Mater Dei College

Tubigon, Bohol

School of Graduate Studies

Professor: Jasmin M. Sumipo, PhD

Course Number: MA 101

Course Description: Research Methodology and Application

General Description of the Course

This course introduces graduate students to the principles, methods, and practices
of research methodology. The course is designed to provide students with the necessary
skills to conduct independent academic research and to critically evaluate research in their
field of study. Students will learn various research approaches, designs, and methodologies,
including qualitative, quantitative, and mixed methods. They will also develop skills in
conducting literature reviews, formulating research problems, designing appropriate
research strategies, and analyzing data. Through this course, students will be guided step-
by-step in how to write a research proposal, from problem formulation to data collection
and analysis. The course will be conducted online, with a mix of lectures, interactive
activities, group work, and written assignments aimed at building both practical and
theoretical research skills.

Course Objectives

By the end of this course, students will be able to:

1. Understand and apply research methodologies, including qualitative,

quantitative, and mixed methods, in their own research projects.
2. Critically evaluate research literature, identifying key themes, gaps, and research
questions.
3. Design appropriate research strategies and methodologies based on specific
research problems and objectives.
4. Analyze and interpret data using both qualitative and quantitative methods, and
communicate the findings effectively.
5. Write a research proposal that includes a clear problem statement, review of
literature, research questions/hypotheses, research design, and data collection and
analysis plans.
Session Breakdown

Session 1: Introduction to Research Methodology and Approaches

Learning Teaching and Learning
Assessment Reference
Outcomes Activities
Creswell, J.W.
- Differentiate - Venn diagram Reporting on the types (2014). Research
between comparing and of research approaches: Design:
qualitative and contrasting two qualitative, quantitative, Qualitative,
quantitative research and mixed-methods. Quantitative, and
research approaches. Mixed Methods
approaches. Approaches.

-The Parts of the PPT describing -Collaborative tasks on (Singh, Y. K.

research paper each part and parts of the research Fundamental of
giving a sample of paper Research
each part Methodology and
Statistics. New
Understand the Age International
Research Variables -Online Quiz Identify research variables 2006.
Independent, based on different
Dependent, scenarios Cohen, L.,
Moderating, Manion, L., &
Morrison, K.
Mediating, (2018).
Extraneous Research
Methods in
Education (8th
ed.). London:
Routledge.

Assessment Criteria for PPT

Content – 25
PPT Design- 10

Session 2: Literature Review and Problem Formulation

Learning Teaching and Learning

Assessment Reference
Outcomes Activities
 -Title hearing Prototype will be
-Choosing the Come up with sent through GC.
Research Topic three research
and writing the titles with a
research title justification on
Guided online search of
choice of title (Singh, Y. K.
academic databases for Fundamental of
literature review. Research
Methodology
Learn how to
and Statistics.
write a rationale Written literature
- research problem New Age
and review summary International
formulation.
comprehensive (500 words) based 2006.
literature review. on a chosen topic.
- Demonstration of
writing research
- Formulate a - Peer review of a
questions and
research problem classmate's
hypotheses.
and hypothesis. literature review
submission.
Null and
Alternative
Directional and
Non-directional

Assessment Criteria for Literature Review and Statement of the Problem

Quality of Content (unity, relevance, currency) - 25
Structure (coherence and transition)- 15
Grammar and Mechanics- 10

Session 3: Research Designs

Learning Teaching and Learning
Assessment Reference
Outcomes Activities
- Identify different - Group discussion on
types of research - Interactive quiz selecting the best Marczyk, G. R.,
designs on research designs research design for DeMatteo, D., &
at the end of the specific research Festinger, D.
Quantitative session. questions. (2005). Essential
Designs s of research
1.Experimental Case study on the design and
2. Non methodology. Ho
use of research - Case study analysis of
boken, N.J., John
Experimental designs different research
Wiley & Sons.
Descriptive designs.
Correlational
Quasi-
Berg, Bruce L.
Experimental
 (Bruce
Lawrence), 1954-.
(Qualitative Designs
Comparative (1995).
Historical - Q&A session about Qualitative
Ethnography
aligning research design research methods
- Evaluate the Phenomenology
with research approach. for the social
appropriateness of Grounded Theory
sciences.
a design based on Case Studies
Boston :Allyn and
research Narrative)
Bacon,
questions.

Assessment Criteria for Case Study

Discussion Content: 25
Structure: 15
Grammar and Mechanics: 10
Session 4: Data Collection
Learning Teaching and Learning
Assessment Reference
Outcomes Activities

- Learn about data - Interactive discussion

collection Interactive Quiz on Cohen, L.,
on different methods of
methods in research Manion, L., &
data collection
quantitative and methodologies Morrison, K.
(2018).
qualitative Research
(Questionnaire,
research. - Interactive poll for data Methods in
Interviews,
collection Education (8th
Experiments, ed.). London:
-Understand and demonstration via
Observation, Routledge.
apply quantitative Google sheet
Artifacts, Case
and qualitative
Studies, Content
research
Analysis)
methodologies
through a concept Crafting of concept
paper paper

Assessment Criteria for Concept Paper

Relevance/Content 20 (Excellent reason for choosing the topic)

Methodology/ Coherence 15 ( Data collection and analytical procedures are well discussed.
Completeness- 10 ( All parts of the concept paper are included.)
Mechanics- 10 (Correctness of grammar and format.
 Session 5: Research Proposal
Learning Teaching and Learning
Assessment Reference
Outcomes Activities
- Cohen, L.,
Manion, L., &
Validity and Morrison, K.
Reliability Discussion paper (2018).
on validity and - Collaborative Activity Research
Define validity and reliability group presents their case Methods in
reliability in research, study findings, highlighting Education (8th
ed.). London:
and assess the their assessment of validity
Routledge.
validity and reliability and reliability, and suggests https://doi.org/1
of measurement improvements. 0.4324/9781315
tools used in studies. 456539
Crafting, presenting, and
critiquing proposal paper Prototype of
Proposal Paper proposal paper
Craft research will be provided
proposal in the GC.

Assessment Criteria for Research Proposal

Relevance/Content 40 (Excellent reason for choosing the topic)

Methodology/ Coherence 35 ( Data collection and analytical procedure steps are well
discussed)
Completeness- 15 ( All parts of the proposal are included.)
Mechanics- 10 (Correctness of grammar and format.)

Session 6: Data Analysis and Reporting Results

Learning Teaching and Learning
Assessment Reference
Outcomes Activities
-Learn basic data - Hands-on data - Online lecture on https://
analysis analysis activity analyzing quantitative www.iffresearch.c
techniques using mock data and qualitative data. om/resources/
sets (quantitative how-to-analyse-
Likert Scale and qualitative). interpret-data/
Agreement
Frequency - Discussion on ethical
Clark and Braun’s considerations in
Thematic Analysis Squib on Miss research, followed by a https://
tinyurl.com/
 bdzktxb3
Ever’s Boy ( to
Discuss ethical
access, please use
considerations in brief written reflection.
QR code on last
research.
column)

- Written
reflection/squib on the
importance of ethical
considerations in
research.

Assessment Criteria for Squib

Content- 25 (Adequate discussion, excellent breadth and depth covered, opinions

were guided by literature)
Structure- 15 (Logical and well-sequenced, use of transition devices, clear intro, body,
and conclusion)
Mechanics- 10 (Observance of grammatical conventions)

Note: All texts written in blue correspond to topics for discussion. Groupings will be
sent through GC.

CLASS POLICIES
1. Attendance in all virtual meetings is a MUST.
2. Classes starts on time and ends on time.
3. Interactive discussion is highly encouraged.
4. Students will have at least one paper submission per week meeting. Deadline will be a
day before the next class at 11:59 PM. Late submissions will be subjected to
deductions.
5. The third meeting will be allotted for concept paper. Each student must prepare a PPT and
discuss their concept paper for 10 minutes.
6. Sequence of reporting will be based on how topics are arranged in the syllabus. Failure to
present during the designated time is a ground for failing the task.

Note: All written assignments should conform to APA 7th edition style guidelines. This includes
the following formatting: double-spaced, Times New Roman 12-point font, and one-inch
margins.

E-mail Addresses: [email protected], [email protected]

 Thoughtful and Little
Good understanding No engagement
critical engagement engagement,
Engagement with minimal critical or superficial
with course mostly
engagement. analysis.
material. descriptive.

Session 2: Literature Review Summary (750 words)

Needs
Criteria Excellent (A) Good (B) Poor (D-F)
Improvement (C)
Research Thorough, Adequate review, Lacks depth or Insufficient or
Quality comprehensive some sources could relies on low- irrelevant sources,
review with high- be more relevant or quality or non- poor connection to
quality, peer- higher quality. peer-reviewed topic.
 Needs
Criteria Excellent (A) Good (B) Poor (D-F)
Improvement (C)
reviewed sources. sources.
Clear, concise Generally clear, few Poorly written, Disorganized and
Writing writing with no minor several unclear, numerous
Quality spelling/grammar spelling/grammar spelling/grammar spelling/grammar
issues. issues. errors. errors.
Demonstrates Adequate analysis, Lacks analysis or
Critical critical analysis and lacks depth or clear Minimal analysis, superficial
Analysis integration of integration of mostly descriptive. summary of
sources. sources. sources.

Session 3: Comparison of Research Designs (500 words)

Needs
Criteria Excellent (A) Good (B) Improvement Poor (D-F)
(C)
Deep, clear
Good
understanding of Limited Inaccurate or
Understanding understanding,
research designs understanding incomplete
of Designs but some aspects
and their or lacks clarity. understanding.
need more detail.
appropriateness.
Strong, well- Superficial
Clear Lacks
Critical supported comparisons,
comparisons but justification for
Evaluation comparisons and not well
lacks some depth. design selection.
justifications. explained.
Clear, but some Poorly Disorganized,
Structure & Clear, concise, and
organizational organized and unclear, difficult
Writing well-organized.
issues. hard to follow. to understand.

Session 4: Quantitative Research Proposal (750 words)

Needs
Criteria Excellent (A) Good (B) Poor (D-F)
Improvement (C)
Clear and detailed Clear, but some
Proposal lacks key Incomplete or
Proposal methodology and data aspects need
details or clarity unclear
Clarity plan, well-defined more explanation
in some areas. proposal.
research questions. or refinement.
Relevant, but
Relevance Relevant, feasible some parts need Lacks
Unclear feasibility
& research plan, with clear refinement or relevance or
or relevance.
Feasibility objectives and methods. more feasibility feasibility.
analysis.
Writing Well-written, clear, Generally well- Numerous errors, Poor writing,
 Needs
Criteria Excellent (A) Good (B) Poor (D-F)
Improvement (C)
professional, with no
written, few difficult to
Quality spelling/grammar difficult to follow.
minor errors. understand.
issues.

Session 5: Qualitative Research Analysis (750 words)

Needs
Criteria Excellent (A) Good (B) Poor (D-F)
Improvement (C)
Insightful and Basic analysis,
Good analysis, Minimal or
Analysis of thorough analysis lacks integration
but lacks some superficial
Methodology of the methodology with the case
depth or detail. analysis.
used. study.
Strong and clear Adequate
Weak or unclear Irrelevant or no
Application to application of application but
application of application to the
Case methodology to lacks clarity in
methodology. case study.
the case study. some areas.
Clear, well- Disorganized,
Minor writing
Writing organized, and Poor organization, unclear, or
issues, generally
Quality professional difficult to follow. difficult to
clear.
writing. understand.

Session 6: Data Analysis and Results Report (1000 words)

Needs
Criteria Excellent (A) Good (B) Improvement Poor (D-F)
(C)
Comprehensive and Adequate
Incomplete or Poor or missing
Data accurate data analysis, analysis, some
incorrect data data analysis, lack
Analysis clear interpretation of errors or unclear
analysis. of interpretation.
results. interpretation.
Well-structured, clear, Clear but with Poorly structured,
Disorganized or
Report professional, no minor difficult to follow,
unclear, many
Writing spelling/grammar organizational or or lacks
errors.
issues. clarity issues. professionalism.
Strong evaluation, Adequate Superficial
No evaluation or
Critical clearly links results to evaluation, but evaluation,
superficial analysis
Evaluation research question and lacks depth or mainly
of results.
implications. critical insight. descriptive.