- Dr Mary Healy (Senior Lecturer - Roehampton University)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Assignment 1 A 2,500 word topic outline and literature review on a subject of the student's choice which will form the basis of their third-year dissertation (50%)||50%|
|Semester Assessment||Assignment 2 A 2,500 statement of methodology for students' third-year dissertation (50%)||50%|
|Supplementary Assessment||Assignment 1 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 % New assignment titles and examination paper will be issued A different 2,500 word topic outline and literature review on a subject of the student's choice which will form the basis of their third-year dissertation (50%)||50%|
|Supplementary Assessment||Assignment 2 All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 % A different 2,500 statement of methodology for students' third-year dissertation (50%)||50%|
On successful completion of this module students should be able to:
Critically evaluate different types of research design.
Critically discuss the differences between qualitative and quantitative research designs.
Critically examine relevant literature in their chosen research field.
Demonstrate critical engagement with relevant source material.
This module will provide an introduction to a range of research methods commonly employed in educational research. It will also aim to develop the students awareness of the issues associated with different methodological choices and guide the students in the planning of a small scale research project.
Lecture and seminar 1: Types of research
Lecture and seminar 2: Qualitative research methods
Lecture and seminar 3: Quantitative research methods
Lecture and seminar 4: Planning a methodology and analysing data
Lecture and seminar 5: Research ethics
Lecture and seminar 6: Critical reading and formulating research questions/hypotheses
Lecture and seminar 7: Structuring a literature review
Lecture and seminar 8: Writing a dissertation proposal
Lecture and seminar 9: Individual guidance sessions on dissertation proposals
Lecture and seminar 10: Individual guidance sessions on dissertation proposals
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed.|
|Personal Development and Career planning||Students provided with an opportunity to explore educational research fields.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 5