1.

0 Preamble
This course outline is for the undergraduate student who should be initiated into the
academic world of knowledge creation through research. The student is equipped with
knowledge and skills of research methods and statistics which ultimately lead to
embarking on a research project.
2.0 Aims
This course aims to providing students with some in-depth requisite knowledge and skills
of research methods and statistics for embarking on a research project.
Course objectives
By the end of the course learners should be able to:
2.1 Explain the nature of research;
2.2 Distinguish qualitative research from quantitative research;
2.3 Explain the essence of the modes of mixed methodology;
2.4 Explain different research paradigms;
2.5 Explain different research designs;
2.6 Discuss different research methods;
2.7 Craft research instruments;
2.8 Analyze both quantitative and qualitative data;
2.9 Develop a research proposal;
2.10 Write a research report.
3.0 Course content
3.1 Introduction to Research
3.1.1 What is Research?
3.1.2 Nature of Research
3.1.3 Types of Research
3.1.4 Why Research (Research problems)
3.2 Research Designs
3.2.1 Research design explained
3.2.2 Qualitative Research
3.2.2.1 main components of qualitative research
3.2.3 Quantitative Research
3.2.3.1 main components of quantitative research
3.2.4 Combination Approach
3.3 Research Methodology
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 3.3.1 Methodological Review
3.3.2 Research Methods
3.3.3 Research Tools and Instruments
3.3.4 Research Validity and reliability
3.3.5 Trustworthiness
3.4 Literature Review
3.4.1 What is Literature Review?
3.4.2 Nature of Literature Review
3.4.3 Purpose and Importance of Literature Review
3.4.4 Sources of Literature
3.5 Population and Sampling Issues
3.5.1 Sampling Design
3.5.2 Population Study
3.5.3 Sampling Size
3.5.4 Sampling Procedure
3.6 Data Analysis
3.6.1 Nature of Data Analysis
3.6.2 Methods of Data Analysis
3.6.3 Quantitative/Qualitative

3.7 Data Presentation

3.7.1 Methods of Data Presentation
3.7.1.1 Qualitative Presentation
3.7.1.2
3.7.1.3 Quantitative Presentation
3.8 Ethics in Research
3.8.1 Why Ethics in Research
3.8.2 Ethical Principles
3.8.3 Difficulties in Ethical Decision Making
3.8.4 Plagiarism
3.9 Proposal Writing
3.9.1 Nature of Research proposal
3.9.2 Academic Research vs Business research
3.9.3 Role of Research Proposal
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 3.9.4 Structure of the Research Proposal

3.10 Final Report Writing

3.10.1 Processes and Procedures
3.10.2 Dissertation Product
4.0 Methodology
4.1 Lectures
4.2 Tutorials
4.3 E-learning
4.4 Group discussion
4.5 Individual research
4.6 Case study learning
5.0 Assessment
Assessment is by coursework and examination
5.1 Course work
5.1.1 One written individual assignment
5.1.2 One group project
5.1.3 Class presentation
5.2 Examination
5.2.1 Students will write a three hour paper
5.3 Weighting
5.3.1 Coursework 30%
5.3.2 Examination 70%

Assignment

Assess the role of mixed methodology in social research.

Group presentations

Craft research instruments for a hypothetical research problem. Explain the

administration of the instruments, analysis of data generated and the presentation of
the data.

In-class test on data analysis (both quantitative and qualitative)

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6.0 References

Blaikie, N. (2013). Designing social research. New York: Polity Press.

Bogdan, R.C. and Biklen, S.P. (2006). Qualitative research for education; an introduction to
theory and methods. Boston: Allyn and Bacon.

Chisaka, B.C., Mamvuto, A., Matiure, S., Mukabeta, M.T., Shumba, T. and Zireva, D.
(2013). Action research: Some practical ideas for educational practice. Harare: Save
the Children, University of Zimbabwe.

Cohen, L. and Manion, L. (2011). Research methods in education .London: Routledge.

Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five
approaches. London: SAGE Publications.
Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods
approaches. London: Sage.
De Vos, A.S.;Strydom, H.; Fouche, C.B. and Delport, C.S.I. (2011). Research at grassroots:
For social sciences and human service professions. Pretoria: van Schalk.

Denzin, N.K. and Lincoln, Y.S. (2011). Qualitative research. London: Sage

Hendricks, C. (2006). Improving schools through action research. Boston: Pearson.

Higgs, P. and Smith, J. (2002). Rethinking truth. Cape Town: Juta.

Hoberg, S.M.(2001). Research methodology. Pretoria : UNISA.

Magwa, S. and Magwa, W. (2015). A guide to conducting research: A student

handbook. Singapore: Strategic book publishing.

Matanda, E. (2011) Applied Statistics for Business and Economics: LAP: Germany
Muchengetwa, S. (2002) Business Statistics: ZOU: Harare.
Neuman, W.L. (2011) Social research. New York : Allyn and Bacon.

Newbold, P. (2011) Business Statistics: Boston: New York

Punch, K.J. and Oancea, A. (2014). Introduction to research methods in education.
London: Sage.

Schulze, S. (2002). Research in adult education. Pretoria: UNISA

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Schumacher, S. and McMillan, J. H. (2010). Research in education:a conceptual
introduction. New York: Harper Collins.

Slavin, R.E. (2007). Educational research: In age of accountability. Los Angeles: Sage.

Taylor, S.J. and Bogdan, R. (2004). Introduction to qualitative research methods: The search
for meanings. New York: Willey.

Trochin, W.M.K. (2002), Qualitative Measures, Research Methods Knowledge Base

White, T.L. and McBurney, D. H. (2013). Research Methods. New York: Wadsworth.

*In addition to the reference above, students are encouraged to use recent journal
articles on research matters.

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