This version of the course guide is provisional until the period for editing the new course guides ends.

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Research in Education II: Methodologies and Research and Innovation Techniques

Code: 45004 ECTS Credits: 9
2024/2025
Degree Type Year
4313815 Research in Education OB 0

Contact

Name:
Laura Arnau Sabates
Email:
laura.arnau@uab.cat

Teachers

José Tejada Fernández
Gemma Paris Romia
María Lourdes Martínez Mínguez
Emilee Sarah Moore De Luca
Joanna Genevieve Empain
Nayme Daniela Salas

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

This is a mandatory module in the master's programme


Objectives and Contextualisation

This module seeks to introduce students in the methodology of research in education

Specific cognitive objectives:

  • Know the basic components and processes of an educational reserach.
  • Know the theoretical-practical implications of the research
  • Know the main methodologies and research methods in education
  • Know the main techniques of information production

Specific procedural objectives

  •  Analyze the methodological context of the educational research
  • Identify the elements or components involved in educational research design
  • Recognize different procedures and methods of educational research
  • Document the research methodologies and methods. Design techniques for collecting and producing information.

Specific attitudinal objectives

  • Recognize the work of others and respect intellectual property
  • Respect the ethical principles of the research process

Learning Outcomes

  1. CA04 (Competence) Apply criteria of methodological quality to the different phases of the research.
  2. CA05 (Competence) Assess the social, economic and environmental impact of education research.
  3. KA02 (Knowledge) Understand and appreciate the ethical principles of education research.
  4. KA03 (Knowledge) Understand and compare the paradigms, approaches and methodological designs of education research.
  5. KA04 (Knowledge) Identify education research problems that can be addressed through education research.
  6. SA02 (Skill) Prepare a design and select a methodology that are consistent with the research goals and questions.
  7. SA03 (Skill) Develop techniques and data collection instruments depending on the nature of the data and the sources of information.
  8. SA04 (Skill) Select the type of communication based on the recipients.

Content

1. Methods and designs of research in education

1.1.Quantitative research

1.2.  Qualitative research

1.3.  Other methods: design based research and evaluation research

 2. Instruments and strategies to collect information

2.1. Type of instruments: observation, interviews and questionnaires

2.2.Design, development and validation of the instruments


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Analysis and discussion of the articles 7.5 0.3
Exercise to practice in class 10 0.4
Master classes / expositions 60 2.4
Oral Presentation 7.5 0.3
Type: Supervised      
Tutorials 55 2.2
Type: Autonomous      
Individual work and assignments 60 2.4
Reading articles 25 1

The teaching methodology will be based on the following dynamics:

  • Lectures
  • Reading of research articles
  • Analysis and discussion of research articles
  • Exercises to practice in class
  • Oral presentations
  • Tutorials

 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active participation in class 10% 0 0 CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04
Classroom activities and final work M2 20% - 40% per assignment up to 60% 0 0 CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04
Oral Presentation and follow-up of final work M2 30% 0 0 CA04, CA05, KA02, KA04, SA02, SA03, SA04

 

The evaluation of the module will be carried out through the activities indicated.

The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all activities.

Class attendance is mandatory.

The oral presentation of the research project will take place prior to the completion of Module 2. The submission of the Final Project will be done via Moodle once the module is completed.
The rest of the classroom activities will be distributed throughout the entire module, with scheduled start and submission dates; these dates will be provided in the course programme, which will be made available
on the first day of class.

If a student opts for the single evaluation mode, the evaluation date will be the same day as the final follow-up and oral presentation of the module. In addition to completing the follow-up and oral presentation, the student must submit,
via Moodle, a portfolio with the set of evidence established as evaluation activities.

The recovery of the Final Project of the Module and/or any classroom activity (for students undergoing continuous assessment) or the Portfolio (for students undergoing single assessment) is expected to be carried out within a maximum period of one month after the completion of the module. The oral presentation (whether it is part of continuous assessment or single assessment) will not be recoverable.

The return and follow-up of the activities that are part of the qualification will be given in less than three weeks. The student who wants to review the mark must do so within 15 days of its publication in the tutoring schedule that the teaching staff has established for this subject and that is part of the program of this module. Class attendance is mandatory.

Copying or plagiarism in any type of assessment activity constitutes a crime, and will be penalized with a 0 as a grade for the subject losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0).
A work, activity or exam will be considered "copied" when it reproduces all or a significant part of the work of another colleague.
A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.

It’s necessary for the student to show a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide. Therefore, in all activities (individual or in group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree  of understanding of academic texts. An activity can be returned (not evaluated) or failed if the teaching staff considers that it does not meet these requirements. In addition, before submitting any activity or exam, the student must verify that he or she has correctly written the sources, notes, citations and bibliographic references following the APA regulations.

 

 

Bibliography

Albert M.J. (2007). La investigación Educativa. McGraw Hill

APA (2019).Publication manual of the American Psychological Association. (7th ed). American Psychological Association

Briones, G. (2016). Métodos y técnicas de investigación en Ciencias Sociales. (4ª ed.) Trillas. 

Canales, M. (Ed.) (2017). Metodologías de investigación social. LOM Ediciones. Corbetta, P. (2010). Metodología y técnicas de investigación social. Ed Mcgraw Hill.

Creswell, J. W. & Creswll, J.D. (2018). Research Design. Qualitative, Quantitative and Mixed Methods Approaches. (5º ed.). SAGE

Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8.

Diaz-Barriga, A. y Luna-Miranda, A.B. (Coords.) (2015). Metodología d ela investigación educativa. Aproximaciones para entender sus estrategias. Ediciones Díaz Santos

Easterday, M., Lewis, D. y Gerber, E (2014). Design-Based Research Process: Problems, Phases and Applications. ICLS Proceedings Volume I. (317-324)

Espinoza, E.E. (2015). Aspectos teóricos e instrumentos de la Metodología de Investigación Educativa. Universidad Técnica de Machala.

Fabregas, S.; Meneses, J. Rodríguez-Gómez, D. y Paré, M.H. (2016). Técnicas de investigación social y educativa. Editorial UOC.

Green, J.L.; Camilli, G & Elmore, P.B. (eds.) (2006). Handbook of Complementary Methods in Education Research. Lawrence Erlbaum Associates, Inc. Publishers & American Educational Research Association.

Hernández Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6ª ed). McGraw-Hill

HernándezSampieri, R. Y Mendoza, C,P. (2018). Metodología de la investigación. Las rutas cuantiativa, cualitativa y mixta. McGraw-Hill

Krueger, R.A.; Casey. M.A. (2008). Focus groups: A practical guide for applied research. SAGE

León, O. & Montero, I. (2015). Métodos de investigación en Psicología y Educación. Las tradiciones cuantitativa y cualitativa. (4a Edición). McGraw Hill Education

Leavy. P. (2017). Research Design. Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-based Participatory Research Approachs. The Guilford Press

Martínez Mediano C. & Galán González, A. (2014). Técnicas e instrumentos de recogida y análisis de datos. Editorial UNED.

Mckenney, S.E. y Reeves, T. (2012). Conducting Educational Design Research. Routledge

McMillan, J.H., & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th ed). Pearson

Mertens, D.M. (2010). Research and Evaluation in Education and Psychology (3rd Edition). SAGE Publications.

Pimienta, J. y De la Orden, A. (2017). Metodologia de la investigación. Pearson.

Quintal, J.; García, B. (coord.) (2012). Fundamentos básicos de metodología de investigación educativa. CCS.

Stake, R.E. (1998). Investigación con estudio de casos. Morata.


Software

This module does not need a specific software


Language list

Name Group Language Semester Turn
(PAULm) Classroom practices (master) 1 Spanish annual afternoon
(PAULm) Classroom practices (master) 2 Spanish annual afternoon