Course Name Introduction to Research Methods

Course Code: FEDU 2502

Level of Course: Year 2 Module 5
Credit Units: 3

Brief Course Description:

This course is designed for training fresh undergraduate and in - service secondary school
teachers. It is meant to help empower the trainees with research skills. It is meant to be covered
in forty eight hours, four hours for each of the twelve weeks of teaching during the course of the
semester. In terms of content coverage, focus is on both theoretical knowledge and practical
work.

Learning Objectives/Outcomes
The teacher - trainees on successful completion of the course should:
Appreciate what research is and its importance in education.
Demonstrate adequate theoretical knowledge about educational research
Demonstrate adequate practical skills for conducting educational research
Demonstrate the ability to write research proposals and reports

Detailed Course Content

Introduction: definitions of common concepts in educational research
Research paradigms: qualitative research and quantitative research
Research designs: survey studies, case studies, experiments, participatory action research,
ethnographic studies
Methods of data collection / research instruments: questionnaires, interviews, focus group
discussions, observation, records or document analysis
Population and sample
Sampling techniques: random sampling, systematic sampling, stratified / quota sampling,
cluster sampling, multi stage sampling, purposive sampling, snowball sampling and
accidental / convenience sampling
 Conducting research: the roles of the supervisor and the student, collecting data /
conducting fieldwork, analyzing quantitative and qualitative data
Developing a research proposal
Choosing a research topic
Chapter one: Introduction: background, problem statement, purpose, objectives,
research questions / hypothesis, scope and significance
Chapter two: Review of related literature
Chapter three: Methodology: research design, area of study population and sample,
research instruments, procedure and data analysis
Compiling the research report
Chapters one, two and three
Chapter four: Presentation, analysis and interpretation of data
Chapter five: Discussion, conclusions and recommendations
References and appendices
Mode of Delivery
Lectures, tutorials, group presentations, reading, follow up library and internet research tasks
Mode of Assessment
The course is assessed by assignments, tests and final examinations as directed by the lecturer.
The distribution of the marks is as follows: Assignments – research proposal and report 50% and
examinations 50% adding up to 100%.

3. Required Reading
Cohen, L. and Manion, L. (1992). Research methods in education. London: Routledge.
Creswell, J. W. (2003). Research design. London: Sage Publications.
Denscombe, N. (1998). The good research guide for small scale research projects.
London: Open University Press
Enon, J. C. (1998). Educational research, statistics and measurement. Kampala:
Department of Distance Education, Makerere University.
Kabiru, Margaret & Njenga, Anne (2009). Research, monitoring and evaluation. Nairobi:
Focus Publishers Limited.
 Koul, L. (2001). Methodology of educational research. New Delhi: Vikas Publishing
House
Lodico, M. G., Spaulding, D. T. & Vougtle, K. H. (2006). Methods in educational
research. San Francisco: John Wiley and Sons Inc.
Opolot – Okurut, C. & Aguti, J. N. (2007). A guide to the supervision process for
supervisors and students. Kampala: Department of Distance Education, Makerere University.
Salkind, J. N. (2012). Exploring research. Boston: Pearson

Academic Staff
Peter Mugume M. Ed., B A Arts, Dip. Educ.
Course Name Sociology of Education
Course Code EDUC 2601
Level of Course Year 3 Module 6
Credit Units 3

Brief Course Description

Sociology of education is a more developed branch of sociology which examines an important
social activity in social institutions (schools). In the course of study, systematic observations are
made on a social phenomenon, analyses, descriptions of education made with regard to its social
use and significance in society. Sociology of education focuses on educational institutions
examining the interaction within the school systems and sees how this interaction affects the
teaching learning process. Sociology of education is one of the major components of
foundational courses in the field of education, others being educational administration and
planning, philosophy of education, comparative education and history of education.

Learning Objectives/Outcomes
The course is intended to give understanding of the relationship between education and society
through examination of basic sociological concepts. The exposure of a teacher trainee to this
course should be able to execute their duties with much ease and greater satisfaction in doing
their work. Specifically the course objectives are to:
Equip student teachers with knowledge and understanding on educational provision and its
implication for societal development.
Enable a teacher trainee acquire tools necessary for effective teaching with a view to improve on
performance.
Develop and contribute to the application of the role of a teacher trainee in changing
circumstances of the modern world.
Help the teacher understand the student better so as to be able to bring change
Help the teacher become aware of the society and environment in which they operate

Detailed Course Content

Concept and scope of sociology of education
Function of education in society
Distinction between schooling and education
Determinants of social stratification
Karl Marx studies on social stratification
(Education and social stratification)
Education and social selection
Agents of socialization: family, religion, mass media, community, peer groups, schools
and socialization
Types of social mobility: vertical, horizontal, achieved and ascribed statements
Family and social mobility of an individual
Education and social mobility
Concept of social economic status (SES)
Effects of social economic status on educational achievement
The concept of efficiency in educational system, the input and output relationship
Dropping out of school
Rural- urban disparities in education
Equity issues in education and access
Gender issues in education and attempts to achieve opportunity for all
Student cultures: academic, fun, delinquency and vocational sub-cultures, strength and
weakness of each
Teacher –student expectations
Teacher –student interaction
Social rates of return and private rates of return analysis and application to Uganda
Cost sharing of education in Uganda
How bureaucratic are schools
Relationship in schools
Conflict in schools and their resolution
Characteristics of a profession
Problems of the teaching profession
Teachers and change in developing countries
 Problem of educational change in developing countries, effects and improvement on the
situation
Teaching as social control
Concept of human capital theory
Relationship between education and development
Alternation forms of education
Possible changes in school for attitude change and development
Problems of education expansion
Problems of Universal Primary Education (UPE)

Mode of Delivery
Lectures, tutorials, group presentations, reading, follow up library and internet research tasks
Mode of Assessment
The course is assessed by assignments, tests and final examinations as directed by the lecturer.
The distribution of the marks is as follows: Assignments 50% and examinations 50% adding up
to 100%.
Study Materials
Aggarwal J.C (1996) Theory and Principles of Education. Vikas Publishing House Pvt Ltd 10th
Edition.
Ezewu (1983) Sociology of Education
Omona. A.M. (1996) Sociology of Education Foundations of Education, MUK, Department of
Distance Education, Institute of Adult and Continuing Education.
Morrish, I. (1985) The sociology of Education. An introduction
Morrison & Mclutyre (1975) Schools and Socialization
Musgrave, P. W (1973) Sociology of Education
Coombs, P. H. (1985) The World Crisis in Education: A view from the Eighties
Ottaway, A. K. C. (1983) Education and Society: An Introduction
Boocock (1985) Sociology of Education
Academic Staff
Musiimenta Annet Tukamushaba M. Phil. BA Ed.
Course Name Educational Psychology II
Course Code FEDU 2602
Level of Course Year 3 Semester 1
Credit Units 3

Brief Course Description

Paper two of educational psychology; educational assessment is concerned with measurement
and evaluation of learners to determine their progress in school. Educational assessment
provides educators with tools of feedback about individual learners in their cognitive,
psychomotor and behavioural domains.
The feedback forms a basis of measuring learner’s individual difference necessary for grading,
remedial teaching, curriculum modification, career guidance, and student placement, as well as
educational policy making and implementation.

Learning Objectives/Outcomes
By the end of this course unit, students should be able to;
Distinguish the terms; assessment, measurement and evaluation.
Make use of Bloom’s taxonomy of Educational objectives as a basis of measurement and
evaluation.
Develop skills of test setting, marking, scoring and interpretation for educational
feedback about learners and teachers’ performance.
Develop skills of communicating feedback to educational stakeholders for the
improvement of educational process.

Detailed Course Content

Definitions - assessment, measurement and evaluation
Relevance of measurement and evaluation
Forms of measurement and evaluation
Forms of result interpretation
Bloom’s taxonomy of Educational objectives
Constructing different types of classroom tests
 Marking and scoring tests
Descriptive statistics as a form of feedback

Mode of Delivery
Lectures, tutorials, group presentations, reading, follow up library and internet research tasks
Mode of Assessment
The course is assessed by assignments, tests and final examinations as directed by the lecturer.
The distribution of the marks is as follows: Assignments 50% and examinations 50% adding up
to 100%.
Reading List
Aggarwal, J.C. (2007). Essentials of Educational Psychology (2ndEd) New Delhi: Vikas
Publishing Company.
Chauhan, S.S. (2007). Advanced Educational Psychology (6th Ed); New Delhi: Vikas Publishing
Company.
Eggen, P., Kauchak, D. (1999). Educational Psychology. London, prentice hall
Good L.T., Brophy E. J., (1990) Educational Psychology. A Realistic Approach, (4th ED), NY:
Longman.
Ingule o. F., Rono, C.R., Ndambuki W.P. , (1996). Introduction to Educational Psychology.
Nair: English Press ltd.
Kochhar, S. S. (1997). Educational and Vocational Guidance in Secondary Schools. ND:
Sterling Publishers.
Mashiaja. J., (2002) Educational Psychology. Infancy to Adolescence; Guidance and
Counselling. Kampala
Narayana, S. R., (2006). Counselling and Guidance, 2nd Ed. ND: Tata McGraw- Hill.
Ormrod, S.E. (2003). Educational Psychology. Lon: Prentice Hall
Rutondoki ,N.E.,(2000) Guidance and Counselling; Educational Psychology. Kampala.

Academic Staff
Otwine Anne Tweheyo MACP, BAEd.