In-depth knowledge of Design and Analysis in Educational Research and its numerous implications, in a complete Postgraduate diploma created to propel you to another professional level”

This Postgraduate diploma provides the necessary knowledge to train professionals in educational research. It deepens in the reflection and methodological practices, emphasizing the latest developments in Educational Research.

This high quality program provides students with the knowledge and tools necessary for the analysis of education and its links between research and eduaction. 

Throughout this program, the students will cover all the current approaches in Design and Analysis in Educational Research in the different challenges that their profession as teachers poses.   

Computer resources for research and tools for data collection will be the topics of work and study that the students will be able to integrate into their specialization. A high-level step that will become a process of improvement, not only on a professional level, but also on a personal level.  

This challenge is one that TECH Global University takes on as a social commitment: to help prepare highly qualified professionals and develop their personal, social and professional skills throughout the course of their studies.  

Not only does it lead students through the theoretical knowledge offered, but it also shows another way of studying and learning, one which is more organic, simpler and more efficient. TECH works to keep you motivated and to help you develop a passion for learning. And it will push you to think and develop critical thinking.  

High quality education, supported by advanced technological development and the teaching experience of the best professionals. These are some of its differential qualities:   

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

This Postgraduate diploma in Design and Analysis in Educational Research contains the most complete and up-to-date educational program on the market. The most important features include: 

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-assessment and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the course

A thorough and complete immersion in the strategies and approaches in Design and Analysis in Educational Research"

Our teaching staff is made up of working professionals. In this way, TECH ensure that we provide you with the up-to-date education we are aiming for. A multidisciplinary team of specialists who are trained and experienced in different environments, who will develop the theoretical knowledge in an efficient way, but, above all, will put at the service of Educational the program the practical knowledge derived from their own experience: one of the differential qualities of this Postgraduate diploma.   

This mastery of the subject is complemented by the effectiveness of the methodological design of this Postgraduate diploma Developed by a multidisciplinary team of e-learning experts, it integrates the latest advances in educational technology. This way, you will be able to study with a set of comfortable and versatile multimedia tools that will give you the operability you need for your specialization.

The design of this program Educational is based on problem-based learning: an approach that conceives learning as an eminently practical process. To achieve this remotely, we will use telepractice: with the help of an innovative interactive video system and Learning from an Expert you will be able to acquire the knowledge as if you were facing the scenario you are learning at that moment. A concept that will make it possible to integrate and fix learning in a more realistic and permanent way.

Achieve professional success with this high-level course"

The basic processes of cognitive development in relation to learning and school development, in an intensive and comprehensive education"

The contents of this program have been developed by the different professors of this course Educational with a clear purpose: to ensure that our students acquire each and every one of the necessary skills to become true experts in this field. 

The content of this program enables you to learn all aspects of the different disciplines involved in this field. A comprehensive and well-structured program that will lead you to the highest standards of quality and success.

Through a complete but very well compartmentalized program, you will be able to access the most advanced and up-to-date knowledge in Design and Analysis in Educational Research"

Module 1. Experimental Research: Design as a Model

1.1. Experimental Method

1.1.1. Introduction
1.1.2. Approaches or Paradigms from Educational Research
1.1.3. Concept of Experimental Research
1.1.4. Types of Research
1.1.5. Research Approach
1.1.6. Quality of Research: Kirlenger Principle (Max-Min-Con)
1.1.7. Experimental Validity of an Investigation

1.2. Experimental Design in Research

1.2.1. Introduction
1.2.2. Types of Experimental Designs: Pre-experimental, Experimental and Quasi-experimental.
1.2.3. Experimental Control

1.2.3.1. Controlling Variables
1.2.3.2. Control Techniques

1.2.4. Experimental Design: Between-group and within-Subject Design
1.2.5. Data Analysis: Statistical Techniques

1.3. Experimental Design with Different Groups of Subjects

1.3.1. Introduction
1.3.2. Approaches or Paradigms from Educational Research
1.3.3. Concept of Experimental Research
1.3.4. Types of Research
1.3.5. Research Approach
1.3.6. Quality of a Research, Kerlinger's Principle (Max-Min-Con)
1.3.7. The Validity of an Investigation

1.4. Experimental Design with the Same Subjects

1.4.1. Introduction
1.4.2. Student's T-test with the Same Subjects
1.4.3. Non-parametric Contrasts for Two Related Samples Wilcoxon Test
1.4.4. Non-parametric Contrasts for Two Related Samples Friedman Test

1.5. One-factor, Completely Randomized Experimental Design

1.5.1. Introduction
1.5.2. The general Linear Model
1.5.3. Anova Models
1.5.4. One-factor, Fixed-effects, Completely Randomized Anova (A-FE-CR)

1.5.4.1. The Model
1.5.4.2. The Assumptions
1.5.4.3. The Contrast Statistic

1.5.5. Measures of Effect Size
1.5.6. Multiple Comparisons Between Measurements

1.5.6.1. What are Multiple Comparisons?
1.5.6.2. A Priori Planned Comparisons
1.5.6.3. A Posteriori Planned Comparisons

1.6. One-factor Experimental Design with Repeated Measures

1.6.1. Introduction
1.6.2. One-factor, Fixed-effects, Completely Randomized Anova (A-FE-CR)
1.6.3. Measures of Effect Size
1.6.4. Multiple Comparisons

1.6.4.1. Orthogonal Planned Comparisons: Planned F Tests

1.7. Completely Randomized Two-Factor Experimental Design

1.7.1. Introduction
1.7.2. Two-factor, Fixed-effect, Completely Randomized ANOVA (ABEF-CA)
1.7.3. Measures of Effect Size
1.7.4. Multiple Comparisons

1.8. One-factor Experimental Design with Repeated Measures

1.8.1. Introduction
1.8.2. Two-factor, Fixed-effects Anova with Repeated Measures on the Two Factors
1.8.3. Multiple Comparisons
1.8.4. Two-factor, Fixed-effects, Anova with Repeated Measures on a Single Factor
1.8.5. Multiple Comparisons

1.9. Block Experimental Design

1.9.1. Introduction
1.9.2. Characteristics of Block Designs
1.9.3. Additional Variables to the Factor: Blocking Factor
1.9.4. One-factor Blocking Design: Completely Randomized Blocking
1.9.5. Two-factor Blocking Design: Latin Square Blocking

1.10. Experimental Design with Covariate Variables

1.10.1. Introduction
1.10.2. ANCOVA design

1.10.2.1. Covariate Variables to Reduce the Error Term
1.10.2.2. Covariate Variables to Control Extraneous Variables

1.10.3. Why Include a Covariate Variable in the Design?
1.10.4. Blocking and ANCOVA

1.11. Single Case Experimental Design (N=1)

1.11.1. Introduction
1.11.2. Basic Structure of Single-case Designs

1.11.2.1. Elaboration of Multiple Items
1.11.2.2. Difficulty Index; Discrimination Index: Validity Index
1.11.2.3. Analysis of Distractor Items

1.11.3. Treatment Study in Single Case Design

1.11.3.1. Visual Data Analysis

1.11.4. Basic Model: A-B
1.11.5. A-B-A Design
1.11.6. Criteria Change Design
1.11.7. Multiple Baseline Design

Module 2. Techniques and Instruments for Data Collection in Qualitative Research

2.1. Introduction

2.1.2. Research Methodology qualitative
2.1.3. Qualitative Research Techniques
2.1.4. Phases of Qualitative Research

2.2. Observation

2.2.1. Introduction
2.2.2. Observation Categories
2.2.3. Types of Observation: Ethnographic, Participant, and Non-Participant
2.2.4. What, How and When to Observe
2.2.5. Ethical Considerations of Observation
2.2.6. Content Analysis

2.3. Interview Techniques

2.3.1. Introduction
2.3.2. Interview Concept
2.3.3. Interview Characteristics
2.3.4. The Purpose of the Interview
2.3.5. Types of Interviews
2.3.6. Advantages and Disadvantages of the Interview

2.4. Discussion Group and Focus Group Techniques

2.4.1. Introduction
2.4.2. Discussion Groups
2.4.3. Objectives that Can Be Considered: Advantages and Disadvantages
2.4.4. Issues for Discussion

2.5. SWOT and Delphi Technique

2.5.1. Introduction
2.5.2. Characteristics of Both Techniques
2.5.3. SWOT Technique
2.5.4. The Delphi Technique

2.5.4.1. Preliminary Tasks Before Starting a Delphi

2.6. Life History Method

2.6.1. Introduction
2.6.2. Life History
2.6.3. Method Characteristics
2.6.4. Types
2.6.5. Phases

2.7. The Field Diary Method

2.7.1. Introduction
2.7.2. Concept of Field Diary
2.7.3. Field Diary Characteristics
2.7.4. Structure of the Field Diary

2.8. Discourse and Image Analysis Technique

2.8.1. Introduction
2.8.2. Features
2.8.3. Discourse Analysis Concept
2.8.4. Discourse Analysis Types
2.8.5. Levels of Discourse
2.8.6. Image Analysis

2.9. The Case Study Method

2.9.1. Introduction
2.9.2. Concept of Case Studies
2.9.3. Types of Cases Study
2.9.4. Design of the Cases Study

2.10. Classification and Analysis of Qualitative Data

2.10.1. Introduction
2.10.2. Categorization of Data
2.10.3. Data Coding
2.10.4. Theorizing Data
2.10.5. Data Triangulation
2.10.6. Exposure of Data
2.10.7. Writing Analytical Reflections. Memoing

Module 3. Data Collection Techniques and Instruments and Measurement

3.1. Measurement in Research

3.1.1. Introduction
3.1.2. What do we Want to Measure?
3.1.3. Subject Measurement Process
3.1.4. Psychometry

3.2. Collection of Information using Quantitative Techniques: Observation and Surveys

3.2.1. Introduction
3.2.2. Observation

3.2.2.1. Theoretical Framework and Categories of Observation

3.2.3. The Survey

3.2.3.1. Material for Conducting a Survey
3.2.3.2. Survey Research Design

3.3. Collection of Information with Quantitative Techniques: the tests

3.3.1. Introduction
3.3.2. Test Concept
3.3.3. Item Generation Process
3.3.4. Testing by Area: Performance; Intelligence and Aptitude; Personality,Attitudes and Interests

3.4. Collection of Information with Quantitative Techniques: Scaling Methods

3.4.1. Introduction
3.4.2. Concept of Attitude Scales
3.4.3. Thurstone Method

3.4.3.1. Method of Paired Comparisons

3.4.4. Likert Scale
3.4.5. Guttman Scale

3.5. Test Construction Process

3.5.1. Introduction
3.5.2. Item Scaling Process

3.5.2.1. Item Generation Process
3.5.2.2. Information Gathering Process
3.5.2.3. Scaling Process in the Strict Sense

3.5.3. Scale Evaluation Process

3.5.3.1. Item Analysis
3.5.3.2. Scale Dimension
3.5.3.3. Scale Reliability
3.5.3.4. Scale Validity

3.5.4. Subjects' Scores on the Scale

3.6. Analysis of Test Items

3.6.1. Introduction
3.6.2. Classical Test Theory (Spearman, 1904)
3.6.3. Test Reliability
3.6.4. The Concept of Validity
3.6.5. Evidence of Validity

3.7. Reliability of the Instrument

3.7.1. Introduction
3.7.2. Definition of Reliability
3.7.3. Reliability by Test-Retest or Repeatability Method
3.7.4. Reliability by the Alternate or Parallel Shape Method
3.7.5. Reliability Through Internal Consistency Coefficients

3.7.5.1. Kunder-Richardson Coefficient
3.7.5.2. Cronbach's Alpha Coefficient

3.8. Validity of the Instrument

3.8.1. Introduction
3.8.2. Definition of Validity
3.8.3. Validity of the Instruments

3.8.3.1. Immediate Validity
3.8.3.2. Content Validity
3.8.3.3. Construct Validity
3.8.3.4. Contrast Validity

3.8.4. Validity Strategies

3.9. Item Analysis

3.9.1. Introduction
3.9.2. Item Analysis
3.9.3. Difficulty and Validity Indexes
3.9.4. Correction of Random Effects

3.10. Interpretation of Test Scores

3.10.1. Introduction
3.10.2. Interpretation of Scores
3.10.3. Normative Test Scales
3.10.4. Typical Derived Baremos
3.10.5. Interpretations Referring to the Criterion

A unique, key and decisive training experience to boost your professional development”