INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

COURSE OUTLINE

Kulliyyah / Institute Kulliyyah of Education

Department / Centre N/A

Programme M.Ed

Name of Course / Mode Research Methodology

Course Code EDU 6001

Name (s) of Academic
DR AZLIN NORHAINI MANSOR
staff / Instructor(s)
Rationale for the
This course provides students with an understanding on the
inclusion of the course /
fundamentals of educational research and helps to develop their
module in the
research skills.
programme
Semester and Year
Regular Semester
Offered

Status Core

Level Postgraduate

Proposed Start Date

Batch of Student to be
Affected
Independent
Face to Face
Learning
Total Guided
PresentationOral

Formal
Term Paper

Assessment and
Total Student Learning
Lecture

Project
Others

Others

Independent
Time (SLT) Learning

14 18 10 4 30 30 25 130 hours
Credit Value 3 Credit Hours

Pre-requisites (if any) None

Co-requisites (if any) None

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 The objectives of this course are to:
1. Introduce students to the basic concepts and tools of
educational research.
Course Objectives 2. Expose students to the various types of educational research.
3. Develop techniques and skills in conducting educational
research.
Upon completion of this course, students should be able to:
1. Develop a clear research problem and objectives.
2. Review and criticize literature related to the problem of
study.
3. Select appropriate research design based on the
Learning Outcomes research problem.
4. Identify and develop an appropriate instrumentation based on
the research design.
5. Prepare research proposal of an acceptable standard.
6. Present the proposal of the research project.

1. Research and inquiry skills are developed through the

development of a literature review and research proposal.
2. Problem solving and analytical skills are developed through
identification of problem.
Transferable Skills: 3. Ethical, social and professional understanding is developed
through critical issues raised in classroom discussions and
presentation.
4. Communication, interpersonal skills are developed through
group presentations
T&L / Assessment
Description
Strategies
Teaching-Learning
Lectures/ discussion
Strategies
Teaching-Learning and Oral in-class presentation on
assessment strategy theories
Assessment strategies Oral in-class presentation on
group research project
Final exam (paper-pencil test)
This course is designed to give students a basic introduction
to the fundamentals of educational research-what it involves,
what types exist, and how to design and conduct such research.
Students will learn the basic concepts of educational research -
identifying the research problem and objectives, reviewing the
Course Synopsis literature, and determining the proper research method for
conducting both the quantitative and qualitative studies.
Students will further their understanding of these concepts by
reviewing actual studies, designing and conducting a small
research project and presenting the research report orally and in
writing.
Classroom discussion, individual research and seminar
Mode of Delivery
presentations, invited lecturers

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 LO Method %
1,2, 3 Defining the Problem, Significance, 30
Literature review, etc
4 Instrumentation 20
Assessment Methods and 1, 2, 3, Research Proposal/Report 20
Type/Course Assessment 4,5
1, 2, 3, Mid Term Quiz 20
4,5
6 Oral presentation 10

Total 100
Mapping of course / module to the Programme Learning Outcomes

Learning Outcome of the course Programme Outcomes

01 02 03 04 05 06 07 08 09 10
1. Develop a clear research problem and
objectives

2. Review and criticize literature related to the

problem of study

3. Select appropriate research design based

on the research problem

4. Identify and develop an appropriate

instrumentation based on the research design

5. Prepare research proposal of an

acceptable standard
6. Present the proposal of the research project

Content outline of the course / module and the SLT per topic
Learning
Weeks Topics Task/Reading
Hours
1 Introduction to the course 5 Creswell (2005),
Orientation: Epistemology and the process Chap 1
of conducting research: steps and skills.
Research from the Islamic perspective
2 Qualitative and Quantitative debate and 4 Creswell (2005),
approaches to research Chap 2
3 Ethics and Research 5 Creswell (2005),
Identifying a research problem Chap 3

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 4 Reviewing the Literature 10 Fraenkel &
Writing an annotated bibliography Norman (2006),
Writing a critical review of the literature Chap 5
Computer Lab:
Search skills
5 Research purpose, questions or hypotheses 8 Fraenkel &
Norman (2006),
Chap 2
6 Collecting quantitative data 12 Creswell (2005),
Sampling and Instrumentation Chap 7 and 8
Validity and Reliability
7 Survey designs: 10 Fraenkel &
Correlational designs: Norman
(2006),Chap 15
&17
8 Experimental designs 12 Fraenkel &
Types: Between group; within group or Norman
individual (2006),Chap 13
Characteristics: random, control over
extraneous
9 The Nature of Qualitative research 6 Fraenkel &
Philosophical assumptions underlying Norman (2006),
qualitative as opposed to quantitative Chap 18
research
10 Observation, Interviewing and Content 10 Fraenkel &. Norman
Analysis (2006),
Validity and reliability Chap 19 & 20
11 Ethnographic and Historical Research 10 Chap 21 & 22
Steps involved
12 Action Research 10 Fraenkel & Norman
Similarities and Differences between action (2006),
research and formal quantitative and Chap 23
qualitative research
13 Writing Research proposals and Reports 12 Fraenkel & Norman
(2006),
Chap 24
14 Presentation of research proposal 16 Student Seminar

Required references supporting the course

Creswell, J. W. (2005). Educational research (2d ed.). New Jersey: Pearson Merrill Prentice
Hall.
Fraenkel, J. R., & Norman, E. W. (2006). How to design and evaluate research in education
(6th Ed.). New York: McGraw-Hill.

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 Recommended references supporting the course
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in
education (7th ed.). Belmont, CA: Wadsworth.
Bogdan R. C. and Biklen, S. K. (2003). Qualitative research for education: introduction to
theory and methods. Boston: Allyn and Bacon.
Cohen, L., & Lawrence, M. (1994). Research methods in education (4 t1' ed.). London:
Routledge.
Denzin, N.K. and Lincoln, Y.S. (1994). Handbook of qualitative research. Thousand
Oaks,CA: Sage Publications
McCulloh, G. (2004). Documentary research in education. History and social sciences.
New York: Rutledge Flamer
Sherman, R.R and Webb, R.B. (1988). Qualitative research in education. London: Falmer
Press.
Singh, R., Fook, C. Y.,& Sidhu, G. K. (2006). A comprehensive guide to writing a
research proposal. Selengor Darul Ehsan: Venton Publishing.
Silverman, D (2000). Doing qualitative research. London, Thousand Oaks and New Delhi:
Sage Publications
Silverman, D (2001). Interpreting qualitative data. London, Thousand Oaks and New Delhi:
Sage Publications
Tuckman, B. W. (1999). Conducting educational research. Belmont, CA.: Wadsworth Group.

Prepared by: Checked by: Approved by:

Dr Nor Azian Mohd Noor Dr Nik Suryani Abd Dr Siti Rafiah Abd Hamid
Rahman Director
Institute of Education

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 At the end of the programme, students are able to:
1. Demonstrate familiarity with established knowledge in the field of
Knowledge
educational research and awareness of current development therein.
2. Use relevant skills learnt in educational research for professional and
Practical Skills
personal development.
3. Cooperate with others and apply knowledge in a socially responsible Social skills and
manner for the progress of the nation and the ummah. Responsibilities

4. Demonstrate commitment to ethics, autonomy and professionalism in the Value, Attitudes and
workplace and everyday life. Professionalism

5. Communicate with people from a diverse range of backgrounds with

Communication
empathy, showing leadership qualities.
6. Analyse issues and demonstrate skilfulness in planning, executing and Problem Solving and
evaluating strategies and action plans. Scientific Skills
7. Use the necessary learning skills in research methodology and apply Information Management
effective strategies for lifelong self-improvement. and Lifelong Learning Skills
8. Managerial and
Apply basic managerial and entrepreneurial skills in relevant fields.
Entrepreneurial Skills
9. Understand the different type of leadership styles and the demonstration of Leadership and Team Skills
interpersonal skills when leading in a group situation.
10. Integrate the values, principles and practices of Islam Islam into the field Islamization of knowledge
of teaching thinking

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