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Research Methods for Education II: Answering Questions - EDU00109M

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  • Department: Education
  • Module co-ordinator: Dr. Daniel McArthur
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2022-23

Module summary

This is the second of two core Research Methods modules which focus on developing skills in research methodology in the field of Education. This module focuses on the practical applications that are used to carry out quantitative and qualitative research.

Professional requirements

N/A

Module will run

Occurrence Teaching period
A Spring Term 2022-23

Module aims

This module builds on the material taught in Research Methods for Education I: Researching Questions during the Autumn term.

  • To equip students with the knowledge and skills needed to develop a research proposal and ethics application in the field of Education.
  • To deepen students' knowledge and understanding of a full range of data collection methods and quantitative and qualitative analysis techniques appropriate for educational research topics;
  • To offer practical experience in using a range of quantitative and qualitative research tools and techniques;
  • To deepen students' understanding of the characteristics of scientifically rigorous and ethical educational research;

The module continues to develop students' methodological knowledge, skills and understanding to a point where they will be well-equipped to formulate their research questions, find and critique the literature related to those questions, design appropriate studies to address them, gather quantitative and qualitative data, analyse that data using appropriate techniques, and write reports of empirical investigations in APA style.

Module learning outcomes

Subject content

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

  • develop a research proposal and ethics application;
  • gain a much deeper understanding of the knowledge, skills, and experience of research methods articulated in the module outcomes of Research Methods for Education I: Asking Questions;
  • determine how and when to use statistical techniques, including descriptive statistics, t-tests, correlations, regression, and ANOVA;
  • conduct a content/thematic analysis and develop a coding framework;
  • justify the selection of particular research methods and analysis techniques, and understand the assumptions surrounding them;

Academic and graduate skills

Students will have gained experience in:

  • writing a research proposal;
  • writing an ethics application;
  • using a range of research methods and analysis techniques;
  • carrying out quantitative and qualitative data analysis.

Module content

Week 2 – Introduction to the module. Developing a research proposal

Week 3 - Preparing an ethics application

Week 4 - Conducting interviews

Week 5 - Designing experimental studies

Week 6 - Quantitative Analysis: Correlation and regression

Week 7 - Quantitative Analysis: T-tests and Anova

Week 8 - Qualitative Analysis: coding and Nvivo

Week 9 - Qualitative Analysis: textbook and document analysis

Week 10 – Reporting research, replication studies, Open Science

Assessment

Task Length % of module mark
Online Exam -less than 24hrs (Centrally scheduled)
Open exam : Specific Timeframe Online Examination of 3 hours (time from release to deadline for most students) 100%		 N/A 100

Special assessment rules

None

Additional assessment information

Students will be given the opportunity to take part in a formative task (producing a research proposal and ethics application) in week 10 of Term 1 (Autumn).

Reassessment

Task Length % of module mark
Online Exam -less than 24hrs (Centrally scheduled)
Open exam : Specific Timeframe Online Examination of 3 hours (time from release to deadline for most students) 100%		 N/A 100

Module feedback

Written feedback on assignment report sheet and face-to-face feedback in supervisions. 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

Barbour, R. (2014). Introducing qualitative research: A student's guide. London: Sage.

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.

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

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

SIlverman, D. (2006). Interpreting qualitative data. London: Sage.


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.