Studying at York
Research Methods for Education I: Researching Questions - EDU00108M
Module summary
This is the first of two core Research Methods modules which focus on developing skills in research methodology in the field of Education. The module focuses on the questions that a researcher should consider when planning to carry out research.
Professional requirements
N/A
Related modules
N/A
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 1 2024-25 |
Module aims
- To prepare students to consider the contexts for research in Education;
- To develop knowledge and understanding of the essentials of research in the field of Education, including formulating research questions, literature searching and reviewing, and quantitative and qualitative research design;
- To familiarise students with a range of research methods and quantitative and qualitative analysis techniques to conduct independent research on educational topics.
- To familiarise students with how to read research literature and reports in the field of Education with critical analysis, understanding, and insight to assess the strengths and weaknesses of such research.
Module learning outcomes
Subject content
At the end of the module, students will:
- develop a good knowledge and understanding of educational research processes, including research questions, designs, methods, and quantitative and qualitative analysis techniques;
- be familiar with commonly-used instruments in educational research, including questionnaires, interview schedules, and observation schedules;
- be able to evaluate the appropriateness of methods and analytical techniques for different research topics and questions;
- critically describe the strengths and limitations of different data collection methods and analysis techniques;
- develop a clear understanding of the characteristics of scientifically rigorous educational research.
Academic and graduate skills
At the end of the module, students will be able to:
- critically evaluate academic arguments as presented in the research literature and reports using a range of methods and techniques;
- manage a range of sources and critically assess the reliability and validity in informing and supporting academic argumentation.
Module content
Introduction to the module. What is research?
Research Processes: from research questions to research designs
How do we research attitudes and perceptions? Questionnaire design
How do we research opinions and experiences? Interviews
How do we research behaviour? Observational studies
How do we analyse quantitative data?
How do we analyse qualitative data?
What makes research rigorous?
How do we read research articles? Preparation for summative assessment
Indicative assessment
| Task | % of module mark |
|---|---|
| Open Examination | 100 |
Special assessment rules
None
Additional assessment information
Students will be given the opportunity to take part in a formative mock exam.
Indicative reassessment
| Task | % of module mark |
|---|---|
| Open Examination | 100 |
Module feedback
Individual written feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Bryman, A. (2015). Social research methods. Oxford: Oxford University Press. 5th Edition
Cohen, L., Manion, L., & Morisson, K. (2007). Research methods in education. Abingdon, Oxon: Routledge. [Available as an e-book]
Cottrell, S. (2017). Critical thinking skills. Basingstoke: Palgrave Macmillan.
De Brun, C. (2013). Searching skills toolkit: Finding the evidence. Oxford: BMJ Books.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Wray, A. (2012). Projects in linguistics: A practical guide to researching language. London: Hodder Arnold. [Available as an e-book]