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Research Methods for Investigating Mental Health & Wellbeing in Education - EDU00102M

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  • Department: Education
  • Module co-ordinator: Dr. Beth Bell
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2021-22
    • See module specification for other years: 2020-21

Module summary

This module will develop your knowledge and skills in quantitative and qualitative research with particular focus on research ethics, research design, data collection and data analyses applied in evaluating mental health and wellbeing interventions in educations. You will also advance your skills in communicating research to a range of audiences.

Professional requirements

none

Module will run

Occurrence Teaching cycle
A Autumn Term 2021-22

Module aims

This module aims to develop the essential research methods knowledge and skills needed for effective ethical evaluation of mental health and wellbeing strategies, interventions and provisions in education. You will gain in-depth critical comparative understanding of both quantitative research designs (such as surveys and longitudinal evaluations) and qualitative methods and methodologies (focus groups, interviews) as well as associated research analysis approaches (e.g., correlations, analysis of variance, thematic analysis etc.) from an applied educational perspective with focus on mental health and wellbeing in education. You will learn how to prepare a proposal detailing research evaluation of mental health and wellbeing programmes and provisions. You will also develop a range of transferable skills in assimilating and critically evaluating research evidence and developing your own perspective on it, formulating reasoned arguments, analysing and synthesising research methods and findings, and developing effective communication, research literature search and digital literacy skills.

Module learning outcomes

At the end of this module:

1. You will have knowledge of ethical issues applicable to research on mental health and wellbeing in education. You will be able to apply this knowledge in assessing ethics aspects of existing research in this area and in considering ethical issue of research evaluations you will propose.

2. You will have developed your research knowledge and skills in quantitative research on mental health and wellbeing in education including various data sampling and data collection methods, research designs and associated statistical data analysis methods.

3. You will have developed your research knowledge and skills in qualitative research on mental health and wellbeing in education including the variety of qualitative methods and methodologies and associated data collection methods.

4. You will be able to develop a proposal for evaluating a mental health or wellbeing provision in schools using quantitative, qualitative or mixed research methods.

5. You will have knowledge of the field-specific research methods and terminology enabling you to communicate research a range of audiences and collaborate with researchers, policy makers and teachers in the context of mental health and wellbeing in education.

Module content

Week 2 - Introducing quantitative and qualitative approaches to evaluating mental health and wellbeing in education; research ethics principles and procedures in evaluating mental health and wellbeing in education

Week 3 - Critical analysis of research, systematic reviews and meta-analyses

Week 4 - The variety of quantitative research designs and data collection approaches in surveying and evaluating mental health and wellbeing in education

Week 5 - Qualitative approaches to exploring experiences, barriers and facilitators in the context of of mental health and wellbeing in education (thematic analysis, content analysis, etc.); mixed methods approaches

Week 6 - Preparing a research evaluation proposal (I); Using descriptive statistics effectively in evaluating mental health and wellbeing in education

Week 7 - Selecting the right inferential statistic in assessing mental health and wellbeing in education (correlations, regressions, t-tests)

Week 8 - Using analysis of variance to evaluate effects of mental health and wellbeing interventions

Week 9 - Conducting focus groups and interviews in researching mental health and wellbeing education; Communicating research to a range of audiences

Week 10 - Capturing the interactive nature of child, teacher and parent mental health and wellbeing influences in research evaluations; Preparing a research evaluation proposal (II)

Assessment

Task Length % of module mark
Essay/coursework
Critical comparative analysis
N/A 30
Essay/coursework
Research evaluation proposal
N/A 70

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Critical comparative analysis
N/A 30
Essay/coursework
Research evaluation proposal
N/A 70

Module feedback

Individual written feedback reports for summative assessments, 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

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. London,UK: Sage Publications.

Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. Journal of the royal society of medicine, 96(3), 118-121.



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.