hmef5103 qualitative research mehodology

8/12/2019 HMEF5103 Qualitative Research Mehodology

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Centre for Graduate Studies

Master of Education

Course Guide

Prepared by

Prof. Dr. Kuldip Kaur


Open University Malaysia

April 2011

HMEF5103

Qualitative Research Methodology


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HMEF5103Qualitative Research Methodology

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Course Guide

This Course Guide is intended for the Open University Malaysia Master of Education

courseHMEF5103 Qualitative Research Methodology. It comes in THREE parts, as

described below.

1) The Study Guidetells you what you need to know about achieving the learningoutcomes at the end of the course. To realise these outcomes, the guide

comprises a course overview and includes a list of topics and focus areas to be

covered during the course. For each topic there is also a list of assigned

readings that form the core reading material for the course.

2) The Learning Materials sectionprovides details on the course content youneed to study and the activities you need to carry out during the course. For

this course, the learning materials comprise an assigned textbook and a number

of recommended supplementary readings.

3) The Assessment Guidegives you information about the course assignment tobe submitted and the examination you have to take in order to demonstrate

learning of course content.

Ensure that you have all the materials in the Course Guide at the start of the course

and please read through the entire Guide at the beginning of the course.


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Table of Contents

PART 1 STUDY GUIDE 5

General Aim of the Course

Learning Outcomes for the Course

6

Course Overview 7

Topics

1.Foundations of Qualitative Research for Education 10

2.Qualitative Research Design 11

3.Fieldwork 12

4.Questions and Fieldnotes 13

5.Qualitative Data 14

6.Data Analysis and Interpretation 15

7.Writing It Up 16

PART 2 LEARNING MATERIALS 17

PART 3 ASSESSMENT GUIDE 21

CONCLUDING REMARKS 26

APPENDICES

Appendix A: Sample Assignment 27

Appendix B: Sample Questions for Final Examination 28

Appendix C: Learning Support 29

Appendix D: Study Paths for Success in the Course 30


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Master of Education

Part 1

Study Guide

HMEF5103

Qualitative ResearchMethodology


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STUDY GUIDEThe course HMEF5103 Qualitative

Research Methodology is one of the

required courses for the OUM Master of

Education (MEd) programme under

Option II. The course is designed to help

you conduct qualitative research in

schools, classrooms, colleges and related

environments. The course also provides

in-depth knowledge of some of the toolsnecessary for investigating phenomena

related to teaching, learning, curriculum

and assessment. For these reasons, you

are encouraged to read widely and

examine your work environment as you

study for the course. This is a 3-credit

course conducted over 15-weeks.

General Aim of the Course

The course aims to provide in-depth knowledge of the conduct of qualitative research

in educational settings. Using an interdisciplinary, sociology-oriented stance, the

course aims to provide graduate students with an understanding of the practical uses

of key aspects of qualitative research, such as, phenomenology, descriptive data,

grounded theory, the use of fieldwork, observations and in-depth interviews as well as

inductive analysis of data.

Learning Outcomes for the Course

This course enables learners to do the following

1. Relate the uses of qualitative research in educational settings.

2. Discus theoretical and historical underpinnings of qualitative research.

3. Use tools appropriate for collecting and analysing qualitative data.

4. Integrate participants ideas, perspectives, understandings and ways of thinkingwhen reporting the outcomes of qualitative research.

Source: crackskullbob.squarespace.com/journal/


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Course Overview

This course is designed primarily to provide graduate students with a background to

understanding the uses of qualitative research in education. The course begins with

discussion on what qualitative research is and how it relates to education. The initial

parts of the course examine the theoretical and historical underpinnings of qualitative

research so that you may better understand the traditions behind this genre of

research. Additionally, the course introduces a number of terms commonly associated

with qualitative research. You will learn more about these terms through application

and direct engagement with the conduct of qualitative research.

In essence, this course provides a background on the following key aspects of

qualitative research methodology:

traditions and theoretical aspects of qualitative research;

research design and fieldwork in qualitative research;

qualitative or descriptive data collection as well as data analysis andinterpretation;

writing up the outcomes of qualitative research.

Using the contents of the assigned textbook1as a backdrop, the course will allow you

to read about how qualitative research is conducted, as well as to also apply the

necessary procedures in conducting research on your own. As stated in by Bogdon

and Biklen (2007), a number of research strategies characteristic of this research

tradition ought to be understood to conduct qualitative research appropriately. The

data collected in qualitative research is rich in description; research questions are

highly contextualised and framed to investigate the complexity of educational

environments.

Bogdon and Biklen (2007) also perceive that in qualitative research, focus evolvesfrom the research process itself with researchers being interested in understanding

behaviour from informants perspectives. Data are collected through sustained

contact with people (p. 2) with the researcher being immersed in settings that are real

and indigenous to their environment. For this reason, the process of conducting

research (understanding perspectives through interviews, field visits, recording

observations, etc.) is as important as the product of research (research report,

dissertation, communication of findings, etc.).

1

Bogdan, R. C. and Biklen, S. K. (2007). Qualitative Research for Education: An Introduction toTheory and Methods(5th Ed.). Boston: Allyn & Bacon.


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STUDY GUIDE

At this juncture it is important to outline the major differences between qualitative

and quantitative research. Generally, quantitative research is often perceived as

theory-driven or deductive in nature while qualitative research is thought of as

inductive in nature. Much of the focus and research agenda in qualitative research

emerges in the course of collecting and analysing data. In fact, at the initial stage,

researchers often go into the field without a list of definite questions for which they

seek answers.

As discussed by Bogdon and Biklen (2007), qualitative data usually take a narrative

form, representing perspectives or interaction that is naturalistic or context-driven.

Data analysis in qualitative research tends to be ongoing, and inductive in nature.

New or follow-up data may be collected at any point until the researcher decides that

h/she has sufficient data to make interpretations about the phenomena being studied.

Thus, data analysis may be ongoing, with new data corroborating or strengtheningemerging findings of previous data. On the other hand, quantitative data analysis

tends to be deductive in nature and commonly occurs at the conclusion of a study. Of

course, qualitative research may make use of statistics and quantitative forms of data;

these are usually used for triangulation or to provide further insight into phenomena.

As illustrated in the figure below, this STUDY GUIDE is organised around a number

of TOPICS, LEARNING OUTCOMES, FOCUS AREAS as well as ASSIGNED

READINGS AND TASKS. For each topic, sections from the assigned textbook have

been carefully selected so that there is a close match between learning outcomes and

focus areas, as well as between focus areas and contents of the assigned readings. Foreach topic, a number of tasks are also assigned to help you with the process of

conducting qualitative research.

Figure 1: Organisation of the Study Guide

TOPICS

LEARNING

OUTCOMES

FOCUS

AREAS

ASSIGNED

READINGS AND TASKS


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First, to enable you to achieve the four learning outcomes for the course, seven (7)

different TOPICS are included in the Study Guide. Each of these topics is to be

covered in depth, based on readings from the assigned textbook and supplementary

materials for the course. You are expected to spend about 15 hours of learning time

on each topic. Ideally, two or three topics should be covered during each seminar.

Second, each topic comprises a number of LEARNING OUTCOMES, FOCUS

AREAS an ASSIGNED CHAPTER and TASKS. It is important to carry out all the

TASKS under each chapter so that your research may be conducted with due

diligence. Each topic is also guided by topic-related learning outcomes which

essentially tell you what ought to be achieved at the end of a topic. The focus areas

outline sub-topics that are to be learnt, understood, applied and evaluated through

careful study. Additionally, these focus areas will be covered in the assignment and

the examination for the course.

The pages that follow outline a list of topics and related learning outcomes, focus

areas as well as assigned readings and tasks for the course. Throughout the duration

of the course, your course facilitator will use these topics as a guide for all face-to-

face interaction, class participation and group or online discussion. At the end of the

course, your knowledge and comprehension of these topics will be assessed.

Source: www.istockphoto.com/file_closeup/lifestyle


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Topic 1

Foundations of Qualitative Research for Education

Learning outcome: Gain an understanding of the fundamentals of qualitative

research by: describing key aspects of qualitative research; discussing differences

between quantitative research and qualitative research; exploring topics in education

for conducting qualitative research; and discussing ethics in qualitative research.

Focus Areas Assigned Readings and Tasks

1.1 What is qualitative research?

1.2 Characteristics, traditions andtheoretical underpinnings of

qualitative research

1.3 Common differences betweenquantitative research and


1.4 Ethics in qualitative research

1.5 Common issues in qualitative

research

Read Chapter 1 Foundations of

Qualitative Research for Education

Tasks for Topic 1

1. Describe a setting in which youwould like to conduct qualitative

research.

2. Write briefly (1-2 pages) what youwould hope to achieve by

conducting qualitative research in

the setting you have picked.

3. Discuss differences betweenquantitative research and


4. Make a list of DOs and DONTs

that would form a code of ethicsfor your research.

5. State in your own words what youunderstand by the following terms/

concepts:participant observation,

in-depth interviews, ethnography,

fieldwork, grounded theory,

observer effect, reliability,

naturalistic, descriptive data

process, inductive andmeaning.


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Topic 2

Qualitative Research Design

Learning outcome: Design a study for qualitative research by: outlining factors to

be considered when choosing a study for qualitative research; discussing types of

and differences among case studies and multisite studies; and writing a proposal for

a study.


2.1 Choosing a study in your ownenvironment

2.2 Types of case studies and multisite

studies

2.3 Analytic induction

2.4 Constant comparative method

2.5 Writing proposals for qualitativeresearch

Read Chapter 2 Research Design

Tasks for Topic 2

1.Discuss the many factors you would

consider before determining asetting, topic or study for qualitative

research.

2.Describe your own study in terms ofthe type of case study it represents.

3.Describe some possible ways ofcollecting data from your setting.

4.Discuss how you would analyse thedata you collect.

5.Explain how you would use analyticinduction and theconstant

comparative method in relation to the

study you have planned or thought

about for your research.


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Topic 3

Fieldwork

Learning outcome: Conduct initial fieldwork for aqualitative study by: visiting a

research setting and writing initial observations; discussing practical and ethical

issues in collecting data; examining a number of techniques for data collection.


3.1 Defining fieldwork

3.2 Gaining access to informants inthe selected setting and first days

in the field

3.3 The participant-observercontinuum

3.4 Building qualitative researchskills: doing fieldwork in other

cultures, researcher

characteristics and building

rapport, being discreet,

researching in politically charged

settings and taking stock of ones

feelings

3.5 Selecting and using appropriatedata collection techniques:

Observing, interviewing,probing, and visual recording

3.6 The importance of triangulation

Read Chapter 3 Fieldwork

Tasks for Topic 3

1. In your own words, describe howyou would conduct fieldwork for

your study.2. Visit the research setting for your

own study. Write your observations

about your initial contact with

participants in the form of a journal

entry. E.g.Data Set 1: My First

Days in the Field.

3. In your first journal entry, discussthe many issues related to how you

conducted yourself in the field

from the moment you gained accessto your informants till the time you

left the field.

4. In relation to your first visit, discussthe following: Where do you fall on

the participant-observer continuum?

Which data collection techniques are

you most likely to use next?


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Topic 4

Questions and Fieldnotes

Learning outcome: Prepare to analyse qualitative data by: developing a list of

possible interview questions; and extracting emerging themes and assigning codes to

a set of sample qualitative data.


8.1 Use of structured questionprotocols for collecting data

8.2 Eliciting themes from qualitativedata

8.3 Assigning codes to qualitativedata

Read Appendix A and Appendix B

Examples of Observational Questions

for Educational Settings

Examples of Fieldnotes

Tasks for Topic 41. Read the list of questions for each

research area

2. Develop a list of possibleinterview questions that you can

ask participants in your study

3. Read the sample fieldnotesentitled The Fourth Grade Class

in Marges Room.

4. Write down emerging themesfrom the sample fieldnotes.

5. Discuss codes that you can assignto different sections of the data.


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Topic 5

Qualitative Data

Learning outcome: Collect qualitative data forresearch by: writing observations or

fieldnotes; and effectively using two or more data collection techniques within a

selected research setting.


4.1 The nature of qualitative data

4.2 Writing and using fieldnoteseffectively

4.3 Transcribing taped information andanalysing transcripts

4.4 Using and analysing data fromdocuments and photographs

4.5 Collecting and analysingqualitative data

4.6 Making decisions about mostappropriate data collection

techniques for a study.

Read Chapter 4 Qualitative Data

Tasks for Topic 5

1. Visit the research setting for yourown study again. Write your

observations or fieldnotes about

what you see and hear. Be sure to

make a distinction between whatyou observe (see, hear) and what

you think (personal comments).

2. Use one other data collectiontechnique (e.g. interviews,

audio/video recordings, document

collection, official statistics,

photographs) and begin collecting

data for your study.

3. Visit the research setting several

times and continue data collection.


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Topic 6

Data Analysis and Interpretation

Learning outcome: Analyse datathat have been collectedby using appropriate

qualitative data analysis techniques.


5.1 Ongoing-data collection: How toanalyse and interpret different

forms of data as you work in the

field

5.2 Post-data collection: Coding andanalysis after all data have been

collected

5.3 Techniques of mechanicallyworking with data: organising data

files, developing codes and coding

categories, assigning codes to data,

using computer programmes and

software

5.4 Interpreting outcomes of datacollection

5.5 Validity and reliability of data andthe interpretation of data

Read Chapter 5 Data Analysis And

Interpretation

Tasks for Topic 6

1. Organise the data you have collectedthus far under a well-thought and

labelled filing system. Store

fieldnotes, observations, responses to

interview questions and documents

under specific titles. As far as

possible keep soft copies of dataand do not alter or edit the master

copy.

2. Begin analysing your data using anappropriate technique, e.g. analytic

induction, constant comparative

method. Adopt themes and codes as

necessary.

3. Discuss preliminary or emergingoutcomes with colleagues, paying

attention to validity and reliability.

Make decisions about follow-up or

new data to be collected, and about

gaps in the data that you already

have. Go back to the setting and

collect data as necessary.

4. Continue this process until you reacha point of data saturation and you are

satisfied that you have understood the

phenomena you are studying.


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Topic 7

Writing It Up: Presenting

Findings from Qualitative Research

Learning outcome: Write the findings of qualitative research using an appropriate

presentation format.


6.1 Developing a thesis or a theme

6.2 Making key decisions aboutpresenting findings

6.3 Drafting and building aperspective

6.4 Evaluating written findings

Read Chapter 6Writing It Up

Tasks for Topic 7

1. Examine research articles publishedin recognised journals to understand

how findings from qualitative

research ought to be presented.

2. Write a draft of your research byfocussing on key themes or on athesis developed out of data analysis.

The draft should demonstrate effort

put into using analytical schemes

consistent with qualitative data.

Differentiate between what you found

(findings) and what was said by

participants (raw data) as you focus

on interpretation and perspective

building.

3. Share the draft with a colleagueand/or mentor and discuss possible

changes. Consider if triangulation

has been appropriately done.

4. Revise the draft (based on discussionwith colleague and/or mentor) and

submit it for evaluation.


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Master of Education

Part 2

Learning MaterialsHMEF5103

Qualitative Research

Methodology


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LEARNING MATERIALS

The materials for this course contain a Course Guide and an assigned textbook. For

this course, the assigned textbook is:

Bogdan, R. C. and Biklen, S. K. (2007).

Qualitative Research for Education: An

Introduction to Theory and Methods (5th Ed.).

Boston: Allyn & Bacon.

The contents of the assigned textbook are organised

under seven chapters, with each chapter outlining a

number of key concepts related to qualitative

research design, data collection and data analysis.

To help you manage your learning, the contents of

the textbook are detailed under seven topics in the

Study Guide. Each topic and the tasks under it are

related to one chapter or section of the textbook.

Note that you are expected to read all the chapters and Appendices in this assigned

textbook and to carry out all tasks in the Course Guide.

As indicated by Bogdon and Biklen (2007), this textbook serves as an introduction to

qualitative research methods for graduate-level students. The purpose of this

introductory-level text is to provide the reader with a background for understanding

the uses of qualitative research in education, to examine the theoretical and historical

underpinnings of qualitative research, and to provide the "how-to's" of doing

qualitative research. It is important that you read and become familiar with all the

different chapters of the assigned textbook as you navigate the space between your

learning and the conduct of qualitative research for this course.

Ensure that you have the right textbook and read the material for understanding and

further developing your knowledge of teaching and learning. You should aim to read

the assigned chapters before going to class, and use the ideas in each chapter for

classroom discussion and online participation during the course.


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The following supplementary texts are also recommended for the course:

Strauss & J. Corbin (1990). Basics of Qualitative Research: Grounded TheoryProcedures and Techniques. Newbury Park, CA: Sage Publications, Inc.

J. Schostak (2002). Understanding, Designing and Conducting QualitativeResearch: Framing the Project. Open University Press.

M. Patton (2002). Qualitative Evaluation and Research Method (3rded). ThousandOaks CA: Sage Publications, Inc.

S. Merriam (2002). Qualitative Research in Practice: Examples for Discussion andAnalysis. Jossey-Bass

Miles, B. M., & Huberman, A. M. (1984). Qualitative data analysis: Asourcebook of new methods. Beverly Hills, CA: Sage Publications, Inc.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expandedsourcebook. Thousand Oaks, CA: Sage.

Additionally, you would have to read research-based articles from a number of

journals in education. This is to keep abreast of current developments in the field as

well as to hone in your understanding of related theories and instructional models or

strategies. Some of the journals you may wish to access are listed in the online sites

such as http://journalseek.net/educ.htm http://www.londonmet.ac.uk/deliberations/journals/.

Source: http://public-domain.zorger.com/more-nonsense/


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Master of Education

Part 3

Assessment Guide

HMEF5103Qualitative Research

Methodology


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ASSESSMENT GUIDE

Please refer to myVLE.

In the following pages, the Assessment Guide provides details on each of these

requirements for the course HMEF5103 Qualitative Research Methods. The Guide

also outlines the basis on which you will be assessed in this course during the

semester.

Source: http://hagar.up.ac.za/catts/learner/rbo1999/avanrens/TEACH.gif


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Assignment

Commonly, the assignment for this course comprises a practical component where

you will be required to conduct qualitative research using research methodology

described in the Course Guide and Assigned Textbook. The assignment question or

task may be accessed from OUMs online learning management system (myVLE). It

is your responsibility to make sure that the finished paper reaches the course

facilitator before the end of the course.

The objective of an assignment is to give you practice in conducting a study using

qualitative research methodology and to understand how to present the outcomes orfindings emanating from your study. The assignment is guided by the contents of the

textbook and is largely practical in nature.

As mentioned earlier, graduate students must demonstrate that they have read widely

and researched their topic well. It is NOT suffice to rely on information in the

assigned textbook or in the Course Guide to complete your assignment. Using a

variety of references will give you a broader perspective on the various topics and will

provide a deeper understanding of the subject.

The criteria for the assessment of this assignment cover content, structure and

thinking skills. Refer to Appendix A for a Sample Assignment for HMEF5103

Qualitative Research Methododology and for the criteria for assessing a paper

submitted for this requirement.


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Final Examination

The examination covers the list of topics contained in the Study Guide and assesses

understanding of the focus areas and readings listed under the learning outcomes for

the list of topics. Students should demonstrate in the examination that they have

achieved these learning outcomes. All areas of the course will be assessed. Hence

you may find it useful to review all the activities in the assigned textbook and in the

supplementary texts in preparation for the examination.

Refer to Appendix B for Final Examination Sample Questions forHMEF5103

Qualitative Research Methods.

Source: http://www.discover.tased.edu.au/sose/images/essay4.jpg


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DO NOT PLAGIARISE

As a graduate student, remember that your own thinking and the knowledge you

construct as a participant in a course is integral to learning. To succeed in the course,

you should never resort to plagiarism or copying at any level whatsoever. Plagiarism

refers to any form of deception in a written paper(such as assignments or essays)

by a student. It is intended to deceive the instructor about the students abilities or

knowledge or the amount of work that is actually contributed by the student. Here are

some examples sourced from a local site (www.ppl.upm.edu.my).

1. Copying large sections of a paper from the internet or print sources and notacknowledging these sections as quotations.

2. Paraphrasing or restating someones argument without acknowledging the author.Remember that detailed arguments from clearly identifiable sources must always

be acknowledged.

3. Purchasing or buying essays or papers written by other students.

4. Taking credit for work produced by someone else. This includes photographs,charts, graphs, drawings, statistics, video-clips, audio-clips, verbal exchanges such

as interviews or lectures, performances on television and texts printed on the web.

5. Taking double credit by submitting the same essay for two or more courses.

Avoiding Plagiarism

Here are some ideas from www.ppl.upm.edu.my for avoiding plagiarism in your

assignments and essays.

1. Insert quotation marks around copy and paste clauses, phrases, sentences orparagraphsandcite the original source

2. Paraphrase clauses, phrases, sentences or paragraphs in your own wordsandciteyour source.

3. Adhere to the APA (American Psychological Association) stylistic format, whenciting a source and when writing out the bibliography or reference page

4. Write independently without being overly dependent of information fromanothers original work. Read a text, put it away and then write about what your

have read in your own words.

5. Educate yourself on what may be considered common knowledge (no copyrightnecessary), public domain (copyright has expired or not protected under copyright

law), or copyright (legally protected).


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Documenting Sources

Remember that when you quote, paraphrase, summarise or refer to someones workyou are required to cite the source. Here are some of the most commonly cited forms

of material (See www.jfklibrary.org, library.duke.edu/research/citing and www.ppl.

upm.edu.my).

Direct citation usingquotation marks

Simply having a list of thinking skills is no assurance that children will use it.In order for such skills to become part of day-to-day behaviour, they must becultivated in an environment that value and sustains them. Just as childrensmusical skills will likely lay fallow in an environment that doesnt encourage

music, learners thinking skills tend to languish in a culture that doesnt

encourage thinking (Tishman, Perkins and Jay, 1995, p.5).

Indirect Citation

using referential

According to Wurman (1988), the new disease of the 21st century will be

information anxiety, which has been defined as the ever-widening gap betweenwhat one understands and what one thinks one should understand.

Referencing

All sources that you cite in your paper should be listed in the REFERENCE section at

the end of your paper. Below are some suggestions, as listed in library.fayschool.org/Pages/Citation_Guide.htm

From a Journal Brown, E. (1996). The lake of seduction: Silence, hysteria, and the space offeminist theatre.JTD: Journal of Theatre and Drama, 2, 175-200.

From an OnlineJournal

Evnine, S. J. (2001). The universality of logic: On the connection betweenrationality and logical ability [Electronic version].Mind, 110, 335-

367.

From a Webpage National Park Service. (2003, February 11).Abraham Lincoln Birthplace

National Historic Site. Retrieved February 13, 2003, fromhttp://www.nps.gov/abli/

From a Book Fleming, T. (1997).Liberty! The American Revolution. New York: Viking.

From an Articlein a Book

Cassel, J., & Zambella, B. (1996). Without a net: Supporting ourselves in aremulous atmosphere. In T. W. Leonhardt (Ed.), "LOEX" of

the West: Teaching and learning in a climate of constant change (pp.75-92). Greenwich, CT: JAI Press Inc.

From a PrintedNewspaper

Holden, S. (1998, May 16). Frank Sinatra dies at 82: Matchless stylist of pop.The New York Times, pp. A1, A22-A23.


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Source: http://www.eriding.net/images/thinkers_cartoon.jpg

CONCLUDING REMARKS

The course HMEF5103 Qualitative Research Methodology serves as an important

component of the Master of Education programme. As you go through the course you

will find that qualitative research takes many forms and may be conducted in many

different settings. However, in large part, qualitative research employs the techniques

of in-depth interviewing and participant observation to get to know the world of the

participants, as well as to systematically keep detailed written records of what is

heard, seen and observed. Although a large part of this form of research may seem

unstructured or open-ended, the researcher pursues his field in order to get in-

depth understanding of how people view their world and how, as indicated by Bogdon

and Biklen (2007), they developed the perspectives that they hold.

As you participate in the course, you will

use and learn more about a number of

data collection and data analysis

techniques. As far as possible, you

should attempt to use these techniques as

they are described in the assigned

textbook so that you learn about the

traditions adopted by qualitative

researchers. Of course, is no singularway to approach qualitative research; the

recommended supplementary readings

for this course will give you an idea of

what is done by other researchers, and

how paradigms differ between schools

of thought. The important thing to

realise is that you should carry out

research that contributes to the

knowledge already available in the field

and, in so doing, work on ways to

capture participants own interpretationsof their thoughts and actions.


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Appendix A

Sample Assignment

HMEF5103 Qualitative Research Methodology

INSTRUCTIONS: Each student has to carry out a study using qualitative

research methodology during the semester. Students are not allowed to work in

groups or pairs.

I. THE TASKSubmit a written paper based on qualitative research that you have personally

conducted. For this, you should select a setting and carry out the study using data

collection and data analysis techniques as outlined in this course guide. Your paper

should not exceed 20 pages; it should be typed in double spacing, using Times Roman

12-point font.

II. CRITERIA FOR EVALUATION OF PAPERYour paper will be evaluated based upon the following criteria:

(1)Clear description of setting, demonstrating your knowledge of its environment andparticipants background, in relation to the topic of study.

(2)Credible rationale for conducting the study, and showing awareness of at least onetheoretical aspect of teaching and learning.

(3)Detailed description of data collection techniques used in the study. Anytechnique used should be backed by a strong rationale for its usefulness and

appropriateness.

(4)Detailed description of data analysis and how interpretations were made. Providea strong argument for why themes or codes are reliable and that findings are valid

and reliable.

(5)Detailed presentation of findings of the study, consistent with qualitative research,with adequate use of data to support categories, themes and findings.

(6)Appropriate referencing for allmaterial taken from print and online sources. Notethat plagiarism in any form will be severely dealt with and will render your

portfolio a Fail Grade.


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Appendix B

Sample Questions for Final Examination


Question 1

There are many factors to consider when choosing a setting in which to conduct

qualitative research. With the use of appropriate examples, discuss THREE of thesefactors.

(12 marks)

Question 2

Below is a transcript of a mathematics lesson in a Malaysian Form One classroom.

Analyse the transcript given and answer the following questions.

(a)Two categories have emerged from an initial analysis of the transcript: Questionsfor Clarification andQuestions for Seeking Opinion. Find TWO examples of data

from the transcript for each category.

(b)Describe in detail a theme that has emerged from the transcript, using appropriateexamples from the data.

(12 marks)

(Transcript)


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Appendix C

Learning Support


Seminars

There are 15 hours of face-to-face facilitation provided for the course. There will be FIVE

seminars of 3 hours each. You will be notified of the dates, times and location of these

seminars, together with the name and e-mail address of your facilitator, as soon as you are

allocated a group.

Discussion and Participation

Besides the face-to-face seminars, you have the support of online discussions in myVLEwith

your facilitator and your coursemates. Your contributions to the online discussion will

greatly enhance your understanding of course content, and help you do the assignment and

prepare for the examination.

Feedback and Input from Facilitator

As you work on the activities and the assigned text, your course facilitator will provide

assistance to you throughout the duration of the course. The facilitator will also mark yourassignment and give you feedback on your performance. At any time that you need

assistance, do not hesitate to discuss your problems with your facilitator. The seminars and

the online forum can also be used for any of the following situations:

When you have difficulty with the contents of the textbook or if you do not understandthe assigned readings.

When you have a question or problem with the assignment.

Bear in mind that communication is important for you to be able to get the most out of this

course. Therefore you should, at all times, be in touch with your facilitator and coursemates,

and be aware of all the requirements for successful completion of a course.

The Digital Library

For the purpose of referencing materials and doing library-based research, OUM has a

comprehensive digital library. For this course you may use the following databases: infotrac,

proquest andebsco. From time to time, materials from these databases will be assigned for

additional reading and activities.


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Appendix D

Study Paths for Success in the Course


Time Commitments for Study

You should plan to spend about 15 hours of study time on each topic, which includes the time

spent doing all assigned readings and activities. You must schedule your time to discuss the

work online and spend enough time on each topic for this course. It is often more effective to

distribute the study hours over a number of days rather than spending the whole day studying

one topic. You have some flexibility as there are 8 topics spread over a period of 15 weeks.

Study Strategy

The following is a proposed strategy for working through the course. If you have difficulty

following the strategy, discuss your problems with your facilitator either through the online

forum or during the seminars.

(i) The most important step is to read the contents of this Course Guide thoroughly.

(ii) Organise a study schedule. Take note of the amount of time you spend on each topic, aswell as the dates for submission of the assignment, seminars and examination.

(iii) Once you have created a study schedule, make every effort to stick to it. One reason

students are unable to cope with post-graduate courses is that they delay their coursework.

(iv) To understand the various dimensions of the course, do the following:

Study the Course Overview and the entire list of topics. Then examine therelationship of a topic to other topics.

Complete all assigned readings and go through the supplementary texts to get abroad understanding of course content.

Do all activities and read the Scenarios in the assigned textbook to understand thevarious concepts and facts presented in a topic.

Draw ideas from a large number of readings as you prepare for the assignment.Work on the assignment as the semester progresses so that you are able tosystematically produce a commendable portfolio or paper.

(v) When you have completed a topic, review the Learning Outcomes for the topic toconfirm that you have achieved them and are able to do what is required.

(vi) After completing all topics, review the course content to prepare for the finalexamination. Review the Learning Outcomes of the course to see if you have covered

all the relevant parts of the course.

END OF COURSE GUIDE

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