ED course outline

THE STATE UNIVERSITY OF ZANZIBAR
SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATION,
INSTRUCTION AND LEADERSHIP
COURSE OUTLINE
YEAR OF STUDY: II SEMESTER: II
COURSE CODE: ED 2202
COURSE TITLE: PRINCIPLES OF EDUCATIONAL RESEARCH
This is a 10 credit course, covering 3 contact hours per week in a duration of 15 teaching
weeks, plus 2 weeks for University Examinations.
COURSE DESCRIPTION
The focus of this course is to introduce and familiarize the students with principles of
conducting educational research. It intends to equip the students with basic knowledge
and skills of conducting educational research and use the research results for making
constructive educational decisions. The course coverage includes meaning and types of
educational research, educational research methods, steps of conducting research, and
ethical and legal consideration in educational research.
COURSE OBJECTIVES
At the end of this course, the students will be able to:
i. describe the basic concepts of educational research;
ii. describe the objectives and significance of educational research;
iii. describe and abide by ethical and legal considerations in conducting educational
research;
iv. identify and analyze various types of educational research methods;
v. use selected research methods to collect data;
vi. write a research proposal in educational research;
vii. identify important steps in the research process;
viii. apply ICT and library search skills in the research process;
ix. review related literature to the identified problem;
x. develop knowledge and skills of constructing appropriate instruments of data
collection;
xi. identify and apply qualitative and quantitative data presentation and analysis
procedures in the research process;
xii. follow research steps and skills in conducting educational research;
xiii. write a research report and disseminate the research findings to a relevant
audience.
1
COURSE CONTENT
Week 1: (3 hours): Introduction to Educational Research

 Meaning, Characteristics and Purpose of Research.
 Meaning, Objectives and Significance of Educational Research.
 Ethical and Legal Considerations in Educational Research.
Week 2: (3 hours): Types of Research

Basic Vs Applied, Qualitative Vs Quantitative, Empirical Vs
Conceptual, Descriptive Vs Analytic, Primary Vs Secondary.
Week 3-4: (6 hours): Educational Research Methods

Survey, Observation, Correlation, Case Study, Developmental,
Experiment, and Action Research
Week 5 (3 hours): Educational Research Proposal

 Meaning and importance
 Components
Week 6 (3 hours): Research Process

 Meaning and steps
 ICT and the research process
 Identification and clarification of an educational research
problem
Week 7 (3 hours): Variables, Research Hypotheses and Research Questions

 Meaning and types of variables
 Meaning, types, purpose, and characteristics of hypotheses
Week 8 (3 hours): Literature Review

 Meaning and Importance
 Primary and Secondary sources of literature
 Literature review process
Week 9 (3 hours): Research Design

Meaning, importance, elements and types
Week 10 (3 hours): Sampling

 Meaning, purpose and types
 Sampling procedures
Week 11-12 (6 hours): Research Instruments

 Meaning and types of data
2
 Meaning, identification, construction, and administering of
research instruments
 Validity and Reliability of research instruments
Week 13-14 (6 hours): Data Presentation, Analysis, Interpretation and Discussion

 Qualitative data presentation and analysis
- Meaning and steps of qualitative data analysis
- Interpretation and generalization of the findings
 Quantitative Data Presentation and Analysis

- Use of statistics in educational research
- Graphical presentation of data
- Meaning, types and uses of measures of central
tendency in educational research
- Meaning, types and uses measures of dispersion in
educational research
- Discussion of the Research Findings
- Interpretation and generalization of the findings
Week 15 (3 hours): Research Report Writing and Dissemination of Research

Findings
 Meaning, types and uses of research reports.
 Format and style of academic research report
(dissertation/thesis)
 Dissemination of research findings
Week 16 &17: University Examinations
METHODS OF INSTRUCTION
 Lectures
 Seminar presentations and discussions
 Assignments
MODE OF ASSESSMENT
3
Course work 40 marks
 Mid-semester test 15 marks
 Research Proposal 15 marks In groups of 5
(Between 7-10 pages ( including References and

Appendices) 12 Times New Roman 1.5 line spacing
 Seminar presentation 10 marks - Individual oral presentation =5 marks

and written group work = 5 marks In groups of 5
University Examination 60 marks
Total 100
READING LIST
Braun, V. & Clarke, V. (2006). "Using thematic analysis in psychology." Qualitative

Research in Psychology 3, (2), 77-101.
Cohen, L, Manion, L, and Morrison, K ( 2014) Research Methods in Education ( 5th

ed).
Creswell, J. (2014). Concise introduction to mixed methods research. Sage Publications.
Fergusson, G. A (1991); Statistical Analysis in Psychology. McGraw Hill New York
Kerlinger, F.N (1990) Foundations of Behavioral Research. Holt & Rinehart and
Wiston.
Kothari, C.P (2014) Research Methodology: Methods and Techniques. Wiley Eastern
Limited.
Langdridge, D (2004); Introduction to Research Methods and Data Analysis in
Psychology. Essex, London.
Mertens, D.M; (1998) Research Methods in Education and Psychology. Sage
Publications
Mugenda, O. M and Mugenda A.G (1999) Research Methods : Qualitative and
Quantitative Approaches . Acts Press. Nairobi.
O’Sullivan, M. C. (2002). Action research and the transfer of reflective approaches to in-
service education and training (INSET) for unqualified and under qualified
primary teachers in Namibia. Teaching and Teacher Education, 18(5), 523–539.
4
Organisation for Economic Co-operation and Development [OECD] (2011). Lessons
from PISA for the United States: strong performers and successful reformers in
education. Retrieved from http://www.oecd.org/dataoecd/32/50/46623978.pdf
Pugach, M. C., & Blanton, L. P. (2009). A framework for conducting research on
collaborative teacher education. Teaching and Teacher Education, 25(4), 575–
582.
Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research
projects. Education for Information, 22(2), 63—75.
Wellington, J (2000) Educational Research: Contemporary Issues and Practical
Approaches. Patson PrePress Ltd: London
Wolican, H (1994); Research Methods and statistics in psychology (2nd Edition).
London; Hodder & Stoughton.
FEEDBACK FOR EVALUATION

Students are encouraged to provide comments and feedback (oral or written) for
improvement of the course at any convenient time to the course instructor regarding the
course content, methods of delivery, learning and teaching resource used etc. In addition,
students will be asked to fill in an evaluation form /questionnaire at the end of the
learning and teaching period.
COURSE POLICY
Students are required to do the assigned readings, come to class timely, and participate in
class activities. It is the student’s responsibility to bring to the instructor’s attention any
circumstances, which may affect the successful completion of the course requirements.
Students should keep a copy of all assignments submitted. Students are advised to read
the University Prospectus on the Examination Rules and the Academic Regulations.
Plagiarism is considered a serious academic misconduct and if proven will result into a
serious penalty. Students must produce original work.
COURSE INSTRUCTOR’S CONTACT DETAILS

Said K. Juma
Computing Block, 2nd Floor, Tunguu Campus
Cellular phone numbers: +255 776 23 74 10
Email: said.juma@suza.ac.tz , abuumundhir@gmail.com
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THE STATE UNIVERSITY OF ZANZIBAR

YEAR OF STUDY: II SEMESTER: II

COURSE CODE: ED 2202

COURSE TITLE: PRINCIPLES OF EDUCATIONAL RESEARCH

Week 1: (3 hours): Introduction to Educational Research

Week 2: (3 hours): Types of Research

Week 3-4: (6 hours): Educational Research Methods

Week 5 (3 hours): Educational Research Proposal

Week 6 (3 hours): Research Process

Week 7 (3 hours): Variables, Research Hypotheses and Research Questions

Week 8 (3 hours): Literature Review

Week 9 (3 hours): Research Design

Week 10 (3 hours): Sampling

Week 11-12 (6 hours): Research Instruments

Week 13-14 (6 hours): Data Presentation, Analysis, Interpretation and Discussion

 Quantitative Data Presentation and Analysis

Week 15 (3 hours): Research Report Writing and Dissemination of Research

Week 16 &17: University Examinations

 Mid-semester test 15 marks

 Research Proposal 15 marks In groups of 5

(Between 7-10 pages ( including References and

 Seminar presentation 10 marks - Individual oral presentation =5 marks

University Examination 60 marks

Braun, V. & Clarke, V. (2006). "Using thematic analysis in psychology." Qualitative

Cohen, L, Manion, L, and Morrison, K ( 2014) Research Methods in Education ( 5th

FEEDBACK FOR EVALUATION

COURSE INSTRUCTOR’S CONTACT DETAILS

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