Studying at York
Psychology in Education Dissertation - EDU00029H
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 to Summer Term 2022-23 |
Module aims
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To provide students with the opportunity to engage in depth with literature around a specific topic and demonstrate a high level of critical analysis
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To give students experience in utilising the research skills and knowledge developed over stage 1 and stage 2 of the programme
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To give students experience of generating a research question and/or formulating a hypothesis based on existing literature that is appropriate to their programme of study
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To give students experience in choosing and employing appropriate methods of investigation with which to address the question and demonstrate consideration of ethical issues when designing their study
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To give students the opportunity to demonstrate their skills in academic writing, critical analysis and research design through a written report of their work.
Module learning outcomes
Subject content
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Formulate a clear research question which demonstrates engagement with appropriate literature and a detailed level of understanding of their chosen topic
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Generate a testable empirical research question &/or hypothesis and select appropriate methods of investigation including use of appropriate methodology e.g. qualitative or quantitative, selecting or developing appropriate measures, or designing experimental paradigms.
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Demonstrate an awareness of the ethical issues involved in their research by producing an ethics proposal outlining their approach to these issues.
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Demonstrate skill in data analysis using their chosen method and presenting their results in a clear and appropriate form
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Interpret research findings with reference to existing literature
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Reflect on the strengths and weaknesses of their design
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Discuss the educational implications of their findings.
Academic and graduate skills
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Formulate academic arguments in written and oral form
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Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
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Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of educational diversity)
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Use the VLE and Internet effectively
Indicative assessment
| Task | % of module mark |
|---|---|
| Graduate/Postgraduate Dissertation | 100 |
Special assessment rules
IMPORTANT: see 'additional assessment information' for details of penalty for non-submission of a complete ethics application by Thursday, week 6 (Autumn term) . This module is non-compensatable.
Additional assessment information
A complete ethics application (as is at the time required by the department’s Ethics Committee, but to include audit, consent forms and project outline) must be submitted by noon on Thursday week 6, Term 1. Failure to meet this deadline will incur a 5% penalty on the final module mark (i.e. 5 marks will be docked). A satisfactory ethics proposal must be submitted, after feedback on the initial application if necessary, in order to pass the module. This module is non-compensatable.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Graduate/Postgraduate Dissertation | 100 |
Module feedback
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to student within 6 weeks of submission.
Indicative reading
Aron, A., Aron, E., & Coups, E. (2010). Statistics for the behavioral and social sciences: A brief course New Jersey: Prentice Hall.
Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). Berkshire, UK: McGraw Hill.
Coolican, H. (2009). Research methods and statistics in psychology.