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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 | | YT101Z | 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 | 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. | | | | 4 | The nature and characteristics of Qualitative Research are explained. The main differences between quantitative and qualitative research are emphasized. | | | | 5 | The nature and characteristics of Qualitative Research are explained. The main differences between quantitative and qualitative research are emphasized. | | | | 6 | 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. | | | | 7 | 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. | | | | 8 | Data Collection: Information is given on how to collect data qualitatively and what qualitative data collection tools are.
Data Collection: Information is given on how to collect data. | Students are expected to decide which data collection tools they can use according to the purposes they have previously determined and to explain their reasons. | | | 9 | Data Collection: Information is given on how to collect data qualitatively and what qualitative data collection tools are.
Data Collection: Information is given on how to collect data. | Students are expected to decide which data collection tools they can use according to the purposes they have previously determined and to explain their reasons. | | | 10 | 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. | | | 11 | 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. | | | 12 | Publication Ethics: Citing Sources Adding citations and creating a bibliography according to APA 7 style in Microsoft Word Responsible and Qualified Publication Indicating Those Who Supported the Study | | | | 13 | Demonstrating how to conduct a literature review on sample sources. Sample Sources: 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-akademik-dergiler-springer-nature -doğa-dergileri-tüsü https://bayburt.edu.tr/tr/ebscohost-veritabani https://bayburt.edu.tr/tr/scopus https://bayburt.edu.tr/tr/wiley-online- library | | | | 14 | Demonstrating how to conduct a literature review on sample sources. Sample Sources: 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-akademik-dergiler-springer-nature -doğa-dergileri-tüsü https://bayburt.edu.tr/tr/ebscohost-veritabani https://bayburt.edu.tr/tr/scopus https://bayburt.edu.tr/tr/wiley-online- library | | | | 15 | Things to consider when writing an introduction | | | | 16 | Things to consider when writing an introduction | | |
| | Recommended or Required Reading | | Oral, B., & Çoban, A. (2020). Scientific Research Methods in Education. Pegem Academy.
Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskı). Ankara: Nobel akademik yayıncılık.
Eğitimde Araştırma Yöntemleri/ Sedat Şen (Ed.); İbrahim Yıldırım(Ed.)
Oral, B., & Çoban, A. (2020). Eğitimde Bilimsel Araştırma Yöntemleri. Pegem Akademi.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri.
Seggie, F. N., & Bayyurt, Y. (Eds.). (2017). Nitel araştırma: Yöntem, teknik, analiz ve yaklaşımları. Anı Yayıncılık.
Creswell, J. W. (2013). Nitel araştirma yöntemleri. Qualitative research methods]. M. Bütün & SB Demir, Trans.(Eds.). İstanbul: Siyasal Kitapevi. | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 40 | | Makeup Examination | 1 | 10 | | Attending Lectures | 1 | 10 | | Discussion | 1 | 10 | | Report Preparation | 1 | 10 | | Report Presentation | 1 | 10 | | Self Study | 1 | 10 | | SUM | 100 | |
| Final Examination | 1 | 10 | | Report Preparation | 1 | 15 | | Report Presentation | 1 | 15 | | Writing Paper | 1 | 60 | | 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 | 2 | 2 | | Makeup Examination | 1 | 2 | 2 | | Practice | 1 | 10 | 10 | | Discussion | 1 | 10 | 10 | | Brain Storming | 1 | 5 | 5 | | Report Preparation | 1 | 10 | 10 | | Report Presentation | 1 | 1 | 1 | | Self Study | 1 | 60 | 60 | | Report | 1 | 20 | 20 | | Oral Examination | 1 | 2 | 2 | | Performance | 1 | 20 | 20 | | Homework | 1 | 30 | 30 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 2 | 4 | 4 | | LO2 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO3 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO6 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO7 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO8 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | | LO9 | 5 | 5 | 5 | 5 | 4 | 4 | 4 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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