FME719 - QUANTITATIVE RESEARCH METHODS IN MATHEMATICS EDUC.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| QUANTITATIVE RESEARCH METHODS IN MATHEMATICS EDUC. | FME719 | Any Semester/Year | 3 | 0 | 3 | 12 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | Giving detailed information about quantitative research methodologies in mathematics education, research designs, writing research problems and hypotheses, sampling, data- collection instruments, validity and reliability, statistical methods and providing students to gain the ability doing quantitative research in mathematics education. | |||||
| Learning outcomes |
| |||||
| Course Content | 1. Examples of Quantitative research in mathematics education 2. Quantitative research designs used in mathematics education 3. Writing research problem in mathematics education and writing hypotheses about research problem 4. Sampling methods in Quantitative research 5. Data collection instruments in quantitative research 6. Investigate validity and reliability of data collection instruments 7. Data analysis and interpretation 8. Preparation and presantation of research reports | |||||
| References | 1. Balnaves, M., & Caputi, P. (2001). Introduction to quantitative research methods: An investigative approach. London: Thousand Oaks. 2. Best, J.W. & Kahn, J.V. (2006). Research in education (10th Edt.). Boston: Pearson Education, Inc. 3. Cohen, L., & Manion, L. (1998). Research methods in education (4th Edt.). London: Routledge. 4. Creswell, J.W. (2003). Research design: Qualitative, quantitative, mixed methods approaches (2nd Edt.). London: Sage Publications. 5. Fraenkel, J.R., & Wallen, N.E.(2009). How to design and evaluate research in education. (Sixth edition). New York: McGraw-Hill Higher Edition. 6. Gay, L.R., & Airasian, P. (2006). Educational research: Competencies for analysis and application, NewJersey: Prentice-Hall. 7. Karasar, N. (2000). Bilimsel araştırma yöntemi (10. Baskı). Ankara: Nobel Yayın Dağıtım. 8. Karasar, N. (2000). Araştırmalarda rapor hazırlama yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayın Dağıtım . | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Examples of Quantitative research in mathematics education |
| Week 2 | Quantitative research designs used in mathematics education |
| Week 3 | Quantitative research designs used in mathematics education |
| Week 4 | Writing research problem in mathematics education and writing hypotheses about research problem |
| Week 5 | Writing research problem in mathematics education and writing hypotheses about research problem |
| Week 6 | Sampling methods in Quantitative research |
| Week 7 | Data collection instruments in quantitative research |
| Week 8 | 1. Midterm |
| Week 9 | Investigation of validity and reliability of data collection instruments |
| Week 10 | Investigation of validity and reliability of data collection instruments |
| Week 11 | Data analysis and interpretation |
| Week 12 | Data analysis and interpretation |
| Week 13 | Preparation of research reports |
| Week 14 | Preparation of research reports |
| Week 15 | |
| 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 | 2 | 15 |
| Presentation | 1 | 10 |
| Project | 1 | 10 |
| Seminar | 0 | 0 |
| Midterms | 1 | 25 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 5 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| 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) | 10 | 10 | 100 |
| Presentation / Seminar Preparation | 1 | 28 | 28 |
| Project | 1 | 40 | 40 |
| Homework assignment | 2 | 30 | 60 |
| Midterms (Study duration) | 1 | 40 | 40 |
| Final Exam (Study duration) | 1 | 50 | 50 |
| Total Workload | 30 | 201 | 360 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. develop their advanced theoretical and practical knowledge in the field considering undergraduate and master of science program qualifications. | X | ||||
| 2. combine the advanced current scientific knowledge and their perspectives related to the field and reach new definitions. | X | ||||
| 3. . build complex relations between their field and other disciplines by using their knowledge and skills and, they may design new research questions. | X | ||||
| 4. increase their knowledge in the field and obtain original scientific findings by integrating analysis, synthesis and evaluation processes into their studies. | X | ||||
| 5. do research in science and mathematics education and classify the findings in order to do further research. | X | ||||
| 6. use qualitative and quantitative research methods, and design an original research problem in their fields or in other fields. Besides that they may begin studying on the problem. | X | ||||
| 7. analyze, synthesize and evaluate different ideas critically. | X | ||||
| 8. do research which is sufficiently well qualified to be published both in national and international refereed journals with the help of scientific research methods,. and they may be able to contribute to scientific research in field education. | X | ||||
| 9. participate in interdisciplinary studies independently or in a group to study on original research problems. | X | ||||
| 10. think creatively and critically in the process of providing solutions and making decisions and they may design new research problems related to the field and develop new methods to solve these problems. | X | ||||
| 11. develop and use different teaching strategies that increase students' knowledge and skills and make learning and teaching processes be easier. | X | ||||
| 12. speak a foreign language efficiently and communicate with their colleagues in oral or written form in the environment where subjects related to their fields or other fields take place. | X | ||||
| 13. consider the social and cultural differences in their studies, behave in accordance with scientific and technical ethical values, and providing suggestions, they may believe that these values take place in national and international platforms permanently. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest