PHE408 for 2017

PHE408 for 2017

Study Guide 2017

PHE408 RESEARCH IN EDUCATION

CONTACT DETAILS:
Dr Avivit Cherrington
Postdoctoral Research Fellow, Faculty of Education
avivit.cherrington@nmmu.ac.za
083 475 8852
 PHE408 for 2017

Faculty of Education
Guiding tomorrow

Study Guide & Study Material 2017

B Ed Honours

PHE408
RESEARCH IN EDUCATION
2017
 PHE408 for 2017

Nelson Mandela Metropolitan University: Faculty of

Education 2017

NMMU 2017
Nelson Mandela Metropolitan University
Faculty of Education
P O Box 77000, Port Elizabeth 6031
South Africa

Every effort has been made to identify the holders of copyright to material used in this book. The writers apologise for any errors or
omissions, and would be grateful for information enabling them to correct these.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, without the prior permission in writing of the author, nor be circulated in any form of binding or cover other than that in which
it is published.

Note: this is a working document that will continue to be modified and sometimes changed. This version was produced in January 2017
and should be cited as: Faculty of Education. (2017). Study Guide: Research in Education. Nelson Mandela Metropolitan University,
Faculty of Education: Port Elizabeth.

Design and Layout: Jackie Hitchcox

 PHE408 for 2017

Dear Student

Welcome to the Faculty of Education and the BEd

Honours Programme 2017.
The Faculty Vision and Mission serves as a
cornerstone to all our programmes including the BEd
Honours programmes
Vision Statement
To be a dynamic community of teachers, leaders and scholars in education, committed to creating a
vibrant, socially just and democratic society.

Mission
We are committed to cultivating passionate, engaged, knowledgeable, effective, and compassionate
teachers, researchers, and leaders who are:
Critical thinkers, and
Agents of hope, change, and social justice

Through
Practising humanising pedagogies,
Establishing collaborative partnerships with relevant stakeholders, particularly students,
schools, communities, alumni, and governments,
Using future-oriented technologies creatively, and
Bringing the classroom into the world and the world into the classroom

With this Vision and Mission guiding our programmes, the Bachelor Honours degree is the initial postgraduate
specialisation qualification preparing students for a research-based postgraduate study. This qualification
typically follows a Bachelors degree and serves to consolidate and deepen the students experience in a
particular discipline, and to develop research capacity in the methodology and techniques of that discipline. It
demands a high level of theoretical engagement and intellectual independence. Bachelor Honours degree
programmes usually include conducting and reporting research under supervision, in a manner that is
appropriate to the discipline or field of study. Not all Honours programmes at NMMU involve conducting
research, but all of them include a research methodology course as part of the coursework component.
Completion of a Bachelor Honours degree meets the minimum entry requirement of admission to a cognate
Masters Degree. Entry into a Masters Degree programme is usually in the area of specialization of the Bachelor
Honours Degree. Bachelor Honours Programmes usually take one year full time (or two years part time) study.
[NMMU WEBSITE 2015]
 PHE408 for 2017

Our current BEd Honours Programme has the following structure. PHE 408: Research in Education is a
core module which all students take in the first semester. The module serves as an introduction to
research, a requisite module given the purpose of the BEd Honours Programme.
 PHE408 for 2017

INTRODUCTION TO PHE408: RESEARCH IN EDUCATION

The purpose of the module is to introduce postgraduate students to the research process. It provides
an overview of various research paradigms, and it equips students to develop a research proposal for
a small-scale research project.

The following module outcomes are identified. At the end of this module a student should be able
to:
Display sound academic literacy skills;
Interrogate their own developing researcher identity;
Describe the purpose of research in education;
Distinguish between lay and scientific knowledge;
Describe and explore various research orientations based on their paradigmatic origins; and
Design a research proposal which complies with the research orientation chosen in an
ethically sound manner.

The prescribed textbook for the module is:

De Vos, AS., Strydom, H., Fouche, CB., & Delport, CSL. (2013). Research at Grassroots (4th ed.).
Pretoria: Van Schaiks. ISBN 978 0 627 02772 7

The following books are highly recommended:

Cohen, L. Manion, L. & Morrison, K. (2000). Research methods in education (5th Ed.) London:
RoutledgeFalmer.
Maree, K. (2007). First steps in research. Pretoria: Van Schaik.
Okeke, C & van Wyk, M. (2015). Educational research. An African approach. Oxford University Press.
Vithal, Renuka. & Jansen, Jonathan. (2010). Designing your first research proposal: A manual for
researchers in education and the social sciences. Claremont, South Africa: Juta and Company.

Several resources will be continuously made available on iLearn as the year progresses and students
are encouraged to regularly check for these and read them in preparation for the sessions.
It is expected that you have had library training and are able to access the prescribed material online.
It might be a good idea to download and save or print all the materials at once as you will need it for
the duration of this module and beyond. Constant review of the textbook, prescribed articles together
with your lecture notes and study guide is essential for successful achievement in this module.
 PHE408 for 2017

You will also be required to bring a laptop or exercise book to all contact sessions to capture notes
and partake in class activities. All assignments and tasks must be submitted electronically. No paper-
based assignments will be accepted.

STRUCTURE OF THE MODULE

The module is made up of various units. A unit is basically just a smaller part of a module. Whereas a
module deals with a broad or general topic (i.e. research in education) and has its own major overall
learning objectives or outcomes (i.e. being able to conduct a preliminary research study), each unit of
a module deals with a smaller, more specific section of the general module topic and has its own more
particular learning outcomes (i.e. knowledge of the difference between qualitative and quantitative
research). The idea behind units is that, like chapters in a book, they build, one on the other. When
you have completed all the units you will have the full story' of the module, and will have acquired all
the knowledge and skills needed to achieve the required outcomes for the module as a whole.

Unit 1: Education Research as Knowledge

This unit introduces the student to the nature and purpose of educational research in the South African
context. It also entails reflections on the students emerging identity as an educational researcher and
how to positions oneself within research paradigms and worldviews.

Unit 2: Academic Writing & Review of Literature

This unit focuses on developing the students academic literacy skills (reading and writing English for
academic purposes). It also introduces the student to critical thinking skills in terms of selecting,
reviewing, and analysing relevant academic literature, and formulating coherent arguments in
academic writing.

Unit 3: Research Process and Design

This unit introduces the student to the research process of making informed and appropriate selections
in terms of research approach, paradigm and methodology, as well as developing an understanding of
ethical data collection methods and analysis.

Unit 4: Putting together a research concept proposal

This unit integrates the knowledge gained from the three previous units towards compiling a
scientifically rigorous, and academically sound, research proposal on a selected topic which is relevant
to the students teaching practice or graduate student experience.
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CONTACT SESSIONS
Students will have the opportunity to apply their understandings of the readings during face-to-face
contact sessions, as well as through various group tasks and individual assignments.
The following contact sessions have been scheduled:
Date: Time & Venue: Content Covered:
Session 1 15h00- 17h00 (FT & PT1) What is scientific knowledge?
Fri, 24 February Room 510 0004/C4 What is the value of education research to
teaching and learning?
Developing a research identity
Session 2 9h00- 15h00 (FT & PT1) Unit 1 Selecting a research topic within your
Sat, 25 February Room 510 0004/C4 discipline
Contextualising the problem statement
and background
Formulating the research questions, aim
and objectives
3 MARCH 2017 ASSIGNMENT 1 DUE
Session 3 9h00 16h00 (FT & PT1) Reading and understanding academic
Sat, 11 March Room 510 0004/C4 texts
Searching for and selecting appropriate
academic sources
Critically reviewing academic literature
Analysing and synthesising academic
literature in relation to selected research
Unit 2 topic and problem statement
Writing coherent and logical arguments
Adhering to APA 6th edition referencing
style
Session 4 9h00 16h00 (FT & PT1) Refining research question, problem
Mon, 3 April Room 510 0004/C4 statement & background
Writing a literature review
Preparation for assignment 2
Session 5 9h00 16h00 (FT & PT1) Quantitative vs qualitative approach
Tues, 4 April Room 510 0004/C4 Understanding research paradigms and
methodology
Unit 3 Data collecting process and methods
Session 6 9h00 13h00 (FT & PT1) Sampling strategy and participant
Wed, 5 April Room 510 0004/C4 selection
Ethical considerations and ensuring rigour
and quality
12 APRIL 2017 ASSIGNMENT 2 DUE
Session 7 9h00 13h00 (FT & PT1) Guidelines to a research proposal
Sat, 6 May Room 510 0004/C4 Unit 4 Feedback on assignments
Exam preparation
 PHE408 for 2017

During the contact session the focus will be on the application of the content learned in the
preparation phase. This usually takes form of students learning in groups as work given ranges from
the simplest to the more complex whereby group support might be necessary. Students are assigned
tasks to work on individually but when they come to class these tasks are undertaken in a group form.

The schedule of each day will be e-mailed to you, as well as being posted on the iLearn module site.
Please consult your e-mail or your module site for the latest details. The block session will be held on
Missionvale campus. The venue will be confirmed closer to the time.

PREPARATION FOR LEARNING OPPORTUNITIES

This PHE 408 module, like each of the other BEd Hons modules, carries 12 credits. In other words, it is
expected that the module should take about 120 notional hours to complete. The term notional
hours refers to the total amount time required to be spent on activities relating to the module. Much
of the notional time is dedicated to self-study, readings, preparation and reflection, activities, which
are essential in order for you to adequately prepare for each day of the block sessions. You will have
to read a great deal on your own as we only have about 20 hours contact time. Thus, if one deducts
the contact time, it means that you have to spend 100 hours on the SELF-STUDY, READINGS,
PREPARATION, REFLECTION, HOMEWORK, ASSIGNMENTS, TAKING THE EXAM, etc. Please do your
best to stick to the proposed work schedule in order to make the most of the learning opportunities
scheduled for you.

iLEARN
As part of your orientation into the BEd Honours programme you received training on how to access
the moodle site iLEARN. A PHE408 site has been set up and you will be expected to use the site through
the module. The enrolment key to the site is MVPHE408 (all capital letters). The power point
resources, links to readings and some discussion forums may be set up for you to use on an on-going
basis. Using this platform and the library online and print resources will be expected for success in this
module. ALL TASKS AND ASSIGNMENTS WILL ONLY BE ACCEPTED WHEN SUBMITTED THROUGH THIS
PLATFORM NO PAPER-BASED SUBMISSIONS WILL BE ACCEPTED!!
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ASSESSMENTS FOR RESEARCH IN EDUCATION

Assignment 1: Due Fri, 3 March 2017
Based on content covered in Unit 1
Purpose: The purpose of this activity is to demonstrate your understanding of the nature and value of
research in education, and to reflect critically on how you would position yourself as an emerging
researcher. It is also an opportunity to improve your critical reading skills and academic writing.
Both questions must be submitted together.
Task:
Question 1: (1 page)
Read the recommended literature and study notes on the nature and value of educational research.
Reflect on your understanding of the possible value of research in the current South African education
context. This could pertain to the application of research to improve ones own practice, to gain insight
into a complex issue, to influence decision-making or national policy, or to build theories and new
knowledge. Apply your explanation of the value of educational research to your own practical
experience as either an educator or education student, and discuss what role educational research
could possibly play in your own work or study environment.
Question 2: (1 page)
The Research in Education module seeks to contribute towards developing the research identities of
the Honours students as educators who are critical thinkers, agents of hope and social change in the
South African context.
Read through the vision and mission of the NMMU Faculty of Education (provided in this study guide)
and the above purpose statement for the PHE408 module. How do you view your own development
as a graduate student in the Faculty of Education in relation to these values? Reflect on where you
believe you currently stand as an education researcher, considering the type of research that would
most align with your worldview and your style of teaching and learning.

Assignment 2: Due Wed, 12 April 2017

Based on content learned in Unit 2.
Purpose: The purpose of this assignment is to display sound academic literacy skills as well as critical
thinking skills through the selection of relevant and appropriate academic literature to construct a
coherent, analytical argument around a specified research topic.
Task:
Conduct a preliminary literature review in relation to your selected topic to help situate your study in
existing literature. Your literature review should demonstrate your ability to:
select relevant and appropriate academic literature,
 PHE408 for 2017

critically read and review academic literature in relation to your research problem
structure coherent and logical arguments
reference according to APA 6th edition
The submitted preliminary literature review should include the following sub-sections:
Introduction, Background, Problem Statement, Research Question(s), Clarification of key concepts;
Review of Literature, Reference List (minimum 10 academic sources).

Guidelines for Assignments:

Saved as: Word document
Formatting: Justified
Line spacing: 1.5 line spacing
Font: Arial or Times New Roman
Font size: 11pt
Referencing style: APA 6th Edition
Sources: Generally scholarly books and academic journal articles not older than 2006,
or policy documents
All submitted assignment should include a cover page that clearly states the students full name,
student number, module code and title of assignment.

Examination Details
The final examination will be compiled from the prescribed book, readings provided by the lecturer
and discussions during the contact sessions.

Details of the exam (i.e. dates, venues, times, the format of the exam question paper, etc.) will be
communicated to you closer to the time of your examination. You need to obtain at least a minimum
mark of 40% for the exam to pass this component of this module, BUT then the minimum 40% exam
mark means that you have to obtain a 60% CASS mark to pass. Please familiarise yourself with all the
possible scenarios. There is a 40% CASS mark sub-minimum required to be able to write the
examination.
The year mark will comprise of the following assessments:
ASSESSMENT TOTAL MARKS PERCENT OF YEAR MARK
Assignment 1 10 10%
Assignment 2 50 30%
Exam 100 60%
100%