institutional Outcomes.
BEEd and BSEd graduates are expected to:
All IOs must be addressed by POs.

No. Program Outcomes (POs) Institutional


Outcomes (IOs)
1 Practice a deep and principled understanding of a wide range of teaching processes and
the role of the teacher in facilitating these processes among young learners; 1, 3, and 4
2 Show creativity and innovation in applying alternative teaching approaches, while
demonstrating higher level of literacy, communication, numeracy, critical thinking, and 1, 3 and 4
learning skills needed for basic “elementary” teaching in diverse types of learning;
3
Initiate opportunities and model leadership through academic, extra-curricular, co- 1, 3, and 4
curricular, and spiritual activities in the context of elementary education;
4 Pursue lifelong learning for personal and professional growth through commitment to
self-directed methods and active participation in seminars, professional organizations, 1 and 3
and research activities in the specific field of specialization and in education in general;
Demonstrate and practice the professional and ethical requirements of the teaching
5 profession and an orientation to service and mission in the light of Adventist 1, 2, 3, and 4
educational philosophy; and
Exhibit spiritually-motivated modeling of Christlike attitude and behavior in and out of
6 the classroom; such as, s/he can witness to others through covert and overt practice of 2, 3, 4, and 5
Biblical values and Adventist Christian lifestyle at their respective workplace,
community, church or wherever they may be called to serve.

II. INFORMATION ABOUT THE COURSE

C OURSE TITLE Introduction to Educational Research


C OURSE C ODE EDUG 431
C REDIT U NITS Three (3)
P RE -REQUISITES Com Arts II & Math 112
C LASS SCHEDULE MW 10:00-11:30 am
C LASSROOM COE Room 102

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)

1 Demonstrate understanding of the nature, process, approaches and tools of research. 3, 4

Apply research procedures in relevant and meaningful contexts. 4


2
Share reflections on the value of conducting research to one’s professional and spiritual
3 6
growth.

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.

2. Synthesis Papers (25%)


You are expected to write at least ten (10) Synthesis Papers (SPs) on any research in education from an
unpublished manuscript, conference proceeding abstract, online journal and the like. Reading reports
will include identification of pertinent research essentials, topped with learning insights on a particular
research topic. Then submit these on the agreed schedule. SPs must be typewritten, using eye-friendly
12” font design such as Times New Roman, Calibri, or Arial. See the template below:

Gracel Ann S. Saban (Name) August 22, 2018 (Date)


BSEd English (Degree Program)

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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3. Reflective Journal (5%)

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.

4. Oral Presentation (20%)


Prepare and present a 12- to 15-minute creative/interactive “oral presentation” of the topic assigned
for you to present on the scheduled class meetings. You are expected to prepare PowerPoint slides
following “KISS” (Keep It Short and Simple) principle, but encapsulating the essentials of the
topic/concept. Note: “Don’t compromise clarity for the sake of brevity.” Proposal and Final Oral Defense
grades shall be credited to this component. A rubric shall be used in evaluating the quality of your
presentations.

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.

6. Community Extension Service (0%)


Students will be encouraged to voluntarily participate in a class community service at a selected school
in the University/College adopted community where principles learned from this course are deemed
applicable.

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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L ETTER GRADE E QUIVALENT H ONOR P T


A 98.00 – 100.00 4.00
A– 95.00 – 97.99 3.75 COMPUTATION OF GRADE
B+ 92.00 – 94.99 3.50
B 89.00 – 91.99 3.25
[RAW S CORE ÷ P ERFECT SCORE ] x
B– 86.00 – 88.99 3.00
70 + 30 X [ALLOTTED PERCENTAGE ]
C+ 83.00 – 85.99 2.75
C 80.00 – 82.99 2.50
C– 77.00 – 79.99 2.25
D 75.00 – 76.99 2.00
F 74.00 and below 0.00

BEHAVIORAL E XPECTATIONS

The student must:


 come to class prepared;
 be in proper grooming;
 wear ID at all times;
 not accumulate more than 20% of the total meetings in absence;
 notify the faculty promptly in cases of absence due to illness and/or emergency;
 read the assigned materials prior to class;
 adhere to the “Academic Integrity” policy of the University;
 attend each class and actively participate in discussions;
 bring the required materials and tools which are essential to the course;
 work with Research group mates with a profound sense of individual accountability;
 take all the examinations on the dates scheduled; and
In addition to the general set of
 present financial permit during major examinations.
behavioral expectations, you may add
1-2 expectations unique to the nature of
your course.

REFERENCES

MAIN TEXTBOOK

Jacobs, A., & Walker, S. (2014). Introduction to research in education. US: Cengage Learning.

ONLINE SOURCES

A Guide to Educational Research (n.d.). Retrieved from http://wwweb.a.ebscohost.com/ehost/


sde.ct.gov/sde/pst/educational_research.generic

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

SEVERAL PUBLISHED JOURNALS AND CONFERENCE PROCEEDING BOOKS PROVIDED AS SUPPLEMENTARY


MATERIALS

LEARNING OUTCOMES (LOs) refer to what we want to see our


students achieve after completing a topic/unit/chapter. Please use
verbs that are SMART—Specific, Measurable, Attainable, Reliable
and Time-bound.

III. LEARNING PLAN

NO. TOPICS COURSE LEARNING MODE OF ASSESSMENT


OF OUTCOME
OUTCOMES DELIVERY
S
HRS.
(CO) Every LO must be
perfectly fitted or aligned
3 PRELIMINARIES
Class Acquaintance *Memory Game to its corresponding
Every LO can be Syllabus Distribution *People Search mode of delivery and
classified as KSV Course Orientation assessment.
(Knowledge, Skills
CO 1 *Synthesize various *Graffiti *Graffiti sheets
or Values). It is
INTRODUCTION: definitions of (Put-Your-Heads- graded through a
NOT necessary to Definitions of Research Research. Together Group rubric
have all KSV LOs (Knowledge) Discussion)
for each topic, as
some topics may CO 3 *Write a personal *Reflective
be deeply **Sources of Synthesis reflection on the Writing *Recorded reflective
theoretical. Papers similitude of research essay
to one’s quest for
However, there
spiritual truth.
must be a (Values)
combination of
KSV LOs all THE NATURE OF SCIENTIFIC *Analyze the sources
*Short Video *Teacher- and peer-
throughout the 3 INQUIRY
CO 1 of knowledge and *Placemat critiquing of the
learning plan. aspects of scientific Consensus quality of analysis
-- Sources of Knowledge (systematic oral shared using a
inquiry. (Knowledge)
and Aspects of Scientific sharing of rubric
Inquiry individual
analysis)
--Nature of Research
OBE is highly student-
centered. Thus, faculty
are strongly 6 of 12

encouraged to use
“Constructivist
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Rev 3 | August 6, 2018
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)

CO 1 *Compare and *Venn Diagram *Graded Venn


RESEARCH APPROACHES IN contrast the
1.5 EDUCATION Discussion by Diagram
quantitative and
Pair
--Quantitative Research qualitative research
--Qualitative Research approaches.
--Similarities Across (Knowledge)
Quantitative and
Qualitative Research
CO 3 *Share a personal *Reflective *Recorded reflective
reflection on the Writing essay
Due Date: SP #2
importance of using
an appropriate For guide in the choice of verbs in
approach towards a LOs, pls. refer to Bloom’s Taxonomy
desired end. (Values)
Verb Wheel at
https://sites.google.com/site/bloom
INSTITUTIONAL *Critique a sample staxonomy2/verb
1.5 CO 1
manuscript based on *Checklist Fill- *Recorded Filled-
UNDERGRADUATE
its adherence to the Out Seatwork Out Checklists
RESEARCH MANUAL
research manual.
(Knowledge)
**Topic Assignments
for Individual/Pair
Presentations

THE RESEARCH PROBLEM *Explain the sources,


*Group *Documented
1.5 CO 1 Discussion participation in
--Sources of Problems evaluation and
--Evaluating the Problem statement of through Jigsaw Jigsaw group
--Stating the Research problems with discussion
Problem corresponding
--Identifying Population population and
and Variables variables.
(Knowledge)

**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)

3 REVIEWING THE *Recorded outputs of


LITERATURE *Locate credible *Guided Group the group task
CO 2
--The Role of Related sources of related Task
Literature In Quantitative literature and studies.
and Qualitative Research (Skill)
--Efficient Location of
Related Literature CO 2 *Construct a sample *Guided Group *Recorded outputs of
--Organizing the Related outline of a literature Task the group task
Literature review. (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)

1.5 PRELIM EXAMINATION

**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)

3 TYPES OF QUALITATIVE CO 1 *Discuss the types of *Oral *Graded


RESEARCH qualitative research. Presentation of Participation in
(Knowledge)
--Qualitative Taxonomies Assigned interactive class
--Basic Qualitative Studies Student/s discussion using a
--Case Studies rubric.
--Content Analysis
--Ethnographic Studies CO 2
*Share at least 3 *Double Circle *Graded
--Grounded Theory Studies samples of different (simultaneous participation in
--Historical Studies types of qualitative individual oral Double Circle using
--Narrative Research research. (Skill) sharing) a rubric
--Phenomenological
Research

Due Date: SP #8

3 ANALYZING AND CO 1 *Explain the analysis *Oral * Graded


REPORTING QUALITATIVE and reporting Presentation of Participation in
RESEARCH processes of interactive class
Assigned
qualitative research.
--Analyzing Qualitative Student/s discussion using a
(Knowledge)
Data rubric.
--Reporting Qualitative
Research
--Technology in Qualitative
Analysis CO 3 *Relate the lesson on *Reflective *Recorded reflective
--Rigor in Qualitative subjectivity in Writing essay
Research interpreting and
--Evaluating Qualitative reporting qualitative
Reports data to a spiritual
truth. (Values)
Due Date: SP #9

MIDTERM EXAMINATION
*Out-
side
(participation at an in- or
class off-campus research
time conference/seminar)

CO 1 *Explain the *KWL (What You *Graded Individual


ACTION RESEARCH (AR) components of Action
3 KNOW, What You KWL Charts
Research. WANT to Know,
--Defining Action Research
(Knowledge) What You
--The Action Research *Recorded Oral
Process LEARNED) and Sharing of
--Action Research Pictograph Pictograph
Problems (illustrating the
--Data Collection for Action components of
Research AR)
--Rigor and Ethical

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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)

CO 1 *Name the *Coop Strategy * Prestest &


MIXED METHODS components of Mixed
1.5 (pair Posttest
RESEARCH Methods Research.
drill/practice for
(Knowledge)
--Defining Mixed Methods concept
--Mixed Methods Designs mastery)
--Data Analysis
--Sampling and Rigor CO 1 * Graded
*Discuss the *Oral
--Strengths and Weaknesss Participation in
components of Mixed Presentation of
interactive class
Methods Research. Assigned
(Knowledge) discussion using a
Student/s
rubric.

1.5 GUIDELINES FOR WRITING CO 1 *Analyze sample *Show-and-Tell *Graded written


RESEARCH PROPOSALS research proposals. (showing of and analysis
(Knowledge)
telling about the
--Writing a Research
written analysis
Proposal
--Quantitative Research of sample
Proposal proposals by
--Qualitative Research CO 3 pair)
Proposal *Relate the lesson on
--Ethical and Legal openness to changes *Reflective *Recorded reflective
Considerations in research proposal Writing essay
plans to the
acknowledgment of
God’s prevailing
plans, which call for
obedience and
flexibility. (Values)

4.5 Thesis Groups to work on *Checklist Approval


Proposal Manuscript *Submit a feasible *Application for
CO 2 of Proposal
(Chapters 1-3 with and relevant research Proposal
topic and full Manuscript
instrument draft) Defense
proposal manuscript
approved by the
professor, designated
adviser, URC
consultant, and
methodologist/

Statistician. (Skill)

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3 Proposal Defense *Proposal Defense


by Thesis Groups *Pass the proposal *Proposal
CO 2 Evaluation Form
defense with minor Defense by
*3 rd-4 th week of October recommendations. Thesis Group
(Skill)

1.5 PREFINAL EXAMINATION

6 --Refinement of Proposal Progress monitoring


Manuscript *Implement the *Group Work
CO 2 of group work using
--Validation and/or Pilot approved research (revision of
proposal in a checklist
Testing of proposal,
Instrumentation consultation with the
validation
-- Endorsement for Data professor, adviser,
and/or pilot
Gathering from the URC consultant, and
methodologist/statisti study,
Research Professor endorsement,
--Gatekeepers’ Permission cian. (Skill)
gatekeeper’s
**Thesis Groups Working in permission)
Active Consultation with
the Research Professor,
Adviser, URC Consultant
and Methodologist/
Statistician.

6 Data Gathering and *Implement the *Group Work Progress monitoring


CO 2
Interpretation of Results approved research (validation of group work using
proposal in and/or pilot a checklist
consultation with the
study, data
professor, adviser,
gathering &
URC consultant, and
methodologist/statisti writing by thesis
cian. (Skill) group)

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

Submission of Bound *Submit the final


*Submission by *Graded bound
CO 2 Group copies based on
Copies and Overall bound manuscripts,
Learning Reflection content-refined and final defense grade,
language-edited by peer evaluation of
designated group members,
*2nd week of December individuals. (Skill) and a rubric

*Write a *Submission of *Recorded


CO 3
comprehensive individual reflective essay
reflection on the overall reflective
overall learning essay
throughout the
course, including
values learned and

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how these can be
integrated into one’s
noble task of teaching
and conducting
research. (Values)

54 TOTAL LEARNING HOURS


hours

IV. INFORMATION ABOUT THE TEACHER


N AME : Gracel Ann S. Saban, PhD Curriculum & Instruction, MAEd-English, BSEd English
CONTACT NUMBERS : (049) 541-1211 loc 307; 0917-8085377 (Globe)
E-MAIL ADDRESS : gassaban@aup.edu.ph
CONSULTATION H OURS: MW & TTh 1:30-4:00 & MW 2:00-4:00 pm @ COE Dean’s office

Prepared by: Reviewed by: Approved by:

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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