Research Methods for Psychology in Education I - EDU00018I

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  • Department: Education
  • Module co-ordinator: Dr. Lisa Kim
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20 to Summer Term 2019-20

Module aims

To prepare students to read reports of educational and psychological research with critical

analysis, understanding and insight, so they are able to assess the strengths and weaknesses of

such research; to prepare students to consider the contexts and ethics of research in education

and psychology

To 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

To familiarise students with 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

Develop increased familiarity with a range of research designs, strategies and techniques,

including both quantitative and qualitative methods (e.g., univariate and introductory multivariate

statistics; qualitative approaches)

Develop increased proficiency at designing and implementing commonly-used research

instruments in psychology of education, including questionnaires, interview schedules and

observation schedules

Gain practical experience of designing and implementing common instruments for data collection

in psychology of education through interactive workshops, practical sessions and computer-based

lab sessions.

Be able 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, and increasing familiarity with statistics software

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

Understand how to prepare data for analysis

Ability to carry out quantitative and qualitative analysis of simple datasets

Use the VLE and Internet effectively

Assessment

Task Length % of module mark
University - closed examination
Research Methods for Psychology in Education I
1.5 hours 40
University - closed examination
Research Methods for Psychology in Education I - Summer
2 hours 60

Special assessment rules

None

Additional assessment information

The two exams are both closed exams with no open notes. The reassessment exam is also closed with no open notes.

Reassessment

Task Length % of module mark
University - closed examination
Research Methods for Psychology in Education I
1.5 hours 40
University - closed examination
Research Methods for Psychology in Education I - Summer
2 hours 60

Module feedback

Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students within 6 weeks of submission.

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.