MASTER OF EDUCATION – OPTION 1

PROGRAMME STRUCTURE

LIST OF COURSES

Semester

Subject Code

Subject Name

Credit Hours

Course Type

Assessment Format

Pre-Requisite

Semester 1

HMEF 5043

Educational Psychology

3

Core

A

None

HMEF 5063

Guidance and Counseling

3

Core

A

None

HMEF 5083

Instructional Technology

3

Core

A

None

Semester 2

HMEF 5053

Measurement and Evaluation in Education

3

Core

A

None

HMEF 5033

Comparative Education

3

Core

A

None

Semester 3

HMEF 5014

Educational Research Methodology

4

Core

A

None

HMEF 5073

Curriculum Development

3

Core

A

None

HMEF 5023

Educational Leadership

3

Core

A

None

Semester 4-6

HMED 5100

Dissertation (Proposal)

6

Qualifying Examination (Written Proposal Only)

CGPA : 3.0

HMED 5200

Dissertation

12

 

Viva Voce

Pass Qualifying Examination

TOTAL

43

Note:

For assessment format please refer to section 10. OUM has the flexibility to offer any courses in any semester

After completing the core courses, learners will write a research proposal under the guidance of a supervisor. Each learner will meet the assigned supervisor at least 4 times per semester. Learners must pass the Qualifying Examination before he/she can progress to the next stage.

When a learner has completed the dissertation and ready for submission, two examiners will be appointed to evaluate the dissertation. The learner will have to defend the dissertation in the Viva Voce session.

COURSE SYNOPSES

Core Courses:

HMEF 5014: Educational Research Methodology 4 credits

This course introduces learners to research, research problem, research design and data analysis. Learners would also learn the intricacies of carrying out academic research in the qualitative and quantitative modes up to the level of writing a research proposal that could help them in carrying out the actual research and data collection. Problems that might be experienced in the process of carrying out the research and writing the dissertation would also be discussed.

HMEF 5023: Educational Leadership 3 credits

The main objective of this course is to expose the learners to the theories of leadership and organization so that they would be able to understand and value the usefulness of the theories in their capacities as leaders in educational organizations. With this knowledge they would be able to lead others effectively in achieving the vision and mission of their organizations. They would also be exposed to theories in planned change, which are useful in the present post-modern era where changes occur regularly to meet the ever- changing organizational objectives. In order to ensure that change encounters less obstacles, leadership approaches and styles based on strong and appropriate ethics would be the main focus of the course.

HMEF 5033: Comparative Education 3 credits

This course provides the learners an in-depth understanding of the history, foundation factors and the implementation aspects of educational processes and systems of various countries of the world. Important elements such as diversity of language, ethnicity and culture; leadership models, sociopolitical factors and the roles of various parties in respective educational systems will also be discussed in this course.

HMEF 5043: Educational Psychology 3 credits

This course looks into the two families of learning theory that have significant impact upon teaching if adopted. It begins with the description of the origins of S-R learning, and gestalt-field psychology. The learning processes of both families of learning theory are explained to enable practicing teachers to re-look at their own schoolroom practice, and see if what they are doing have any bearing on the theories. The problem of learning transfer is also discussed. Finally, the course outlines the important relationships between learning and teaching.

HMEF 5053: Measurement and Evaluation in Education 3 credits

This course introduces learners to basic principles of measurement and evaluation. Focus will be both on quantitative and qualitative methods of evaluating educational outcomes. The course also introduces statistical methods to determine item di ffi culty and discrimination indices and test reliability and validity coe ffi cients. Finally, the course introduces factor analysis and Item Response Theory in determining the reliability and validity of instruments.

HMEF 5063: Guidance and Counseling 3 credits

This course introduces the scope of professional counseling in general, as a preparation for a variety of counseling settings. Appropriate counseling skills in interviewing clients are explained to achieve the desired counseling goals. An overview of three counseling theories is explained to give the readers some ideas of how counselors view maladaptive behaviours. Finally, a chapter on ethics and ethical behaviours is discussed as an important component of counselor training.

 HMEF 5073: Curriculum Development 3 credits

This course provides the learners an in-depth understanding of the major foundations and principles of curriculum. Teachers, educators, school administrators and curriculum designers are often faced with the challenge of conceptualizing, developing, and evaluating curriculum. They need to get clear understanding of the crucial elements related to the philosophical, historical, psychological, and social foundations of curriculum. Throughout this course, learners will be exposed to the tensions between postmodern thinking and modern thinking and how they are impacting curriculum deliberation, development, and implementation.

HMEF 5083: Instructional Psychology 3 credits

This course discusses from the point of views of development, problems and issues that are related to educational technology. The development of the course is related to the history of the involvement of educational technology in Malaysia and outside Malaysia. Problems and issues that exist are related to the use of teaching materials that are found in schools, the lack of materials, finance, management and current issues regarding the misunderstanding between the concept of educational technology and information technology. These issues in educational technology are related to the application of teaching materials in schools by teachers.

SPECIALISATION - RESEARCH

In the next stage, learners will conduct the research and submit a written proposal under the guidance of a supervisor. Each learner must meet the assigned supervisor at least 4 times in each semester before he/she can progress in the subsequent semester.

A learner can choose any of the following specialisation areas:

  • Educational Administration
  • Curriculum and Instructional Design
  • Research and Evaluation
  • Educational Technology
  • Educational Sociology
  • Educational Psychology
  • Educational Philosophy
  • Teaching Education

Each learner will submit his/her written proposal for a Qualifying Examination, before progressing to the data gathering and final report of the dissertation. A learner would have to defend his/her final report of the dissertation in the viva voce, with the approval of the supervisor.

MASTER OF EDUCATION – OPTION 2

PROGRAMME STRUCTURE

LIST OF COURSES

Semester

Subject Code

Subject Name

Credit Hours

Course Type

Assessment Format

Pre-Requisite

Semester 1

 

 

HMEF 5043

Educational Psychology

3

Core

 

A

None

HMEF 5083

Instructional Technology

3

Core

A

None

HMEF 5113

Statistics for Educational Research

3

Core

A

None

Semester 2

HMEF 5123

Models and Strategies of Teaching

3

Core

A

None

HMEF 5053

Measurement and Evaluation in Education

3

Core

A

None

HMEF 5033

Comparative Education

3

Core

A

None

Semester 3

HMEF 5073

Curriculum Development

3

Core

A

None

HMEF 5023

Educational Leadership

3

Core

A

None

HMEF 5103

Qualitative Research Methodology

3

Core

A

None

Semester 4

HMEF5063

Guidance and Counselling

3

Core

A

None

HMEF 5093

Quantitative Research Methodology

3

Core

A

None

Semester 5

HMEF 5133

Directed Reading

3

Core

A

HMEF 5113 HMEF 5093

HMEF 5103

HMER 6106

Master’s Project

6

Core

C

All courses except HMEF 5133

Semester 6

HMER 6106

Master’s Project

6

Core

C

 

COURSE SYNOPSES

Core Courses:

HMEF 5023: Educational Leadership 3 credits

The main objective of this course is to expose the learners to the theories of leadership and organization so that they would be able to understand and value the usefulness of the theories in their capacities as leaders in educational organizations. With this knowledge they would be able to lead others effectively in achieving the vision and mission of their organizations. They would also be exposed to theories in planned change, which are useful in the present post-modern era where changes occur regularly to meet the ever- changing organizational objectives. In order to ensure that change encounters less obstacles, leadership approaches and styles based on strong and appropriate ethics would be the main focus of the course

HMEF 5033: Comparative Education 3 credits

This course provides the learners an in-depth understanding of the history, foundation factors and the implementation aspects of educational processes and systems of various countries of the world. Important elements such as diversity of language, ethnicity and culture; leadership models, sociopolitical factors and the roles of various parties in respective educational systems will also be discussed in this course.

HMEF 5043: Educational Psychology 3 credits

This course looks into the two families of learning theory that have significant impact upon teaching if adopted. It begins with the description of the origins of S-R learning, and gestalt-field psychology. The learning processes of both families of learning theory are explained to enable practicing teachers to re-look at their own schoolroom practice, and see if what they are doing have any bearing on the theories. The problem of learning transfer is also discussed. Finally, the course outlines the important relationships between learning and teaching.

HMEF 5053: Measurement and Evaluation in Education 3 credits

This course introduces learners to basic principles of measurement and evaluation. Focus will be both on quantitative and qualitative methods of evaluating educational outcomes. The course also introduces statistical methods to determine item difficulty and discrimination indices and test reliability and validity coe ffi cients. Finally, the course introduces factor analysis and Item Response Theory in determining the reliability and validity of instruments.

HMEF 5063: Guidance and Counseling 3 credits

This course introduces the scope of professional counseling in general, as a preparation for a variety of counseling settings. Appropriate counseling skills in interviewing clients are explained to achieve the desired counseling goals. An overview of three counseling theories is explained to give the readers some ideas of how counselors view maladaptive behaviours. Finally, a chapter on ethics and ethical behaviours is discussed as an important component of counselor training.

HMEF 5073: Curriculum Development 3 credits

This course provides the learners an in-depth understanding of the major foundations and principles of curriculum. Teachers, educators, school administrators and curriculum designers are often faced with the challenge of conceptualizing, developing, and evaluating curriculum. They need to get clear understanding of the crucial elements related to the philosophical, historical, psychological, and social foundations of curriculum. Throughout this course, learners will be exposed to the tensions between postmodern thinking and modern thinking and how they are impacting curriculum deliberation, development, and implementation.

HMEF 5083: Instructional Psychology 3 credits

This course discusses from the point of views of development, problems and issues that are related to educational technology. The development of the course is related to the history of the involvement of educational technology in Malaysia and outside Malaysia. Problems and issues that exist are related to the use of teaching materials that are found in schools, the lack of materials, finance, management and current issues regarding the misunderstanding between the concept of educational technology and information technology. These issues in educational technology are related to the application of teaching materials in schools by teachers.

HMEF5113: Statistics for Educational Research 3 credits

This course in statistics and statistical procedures provides skills that are required of educators. The course provides the basic tools necessary for educators to explain the meaning of statistical formulas and to apply them when analysing data in education and psychology. The course will acquaint students to the measures of central tendencies, normal distribution, t-test, ANOVA, ANCOVA, linear regression, linear correlation and chi-square and their application in analysing data. Emphasis is on the assumptions underlying the use of these statistical procedures and on the interpretation of data. Also discussed is the nature and purpose of hypothesis testing as applied in educational and psychological research.

HMEF5123: Models and Strategies of Teaching 3 credits

This course introduces post-graduate students to a variety of models and strategies of teaching based on past research. Essentially, three families of teaching models are introduced in this course: social learning models, information-processing models and behaviourist models. Several teaching contexts are described under each model so that teachers can effectively de sign and develop lesson plans appropriate to their subject areas. Additionally, the course helps teachers make informed decisions in the selection of models teaching by exploring and evaluating the effects of each model of teaching. Finally, the course is designed to help teachers develop a sense of best practices in teaching by engaging in reflective practice and inquiry before, during and after an instructional event.

HMEF5103: Qualitative Research Methodology 3 credits

The term 'qualitative research' is used to cover a wide range of approaches and methods. Although there is still some debate, the general consensus is that qualitative research is a naturalistic, interpretative approach concerned with understanding the meanings which people attach to actions, decisions, beliefs, values etc. within their social world. The course examines the differences between qualitative and quantitative research and the different genres of qualitative research; such as ethnography, case study, phenomenology, philosophical inquiry and grounded theory. Focus is on how to conduct research using observations and in-depth interviews. The issue of validity and reliability is approached from the perspective of qualitative research.

HMEF5093: Quantitative Research Methodology 3 credits

The course begins with a discussion of the research process followed by techniques in writing a review of literature. Among the quantitative methods emphasized are experimental research designs and the survey method. Various kinds of experimental research designs are introduced together with the procedure for conducting a survey. The design and development of instruments and issues relating to reliability and validity are discussed. The application of various statistical techniques in quantitative research is also introduced. The final part of the course focuses on the writing of the research proposal based on the quantitative research paradigm.

HMEF5133: Directed Reading 3 credits

The course is designed to expose learners to explore past and current research in their areas of specialisation. Each learner has to conduct a critical analysis of related research-based articles with respect to the importance of the theoretical and conceptual bases for research; the research findings and methodology; as well as strengths and weaknesses of past research. It is hoped that after reading and analysing related literature, students will have a strong foundation for conducting research, leading to the preparation of a research project of their own.





Last Updated on 2010-06-03 00:00:00