RESEARCH METHODS DESCRIPTION

Course Objective: Development of Concepts and Constructs based on Introduction to Research:

1-  Concepts development through etymological, denotational and contextual analysis.

2- Philosophical personal perspectives on concepts elucidation based on solid research of concepts.

3- Development and understanding of the Language of Research

4- Research concepts and constructs to be examined as a language of Research:                           

 (a) Research, Philosophy, Ethics, Validity, Reliability, Data Analysis, Qualitative and Quantitative approaches, Literature Review, Research Designs, Population, Sample, Instruments, Research Designs, Results, Discussion, Conclusion, Recommendations, Sampling approaches, Research Limitations and Delimitations, Hypothesis, Assumptions, Proposal, Abstract, Problem Statement, Research authorities, Statistical Analysis, etc                                                                               

(b) Content Range: Philosophy, Research, Organisation, Management, Leadership, Strategy, Team Building, Coaching, Marketing, Mentoring, Education, Staffing, Supervision, Motivation, Communication, Principles, Stakeholders, Systems Thinking, Entrepreneurship, Contracts, Assessments, Moderation, Curriculum, Thesis, Dissertation

 Exit Learning Outcomes

 At the end of this trimester the learner will be able:

1- Understand research related concepts from the etymological, denotative and contextual view points

2- To explain the philosophical basis and perspectives born from those research concepts.

3- To justify the fact that research is a language used to investigate issues of concern and generate solutions for the betterment of human life.

4- Expertly research and explain at least ten of the commonly used research concepts and jargon and show how they fit in a research document.

5- To present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in Outcome 1.

Assessment Criteria

Assessment of Outcome One

a.    Define at least six research concepts

b.    Demonstrate usage of those concepts in solving research problems

c.    Show how context can help to define a concept without the use of a dictionary

d.    Show the difference between etymology and denotation in concepts definition

Assessment of Outcome Two:

a.    Show how philosophy relates to any three research concepts you dealt with

b.    Identify philosophical gurus who researched any three of those research concepts and show their theoretical stand

c.    Use the meaning of those terms and concepts to evidence your bias and theoretical stand

 Assessment of Outcome Three:

a.    Show how research terms and concepts could be classed as language.  Justify your stand.

b.    Present three images to demonstrate your conceptual grasp of how language paints pictures to enhance understanding.

 Assessment of Outcome Four:

a.    Show how many chapters a research document has and what each chapter entails

b.    Use five defined concepts and show how and where you will use them in the research document.

 Assessment of Outcome Five:

a.    Present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in 1.

CONTENT OUTLINE:- In this programme, you will learn : 

• How to formulate an answerable research question, 
• How to define inclusion and exclusion criteria, 
• How to search for the evidence, extract data, 
• How to assess the risk of bias, and 
• How to perform a meta-analysis.

• Explicate all methods of conducting a systematic review - 
• Formulate an answerable research question using the “Population/Place; Interventions Comparator; Outcomes” (PICO) framework 
• Describe the process used to collect and extract data from reports of clinical trials 
•  Explain methods for critically assessing  the risk of bias 
•  Describe and interpret the results of meta-analyses

DYNAMIC STUDY STRATEGIES

 PREFACE

 Reading is an excellent way to increase one’s knowledge in anything one comes across. The challenge is that not all that one reads he or she remembers. It is the desire of the author to help all readers read intelligently, with understanding and be able to remember what they read.

 This book has been designed specially for high school learners to help them prepare for their final year in Matric. The material in this book has been tried in eighty high schools in the Gauteng Province and three hundred in the North West School systems and the results have been significant. The workshops run added zest and interest in learning for majority of learners involved.

 The best results are seen when learners go through a workshop setting where they are coached in using these strategies for enhanced learning. In that relation they ask questions, see how the strategies are applied in different situations. These strategies are intertwined with the learners daily activities to enhance understanding and recall.

 This material has been very useful in empowering educators to enhance their learner coaching abilities. Many schools arrange such workshops for both learner and educator in the interest of high pass rates in Matric.   Call for help.

Objective:  Application of concepts and constructs as a demonstration of understanding and internalisation of the ideas learned in Introduction to Research Methods (Foundational Competence).  It is an enhancement of concepts ownership and personal theory development. 

This section entails the following:

 1.    Application of the concepts in research approach by outlining a research activity and protocol -  THE BIG PICTURE CONCEPT

 a.    Crafting of a question in the theme and concept of concern showing the issues the researcher desires to know.  This is certainly in a question form which will demand a researched ANSWER.

b.    Developing a title as a statement to describe the areas to be investigated

c.    Identifying a problem and justifying why it is a problem that demands attention

d.    Identifying the elements of Chapter 1 of your study and justifying their presence in that chapter

e.    Identifying the source of the problem investigated:

                                          1. Theory

                                           2. Research Recommendation

                                           3. Societal Trends and problems

Exit Learning Outcomes

 At the end of this trimester the learner will be able:

 1.    To explain why the research protocol is critical in leading to a problem solution

2.    To create a research question from a concept of concern clearly identifying what the learner seriously desires to know

3.    To develop a title from the research question essentially showing the details of the research document

4.    To list the elements of Chapter 1 and justify their presence in that chapter

5.    To define a problem and justify why it is a problem that must merit attention

6.     To explain the basis of the problem the researcher is pursuing

 Assessment Criteria

 1.    Assessment of Outcome One

 a.    Explain what a research protocol is

b.    Justify the need for a research protocol leading to a problem solution

c.    How is research protocol related to ethical procedures

 2.    Assessment of Outcome Two

 a.    Develop a research question from a research concept and justify the need to research that concept

b.    How many research questions must be answered in a study and why?

c.    What is the role of a question in a research study?

 3.    Assessment of Outcome Three 

 a.    Show how a title could emerge from a research question

b.    A title is also referred to as a statement.  Why so?

c.    Explain the relationship between a title and a delimitation concept

 4.    Assessment of Outcome Four

 a.    What is the purpose of chapter One

b.    List the elements or sections of chapter One

c.    Demonstrate their essential role in that chapter

 5.    Assessment of Outcome Four

 a.    Define a problem of study 

b.    Justify why it is a problem that merits attention

c.    Explain what the problem of research is founded on

Objective:  Application of concepts and constructs as a demonstration of understanding and internalisation of the ideas learned in Introduction to Research Methods (Foundational Competence).  It is an enhancement of concepts ownership and personal theory development. 

This section entails the following:

 1.    Application of the concepts in research approach by outlining a research activity and protocol -  THE BIG PICTURE CONCEPT

 a.    Crafting of a question in the theme and concept of concern showing the issues the researcher desires to know.  This is certainly in a question form which will demand a researched ANSWER.

b.    Developing a title as a statement to describe the areas to be investigated

c.    Identifying a problem and justifying why it is a problem that demands attention

d.    Identifying the elements of Chapter 1 of your study and justifying their presence in that chapter

e.    Identifying the source of the problem investigated:

                                          1. Theory

                                           2. Research Recommendation

                                           3. Societal Trends and problems

Exit Learning Outcomes

 At the end of this trimester the learner will be able:

 1.    To explain why the research protocol is critical in leading to a problem solution

2.    To create a research question from a concept of concern clearly identifying what the learner seriously desires to know

3.    To develop a title from the research question essentially showing the details of the research document

4.    To list the elements of Chapter 1 and justify their presence in that chapter

5.    To define a problem and justify why it is a problem that must merit attention

6.     To explain the basis of the problem the researcher is pursuing

 Assessment Criteria

 1.    Assessment of Outcome One

 a.    Explain what a research protocol is

b.    Justify the need for a research protocol leading to a problem solution

c.    How is research protocol related to ethical procedures

 2.    Assessment of Outcome Two

 a.    Develop a research question from a research concept and justify the need to research that concept

b.    How many research questions must be answered in a study and why?

c.    What is the role of a question in a research study?

 3.    Assessment of Outcome Three 

 a.    Show how a title could emerge from a research question

b.    A title is also referred to as a statement.  Why so?

c.    Explain the relationship between a title and a delimitation concept

 4.    Assessment of Outcome Four

 a.    What is the purpose of chapter One

b.    List the elements or sections of chapter One

c.    Demonstrate their essential role in that chapter

 5.    Assessment of Outcome Four

 a.    Define a problem of study 

b.    Justify why it is a problem that merits attention

c.    Explain what the problem of research is founded on

Course Objective: Development of Concepts and Constructs based on Introduction to Research:

1-  Concepts development through etymological, denotational and contextual analysis.

2- Philosophical personal perspectives on concepts elucidation based on solid research of concepts.

3- Development and understanding of the Language of Research

4- Research concepts and constructs to be examined as a language of Research:                           

 (a) Research, Philosophy, Ethics, Validity, Reliability, Data Analysis, Qualitative and Quantitative approaches, Literature Review, Research Designs, Population, Sample, Instruments, Research Designs, Results, Discussion, Conclusion, Recommendations, Sampling approaches, Research Limitations and Delimitations, Hypothesis, Assumptions, Proposal, Abstract, Problem Statement, Research authorities, Statistical Analysis, etc                                                                               

(b) Content Range: Philosophy, Research, Organisation, Management, Leadership, Strategy, Team Building, Coaching, Marketing, Mentoring, Education, Staffing, Supervision, Motivation, Communication, Principles, Stakeholders, Systems Thinking, Entrepreneurship, Contracts, Assessments, Moderation, Curriculum, Thesis, Dissertation

 Exit Learning Outcomes

 At the end of this trimester the learner will be able:

1- Understand research related concepts from the etymological, denotative and contextual view points

2- To explain the philosophical basis and perspectives born from those research concepts.

3- To justify the fact that research is a language used to investigate issues of concern and generate solutions for the betterment of human life.

4- Expertly research and explain at least ten of the commonly used research concepts and jargon and show how they fit in a research document.

5- To present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in Outcome 1.

Assessment Criteria

Assessment of Outcome One

a.    Define at least six research concepts

b.    Demonstrate usage of those concepts in solving research problems

c.    Show how context can help to define a concept without the use of a dictionary

d.    Show the difference between etymology and denotation in concepts definition

Assessment of Outcome Two:

a.    Show how philosophy relates to any three research concepts you dealt with

b.    Identify philosophical gurus who researched any three of those research concepts and show their theoretical stand

c.    Use the meaning of those terms and concepts to evidence your bias and theoretical stand

 Assessment of Outcome Three:

a.    Show how research terms and concepts could be classed as language.  Justify your stand.

b.    Present three images to demonstrate your conceptual grasp of how language paints pictures to enhance understanding.

 Assessment of Outcome Four:

a.    Show how many chapters a research document has and what each chapter entails

b.    Use five defined concepts and show how and where you will use them in the research document.

 Assessment of Outcome Five:

a.    Present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in 1.

Course Objective: Development of Concepts and Constructs based on Introduction to Research:

1-  Concepts development through etymological, denotational and contextual analysis.

2- Philosophical personal perspectives on concepts elucidation based on solid research of concepts.

3- Development and understanding of the Language of Research

4- Research concepts and constructs to be examined as a language of Research:                           

 (a) Research, Philosophy, Ethics, Validity, Reliability, Data Analysis, Qualitative and Quantitative approaches, Literature Review, Research Designs, Population, Sample, Instruments, Research Designs, Results, Discussion, Conclusion, Recommendations, Sampling approaches, Research Limitations and Delimitations, Hypothesis, Assumptions, Proposal, Abstract, Problem Statement, Research authorities, Statistical Analysis, etc                                                                               

(b) Content Range: Philosophy, Research, Organisation, Management, Leadership, Strategy, Team Building, Coaching, Marketing, Mentoring, Education, Staffing, Supervision, Motivation, Communication, Principles, Stakeholders, Systems Thinking, Entrepreneurship, Contracts, Assessments, Moderation, Curriculum, Thesis, Dissertation

 Exit Learning Outcomes

 At the end of this trimester the learner will be able:

1- Understand research related concepts from the etymological, denotative and contextual view points

2- To explain the philosophical basis and perspectives born from those research concepts.

3- To justify the fact that research is a language used to investigate issues of concern and generate solutions for the betterment of human life.

4- Expertly research and explain at least ten of the commonly used research concepts and jargon and show how they fit in a research document.

5- To present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in Outcome 1.

Assessment Criteria

Assessment of Outcome One

a.    Define at least six research concepts

b.    Demonstrate usage of those concepts in solving research problems

c.    Show how context can help to define a concept without the use of a dictionary

d.    Show the difference between etymology and denotation in concepts definition

Assessment of Outcome Two:

a.    Show how philosophy relates to any three research concepts you dealt with

b.    Identify philosophical gurus who researched any three of those research concepts and show their theoretical stand

c.    Use the meaning of those terms and concepts to evidence your bias and theoretical stand

 Assessment of Outcome Three:

a.    Show how research terms and concepts could be classed as language.  Justify your stand.

b.    Present three images to demonstrate your conceptual grasp of how language paints pictures to enhance understanding.

 Assessment of Outcome Four:

a.    Show how many chapters a research document has and what each chapter entails

b.    Use five defined concepts and show how and where you will use them in the research document.

 Assessment of Outcome Five:

a.    Present a TEN page document on any content issue of interest and relate it to the concepts and constructs dealt with in 1.

This programme provides a coherent framework for effective project management. It is structured to describe project key stages and processes to be followed during the life cycle of a project. These stages include:

1. project identification, 
2. project preparation,
3. project implementation,
4. project completion/evaluation, and, depending on the type of project post-completion follow-up.                                                                                                                                                                                    The programme will be awarded by South Valley University.