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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | TE123Z | Qualitative Research Methods | Elective | 1 | 1 | 6 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | It is aimed to learn qualitative research patterns, collection of qualitative data and data collection tools, qualitative data analysis methods and reporting. | | Name of Lecturer(s) | | Dr. Öğr. Üyesi Bahadır Gülden | | Learning Outcomes | | 1 | Learn what scientific knowledge is and how to obtain it. | | 2 | Ethical rules and examples of unethical behavior in scientific research | | 3 | Main differences between qualitative and quantitative research methods | | 4 | Philosophical and scientific foundations of qualitative research | | 5 | Stages of the scientific research process
1) Defining the research problem,
2) Literature review,
3) Determining the purpose of the research,
4) Collection of data,
5) Analysis and interpretation of data,
6) Evaluating the research and reporting the results. | | 6 | Paradigms guiding qualitative research | | 7 | Action research | | 8 | Qualitative data collection techniques: observation, interview, document review | | 9 | Qualitative data analysis: Coding, code, theme concepts
Descriptive analysis
Content analysis |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | What is science? What are the rules of scientific morality and ethics? Contents under the basic headings of basic differences between qualitative and quantitative research, qualitative research and qualitative research patterns, qualitative data collection techniques, qualitative data analysis techniques are covered. | | Weekly Detailed Course Contents | |
| 1 | Scientific research process | The student should be able to make definitions according to the following sub-steps of the scientific research process.
1) Defining the research problem,
2) Literature review,
3) Determining the purpose of the research,
4) Collection of data,
5) Analysis and interpretation of data,
6) Evaluating the research and reporting the results. | | | 2 | Information is given about the scientific research process and ethical rules. Information and definitions are given about the concept of ethics. By providing detailed information about the types of ethical violations, students are prevented from making such mistakes knowingly or unknowingly in scientific processes. | | | | 3 | The nature and characteristics of Qualitative Research are explained.
The main differences between quantitative and qualitative research are emphasized. | | | | 4 | What is a literature review and how is it done?
Learns what printed and digital resources are for literature review and actively uses these resources in his homework. | | | | 5 | Information is given on how to determine the research purpose and what to pay attention to when determining goals and problems. | Determining the Purpose of the Research: The student should be able to determine the purpose of the research in qualitative designs. | | | 6 | Data Collection: Information is given on how to collect data qualitatively and what qualitative data collection tools are. | Students are expected to decide which data collection tools they can use according to the purposes they have previously determined and to explain the reasons for this. | | | 7 | Information is given about qualitative data collection techniques (observation, interview, document review). Information about observation and interview types is given and attention is drawn to their purposes and differences. | The student determines and applies data collection techniques that she finds appropriate for her study in line with the research purpose and problems she has previously determined | | | 8 | Publication Ethics:
Citation
Adding citations and creating a bibliography according to APA 7 style in Microsoft Word
Responsible and Qualified Publication:
Indicating those who supported the study: | | | | 9 | Demonstrating how to conduct a literature review on sample sources.
Sample Resources:
Dergipark
Google Scholar
JSTOR
ERIC
https://bayburt.edu.tr/tr/turcademy-3
https://bayburt.edu.tr/tr/proquest-dissertations-theses
https://www.sciencedirect.com/
https://bayburt.edu.tr/tr/world-ebook-library
https://bayburt.edu.tr/tr/web-of-science
https://bayburt.edu.tr/tr/springer-nature-academic-journals-springer-nature-nature-journals-all
https://bayburt.edu.tr/tr/ebscohost-veritabani
https://bayburt.edu.tr/tr/scopus
https://bayburt.edu.tr/tr/wiley-online-library | | | | 10 | Things to consider when writing an introduction | They write introductory texts in line with the students' research problems and objectives. It is aimed to correct the missing points by giving feedback to the introductory texts written by the faculty member. | | | 11 | What is Action Research?
Information is given about the types of action research. | | | | 12 | Data collection techniques:
Types of observation: Full participant, participant as observer, observer as participant, full observer
Meeting:
Structured interview:
Semi-structured interview:
Unstructured conversation:
Focus group interview:
Document review: | Students explain what appropriate data collection techniques are and how they will collect data for the research purpose and problems they have previously determined. | | | 13 | Qualitative data analysis
Types of Qualitative Data Analysis
Descriptive Analysis
Content Analysis | | | | 14 | Culture Analysis
Phenomenology
Action Research | Students decide which qualitative data analysis method they should use according to the qualitative problems they have previously determined, and the suitability of the method to the research problem is discussed in the classroom. In this regard, the student writes the method section based on the qualitative method he/she chooses in accordance with the research problem. | |
| | Recommended or Required Reading | | Merriam, S. B. (2013). Qualitative research: A guide to design and practice (3rd ed.). Ankara: Nobel academic publishing.
Research Methods in Education / Sedat Şen (Ed.); İbrahim Yıldırım(Ed.)
Oral, B., & Çoban, A. (2020). Scientific Research Methods in Education. Pegem Academy.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods.
Seggie, F. N., & Bayyurt, Y. (Eds.). (2017). Qualitative research: Methods, techniques, analysis and approaches. Anı Publishing.
Creswell, J. W. (2013). Qualitative research methods. Qualitative research methods]. M. Tüm & SB Demir, Trans.(Eds.). Istanbul: Siyasal. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 40 | | Makeup Examination | 1 | 10 | | Team/Group Work | 1 | 10 | | Brain Storming | 1 | 10 | | Report Preparation | 1 | 10 | | Performance | 1 | 10 | | Homework | 1 | 10 | | SUM | 100 | |
| Final Examination | 1 | 60 | | Report | 1 | 5 | | Report Preparation | 1 | 5 | | Report Presentation | 1 | 10 | | Writing Paper | 1 | 20 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 3 | 3 | | Makeup Examination | 1 | 3 | 3 | | Team/Group Work | 1 | 25 | 25 | | Brain Storming | 1 | 12 | 12 | | Report Preparation | 1 | 10 | 10 | | Report Presentation | 1 | 10 | 10 | | Writing Paper | 1 | 30 | 30 | | Self Study | 1 | 25 | 25 | | Report | 1 | 10 | 10 | | Performance | 1 | 30 | 30 | | Homework | 1 | 20 | 20 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | | | | | | | | | | LO2 | | | | | | | | | | LO3 | | | | | | | | | | LO4 | | | | | | | | | | LO5 | | | | | | | | | | LO6 | | | | | | | | | | LO7 | | | | | | | | | | LO8 | | | | | | | | | | LO9 | | | | | | | | |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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