Republic of the Philippines

University of Southeastern Philippines

COLLEGE OF EDUCATION
Obrero, Davao City

COURSE SYLLABUS IN EDFD 211

RESEARCH METHODS
VISION GRADUATE ATTRIBUTES

By becoming a premier university in the ASEAN Region, the Leadership Skills

USEP shall be a center of excellence and development,
responsive and adaptive to fast-changing environments. USeP
shall be known as the leading university in the country that
fosters innovation and applies knowledge to create value
towards social, economic, and technological developments.
MISSION
USeP shall produce world-class graduates and relevant
research and extension through quality education and
sustainable resource management.
Particularly, USEP is committed to:
 provide quality education for students to grow in knowledge,
promote their well-rounded development, and make them
globally competitive in the world of work;
 pngage in high impact research, not only for knowledge‟s
sake, but also for its practical benefits to society; and,
 promote entrepreneurship and industry collaboration.
GOALS
Creates and inspires positive changes in the organization;
exercises responsibility with integrity and accountability in the
practice of one‟s profession or vocation.
Critical and Analytical Thinking Skills
Demonstrates creativity, innovativeness, and intellectual curiosity
in optimizing available resources to develop new knowledge,
methods, processes, systems, and value-added technologies.
Service Oriented
Demonstrates concern for others, practices professional ethics,
honesty, and exemplifies socio-cultural, environmental concern,
and sustainability.
Lifelong Learning
Demonstrates enthusiasm and passion for continuous personal
and professional development.

To achieve its mission, the University aims to: Professional Competence

 produce globally competitive and morally upright graduates.
 develop a strong RDE culture with competent human Demonstrates proficiency and flexibility in the area of
resource and responsive and relevant researches that are specialization and conveys information in accordance with global
adapted and utilized for development. standards.
 produce an effective and efficient generation, allocation,
and utilization of resources within the academe.

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Course Syllabus in English 30- Language Research
I. COURSE INFORMATION Workload of Students:

Course Code: EDFD 211 This course shall require students to engage in 30 actual contact hours for interactive
Course Title: Research Methods lecture-discussion to cover outcomes expected in the course. However, independent
Pre-requisite: None learning is encouraged outside of the face-to-face delivery. Students are also expected
Credit: 3 units to interact through the facebook account-MED-LT RESEARCH METHODS. The
nd
Level: 2 Year facebook account-MED-LT RESEARCH METHODS serves as an alternative modality for
nd
Semester/Year: 2 sem – 2016-2017 students to interact with each other and the instructor.
Version Number: 1

Course Description: Faculty Information:

This course will enable you to assess the research activities conducted in the Name: VELMA S. LABAD, MEd-L.T., Ed.D.
field of teaching and learning the English language. You will find out the gaps that need Email: velma.labad@usep.edu.ph; bingslabad@yahoo.com
to be further investigated to improve the English language teaching learning. You will Contact No.: 0909-808-2040
discuss topics like research design, population and sampling design, ethics to be Office: Coordinator‟s Room– College of Education
observed in the conduct of the research writing activity, data gathering procedure, Rm 101, CEd Building, USeP
statistical treatments to be used for the data gathered. Last, you will write a publishable Consultation Hours: Friday 11:00-12:00 – 1:00-4:00
research studies in the field of teaching and learning the English language.

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Course Syllabus in English 30- Language Research
II. COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes

Discuss comprehensively the nature of research and its importance in the English language teaching and learning;
CO1

CO2 Assess the here and now of the English language teaching and learning to find the gaps that need to be investigated to help improve the teaching-learning environment;

Identify, describe and critically evaluate the different research methods; sampling design; valid and reliable research instruments; ethical considerations to be observed in the
CO3
conduct of the research; data gathering procedure and the statistical treatments to be used for the data gathered;

CO4 Write a publishable research under the topic, English language teaching and learning.

III. LEARNING EVIDENCE:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence
LO1 Literature review (theory
building/testing, formulating
conceptual framework, writing
the statement of the problem)
LO2 Outlining the research method
LO3 Interpreting the data
LO4 Defending/presenting/publishing
the final paper
Course
Description and other Details Outcomes it
represents
This task requires you to read and critically reflect on the different English language teaching learning research activities
conducted in the last 10 years. The following questions will guide you to complete your literature review: (1) Which of
the topics in your readings interest you most? (2) What problems were presented in each of the literature read? (3) Did
you discover any gap(s)? Discuss this(ese) comprehensively? (4) What are the implications of these gaps in the CO 1
teaching and learning of the English language?
Observe the following format in your literature review: (a) Introduction, (b) Body, and (c) Conclusion
This task requires you to write a cohesive and coherent method of your research activity, taking into account the
following: (a) Research Design, (b) Respondents/Participants, (c) Sampling Design, (d) Ethical consideration, (e) Data CO 2
gathering procedure, and (f) Statistical treatment. To assess your own work please refer to the rubric.
You are going to answer the questions posed in chapter 1 of the manuscript. CO 3
You are required to defend your research activity in a 3 member panel to improve your work. After incorporating the
CO4
suggestions of the panel, you are required to submit the publishable research paper.

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Course Syllabus in English 30- Language Research
IV. MEASUREMENT SYSTEM:
RUBRIC FOR PANEL DISCUSSION (Retrieved from https://eng521milton.files.wordpress.com/2012/02/panel-discussion_2013.pdf on November 15, 2016)
Individual Assessment– Research, Presentation, and Active Listening
Criteria
Quality and Length of
Speech double-weighted
(value /8)
Integration of Reference
Material/ Source Credibility
Understanding of Topic
Public Speaking Skills
double-weighted (value /8)
Listening and Questioning
Skills half-weighted (value /2)
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Course Syllabus in English 30- Language Research
Level 4 - Exceeds
Expectations (Excellent)
All information presented is
convincing, relevant, accurate
and clear. Speech has met or
exceeded minimum time frame.
(8)
Extensive fact-based
research/supporting evidence
from highly credible sources;
content is thorough and in-
depth. (4)
Clearly understood the topic in-
depth and presented info
forcefully/convincingly; student
appears very knowledgeable
on the topic. (4)
Eye contact, voice clarity,
expression & pace all used
very effectively. Presents
without reading/constant
reference to „safety net‟ of
prepared text. (8)
Answers questions with ease
and effectiveness. Asks
questions of others which are
relevant, insightful, and shows
evidence of intent listening. (2)
Level 3 - Meets Expectations
(Adequate to Good)
Most information is clear,
sufficient, accurate and
relevant. Speech has met
minimum time frame. (6)
Evidence is provided from
some sources. Facts and
opinions mostly clear and
credible. Content is fairly
thorough, but could be even
more in-depth. (3)
Clearly understood the topic in-
depth and presented
information with relative ease.
(3)
Eye contact, voice clarity,
expression & pace were mostly
effective. (6)
Responses to questions are
concise but show some insight.
Asks questions of others which
are relevant, and shows
evidence of good listening.
(1.5)
Level 2 - Approaching
Expectations
(Fair to Satisfactory)
Information somewhat sufficient
and relevant, but containing
inaccuracies or vague,
unsupported claims. Speech
was slightly short of minimum
time frame. (4)
Some supporting evidence
from few credible sources. Fact
and opinion sometimes
unclear. Content is lacking in
substance. (2)
Seems to understand the main
points of the topic, but didn‟t
present with ease. (2)
Eye contact, voice clarity,
expression& pace were
satisfactory. (4)
Responses to questions are
brief and seem uninformed.
Asks questions of others which
are basic, and shows evidence
of limited listening skills. (1)
Level 0-1 Below Expectations
(Unsatisfactory)
Information insufficient,
irrelevant, inaccurate, and/or
unclear. Minimum length
expectation far from being met.
(0-2)
No supporting evidence from
credible sources. Facts not
present; opinions not rational.
Very little content to assess. (0-1)
Did not show an adequate
understanding of the topic; led to
awkward presentation. (1)
Eye contact, voice clarity,
expression and/or pace are
lacking. (0-2)
Avoids questions altogether OR
responses are brief, very vague
and uninformed. Neglects to asks
questions of others OR questions
are very basic. Poor listening
skills and/or is disruptive. (0-0.5)
 Criteria Level 4 - Exceeds
Expectations (Excellent)
Matrix Sheets (Record of At least 4 present representing
Research Note-Taking) a variety of sources, fields are
correctly filled in, thorough
note-taking. (4)
Slide Show Clear, concise, and formal;
contains main points & visuals
that enhance the formality and
persuasiveness of the
presentation. (4)
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Course Syllabus in English 30- Language Research
Level 3 - Meets Expectations
(Adequate to Good)
3-4 are present; mostly
complete with only minor
errors; quantity of notes is
adequate. (3)
Complete and adequate; text is
visible but could be condensed
in places; visuals are included
and are appropriate. (3)
Level 2 - Approaching
Expectations
(Fair to Satisfactory)
Only 2-3 present; several fields
are incomplete; quantity of
usable notes may be lacking/
insufficient. (2
May lack visual appeal (i.e. text
hard to read) or is too vague;
images are present but may not
necessarily enhance the
presentation, or they are
inappropriate. (2)
Total
Level 0-1 Below Expectations
(Unsatisfactory)
Only 1, if any, present; many
fields incomplete; very few
notes present; more research is
needed. (0-1)
Incomplete or not included/ not
prepared. (0-1)
/34
RUBRIC FOR EXPOSITORY RESEARCH ESSAY (Retrieved from on https://eng521milton.files.wordpress.com/2012/02/panel-discussion_2013.pdf November 15, 2016)

Criteria Requirements And Value Student’s Mark

Title; Title Page Catchy/appropriate title; Title page follows proper format according to MLA guidelines. Value (2).
Thesis Statement Clear, direct, focused; outlines “road map” for essay; placed at the end of the introduction. Value: (4)
Introduction Minimum 5 sentences; clearly introduces content of essay in an interesting manner; follows pattern of general to
specific without giving away supporting details; ends with a thesis statement. Value: (5)
Organization and Body of essay is well organized; topic & concluding sentences present for each paragraph; Each subordinate point
Structure directly supports argument asserted in thesis. Value: (8)
Minimum Length Essay is a minimum of 800 words, and not more than 1200 words. Value: (3)
Requirement
Content & Integration of Content is convincing, relevant, accurate and clear. Essay presents an in-depth exploration of the chosen topic;
Reference Material Essay is not merely opinion-based; research is clearly integrated; essay is expository or persuasive in style. Value:
(12)
Transitional Phrases Use of transitional words and phrases used to link paragraphs and ideas; fluency achieved. Value: (3)
In-text Citations 8-10 in-text citations are present and properly formatted according to MLA guidelines. Value: (8)
Conclusion Minimum 5 sentences long; brings closure to essay, follows specific to general pattern, restating thesis; summarizes
key points; does not mention new information; leaves the reader with a final thought-provoking statement, such as
the future implications associated with the topic. Value: (5)
Pagination Proper MLA format pagination (Last name with number on upper right corner of every page, including Works Cited.
Value: (2)
Works Cited Present and properly formatted according to MLA guidelines; all sources referenced are listed. Value: (6)
 Works Cited centered at top of page
 Alphabetical order Double spacing throughout Proper indentation (2nd line hanging indent)
 Minimum 4 sources present, representing a variety of types of sources
 Properly formatted according to MLA guidelines
Formal Language/ Style Writer uses standard, formal English throughout; avoids colloquialisms, contractions, and use of first and second-
person. Diction reflects a serious and informative tone. Value: (2)
Writing Conventions/ Very few, if any, errors in grammar and/or writing mechanics including sentence structure, punctuation, and
Mechanics capitalization. Value: (10)
Total VALUE: (70)

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Course Syllabus in English 30- Language Research
RUBRIC FOR RESEARCH PROPOSAL (Alonzo, 2016)
Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Background and Rationale

Statement of Too brief; context Little context and Context offers argument but Context is well argued with Though-provoking
Context presented is irrelevant background are lacks focus supporting details introduction; topic moves from
provided general idea to specific
arguments; sufficient context
and background are provided.
Statement of Rationale is illogical Rationale is stated Rationale is stated but The rationale is well-argued The rationale is well-argued
Rationale but lacks focus based solely on the based on the current needs based on the current needs in
researcher‟s experience in the discipline; supported the discipline; supported by
and observation by research evidence. research evidence; gap in the
literature is highlighted.
Aims of the Study The aims of the study The aims of the Aims of the study is well The aims of the study are The aims of the study is clearly
is not stated study is stated but stated but incoherent with clearly outlined and are linked to the rationale and gap
lack clarity the rationale and gap in the coherent to the rationale in the discipline; the aims are
discipline and gap in the discipline doable within the proposed
period of research
Potential The study is just a The potential The potential contribution of The potential contribution of The potential contribution of
Contribution of the repetition of the contribution of the the study is stated, but it is the study is well argued, but the study is clearly argued and
Study existing ones study is not clearly not linked to the rationale the study will not provide a it shows the originality of the
stated and aims of the study new understanding of the research
phenomenon being
explored.
Literature Review

Outline of the There is no focus. The literature review Literature review provides a Literature review provides Literature review provides
literature review is not substantial few evidence/arguments evidence that the study evidence that the study does
enough to provide why the study is needed. does not duplicate past or not duplicate past or current
evidence/arguments current research. research; literature review
to the need to clearly positions the within the
conduct the existing body of knowledge.
research.
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Course Syllabus in English 30- Language Research
 Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Background and Rationale

Depth of analysis Arguments presented Arguments are Arguments are organized to Arguments are organized to Arguments are organized and
and/or critique of are more of report organized but not reveal the gap in the reveal the gap in the accounts opposing views to
the existing rather than a effective in showing literature. literature and are linked to reveal insightful strengths and
literature literature review. the gap in the the current practices. weaknesses of current
literature. research and practices.
Use of relevant Research literature is A few research Half of the sources show a Presents in-depth Synthesize in-depth
literature irrelevant literature is relevant high level of relevance in information from relevant information from the relevant
representing limited but representing addressing the assessment and current sources sources representing various
points of limited points of task. representing various points of views/approaches.
view/approaches. view/approaches. points/views/approaches.
Writing Style Topic sentences lack Topic sentences are Topic sentence offers an Each topic sentence contains
clear ideas and are broad and vague; argument but lacks focus; All topic sentences contain a clear argument; transitions of
not supported. paragraphs do not some of the paragraphs are clear arguments but some each argument build from the
offer distinct points; poorly developed, hence are poorly supported; some preceding paragraph; majority
most of the weakens the essay; Each of the paragraphs contain of the texts in each paragraph
supporting details argument does not build up more information from is owns thought; focus of the
are dated; reasoning from the previous research rather than own essay is developed and
is faulty. paragraph. idea. maintained in all paragraphs.

Clarity, consistency Quotes are not Quotations, citations Some of the information are Most of the references are Quotes and other authors‟
and properly referenced and referencing are not referenced; list of effectively used, correctly views are introduced with a
appropriateness of and other research inconsistent; some literature is complete. cited and correctly listed in purposeful and detailed
conventions for literature are not of the cited literature the reference list according context; all references are
quoting, properly cited; are missing in the to APA style. effectively used, correctly cited
paraphrasing, inconsistent entry of reference list. and correctly listed in the
attributing sources references in the reference list according to APA
of information, and reference list. style.
listing references

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Course Syllabus in English 30- Language Research
 Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Clarity and Tables/diagrams are Numbered but the Consistent in numbering but Numbered but the title is too Numbered and the title
consistency in not numbered and title does not capture some of the titles do not wordy enhances the clarity of the
presenting tables labeled. the content; some capture the content of the content of the table/diagram
and diagrams inconsistency in table/diagram
numbering and titles
Clarity and Contains many Contains a few Well written for the most Well written for the most Sentences vary in length and
appropriateness of spelling, punctuations spelling, part, without spelling, part, without spelling, structure; academic tone;
sentence structure, and grammar errors; punctuations and punctuations or grammar punctuations or grammar adheres to the word limit;
vocabulary use, sentence structures grammar errors; error but with jargons and error; appropriate words are words used are intelligent and
spelling, do not vary- too long many jargons/slangs inappropriate word choices; used; within the word limit. precise; effective use of
punctuation and and too short; does and inappropriate within the word limit. transition signals.
word length. not meet the word use of words; use of
limit. contractions; does
not meet the word
limit.
Research Research questions Research questions are Research questions are clear
Questions are vague. clear and specific. and specific.

Methods
Research Design The research design is The research The research design is The research design has The purpose, questions, and
inappropriate. design is confusing described using standard been identified and design are mutually
or incomplete terminology. Limitations and described in sufficiently supportive and coherent.
given the research assumptions are not detailed terms. Some Attention has been given to
questions and included. limitations and assumptions eliminating alternative
sampling strategy. have been identified. explanations and controlling
Important extraneous variables.
limitations and Appropriate and important
assumptions have limitations and assumptions
not been identified. have been clearly stated.

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Course Syllabus in English 30- Language Research
 Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Sampling The context, The sampling The description of the The context, population, and The description of the context
Procedure population, or sample is strategy is context, population, or sampling strategy is and population is meaningful,
not identified or inappropriate for sampling strategy is adequately identified and including both quantitative and
described. the research confusing, lacked relevance described. The size of the qualitative description. The
questions. to the purpose, is population, sample, and sampling process is reasonable
incomplete, or failed to comparison groups is to recruit a representative
identify specific quantitative identified. sample of the population.
or qualitative details. Attention is given to controlling
for extraneous factors and
sampling error.
Data Gathering Procedures for Procedures for Procedures (permissions, Procedures for implementing Procedures are thorough,
treatments and treatments and treatments, and data the study (permissions, manageable, coherent, and
gathering data are gathering data are gathering) are confusing, or treatments, and data powerful for generating valid and
missing. incomplete. lacked relevance to gathering) are identified and reliable data. Procedures are
purpose, research described in a chronological chronological and replicable,
questions, or sampling fashion. with clear distinctions between
strategy. researcher and participant
actions. Clear and reasonable
strategies are presented for
seeking permissions and for the
ethical treatment of human
subjects.
Data Analysis Analytical methods Analytical methods Descriptive or inferential Both descriptive and Analytical methods are
(descriptive, inferential (descriptive, methods are confusing, inferential methods are sufficiently specific, clear, and
test, and significance inferential test, and incomplete or lacked identified. Level of appropriate given the research
level) are missing. significance level) relevance to the research significance is stated. questions, research design, and
are inappropriately questions, data, or research scale of measurement, and type
aligned with data design. of distribution.
and research
design.

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Course Syllabus in English 30- Language Research
RUBRIC FOR DATA ANALYSIS (Retrieved from http://www.augusta.edu/education/gapsc-ci/documents/data-analysis.pdf on November 15, 2016)
Justification for analytical
strategy chosen
Data analysis execution
Data analysis interpretation
Implications and
Conclusions
Report format
Mechanics and Grammar
Overall quality
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Course Syllabus in English 30- Language Research
Unsatisfactory
Justification is either missing,
overly brief, or shows little
understanding of appropriate
analytical strategies.
Analysis is done incorrectly or
does not adhere to the
strategies justified.
Interpretation is missing or
completely wrong.
No implications or conclusions
are provided.
Report does not contain any
elements of an appropriate
research (APA) write-up.
There are many glaring errors
that detract from the write-up.
Demonstrates a failure to meet
the minimal expectations of
work at an advanced level.
In Progress
Justification is present, but is
brief and/or overly simplified.
The reason for using the
strategy isn‟t clear.
Analysis is done correctly for
the most part but lacks
elements included in the
justification.
Interpretation is brief, contains
missing elements or is a naïve
interpretation.
Implications and conclusions
are presented, are partially
correct but some or all
elements do not follow from the
analysis or interpretation.
Report does contain some
elements of an appropriate
research (APA) write-up, but is
largely incomplete.
There is a lack of editing. There
are noticeable errors.
Demonstrates below average
work at the advanced level.
Proficient
Justification is present and
shows an understanding of the
purpose of the analysis and the
context in which is used.
Analysis is done correctly.
Interpretation is complete and
correct.
Implications and conclusions
are presented, are correct and
follow from the analysis or
interpretation.
Report does contain most
elements of an appropriate
research (APA) write-up.
There are few distracting
mechanical or grammatical
errors. The write-up has been
obviously been edited.
Demonstrates adequate work
at the advanced level.
Exemplary
Justification is complete and
shows a deep understanding of
the purpose of the analysis and
the context in which is used.
Analysis is done correctly and
utilizes advanced and/or
optional elements.
Interpretation is complete and
correct and reflects a thorough
understanding of the analysis.
Implications and conclusions
are presented and follow from
the analysis or interpretation.
Shows a sophisticated
understanding of the purpose
of the exercise and the
implications of the results.
Report contains all elements of
an appropriate research (APA)
write-up.
There are no distracting
mechanical or grammatical
errors. The write-up has been
meticulously edited.
Demonstrates exemplary work
at the advanced level.
ORAL DEFENSE RUBRIC (Retrieved from http://www.oie.msstate.edu/assessment/pdf/rubric/Thesis_and_%20Dissertation_Rubric.pdf on November 15, 2016)

Does Not Meet Expectations

Attribute for Oral Provide a short explanation for each attribute Meets Expectations Exceeds Expectations
that you select in this category.
Overall quality Poorly organized Clearly organized Well organized
of presentation Poor presentation Clear presentation Professional presentation
Poor communication skills Good communication skills Excellent communication skills
Slides and handouts difficult to read Slides and handouts clear Slides and handouts outstanding

Overall breadth Responses are incomplete or require Responses are complete Responses are eloquent
of knowledge prompting Arguments are well organized Arguments are skillfully presented
Arguments are poorly presented Respondent exhibits adequate Respondent exhibits superior
Respondent exhibits lack of knowledge in knowledge in subject area knowledge in subject area
subject area Responses meet level expected of Responses exceed level expected of
Responses do not meet level expected of degree program degree program
degree program
Overall Assessment Does not meet expectations Meets Expectations Exceeds Expectations
Confidential Comment(s)

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Course Syllabus in English 30- Language Research
WRITTEN THESIS RUBRIC (Retrieved from http://www.oie.msstate.edu/assessment/pdf/rubric/Thesis_and_%20Dissertation_Rubric.pdf on November 15, 2016)
Attribute for Written
Overall quality
of science
Contribution to the discipline
Quality of writing
Overall Assessment
Confidential Comment(s)
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Course Syllabus in English 30- Language Research
Does Not Meet Expectations
Provide a short explanation for each attribute
that you select in this category.
Arguments are incorrect, incoherent, or
flawed
Objectives are poorly defined
Demonstrates rudimentary critical thinking
skills
Does not reflect understanding of subject
matter and associated literature
Demonstrates poor understanding of
theoretical concepts
Demonstrates limited originality Displays
limited creativity and insight
Limited evidence of discovery
Limited expansion upon previous research
Limited theoretical or applied significance
Limited publication impact
Writing is weak
Numerous grammatical and spelling errors
apparent
Organization is poor
Documentation is poor
Does not meet expectations
Meets Expectations
Arguments are coherent and clear
Objectives are clear
Demonstrates average critical
thinking skills
Reflects understanding of subject
matter and associated literature
Demonstrates understanding of
theoretical concepts
Demonstrates originality
Displays creativity and insight
Some evidence of discovery
Builds upon previous research
Reasonable theoretical or applied
significance
Reasonable publication impact
Writing is adequate
Some grammatical and spelling
errors apparent
Organization is logical
Documentation is adequate
Meets Expectations
Exceeds Expectations
Arguments are superior
Objectives are well defined
Exhibits mature, critical thinking
skills
Exhibits mastery of subject matter
and associated literature.
Demonstrates mastery of theoretical
concepts
Demonstrates exceptional originality
Displays exceptional creativity and
insight
Exceptional evidence of discovery
Greatly extends previous research
Exceptional theoretical or applied
significance
Exceptional publication impact
Writing is publication quality
No grammatical or spelling errors
apparent
Organization is excellent
Documentation is excellent
Exceeds Expectations
RUBRIC FOR BRAINSTORMING SESSION (Retrieved from https://www.clear.rice.edu/bioe451/documentation%20files/brainstorming%20rubric_451.pdf on November 15, 2016)
Details/proof of
Excellent (max pts)
brainstorming
Quality of brainstormed Good, detailed lists, drawings or other proof of
ideas (15 pts) brainstorming design solution options are
stored in the binder or design notebook.
Quality of brainstormed High quality, technically feasible and highly
ideas (20 pts) detailed design solution options are presented,
covering either the full design or individual
components.
15-20 concepts or ideas 15-20 concepts or ideas presented
Response to comments Team has thoughtfully considered feedback
and previous grading (15 and input from graders in prior cycles. Work in
pts) this cycle demonstrates team's effort actively
improve the brainstorming, going above and
beyond specific points called out by the grader.
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Course Syllabus in English 30- Language Research
Average (mid pts)
Moderate proof of brainstorming design
solution options is stored in the binder or
design notebook.
Moderate quality and diversity of design
solution options are presented. Solution
options may not be feasible.
~10 concepts presented
Team has incorporated most of the
specific changes made by graders, but
revisions do not address deep or more
substantive problems with the
document.
Poor (lowest pts)
Poor detailing of brainstorming in binder or
design notebook.
Poor quality and diversity of design solution
options are presented. It is difficult to
determine the team‟s thought process.
Fewer than 3-7 ideas generated and
presented.
Team has ignored grader feedback or taken
only minimal steps to improve the document.
COOPERATIVE LEANING RUBRIC (Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf on November 15, 2016)
Contribution to group goals
Consideration of others
Contribution of knowledge
Working and sharing with
others
Comments
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Course Syllabus in English 30- Language Research
1 2
Works toward group goals only
when prompted
Needs occasional reminders to
be sensitive to the feelings of
others
Contributes information to the
group only when prompted
Participates in needed changes
when prompted and
encouraged; always or often
relies on others to do the work
Works toward group goals with
occasional prompting
Shows sensitivity to the
feelings of others
Contributes information to the
group with occasional
prompting or reminding
Participates in needed changes
with occasional prompting;
often needs reminding to do
the assigned work
3 4
Works toward group goals
without occasional prompting;
accepts and fulfills individual
role within group
Shows and expresses
sensitivity to the feelings of
others; encourages the
participation of others
Contributes knowledge
opinions and skills without
prompting or reminding
Willingly participates in needed
changes; usually does the
assigned work and rarely
needs reminding
Consistently and actively works
toward group goals; willingly
accepts and fulfills individual
role within group
Shows sensitivity to the
feelings and learning needs of
others; values the knowledge,
opinion, and skills of all group
members and encourages their
contribution
Consistently and actively
contributes knowledge opinions
and skills without prompting or
reminding
Helps the group identify
necessary changes and
encourages group action for
change; always does the
assigned work without having
to be reminded
OTHER REQUIREMENTS AND ASSESSMENTS (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Midterm Exam This is a 50-item Multiple Choice Test. The aim of this test is to determine the developing CO1, CO2, CO3
understanding of the principles, concepts and practices of assessment for learning.
AA2 Quizzes These quizzes are designed to check the conceptual understanding of students. CO1, CO2, CO3

V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment Grade Source (Score or Rubric Percentage of Final

Item Grade) Grade
AA1 Final Exam-50 15%
LO1 100 15%
LO2 100 20%
LO3 100 50%
Total 100%

Passing Grade 2.0

Passing Grade conditions:
 Attendance in class is not given weight in the grading system. This means that students may be absent from class provided they will not exceed the allowable number of hours
which is 20 percent of the 54 hours allotted per course; unless prior permission is sought and the reason is valid. Validity of the reason shall be determined by the teacher.
 After incurring more than 20 percent of the 54 allotted hours for the course, the student shall be given a grade of UW (Unauthorized Withdrawal which is equivalent to 5.0)
 Should a student fail to submit one of the final papers or any of the requirements on the set deadline, an INC grade shall be given which should be removed within one school year.

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Course Syllabus in English 30- Language Research
VI. LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan:
Teaching-
Intended Learning Outcomes Course Assessment Learning
Week Topics Learning Required Reading
(ILO) Outcome Activities Output
Activities (TLA)
Week 1  Discuss the rationale for taking this  The contribution of this  VMGO
course course in the attainment  Discussion  Critiquing  Institutional Graduate Attributes
 Establish the connection of this of USeP‟s:  Program Educational Outcomes
course to the attainment of the  VMGO  Graduate Outcomes
graduate outcomes, program  Institutional Graduate
educational outcomes, institutional Attributes
graduate attributes and the VMGO  Program Educational
of USeP. Outcomes
 Graduate Outcomes
The Language
Research course
outcomes
Week  Discuss the scenario in the glocal CO1 Follow these links:  Well written
2-3 arena particularly in the English  The world of research  Panel  Essay  https://www.youtube.com/watch? essay
language teaching and learning specifically the language discussion writing v=Og4BGyZr_Nk
based on the assigned reading; research  http://www.ncte.org/
 Identify the different problems  http://www.aft.org/sites/default/fil
presented in the reading; es/periodicals/goldenberg.pdf
determine whether the problems  http://www.cal.org/caela/tools/pro
presented are happening in the gram_development/elltoolkit/Part
national scene and/or the local 4-
scene; 1EnglishLanguage&LiteracyLear
 find the gaps that need to be ning.pdf
further investigated to help solve  https://englishagenda.britishcoun
the problem; cil.org/sites/default/files/attachme
 Explain why research is important nts/g141_eltra_which_english_w
in the English language teaching hose_english_teachers_beliefs_a
and learning; ttitudes_and_practices_final.pdf
 https://englishagenda.britishcoun
cil.org/sites/default/files/attachme
nts/e485_mobile_pedagogy_for_
elt_final_v2.pdf

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Course Syllabus in English 30- Language Research
 Teaching-
Assessment Learning
Week Intended Learning Outcomes (ILO) Topics Learning Required Reading
Activities Output
Activities (TLA)
Week  Write a powerful introduction for  Understanding literature review  Library work  Writing Follow these links:  Well written
4-6 the proposed research activity;  Selecting a theory introductory  https://www.youtube.com/watch?v introductory
 Write a cohesive literature review  Designing a conceptual framework essay =g3dkRsTqdDA essay
 Identify a theory that would fit in  Writing the statement of the problem  https://www.youtube.com/watch?v
 Writing the null hypothesis (es)/ =jKL2pdRmwc4
 https://www.youtube.com/watch?v
assumption(s)
=EcnufgQzMjc
Week  Compare and contrast qualitative  Qualitative vs quantitative research  Brainstorming  Write the Follow these links:  Well written
7-9 and quantitative research and give  Research ethics session method of  https://www.youtube.com/watch?v method
examples of each kind of research;  Descriptive/ Correlation research design  Cooperative the =2X-QSU6-hPU
 Manifest understanding of the  Research and sampling design learning proposed  https://www.youtube.com/watch?v
research ethics and apply it in the  Respondents (How chosen) research =Zbi7nIbAuMQ
process of collecting data; activity  https://www.youtube.com/watch?v
 Instruments (Valid and Reliable)
 Discuss comprehensively the =Ypgo4qUBt5o
different sampling designs;  Data gathering procedure  http://www.stat.osu.edu/~calder/st
 Decipher the difference between  Statistical design at528/Lectures/lecture13_2slides.
respondents from participants; PDF
manifest understanding of the term  http://www.ssc.wisc.edu/~jraymo/l
„representative of the population‟; inks/soc357/class8_F09.pdf
 http://www.ajhepworth.yolasite.co
m/resources/9817-
Reliabillity%20and%20validity.pdf
 http://ocw.jhsph.edu/courses/hsre
/PDFs/HSRE_lect7_weiner.pdf
 https://www.uni.edu/chfasoa/relia
bilityandvalidity.htm

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Course Syllabus in English 30- Language Research
 Teaching-
Intended Learning Course Learning Assessment
Week Topics Required Reading Learning Output
Outcomes (ILO) Outcome Activities Activities
(TLA)
 Establish that the CO2
instrument is valid and
reliable;
 Provide a framework on the
steps to be followed in
gathering the data;
 Decide the statistical tool to
be used to treat the
gathered data and to
answer the questions
posed.
Week DATA GATHERING
10-11
Week  Interpret and analyze the CO4  Interpreting and Analyzing  Group  Writing Follow these links:  Well interpreted and
12 data gathered; the data activity chapter 3  http://www.evaluatod.org/ass analyzed data
 Discuss comprehensively  Writing Chapter 3 of the ets/resources/evaluation-
the findings of the study; manuscript guides/analyzing-
interpretingdata-8-09.pdf
 https://docs.google.com/pres
entation/d/1U8aMTzvz_iezK0
FJYPKPBwsnJinNLXkypAGFj
INA4Nk/present?slide=id.p32
Week  Write the conclusions and CO4  Writing Conclusions and  Group  Writing Follow these links:  Well written conclusions
13-14 recommendations; Recommendations activity chapter 4,  https://www.youtube.com/wat and recommendations
 Cite correctly the references  Checking the references  Writing the ch?v=NvbzZSY6_nM
using APA format. (APA format) references  http://www.wikihow.com/Write
(APA format) -a-Conclusion-for-a-
Research-Paper
 https://www.youtube.com/wat
ch?v=10eg_GB_A9E
 http://www.library.kent.edu/fil
es/APACheatSheet.pdf

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Course Syllabus in English 30- Language Research
 Teaching-
Intended Learning Course Learning Assessment
Week Topics Required Reading Learning Output
Outcomes (ILO) Outcome Activities Activities
(TLA)
Week REFINING THE MANUSCRIPT/PREPARING FOR THE FINAL DEFENSE
15-16
Week FINAL DEFENSE
17
Week REVISION OF THE MANUSCRIPT/SUBMISSION OF ARTICLE FORMAT MANUSCRIPT
18

VII. Articles to read:

Aquino, M.S., & Labad, V.S. (2015). The effectiveness of VSTF method in improving students’ reading comprehension. Master thesis of the University of Southeastern Philippines, College
of Education, Obrero, Davao City.

Bustamante, A.G.E., & Dequito, J.P. (2014). Reading comprehension, academic optimism and motivational differences of students in Engineering and Science education program. Master
thesis of the University of Southeastern Philippines, College of Education, Obrero, Davao City.

Dioso-Ahon, C.M., & Labad, V.S. (2014). Teachers’ literacy beliefs, reading instructional practices and students’ reading proficiency. Master thesis of the University of Southeastern
Philippines, College of Education, Obrero, Davao City.

Jambangan, E.M., & Labad, V.S. (2015). Structural equation model predicting students’ reading attitude and performance. Master thesis of the University of Southeastern Philippines,
College of Education, Obrero, Davao City.

Labad, V.S. (2014). Preservice teachers’ linguistic competence, foreign language anxiety and their reading comprehension. Presented during the Inaugural Asian Conference on
Education & International Development at Osaka International Convention Center, Osaka, Japan.
rd
Labad, V.S. (2015). Preservice teachers’ reader self perception and teaching reading self perception. Presented during the 3 Higher International Research Conference on Higher
Education (IRCHE).
rd
Labad, V.S., & Andoy, V.D. (2013). Development of a reading workbook for kindergarten students. Presented during the 3 National Convention of teachers of English to Speakers of
Other Languages (TESOL) Philippines.

Obguia, A.E., & Labad, V.S. (2016). Students‟ vocabulary learning strategies their vocabulary knowledge reading skills and comprehension. Master thesis of the University of Southeastern
Philippines, College of Education, Obrero, Davao City.
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VIII. CLASSROOM POLICIES:

Class attendance and participation

It is very essential for students to attend class activities on regular basis. Since the course will cover a broad range of topic, it is the students‟ responsibility to look for additional
materials covered in this course whether or not it is found in the reading materials provided. In this way, students can participate in any form of discussion in the classroom. Participating
in class discussion is strongly encouraged to help the students feel more comfortable with the learning materials while at the same time giving the class the benefit of each ones ideas and
perspective. In this way, the instructor will be able to determine what needs to be clarified and be able to teach more effectively.

Reading assignments have been made for almost every class period. Study questions for the readings will be given in advance. Please read the assignments and develop
responses to the study questions before the next class. Class sessions will include short lectures, small-group conversations, and whole-class discussions based on or part of the
readings. Classes are designed for active participants. Please come to class prepared to discuss the assigned material and its implications. I do give credit for good oral participation in
class.

Academic Honesty

USePians are bound to follow the rules and regulations stipulated in the graduate school manual of the University. University policy regarding academic honesty applies to this
course. Academic dishonesty includes, but not limited to, cheating in any form, plagiarism and the like.

Prepared by: Recommending Approval: Approved:

VELMA S. LABAD, Ed.D. JENNIFER P. DEQUITO, MAT-ELA DENNIS A. ALONZO, Ph.D.

Faculty Program Head Dean, CEd

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