UNIVERSITY OF LA SALETTE INC.

Graduate School
Santiago City, Philippines

COURSE SYLLABUS
First Semester, SY 2018-2019

Course Information

Program : Master of Arts in Education major in Educational Management

Course Number : EDUC 801
Descriptive Title : Methods of Research
Units : 3
Professor : Bartman I. Gacrama, MPR
Contact Information : bartgacrama@gmail.com

ULS Vision

The University of La Salette Inc., a Catholic institution founded by the Missionaries of Our Lady
of La Salette, forms RECONCILERS “so that they may have life and have it to the full.” (John
10:10)

ULS Vision

The University of La Salette, Inc. is a premiere institution of choice providing accessible, quality,
and transformative education for integral human development particularly the poor.

Graduate School Objectives

The Graduate School strives to develop and form research-oriented students, practitioners and
professionals who are well-prepared and mature Christians responsive to the demands of their
chosen professions and/or specialized trainings in order that they may contribute to the welfare
of the community and to the progress of their professions.

The University of La Salette Graduate School aims to

1. provide advanced and specialized program through continuous upgrading of curricula in

relation to academic standards and industry needs;
2. provide an ambiance that foster innovative creations, critical thinking and problem-solving
skills;
3. develop empowered, value-driven and socially responsible professionals for the global and
technology-based environment;
4. develop and enhance the capabilities of students and faculty possessing originality and
ingenuity to conduct pioneering research in their field of specialization, and through their
research and other activities, meet the needs of their community and society at large, and;
5. initiate the transfer of research output of student and faculty to help improve life of the
community.
I. Program Outcomes

The program prepares the students to:

1. demonstrate an in-depth understanding of a complex and coherent body of knowledge and

skills in an area of study in education, which may be applied in many types of schools or other
educational environments;
2. exhibit a higher order level of skill in the analysis, critical assessment, and application and
communication of knowledge in their field of specialization;
3. creatively apply knowledge and skills to solve complex problems in the field in ways that
involve rigorous thinking and independent work;
4. analyze, synthesize, and apply research to enhance professional practice;
5. use technology to support learning and productivity;
6. demonstrate ability in scholarly writing; and,
7. demonstrate understanding of both the core values and core competencies of the University of
La Salette, Inc.

II. Course Description

This course is the study of the concepts, approaches, methods, designs, processes, and strategies
that can be used by students to conduct both quantitative and qualitative research in the graduate
level.

III. Course Learning Outcomes

At the end of the course, the students will be able to:

1. Explain the meaning of research concepts.

2. Formulate a research problem, ask research questions, develop research objectives, and
construct research hypothesis.
3. Conduct systematic literature search and critical review of related literature on the chosen
area of inquiry.
4. Develop theoretical and conceptual framework of the research topic.
5. Identify the appropriate research design and methods to find answers to research questions
or to test research hypothesis.
6. Devise a research instrument appropriate for the design of the study.
7. Apply the correct procedure in selecting participants for a study.
8. Identify the threats to validity of the study and develop a plan to minimize them.
9. Analyze the data appropriately based on the questions, objectives, and design of the study.
10. Present data according to reporting standards of professional organizations.
11. Critically read and analyze journal articles related to the proposed study.
12. Write a research concept paper.
13. Consider the ethical issues in research including the identification of potential benefits and
possible risks to the participants of a study.
IV. Course Outline
Class Schedule Topic
Presentation of Course Syllabus
Lesson 1: Introduction to Research
Lesson 2: The Research Process
Lesson 3: Reviewing the Literature
Lesson 4: Formulating a Research
Problem
Lesson 5: Identifying Variables
Lesson 6: Constructing Hypotheses
Lesson 7: The Research Design
Lesson 8: Quantitative Research
Designs
Lesson 9: Collecting Data Using
Attitudinal Scales
Midterm Exam
Lesson 10: Establishing Validity and
Reliability of Research Instrument
Lesson 11: Selecting a Sample
Lesson 12: Data Analysis in
Quantitative Research
Lesson 13: Philosophical, Paradigm,
and Interpretive Frameworks
Lesson 14: Designing a Qualitative
Study
Lesson 15: Five Qualitative
Approaches to Inquiry
Lesson 16: Data Collection in
Qualitative Research
Lesson 17: Data Analysis in
Qualitative Research
Lesson 18: Ethical Issues in Data
Collection
Final Exam
Teaching Methods and Strategies
Lectures, inquiry-based learning, group activities, cooperative learning, educational ICT
V. Course References
Curtis, B. & Curtis, C. (2011). Social research: A practical introduction. Los Angeles: SAGE.
Readings
O’Dwyer, L. & Bernauer, J. (2014).
Quantitative research for the
qualitative researcher. Los
Angeles: SAGE.
Dane, F.C. (2011). Evaluating
research: methodology for people
who need to read research. Los
AngelesL SAGE.
Muratovski, G. (2016). Research for
designers a guide to methods and
practice. Los Angeles: SAGE.
Gorard, S. (2013). Research
design: creating robust
approaches for the social sciences.
Los Angeles: SAGE.
Dane, F.C. (2011). Evaluating
research: methodology for people
who need to read research. Los
AngelesL SAGE.
Hesse-Biber, S. N. (2017). The
Practice of qualitative research:
engaging students in research
process. (3rd ed.). Los Angeles:
SAGE.
Hesse-Biber, S. N. (2017). The
Practice of qualitative research:
engaging students in research
process. (3rd ed.). Los Angeles:
SAGE.
Flick, U. (2014). An introduction to
qualitative research. (5th ed.). Los
Angeles: SAGE.
Curtis, B. & Curtis, C. (2011). Social
research: A practical introduction.
Los Angeles: SAGE.
Flick, U. (2014). An introduction to qualitative research. (5th ed.). Los Angeles: SAGE.

Dane, F.C. (2011). Evaluating research: methodology for people who need to read research. Los
AngelesL SAGE.

Gorard, (2013). Research design: creating robust approaches for the social sciences. Los
Angeles: SAGE.

Hesse-Biber, S. N. (2017). The Practice of qualitative research: engaging students in research

process. (3rd ed.). Los Angeles: SAGE.

Hoy, W. K., & Adams, C. M. (2016). Qualitative research in education: a primer. (2nd ed.). Los
Angeles: SAGE.

Muratovski, G. (2016). Research for designers a guide to methods and practice. Los Angeles:
SAGE.

O’Dwyer, L. & Bernauer, J. (2014). Quantitative research for the qualitative researcher. Los
Angeles: SAGE.

VI. Course Requirements

All students are required to submit at least three (3) page Research Concept Paper on or before
October 20, 2018. Submissions after the deadline will not entertained regardless of any reasons.
(The mechanics of the paper will be discussed in class.)

VII. Grading System

The grade of every student is based on the following:

• 30% for class participation (group activities, assignments, tests, attendance, etc.)
• 30% for course requirement (research concept paper)
• 40% for Midterm and Final exams

VIII. Attendance Policy

1. Make sure you complete at least 80% of the total class hours.
2. You are entitled to 20% of the total class hours as absence privilege. This is taking into
consideration that people get sick or have more important things to attend to.
3. If your agency sends you to attend a seminar or training or requires you to work on the day
we have a class, this is covered by the 20% privilege.
4. If you arrive the class one hour or two hours late, the number of hours you are absent in
class will be deducted from your 20% privilege.
5. If you were absent on the first day of the class because you processed your enrolment, this is
considered as absence.
6. If you get absent twice, and that's a total eight (8) hours, you will receive a Failure to Due
Absences (FDA) mark immediately.
7. You will earn two points every time you attend our class. This will be added to the total score
you earn in the course.

IX. Classroom Policies

1. Make sure you sign on the attendance sheet every time we have a class.
2. Be punctual in coming to class.
3. Always bring your activity folder to class.
4. Set your cellphone to silent mode.
5. Avoid answering calls when the class is going on (except on emergency cases).
6. Ask questions if something is not clear to you.
7. Avoid entertaining visitors except when they are school officials.
8. Avoid bringing significant others (e.g. children, friends, classmates) to class.
9. Texting while the class is going on is not encouraged.
10. The class takes a 10-minute break at 4:30 PM.
11. Avoid taking pictures of the presentation. Students will be provided with handouts.
12. Eating while the class is going-on is prohibited.
13. In case of fire or earthquake, don't panic. Follow my instructions.
14. If you're not feeling well, notify me immediately.

Prepared by: Approved by:

BARTMAN I. GACRAMA, MPR MARILYN P. GAOAT, DBA

Professor Dean, Graduate School