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. He/she discusses advantages and disadvantages of research methods in education for different research problem | X | ||||
| 2. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge. | X | ||||
| 3. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines. | X | ||||
| 4. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques. | X | ||||
| 5. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of autism education field and create solutions by taking responsibilities. | X | ||||
| 6. He/she takes part in team works about autism education effectively and becomes leader. | X | ||||
| 7. He/she evaluates the knowledge about autism education critically and leads learning. | X | ||||
| 8. He /she transfers developments in autism education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically. | X | ||||
| 9. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary. | X | ||||
| 10. He/she uses the computer and communication technologies together in autism educational discipline required in advance level. | X | ||||
| 11. He/she comments strategically, political and practical plans of autism education, develops these plans and evaluates the results gathered within the frame of quality processes. | X | ||||
| 12. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values. | X | ||||
| 13. He/she applies the knowledge and abilities gained from autism education in interdisciplinary studies. | X | ||||
| 14. He/she evaluates daily developments according to national values and realities of country. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest