- 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
Having successfully completed this module you will be able to:
- Know the research process and understand methods of data collection and analysis and apply them in a self-reliant manner
- Refine and practice a range of skills which would be useful to you in further study or a professional/work based context
- Develop your own ideas and organise a project independently but with supportive guidance
- Critically evaluate an appropriate range of relevant primary source materials and arguments reflected in other sources and propose a relevant area of investigation
- Demonstrate an understanding of data collection and analysis methods
- Analyse and synthesise research findings
- Acquire appropriate Ethical and Research Governance approvals
- Make your own contribution to educational understanding by presenting a coherent, detailed and sustained argument at length on an educational topic;
- 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
- 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
- Choose and evaluate a feasible independent research design, project plan and structure
- Produce and present a carefully argued dissertation
- Devise appropriate research questions
- Devise appropriate research methods to undertake a research project
- Understand the approaches by which research and critical awareness of debates in education can be utilised to construct a scholarly argument
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
|Total study time||150|
Resources & Reading list
Muijs, D. (2004/8). Doing Quantitative Research in Education with SPSS. London: Sage.
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Fink, A. (1998). Conducting Research Literature Reviews. Thousand Oaks: Sage.
Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology .. London: Sage.
McNiff, J., & Whitehead, J. (2002). Action Research: Principles and Practice. London: Routledge.
Oppenheim, A. (2000). Questionnaire Design. London, UK: Continuum.
Bell, J. (2005). Doing your research project: a guide for first-time researchers in education, health and social science. Maidenhead: Open University Press.
Fink, A. (2009). How to conduct Surveys: A Step by Step Guide. London: Sage.
Lichtman, M. (2010). Qualitative Research in Education- A User's Guide. London: Sage.
Creswell, J. (2002). Research Design: Qualitative and Quantitative Approaches .. Thousand Oaks: Sage.
Hopkins, D. (2002). A Teacher's Guide to Classroom Research.. Buckingham: Open University.
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.
Patton, M. (2002). Qualitative Research and Evaluation Methods. California: Sage.
Rubin, I., & Rubin, H. (2005). Qualitative Interviewing: The Art of Hearing Data. London: Sage.
Punch, K. (2009). Introduction to Research methods in Education. London: Sage.
Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks: Sage.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External