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MODULE NAME: MODULE CODE:

INTRODUCTION TO EDUCATION RESEARCH INER7411

ASSESSMENT TYPE: ASSIGNMENT (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.
INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Any assignment with a similarity index of more than 25% will be scrutinised for
plagiarism. Please ensure that you submit your assignment through SafeAssign.
3. Save a copy of your assignment before submitting it.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. Begin each section on a new page.
7. This is an individual assignment.
8. For group assignments, the group may not exceed four members.
9. For group assignments, a peer evaluation component is required, and members of the group
may not receive the same final mark.

ACADEMIC HONESTY DECLARATION

Please complete the Academic Honesty Declaration below.

SIGN
I have read the assessment rules provided in this declaration.
This assessment is my own work.
I have not copied any other student’s work in this assessment.
I have not downloaded my assessment response from a website.
I have not used any AI tool without reviewing, re-writing, and re-working this
information, and referencing any AI tools in my work.
I have not shared this assessment with any other student.

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Referencing Rubric

Providing evidence based on valid and referenced academic Markers are required to provide feedback to students by
sources is a fundamental educational principle and the indicating (circling/underlining) the information that best
cornerstone of high-quality academic work. Hence, The IIE describes the student’s work.
considers it essential to develop the referencing skills of our
students in our commitment to achieve high academic standards. Minor technical referencing errors: 5% deduction from the
Part of achieving these high standards is referencing in a way that overall percentage – the student’s work contains five or more
is consistent, technically correct and congruent. This is not errors listed in the minor errors column in the table below.
plagiarism, which is handled differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty overall percentage – the student’s work contains five or more
of a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
Referencing format is technically • The correct referencing format has been • Concepts and ideas are typically referenced, but a
correct throughout the consistently used, but there are one or reference is missing from small sections of the
submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
...........................................................................................................................................................................................................................
...........................................................................................................................................................................................................................

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Assignment Outcomes:
At the end of this specific assignment, students should be able to:
Learning Unit 1
Theme 2 – Research Paradigms
• LO3 Analyse the concept of paradigms and paradigm shifts.
• LO5 Distinguish between the three dominant research traditions.
• LO6 Compare positivism, interpretivism, and critical realism in terms of their
epistemological, ontological, metatheoretical, methodological and axiological positions.
Learning Unit 1
Theme 3 – Theories in Education Research
• LO7: Summarise the nature and components of theory.
• LO8: Analyse the functions of theory.
• LO9: Evaluate a theory.
• LO10: Differentiate between inductive and deductive theorising.
Learning Unit 2
Theme 2 – The Aims of Research
• LO5: Argue in favour of one of the following research types as best suited for a particular
research problem: exploratory, descriptive, correlative, explanatory, predictive and
pragmatic research.
Learning Unit 2
Theme 3 – Hypotheses
• LO6: Analyse the use of hypotheses in quantitative research.
• LO7: Formulate null and alternative hypotheses.

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Assignment Overview and Brief

This INER7411 (Introduction to Education Research) Assignment comprise ONE SECTION with
three questions. This assignment requires a practical approach and application to various
scenarios based on the theoretical components (contents) covered in the INER7411 module, with
specific focus on Learning Unit 1 and Learning Unit 2.

Prescribed Material for Assignment

Consult your prescribed textbook for INER7411: Du Plooy-Cilliers, F., Davis, C. and Bezuidenhout,
R. 2014. Research Matters. 2nd ed. Claremont: Juta and Company Ltd., as per the Module Outline
for 2024 when attempting the various questions.

Mark Allocation and Composition

Component Mark Allocation
Question 1 35 Marks
Question 2 30 Marks
Question 3 35 Marks
Total Section A 100 Marks

Question 1: Instructions (Marks: 35)

Research Paradigms in an Educational Context
Barker (2003:312) defines a paradigm as a pattern, containing a set of legitimated assumptions
and a design for collecting and interpreting data. A paradigm is thus a framework, viewpoint or
worldview based on people’s philosophies and assumptions about the social world and the nature
of knowledge, and how the researcher views and interprets material about reality and guides the
consequent action to be taken (Babbie 2007:43; Creswell 2007:19; Welman et al. 2005:13). In the
natural sciences, this means views of nature. In the social sciences, the research material is
individuals or groups of human beings, viewed in different ways, in different paradigms.

Additional Reading:
In addition to the prescribed textbook for this module, click on the link below to access the peer-
reviewed journal article titled: Understanding and Applying Research Paradigms in Educational
Contexts https://files.eric.ed.gov/fulltext/EJ1154775.pdf. Note that this article must be consulted,
and utilised, to assist you in answering the sub-questions in question 1.

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Case Study:
Sarah is a final year education student with a keen interest in the natural sciences. She is rather
interested in lecturers’ perceived impact in utilising SmartBoards in natural sciences lectures, on
the learning potential of 1st year Bachelor of Education students. In consultation with her
supervisor, Sarah suggested that she make use of the positivist paradigm / tradition, as a possible
lens for interpreting the results from the data previously collected.

Questions:
Q.1.1 Comment on Sarah’s choice of paradigm / tradition, in terms of its suitability for (10)
the intended study.

Q.1.2 Advise Sarah as to a different paradigm / tradition that could be considered for (15)
the intended study. You need to clearly motivate the choice with relevant
literature from the prescribed material, and with reference to the case study.

Q.1.3 Carefully consider, indicate, and discuss two (2) positions of the chosen (10)
paradigm / tradition in your answer in question 1.2., that would best and
further complement and refine the ‘lens’, when analysing the data.

Note: Students are encouraged to engage with the minimum prescribed material for the
completion of the task at hand and two additional resources where possible.
TEXTBOOK TIP: Consult pages 21 – 43 in your prescribed textbook, before attempting this section.
Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each sub-question and further to the specific aspects required for the completion
of Question 1.

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Question 2: Instructions (Marks: 30)

Theories in an Educational Context
Babbie (2007) suggest that a generally accepted definition of social theory is a set of interrelated
and abstract concepts, constructs, ideas, definitions, statements, principles and propositions that
present a systematic view of phenomena by specifying logical relationships among variables, with
the purpose of explaining, predicting and verifying the particular phenomena by established data
in the social world.

Additional Reading:
In addition to the prescribed textbook for this module, click on the links below to access the
resource page, as well as the web articles. Resource page: https://www.twinkl.co.za/teaching-
wiki/composite-shape, web article #01 https://www.nu.edu/blog/behaviorism-in-
education/#:~:text=Behaviorism%20in%20education%2C%20or%20behavioral,process%20of%20r
einforcement%20and%20punishment, web article #02
https://www.simplypsychology.org/bandura.html, web article #03
https://www.wgu.edu/blog/five-educational-learning-theories2005.html. Note that these
resources must be consulted, and where applicable utilised, to assist you in answering the sub-
questions in question 2.

Case Study:
Itumeleng is a grade 3 mathematics teacher in a rural community, Mpumalanga, South Africa. He
is in the process of raising funds for the mathematics department to enable the school to
purchase iPads and SmartBoards for the mathematics classes. This will afford teachers and
learners to engage with technology, and to enhance learners’ learning experience. To manage the
lack of digital resources at the school, Itumeleng makes use of cardboard cuttings, to teach 2D-
shapes in his mathematics classrooms. He is currently embarking on a small-scale research project
where he wants to explore and understand the nature of the learning that takes place when
learners are placed in small groups of 4, and tasked to make use of shapes (such as triangles,
squares and rectangles) to construct composite / compound shapes (i.e., 2 triangles, and a square
to generate a trapezium). Learners are encouraged to think outside of the box, and to be creative
in their approach (thinking / brainstorming).

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Questions:
Q.2.1 Identify a suitable theory, after perusing the web articles as listed above, and (10)
argue in favour of its applicability to support Itumeleng’s study.

Q.2.2 Name and explain the type of theory you have selected in your answer in (10)
question 2.1. Your explanation should serve as motivation ‘why’ the type of
theory warrants the chosen theory in principle.

Q.2.3 Explain whether Itumeleng will be utilising a deductive or inductive approach (10)
(theorising) when explaining the findings of his intended study, in line with the
chosen theory identified in your answer in question 2.1., as a foundation for the
intended study.
Note: Students are encouraged to engage with the minimum prescribed material for the
completion of the task at hand and two additional resources where possible.
TEXTBOOK TIP: Consult pages 44 – 68 in your prescribed textbook, before attempting this section.
Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each sub-question and further to the specific aspects required for the completion
of Question 2.

Question 3: Instructions (Marks: 35)

Research Topics, Research Questions and Hypotheses in an Educational Context
Babbie and Mouton (2001) define a hypothesis as an expectation about the nature of things
derived from a theory and is a statement of something that should be observed in the real world if
the theory is correct. A hypothesis is thus a statement that postulates a certain relationship
between two or more variables. In research, the objective may be to transform a hypothesis into a
proposition, which may eventually become part of an explanatory theory.

Additional Reading:
In addition to the prescribed textbook for this module, click on the links below to access the web
articles. Web article #01 https://www.scribbr.com/methodology/correlation-vs-causation/, web
article #02 https://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp, web article #03
https://www.bachelorprint.co.za/statistics/null-alternative-hypotheses/.

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Case Study:
Kim is a social sciences teacher in Gauteng, and has a passion for mapwork activities. She
frequently makes use of scavenger-hunt-like activities in her classroom, combined with riddles,
wordsearches, and crossword puzzles, to spark curiosity and to foster the principles of searching
and identifying symbols on a map. Kim is rather curious as to the learners who excel in completing
the crossword puzzles, wordsearches and riddles, and their confidence levels in successfully
completing the scavenger-hunt-like activities, and translating this notion into practice when
identifying symbols on a true map.

Q.3.1 State an alternative hypothesis for Kim’s intended study, based on the (5)
contents enclosed in the case study above.

Q.3.2 Explain whether correlation or causality exists in terms of the nature of Kim’s (15)
intended research study. Your explanation must include a description of the
option chosen, as well as an explanation to motivate your choice in terms of
the application.

Q.3.3 State a null hypothesis for Kim’s intended study, after it has been established (5)
that her suspicion in terms of her learners’ confidence to engage in mapwork,
has been declared invalid.

Q.3.4 Based on your answer in question 3.3., describe the nature of the correlation (10)
that exists, with direct reference to the null hypothesis.
Note: Students are encouraged to engage with the minimum prescribed material for the
completion of the task at hand and two additional resources where possible.
TEXTBOOK TIP: Consult pages 69 – 80, and 93 – 104 in your prescribed textbook, before
attempting this section.
Consult the marking rubric as to the length and depth of your answers in line with the mark
allocation for each sub-question and further to the specific aspects required for the completion
of Question 3.

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Additional Notes
NOTE: Should you consult the prescribed textbook or any additional resources to complete and or
supplement your ‘answers’ in Section A and or B, note that you are advised to adhere to the
stipulations in the Intellectual Integrity Policy (IIE023) in this regard. Refer to chapter 22, pages
310-322 in your prescribed textbook, as well as the Harvard Style Reference Guide – Adapted for
The IIE to assist you with your referencing practices. Click on the link below to access the guide
here: https://irp-
cdn.multiscreensite.com/271d35b6/files/uploaded/IIE%20Reference%20Guide%202021.pdf
NOTE: The successful completion of the assignment rests upon the student reviewing Learning
Units 1 and 2 on Learn as well as the Module Outline for 2024. The student should further to this,
engage with the relevant content that is reflected by Learning Units 1 and 2 in the prescribed
textbook.

Section A: Assignment (Content) Layout

• Front Cover (Student Name, Surname Number, Lecturer Name, Surname, Date of
Submission as per the PAS)(Start on a NEW Page)
• Table of Contents (Start on a NEW Page)
• Section A (Start on a NEW page)
• Question 1 (Start this question on a NEW page)
• Question 2 (Start this question on a NEW page)
• Question 3 (Start this question on a NEW page)
• Reference List (Start on a NEW Page).

Section A and B: Assignment (Technical) Layout

• Font Size set to 12,
• 1.5 line spacing,
• Arial, Time New Roman or Calibri Body ONLY,
• 2cm page margins,
• Black font colour ONLY,
• Page numbering at the bottom right of EACH PAGE,
• Front page is mandatory,
• Table of contents is mandatory,
• Headings and sub-headings are advised,
• Reference list (on a new separate page),

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• No pictures, no colour, no logo (e.g., brand logo) to be included on the document,

• Whole assignment set on ADJUSTMENT to align content on the document,
• Reference list to be INDENTED,
• Reference list to be in alphabetical order,
• If MS WORD is highlighting a word or a sentence or a phrase, in either BLUE, RED or
BROWN, be sure that there is an ERROR in your presentation. Right click on the section that
is highlighted and MS WORD will automatically provide you with the alternative/s OR
correct format,
• Ensure that you proofread your work, and format the necessary sections where needed
before submission.

[TOTAL SECTION A: MARKS: 100]

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