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Research Methods for Education I: Researching Questions - EDU00108M

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  • Department: Education
  • Module co-ordinator: Prof. Jan Hardman
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23
    • See module specification for other years: 2021-22

Module summary

This is the first of two core Research Methods modules which focus on developing skills in research methodology in the field of Education. The module focuses on the questions that a researcher should consider when planning to carry out research.

Professional requirements

N/A

Related modules

N/A

Module will run

Occurrence Teaching cycle
A Autumn Term 2022-23

Module aims

  • To prepare students to consider the contexts for research in Education;
  • To develop knowledge and understanding of the essentials of research in the field of Education, including formulating research questions, literature searching and reviewing, and quantitative and qualitative research design;
  • To familiarise students with a range of research methods and quantitative and qualitative analysis techniques to conduct independent research on educational topics.
  • To familiarise students with how to read research literature and reports in the field of Education with critical analysis, understanding, and insight to assess the strengths and weaknesses of such research.

Module learning outcomes

Subject content

At the end of the module, students will:

  • develop a good knowledge and understanding of educational research processes, including research questions, designs, methods, and quantitative and qualitative analysis techniques;
  • be familiar with commonly-used instruments in educational research, including questionnaires, interview schedules, and observation schedules;
  • be able to evaluate the appropriateness of methods and analytical techniques for different research topics and questions;
  • critically describe the strengths and limitations of different data collection methods and analysis techniques;
  • develop a clear understanding of the characteristics of scientifically rigorous educational research.

Academic and graduate skills

At the end of the module, students will be able to:

  • critically evaluate academic arguments as presented in the research literature and reports using a range of methods and techniques;
  • manage a range of sources and critically assess the reliability and validity in informing and supporting academic argumentation.

Module content

Week 2 – Introduction to the module. What is research?

Week 3 – Research Processes: from research questions to research designs

Week 4 - How do we research attitudes and perceptions? Questionnaire design

Week 5 – How do we research opinions and experiences? Interviews

Week 6 – How do we research behaviour? Observational studies

Week 7 – How do we analyse quantitative data?

Week 8 - How do we analyse qualitative data?

Week 9 – What makes research rigorous?

Week 10 - How do we read research articles? Preparation for summative assessment

Assessment

Task Length % of module mark
Online Exam
E-exam
N/A 100

Special assessment rules

None

Additional assessment information

Students will be given the opportunity to take part in a formative mock exam in Week 6 of Autumn Term. 

Reassessment

Task Length % of module mark
Online Exam
E-exam
N/A 100

Module feedback

Individual written 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

Bryman, A. (2015). Social research methods. Oxford: Oxford University Press. 5th Edition

Cohen, L., Manion, L., & Morisson, K. (2007). Research methods in education. Abingdon, Oxon: Routledge. [Available as an e-book]

Cottrell, S. (2017). Critical thinking skills. Basingstoke: Palgrave Macmillan.

De Brun, C. (2013). Searching skills toolkit: Finding the evidence. Oxford: BMJ Books.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Wray, A. (2012). Projects in linguistics: A practical guide to researching language. London: Hodder Arnold. [Available as an e-book]



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.