Course Descriptions

The course of qualitative  research is tailored to give a firm basic knowledge and skill for the students to conduct their own research project on the educational field. These covers: (1) the nature of quantitative and qualitative approaches: process of conducting research and the difference between quantitative and qualitative approaches; (2) the steps in the process of research: from collecting data up until reporting the results; (3) research design: types and their characteristics. At the end of the semester the students are required to demonstrate the ability to produce a research proposal of qualitative paradigm.

Learning Outcomes

1. The students demonstrate through understanding on the concept of qualitative research methods in Education.
2. The students perform critical thinking in understanding and conducting narrative approach.
3. The students perform critical thinking in understanding and conducting phenomenological approach.
4. The students perform critical thinking in understanding and conducting grounded approach.
5. The students perform critical thinking in understanding and conducting ethnography approach.
6. The students perform critical thinking in understanding and conducting case study approach.
7. The students are able to design a research project proposal of their own on the basis of theories in qualitative research paradigm

References

Best, J.W. and Kahn, J.V. (2016). Research in Education. New York: Pearson Education.

Claire Wagner, Barbara B. Kawulich and Mark Garner, 2012. Doing Social Research A Global Context McGraw Hills. London.

Cohen, L. (2018). Research Methods in Education. Eight Edition. London; New York: Routledge.

Cresswel, John We.  2006. QUALITATIVE INQUIRY& RESEARCH DESIGN. SAGE Publication. London.

Details ...

Course Descriptions

The course of qualitative  research is tailored to give a firm basic knowledge and skill for the students to conduct their own research project on the educational field. These covers: (1) the nature of quantitative and qualitative approaches: process of conducting research and the difference between quantitative and qualitative approaches; (2) the steps in the process of research: from collecting data up until reporting the results; (3) research design: types and their characteristics. At the end of the semester the students are required to demonstrate the ability to produce a research proposal of qualitative paradigm.

Learning Outcomes

1. The students demonstrate through understanding on the concept of qualitative research methods in Education.
2. The students perform critical thinking in understanding and conducting narrative approach.
3. The students perform critical thinking in understanding and conducting phenomenological approach.
4. The students perform critical thinking in understanding and conducting grounded approach.
5. The students perform critical thinking in understanding and conducting ethnography approach.
6. The students perform critical thinking in understanding and conducting case study approach.
7. The students are able to design a research project proposal of their own on the basis of theories in qualitative research paradigm

References

Best, J.W. and Kahn, J.V. (2016). Research in Education. New York: Pearson Education.

Claire Wagner, Barbara B. Kawulich and Mark Garner, 2012. Doing Social Research A Global Context McGraw Hills. London.

Cohen, L. (2018). Research Methods in Education. Eight Edition. London; New York: Routledge.

Cresswel, John We.  2006. QUALITATIVE INQUIRY& RESEARCH DESIGN. SAGE Publication. London.

Details ...

Course Descriptions

The course of qualitative  research is tailored to give a firm basic knowledge and skill for the students to conduct their own research project on the educational field. These covers: (1) the nature of quantitative and qualitative approaches: process of conducting research and the difference between quantitative and qualitative approaches; (2) the steps in the process of research: from collecting data up until reporting the results; (3) research design: types and their characteristics. At the end of the semester the students are required to demonstrate the ability to produce a research proposal of qualitative paradigm.

Learning Outcomes

1. The students demonstrate through understanding on the concept of qualitative research methods in Education.
2. The students perform critical thinking in understanding and conducting narrative approach.
3. The students perform critical thinking in understanding and conducting phenomenological approach.
4. The students perform critical thinking in understanding and conducting grounded approach.
5. The students perform critical thinking in understanding and conducting ethnography approach.
6. The students perform critical thinking in understanding and conducting case study approach.
7. The students are able to design a research project proposal of their own on the basis of theories in qualitative research paradigm

References

Best, J.W. and Kahn, J.V. (2016). Research in Education. New York: Pearson Education.

Claire Wagner, Barbara B. Kawulich and Mark Garner, 2012. Doing Social Research A Global Context McGraw Hills. London.

Cohen, L. (2018). Research Methods in Education. Eight Edition. London; New York: Routledge.

Cresswel, John We.  2006. QUALITATIVE INQUIRY& RESEARCH DESIGN. SAGE Publication. London.

Details ...