QATAR UNIVERSITY / COLLEGE OF ARTS AND SCIENCES



|[pic] |QATAR UNIVERSITY |

| |COLLEGE OF EDUCATION |

Research Methodology

Course Syllabus

COURSE INFORMATION

Course Number: EDUC 201

Course Name: Research Methods

Credit Hours: 3

Course Status: University Core Curriculum

Pre-requisite: None

Time:

Location:

Required Texts:

Graziano, A. M.,&Raulin, M. L. (2010). Research Methods: A Process of Inquiry (7th edition). New York: Pearson.

FACULTY INFORMATION

Name:

Academic Title:

Office Location:

Telephone Number:

Office Hours:

Email Address:

COURSE DESCRIPTION

This course is designed to help undergraduate students understand what research is, how it is conducted and its place in academic disciplines. The focus will be on assisting students in developing practical research skills and strategies to enhance academic and professional success. Major emphasis will be on helping students understand the basic concepts of research as well as the different research paradigms and their implications for doing research. Another focus will be on assisting students with developing the ability to effectively prepare a research proposal. Other course topics include research ethics, experimental and non-experimental research, and acquiring electronic and non-electronic information resources for research purposes. Delivery methods used in this course will integrate active and experiential activities in the teaching and learning process. Student learning outcomes will be assessed using a multidimensional approach.

COURSE OBJECTIVE

The course aims at assisting students to:

1. Understand the basic concepts of research and the components of the research process.

2. Enhance the critical thinking skills through analyzing the various components of the research process.

3. Create awareness of different research paradigms and their implications for doing research.

4. Develop the ability to appropriately select and cite information sources related to different research topics.

5. Understand and demonstrate commitment to research ethics.

6. Develop the ability to effectively prepare a research proposal.

COURSE LEARNING OUTCOMES

By the end of this course, students will be able to:

1. Describe the various components of research as an inquiry process. (Objective 1)

2. Differentiate between good and poor quality research. (Objective 1)

3. Justify the importance of doing research in different contexts. (Objective 2)

4. Construct a framework to demonstrate the relationship between the different components of the research process. (Objective 2)

5. Distinguish between experimental and non-experimental research in terms of definitions, assumptions, and procedures. (Objective 3)

6. Select a significant research theme/topic. (Objective 6)

7. Select appropriate research methods for the research problem. (Objective 3)

8. Search the literature using electronic and non-electronic resources to retrieve appropriate information related to research. (Objective 4)

9. Incorporate selected information into different components of the research. (Objective 4)

10. Select the appropriate documentation style to consistently cite sources. (Objective 4)

11. Abide by standard ethical guidelines during all stages of the research process. (Objective 5)

12. Write a well-designed research proposal. (Objective 6)

COURSE CONTENT BY WEEK

|Week |Topic |Readings |Activities and Assignments |

|1 |- introduction of course syllabus |- Course syllabus |- Video on: what is research? - Small group work |

| |- Course overview – basic concepts | | |

|2 |- What is research? - What does it do? |Critical reading of handout (1): What|- Open Discussion |

| |- Characteristics of good research |is research? |- Students complete two powerpoint slides for their |

| |- Ethical issues in doing research | |portfolio explaining what good research is. |

|3 |- Elements of scientific research |- Critical reading of chapter (): |- Small group work: - Applications on some aspects |

| |- Differences between research and the |- Critical reading of chapter (): |of research |

| |research plan and the article | |- Quiz 1 |

| | | |- Video |

|4 |- Acquiring information from electronic and|- Belmont Report |- Share ethical scenarios with class. |

| |non-electronic resources | |- Students create an original example scenario for |

| | | |inclusion in portfolio. |

|5 |- Research plan and its components |Example studies |- Students write preliminary research questions and |

| |- Choosing and formulating a research | |a two paragraph critical summary of the literature |

| |problem and relating it to the literature | |for portfolio. |

| |in the field (literature review/previous | |- Quiz 2 |

| |studies) | | |

|6 |Research methods (experimental and |Example studies. |- Open discussion |

| |non-experimental) | |- Video |

|7 |Research methods (experimental and |Sample instruments |- Quiz 3 |

| |non-experimental) | | |

|8 |Research methods (experimental and |- Critical reading of chapter (): |- Small group work: Case study method |

| |non-experimental) |- Critical reading of chapter (): | |

| | | | |

COURSE CONTENT BY WEEK (Continued)

|Week |Topic |Readings |Activities and Assignments |

|9 |- Research population and sample (types of |Case studies of research in |- Students write example of each kind resource to be|

| |samples and description of the sample) |disciplines |included in portfolio. |

| |- Documentation of research references | |- Quiz 4 |

|10 |- Data collection instruments |Example journal article, magazine |- Open discussion |

| |(questionnaire - observation - interview - |article, newspaper article, book and |- Visit to library |

| |achievement test) |edited book. |- Individual report on library visit |

|11 |- Data collection instruments |Example journal article, magazine |- Create an online survey for inclusion in |

| |(questionnaire - observation - interview - |article, newspaper article, book and |portfolio. |

| |achievement test) |edited book. | |

|12 |- Data processing |- Major components of research |- Small group work |

| |Tabulation of data |proposal |- Research proposal outline |

| |Measures of central tendency |- Critical reading of APA style and |- Text Citations & References (Workshop) |

| |Measures of dispersion |other documentation styles. |- Citations for different kinds of materials for |

| | | |portfolio |

| | | |- Writing the research proposal |

|13 |Research plan presentations |None |None |

|14 |Research plan presentations |None |None |

|15 |Research plan presentations |None |Individual and small group work |

|16 |Final exam |All materials covered so far. | |

TEACHING AND LEARNING STRATEGIES:

Because of the interactive nature of the course, a variety of instructional strategies will be used, including:

• E-learning environments through the use of the Blackboard system supported with including multi media presentations and discussions.

• Small and large group discussions.

• Inductive and deductive methods.

• Lectures supported with appropriate media.

• Brainstorming sessions.

• Workshops.

• Problem based learning.

• Guided discovery approach.

• Case study method.

ASSESSMENT TOOLS:

|Tool |Percentage of Grade |

|Interactive Participation (see Appendix 2) |10% |

|Research Skills Portfolio (see Appendix 3) |20% |

|Research Proposal (see Appendix 4) |25% |

|Poster or PowerPoint Session Presentation (see Appendix 5) |10% |

|Quizzes |10% |

|Final Exam |25% |

|Total |100% |

UNIVERSITY EVALUATION SYSTEM

| |Letter Grade |

|Percentage | |

|90-100 |A |

|85-89 |B+ |

|80-84 |B |

|75-79 |C+ |

|70-74 |C |

|65-69 |D+ |

|60-64 |D |

|59 and below |F |

ACADEMIC HONESTY

Qatar University is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. Qatar University encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar University Student Handbook.

COURSE REQUIREMENTS

• Each Student is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.

• All assignments should be submitted on the specified due date. Assignments turned in later are subject to point deduction.

• All written assignments should have a cover sheet with assignment title, student name, course title, and date.

• All written assignments should be word processed, double spaced, and in 12 point standard font.

• All written assignments shall use appropriate citations and references in APA style.

• All written assignments should use correct grammar and spelling.

• In-class final exam will be given in this course. Each Student is expected to be present for this exam except in cases of certified emergency.

REFERENCES

- Printed Materials

Fellow, Richard (2005).Research methods construction. Oxford Black: Well Science Ltd.

Mc Queen, Ronald A. (1999). Research Methods in Psychology A practical Introduction. London: Prentice – Hall Europe.

McNiff, Jean (1995). Action Research; Principles & Practice. London: Rutledge.

Atweh, Bill (1998). Action Research in practice: Partnerships for Social Justice in Education. London; Rutledge.

Reason, Peter edt( 2002 ) . Hand book of action Research; Participative Inquiry and Practice. London Sage.

Gubrium, Jaber F. (2002). Handbook of interview research: context & method. London: Sage Publication.

Blaxter. Loraine (2005). How to research. Maidenhead Open University press.

Camic, Paul Marc (2003). Qualitative research in Psychology; expanding perspectives in methodology and design. Washington, DC American Psychological Association.

Mason, Jennifer (2002) . Qualitative researching. London: Sage Publication.

Bell, Judith (1999). Doing your research project; a guide for first- time researchers in education and social science. Buckingham Open University press.

Brown, Andrew (1998). Doing research / reading research; a mode of interrogation for education. London; Flamer Press.

Lyons, Evanthia (2007). Analyzing qualitative data in psychology. London; Sage Publication Ltd.

Laws, Sophie (2003). Research for development; a practical guide. London; Sage publication.

- Online Resources

Research Methods and Resources



Electronic Resources for Research Methods



Social Research Methods



Methods in Behavioral Research



Research Methods Tutorials



Action Research Resources



Building Portfolios



Portfolio Resources for Students



Electronic Portfolios



Developing a skills portfolio



Evaluation of Information Sources



APA Style Resources



Appendix 1

COURSE MATRIX

|Course Objective |Learning Outcomes |Assessment Tools |

| Assisting students to understand the basic concepts of research and the components|-Define in their own words what research is. |-Quizzes. |

|of this process. |-Differentiate between good and poor quality research using appropriate criteria. |-Entry in student portfolio |

| |-Describe the various components of the research process |-Final exam |

|Enhancing students’ creative thinking skills through analyzing the various |-Justify the importance of doing research |Poster session presentation |

|components of the research process. |in different contexts. |-Research proposal |

| |-Construct a framework to demonstrate the relationship between the different components of the | |

| |research process. | |

|Creating awareness of different research paradigms and their implications for doing|-Distinguish between experimental and non-experimental research in terms of definitions, |-Quizzes |

|research. |assumptions, and procedures. |-Final exams |

| |Select appropriate research methods for the research problem. |-Student portfolio |

| | |-Classroom participation |

| | |-Research proposal |

|Developing students' ability to appropriately select and cite information sources |-Search the literature using electronic and non-electronic resources to retrieve appropriate |-Research proposal |

|related to different research topics. |information related to research. |-Student portfolio |

| |-Incorporate selected information into their |-Poster session presentation |

| |research. | |

| |-Select the appropriate documentation style to consistently cite sources. | |

|Understand and demonstrates commitment to research ethics. |Abide by standard ethical guidelines during all stages of the research process. |-Research proposal |

| | |-Quizzes |

| | |-Poster session presentation |

| | |-Student portfolio |

|Developing students' ability to effectively prepare a research proposal. |Write a well-designed research proposal. |-Research proposal |

| | |-Poster session presentation |

| | |-Final exam |

Appendix 2

Rubric for Scoring Interactive Participation

(Score: 10)

Name : Student Number: Section: Final Score:

|Criteria |More than expected (3 ) |expected (2 ) |Less than expected (1 ) |Points |

|Attendance / promptness |Student is always prompt and regularly attends classes |Student is usually prompt and regularly attends classes. |Student is rarely prompt and has poor | |

| |Consistently responds to discussion items by the deadline |Responds to most discussion items by the deadline |attendance of classes. Rarely responds | |

| | | |to discussion items by the deadline |3 |

| | | | | |

| Engagement in |Student often expresses opinions and ideas in a clear and concise |Student sometimes expresses opinions and ideas in a clear and |Unclear connection to discussion items | |

|class/expression within |manner in response to discussion items and asking questions; routinely |concise manner in response to discussion items and asking |evidenced by minimal expression of | |

|Blackboard. |volunteer’s point of view; often uses readings to support points. |questions; occasionally volunteer’s point of view; sometimes uses |opinions or ideas and asking questions; | |

| | |readings to support points |rarely volunteers point of view and uses | |

| | | |readings to support points. |3 |

|Listening skills |Student listens when others talk, both in groups and in class . Student|Student listens when others talk, both in groups and in class.. |Student does not listen when others | |

| |incorporates or builds off of the ideas of others. | |talk, both in groups and in class. | |

| | | | |3 |

|Behavior |Student almost never displays disruptive behavior during class ( use |Student rarely displays disruptive behavior during class |Student occasionally displays disruptive | |

| |mobile, … etc ) . | |behavior during class |3 |

|Preparation |Student is almost always prepared for class with assignments and |Student is usually prepared for class with assignments and |Student is rarely prepared for class with | |

| |required class materials. |required class materials. |assignments and required class materials. | |

| | | | |3 |

|Total Score | |

| |15 |

|Student Score | |

| |10 |

Appendix 3

Research Skills Portfolio (Student Portfolio)

(Score: 20)

The Research Skills Portfolio is the culminating experience of the Research Methods course and is submitted towards the end of the semester. Students must assemble a portfolio that provides evidence demonstrating how they have developed a number of the qualities and research skills essential to their success at the university. The Research Skills Portfolio will provide students with a continuing record of research skills development throughout their course and encourage them to continue self-assessing their strengths and weaknesses.

Research Skills Portfolio Contents:

1. Introduction:

• Student Goals for the Course

• Portfolio Purpose

2. Acknowledgement

3. Table of Contents

4. Artifacts or samples reflecting evidence of learning and progress made in the following research skills:

• Accessing reliable sources of information.

• Illustrating the different components of the research process.

• Evaluating the quality of research questions.

• Writing a research proposal.

• Using APA style for references and citations.

5. Reflection on the portfolio experience

6. Summary of the portfolio experience.

• What you learned about yourself in the process of creating the research

Rubric for Scoring Student Portfolio (Score: 20)

Name: Student Number: Section: Final Score:

|Criterion |More Than Expected (3) |Expected (2) |Less Than Expected (1) |Points |

|CONTENTS |Portfolio contains all of |Portfolio contains most of the required material, with |Portfolio contains some of the | |

| |the required material, with evidence for each skill |evidence for most skills studied. |required |3 |

| |studied. | |material. | |

|CHOICE OF |Samples show student |Samples show |Samples show | |

|DOCUMENTATION |progress in knowledge about and understanding |student progress |some student progress | |

| |of research skills |and some knowledge |and some knowledge |3 |

| | |of research skills. |of research skills | |

|ORGANIZATION |Portfolio is completely, neatly, logically, and |Portfolio is well organized. A reader can find most |Portfolio is fairly well organized, although a reader may | |

| |attractively organized. A ready can easily find important|elements easily. |have difficulty finding elements. | |

| |elements. | | |3 |

|MECHANICS |There are no errors in spelling, punctuation or grammar in|There are few errors in spelling, punctuation or grammar |Errors in spelling, punctuation or grammar are common in | |

| |reflective or explanatory text. |in reflective or explanatory text. |reflective and/or explanatory text. |3 |

|PERSONAL |All sections are accompanied by reflections that are |Most of the sections are accompanied by reflections that |Most of the sections are accompanied by reflections, but | |

|REFLECTION |descriptive and insightful and relate to research skills |are descriptive and insightful and relate to research |they are not descriptive or insightful. | |

| |and interests. |skills and interests. | |3 |

|PRESENTATION |Student spoke clearly, made appropriate eye contact with |Student spoke relatively clearly, made eye contact most of|Student spoke relatively clearly most of the time and was | |

| |audience and confidently answered questions meaningfully. |the time, and answered most questions meaningfully. |able to answer some questions. Presentation was within the| |

| |Presentation was interesting and within the assigned time |Presentation was within the assigned time range. |assigned time range. |3 |

| |range. | | | |

|OVERALL |The portfolio clearly demonstrates the student’s skills, |The portfolio demonstrates to some extent the student’s |The portfolio demonstrates to some extent the student’s | |

|PORTFOLIO IMPACT |abilities, knowledge, and growth in the understanding of |skills, abilities, knowledge, and growth in the |knowledge about research process, but does not show | |

| |research process. |understanding of research process. |growth. |3 |

|Total Score | |

| |21 |

|Student Score | |

| |20 |

|Conversion of points 100% |

|21 = 100% 19 = 90% 17 = 81% 15 = 71% 13 = 62% |

|20 = 95% 18 = 86% 16 = 76% 14 = 67% 12 = 57% |

Appendix 4

Rubric for Scoring Research Proposal (Score: 25)

Name: Student Number: Section: Final Score:

|Criteria |Levels |Points |

| |Exceeds Expectations (4) |Meets Expectations (3) |Partially Meets Expectations (2) |Less Than Expected (1) | |

|Title |Title is engaging and concise and gives a |Title uses concise wording to summarize the |Title is wordy, but summarizes the main idea |Title relates to main idea of the | |

| |clear understanding of the content of the |main idea of the proposal. |of the proposal. |proposal, but is poorly worded. | |

| |proposal. | | | |4 |

|Abstract |Abstract needs all design requirements and is |The abstract accurately reflects the content | | | |

| |informative, interesting, and easy to read. |and purpose of the proposal and does not | | | |

| | |include information found within the proposal.|Abstract reflects the content and purpose of |Abstract relates to the content and |4 |

| | |The abstract defines all abbreviations, unique|the proposal, but includes information found |purpose of the proposal but is poorly | |

| | |terms, and does not include quotations. Begins|elsewhere in the proposal and is wordy |worded and contains quotations and | |

| | |with the most important information and is no |although within the 120-word limit. |abbreviations. Over the 120-word limit. | |

| | |longer than 120 words. | | | |

|Introduction |

|Organization |All sections and the proposal as a whole |Introduction is organized into logical |Introduction is organized but is in a format |Introduction is not well organized and | |

| |follows logical and evident structure. |sections, including the background of the |differing from the suggested one. |important data is difficult to locate. | |

| | |problem, statement of the problem, research | | |4 |

| | |question(s), the significance or need for the | | | |

| | |study, and the applicability of the study to | | | |

| | |your area of interest/the university level. | | | |

|Completeness |All components are present and thoroughly |All Introduction components are present. This |Introduction is missing one component.  |Introduction is missing two components. | |

| |discussed; all necessary information is |would include the background of the problem, | | | |

| |present for reader understanding of the |statement of the problem, research | | |4 |

| |project. |question(s), the significance or need for the | | | |

| | |study, and the applicability of the study to | | | |

| | |your area of interest/the university level.  | | | |

| | |Includes citations as needed. | | | |

|Literature Review |

|Organization |The narrative flows in a logical, interesting,|Literature Review is organized into logical |Literature Review is organized but is in a |Literature Review is not well organized | |

| |and informative way. |sections, appropriate to the topic. |format differing from the suggested one.  |and important data is difficult to | |

| | | | |locate.  |4 |

|Comprehensiveness |Literature review includes well chosen and a |Literature review is comprehensive, |Literature Review is missing one component  |Literature Review is missing two | |

| |sufficient number of quality and supportive |demonstrating the knowledge of the | |components. | |

| |references. All citations are appropriately |relationship between the research and other | | | |

| |formatted and complete. |related research; the ability to assess, plan,| | |4 |

| | |and reflect upon research in your area of | | | |

| | |interest; knowledge of sources of research | | | |

| | |findings in your area of interest; and the | | | |

| | |ability to develop significance for the | | | |

| | |research. Appropriate for the given questions.| | | |

| | |Focuses on empirical literature and claims. | | | |

| | |Research claims supported by literature. | | | |

| | |Contains the hypotheses, if needed and an | | | |

| | |overview of the design/study. Includes | | | |

| | |citations. | | | |

|Method |

|Organization |Method has all appropriate sections and items |Method is organized into logical sections, |Method is organized but is in a format |Method is not well organized and | |

| |within these sections. All parts of the |including proposed research methodology, |differing from the suggested one. |important data is difficult to locate. | |

| |methods are clearly appropriate to answer the |subjects or participants (number, description | | |4 |

| |research question. |/ background, selection strategies), measures | | | |

| | |(appropriateness, description, reliability, | | | |

| | |and validity), materials or apparatus | | | |

| | |(appropriateness or description, protection of| | | |

| | |subjects, participants), data analysis | | | |

| | |(appropriate procedures, alignment with | | | |

| | |research questions / hypotheses, inclusion of | | | |

| | |all measured variables, operational | | | |

| | |definitions), limitations (internal validity, | | | |

| | |external validity). Includes citations.  | | | |

|Completeness |Methods include triangulation of data sources.|All Method components are present. This would |Method is missing one component.  |Method is missing two components.  | |

| |Methods are clearly sufficient to answer |include description of suggested research | | | |

| |research questions. |methodology, subjects or participants (number,| | |4 |

| | |description / background, selection | | | |

| | |strategies), measures (appropriateness, | | | |

| | |description, reliability, and validity), | | | |

| | |materials or apparatus (appropriateness or | | | |

| | |description, protection of subjects, | | | |

| | |participants), data analysis (appropriate | | | |

| | |procedures, alignment with research questions | | | |

| | |/ hypotheses, inclusion of all measured | | | |

| | |variables, operational definitions), | | | |

| | |limitations (internal validity, external | | | |

| | |validity). | | | |

|References |

|General |Few or no errors in the APA formatting. All |References are organized according to APA or |References are organized but are in a | Many of the references are inappropriate| |

| |source information is present. |other styles, are appropriate to the topic, |different format from the suggested one. Most|to the topic and are not from within the | |

| | |focus on primary resources, and contain at |of the references are appropriate to the |past 5 years. Includes non primary |4 |

| | |least 50% references written within the last 5|topic, but less than 50% were written within |references. Two citations do not appear | |

| | |years. All citations in the text appear in the|in the last 5 years. One citation does not |in the references section, or two | |

| | |references section, and all references appear |appear in the references section or one |references do not appear in the text. Not| |

| | |in the text.  |reference does not appear in the text. Minor |in APA format or other known style. | |

| | | |APA or other styles errors. | | |

|Writing Mechanisms |The proposal is interesting; informational; |The proposal flows well, and contains | The proposal flows somewhat well and one |Two under developed paragraphs are | |

| |and written with high standards of formatting,|subsections and well-developed paragraphs that|paragraph lacks development. Lacks one |present. .Uses two words incorrectly. | |

| |grammar, and syntax. |use topic sentences and transitions. Sentence |transition. Uses 1 word incorrectly. Language|Contains one instance of slang. |4 |

| | |structure and word choice is clear and |is mostly appropriate. Proposal contains one |Transitions are erratic. More than two | |

| | |concise, with appropriate language. Proposal |spelling, grammatical, or APA/other styles |spelling, grammatical, or APA/other | |

| | |is free of spelling, grammatical, and APA or |error. |styles errors are present.  | |

| | |other styles errors.  | | | |

|Total Score | |

| | |

| |40 |

|Student Score | |

| |25 |

Appendix 5

Rubric for Scoring Poster Session (Score: 10)

|Criterion |More Than Expected (3) |Expected (2) |Less Than Expected (1) |Points |

|REQUIREDELEMENTS |Poster contains Title, Abstract, Introduction, Literature |One of the required elements is missing. |Two or more of t he required elements are | |

| |Review, Method, and References. | |missing. | |

| | | | |3 |

|DISPLAY |Each element in the display had a function and clearly serves |Each element had a function and clearly serves to |Each element had a function and clearly serves | |

| |to illustrate all aspects of the research proposal. All |illustrate most aspects of the |to illustrate some aspect of the research | |

| |research proposal parts |research proposal. Most research proposal parts. |proposal. Some research proposal parts were |3 |

| |were neatly and correctly |were neatly and correctly |neatly and correctly | |

| |labeled. |labeled. |labeled. | |

|WRITING MECHANICS |There are no errors in spelling, punctuation or grammar in |There are few errors in spelling, punctuation or |Errors in spelling, punctuation or grammar are | |

| |reflective or explanatory text. |grammar in reflective or explanatory text. |common in reflective and/or explanatory text. | |

| | | | |3 |

|REFERENCES |All references are organized according to APA Style (or other |Most references are organized according to APA Style |Some references are organized according to APA | |

| |styles). All copied chars, pictures, or tables are referenced. |(or other styles). Some copied chars, pictures, or |Style (or other styles). Some copied chars, | |

| | |tables are referenced. |pictures, or tables are referenced. |3 |

|KNOWLEDGE |Students on the team can |Students have memorized the information but cannot |Students know about the | |

| |tell the "story" of the poster. They can answer questions like |apply it to an unexpected question. |topic but do not know the details. Only the | |

| |"What if" "Why" "how would you continue" "did you consider" |Only some students on the team can answer questions. |lead |3 |

| | | |student can answer | |

| | | |questions. | |

|Total Score | |

| |15 |

|Student Score | |

| |10 |

|Conversion of points 100% |

|15 = 100% 14 = 90% 13 = 87% 12 = 80% 11 = 73% |

|10 = 67% 9 = 60% 8 = 53% |

Name: Student Number: Section: Final Score:

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