Accessibility statement

Researching Psychology in Education - EDU00006C

« Back to module search

  • Department: Education
  • Module co-ordinator: Dr. Jennifer South Palomares
  • Credit value: 30 credits
  • Credit level: C
  • Academic year of delivery: 2020-21

Module will run

Occurrence Teaching cycle
A Autumn Term 2020-21 to Summer Term 2020-21

Module aims

This module focuses on skills for learning about psychology in education, skills for reading and undertaking psychological and educational research, and transferable skills. Skills developed through this module include analytical, problem solving, critical thinking, communication, presentation, ICT, research literacy, data analysis, and data presentation. Intended outcomes are an understanding of the purpose of and approaches to psychological and educational research; and an understanding of the impact of research. Students will be prepared to consider the contexts and ethics of research in education and psychology. They will develop knowledge and skills that are essential in a range of careers in education, psychology and in the social sciences more widely, including forming research questions, literature searching and reviewing, and quantitative and qualitative research design and they will be introduced to a full range of quantitative and qualitative analysis techniques in preparation to carry out independent research on topics in psychology in education.

Module learning outcomes

Subject content

Consider the nature of research in educational studies and be introduced to the design and construction of educational research in order to become research literate

Introduce students to a range of research designs, strategies and techniques, including both quantitative and qualitative methods (e.g., univariate and introductory multivariate statistics; qualitative approaches

Provide practical experience of designing instruments for data collection in psychology of education through interactive workshops, practical sessions and computer-based lab sessions.

Begin to evaluate the appropriateness of techniques for different research topics, critically describe strengths and limitations of different data collection methods, and know how to gather and analyse data using each of these methods

Gain practical experience of a range of analysis techniques for dealing with data through practical sessions and computer-based lab sessions

Gain a clear understanding of the characteristics of scientifically rigorous and ethical research

Academic and graduate skills

  • Critically evaluate academic arguments as presented in research reports using a range of methods and data analysis techniques
  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Begin to understand how to prepare data for analysis
  • Use the VLE and Internet effectively
  • students will engage in group work, formal and informal presentations to the group

Assessment

Task Length % of module mark
Essay/coursework
1500 Literature Review		 N/A 33
Oral presentation/seminar/exam
Presentation		 N/A 23
University - closed examination
Researching Psychology in Education		 1.5 hours 44

Special assessment rules

None

Additional assessment information

Students will be required to complete reassessment of failed tasks if the module overall is failed. Compensation is possible between components. The module itself can be compensated.

Reassessment

Task Length % of module mark
Essay/coursework
1500 Literature Review		 N/A 33
Oral presentation/seminar/exam
Presentation		 N/A 23
University - closed examination
Researching Psychology in Education		 1.5 hours 44

Module feedback

Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Aron, A., Aron, E., & Coups, E. (2010). Statistics for the behavioural and social sciences: A brief course (5th ed.). New Jersey: Prentice Hall.

Mertens, D. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks, CA: Sage.

Coolican, H. (2009). Research methods and statistics in psychology. London: Hodder.

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Berkshire, UK: McGraw Hill.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students