SCHOOL OF MEDIA AND COMMUNICATION

BACHELOR OF MASS COMMUNICATION (HONS.)

DEGREE PROGRAMMES

MARCH 2023 SEMESTER

MODULE INFORMATION

MODULE TITLE: Research Project

MODULE CODE: PRJ64204/PRJ64504

NO. OF CREDIT HOURS: 4

SEMESTER: 3 APRIL – 7 JULY 2023

MODULE LECTURER: Dr Benjamin Loh Yew Hoong

EMAIL ADDRESS: BenjaminYewHoong.Loh@taylors.edu.my

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MODULE INFORMATION

OVERVIEW:

Module Name: Research Project

Module Code: PRJ64204/PRJ64504

Synopsis:
A research project is required in order to integrate all of the course work taken for all Bachelor’s in Mass Communication majors. This research project
prepares students to formulate research questions and explore the field with in-depth reading to develop their studies. The aim is to propose some
solutions/ recommendations / reflections in response to contemporary issues faced in their respective fields. This group research prepares students to
formulate research questions and investigate the questions using systematic research processes, the aim is to arrive at some solutions/ recommendations /
reflections in response to the initial problems. The learning and teaching approach for the module will be generative learning. The module involves the
mode of research and information retrieval.

The group research demonstrates an analytical or problem-oriented approach to research. The module puts in place the necessary bridging mechanism that
allows students to externalize the fundamental principles of research taught through lectures. Research motivations and skills are first demonstrated in a
poster presentation, oral defense and final written research report; guided by appointed tutors.

To fulfil the graduation requirements of the Bachelor Degree, students are required to be involved in a group research (4-5 members in a group) in their final
year, and to present their research in a 20-minute poster presentation/digital infographics showcase, followed by the submission of a 50-60-page written
research as part of the final year project.

Name(s) of academic staff teaching the module, module leader and staff email:
Staff teaching the module:
Benjamin Loh Yew Hoong (BenjaminYewHoong.Loh@taylors.edu.my)
G Manickam Govindaraju (gmanickam.govindaraju@taylors.edu.my)

Year-level: 3

Semester Offered: March (Long) / August (Long)

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Credit Value: 4

Pre-requisite: RES 60104 Research Methods

Co-requisite: Nil

Anti-requisite: Nil

School offering the module: School of Media and Communication, Faculty of Social Media and Leisure Management

Module offered as: Common Core / Primary Major

Programme Name: Bachelor of Mass Communication (Hons) Shared core module with Bachelor of Mass Communication (Hons.)

(Public Relations and Marketing);Bachelor of Mass Communication (Hons.) (Public Relations and Event Management);Bachelor of

Mass Communication (Hons.) (Digital Media Production);Bachelor of Mass Communication (Hons.) (Advertising and Brand

Management)

Domain Name (for free electives only): N/A

LEARNING OUTCOMES:
Upon completion of the module you should be able to:
Module Programme
Learning Learning Assessment/s
Outcome Outcomes
Understand systematic research processes through the formulation of a
1 PLO1 1
problem statement and relevant research questions.
2 PLO5 2
Identify research gaps by organizing a literature review relevant to the
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 research topic

3 Apply a specific research method and operationalize framework to PLO6 3

answer research questions

4 Assess learning experience from research module by compiling and PLO4 4

summarizing research activities with findings in a poster presentation

Transferable Skills:
Skills learned in this module of study which can utilize in other settings. These transferable skills include:

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TEACHING, LEARNING AND ASSESSMENT

Description of assessment components:

Programme
Module Learning Outcomes
Assessment Task Weight Learning Due Date
Assessed
Outcome

Assessment Task 1:
10% 1 PLO 1 Week 4
Research Proposal

Assessment Task 2:
30% 2 PLO 5 Week 8
Literature Review
Assessment Task 3:
30% 3 PLO 6 Week 10
Research design
Assessment Task 4:
Poster presentation and final 30% 4 PLO4 Week 15
report

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TAYLOR’S GRADUATE CAPABILITIES
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities (TGC) in its students;
capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates. The TGC gives students the edge to start and
stay ahead. The TGC ensure that a Taylor’s graduate has proven ability and is capable in the following areas:

1.0 Discipline Specific Knowledge

Ability to demonstrate professional competence, articulate and adapt discipline specific knowledge to novel situations, and be able
to contribute from their discipline to interdisciplinary solutions to problems.

2.0 Critical Thinking and Problem Solving Skills

Ability to rationally and critically analyse, synthesize and evaluate evidence to arrive at solutions.

3.0 Lifelong Learning

Ability to adopt flexible and resilient learning methods to continuously learn, unlearn and relearn in a self-regulated manner.

4.0 Communication Skills

Ability to create and deliver messages effectively and sensitively in appropriate contexts and communication styles.

5.0 Personal Competencies

Ability be self-aware and to self-regulate through skilful management of one’s personal goals, intentions, responses and behaviour.

6.0 Social Competencies

Ability to understand the feelings of others, interact positively with them and foster a stable and harmonious relationships.

7.0 Entrepreneurialism
Ability to influence change by being proactive, resourceful and prudent in assuming risk.

8.0 Global Perspective

Ability to see the world as interconnected, seek to understand an individual’s, a society’s, or a culture’s place in it and practice
humility.
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Teaching and learning approach:

MLO 1 Assessment Task/Activities

Understand systematic research processes Students will propose their tentative research topic within the discipline of media and communication. In
through the formulation of problem order to do so, students will search and review relevant trending topics from scholarly work available on
statement and relevant research questions. research-sharing platforms and online databases to narrow their own research topic. From then on the
students would be able to write about the research scenario or background which would derive the
problem statement as well as the significance of study. Subsequently, the research objectives and research
questions will be identified. The students will be required to produce a written report and presentation in
class of their research topic for approval.

Teaching and Learning Activities:

MLO1 is achieved after the students are introduced to the use of search engines and online databases of the world wide web and on the Taylor’s Library
Portal. Students will be shown how to identify recent, high-citation scholarly works from Google Scholar and snowball referencing. Students will also be
introduced to methods on how to derive the problem statement, research objectives and research questions.

MLO 2 Assessment Task/Activities

Identify research gaps by organizing a Students organize a literature review by creating a literature review matrix to be able to identify patterns
literature review relevant to the research through earlier scholarly works in the field. In addition, the process will ascertain the research gap.
topic Subsequently students will devise a theoretical framework to explain the relationships that are derived
from the matrix .

Teaching and Learning Activities:

MLO2 is achieved after students are introduced to the literature review matrix table that compare and contrast research concepts, contexts and
methodologies in regards to the topic chosen that were used in earlier scholarly works. Further to this activity, the research gap should be posited and the
students are able to construct a sound theoretical framework to demonstrate the relationships emerging from the matrix.
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 MLO 3 Assessment Task/Activities

Students will be assessed on their ability to select a suitable research method, whether quantitative or
Apply a specific research method and qualitative that would be able to examine their research aims efficiently.
operationalize framework to answer
research questions Students will also be assessed on the ability to collect and analyse data from the method that was chosen,
where the validity and reliability of the research instrument or tools will be justified.
Teaching and Learning Activities:

MLO3 is demonstrated by the student’s data collection and data analysis, using quantitative, qualitative or mixed method data analysis, to answer research
questions where they are able to operationalize their research findings.
MLO4 Assessment Task/Activities
Assess learning experience from the research Assess learning experience from the research module by compiling and summarizing research activities
module by compiling and summarizing with findings in a poster presentation
research activities with findings in a poster
presentation
Teaching and Learning Activities:
MLO4 is achieved when the students are able to conduct the research with potential scientific outcomes. The learning experience comes from their
collaboration to produce a summary of the research conducted through a poster presentation to a panel examiner and their peers to get feedback.

The learning will take place every time the group meets and when tasks are delegated. The learners will be expected to take notes, and chart their research
progress of during each meeting. The lecturer will be required to discuss during each tutorial the evolution of the learning in a formative way to ensure
that the student is developing the skills and that the group work and final presentation is finally presented.

Details of each assessment task:

Assessment Task 1: Proposal
In a group, students need to prepare a proposal about the research project they intend to undertake. The group must select a contemporary issue that is
faced in their chosen field and this research project seeks to address this issue. They will have to introduce their topic, prepare their problem statement,
and provide a rough outline of their research design. The proposal should clearly indicate the following:
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 ● A brief introduction to the topic of study and its relevance to their field
● A problem statement indicating why their chosen issue is important and needs to be solved
● A rough overview of the theories, methods, and approaches they will be using for this study

Assessment Task 2: Literature Review & Theoretical framework

Each group must conduct an extensive literature review to develop the research design for their study. This assignment should contain the following:
● Literature relating to their topic and the issue being addressed
● Make use of extant research to support their problem statement
● Discussion of relevant theories that could be used for this issue
● Formulation of a theoretical framework that will be the basis of the study
● Research questions and hypotheses are clearly stated and drawn from the theoretical framework

Assessment Task 3: Research Design

The groups must prepare a comprehensive and detailed research design for their intended study. They need to very clearly indicate:
● The primary methods they will be utilizing and justify why they are using them
● Define the scope and sample for their study to ensure that it is feasible and achievable
● Operationalize all variables from their theoretical framework to become measurable in this study
● Ensure that they will test each hypothesis or answer each research question
● Either adapt an existing research instrument or create a new one that will be used to collect their data
● Indicate which methods will be used for analysis and describe the processes involved.

Assessment Task 4: Poster presentation and final report

The final deliverable for this module is a digital infographics or short video presentation that will be posted to the SOMAC Facebook page where SOMAC
lecturers will give their feedback on them with a final report totalling 50-60 pages that is due the following week (Week 15). Students can either prepare a
two-page digital infographic or a series of short videos between 5-10 minutes in length to present the following from their report:
● Highlight the issue being addressed by this study (Problem statements, research questions/hypotheses)
● Details about the study itself (Theoretical framework, methodology and findings)
● The implications of the findings

The final report should contain:

● The first 3 assignments in order, divided into the first 4 chapters: Assignment 1 - Introduction, Assignment 2 - Literature Review and Theoretical
Framework, Assignment 3 - Methodology
● Two additional chapters: Findings and Conclusion

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○ The findings chapter should present all findings from you study and the analysis that your group performed on the data. It should clearly
state whether your research questions are answered and/or your hypotheses are supported or rejected
○ The Conclusion will be a discussion on the implications of your findings, the limitations of your research study, and possibilities for future
research. You should also be featuring feedback from the poster presentation into this section if available.

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Rubrics for Each Assessment Task:
Assessment Task 1: Proposal (10%)
In a group, students need to prepare a proposal about the research project they intend to undertake.

Criteria Weightage Outstanding (8-10) Mastering (5-7) Developing (3-4) Beginning (0-2)
Introduction to topic Topic very well defined Topic is adequately Topic is poorly defined Topic not defined and no
of study and and is highly relevant in defined with some with loose relevance to the relevance to field of study
relevance to field the field of study relevance to the field of field of study
study
Problem statement Problem statement is well Problem statement is Problem statement is No problem statement
and importance of written and highlights a sufficient and highlights a vague and unclear on an and/or issue being
their issue 10% very important issue that potential issue that should issue that is not well addressed
needs to be addressed be addressed presented
Overview of Concise and precise Adequate overview of Overview is lacking for Overview is sorely missing
theories, methods overview of theories, theories, methods and some of the theories, either some or all relating
and approaches methods and approaches approaches being methods and approaches to theories, methods and
used being proposed proposed being proposed approaches being
proposed

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Assessment Task 2: Literature Review & Theoretical framework (30%)
Each group must conduct an extensive literature review to develop the research design for their study. This assignment should contain the following:

Criteria Weightage Outstanding (22-30) Mastering (15-21) Developing (8-14) Beginning (0-7)
Excellent review of the Review covers a wide Limited review that does Literature view is very shallow
literature which covers range of relevant not provide enough and superficially presents the
Literature review
the topic and issue literature that adequately coverage of the topic and topic and issue with no
covers the topic and
comprehensively that is covers the topic and issue issue with minimal support support from extant research
issue being
well supported by extant with some supporting from extant research
addressed
research evidence from extant
research
Full discussion of Some discussion of Only a few theories No theories presented
Discussion of theories related to the certain theories related to discussed with very loose
relevant theories topic and issue which the topic and issue association to the topics
are relevant and issue
30%
Extensive and complete Theoretical framework is Theoretical framework has No theoretical framework
theoretical framework clear enough though many gaps with ill-defined
Formulation of
with clearly defined requires further relationships, concepts
theoretical
relationships, concepts refinement to clarify and variables
framework
and variables relationships, concepts
and variables
Research questions Clearly written out RQs RQs and hypotheses are RQs and hypotheses are No RQs and/or hypotheses
and hypotheses and hypotheses that are somewhat related to the loosely linked to
derived from directly linked to the theoretical framework theoretical framework and
theoretical theoretical framework but require further not written in the proper
framework refinement form

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Assessment Task 3: Research Design
The groups must prepare a comprehensive and detailed research design for their intended study. They need to very clearly indicate:

Criteria Weightage Outstanding (22-30) Mastering (15-21) Developing (8-14) Beginning (0-7)
Clearly indicated the Adequately described Methodology is not Unclear methodology
methodology involved methodology involved comprehensive and certain with many elements
Primary
including the scope, sample including scope, sample aspects of the scope, missing and not
methodology
and operationalization of and operationalization of sample and defined
(Scope, sample &
variables with proper variables with limited operationalization of
operationalization)
justification for each justification for each variables are not
and justification
presented with no
justifications
All RQs and hypotheses are Tests for RQs and Tests for RQs and Some or all RQs and
Each research
tested wholly in study hypotheses are present hypotheses are improper hypotheses are not
question and 30%
but not comprehensive or inaccurate tested
hypothesis is tested
nor fully accurate
Excellent choice of research Research instrument is Research instrument is Poorly prepared
Development of instrument that is tailored adequate but requires insufficient to collect data research instrument
research instrument very well for their research further refinement for or is a poor fit for study that will produce
study study unreliable findings
Very well defined and Analytical methods are Analytical methods are Analytical methods
Methods of analysis
described analytical methods ideal though lacking in insufficient and provide are not relevant and
and processes
some aspects superficial or limited are impractical for
involved
conclusions study

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Assessment Task 4: Poster presentation and final report
The final deliverable for this module is a digital infographics or short video presentation that will be posted to the SOMAC Facebook page where SOMAC
lecturers will give their feedback on them with a final report totalling 50-60 pages that is due the following week (Week 15).

Criteria Weightage Outstanding (22-30) Mastering (15-21) Developing (8-14) Beginning (0-7)
Analysis and findings Detailed and appropriate Findings are presented Findings lack detail and Unclear presentation
presentation of findings with with suitable detail and not well written and of findings and
insightful and useful analysis analysis is sufficient to analysis is superficial and analysis lacking with
to answer research problem handle the research lacks depth to address no relation to research
problem research problem problem
Conclusion The conclusion expertly The conclusion provides a The conclusion provides a The conclusion does
discusses the implications of strong discussion of the simplistic discussion of not properly discuss
findings, clearly identifies its implications of the the implications of the the implications of the
limitations and suggests findings, identifies most findings, limitations and findings, fails to
astute possibilities for future limitations and provides suggestions for future identify any limitations
research some suggestions for research and does not suggest
30% future research future research
Presentation quality Poster contains all relevant Poster is mostly clear Poster presents Poster does not
information, is very easy to with some issues in information in an unclear contain relevant
read with clear logical flow to presentation but is fashion making it difficult information and is very
summarize the entire study sufficient to give readers to understand the study sloppy with no
an understanding of the and findings discernable
study understanding of the
study possible
Final report Final report carefully merges Final report contains all Final report contains the Previous assignments
all previous assignments with previous assignments and previous assignments but are missing from the
smooth logical flow the flow between does not organize itself final report and there
chapters is sufficient well is no logical flow

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Hurdle assessment guideline for the module:

A student must achieve at least 50% for the final assessment of design studio, and a final grade of C to pass the module. A student
who obtains a minimum of 40% for final assessment and overall grade of D or higher for the module may be allowed to resubmit, to
be determined by the Board of Examiners. The maximum passing grade awarded for the re-submission will be a grade C.

A student who obtains 39% and below for the final assessment, will result in failing the module irrespective of the overall marks
earned, even though he/she has achieved 50% or more in the overall assessment. He/she will not be allowed to resubmit the final
assessment.

TU-UWE DUAL AWARD GRADING SCHEME:

The grading standards for TU-UWE dual award programmes are as below:

GRADE
GRADE MARKS DEFINITION DESCRIPTION
POINTS
A 80-100 4.00 Excellent Evidence of original thinking;
demonstrated outstanding capacity to analyze
and synthesize; outstanding grasp of subject
matter; evidence of extensive knowledge
base.

A- 75-79 3.67 Very Good Evidence of good grasp of subject matter,

critical capacity and analytical ability;
understanding of relevant issues; evidence of
familiarity with the literature.
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B+ 70-74 3.33 Good Evidence of grasp of subject matter, critical
capacity and analytical ability; reasonable
understanding of relevant issues; evidence of
familiarity with the literature.
B 65-69 3.00
B- 60-64 2.67 Pass Evidence of some understanding of
the subject matter; ability to develop solutions
C+ 55-59 2.33 to simple problems; benefiting from his/her
university experience.
C 50-54 2.00
D 47-49 1.67 Marginal Fail Evidence of nearly but not quite acceptable
D 44-46 1.33 familiarity with subject matter, weakness in
D 40-43 1.00 critical and analytical skills.

F 0-39 0.00 Fail Insufficient evidence of understanding of the

subject matter; weakness in critical and
analytical skills; limited or irrelevant use of the
literature.

WD - - Withdrawn Withdrawn from a module before

census date, typically mid semester.
F(W) 0 0.00 Fail Withdrawn from a module after
census date, typically mid semester.
IN - - Incomplete An interim notation given for a module where a
student has not completed certain
requirements with valid reason or it is not
possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of
practicum.
AU - - Audit Given for a module where attendance is for
information only without earning academic
credit.

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MODULE ASSESSMENT DETAILS:
Definitions of reassessment:

a) A second attempt (re-sit): having failed to reach a pass standard at the first attempt, the opportunity to be assessed for a second time
in those components which were failed without attendance.

b) A third attempt (repeat): having failed to reach a pass standard at the second attempt (re-sit) the opportunity to repeat the module
with attendance and to undertake all of the assessments again.

c) A fourth attempt (a second re-sit): having failed to reach a pass standard at the third attempt (repeat) the opportunity to be assessed
in those components which have been failed.

To pass a TU module at Years 1 to 3 students must achieve an overall module mark of not less than 50%. Where the module has two (2)
components, students must achieve at least 40% in each component in order to pass the module. A mark below 40% in either component
means that the module has not been passed.

These regulations allow for four (4) attempts at a module as follows:

a) first attempt
b) second attempt (re-sit)
c) third attempt (repeat)
d) a fourth attempt (a second re-sit) the opportunity to be assessed for a fourth time

Students who do not pass a module at the first attempt have a right to a second attempt (re-sit), except where clause 5.3.1 below applies.

The form of a second attempt (re-sit) of assessment will be stated in the module outline.

The mark for a second attempt (re-sit) component or components is capped at 50% for Taylor’s modules.

Students who do not pass a module following a second attempt (re-sit) will be permitted a third attempt (repeat) with attendance and be
required to undertake all of the assessments again. The mark for the third attempt (repeat) will not be capped.

Students who do not pass a module at the third attempt (repeat) will be permitted a fourth attempt (second re-sit).
17
The mark for the fourth attempt (second re-sit) will be capped at 50% for Taylor’s modules.

Students failing the module following the fourth attempt (second re-sit) on a module which is compulsory for the named award for which they
are registered will have their registration for that award terminated by UWE and Taylor’s.

Students who do not pass a module following the fourth attempt (second resit) on an optional module may take an alternative module if valid
alternative modules are available. If students enrol on an alternative module, this module will be treated as a new enrolment and will be subject
to the normal rules of assessment.

EXAMINATIONS:
Sitting for the examination component of the assessment is mandatory to pass the course. If a student is absent from the final examination
without a valid reason, an ‘F(A)’ grade will be reflected in the transcript and his Grade Point Average (GPA) will be affected.

SUBMISSION OF ASSIGNMENTS:

● All assignments must use the Assignment Cover Sheet. The assignment will not be marked unless the avoiding plagiarism pledge on this
sheet is signed by the author and attached to the front of the assignment.

● Students must retain a hard or soft copy of all assignments which must be produced if/when required by the Module Lecturer.

● Requests for extensions should be made in advance—three days before the due date—in writing or by email, to the Module Lecturer.

● Extensions are available only when a formal request for extension is submitted and accompanied by appropriate documentation e.g.
medical certificate, funeral notice, etc.

18
● Extensions will only be granted on medical or compassionate grounds. Workload and other assignment due dates will not be accepted as
reasons for extensions.

● Please check the Student Handbook / Programme Guide for further information.

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Plagiarism is a serious offence and plagiarized work will result in an F grade for the assignment.

The following will result in an F grade for the course:

● Failure to submit the minimum number of assignments required.

● Failure to sit for the final examination.

The hand in time for ALL assessments will be at 6pm. Assignments are to be handed in hardcopy and softcopy (via
Turnitin).

REFERENCING REQUIREMENTS:
All assignments, unless otherwise notes, are to be referenced using the Harvard referencing system.

IMPORTANT NOTE ON PLAGIARISM

The University holds a strict policy on plagiarism (unacknowledged copying of another person's work – whether published (on print
or the internet) or unpublished). Appropriate citation conventions must be observed. Plagiarism is unacceptable. It is an intellectual
crime. A significant percentage of marks will be deducted or stiffer penalties such as a fail grade for a course could be meted out.

ACADEMIC INTEGRITY:
The university is committed to academic integrity and has policies and procedures in place to uphold the activity of pursuing knowledge through
principles of honesty and respect. Academic misconduct will be addressed accordingly.

Academic misconduct includes:

● plagiarism/ copying, or lack of citations in work.

● fabrication, falsification or misrepresentation of data/ information.

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 ● collusion or inclusion of material in individual work that has involved significant assistance from another person, where such assistance
has no prior permission from the course lecturer.
● self plagiarism.

● double submission for the same course, or submission of the same written work in more than one course without prior written approval
from lecturers involved.
● use of unauthorized aids in coursework or research.

● cheating during examination.

● other actions that contravene the principles of academic integrity.

The university may check students' work for plagiarism by using a variety of means, including text comparison softwares. Assignments checked
electronically will be held in a database for future matching processes.
Please refer to the Academic Integrity Guidelines for Students (AIGS), Academic Integrity Policy & Procedures, and the Academic Misconduct
section in the Student Handbook for more details.

ATTENDANCE REQUIREMENTS:

● Regular attendance and punctuality are required of all students.

● All absences must be supported by a medical certificate or letter from a parent/guardian. Parents/guardians will be informed through
letters/e-mails should their son/daughter be regularly absent from classes.

● Students should be aware that their absences from lectures and tutorials (where applicable) may seriously jeopardize the successful
completion of the program pursued. Students who do not meet a minimum required attendance of 80% of scheduled classes in each
module (subject) may not be permitted to sit for the final examinations.

● Students who do not satisfy the prescribed attendance requirements for a subject may be refused permission by the University to be
considered for assessment, to attempt an assessment task, or to sit for an examination in that subject. Students may appeal with written
reasons to justify an opportunity to be eligible for any of the assessments stated. The institution’s decision will be final.
21
● In cases of illness, or other circumstances beyond their reasonable control, students may be excused from attendance at classes, on
application in writing lodged with the University.

● The granting of an exemption from attendance at classes does not carry with it any waiver of terms and conditions or any exemption from
payment of any fees or charges, nor does it imply exemption from, or concessions relating to, assessments or examinations.

● If a student’s attendance falls below 50% without valid reason, his/her name will be automatically taken off their rolls and all fees paid will
be forfeited.

● It is expected that students will be seated ready to commence lectures and tutorials at scheduled times. Students who arrive late for class
will be admitted at the discretion of the Module Lecturer. Those who are regularly late for classes may be refused admission by the Module
Lecturer concerned.

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 Student Learning Time

Student Learning Time (SLT) per topic/week of the content outline (SLT mapping against MLO, Teaching & Learning
Activities [Guided Learning F2F (L,T,P,O), NF2F & Independent Student Learning Time]:

Date/Week Module Guided Learning: Guided Learning: Independent Assessment Tasks Assessment Tasks Assessment Student
Learning Face-to-Face, Non Face-to-Face Student (Face-to-Face) (Online) Tasks Learning
Outcome Lecture, Tutorial Practical, Online Learning Learning Time (Independent Time (SLT)
(MLO) other Student Learning
Time)
Hours Hours Hours Hours Hours Hours Hours
Week 1 1 4 5 10
03/04 – T: Topic Selection Research Assignment
07/04 - Research in
(PH – Nuzul communication
Al-Quran and media
8th April) - Fields of study in
media
Research Ethics
Week 2 1 4 5 10
10/04 – T: Devising Research Research Assignment
14/04 Framework and question
- Identifying the
problem
statement
- Recognizing the
gap and study
limitations
Developing theoretical
framework and research
questions
Week 3 2 4 5 10
17/04 – T: Research Assignment
21/04 Literature Review
(PH – Hari - Narrowing the
Raya scope of study
Aidilfitri - Research
22nd-24th
23
April) objectives
- Conducting the
literature review

T: Deciding on Research
Strategies Pt 1
- Survey
questionnaire as a
research tool
- Measurement and
Scaling Concepts
- Designing the
questionnaire
Sampling designs and
procedures
Week 4 4 5 10
24/04 – Research Research Proposal Assignment
28/04 Submission

No class

Week 5 4 5 10
01/05 – Research Assignment
05/05
(PH –
Labour Day
1st May,
Wesak Day
4th May)

No class
Week 6 2 4 5 10
08/05 – T: Deciding on Research Research Assignment
12/05 Strategies Pt 2
- Univariate
Statistical Analysis
- Bivariate Statistical
Analysis
- Multivariate

24
 Statistical Analysis
- Statistical Analysis
Reporting and Presentation
of Results

T:Deciding on Research
Strategies Pt 3
-Designing a qualitative
study
- Narrative Research
- Phenomenological
Research
- Grounded Theory
- Ethnographic Research
Week 7 1 1 4 5 10
15/05 – T: Gathering Data Research Assignment
19/05 - Data collection
- Basic Data Analysis
Editing and Coding

T: Operationalization and
Measurement
Week 8 (e-learning week) 4 5 10
22/05 – Research Literature Review Assignment
26/05 Submission
Independent
Learning
Week

Week 9 1 4 5 10
29/05 – T: Sampling Research Assignment
02/06

Week 10 4 5 10
05/06 – Research Research Design Assignment
09/06 Submission
(PH –
Agong’s
birthday 5th

25
June)

No class

TES
Engagemen
t Survey
Opened

Week 11 2 4 5 10
12/06 – T: Data Collection: Research Assignment
16/06 Primary

TES T: Data Collection:

Engagemen Secondary
t Survey
Opened

Week 12 1 4 5 10
19/06 – T: Data Coding Research Assignment
23/06

TES
Engagemen
t Survey
Ending

Week 13 1 4 3 2 10
26/06 – T: Data Entry Research Assignment
30/06
(PH – Hari
Raya Haji
29th June)

Week 14 1 2 8 9 10
03/07 – T: Data Analysis, Findings Research Presentation Assignment
07/07 and Interpretation submission

26
 2 8 10
Written final research Assignment
Submission

FINAL EXAM WEEK

10-27 JULY

Total 1 54 3 11 79 160 Hours

13 (T)
Hours

27
REFERENCES:

Main 1. Kumar, R. (2019). Research Methodology: A step-by-Step Guide for Beginners. (5th Ed.). Los Angeles: Sage Publication Ltd.
references 2. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). California: Sage
supporting publications.
3. George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference (14 th ed.). New York:
the Routledge.
Module: Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4 th ed.). San Francisco: John Wiley
& Sons.

Additional
references
supporting
the
Module:

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