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MODULE NAME: MODULE CODE:

INTRODUCTION TO EDUCATION RESEARCH INER7411

ASSESSMENT TYPE: SUMMATIVE ASSIGNMENT (PAPER ONLY)

TOTAL MARK ALLOCATION: 120 MARKS

TOTAL HOURS: 20 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Any assignment with a similarity index of more than 25% will be scrutinised for
plagiarism. Please ensure that you submit your assignment through SafeAssign.
3. Save a copy of your assignment before submitting it.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. Begin each section on a new page.
7. This is an individual assignment.

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ACADEMIC HONESTY DECLARATION

Please complete the Academic Honesty Declaration below.

Please note that your assessment will not be marked, and you will receive 0% if you have not
completed ALL aspects of this declaration.

Declaration
SIGN
I have read the assessment rules provided in this declaration.
This assessment is my own work.
I have not copied any other student’s work in this assessment.
I have not uploaded the assessment question to any website or App offering
assessment assistance.
I have not downloaded my assessment response from a website.
I have not used any AI tool without reviewing, re-writing, and re-working this
information, and referencing any AI tools in my work.
I have not shared this assessment with any other student.
I have not presented the work of published sources as my own work.
I have correctly cited all my sources of information.
My referencing is technically correct, consistent, and congruent.
I have acted in an academically honest way in this assessment.

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Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage. – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage. – the student’s work contains five or more
according to the following guidelines a maximum of ten percent errors listed in the major errors column in the table below.
being deducted from the overall percentage. Please note, however,
that evidence of plagiarism in the form of copied or uncited work If both minor and major errors are indicated, then 10% only (and
(not referenced), absent reference lists, or exceptionally poor not 5% or 15%) is deducted from the overall percentage. The
referencing, may result in action being taken in accordance with examples provided below are not exhaustive but are provided to
The IIE’s Intellectual Integrity Policy (0023). illustrate the error.
Required: Minor errors in technical correctness of Major errors in technical correctness of
Technically correct referencing referencing style referencing style
style Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
Example: if the response receives 70%, Example: if the response receives 70%, deduct
deduct 5%. The final mark is 65%. 10%. The final mark is 60%.
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of
references and in the referencing and/or in the bibliography. referencing have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-
quotes (in-text) have been provided for text) and/or book chapters (bibliography/
one source, but not in another instance. reference list) is different across multiple
Two book chapters (bibliography) have instances.
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced,
technically correct throughout consistently used, but there are one or but a reference is missing from small sections
the submission. two errors. of the work.
• Concepts and ideas are typically • Position of the references: references are only
• The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections
for the discipline has been from one small section of the work. of work.
used, i.e., either APA, OR • Position of the references: references are • For example, incorrect author information is
Harvard OR Law only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for
• Position of the reference: a • For example, the student has incorrectly direct quotes missing, page numbers are
reference is directly associated presented direct quotes (in-text) and/or provided for paraphrased material, the
with every concept or idea. book chapters (bibliography/reference incorrect punctuation is used (in-text); the
list). bibliography/reference list is not in
• For example, quotation marks, alphabetical order, the incorrect format for a
page numbers, years, etc. are book chapter/journal article is used,
applied correctly, sources in information is missing e.g. no place of
the bibliography/reference list publication had been provided (bibliography);
are correctly presented. repeated sources on the reference list.
Congruence between in-text Generally, congruence between the in-text A lack of congruence between the in-text
referencing and bibliography/ referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies
• There is largely a match between the between the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but
included in the bibliography/ • For example, a source appears in the text, not in the bibliography and vice versa, a link,
reference list. but not in the bibliography/ reference list rather than the actual reference is provided in
or vice versa. the bibliography.
In summary: the recording of In summary, at least 80% of the sources are In summary, at least 60% of the sources are
references is accurate and correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:

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Summative Assignment Outcomes:

At the end of this specific assignment, students should be able to:

Learning Unit 1
Theme 2 – Research Paradigms
• LO3 Analyse the concept of paradigms and paradigm shifts.
• LO5 Distinguish between the three dominant research traditions.
• LO6 Compare positivism, interpretivism, and critical realism in terms of their
epistemological, ontological, metatheoretical, methodological and axiological positions.

Learning Unit 1
Theme 3 – Theories in Education Research
• LO7: Summarise the nature and components of theory.
• LO8: Analyse the functions of theory.
• LO9: Evaluate a theory.
• LO10: Differentiate between inductive and deductive theorising.

Learning Unit 2
Theme 2 – The Aims of Research
• LO5: Argue in favour of one of the following research types as best suited for a particular
research problem: exploratory, descriptive, correlative, explanatory, predictive and
pragmatic research.

Learning Unit 2
Theme 3 – Hypotheses
• LO6: Analyse the use of hypotheses in quantitative research.
• LO7: Formulate null and alternative hypotheses.

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Summative Assignment Overview

The purpose of this summative assignment is to gauge and develop your understanding of the
themes, processes and techniques pertaining to education research and to further develop your
ability to assess and critically analyse research works through interpretation. You will need to
engage with the prescribed material (textbook) for the INER7411 module, and where applicable,
carefully peruse and engage with the contents of additional excerpts, texts, or peer-reviewed
journal articles provided, before attempting the questions.

You will be required to identify, compare, analyse, and evaluate the research decisions made in
each scenario, and then apply your knowledge to a specific context, and furthermore, motivate
and or substantiate your choice with relevant literature. The texts (excerpts, articles, etc.) have
been chosen because of their sometimes different (and sometimes similar or controversial)
approaches to research.

You will be required to determine where these similarities and differences lie, and what their
consequences are for the various stages in the research process. It is expected that you analyse
the texts by deconstructing the research decisions made by the author(s) using the theory
covered throughout the INER7411 module.

Your understanding of the various elements of the research process will be assessed through your
ability to provide an academically sound critique or response to the research articles (based on
your interpretation), substantiated by a range of academic sources. Various activities on Learn
have been created to guide you through the analysis of the texts.

All answers provided will need to be well-argued using more than one source. It is therefore
expected that you undertake additional reading in order to appropriately justify any arguments
and/or critiques made, to justify your responses and or interpretations. You will have to engage
with the various paradigms, methodologies, and research expectations for both qualitative and
quantitative research as well as the ethical considerations applicable to each.

By the end of the semester, you will have applied all the theory you have learned in the INER7411
module, by making sense of why the researchers made the decisions they did in the texts
provided, arguing if the decisions were sound, and when asked, providing alternatives. You will
need to apply academic literacy skills throughout the project (i.e., in-text references and a
reference list).

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Summative Assignment Brief

This INER7411 (Introduction to Education Research) Summative Assignment comprise ONE

SECTION with several questions. This summative assignment requires a practical approach and
application to various scenarios and or texts (excerpts/journal articles, etc.) based on the
theoretical components (contents) covered in the INER7411 module, with emphasis on ALL of the
Learning Units covered in the module for the semester.

Prescribed Material for Summative Assignment

Consult your prescribed textbook for INER7411: Du Plooy-Cilliers, F., Davis, C. and Bezuidenhout,
R. 2014. Research Matters. 2nd ed. Claremont: Juta and Company Ltd., as per the Module Outline
for 2024 when attempting the various questions in this summative assignment.

Mark Allocation and Composition

Component Mark Allocation

Question 1 10 Marks
Question 2 24 Marks
Question 3 25 Marks
Question 4 25 Marks
Question 5 24 Marks
Question 6 12 Marks
Total Section A 120 Marks

Question 1: Instructions (Marks: 10)

Research Titles and Questions
A research title is a concise and descriptive phrase that summarises the main focus or topic of a
research study. It provides readers with an immediate understanding of the subject matter and
scope of the research. A well-crafted research title should be informative, clear, and engaging,
capturing the essence of the study in a few words or phrases. It typically includes key elements
such as the main variables or concepts under investigation, the population or sample being
studied, and the context or setting of the research. The research title serves as the first point of
contact for readers, helping them determine whether the study is relevant to their interests and
providing guidance on the content of the research paper or report.

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Context:
Consider the research title below. This title was used by the authors to publish a peer-reviewed
journal article in a reputable, accredited journal. Details pertaining to the study follows after the
title.

IMPLEMENTING THE SCREENING, IDENTIFICATION, ASSESSMENT AND SUPPORT POLICY IN

SOUTH AFRICA.

Details of the Study:

• The researchers engaged in a qualitative design.
• The study was conducted with three focus groups of four participants each in a district in
Kwa-Zulu Natal.
• The researchers explored the experiences of teachers.
• Teachers engaged in school support teams were approached for inclusion in the study.

Questions:
Q.1.1 Write a research title for this peer-reviewed journal article as if it were for a (6)
research project. You need to ensure that the title is indicative of the design, the
population/sample, the phenomenon under study, region and further ensure that
it contains specific descriptors to confirm the chosen methodology as executed by
the authors.

Q.1.2 Write a research question to support the research title. Carefully consider your (4)
answer in question 1.1. when providing a response in this regard.

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Question 2: Instructions (Marks: 24)

Paradigms
In the context of research, a paradigm refers to a set of beliefs, assumptions, and practices that
guide the process of inquiry within a particular discipline or field of study. Paradigms provide
researchers with a framework for understanding the nature of reality, formulating research
questions, selecting research methods, and interpreting findings.

Context:
Click on the link below to access the article titled: Children’s Perception of YouTube Videos with
Product Endorsements: An Exploratory Study. Carefully consider the contents of the article before
attempting the questions.

Article Link:
https://magscholar.com/ajbr/ajbrv11n1/ajbr210101.pdf

Questions:
Q.2.1 Name the paradigm best suited for the intended study. (2)

Q.2.2 Briefly describe the paradigm as identified in your answer to question 2.1. (8)

Q.2.3 Argue in favour of your chosen paradigm as identified in your answer in question (10)
2.1. You need to defend your choice by making reference to specific aspects of the
study and its findings, enclosed in the article, and substantiate this with relevant
literature from the prescribed material.

Q.2.4 Suggest two positions of the chosen paradigm, as identified in your answer to (4)
question 2.1., that the authors would most likely adopt as a lens to further refine
the interpretation of the results.

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Question 3: Instructions (Marks: 25)

Data Collection and Analysis
In qualitative studies, data collection and analysis are integral components of the research process
aimed at understanding complex phenomena, exploring meanings, and generating rich,
contextually grounded insights. In qualitative research, data collection methods often involve
gathering rich, detailed information from participants in natural settings. Qualitative data analysis
is a systematic process of making sense of the collected data to identify patterns, themes, and
meanings. Qualitative data collection and analysis in qualitative studies involve a flexible and
iterative process of engaging with participants, exploring their lived experiences, and constructing
meaning from the collected data. Through rigorous and systematic analysis, qualitative
researchers aim to uncover deep insights, generate new knowledge, and contribute to a richer
understanding of complex phenomena.

Context:
Click on the link below to access the article titled: Children’s Perception of YouTube Videos with
Product Endorsements: An Exploratory Study. Carefully consider the contents of the article before
attempting the questions.

Article Link:
https://magscholar.com/ajbr/ajbrv11n1/ajbr210101.pdf

Questions:
Q.3.1 Name the data collection method best suited for the study. (2)

Q.3.2 Briefly discuss the data collection method identified in your answer to question 3.1. (6)

Q.3.3 Explain why the chosen collection method is best suited for the study. (6)

Q.3.4 With reference to the study, identify the unit of analysis. (2)

Q.3.5 Suggest an appropriate data analysis method, that would be best suited for the (3)
study, and complement the selected data collection method as identified in your
answer in question 3.1.

Q.3.6 Explain why the chosen analysis method is best suited for the study. (6)

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Question 4: Instructions (Marks: 25)

Population and Sampling
In research, population and sampling are fundamental concepts that relate to the selection of
participants or elements for study. The population refers to the entire group of individuals, cases,
or elements that meet the criteria for inclusion in a study and to which the research findings are
intended to be generalised. It represents the larger group that the researcher is interested in
studying. The population can vary depending on the research question and context. Sampling
involves the process of selecting a subset of individuals or cases from the larger population to
participate in the study. The purpose of sampling is to obtain data from a representative sample
that accurately reflects the characteristics of the population of interest, allowing researchers to
make inferences about the population as a whole.

Context:
Click on the link below to access the article titled: A qualitative study of primary teachers’ classroom
feedback rationales. Carefully consider the contents of the article before attempting the questions.

Article Link:
https://www.tandfonline.com/doi/pdf/10.1080/00131881.2018.1451759

Questions:
Q.4.1 The authors are making reference to an open sampling strategy for the inclusion of (3)
specific participants, with specific population parameters, for inclusion in the study.
Name a suitable sampling strategy, from your learning experience in the INER7411,
that would be best suited for the study.

Q.4.2 Briefly discuss the chosen sampling strategy as identified in your answer to (5)
question 4.1.

Q.4.3 Explain why the chosen sampling strategy is fitting for the study’s design. You need (7)
to make reference to the design as well as the nature/category of the chosen
strategy (i.e., probability/non-probability).

Q.4.4 Comment on the nature of the sample size in relation to the design. Explain (6)
whether or not the sample size is suitable for the chosen design.

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Q.4.5 Consider the sample size and design of the study. Comment on the authors’ / (4)
researchers’ position in generalising the findings of the study.

Question 5: Instructions (Marks: 24)

Hypothesis, Validity, Reliability and Trustworthiness
Validity and reliability are two important concepts in research that assess the quality and
trustworthiness of study findings. Validity refers to the extent to which a research study
accurately measures or assesses the concept it claims to measure. In other words, validity
assesses whether the study’s results are meaningful, relevant, and applicable to the research
question or hypothesis. Reliability refers to the consistency, stability, and precision of the
measurement or instrument used in a research study. A reliable measure produces consistent
results when administered repeatedly under the same conditions. Validity assesses whether a
research study accurately measures the concept it claims to measure, while reliability assesses the
consistency and stability of the measurement or instrument used in the study. Both validity and
reliability are essential for ensuring the credibility and trustworthiness of research findings.

Context:
Click on the link below to access the article titled: Examining the Relationship between Teacher
Leadership Culture and Teacher Professionalism: Quantitative Study. Carefully consider the
contents of the article before attempting the questions.

Article Link:
https://files.eric.ed.gov/fulltext/EJ1148784.pdf

Questions:
Q.5.1 Consider the Discussion, Conclusions and Recommendations section on page 19 of (4)
the article. With this in mind, write a suitable hypothesis that will align with the
authors’ findings.

Q.5.2 Indicate whether or not the hypothesis can be categorised as an alternative or a (6)
null hypothesis. You need to further explain your choice with reference to the
formulated hypothesis.

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Q.5.3 Consider the design and findings of the study. Indicate whether or not the authors (4)
would utilise validity/reliability or trustworthiness to explain the efficacy of their
results.

Q.5.4 Explain your choice in your answer to question 5.3. Make reference to the design of (6)
the study, and the nature of the instruments used.

Q.5.5 Consider the sample size and design of the study. Comment on the authors’ / (4)
researchers’ position in generalising the findings of the study.

Question 6: Instructions (Marks: 12)

Ethical Consideration in Educational Research
Ethical considerations in research involve the principles, guidelines, and standards that ensure the
protection of participants' rights, welfare, and dignity, as well as the integrity and credibility of the
research process. Ethical considerations are essential for maintaining the trust, credibility, and
integrity of research, protecting the rights and welfare of participants, and upholding ethical
standards in the scientific community.

Context:
Click on the link below to access the article titled: Ethical considerations in educational research
involving children: Implications for educational researchers in South Africa. Carefully consider the
contents of the article before attempting the questions.

Article Link:
http://www.scielo.org.za/pdf/sajce/v4n2/12.pdf

Scenario:
You are a final year Bachelor of Education student conducting a qualitative study exploring the
experiences of children with autism spectrum disorder (ASD) in mainstream classrooms that allows
and caters for inclusion. Your research aims to understand the experiences of children aged 9 to 11
years old with ASD, regarding the challenges they face in mainstream classrooms where the
provision of inclusive education is promised. Your research involves conducting semi-structured
interviews with child participants to explore their lived experiences of their school’s environments,
the classroom context and experience, and interactions with peers and teachers.

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In addition to interviews, you plan to gather observational data during classroom activities and
interactions to provide context for the interview responses.

Questions:
Q.6.1. Name and discuss three ethical considerations you as a student-researcher will (12)
have to make, when potentially interviewing a vulnerable group such as children
with ASD, to collect data for a research study.

Section A: Summative Assignment (Content) Layout

• Front Cover (Student Name, Surname, Student Number, Lecturer Name, Surname, Date of
Submission as per the PAS)(Start on a NEW Page)
• Table of Contents (Start on a NEW Page)
• Section A (Start on a NEW page)
• Question 1 (Start this question on a NEW page)
• Question 2 (Start this question on a NEW page)
• Question 3 (Start this question on a NEW page)
• Question 4 (Start this question on a NEW page)
• Question 5 (Start this question on a NEW page)
• Question 6 (Start this question on a NEW page)
• Reference List (Start on a NEW Page).

Section A: Summative Assignment (Technical) Layout

• Font Size set to 12
• 1.5 line spacing
• Arial, Times New Roman or Calibri Body ONLY
• 2cm page margins
• Black font colour ONLY
• Page numbering at the bottom right of EACH PAGE
• Front page is mandatory
• Table of contents is mandatory
• Headings and sub-headings are advised
• Reference list (on a new separate page)
• No pictures, no colour, no logo (e.g., brand logo) to be included on the document

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• Whole assignment set on ADJUSTMENT to align content on the document

• Reference list to be INDENTED
• Reference list to be in alphabetical order
• If MS WORD is highlighting a word, sentence or phrase, in either BLUE, RED or BROWN, be
sure that there is an ERROR in your presentation. Right-click on the section that is
highlighted and MS WORD will automatically provide you with the alternative/s OR correct
format.
• Ensure that you proofread your work, and format the necessary sections where needed
before submission.

[TOTAL MARKS: 120]

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