Module overview
- to help you understand the research process and its application to educational and social environments.
- to develop your practical and analytical skills in a range of quantitative and qualitative research methods.
- to equip you with the necessary skills to present research in professional and academic contexts.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Have a detailed knowledge and understanding of your chosen dissertation project, its potential impact on practice and the range of relevant scholarly literature and source materials
- Understand the approaches by which research and critical awareness of debates in education can be utilised to construct a scholarly argument
- Devise appropriate research questions
- Analyse and synthesise research findings
- Acquire appropriate Ethical and Research Governance approvals
- Develop advanced practical and analytical skills in a range of quantitative and/or qualitative research methods as an academic researcher and writer on educational and social matters
- Develop your own ideas and organise a project independently but with supportive guidance
- Produce and present a carefully argued dissertation
- Refine and practice a range of skills which would be useful to you in further study or a professional/work based context
- Devise appropriate research methods to undertake a research project
- Demonstrate an understanding of data collection and analysis methods
- Make your own contribution to educational understanding by presenting a coherent, detailed and sustained argument at length on an educational topic;
- Critically evaluate an appropriate range of relevant primary source materials and arguments reflected in other sources and propose a relevant area of investigation
- Know the research process and understand methods of data collection and analysis and apply them in a self-reliant manner
- Choose and evaluate a feasible independent research design, project plan and structure
Syllabus
In studying this module you will cover aspects of the following:
- Strategies for focusing and managing the research process.
- Quantitative and qualitative methodologies and approaches to research.
- Key data collection methods (surveys, interviews, focus groups, observation).
- Methods for analysing and interpreting data.
- Dissertation writing and presentation skills
Learning and Teaching
Teaching and learning methods
The teaching and learning methods will include lectures and workshops, discussions and self- directed study and individual tutorials
| Type | Hours |
|---|---|
| Independent Study | 600 |
| Total study time | 600 |
Resources & Reading list
Textbooks
Bell, J. (2005). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
Rubin, I., & Rubin, H. (2005). Qualitative Interviewing: The Art of Hearing Data. London: Sage.
Oppenheim, A. (2000). Questionnaire Design. London, UK: Continuum.
Hopkins, D. (2002). A Teacher's Guide to Classroom Research.. Buckingham: Open University.
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Fink, A. (2009). How to conduct Surveys: A Step by Step Guide. London: Sage.
Patton, M. (2002). Qualitative Research and Evaluation Methods. California: Sage.
Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology .. London: Sage.
Punch, K. (2009). Introduction to Research methods in Education. London: Sage.
Muijs, D. (2004/8). Doing Quantitative Research in Education with SPSS. London: Sage.
Fink, A. (1998). Conducting Research Literature Reviews. Thousand Oaks: Sage.
Creswell, J. (2002). Research Design: Qualitative and Quantitative Approaches .. Thousand Oaks: Sage.
Guba, E., & Lincoln, Y. (1998). Competing paradigms in Qualitative research . In Denzin, N. & Lincoln, Y. (eds). The Landscape of Qualitative Research: Theories and Issues. Thousand Oaks: Sage.
Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks: Sage.
Lichtman, M. (2010). Qualitative Research in Education- A User's Guide. London: Sage.
McNiff, J., & Whitehead, J. (2002). Action Research: Principles and Practice. London: Routledge.
Assessment
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Coursework assignment(s) | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|
Repeat Information
Repeat type: Internal & External