BSc Educational Psychology

The unit is intended as a cohesive and comprehensive grounding in core issues surrounding research in psychology and education.  The unit covers six major themes:

• An introduction to the concept of paradigm and it’s importance in the interpretation and conducting of research.
• An examination of major approaches in the collection of qualitative data  
• An examination of major approaches in the collection of quantitative data
• A discussion how different strands of research can inter-relate and inform one another
• The importance and integration of ethics throughout the research process
• The embedded role of ethics in each stage of the research process.

Principle areas of psychology (e.g. developmental psychology, individual differences in feelings, behaviour, and attitudes, social psychology) will be used to demonstrate how closely core areas of psychology are influenced by method (and visa versa).

The unit aims to:

• To provide coverage of the BPS qualifying syllabus core area of research methods.
• To provide a grounding in core issues surrounding research in psychology and education, specifically:
• To allow students to examine how paradigm, design and methods are inter-related
• To explore ethical issues and how these apply to Educational Psychology research
• To provide students opportunities to apply their own knowledge to Educational Psychology areas of interest
• To provide students with experience of identifying a research gap, designing their own study, and problem solving
• To provide an opportunity to develop critical thinking skills and apply these to Educational Psychology research
• Prepare students for more advanced research topics in year 2

Students will be able to:

This is the first (out of three) core research methods units for the BSc Educational Psychology. The unit begins with introducing the fundamentals of psychological and educational research designs, and explores key schools of thought and paradigm. Core skills such as critical thinking, ethical considerations, and research literacy are examined and applied to real life scenarios through groupwork. Key sampling design methods in psychological educational research are examined and contrasted. The first semester finishes by applying learning from each session to a real life hypothetical scenario.

The second semester starts by recapping the key methodological concepts of semester 1, and moves onto a more detailed examination and critical consideration of key designs and data collection methods typically used in educational psychology, including observation, interviews, surveys, and other relevant elicitatory methods. The unit then focuses on exploring the practicalities of deploying methods in educational psychology research, followed by a dedicated session to assignment preparation. The final weeks of semester 2 focus on key research core skills and knowledge building including discussing participatory research practices in collecting data with Children and Young People specifically, the importance of high quality in research, and how to develop and evidence critical thinking in research.

The unit deploys a flipped learning approach in order to maximise active learning within the classroom. Students will engage in asynchronous pre-sessional lecture materials (e.g. videos/mini activities/reading etc.), which provide students with a core overview of the topic area (1.5 hours per week). These learnings will be enhanced through weekly synchronous, face-to-face sessions which will build upon knowledge acquired in asynchronous activities through case/scenario-based learning and class discussion and debate. Students will contribute ideas through small group verbal discussions and digital tools (such as Padlet/Miro/Hypothesis) (1.5 hours per week). Students are provided with weekly post-sessional activities to consolidate their learning, as well as recommended reading, and further reading options to engage with, within private study time, to deepen their understanding of the topic area (2-3 hours per week).

• Recognise how methodological, philosophical, and ethical principles are applied in educational psychology research
• Identify key ethical principles and issues in psychology and education and explain how these can be minimised

• Synthesise and critically consider previous literature in psychology and education in order to identify gaps in research  
• Produce well-reasoned and a logical progression of arguments to build a rationale for a research proposal
• Generate appropriate research questions and research designs relevant to the needs of chosen research proposal
• Evaluate the strengths and weakness of different research approaches in order to recognise when different methods are most appropriate

• Implement library, electronic and online resources to identify and reference relevant academic sources to produce a research proposal

• Demonstrate appropriate written tone and language in writing for an academic audience

BSc Educational Psychology is externally accredited by the British Psychological Society.

Formative Assessments

• Optional asynchronous mini quizzes offered throughout the unit on Blackboard
• Live quizzes used during synchronous activities

Assessment

• Students are to select one key issue from a short list and are to construct a research proposal, utilising either a quantitative OR a qualitative method and design, indicating how the chosen method would offer important interpretations on a central issue (2,500 words, 100%)

Formative Assessments

• Asynchronous mini quizzes - Written, online
• Live quizzes - Written, in person

Assessment

• Research proposal - Online

Clough, P. and Nutbrown, C. (2012). A student’s guide to methodology. London: Sage.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education 7^th Edition. London: Routledge-Falmer. 

Mertens, D. (2011). Research and evaluation in education and psychology 3^rd Edition. London: Sage.

Robson, C. (2011). Real World Research  3^rd Edition. West Sussex: Wiley.

Expected Outcomes

The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS). As outlined by BPS (Section 3.6-3.11 Subject Knowledge and Understanding Statement), this module will support students in developing a sound knowledge of qualitative, quantitative and mixed methods, as appropriate to the research question, knowledge and understanding of how to operationalise research questions, investigate psychological phenomena and select appropriate measures. The unit will develop understanding in sound ethical data collection and rigor in research design as well as how to apply psychological methods and approaches to real-world problems.  

By taking this unit students can expect to develop a number of key academic skills including written communication and IT skills through the production of a credit-bearing assignment. Furthermore, students will develop their critical thinking and problem-solving skills through taught materials, debates and independent study. 

The unit will also engage students in the development of their key personal skills in self-awareness and reflection through engagement and discussion on topics with peers and staff. This unit provides students with the opportunity to develop employability skills including verbal communication, collaboration and teamwork, through group discussion.  

Formative assessments provide students with the opportunity to reflect on their own learning and engage in positive feedback opportunities to further their academic development.