Department of Educational and Counseling Psychology

EDRM-505
Research Methods and Statistics in Education & Psychology

Spring 2018 (January 8 – May 4) Tevni Grajales, D. Sc.

Online Conference Tuesday at 7:00 pm Bell Hall Room 159-B
Phone 269 417-3476
Meeting ID:690 199 810
tevni@andrews.edu

Introduction
This class covers methods and procedures in research as applied to the fields of education
and psychology. The course is developed with the assumption that graduate students are
active learners with the basic learning skills to develop their knowledge and skills in
research. The valuable information in research methodology offered by the textbook
should become personal knowledge by critical and reflective reading and through
research activities that offer the opportunity to apply the acquired knowledge (learning by
doing). We will focus on concrete issues of conducting research: formulating and stating
the research problem; planning, designing, and implementing research; collecting and
analyzing data and reporting on research.

As a Carnegie 3 credit graduate course the traditional requirement is 3 hours a week of in

class lectures with another 5-6 hours of reading and writing per week. Thus, a full
semester that would be 15 weeks at about 8- 9 hours a week requires a total of about 120
- 135 hours of work. Summer classes requires 6 to 7 hours daily

Course relationship to AU and the School of Education

The School of Education’s Mission identifies six areas for the professional
development of the graduate student: 1) well-crafted worldview, 2) applied
understanding of human growth and change, 3) ability to work in groups, 4) effective
communication and technology skills, 5) capacity for research and evaluation, and 6) to
seek personal and professional growth. This course is aimed at helping students to value
and conduct disciplined inquiry for decision-making, according to the fifth area of
professional development that includes the ability to: read and evaluate research (V.A),
conduct research (V.B) and report research findings (V.C).
Integration of faith and learning

As part of a faith based institution where our understanding of Scripture guide our
worldview and contextualize our search for knowledge, integration of faith is a must in a
class like this. The Christian faith is considered in this course as we study the multiple
perspectives the people have about a common reality that God alone creates and knows in

EDRM505 – Online Course – Syllabus -1-

full perfection. The challenge that human unavoidable subjectivity pose to those who
strive for objectivity in sciences related to the human behavior and psychology opens the
door to consider the greatness of the Divine effort to come communicate and to
empathize with the human race. In this course the teacher has the opportunity to serve
students as Jesus did, with loving kindness, grace and patience.

Course assumptions
1. This Online course serves to advance academic goals for a special audience that
wants flexibility of time and space.
2. This Online course takes advantage of technology recognizing that students differ
in their access to technological tools and knowledge of technology.
3. The objectives for this Online course can be achieve best by applying some kind
of independent study strategies and constructivist-heuristic approach to learning.
The teacher is a facilitator, rather than a source for knowledge and skills; students
focus on both the process and the end product through “learning by doing”. So,
this course is more than just fulfilling requirements; it signifies why and how
those requirements were completed.
Course Format
This interactive online course uses the Internet to deliver instruction to students who
are separate from the instructor supporting regular and substantive interaction
between the students and the instructor. This course use synchronous (real-time)
meetings and asynchronous paced format. Technologies include: the Internet, web-
conferencing, audio-conferencing, or web-based videoconferencing. This class will
be taught in the format of a seminar. Teaching methods will include text book reading
and summary reports, on line discussions, chapter’s exercises and assignments, and a
research project.

Credit Hour Definition

This course is offered for 3 credits; therefore, it is expected that you will spend 12
hours per week during the 15 week duration of this class for a total of 180 hours. A
suggested average weekly schedule to divide your time is provided:
· Readings: 5 hours
· Interactive Discussion on the Readings: 1 hour
· Assignments: 3 hours
· Exercises (on Final Project) : 3 hours

Objectives
The course has four major objectives. Upon completion of the course, the student should
be able to:
1. Evaluate research reports (V.A; M17; ISLLC 7.4, 7.24; ELCC 9.3, CMHCI I.1,
SC I.1, I.3) and elaborate a Literature Review.(V.B; N23)
2. Identify different types of research approaches and designs (V.B; N23. ELCC 9.1,
CMHCI I.1, SC I.1, I.3)
3. Understand basic descriptive statistics concepts and techniques
4. Write a research proposal (V.B ELCC. 9.2)
Letters and numbers in parenthesis preceded by a letter N after each objective represents a National
Association of School Psychology (NASP) objectives; the number in parenthesis that is preceded by a

EDRM505 – Online Course – Syllabus -2-

 letter M after each course objective represents a Michigan State objective for school psychologists and
number in parenthesis preceded by ELCC are for Educational Leadership Constituents Council
objectives; NCATE is for National Council for Accreditation of Teacher Education, CACREP is for
Council for Accreditation of Counseling and Related Educational Programs (CMHC and SC).

Students completing this course are expected to demonstrate knowledge, understanding

and skills in regards to the objectives indicated in course schedule, which include:
1. How to search, select, and evaluate primary sources.
2. How to write a brief Literature Review.
3. How to develop a Statement of the Problem and Research Questions.
4. How to select a research design and samples.
5. How to define variables.
6. How to select instruments and data collection procedures.
7. How to use descriptive statistic for data analysis.
8. How to write a research proposal.

Text Required
McMillan, James H. and Sally Schumacher. (2010). Research in education: evidence-
based inquiry. Seventh Edition. New York: Pearson Allyn and Bacon.
Riley-Tillman, T. Chris and Matthew K. Burns. (2009). Evaluating educational
interventions. New York: Guilford Press. (For School Psych students)

Procedures and requirements

The student should/can communicate with the teacher via email: tevni@andrews.edu and
is required to take the followings steps:

1. Buy textbook.

2. Be registered and have access to Learninghub.andrews.edu and to LiveText ( for

SED students: https://college.livetext.com/)

3. Answer the questions on your “reading evaluation” and submit it accordingly to

the course’s schedule.

4. Complete assignments and any other activity from each unit and submit them via
Turnitin in full before to continue with the next Unit (Module)

5. Readings, exercises and assignments must be complete one week prior to

submitting the final project.

6. Maintain communication with the teacher throughout the semester via:

Zoom, e-mail and skype (by appointment). Feel free to ask any question on the
course content or the assignments.

EDRM505 – Online Course – Syllabus -3-

 7. Every week Q&A conference will be focusing on the current chapter (content)
for the week via Zoom (TUESDAY AT 7:00 PM MICHIGAN TIME) can be
used to ask the teacher questions in regards to the content, the assignments or due
activities in order to let other students to be benefit of the answers.

8. Assignments should be written clearly and concisely, reflect graduate level

English use and be neatly typed and double-spaced following the APA Manual
style and format.

9. Students from or considering enrolling in the Educational Psychology program

must develop a SINGLE-SUBJECT DESIGN research proposal.

10. The final document (Research Proposal) and the program oriented evaluation
documents must be uploaded to LiveText web page in order to be evaluated.

Students are expected to display honesty in all academic matters. Please review the Academic Integrity
section of the AU Student Handbook for a complete description of what constitutes academic dishonesty
along with the consequences for such academic behavior.

Course evaluation
The final evaluation will be based on the following course requirements and
grading scheme:

1. Evaluation activities 15% Due dates at Moodle

2. Assignments ( Summary table, 35% Due dates at Moodle
Literature review, essay, ch1, ch3)
3. Conference participation 5% Due dates at Moodle
4. Stat exercises (3) 5% Due date at Moodle
5. Research proposal (Due 4/28) 30% Evaluated according to the criteria
presented in the Rubric(s) section.
6. Research methods exam 5%
7. Article evaluation exam 5%

We have two types of evaluation: formative evaluation (reading evaluation, quizzes

and modules’ assignment) that has the objective to help you to understand the reading
and how to do different sections of the final project. The focus of this evaluation is to
find evidence that the student understand and know how to do the assignment (this is
not in regards to the “perfection” of the work), it is assumed that for the final project
the student will improve and integrate appropriately his learning. At the end of the
semester we have summative evaluation (professional objectives assessment and
final project) and the focus is to find evidence that the student achieve the course
objectives. There is no one to one comparison between scores in summative and
formative evaluation. Rubrics scores obtained in research proposal represent the
actual quality of the work assuming that is evaluated for proposal defense, this score
will be weighted considering if the student is a MA or PhD student and in the context

EDRM505 – Online Course – Syllabus -4-

 of the class performance. The final project (research proposal) is an APA and AU
style and format standard four chapters document (Introduction, Literature Review,
Methodology, and Bibliography) with appendices (IRB application filled form,
Instruments, & Variable Definitions).

Grading Policy
A 95-100
A- 90-94
B+ 86-89
B 83-83
B- 80-82
C+ 76-79
C 73-75
C- 70-72
D 60-69
F >60

Assessment tools
In order to assess the achievement of professional organizations standards the following
documents will be the assessment tools:
1. Literature review
2. Essay on “Research and ethics”
3. Total of Statistic exercises.
4. Final document (proposal)
5. Final research methods exam
6. Final article evaluation exam.

Academic Honesty

Morally and spiritually, Andrews University is dedicated to scholastic integrity.

Consequently, both students and faculty are required to maintain high, ethical Christian
levels of honesty. You are encouraged to support the atmosphere of academic integrity by
avoiding acts of academic dishonesty and discouraging such acts in others. Participation
in any of the following activities will qualify the student for disciplinary action as
specified in the Andrews University Bulletin.

Cheating: Using or attempting to use unauthorized materials,

information, or study aids to gain an unfair grade advantage over other students in
any academic exercise.

Plagiarism: Representing another's words or ideas as one's own in

any academic exercise.

EDRM505 – Online Course – Syllabus -5-

 Multiple Submissions: Submitting the same assignment in two or
more courses without obtaining the prior permission of the respective instructors.

Fabrication: Falsifying or inventing information or citations in an

academic exercise.

Misrepresentation: Presenting false excuses or using deception to

receive a higher grade or to avoid fulfilling the requirements of an assignment or
course.

Facilitation of Academic Dishonesty: Helping another student to

violate any provision of this code.

Expectations in Turn-around Time

Students are expected to turn in the assignments at the due date indicated in the syllabus
before 11:55 pm. Feedback/grading will be given within one week of the submission
date.
Timing
This online course begins on January 8, 2018 and the last date for chapter’s exercises,
discussion, and assignments submission is April 20, 2018. The due date for the Research
Proposal submission is midnight May 3, 2018. Final grade will be giving based on work
done. DG is not an option for this course.

Special Needs Accommodation

If because of a disability, you require assistance or reasonable accommodations to

complete assigned work, please e-mail the professor. We will work with you on making
this course, class activities, and exercises accessible for your full involvement. Support
services for students with disabilities are available through the Student Success Advisor
(471-6205).

Syllabus changes
In order to fit the class to its context or for clarification changes to this syllabus can be
made after consultation in class.

EDRM505 – Online Course – Syllabus -6-

 EDRM-505 Spring-2018
Online class schedule

Module Learning Content/resources Reading/exercises Activities

Objectives
Research Know how to Textbook Chapters 1 Questionnaire to
designs identify different &2 classify studies.
January 9-15, types of research (Jan 15)
designs
How to read Know how to read, Textbook Chapter 2 Report the four To read and
and evaluate evaluate and Four articles for articles evaluate four
research summarize articles. evaluation. evaluation. articles
reports Understand the Article evaluation Create a summary
January 16-22 differences form. table. (Jan 22)
between primary Summary table-form.
and secondary
sources.
The nature of Recognize three Textbook Chapter 3 Submit a Word Complete the
Research components of document with the five items
Problem research problems: questionnaire questionnaire.
January 23-29 context, purpose, answers. Another Write a statement
and significance. Word doc with of the problem
Know how to write statement of the and research
specific research problem, and the question for the
questions and research question. final project.
hypotheses. (Jan29)
The literature Understand why Textbook Chapter 4 To report a seven Search for at
review the review of the page Literature least 10 primary
January 30 – literature is an Review on your source on your
February 5 essential research topic. research topic.
component of (Feb 5) To read, evaluate
credible research. and summarize
Be able to write a the articles.
review of
literature.
Designing Understand the Textbook Chapter 5 To submit the Search about
quantitative fundamental questionnaire ethical issues
research principles of report. related to
February 6-12 designing To submit an research in your
quantitative essay in” Ethical area of specialty,
studies. implications for and write an
Identify and research on my essay.
understand types of area of Answer the
design validity and specialty”. (Feb module’s
threats to validity, 12) questionnaire.
Know about ethics
associated with
conduction
research.
Sampling and Know about Textbook Chapters 6 Submit a Word To answer the
descriptive population, and &7 file with the questionnaire
statistics sampling answers for the and solve the
procedures. questionnaire.

EDRM505 – Online Course – Syllabus -7-

February 13- Be able to use Submit the stat statistics
19 frequency exercises (Part 1) exercises.
distributions and (Feb 19)
other graphic
presentation of
data.
Measures of Know and Textbook Chapter 7 Submit a Word To answer the
central understand and Appendix D file with the questionnaire
tendency, measures of central answers for the and solve the
variability tendency. questionnaire. statistics
and Know and Submit the Stat exercises.
relationship. understand exercises. (Part 2)
February 20- measures of (Feb.26)
26 variability.
Know, understand,
and interpret
measures of
relationship.
Non Recognize research Textbook Chapter Submit a Word To answer the
experimental designs that are 10 file with the questionnaire
designs, and used for non- answers for the and solve the
regression experimental questionnaire. statistics
Feb 27- March studies. Submit the stat exercises.
5 Distinguish exercises (Part 3).
between bivariate, (March 5)
prediction, and
multiple repression
analyses.
Know the steps in
conducting survey
research.
Quantitative Know what test Textbook Chapters 8 To submit a Word To answer the
data validity and & 9. document with questionnaire.
collection. reliability mean answers to the To write the
March 6-12 and how these questionnaire. chapter 1 for
technical To submit the your final
characteristics Chapter 1 for the project.
affect the research. final research
Know about project. (March
different types of 12)
test and how they
are used in
research.
Know how to
construct a
questionnaire.
Experimental, Understand key Textbook Chapter 11 To submit a Word To answer the
quasi- elements of document with questionnaire.
experimental experimental answers to the
& single designs. questionnaire.
subjects Understand (March 19)
designs. essential
March 12--19 differences
between pre-
experimental,
randomized

EDRM505 – Online Course – Syllabus -8-

 experimental, and
quasi-experimental
designs.
Apply internal,
construct,
statistical
conclusion, and
external validity
threats to different
experimental
designs.
Understand the key
components of
single-subject
designs and threats
to internal validity.
Inferential Understand the Textbook Chapter 12 To submit a Word To answer the
data analysis logic of statistics document with questionnaire.
March 27- and probability. answers to the
April 2 Understand how questionnaire.
sampling and (April 2)
measurement error
affects results.
Know how t-tests
are different from
ANOVA,
ANCOVA, and
MANOVA.
Understand what
effect size is and
why it is important
in reporting data
results.
Qualitative Understand the key Textbook Chapters 13 To submit a Word To answer the
research characteristics of & 14 document with questionnaire.
methods April qualitative research answers to the
3-9 that affect design. questionnaire.
Understand the To submit the
importance of Chapter 3
gaining appropriate (Methodology)
entry into de field. for the Final
Understand the Project. (April 9)
importance of
interview as a
common strategy
for data collection.
Distinguish
between types of
interviews and
interview
questions.

Qualitative Know the steps Textbook Chapter 15 To submit a Word To answer the
data analysis that are taken to document with questionnaire.
April 10-16 analyze qualitative answers to the
data.

EDRM505 – Online Course – Syllabus -9-

 Understand the questionnaire.
differences (April 16)
between data
segments, codes,
and categories.
Understand the
constant, recursive
nature of
qualitative data
analysis.
Final 1. Research
Evaluation Proposal
May 3 2 .Research
methods exam.
3. Article
evaluation.

Course Texts
Required:
McMillan, James H. and Sally Schumacher. (2006). Research in education: evidence-
eased inquiry. New York: Pearson Allyn and Bacon.

Riley-Tillman, T. Chris and Matthew K. Burns. (2009). Evaluating educational

interventions. New York: Guilford Press.

Recommended:

Abelson, Robert P. (1995). Statistics as principled argument. Hillsdale, NJ: Lawrence

Erlbaum Associates.

Andrews, Frank M., Laura Klem, Terrece N. Davidson, Patrick M. O’Malley and Willard
L. Rodgers. (1981). A guide for selecting statistical techniques for analyzing
social science data. Ann Arbor, MI: Institute of Social Research, University of
Michigan.

Campbell, Donald T. and Julian C. Stanley. (1963). Experimental and quasi-

experimental designs for research. Boston: Houghton Mifflin Company.

Creswell, John W. (1998). Qualitative inquiry and research design. Choosing among
five traditions. Thousand Oaks, Ca: Sage Publications.

Creswell, John W. (2012) Educational Research Planing, Conducting, and Evaluating

Quantitative and Qualitative Research. Fourth Edition. Upper Saddle River, New
Jersey: Pearson

Dugard, Pat, File, P. & Todman, J. (2012). Single-case and Small-n Experimental
Designs. Second Edition. New York, NY: Routledge.

EDRM505 – Online Course – Syllabus -10-

Galvan, José L. (1999). Writing literature reviews. A guide for students of the social
and behavioral sciences. Los Angeles, Ca: Pyrczak Publishing.

Gay L. R., Mills, G.E., Airasian, P. (2012). Educational Research Competencies for
Analysis and Applications. Tenth Edition. Upper Saddle River, New Jersey:
Pearson

Huck, Schuyler W. (2012) Reading Statistics and Research. Sixth Edition. Upper Saddle
River, New Jersey: Pearson
.
Martens, Donna M. (2015). Research and Evaluation in Education and Psychology.
Fourth Edition. Thousand Oaks, Ca: Sage Publications

Merriam, Sharan B. and Associates. (2002). Qualitative research in practice. Examples

for discussion and analysis. San Francisco, Ca: Jossey-Bass.

Miles, Matthew B. and A. Michel Huberman. (1994). Qualitative data analysis: an

expanded sourcebook. Thousand Oaks, Ca: Sage Publications.

Patten, Mildred L. (2004). Understanding research methods. An overview of the

essentials. Fourth Edition. Glendale, Ca: Pyrczak Publishing.

Paul, James L. (2005). Introduction to the philosophies of research and criticism in

education and the social sciences. Upper Saddle River, NJ: Pearson Education,
Inc.

Pyrczak, Fred. (2005). Evaluating research in academic journals. A practical guide to

realistic evaluation. Third Edition. Glendale, Ca: Pyrczak Publishing.

Reid, Howard M. (2014). Introduction to Statistics. Fundamental Concepts and

Procedures of Data Analysis. Thousand Oaks, Ca: Sage Publications

Sheperis, Carl, Young, J., Daniels M. M. (2010) Counseling Research Quantitative,

Qualitative, and Mixed Methods. Upper Saddle River, New Jersey: Pearson.

Whitley, Bernard, & Kite, Mary. E. (2013). Principles of Research in Behavioral

Science. Third Edition. New York, NY: Routledge.

EDRM505 – Online Course – Syllabus -11-

 EDRM 505 Methods of Research in Education & Psychology
Rubric for Final Project- Interpreting Rating Scale
Spring 2018-Online
Conceptual Category Unsatisfactory Emerging Satisfactory Proficient Exceptional Wei Score
Framework 1 2 3 4 5 ght
V.A Statement of There is no Have some Introduce the The introduction of the A clear and logical introduction to 3 15
V.B the Problem. reference to the kind of research question research question is clear and the problem with bibliographical
V.C Research background of explanation in a clear way. logical. support.
Question the research about the A clear research A researchable question with A researchable question with
question. research question with logical connections between logical connections between
There is no question. variables, logic, variables, identifies the unit variables, identifies the unit of
researchable There is a and unit of of observation, time, space, observation, time, space, and
question. researchable observation and distinguishes between distinguishes between quantitative
question. quantitative and qualitative and qualitative design. [May state
design additional secondary questions.]
V.A, V.B Significance There is no The study’s The study’s The study’s significance is The study’s significance is clearly 1 5
of the study reference to the significance is significance is clearly stated and supported stated and supported by
significance of not clearly clearly stated. by references. references in a very convincing
the study stated. way.
V.A V.B Literature There is no clear There is no a There is a clear There is a clear comparison Based on primary sources that are 4 20
Review connection logical comparison and and contrast of studies compared and contrasted with
between the organization contrast of studies related to the research annotation in regards to
literature review or related to the problem and methods. conflicting and inclusive results
and the research methodologic research problem. Sources are reputable. related explicitly to the research
problem. al discussion Sources are problem and methods
of the topic. reputable.
V.B, V.C Research There is no clear The design is There is a clear Research design is clear and The research design is clear and 1 5
design reference to the identify and appropriate discusses the different discusses different classification
design. briefly. explanation classification criteria. criteria, which are supported by
regarding the type references.
of research and the
design.
V.B, V.C Sampling There is unclear The unit of The population is The population is very well The population is very well 1 5
or incomplete observation very well identified; the sampling identified and the sampling
information and identified and the procedures satisfy the procedures satisfy the design’s
about the unit of population are sampling design’s expectations. In expectations. In quantitative study
observation, identified, procedures satisfy quantitative study the sample the sample size is justified and in
population, and with some the design’s size is justified and in qualitative the sampling includes
reference to expectations

EDRM505 – Online Course – Syllabus -12-

 sampling sampling (quantitative or qualitative refers to the different kinds of conditions
procedures procedures. qualitative). conditions and resources. and resources.
V.B,V.C Definition of There is no clear Variables are Variables are The conceptual, instrumental The conceptual, instrumental and 1.5 7.5
variables definition of clearly clearly identified and operational definitions operational definitions of the
variables. identified and and defined in a of the variables facilitate the variables facilitate the
defined such manner that understanding of the strategy understanding of the strategy for
conceptually. support the validity for observation and observation and measurement of
of the study measurement of the the variables and the creation of
variables. the database.
V.B, V.C Instrumentati There is some There is no Appropriate The instruments are very The instruments are very well 1.5 7.5
on general evidence of description of the well described; the validity described; the validity and
reference to the the validity instrument’s and reliability sustained by reliability sustained by different
means for data and reliability validity and different means. means. The format and content of
collection. of the design. reliability. the instrument are included.
V.B, V.C Data Procedures for The There is a clear There is a clear description There is a clear description of the 2 10
Collection the collection of procedures description of the of the procedures for procedures for collecting data that
the data do not for the procedures for collecting data that are in are in line with the type of
fulfill the collection of collecting data that line with the type of research research (quantitative or
ethical, legal, data are not are in line with the design. The details fulfill qualitative). It is evident that the
methodological clearly stated. type of research ethical and legal ethical and legal requirements are
requirements. (design). requirements. fulfilled, and that the validity of
the design is protected
V.B, V.C Data Analysis The procedures The The procedures for There is a detailed There is a detailed description of 2 10
for the analysis description of the analysis of the description of the procedures the procedures and techniques
of the data do the data are clear and and techniques utilized for utilized for the analysis of the
not correspond procedures in line with the the analysis of the data. data. Including hypothesis testing
to the research for the research design. Accordingly to the type of criteria in case of quantitative
questions or analysis of data (quantitative or design. Or detailed identification
hypothesis. data is qualitative). of the organization, coding and
confused or categorizing process for
incomplete. qualitative designs.
IV.A, V.C Overall There is no The document The document is The document is complete in The document is complete in 3 15
Quality of the evidence that the is incomplete complete in terms terms of basic content, terms of basic content, format,
proposal student or fails to of basic content, format and style and style requirements; it is very
understands the follow the format and style requirements, and includes well written and attractive.
content, format basic style requirements. very good use of references
and style of the and format and a fluent style of writing.
proposal. requirements.

TOTAL SCORE 100

EDRM505 – Online Course – Syllabus -13-

 EDRM-505 Research Methods in Education and Psychology
Final Exam- section Article Evaluation
Rubrics
Conceptual Category Unsatisfactory Emerging Satisfactory Proficient Exceptional Wei Score
Framework 1 2 3 4 5 ght

V.A Research No mentioned at Partial reference Complete The student answer is The student answer is accordingly to 1 5
V.B Objectives all. to the article text reference to accordingly to the text the text in his/her words and with
V.C the article text in his/her words or additional personal analysis.
with additional
personal analysis.
V.A, V.B Sample frame No mentioned at Partial reference Complete The student answer is The student answer is accordingly to 2 10
and sampling all. to the article text reference to accordingly to the text the text in his/her words and with
procedures the article text in his/her words or additional personal analysis.
with additional
personal analysis.
V.A V.B Data No mentioned at Partial reference Complete The student answer is The student answer is accordingly to 3 15
collection and all. to the article text reference to accordingly to the text the text in his/her words and with
non-response the article text in his/her words or additional personal analysis.
rate with additional
personal analysis.
V.B, V.C Major No mentioned at Partial reference Complete The student answer is The student answer is accordingly to 3 15
findings and all. to the article text reference to accordingly to the text the text in his/her words and with
limitations of the article text in his/her words or additional personal analysis.
the study with additional
personal analysis.
V.B, V.C Discussion of No mentioned at Partial reference Complete The student answer is The student answer is accordingly to 1 5
results all. to the article text reference to accordingly to the text the text in his/her words and with
the article text in his/her words or additional personal analysis.
with additional
personal analysis.

EDRM505 – Online Course – Syllabus -14-

 EDRM-505 Research Methods in Education and Psychology
Literature review evaluation- Rubric
Section Critical Thinking-Summarizing Research Reports

Criteria Unsatisfactory Emerging Satisfactory Proficient Exceptional

1 2 3 4 5
Indicate de Purpose Does not included Suggest some reference of Define clearly the Distinguish between Explain in detail the preliminary
purpose. purpose preliminary and or exhaustive purpose of the
exhaustive. Review.
Defined criteria for Not have any Suggest in an indirect way Specify the criteria Specify and describe Specify and describe the
selection of sources. explanation about it. that make some selection for the selection of the application of the application of the criteria for
of sources sources criteria for inclusion or inclusion and exclusion of
exclusion of sources sources
Literature are relevant There is no clear Identify the problem but Identify the Identify the Identify the problem/topic and
to the problem/topic identification of the the literature seem to be problem/topic and problem/topic and the discuss the way that the
problem or topic not related the literature is literature is clearly literature relate to the problem
related to the topic. related. or topic
Primary Literature There is no evidence There is no distinction Primary and Primary and secondary Primary literature is emphasized
emphasized that the literature between primary and secondary sources sources are and the secondary literature is
comes from reputable secondary sources but are distinctively distinctively identified used selectively.
sources. sources are reputable identified and come and the large portion
from reputable comes from refereed
sources. journals.
Quotation There in no or few The quotations are not The quotations are The quotations are The quotations are presented in
format/references quotations/references accordingly to an editorial accordingly to an presented in a varied a high level stylistic way and
format and style editorial format and way and accordingly to accordingly to an editorial
style an editorial format and format.
style
Complete There is no The bibliography is Every source has a Every source has a Every source has a complete
bibliographic data. bibliography incomplete complete complete bibliography bibliography, is categorized by
bibliography and is presented some criteria and presented
accordingly to a accordingly to a specific
specific editorial editorial format.
format.

EDRM505 – Online Course – Syllabus -15-

Logical Organization No organization at all, Review organized by Review organized Review organized by Review organized by topic or
of the content just a list of abstracts author without a logical by topic or ideas in topic or ideas in a ideas in a logical structure
or disconnected reports structure a logical structure logical structure discussing in detail major
emphasizing major studies and the actual findings
studies cited.
Comparison and There is no analysis of Some kind of description The studies are The studies are The studies are compared and
contrast of studies the studies content and of the relation between compared and compared and contrasted with annotation in
the relation to other studies. contrasted contrasted with regards to conflicting and
studies. annotation in regards inclusive results in a such
to conflicting and manner that make evident the
inclusive results. motivation, importance and
significance of the study.
Major studies There is no Major studies are Major studies are Major studies are Major studies are described in
discussed in detail. identification of major identified identified and described in details details with particular analyses
studies. described in details with a particular of their contribution to the
reference to their knowledge
contribution to the
knowledge
Interpretation and The review lacks of a The summary provides a The summary The summary The summary emphasized the
understanding of prior summary with general overview of prior provides a overall emphasized the interpretation and understanding
research. interpretation of prior research interpretation and interpretation and of prior research and its relation
research understanding of understanding of prior to the research problem
prior research research
Methodological There is no discussion There are some references The review include The review of major The review of major studies
analyses appropriate of methodological to methodological issues. studies related studies relate explicitly explicitly related to the topic
for sustain a design issues at all. explicitly to the to the research problem (research problem) and methods
research problem and methods. and provide a rational for the
and methods design to follow.
Establish the There is no evidence There is a brief reference The literature The review includes The reviews discuss references
importance and that the research topic that support the review helps to specific information that support the significance of
significance of the or question is relevant importance and establish the that sustained the the study.
study. and significant significance of the study significance of the significant of the study.
research.

EDRM505 – Online Course – Syllabus -16-