OSB618 - QUANTITATIVE and QUALITATIVE RESEARCH METHODS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUANTITATIVE and QUALITATIVE RESEARCH METHODS | OSB618 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Department chair | |||||
| Course objective | The aim of this course is to make qualitative research methods and techniques relevant to the students in their studies on gifted education. | |||||
| Learning outcomes |
| |||||
| Course Content | The essential concepts of research and research methods. Assumptions of qualitative research, Qualitative research methods and techniques, Reporting qualitative research, Frequent mistakes in qualitative research methods, Critique of current studies in terms of qualitative research methods. | |||||
| References | Denzin, N.K. , & Lincoln, Y.S. (2005). The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.) The Sage Handbook of Qualitative Research, 3rd edition (pp.1-32 required). Thousand Oaks, CA: Sage. Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Glesne, C. (2006). Becoming qualitative researchers: An introduction. (3rd ed.). Boston: Pearson / Allyn Bacon. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Essential concepts of educational research and Ethics in educational research |
| Week 2 | Comparing Qualitative and Quantitative Research |
| Week 3 | Assumptions of qualitative research and features of scientific knowledge |
| Week 4 | Sampling in Qualitative Research |
| Week 5 | Ethnography |
| Week 6 | Grounded theory |
| Week 7 | Phenomenology |
| Week 8 | Action research |
| Week 9 | Mid-term exam |
| Week 10 | Participant observation |
| Week 11 | In-depth interviews |
| Week 12 | Focus groups |
| Week 13 | Data analysis in qualitative research |
| Week 14 | Reporting qualitative research |
| Week 15 | Frequent mistakes in qualitative research methods |
| Week 16 | Final exam. |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 24 | 48 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 35 | 92 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Knows the development of autism and comorbid disorders in individuals. | X | ||||
| 2. Knows and implements professional and publication ethics in the area of education of individuals with autism. | X | ||||
| 3. Follows educational and research developments in the area of autism and shares research findings with national/international stakeholders. | X | ||||
| 4. Completes the steps of a research study including conducting literature review, developing study methodology, collecting study data, analyzing and reporting research findings | X | ||||
| 5. Discusses the significance of inter-disciplinary roles and collaboration in the area of education of individuals with autism and uses knowledge and skills in inter-disciplinary works | X | ||||
| 6. Otizm alanındaki gelişimsel, eğitsel ve sosyal sorunlara farklı bilimsel araştırma paradigmaları ile çözümler sunar. | X | ||||
| 7. Knows, compares, and analyzes evidence based practices in the area of education of individuals with autism. | X | ||||
| 8. Conducts assessments, plans and implements educational/developmental interventions using theoretical and practical knowledge in the area of education of individuals with autism. | X | ||||
| 9. Support and maintain professional development and life-long learning following theoretical and practical developments | X | ||||
| 10. Uses effective technology-based practices in the area of education of individuals with autism. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest