HMEF5103 Qualitative Research Mehodology

.
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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Course Guide

This Course Guide is intended for the Open University Malaysia Master of Education
course HMEF5103 Qualitative Research Methodology. It comes in THREE parts, as
described below.

1) The Study Guide tells you what you need to know about achieving the learning
outcomes 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 section provides details on the course content you
need 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 Guide gives you information about the course assignment to
be 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 Research
Methodology

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STUDY GUIDE
The 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 tools
necessary 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 thinking
when 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 and
interpretation;
writing up the outcomes of qualitative research.

Using the contents of the assigned textbook
1
as 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 evolves
from 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 to
Theory 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 strengthening
emerging 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. For
each 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 and
theoretical underpinnings of
qualitative research

1.3 Common differences between
quantitative 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 you
would like to conduct qualitative
research.
2. Write briefly (1-2 pages) what you
would hope to achieve by
conducting qualitative research in
the setting you have picked.
3. Discuss differences between
quantitative research and
4. Make a list of DOs and DONTs
that would form a code of ethics
for your research.
5. State in your own words what you
understand by the following terms/
concepts: participant observation,
in-depth interviews, ethnography,
fieldwork, grounded theory,
observer effect, reliability,
naturalistic, descriptive data
process, inductive and meaning.

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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 own
environment

2.2 Types of case studies and multisite
studies

2.3 Analytic induction

2.4 Constant comparative method

2.5 Writing proposals for qualitative
research

Read Chapter 2 Research Design

Tasks for Topic 2
1. Discuss the many factors you would
consider before determining a
setting, topic or study for qualitative
research.
2. Describe your own study in terms of
the type of case study it represents.
3. Describe some possible ways of
collecting data from your setting.
4. Discuss how you would analyse the
data you collect.
5. Explain how you would use analytic
induction 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 in
the selected setting and first days
in the field
3.3 The participant-observer
continuum
3.4 Building qualitative research
skills: 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 appropriate
data 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 how
you 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, discuss
the many issues related to how you
conducted yourself in the field
from the moment you gained access
to your informants till the time you
left the field.
4. In relation to your first visit, discuss
the 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 question
protocols for collecting data

8.2 Eliciting themes from qualitative
data

8.3 Assigning codes to qualitative
data

Read Appendix A and Appendix B
Examples of Observational Questions
for Educational Settings
Examples of Fieldnotes

Tasks for Topic 4
1. Read the list of questions for each
research area
2. Develop a list of possible
interview questions that you can
ask participants in your study
3. Read the sample fieldnotes
entitled The Fourth Grade Class
in Marges Room.
4. Write down emerging themes
from the sample fieldnotes.
5. Discuss codes that you can assign
to different sections of the data.

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Topic 5
Qualitative Data

Learning outcome: Collect qualitative data for research 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 fieldnotes
effectively

4.3 Transcribing taped information and
analysing transcripts

4.4 Using and analysing data from
documents and photographs

4.5 Collecting and analysing
qualitative data

4.6 Making decisions about most
appropriate data collection
techniques for a study.

Read Chapter 4 Qualitative Data

Tasks for Topic 5
1. Visit the research setting for your
own study again. Write your
observations or fieldnotes about
what you see and hear. Be sure to
make a distinction between what
you observe (see, hear) and what
you think (personal comments).
2. Use one other data collection
technique (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 collected by using appropriate
qualitative data analysis techniques.

5.1 Ongoing-data collection: How to
analyse and interpret different
forms of data as you work in the
field

5.2 Post-data collection: Coding and
analysis after all data have been
collected

5.3 Techniques of mechanically
working with data: organising data
files, developing codes and coding
categories, assigning codes to data,
using computer programmes and
software

5.4 Interpreting outcomes of data
collection

5.5 Validity and reliability of data and
the interpretation of data
Read Chapter 5 Data Analysis And
Interpretation
Tasks for Topic 6
1. Organise the data you have collected
thus 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 data
and do not alter or edit the master
copy.
2. Begin analysing your data using an
appropriate technique, e.g. analytic
induction, constant comparative
method. Adopt themes and codes as
necessary.
3. Discuss preliminary or emerging
outcomes 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 reach
a 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 about
presenting findings

6.3 Drafting and building a
perspective

6.4 Evaluating written findings

Read Chapter 6 Writing It Up

Tasks for Topic 7
1. Examine research articles published
in recognised journals to understand
how findings from qualitative
research ought to be presented.
2. Write a draft of your research by
focussing on key themes or on a
thesis 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 colleague
and/or mentor and discuss possible
changes. Consider if triangulation
has been appropriately done.
4. Revise the draft (based on discussion
with colleague and/or mentor) and
submit it for evaluation.

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Master of Education

Part 2
Learning Materials
HMEF5103
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 Theory
Procedures and Techniques. Newbury Park, CA: Sage Publications, Inc.
J . Schostak (2002). Understanding, Designing and Conducting Qualitative
Research: Framing the Project. Open University Press.
M. Patton (2002). Qualitative Evaluation and Research Method (3
rd
ed). Thousand
Oaks CA: Sage Publications, Inc.
S. Merriam (2002). Qualitative Research in Practice: Examples for Discussion and
Analysis. J ossey-Bass
Miles, B. M., & Huberman, A. M. (1984). Qualitative data analysis: A
sourcebook of new methods. Beverly Hills, CA: Sage Publications, Inc.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook. 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
HMEF5103
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 or
findings 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 for HMEF5103
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 not
acknowledging 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 or
paragraphs and cite the original source
2. Paraphrase clauses, phrases, sentences or paragraphs in your own words and cite
your source.
3. Adhere to the APA (American Psychological Association) stylistic format, when
citing a source and when writing out the bibliography or reference page
4. Write independently without being overly dependent of information from
anothers 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 copyright
necessary), 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 work
you 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 using
quotation 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 be
cultivated in an environment that value and sustains them. J ust as childrens
musical 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 21
st
century will be
information anxiety, which has been defined as the ever-widening gap between
what 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 J ournal Brown, E. (1996). The lake of seduction: Silence, hysteria, and the space of
feminist theatre. JTD: Journal of Theatre and Drama, 2, 175-200.
From an Online
J ournal
Evnine, S. J . (2001). The universality of logic: On the connection between
rationality 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, from
http://www.nps.gov/abli/
From a Book Fleming, T. (1997). Liberty! The American Revolution. New York: Viking.
From an Article
in a Book

Cassel, J ., & Zambella, B. (1996). Without a net: Supporting ourselves in a
remulous 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 Printed
Newspaper
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 singular
way 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 interpretations
of 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 TASK

Submit 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 PAPER

Your paper will be evaluated based upon the following criteria:
(1) Clear description of setting, demonstrating your knowledge of its environment and
participants background, in relation to the topic of study.
(2) Credible rationale for conducting the study, and showing awareness of at least one
theoretical aspect of teaching and learning.
(3) Detailed description of data collection techniques used in the study. Any
technique used should be backed by a strong rationale for its usefulness and
appropriateness.
(4) Detailed description of data analysis and how interpretations were made. Provide
a 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 all material taken from print and online sources. Note
that 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 these
factors.
(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: Questions
for Clarification and Questions 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 appropriate
examples from the data.
(12 marks)

(Transcript)
HMEF5103

29
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 myVLE with
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 your
assignment 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 understand
the 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 and ebsco. From time to time, materials from these databases will be assigned for
additional reading and activities.
HMEF5103

30
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, as
well 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 course
work.
(iv) To understand the various dimensions of the course, do the following:
Study the Course Overview and the entire list of topics. Then examine the
relationship of a topic to other topics.
Complete all assigned readings and go through the supplementary texts to get a
broad understanding of course content.
Do all activities and read the Scenarios in the assigned textbook to understand the
various 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 to
systematically produce a commendable portfolio or paper.
(v) When you have completed a topic, review the Learning Outcomes for the topic to
confirm 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 final
examination. 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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