Module overview
This modules complements the knowledge you gained in the "Making Sense of Education Research" module and helps to move you from a consumer of research to a creator of research. In this module you will develop your skills in collecting and analysing data for education research, in particular for your dissertation.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Collect data using variety of quantitative and qualitative methods
- Critically consider the ethical issues surrounding research in education.
- Develop proposals appropriate for small scale research in education
- Analyse and interpret data using a variety of quantitative and qualitative methods.
- Evaluate and select appropriate research designs to investigate research problems
Syllabus
The content of the module will typically cover:
- Research problems and questions
- Research designs such as Surveys, Experiments, Ethnography, Phenomenology, Case Studies
- Systematic Reviews and Secondary Data Analysis
- Research Methods such as Questionnaires, Interviews, Observations and Document Analysis
- Using mixed methods (designs)
- Quantitative methods of data analysis (such as descriptive and inferential statistics)
- Qualitative methods of data analysis (such as content analysis, thematic analysis and grounded theory)
Learning and Teaching
Teaching and learning methods
This module is taught entirely online. A typical 'lesson' would include:
- Lectures - delivered live via the university's web conferencing system (Adobe Connect) or as pre-prepared videos
- Lecture notes - written by the module tutors
- Selected readings - from the prescribed core texts
- Written tasks submitted via private blogs or discussion forums
- Online activities - such as quizzes and tests
- Individual and Group tutorials via Skype (individual) or Adobe Connect (groups)
| Type | Hours |
|---|---|
| Preparation for scheduled sessions | 18 |
| Completion of assessment task | 60 |
| Practical classes and workshops | 6 |
| Seminar | 6 |
| Tutorial | 6 |
| Revision | 30 |
| Wider reading or practice | 50 |
| Follow-up work | 18 |
| Placement | |
| Lecture | 6 |
| Total study time | 200 |
Resources & Reading list
General Resources
Extra Reading. During each lesson you will be directed to related readings from other textbooks and journal articles to enhance and extend your understanding of the topics under discussion. All of these resources will be available electronically via the University’s library
Textbooks
Creswell, J. W. (2020). Educational Research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River: Pearson..
Creswell, J W (2012). Educational Research: Planning, conducting and evaluating quantitative and qualitative research (Core Textbook). Upper Saddle River: Pearson.
Punch, K. & Oancea, A (2014). Introduction to research methods in education. (Core Textbook). London, UK: Sage.
Muijs, D. (2010). Doing quantitative research in education with SPSS. (Core Textbook). London, UK: Sage.
Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences. (Core Textbook). London, UK: Sage.
Assessment
Assessment strategy
.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Poster | 15% |
| Research proposal | 85% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 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 |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: Internal & External