SYLLABUS IN EED RES 1 beed.docx

1
REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY
SANCHEZ MIRA CAMPUS
Centro II, Sanchez Mira, Cagayan
www.csu.edu.ph
COLLEGE OF TEACHER EDUCATION
Revision No. 04 August 25, 2022
SYLLABUS IN EED RES 1 – RESEARCH IN EDUCATION 1
Intended Graduate
Attributes
The Cagayan State University aims to produce graduates who will exhibit:
Competence – critical thinker, creative problem solver, competitive performer: regionally, nationally, and globally
Social responsibility – sensitive to ethical demands and compassionate particularly to the marginalized, steward of the
environment for future generations while championing development and socially just and an advocate of economic and social
equity.
Unifying presence – uniting theory and practice, uniting strata of society, uniting tradition and innovation, uniting the nation,
the ASEAN region and the world and uniting the University and the community.
College Intended Learning
Outcomes
The College of Teacher Education commits to have graduates who will:
Knowledge
1. Possess mastery of the fundamental concepts, educational principles and pedagogical practices along the various fields of
specialization.
Skills
1. Demonstrate competence in mentoring, effectiveness in communication, authenticity in innovation, and proficiency in digital
technology
Attitudes
1. Manifest passion for teaching, professional accountability on socio-ecological responsiveness.
F-ODI-2056

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Program Intended
Learning Outcomes
Program Outcomes
The following are the intended learning outcomes of the Based program graduates as per CMO 74, s. 2017:
1. Demonstrate in-depth understanding of the diversity of learners in various learning areas
2. Manifest meaningful and comprehensive pedagogical content of the different subject areas
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
6. Manifest a desire to continuously pursue personal and professional development
COURSE MAP
Intended Learning Outcomes IPO 1 IPO 2 IPO 3 IPO 4 IPO 5 IPO 6 IPO 7 IPO 8
Organize research-based information of an
identified pressing issue and problem in teaching
and learning to arrive at a concept paper.
/ / / / / / /
Show skills in the positive use of ICT to obtain,
to organize, and to present relevant information
into a scholarly research proposal.
/ / / / / / /
Conduct research concerning the teaching and
learning process / / / / / / / /

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SANCHEZ MIRA CAMPUS
www.csu.edu.ph
Course Code EED RES 1 Course Title RESEARCH IN EDUCATION 1
Course Credits 3 units Semester Second School Year 2022-2023
Number of Lecture
Hours
54
Pre-requisite/s All content courses Co-requisite/s
Number of Laboratory
Hours
0
Course Description:
This three-unit course aims to prepare the students to undertake an undergraduate research proposal to develop their critical and analytic thinking skills for them
to experience he process of identifying and addressing problems, issues and concerns on teaching and learning following sound research principles.
Grading System
Submission of assigned student activity
Student engagement / forum discussion/oral defense
Quizzes/Portfolio
Major Examinations (Midterm and Finals)
Total
 20%
 25%%
 25%
30%
100%
OUTCOME- BASED LEARNING PLAN ON ELL 77 - LANGUAGE EDUCATION RESARCH 1

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Intended Learning Outcome
(ILO) Learning Content
Teaching
and
Learning
References
Time
Allotmen
t
Teaching and
Learning Activities
(TLA)
Resources Learning
Assessment
Mode
of
Delivery
Lec.
(54)
L
a
b
Discuss the rationale for taking
the course:
Establish the connection between
the course to the attainment of
graduate outcomes, program
outcomes, and intended graduate
attributes and the VMGO of
CSU.
Ambisyon 2040
University Mission, Vision, Goals,
and Objectives
College ILO, Program ILO
College Policies, Grading system,
Course requirements
Student
handbook
Academic
Manual
Handbook on
Ambisyon
2040
1 Presentation of the
Ambisyon Natin 2040,
CSU VMGO, IGA,
PLO, CLO
Grading system
Guided discussion
Slide
presentations
Participation to
online Survey
 Discuss the
importance of
understanding the key
concepts, theories,
methods specific to
research in education
I. Fundamentals of
Research
A. What Makes a Good
Research
B. Concepts in Research
C. Identifying a Research
Topic
10 Literature Circles
 The class will be
grouped, and they
will be given time
to:
A. discuss the
fundamentals
Slide
presentations
Hand-outs
Summary
paper:
The students
develop
summary of the
salient points
through a
summary paper.

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through a summary
paper.
 Justify the choice of
the topic for research
by using the concepts
specific to language
teaching.
 Submit a concept
paper of the chosen
topic.
D. Parts of a Research
Paper
of research for
them to
develop and to
demonstrate an
understanding
of the
systematic
process of
research.
B. explain the
systematic
process of
constructive
inquiry by
describing the
aspects, stages,
and processes
of developing
and writing an
educational
research.
C. identify
characteristics
A scoring rubric
will be used to
rate the students
‘papers.
Let’s be
Critical:
Tasks:
1. offer
critical
suggesti
ons to
fellow
class
member
s on the
choice
of a
research
topic.
2. Formula
te and
present

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of quality
research papers
Organizing and
Presenting
Each group presents the
concepts in a unique
way. Input and feedback
shall be embedded
within the small and big
group sharing.
Task: Explain the
fundamental linguistic
phenomena specific to
the teaching of English
probable
research
topics.
3. submit a
concept
paper of
the
chosen
topic
 Comment on a given
sample
rationale/introduction.
 Apply the principles and
concepts in writing a
rationale of a pedagogic
research in education.
II. Writing the
Rationale/Introduction
1. Parts of a rationale
2. Organizing the rationale
15
hrs.
 Speaker’s
Note
The teacher/resource
person will talk about
the essentials in writing
the
rationale/introduction
Slide
presentations
An
Introduction to
a Research
Paper
(A three-page
introduction of
the students’

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SANCHEZ MIRA CAMPUS
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 Justify an effective
rationale/introduction of
their chosen topic.
of the research paper
starting with a sample
rationale which will be
examined based on the
parts.
The students may also
be directed to visit
http://www.crlresearch
guide.org/17_Writing_I
ntroduction.asp
and
https://explorable.com/
how-to-write-an-
introduction to find
answers to the
following questions:
1. Why do it?
2. When do I do
it?
3. How do I do it?
Open forum/sharing
of inputs/rationalizing
chosen research
topic)
 A scoring
rubric will
be used to
rate the
students’
work

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the concepts and
essentials in writing
an introduction.
Guided writing and
editing of the
submitted paper.
 Use critical reading skills
and ability in the use of
important and current
literature to support the
chosen topic.
 Present ways and
techniques in working with
electronic texts.
 Justify the areas of literature
that supports the research
topic.
 Synthesize the related
literature and studies
observing proper in-text
citation.
III. Writing the Literature
Review
1. Purpose of a Literature
Review
2. Organizing the Review
3. Synthesizing the Related
Literature
4. Citing and Referencing
15
hrs.
Facilitated Learning
The class, using
metacards, defines a
‘literature review.’
The class may visit
https://youtube.com/wa
tch?v=70n2-gAp7J0
and
https://www.youtube.co
m/watch?v=9la5ytz9M
nM
Academic Writing
Writing the literature
review.
Time to write!
To assess the
depth of the
students’
knowledge and
understanding of
the basic
guidelines for
successful
academic
writing, they
will write the
Literature
Review.
A scoring rubric
will be used to

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As an enrichment task,
they will be asked to
illustrate the structure
(with techniques) in
organizing relevant
literature and studies. In
so doing, they may
show evidence of their
understanding of how to
conduct a literature
review of a chosen
topic.
Guided practice:
Writing a preliminary
literature review for the
proposed research topic.
rate the
students’ work.
The focus of the
assessment task
is to evaluate the
students’ ability
to access and
extract relevant
information
from secondary
data sources, to
complete an
initial, cursory
review.
 Articulate the importance of
understanding the elements
and parts of a research
methodology.
 Complete the research
methodology part of their
paper
IV. Methodology in
Research
1. Design
2. Locale
3. Respondents and Sampling
Procedure
4. Instruments
5. Data Collection
13
hrs.
Learning Together
The class may watch
report writing Made
Easy - Research
Methodology from
https://www.youtube.co
m/watch?v=-
_Q0ylcj1ek
Slide
Presentations
Methods,
Methodology
Given the time
to learn and the
class activities
to do, the
students submit
the completed

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6. Data Analysis
7. Ethics in Research
The class will have one
session to discuss
within their groups the
important sections in
Research Methodology
part. They may be
given time to read in
advance some of the
sites that offer helpful
information. Suggested
sites include:
https://libguides.usc.ed
u//writingguide
https://www/macmillan
ihe.com/sstudentsudysk
ills/page/choosing-
appropriate-research-
methodologies/
research
methodology of
their approved
concept paper.
A scoring rubric
will be used to
rate the
students’ work.

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RUBRIC FOR ASSESSMENT TO BE USED FOR Major Competencies Outputs (MCOs)
RUBRIC FOR RESEARCH MANUSCRIPT
Criteria
3
(Exceeds Expectations)
2
(Meets Expectations)
1
(Does not Meet Expectations)
Overall Quality _ Arguments are superior
_ Objectives are well defined
_ Exhibits mature, critical thinking skills
_ Exhibits mastery of subject matter and associate
literature
_ Demonstrates the mastery of theoretical
concepts
_ Demonstrates exceptional originally
_ Displays exceptional creativity and insight
_ Arguments are coherent and clear
_ Objectives are clear
_ Demonstrates average critical thinking
skills
_Reflects understanding of subject matter
and associate literature
_ Demonstrates understanding of
theoretical concepts
_ Demonstrates originality
_ Displays creativity and insight
_ Arguments are incorrect, incoherent, or
flawed
_ Objectives are poorly defined
_ Demonstrates rudimentary thinking skills
_ Does not reflect understanding of subject
matter and associate literature
_ Demonstrates poor understanding of
theoretical concepts
_ Demonstrates limited originality
_ Displays limited creativity and insight
Contribution of the discipline _ Exceptional evidence of discovery
_Greatly extends previous research
_ Exceptional theoretical or applied significance
_ Some evidence of discovery
_ Builds upon previous research
_Reasonable theoretical or applied
significance
_ Limited evidence of discovery
_ Limited expansion upon previous research
_ Limited theoretical or applied significance

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RUBRIC FOR ORAL DEFENSE
Criteria
3
(Exceeds Expectations)
2
(Meets Expectations)
1
(Does not Meet Expectations)
Overall Quality of Presentation _ Well organized
_ Professional presentation
_ Excellent communication skills
_ Slides and handouts difficult to
outstanding
_ Clearly organized
_Clear presentation
_ Good communication skills
_ Slides and handouts are clear
_ Poorly organized
_ Poor presentation
_ Poor communication skills
_Slides and handouts difficult to read
Overall Breadth of knowledge _ Responses are eloquent
_ Arguments are skillfully presented
_ Respondents exhibit superior
knowledge in subject area
_ Responses exceed level expected
_ Responses are complete
_ Arguments are well organized
_ Respondents exhibit adequate
_ Responses meet level expected
_ Responses are incomplete
_ Arguments are poorly presented
_Respondents exhibit lack of
_Responses do not meet level
expected
Overall Assessment _Exceeds expectations _Meet expectations _ Does not meet expectations
Quality of Writing
_ Writing is publication quality
_ No grammatical or spelling errors
_ Organization is excellent
_ Documentation is excellent
_ Writing is adequate
_ Some grammatical and spelling error
apparent
_ Organization is logical
_ Documentation is adequate
_ Writing is weak
_ Numerous grammatical and spelling errors
apparent
_ Organization is poor
_ Documentation is poor
Punctuality Submitted exactly on time Submitted an hour after the deadline Submitted 2-3 hours after the deadline

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OTHER COURSE REQUIREMENTS
Independent learning is encouraged during the use of asynchronous learning modality. Furthermore, students need to interact in the Facebook group for the
RESEARCH class which serves as an alternative modality for students to interact with their instructor.
COURSE POLICIES
Submit only original outputs. Avoid plagiarism.
Fair Use Guidelines in using Multimedia materials should be considered every time online resources area utilized.
Submit outputs on time.
INPUT FOR REVISION:
____________________________________________________________________________________________________________________________________
REFERENCES
Finn, D., & Creswell, J. (2000). Qualitative, Quantitative, and Mixed method Approaches.
Creswell, W. John. (1994) Research Design Qualitative & Quantitative Approaches.
Date of Revision/Enrichment: February 3, 2023

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Prepared by:
VERLINO D. BADDU, Ph.D.
Associate Professor, CTEd
Reviewed by:
REMELYN C. BAUTISTA, Ph.D.
Program Coordinator/Department Chair
Approved by:
VERLINO D. BADDU, Ph.D.
College Dean

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