| Unit name | Research Methods and Statistics in Psychology in Education (Part 2) |
|---|---|
| Unit code | EDUC10006 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Liz Washbrook |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Training in research methods and statistics is a fundamental component of the discipline of Psychology and, as such, is a compulsory element of all British Psychological Society (BPS) accredited Psychology courses. Understanding of the strengths and weaknesses of different research designs, and of the statistical methods we use to analyse and interpret data, are crucial in enabling the critical evaluation of research in the field. Beyond equipping with the knowledge to read and critique existing studies, they are also essential tools in designing and developing your own research, whether for your undergraduate dissertation, postgraduate study, or in professional practice. We believe that the best way to learn about statistical methods (which make up the majority of course content) is through hands-on practice in collecting and analysing real research data in statistical software. The focus of the unit is therefore on “doing” research, rather than learning about abstract concepts.
How does this unit fit into your programme of study?
This is a core unit for the BSc Psychology in Education and is designed by build closely on the Part 1 Research Methods unit in TB1. The skills developed in this unit form an essential foundation for your core units in Year 2, in which you will be expected to apply the methods covered here to research problems in a range of different areas of Psychology. The unit will also equip you with skills that you will draw on in the design and conduct of your dissertation research project in Year 3.
An overview of content
· Collection of data via online surveys
· Implementation of a range of statistical procedures using real data in the SPSS software
· Quantitative data processing and cleaning
· Psychometric properties of psychological scales
· Parametric and non-parametric statistics: when they are used; strengths and weaknesses
· Correlational research design and statistical correlation
· Repeated measures research designs, paired t-tests and their non-parametric equivalent
· Independent samples designs, independent t-tests and their non-parametric equivalent
· One-way independent ANOVA and the multiple testing problem
· Cross-tabs and chi-squared tests
· Design and technique of semi-structured interview research designs
· Thematic analysis methods for qualitative data
· Selection of appropriate research designs and statistical tests for types of research question
· Writing up of quantitative research results in line with academic conventions
How will students, personally, be different as a result of the unit
· Students will be able to carry out psychological research in the manner of professional and academic psychologists
· Students will be able to interpret statistical results in published studies and become confident users of the SPSS statistical software
Learning Outcomes
At the end of the course, a successful student will be able to:
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussions.
Tasks which help you learn and prepare you for summative tasks (formative):
Weekly worksheet and online multiple choice quiz. These will allow you to implement the ideas from the week’s learning and check your understanding against answers that will be provided after the attempt. The worksheets progressively build into the sort of questions you will be assessed on in your short answer summative assignment. There will be drop-in sessions devoted exclusively to lab report support, in which students can talk 1-on-1 with a tutor about their progress on the assignment and ask for feedback on their plans and ideas.
Tasks with count towards your unit mark (summative):
Lab report (50%). A 2000-word quantitative lab report. The task with involve collection of data using materials provided by tutors, formulation of a research question that can be addressed with the data, appropriate analyses to address the research question, and interpretation of the findings in relation to relevant academic literature. ILOs 1-3
Short answer summative assignment (50%). Short answer questions equivalent to 2000 words in which students are provided with a range of research scenarios and data and must apply their understanding to address a series of specified questions. ILOs 1-3
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC10006).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
