EQ925-30 Research Methods in Psychology and Education
This module will run through the Autumn and Spring terms. The aim of this module is to provide students with a foundation training in research methods in psychology and education. It is designed to meet the needs of home and international students who seek to enhance their learning experience with research methods. The module has two main ambitions. The first is concerned with enabling students to engage in understanding, designing and implementing research projects (ie, dissertation). The second is concerned with equipping students with basic skills in a range of established research strategies and techniques. This is intended to enable students to frame and refine research questions, to design a research appropriate to their own research interests.
- to introduce students to methods commonly used in applied research across the disciplines of psychology and education.
- to increase student knowledge of methodologies used to develop the evidence-base for interventions that aim to inform educational policy and practice.
- to encourage students to critically approach and review research evidence.
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Research Methods in Psychology and Education Time (and session source)
- Advanced Library Sources and Library Methods (1 hr) Wk 2 autumn (IE909)
- The use of case studies in educational research (6 hrs) Wk3 autumn (IE909)
- Ethical issues in conducting educational research (2hrs) Wk5 autumn (IE909)
- Survey research and Questionnaire Development (2 hrs) Wk 6 autumn (IE909)
- SPSS workshop –IT services (4 hrs) Wk7 autumn (IE909)
- Quantitative Data analysis (6 hrs) Wk 8 autumn (IE909)
- Evidence-based practice in education: methodology I overview implementation science; experimental design in group and single case studies (4 hrs) Wk 9 autumn (new)
- Evidence-based practice in education: methodology II: systematic review and meta-analysis (4 hrs) Wk 10 autumn (new)
- Secondary data analysis and advanced quantitative methods (6 hrs) Wk 7 spring (new)
- Analysis and interpretation of qualitative data (5 hrs) April- (ARM)
- Bringing it all together: overview and revision (2 hrs) May (New)
By the end of the module, students should be able to:
- By the end of the module, students should be able to:- Identify appropriate research methods to address research questions in the field of psychology and education
- - Discuss the different assumptions behind different methodological paradigms
- - Describe methodologies for developing the evidence-base of interventions.
- - Critically evaluate evidence on efficacy and effectiveness
Indicative reading list
Coe, R. (2002). ‘It’s the effect size, stupid’. What effect size is and why it is important. Paper presented at the Annual Conference of the British Educational Research Association. Available from https://www.leeds.ac.uk/educol/documents/00002182.htm
Cohen, J. (1994). The earth is round (p<.05). American Psychologist, 49, 997-1003.
Cohen, J. (1990). Things I have learnt (so far). American Psychologist, 45, 1304-1312.
Cohen, L., et al. (2011). Research Methods in Education. Oxon: Routledge.
Goldacre, B (2013). Building Evidence Into Education. Available from: http://media.education.gov.uk/assets/files/pdf/b/ben%20goldacre%20paper.pdf
Gottfredson, D. C., Cook, T. D., Gardner, F. E. M., Gorman-Smith, D., Howe, G. W., Sandler, I. N., & Zafft, K. M. (2015). Standards of Evidence for Efficacy, Effectiveness, and Scale-up Research in Prevention Science: Next Generation. Prevention Science, 16(7), 893-926.
Gough, D. & Thomas, J. (2016). Systematic reviews of research in education: Aims, myths and multiple methods. Review of Education, 4, 84-102.
Hartas, D. (2010) Educational research and inquiry: qualitative and quantitative approaches. London: Continuum International Publishing Group.
Hutchinson, D., & Styles, B. (2010). A guide to running randomised controlled trials for educational research. NFER.
Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M & Shadish, W. R. (2010). Single-case designs technical documentation. Available from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.
Newby, P. (2014). Research Methods for Education. (2nd ed.) Oxon: Routledge.
Robson, C., & McCartan, K. (2016). Real-world research: A resource for users of Social research Methods in Applied Settings. Chichester: Wiley.
Thomas, D.R. (2006). A general inductive approach for analysing qualitative evaluation data. American Journal of Evaluation, 27, 227-246.
Torgerson, C., Hall, J. & Light, K. (2012). Systematic reviews. In J. Arthur et al. (Eds), Research Methods and Methodologies in Education. London: Sage.
Torgerson, C.J., Torgerson, D.J. & Brown, C.A. (2015). Randomized controlled trials. In K. Newcomer, H. Hatry, & J. Wholey (Eds.), Handbook of Practical Program Evaluation (4th Ed.), pp 158-176. San Francisco: Jossey-Bass Wiley.
British Educational Research Association (2011). Revised ethical guidelines for educational research. Southwell: BERA. http://www.bera.ac.uk/researchers-resources
British Psychological Society (2010. Code of Human Research Ethics. Available from http://www.bps.org.uk/sites/default/files/documents/code_of_human_research_ethics.pdf
Subject specific skills
Students should demonstrate a critical understanding of -
- constructively critique research in the area of education.
- generate and explore hypotheses and research questions
- carry out empirical studies ethically involving a variety of methods of data collection
- analyse data and present and evaluate research findings
- Analysis and decision making
- Communication skills
- Critical thinking
- Data handling
- Interpersonal and communication
- Problem solving
- Using IT effectively
|Lectures||4 sessions of 1 hour (1%)|
|Seminars||11 sessions of 2 hours (5%)||4 sessions of 2 hours|
|Practical classes||10 sessions of 1 hour (2%)|
|Private study||264 hours (63%)|
|Assessment||120 hours (29%)|
Private study description
Independent study hours include background reading, completing reading/other tasks in preparation for timetabled teaching sessions, undertaking research using the library resources, follow-up reading work, working on individual and group projects, the completion of formative and summative assignments, revision.
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A1
|Critical Review of a Research Paper and answering 2 questions via a review of relevant studies.||100%||120 hours|
There are two parts in this assignment:
Feedback on assessment
Assessment feedback as standard for a written assignment. Copies would be provided to the students.
This module is Core for:
- Year 3 of TEQA-C8X3 Postgraduate Taught Psychology and Education
This module is Core optional for:
TEQA-C8X3 Postgraduate Taught Psychology and Education
- Year 1 of C8X3 Psychology and Education
- Year 2 of C8X3 Psychology and Education
TEQA-C8X4 Postgraduate Taught Psychology and Education
- Year 1 of C8X4 Psychology and Education
- Year 2 of C8X4 Psychology and Education