EDR 1.1 Activity. Research Approaches Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 7 September 2025, 11:59 PM
Scientific research can be conducted through three main approaches: quantitative, qualitative, and mixed methods. These represent the broad frameworks that guide the type of data used, methods of data collection and analysis, as well as the types of questions and answers posed in a scientific study. In this activity, you will learn the main characteristics of each approach and learn to distinguish them through a comparative table.
Learning Objective:
Compare the main research approaches: qualitative, quantitative, and mixed methods.
Instructions:
To facilitate the comprehension and analysis of texts, you can rely on digital tools such as Google’s NotebookLM https://notebooklm.google, which allows you to organize, summarize, and intelligently extract relevant information from documents.
Here is a video tutorial to help you understand how to use this tool to enhance your academic study and analysis: How to Use NotebookLM https://www.youtube.com/watch?v=UG0DP6nVnrc.
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. Chapter 1: Quantitative, Qualitative, and Mixed Research (pp. 3–38) https://us.sagepub.com/sites/default/files/upm-assets/106361_book_item_106361.pdf
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. Chapter 8: The Quantitative Method (pp. 153–182), Chapter 9: The Qualitative Method (pp. 183–208), Chapter 10: Mixed Methods Procedures (pp. 209–226) https://oscarjaramillo.cl/wp-content/uploads/2015/12/version-nueva-Creswell-2008-Research-Design.pdf
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://files.eric.ed.gov/fulltext/ED611786.pdfDeliverable:
Comparative table “1.1 Research Approaches Table”
Assessment Criteria:
Criterion
Score
Describes the main characteristics of the three research approaches15%
Describes the epistemological principles of the three research approaches10%
Describes the research process of the three research approaches
15%
Describes the main associated paradigms of the three research approaches
15%
Describes the recurrent methods used in the three research approaches
15%
Describes the advantages of the three research approaches
10%
Describes the limitations of the three research approaches
10%
Maintains careful spelling and wording, and references bibliography according to APA standards
5%
Submits the document on time and in the correct format on the platform
5% Total
100%
Bibliographic Resources:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. https://oscarjaramillo.cl/wp-content/uploads/2015/12/version-nueva-Creswell-2008-Research-Design.pdf
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://files.eric.ed.gov/fulltext/ED611786.pdf
Johnson, R. B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications. https://us.sagepub.com/sites/default/files/upm-assets/106361_book_item_106361.pdf1.3 Forum: The Importance of Educational Research Completion requirements Done: View To do: Make forum posts: 3 To do: Receive a grade
If we understand research as a process of acquiring and producing knowledge, then this process can certainly be applied within the educational field. Research plays a fundamental role in education, as it allows the development, implementation, and evaluation of both educational theories and practices. In this activity, you will explore how research is used to investigate educational phenomena.
Learning objective:
Highlight the role of educational research through peer dialogue.
Instructions:
Carefully review the following materials:
Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and mixed approaches (7th ed., Chap. 1, pp. 44-47). Basu, M. (2020). Importance of Research in Education (pp. 1–8).
Holland, N. (2023, August 15). How to Read and Interpret Research to Benefit Your Teaching Practice.
Based on your reading of the materials, respond in your own words to the following questions:
Why is research important in education? How do the concepts you learned support the design of a research project?
Post your responses in the activity forum before the submission deadline.
Read the contributions of two classmates and reply with thoughtful comments highlighting similarities and differences in relation to your own post.
Deliverable:
Forum post and responses to two classmates’ contributions.
Assessment Criteria:
Criterion
Score
Responds in their own words to the question about the importance of research in education30%
Responds in their own words to how the concepts learned help in designing a research project
30%
Provides a constructive comment on two classmates’ posts
15%
Uses respectful language, with proper grammar and syntax15%
Participates within the established timeframe10%
Based on your reading of the materials, respond in your own words to the following questions:
Why is research important in education? How do the concepts you learned support the design of a research project?
Why is research important in education?
How do the concepts you learned support the design of a research project?
2.1 Forum. Databases Completion requirements Done: View To do: Post replies: 1 To do: Receive a grade
In higher education, research is essential for the development of knowledge and teaching practice. Indexed databases are key tools that organize and categorize information, allowing researchers to access peer-reviewed studies and critical resources. Understanding their characteristics, such as structure and indexing criteria, is crucial to ensure that the information used in research is of high quality and relevance.
This activity will focus on identifying and using key academic databases for educational research. You are encouraged to explore platforms such as ERIC, Scopus, Web of Science, PubMed, ScienceDirect, JSTOR, EBSCOhost, Google Scholar, and the Directory of Open Access Journals (DOAJ). Learning to properly select, access, and evaluate sources within these platforms will not only improve the efficiency and accuracy of your research but also enhance your academic and professional development.
Additionally, this activity encourages the development of critical skills to evaluate sources and synthesize information from multiple studies. Mastering access to and use of these databases is essential for contributing to the advancement of knowledge in your areas and improving pedagogical practices through a solid and updated theoretical foundation.
Learning objective:
Recognize the characteristics and importance of indexed databases, in order to identify and properly use various relevant databases.
Instructions:
Carefully review the following materials:
Paperpile. (2025). The best academic research databases [Update 2025]. (Read sections: ERIC, Scopus, Web of Science, PubMed, ScienceDirect, JSTOR, EBSCOhost, Google Scholar, DOAJ; all listed under “The top list of academic research databases”). https://paperpile.com/g/academic-research-databases/ University of Cambridge. (2025, April). Selecting a specialized education database for literature reviews and evidence synthesis projects. Research Synthesis Methods. (Read entire PDF: comparison of specialized education databases including ERIC, EBSCO, ProQuest). https://www.cambridge.org/core/services/aop-cambridge-core/content/view/9ACA973C0AC909C2D913861FE3851D1E/S1759287924000115a.pdf/selecting-a-specialized-education-database-for-literature-reviews-and-evidence-synthesis-projects.pdf Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. (pp 44 to 46). https://oscarjaramillo.cl/wp-content/uploads/2015/12/version-nueva-Creswell-2008-Research-Design.pdf
Search for articles related to the topic “emerging technologies in education” in at least 3 databases of your choice.
For each article:
Describe the search process (keywords, filters, database features). Justify your selection criteria (relevance, authorship, year, peer-review status). Summarize each article briefly (main contribution or finding).
Using your summaries, create a visual presentation using online tools such as Genially, Canva, or Gamma.
In the participation forum for this activity, share the link to your visual presentation, with the submission deadline.
Make a comment on the contributions of two of your classmates, remembering to use clear and respectful language. Deliverable:
A visual presentation link posted in the forum + comments on two classmates’ contributions.
Assessment criteria:
Criterion
Score
The participation includes 3 articles from different databases30%
The participation details the justification for the choice of each article
30%
The participation is submitted through a visual presentation
10%
The visual presentation has careful writing and spelling
10%
The student comments on the presentations of two classmates
20% Total
100%
Bibliographic resources:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications. https://oscarjaramillo.cl/wp-content/uploads/2015/12/version-nueva-Creswell-2008-Research-Design.pdf
Paperpile. (2025). The best academic research databases [Update 2025]. Paperpile. https://paperpile.com/g/academic-research-databases/
University of Cambridge. (2025, April). Selecting a specialized education database for literature reviews and evidence synthesis projects. Research Synthesis Methods. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/9ACA973C0AC909C2D913861FE3851D1E/S1759287924000115a.pdf/selecting-a-specialized-education-database-for-literature-reviews-and-evidence-synthesis-projects.pdf2.2 Activity. Peer-Reviewed Journals Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 5 October 2025, 11:59 PM
Peer-reviewed journals, also known as journals with a peer-review process, are fundamental in academic research, especially in the field of education. These publications stand out because they subject manuscripts to a rigorous evaluation process by experts in the field before acceptance for publication. This mechanism ensures that articles publish high-quality research findings based on solid methodologies and valid conclusions, providing a standard of credibility and reliability in the knowledge generated and disseminated.
Assessing the quality and relevance of peer-reviewed journals is essential for any researcher. The choice of an appropriate publication can influence the dissemination of academic work and its impact on the educational community. With the increasing number of available journals, it is crucial that researchers are able to identify those that meet quality criteria, such as impact factor, the prestige of the editorial board, and inclusion in recognized databases. This not only enhances the visibility of their research but also ensures that findings contribute to meaningful academic debates and educational practice.
Understanding the importance of selecting appropriate journals not only enhances the quality of contributions to the field of education but also fosters a culture of reflective and ethical research. Mastering this practice will foster a continued commitment to academic excellence and the improvement of educational practices.
Learning objective:
Categorize scientific articles obtained from indexed databases to evaluate their relevance and validity in research on emerging technologies in education.
Instructions:
Carefully review the articles:
Gillet, D., & Cremin, G. (2022). Writing research articles: The IMRaD model. MacEwan University Library. https://library.macewan.ca/sites/default/files/pdfs/GUIDE%20TO%20WRITING%20RESEARCH%20ARTICLES-THE%20IMRAD%20MODEL.pdf The Writing Center at George Mason University. (n.d.). Scientific (IMRaD) Research Reports – Overview. https://writingcenter.gmu.edu/writing-resources/imrad/writing-an-imrad-report University of Minnesota Libraries. (n.d.). Structure of a Research Paper. https://libguides.umn.edu/StructureResearchPaper
Choose one of the following topics:
Adaptive Learning through Artificial Intelligence
Augmented and Virtual Reality in Education
Gamification and Its Effect on Learning
E-learning and Hybrid Education Post-Pandemic
In academic databases, select an academic article related to the chosen topic, explaining the justification for your choice.
Use the IMRaD model steps table to evaluate the chosen article and describe how it meets the requirements of: introduction, method, results, and discussion.
Integrate your evaluations into a Word document titled “2.2 Peer-Reviewed Journals”, write a conclusion on how the article reflects the IMRaD model criteria, and ensure it has careful writing and correct spelling.
Submit the document individually to the assignment dropbox before the submission deadline. Deliverable:
Article evaluation report
Assessment criteria:
Criterion
Score
The report includes one article per team evaluated according to the IMRaD model80%
The report maintains careful writing and correct spelling
10%
The document is submitted within the submission deadline
10% Total
100%
Bibliographic resources:
Gillet, D., & Cremin, G. (2022). Writing research articles: The IMRaD model. MacEwan University Library. https://library.macewan.ca/sites/default/files/pdfs/GUIDE%20TO%20WRITING%20RESEARCH%20ARTICLES-THE%20IMRAD%20MODEL.pdf
The Writing Center at George Mason University. (n.d.). Scientific (IMRaD) Research Reports – Overview. https://writingcenter.gmu.edu/writing-resources/imrad/writing-an-imrad-report
University of Minnesota Libraries. (n.d.). Structure of a Research Paper. https://libguides.umn.edu/StructureResearchPaper2.3 Activity. Information Selection Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 12 October 2025, 11:59 PM
Understanding and classifying scientific information sources is an essential skill for any researcher, especially those in the field of education. In the era of information overload, it is crucial to learn to discern between different types of sources, evaluating their credibility, relevance, and usefulness for research. This knowledge will not only build a solid foundation for your studies but will also contribute significantly to the body of knowledge in our respective fields.
In this activity, we will explore each of these types of scientific information sources, learning how to identify and appropriately use each one. Through practical activities and critical analysis of concrete examples, you will acquire the necessary competencies to navigate the vast landscape of scientific information, thus ensuring the integrity and soundness of your research projects.
Learning objective:
Identify the main types of information sources to integrate them correctly into academic documents.
Instructions:
Carefully review the teaching materials:
AAMUSTED. (2024, May). Guiding questions: What are primary, secondary, and tertiary information sources? What are their various applications in the academic research process? African Academy of Music, Science, and Technology Education. https://aamusted.edu.gh/wp-content/uploads/2024/05/INFORMATION-SOURCES-FOR-ACADEMIC-TASKS-GUIDE_final-1.pdf (Read entire guide). Universidad de Alicante. (2023). Searching for scientific information [PDF]. Biblioteca Universidad de Alicante. https://rua.ua.es/dspace/bitstream/10045/141078/2/Searching_for_scientific_information_2023-24.pdf (pp 4–9). K. M. K. S, & N, K. G. (2023). Information Sources. ResearchGate. https://www.researchgate.net/publication/371474685_Information_Sources. (Read the entire document).
Write a review (minimum of 2 pages) answering the question: What are the advantages and disadvantages of technological innovation in 21st-century Mexican education?
Integrate at least one reference from each of the three types of information (primary, secondary, and tertiary) in your review, and indicate in the references section which type each belongs to.
Save the information in a Word or PDF document titled “2.3 Information Selection”.
Submit your document to the assignment dropbox before the submission deadline. Deliverable:
Review with bibliographic references
Assessment criteria:
Criterion
Score
The review includes one reference with a primary information source20%
The review includes one reference with a secondary information source
20%
The review includes one reference with a tertiary information source
20%
The bibliographic references indicate their types of information
20%
The review maintains careful writing and correct spelling
10%
The review is submitted within the allotted time
10% Total
100%
Bibliographic resources:
AAMUSTED. (2024, May). Guiding questions: What are primary, secondary, and tertiary information sources? What are their various applications in the academic research process? African Academy of Music, Science, and Technology Education. https://aamusted.edu.gh/wp-content/uploads/2024/05/INFORMATION-SOURCES-FOR-ACADEMIC-TASKS-GUIDE_final-1.pdf
Universidad de Alicante. (2023). Searching for scientific information [PDF]. Biblioteca Universidad de Alicante. https://rua.ua.es/dspace/bitstream/10045/141078/2/Searching_for_scientific_information_2023-24.pdf
K. M. K. S, & N, K. G. (2023). Information Sources. ResearchGate. https://www.researchgate.net/publication/371474685_Information_Sources.2.4 Activity. Academic Plagiarism, Citations, and Bibliographic References Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 19 October 2025, 11:59 PM
Academic plagiarism represents one of the most critical issues in education, especially at the postgraduate level, where students are expected to develop original thinking and critical skills. This phenomenon not only violates copyright laws and institutional norms but also undermines the integrity of the educational process and the value of learning itself. Understanding the different forms of plagiarism, whether intentional or accidental, is fundamental for any master’s student in education. By identifying the practices that can lead to plagiarism, students can remain on the path of academic integrity and contribute meaningfully to the knowledge in their field.
To properly address plagiarism and its consequences, it is essential not only to recognize its existence but also to familiarize oneself with the various citation and reference formats used in academic research. This includes the APA guidelines, which provide clear instructions on how to credit the sources used. By correctly applying these guidelines, students not only avoid plagiarism but also enrich their academic work, strengthening their credibility as future educators. This promotes a more ethical and respectful learning environment where both originality and intellectual rigor are valued.
Learning objective:
Identify academic plagiarism to understand its ethical implications, and correctly employ different citation and reference formats to avoid plagiarism.
Instructions:
Mandatory Sources (Essential Reading):
Vel, S. (2024). Academic plagiarism and ethical writing in higher education. Global Research Journal of Social Science and Management, 2(1), (pp 13–18). https://grjssm.ci-stem.org/doc/Jan-Jun-2024/Vol-2_Issue-1_Paper_2_SenthurVel_PP_13-18.pdf
Roig, M. (2017). A guide to ethical writing. https://www.enrio.eu/wp-content/uploads/2017/03/aguidetoethicalwriting_bymichaelroig.pdf (pp 1-23).Optional Sources:
DUAN, University of. (2024). Research paper on ethical issues in plagiarism. https://ir.duan.edu.ua/server/api/core/bitstreams/8de52485-f8f3-4075-8844-7b7e547824a7/content
Oxford University. (n.d.). Plagiarism. University of Oxford. https://www.ox.ac.uk/students/academic/guidance/skills/plagiarismUsing the information from the materials, write a monograph in which you describe the phenomenon of academic plagiarism, its main consequences, and how to avoid it. The monograph should be at least 3 pages long, using Times New Roman 12-point font and single-spacing, and include a cover page with personal information.
Use the Guide for Applying APA Standards (7th Edition) and include in the monograph:
One extended direct narrative citation from a translated book chapter Two parenthetical citations from journal articles with DOI or URL Two paraphrases from YouTube videos A complete and correct list of bibliographic references in APA (7th Edition) format
Review the spelling of your monograph and save it in a Word document titled “2.4 Academic Plagiarism and Citations”.
Submit the document to the assignment dropbox within the submission deadline. Deliverable:
Monograph on academic plagiarism and its consequences
Assessment criteria:
Criterion
Score
The monograph includes an extended direct narrative citation20%
The monograph includes two parenthetical citations from journal articles with DOI or URL
20%
The monograph includes two paraphrases from YouTube videos
20%
The monograph includes a correct list of bibliographic references in APA (7th Edition) format
20%
The writing of the text is careful, with correct spelling
10%
The monograph is submitted within the assigned time
10% Total
100%
Bibliographic resources:
Vel, S. (2024). Academic plagiarism and ethical writing in higher education. Global Research Journal of Social Science and Management, 2(1), 13–18. https://grjssm.ci-stem.org/doc/Jan-Jun-2024/Vol-2_Issue-1_Paper_2_SenthurVel_PP_13-18.pdf
Roig, M. (2017). A guide to ethical writing. https://www.enrio.eu/wp-content/uploads/2017/03/aguidetoethicalwriting_bymichaelroig.pdf
DUAN, University of. (2024). Research paper on ethical issues in plagiarism. https://ir.duan.edu.ua/server/api/core/bitstreams/8de52485-f8f3-4075-8844-7b7e547824a7/content
Oxford University. (n.d.). Plagiarism. University of Oxford. https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism3.1 Activity. Problem Definition Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 26 October 2025, 11:59 PM
Defining a research problem is a fundamental step in educational research, as it allows researchers to focus and clarify a specific area of study within a given context. This process not only sets the boundaries of the study but also helps identify relevant variables and relationships within the topic. A well-defined problem facilitates the development of a strong theoretical framework and guides the selection of appropriate methods for data collection and analysis.
In the educational field, choosing a research problem requires analyzing multiple dimensions, such as students’ needs, classroom dynamics, or the methodologies implemented by teachers. The problem should be relevant in terms of its impact on the teaching–learning process and feasible to investigate. Furthermore, aligning the problem with current educational trends—such as inclusion, pedagogical innovation, or the integration of new technologies—can enhance both the focus and the value of the study.
This activity focuses on the process of problematization. Adopting a well-structured approach to problem definition leads to more meaningful and applicable findings, enabling the formulation of practical recommendations for the educational field. Ultimately, effectively defining the research problem is essential for making substantial contributions to knowledge and improving educational practices.
Learning objective:
Select an educational research problem and define it clearly and precisely.
Instructions:
Required Readings:
Chaudhary, D., Mahamuni, R. R., Manjunathan, J., & Vinitha, S. (2024). Handbook of Research Methodology. SALIHA Publications.
Focus on Chapter 1, "Basics of Research," (pp. 9–16). This section provides a solid framework for formulating a research problem, outlining its purpose, selection criteria, and the key steps involved. It also distinguishes between research questions and research objectives.
Abdallah, M. M. S. (2024). Formulating a Research Problem in Education and Language Learning Research: A Comprehensive Guide.
Use this open-access guide for additional insights and examples relevant to educational research problem formulation.Complementary Readings:
McCombes, S., & George, T. (2023, May 31). How to Define a Research Problem | Ideas & Examples.
Read the sections “Why is the research problem important?”, “Step 1: Identify an issue”, and “Step 2: Narrow the issue down”. This resource provides practical guidance with clear examples.Select a relevant research topic in the educational field. It must be specific, clearly defined, and feasible to investigate.
Conduct a comprehensive search in academic databases to locate at least four recent (published within the last five years) peer-reviewed research articles related to your topic. For article analysis, you may use digital tools such as https://notebooklm.google/
Write a monograph that includes:
A clear and concise statement of the research problem. A justification section explaining why the problem should be addressed (pertinence) and what benefits are expected from the study (relevance). Evidence from your selected articles to support your justification.
Format and submit your monograph:
Save the file as “3.1 Problem Definition.” Submit it in PDF format. Structure your work with an introduction, development, and conclusion. Ensure proper academic writing, spelling, and grammar.
Deliverable:
Monograph
Assessment criteria:
Criterion
Score
Integration of a minimum of four relevant research articles25%
Clear and precise statement of the defined problem30%
Strong justification highlighting the pertinence and relevance of the study
25%
Attention to spelling and academic writing
10%
Timely submission within the stated deadline
10%Total
100%
Bibliographic resources:
Chaudhary, D., Mahamuni, R. R., Manjunathan, J., & Vinitha, S. (2024).Handbook of research methodology(pp. 9–16). SALIHA Publications.
Abdallah, M. M. S. (2024). Formulating a research problem in education and language learning research: A comprehensive guide [PDF]. ResearchGate.
McCombes, S., & George, T. (2023, May 31).How to define a research problem: Ideas & examples. Scribbr.3.2 Activity. Research Questions, Objectives, and Hypothesis Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 2 November 2025, 11:59 PM
The development of an educational research project begins with the formulation of clear and precise research questions. These questions define the focus and scope of the study, guiding every subsequent stage of the research process. Well-structured questions enable the exploration of specific dimensions of the problem and the collection of relevant data that can lead to meaningful, evidence-based conclusions.
Defining specific objectives is equally essential, as they break down the central problem into manageable and achievable components. These objectives provide a roadmap for the research, ensuring that all aspects of the problem are addressed systematically. Well-formulated objectives also facilitate the monitoring of progress and the achievement of expected outcomes.
The hypothesis serves as a testable proposition that offers a potential explanation or answer to the research question. It must be articulated with clarity and precision, providing the foundation for data collection, analysis, and the validation of findings.
In this activity, you will focus on identifying and formulating research questions, specific objectives, and a hypothesis, all based on the previously defined research problem.
Learning objective:
Formulate relevant and coherent research questions to define clear and precise objectives along with a pertinent hypothesis.
Instructions:
Required Readings:
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. (Read Chapter 7, pp. 125-135)
Barroga, E. (2022). A practical guide to writing quantitative and qualitative research questions and hypotheses. Journal of Korean Medical Science, 37(1), e121. (Read pp. 1-9) Complementary Readings:
Van der Waldt, G. (2025). Formulating research questions in social science research: Using structured frameworks. Journal of Transdisciplinary Research in Southern Africa, 21(1), a1526. (pp. 1–6)
Purvis, A. et al. (2024). What’s your problem? Writing effective research questions in higher education research. Journal of University Teaching & Learning Practice. (Pp. 1–12) Write a clear and concise statement of the central problem to be addressed in your research.
Formulate a research question that is directly relevant to and coherent with the central problem.
Establish at least three specific objectives that break down the central problem into clearly defined and manageable components.
Propose a hypothesis that is explicit, precise, and logically aligned with the research question.
Organize your work into a table with the following columns:
Central Problem Research Question Specific Objectives Hypothesis
You may use digital tools such as https://www.canva.com/ to design the table.
Include a brief cover page identifying the work according to academic conventions.
Ensure your table demonstrates accurate spelling, grammar, and academic style.
Save the file as “Synthesis Table” in PDF format and submit it before the deadline.
Deliverable:
Synthesis Table
Assessment criteria:
Criterion
Score
Central Problem: Clarity and concision in the problem statement10%
Research Question: Relevance and coherence with the central problem20%
Specific Objectives: Specificity and direct connection to the central problem
30%
Hypothesis: Clarity and precision
30%
Spelling and Academic Writing: Correct grammar and clear academic style
5%
Timely Submission: Compliance with the submission deadline
5%Total
100%
Bibliographic resources:
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches(5ª ed.). SAGE Publications.
Barroga, E. (2022). A practical guide to writing quantitative and qualitative research questions and hypotheses. Journal of Korean Medical Science, 37(1), e121. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9039193/
Van der Waldt, G. (2025). Formulating research questions in social science research: Using structured frameworks. Journal of Transdisciplinary Research in Southern Africa, 21(1), a1526. https://doi.org/10.4102/td.v21i1.1526
Purvis, A., De Lira, E., & De Lira, J. (2024). What’s your problem? Writing effective research questions in higher education research. Journal of University Teaching & Learning Practice. https://open-publishing.org/journals/index.php/jutlp/article/download/1245/957/36443.3 Activity. Methodological Design Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 9 November 2025, 11:59 PM
The methodological design defines the structure and plan that will guide the study process, ensuring that the stated objectives are achieved in an organized and systematic manner. A sound methodological design includes a detailed description of the study phases, the research approach and paradigm, the type of study, and the methods for data collection and analysis. Selecting an appropriate design is crucial for obtaining reliable and valid results, and must be justified based on the nature of the research problem and the research questions posed.
The research approach and paradigm determine the perspective from which the study will be conducted. Depending on whether a qualitative, quantitative, or mixed approach is chosen, the methodological design will vary in its components and in how the problem is addressed. Likewise, the type of study (descriptive, experimental, correlational, etc.) establishes the specific characteristics of the research and how each stage of the process will be carried out.
Data collection and analysis methods are essential tools that enable the researcher to obtain and evaluate the information needed to answer the research questions and test the proposed hypotheses. These methods should be selected carefully to ensure they are appropriate for the type of study and the methodological approach adopted. The justification of the methodological design is therefore an exercise in coherence and logic, connecting all these elements into an integrated and comprehensible framework.
In this activity, you will create a diagram that integrates the study phases, the research approach and paradigm, the type of study, and the methods of data collection and analysis into a methodological design, along with a brief text justifying the chosen design.
Learning objective:
Examine specialized literature to propose an appropriate methodological design for the research project.
Instructions:
Required Readings:
Hoadley, C. (2022). Design-based research: What it is and why it matters. Educational Psychologist. (PDF, pp. 2–10; framework and justification of DBR, phases, data collection and analysis, iterative design
HM Treasury. (2020). The Magenta Book: Central government guidance on evaluation. HM Treasury. (Read: Chapter 3, pp. 46–52; Chapter 4, pp. 53–62)
Ayton, D., & Tsindos, T. (2023). Chapter 2: Foundations of qualitative research – paradigms, philosophical underpinnings. In D. Ayton, T. Tsindos, & D. Berkovic (Eds.), Qualitative Research – a practical guide for health and social care researchers and practitioners. CAUL OER Collective. (Read: Chapter 2)
Fàbregues, S., Sáinz, M., Romano, M. J., Escalante-Barrios, E. L., Younas, A., & López-Pérez, B.-S. (2023). Use of mixed methods research in intervention studies to increase young people’s interest in STEM: A systematic methodological review. Frontiers in Psychology, 13, 956300. (Read: pp. 1–6)Complementary Readings:
McCombes, S. (2025, January 22). What Is a Research Design | Types, Guide & Examples. Scribbr. https://www.scribbr.com/methodology/research-design/ (Read: Sections “Step 1” through “Step 6” — covering aims, approach, type of study, data collection, procedures, data analysis methods)Remember that for analyzing texts and resources, you can use digital tools such as https://notebooklm.google.
Describe the phases of the research project, from the formulation of the problem to the interpretation of the results.
Specify whether the study will follow a qualitative, quantitative, or mixed-methods approach, and indicate the research paradigm (positivist, interpretivist, critical, etc.).
Identify the type of study (descriptive, experimental, correlational, etc.) and explain its relevance to the research problem.
Select the data collection methods (e.g., surveys, interviews, observations, document analysis).
Specify the data analysis methods to be used (e.g., statistical analysis, content analysis).
Provide a brief written justification for the choice of each methodological design component, linking it to the research problem and questions.
Organize the information into a diagram that clearly visualizes the study phases, approach and paradigm, type of study, data collection methods, data analysis methods, and the justification.
You may use digital tools such as https://prezi.com/ to create your diagram.
Save the file as “3.3 Methodological Design” in PDF format including the diagram and written justifications. Ensure proper academic writing, spelling, and grammar.
Deliverable:
Diagram with written justification
Assessment criteria:
Criterion
Score
Integration of Study Phases: Clarity and logical sequence10%
Research Approach and Paradigm: Coherence with the research problem20%
Type of Study: Appropriateness and relevance
20%
Data Collection and Analysis Methods: Adequate selection and clear justification
20%
Design Justification: Logical and coherent argumentation
20%
Spelling and Academic Writing
5%
Timely Submission
5%Total
100%
Bibliographic resources:
Ayton, D., & Tsindos, T. (2023). Foundations of qualitative research – Paradigms, philosophical underpinnings. In D. Ayton, T. Tsindos, & D. Berkovic (Eds.), Qualitative research – A practical guide for health and social care researchers and practitioners (Chapter 2). CAUL OER Collective.
Fàbregues, S., Sáinz, M., Romano, M. J., Escalante-Barrios, E. L., Younas, A., & López-Pérez, B.-S. (2023). Use of mixed methods research in intervention studies to increase young people’s interest in STEM: A systematic methodological review. Frontiers in Psychology, 13, 956300.
Hoadley, C. (2022).Design-based research: What it is and why it matters to studying online learning. Educational Psychologist, 57(3), 173–184.
HM Treasury. (2020). The Magenta Book: Central government guidance on evaluation. HM Treasury.3.4 Activity. Expected Results Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 16 November 2025, 11:59 PM
In the context of educational research, the formulation of expected results is a crucial component that guides the development and implementation of the selected methodology. These results not only provide an anticipated vision of the potential outcomes at the conclusion of the study, but also establish a framework for evaluating the effectiveness of the research. By having a clear idea of the expected results, researchers can align their methodological strategies and data collection decisions with the study’s objectives, thereby enhancing the validity and relevance of the findings.
Expected results should be specific and measurable, enabling consistent responses to the research questions posed. This means that each result must be directly linked to the defined objectives and provide relevant information for the educational context in which the study is conducted. Additionally, by considering prior research, it is possible to establish connections that reinforce the hypothesis of the projected results, adding an additional layer of credibility to the study.
Finally, expected results play a vital role in the process of critical reflection, as they allow researchers to adjust their approaches and techniques during the course of the study, if necessary. In this activity, you will synthesize your expected results through a key diagram to visualize them in relation to the specific objectives of your research proposal.
Learning objective:
Organize and justify the expected results of the research in order to link them to the stated questions and objectives.
Instructions:
Required Readings:
Research Rebels. (2024). Understanding research proposal expected outcomes: An example. Research Rebels. (Read: Sections “Expected outcomes” and examples)
LibParlor. (2024). 2.4.1 Identifying research outcomes. LibParlor. (Read: entire section on research outcomes categories)Complementary Reading:
McCombes, S. (2025, January 22). Research proposal writing: A guide. Scribbr. https://www.scribbr.com/research-process/research-proposal/ (Read: Section “Research aims and expected outcomes”)Using the current progress of your research project, answer the following guiding questions:
What type of data is expected to be obtained with the selected methodology? How will these results answer the research question? Is there evidence in prior research that supports these possible results? How are these results related to the objectives of the study?
Identify and formulate the expected results according to their theme and research objectives.
Organize the results in a key diagram, starting with the most general results and subdividing them into specific results.
You may use digital tools such as:
https://miro.com/ https://www.lucidchart.com/pages/ https://coggle.it/
Prepare your work in a document titled “3.4 Expected Results – Key Diagram”, ensuring that spelling, grammar, and academic style are correct. Include a brief cover page identifying the work.
Save the document in PDF format and submit it before the deadline.
Deliverable:
Key Diagram
Assessment criteria:
Criterion
Score
Clarity and logical sequence in showing the relationships between the research problem, research questions, objectives, and expected results40%
The information presented in the key diagram adequately addresses the guiding questions, showing a deep understanding of the topic40%
Clear writing, appropriate academic language, and correct spelling
10%
On-time submission
10%Total
100%
Bibliographic resources:
LibParlor. (2024). 2.4.1 Identifying research outcomes. LibParlor. McCombes, S. (2025, January 22). Research propo
Identifying research outcomes. LibParlor. McCombes, S. (2025, January 22). Research proposal writing: A guide. Scribbr. https://www.scribbr.com/research-process/research-proposal/
Research Rebels. (2024). Understanding research proposal expected outcomes: An example. Research Rebels.3.5 Activity. Conceptual Framework References Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 23 November 2025, 11:59 PM
Compiling a reference list ensures proper recognition of the sources consulted and supports the credibility and rigor of academic work. This list is not only a formal requirement but also plays a crucial role in validating the ideas and arguments presented throughout the document. By following a standardized format, such as the APA 7th edition guidelines, researchers ensure that their work remains accessible and understandable to other academics and professionals in the field, thus fostering a robust exchange of knowledge.
One of the most critical functions of the reviewed articles is their role in building the conceptual framework of the research. These documents offer diverse perspectives, findings, and theoretical approaches that enrich the understanding of the topic under investigation. By selecting and analyzing existing literature, researchers can identify the key concepts and relevant theories that support their approach, thereby providing solidity to their study. In this way, the reference list becomes a valuable tool that not only documents the sources consulted but also facilitates the articulation of a well-founded conceptual framework—essential for guiding the research and providing an appropriate context for the findings.
In academic research, a comprehensive reference list and conceptual framework demonstrate professionalism and methodological rigor. The ability to present and justify selected sources, as well as to define essential key terms, becomes a core aspect of scholarly work in educational research. Therefore, in this activity, you will create a digital presentation containing slides that list the selected research articles, justify their inclusion, define key terms relevant to the study, and present proper citations and references following APA 7th edition guidelines.
Learning objective:
Critically examine reliable research articles to develop the conceptual framework of a research protocol.
Instructions:
Carefully review the following bibliographic resources:
Luft, J. A. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: Definitions and distinctions. CBE—Life Sciences Education, 21(3), 1–7. (Read: entire article, especially the conceptual framework section) Schreiber, F., & Cramer, C. (2022).Towards a conceptual systematic review: Proposing a methodological framework. Educational Review, 76(6), 1458–1479. (Read: entire article, especially the methodology for constructing conceptual frameworks) University of Sheffield Library. (n.d.). APA referencing 7th edition. [Online Resource] https://librarydevelopment.group.shef.ac.uk/referencing/apa.html (Use: Tutorial for citation rules, reference list structure, and real examples)
Identify the keywords of your research project. You may extract them from your hypothesis, research question, and objectives.
Based on these key terms, select a minimum of four research articles relevant to your topic. Ensure that they are credible and pertinent sources, and identify their main ideas. You may use analysis tools such as https://notebooklm.google.com/?authuser=1
Create a visual presentation that includes:
Title of the presentation, your name, and the date. A list of the selected articles, including: author(s), year of publication, article title, journal name, volume, issue, and page range. A justification for selecting these articles, explaining why they are relevant to your research and what they contribute to the topic. Definitions of the key terms that will be used in your research and that are essential for understanding the topic. Properly formatted in-text citations and references in accordance with APA 7th edition guidelines, including examples of how citations would appear both in-text and in the reference list.
For your presentation, you may use digital tools such as AhaSlides, Prezi, Gamma, Genially, Canva or Miro Presentations.
Ensure that your presentation demonstrates correct academic writing, spelling, and grammar.
Save the presentation file or the link to the presentation in a PDF document titled 3.5 References and Key Terms, and submit it to the assignment dropbox before the deadline.
Deliverable:
Digital Presentation
Assessment criteria:
Criterion
Score
Inclusion of at least four research articles20%
Inclusion of all required sections: article list, justification, and citations20%
Definitions of key terms related to the research project
30%
Correct application of APA 7th edition guidelines for in-text citations and references
20%
Correct spelling, grammar, and academic writing
5%
On-time submission
5%Total
100%
Bibliographic resources:
Luft, J. A. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: Definitions and distinctions. CBE—Life Sciences Education, 21(3), 1–7. https://doi.org/10.1187/cbe.22-03-0059
Schreiber, F., & Cramer, C. (2022). Towards a conceptual systematic review: Proposing a methodological framework. Educational Review, 76(6), 1458–1479. https://doi.org/10.1080/00131911.2022.2116561
University of Sheffield Library. (n.d.). APA referencing 7th edition. University of Sheffield. https://librarydevelopment.group.shef.ac.uk/referencing/apa.htmlIntegrative Activity: Research Protocol Completion requirements Done: View To do: Make a submission To do: Receive a grade Due: Sunday, 7 December 2025, 11:59 PM
A research protocol is the foundational document that structures and directs the investigative process, establishing a clear and systematic framework for conducting a study. Serving both as a roadmap and a reference point, it guides the researcher from the identification of the problem through to the formulation of conclusions. A well-developed protocol not only facilitates the organization of ideas, procedures, and methodological decisions, but also serves as a tool for evaluating the quality, feasibility, and academic merit of the proposed study.
This document follows a structured format encompassing all essential components of research: introduction, statement of the problem, justification, research question, objectives, methodological framework, conceptual framework, expected results, and references. Each element must be interconnected, contributing to a comprehensive understanding of the study’s purpose and design. Furthermore, the protocol must clearly outline the anticipated outcomes and their potential contributions to the educational field.
At this final stage of the course, preparing a research protocol is not simply an academic requirement; it represents a significant milestone in the research process, reflecting the researcher’s commitment to methodological rigor, ethical responsibility, and scholarly contribution. By integrating these essential components into a coherent document, students position themselves to address their research topics effectively, increasing the potential for producing relevant and impactful academic work.
Learning objective:
To defend a research protocol that integrates the methodological and conceptual elements developed throughout the course, demonstrating high academic standards of rigor, coherence, and relevance.
Instructions:
Carefully review the following bibliographic resources:
Al Shakarchi, J. (2022). How to write a research study protocol. Journal of Surgical Protocols and Research Methodologies, 2022(1), snab008. (Read: sections “Introduction,” “Methods and analysis,” “Ethics and dissemination,” and “Funding statement”) World Health Organization, Research Ethics Review Committee. (n.d.). Recommended format for a research protocol (Read: “Project summary” and “Project description” items 1–7: Rationale, Objectives, Methods, Participants, Time frame, Expected outcomes, Dissemination) Makram, A. M., et al. (2024). Tips from an expert panel on the development of a clinical. BMC Medical Research Methodology. (pp. entire article; see especially sections on Title; Introduction; Justification; Objectives; Methodology).
Based on the Research Protocol Template, prepare a research proposal that includes the following sections:
Title: Concisely state the research topic and the researcher’s perspective on the object of study. Statement of the Problem: Clearly define the problem to be addressed in the research. Research Question: Formulate the central question guiding the study. Hypothesis: Present a clear and testable hypothesis that addresses the research question. Objectives: Include both the general objective and the specific objectives you aim to achieve. Justification: Explain the relevance (why) and pertinence (for what purpose) of the study within the educational context. Methodological Design: Describe the research approach (qualitative, quantitative, or mixed), paradigm (positivist, interpretive, critical, etc.), type of study (exploratory, descriptive, explanatory), and method (experimental, correlational, case study, etc.). Conceptual Framework: Define the key concepts supporting the research and explain their relationship to the problem. Expected Results: Indicate the anticipated findings and their possible contributions to the field. References: Include all consulted sources formatted according to APA 7th edition guidelines.
Ensure correct spelling, grammar, and academic writing style. You may use digital tools such as Grammarly. Save your file as a PDF titled: Research Protocol – [Your Name]
Submit the document to the assignment dropbox by the established deadline.
Deliverable:
Research Protocol
Assessment criteria:
Criterion
Score
Inclusion of all required components in the research protocol10%
Clarity and precision in defining the problem, justification, research question, and objectives20%
Coherence and appropriateness of the chosen methodology in relation to the problem and objectives
20%
Relevance and depth of the conceptual framework
20%
Alignment between anticipated results and the research problem and objectives
10%
Correct application of APA 7th edition guidelines in references
10%
Accurate grammar, spelling, and academic writing
5%
On-time submission
5%Total
100%
Bibliographic resources:
Al Shakarchi, J. (2022). How to write a research study protocol. Journal of Surgical Protocols and Research Methodologies, 2022(1), snab008. https://doi.org/10.1093/jsprm/snab008
Makram, A. M., Naga, A. S., El Sayed, N. A., El-Kholy, A., & Abdel-Aziz, M. (2024). Tips from an expert panel on the development of a clinical research protocol. BMC Medical Research Methodology, 24, 54. https://doi.org/10.1186/s12874-024-02315-1
World Health Organization, Research Ethics Review Committee. (n.d.). Recommended format for a research protocol. World Health Organization. https://www.who.int/groups/research-ethics-review-committee/recommended-format-for-a-research-protocolHere is the clear roadmap for your course Educational Research Methodology and exactly where your big paper (the final Research Protocol) begins, and how all previous assignments connect to it.
✅ Where does your paper start?
Your final paper starts in Unit 3 — Activity 3.1: Problem Definition. This is the foundation of the entire Research Protocol.
Everything before Unit 3 is preparation. Everything after Unit 3 builds on your Problem Definition.
Here is the clear roadmap for your course Educational Research Methodology and exactly where your big paper (the final Research Protocol) begins, and how all previous assignments connect to it.
✅ Where does your paper start?
Your final paper starts in Unit 3 — Activity 3.1: Problem Definition. This is the foundation of the entire Research Protocol.
Everything before Unit 3 is preparation. Everything after Unit 3 builds on your Problem Definition.
🧱 Structure: How your Research Protocol is built
Think of the entire course like building a house:
UNIT 1 → Foundations: Understanding research
1.1 Research Approaches → helps you choose if your study is qualitative / quantitative / mixed methods
1.2 Types and Scope of Research → quiz confirms your basic theory
1.3 Importance of Educational Research → prepares your justification
These do not yet start your paper — they are conceptual.
UNIT 2 → Materials: Finding academic sources
This unit prepares the LITERATURE for your Research Protocol:
2.1 Databases Forum → where to search (ERIC, Scopus, WoS, etc.)
2.2 Peer-Reviewed Journals → guarantees your sources are high quality
2.3 Information Selection → selecting relevant studies
2.4 Academic Plagiarism, Citations, References → APA 7 formatting skills
These activities give you the articles and APA references for your final paper. But your paper still hasn’t started.
🚀 UNIT 3 → NOW your paper begins
This is where you start writing the actual Research Protocol, step by step.
Your paper starts here:
✔ 3.1 Activity: Problem Definition — This is the FIRST PAGE of your paper
This is your real starting point.
Here you write:
The topic (e.g., gamification, English reading comprehension, student anxiety, etc.)
The problem observed
The context (school, learners, level)
Why this problem matters (justification)
What research gap exists
This becomes Section 1 of your final Research Protocol.
✔ 3.2 Research Questions, Objectives, and Hypothesis
This becomes Section 2 of your paper.
You build directly from the problem:
3–4 research questions
General + specific objectives
Hypothesis (if quantitative)
✔ 3.3 Methodological Design
This becomes Section 3 of your paper.
You choose:
Research approach
Research type
Population and sample
Instruments
Procedure
Analysis plan
✔ 3.4 Expected Results
This becomes Section 4.
You explain:
What results you expect
Why those results matter
How this impacts education
✔ 3.5 Conceptual Framework References
This becomes Section 5.
Here you insert:
Concepts
Definitions
Theoretical models
APA references from Unit 2
🎓 FINAL: Integrative Activity – Research Protocol (15%)
This is your full paper.
👉 You simply combine Sections 1–5 from Activities 3.1 to 3.5 into one complete, clean, polished research protocol.
Nothing new — you are just integrating.
📌 SUMMARY — EXACT STARTING POINT
Your research paper officially starts at:
🟩 3.1 Activity: Problem Definition
Everything before that is theory. Everything after that is writing.
⭐ If you want, I can help you RIGHT NOW with:
✅ Writing your Problem Definition ✅ Choosing a topic ✅ Creating your Research Questions ✅ Drafting your entire Research Protocol — exactly how your university expects it
Just tell me:
“My topic is ______. Let’s start with 3.1.”
I’ll build the whole paper with you step-by-step.