prerequisites and recommendations · 1. to understand the advantages and disadvantages of...
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INSTITUTO DE ESTUDIOS DE POSTGRADO 2018/19 Year
COURSE DESCRIPTION
www.uco.es
facebook.com/universidadcordoba
@univcordoba
INFORMACIÓN SOBRE TITULACIONES
DE LA UNIVERSIDAD DE CÓRDOBA
uco.es/idep/masteres
METODOLOGÍA DE LA INVESTIGAC.
PAGE 1/3
2018/19 Year
COURSE DETAILS
Title: METODOLOGÍA DE LA INVESTIGACIÓN CUANTITATIVA
Code: 585007
Degree/Master: MÁSTER UNIVERSITARIO EN ESPECIALIZACIÓN EN EDUCACIÓN: JUEGO, JUGUETES,
SEGUNDAS LENGUAS E INTERCULTU
Year: 1
ECTS Credits: 2 Classroom hours: 15
Face-to-face classroom percentage: 30% Study hours: 35
Online platform:
LECTURER INFORMATION
Name: CALMAESTRA VILLÉN, JUAN
Department: PSICOLOGÍA
Area: PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN
Office location: Planta Baja
e-Mail: [email protected] Phone: 957212539
Name: CASAS BOLAÑOS, JOSÉ ANTONIO
Department: PSICOLOGÍA
Area: PSICOLOGÍA EVOLUTIVA Y DE LA EDUCACIÓN
Office location: Planta Baja
e-Mail: [email protected] Phone: 957212604
PREREQUISITES AND RECOMMENDATIONS
Prerequisites established in the study plan
None
Recommendations
None specified.
OBJECTIVES
1. To understand the advantages and disadvantages of quantitative research methods.
2. To be competent to plan and design a quantitative research in Social Science field related to Early Years Education.
3. To be competent to manage and analyse quantitative data, elaborating a properly interpretation of the results.
INTENDED LEARNING OUTCOMES
CG4
CG6
CB10
INSTITUTO DE ESTUDIOS DE POSTGRADO 2018/19 Year
COURSE DESCRIPTION
www.uco.es
facebook.com/universidadcordoba
@univcordoba
INFORMACIÓN SOBRE TITULACIONES
DE LA UNIVERSIDAD DE CÓRDOBA
uco.es/idep/masteres
METODOLOGÍA DE LA INVESTIGAC.
PAGE 2/3
2018/19 Year
CT2
CE2
CE3
CONTENT
1. Theory contents
1. Fundamentals of quantitative research.
2. The early stage of research: design, sample and questionnaires.
3. Exploring assumptions: distribution and exploratory data analysis.
4. Data analysis: univariate analysis and introduction to multivariate analysis.
2. Practical contents
1. Types of research designs
2. Sampling, variables and collection of information
3. Psychometric properties of information collection instruments
METHODOLOGY
Face-to-face activities
Activity Total
Assessment activities 2.5
Lectures 5
Seminar 5
Group work (cooperative ) 2.5
Total hours: 15
Off-site activities
Activity Total
Reference search 15
Exercises 20
Total hours: 35
WORK MATERIALS FOR STUDENTS
Case studies
Exercises and activities
Oral presentations
References
INSTITUTO DE ESTUDIOS DE POSTGRADO 2018/19 Year
COURSE DESCRIPTION
www.uco.es
facebook.com/universidadcordoba
@univcordoba
INFORMACIÓN SOBRE TITULACIONES
DE LA UNIVERSIDAD DE CÓRDOBA
uco.es/idep/masteres
METODOLOGÍA DE LA INVESTIGAC.
PAGE 3/3
2018/19 Year
EVALUATION
Tools Percentage
Attendance sheets 10%
Oral presentations 25%
Objective tests 35%
Assignments and
projects 30%
Period of validity for partial qualifications: Period of validity for partial qualifications: one year
BIBLIOGRAPHY
1. Basic Bibliography:
Cohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education. New York: Routledge.
Colton, D. & Covert. R. W. (2007). Designing and constructing instruments for social research and evaluation. San Francisco: Jossey-Bass.
Creswell, J. W. (2013a). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson.
Creswell, J. W. (2013b). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Thousand Oaks: SAGE.
Hoy, W. K. & Adams, C. M. (2015). Quantitative Research in Education: A Primer. Thousand Oaks: SAGE.
Johnson, R. B. & Christensen, L. B. (2015). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks: SAGE.
Pan, M. L. (2008). Preparing literature reviews: Qualitative and quantitative approaches. Glendale: Pyrczak Pub.
2. Further reading:
Carmena, G. et al. (2005). Criterios y procedimientos de evaluación de la investigación educativa. Madrid: CIDE.
Dane. F.C. (2010). Evaluating Research. Methodology for People Who Need to Read Research. Thousand Oaks, CA: Sage.
Elliot W. Eisner, Michael D. Day (2004) Handbook of research and policy in art education New Jersey:Lawrence Erlbaum Associates.
The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according to
the needs presented by students with disabilities and special educational needs in the cases that are required.