Determining competencies for an educational research masters degree program in Venezuela Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cc08hj39b

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  • The purpose of this study was to determine the competencies necessary to conduct educational research in the Venezuelan context; to determine if differences exist among Venezuelan educators in responding to the questionnaire; to determine which clusters of skills and under standings are relevant to an educational research master's degree; to determine curriculum design procedures; to propose a university curriculum to achieve these ends. A questionnaire was developed by the author which asked respondents to rate on a six-point Likert scale each of the 39 educational research competencies as well as the 15 curriculum design procedures. The instrument was validated through the Delphi technique. The computed reliability coefficient was found to be +.98. A one-way analysis of variance was used to determine significant differences in ratings between school of education professors who held a graduate degree (Master or Doctorate) and those who did not. R-mode factor analysis was used to cluster research competencies and curriculum design procedures. The .05 level of probability was selected as the rejection criterion for the null hypothesis for each of the 54 items included in the questionnaire-instrument. The resulting F tests indicated that of the thirty-nine educational research competencies, twenty-eight null hypotheses were in the rejection zone; eleven null hypotheses were retained. The resulting F tests for curriculum design procedures indicated that ten of the fifteen null hypotheses were rejected and five were retained. A six factor solution extracted 34 research competencies with factor loading of +.40 or higher. These six factors were termed: - General Research Knowledge (Factor I) - Curriculum and Evaluation (Factor II) - Research Methods in Education (Factor III) - Statistical Methods (Factor IV) - Education and Politics (Factor V) - Research Practicum (Factor VI) Five-factor solution clustered the fifteen curriculum design procedures. The five factors included: - Curriculum Organization (Factor I) - Entrance and Academic Requisites (Factor II) - Time (Factor III) - Evaluation (Factor IV) - Curriculum Outcome (Factor V) Based on the findings of the study and the administrative procedures usually applied in developing a univer sity curriculum an Educational Research Master's Degree Curriculum was proposed for higher education in Venezuela.
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