BSc Psychology of Education

Building upon foundation skills from RIPE, students will further their skills and understanding in obtaining evidence and move to consider a range of analytical techniques. Major topics include:

• Consideration of qualitative and quantitative data collection methods
• Analytical lens such as IPA, thematic analysis, and hybrid thematic analysis, their purpose, strengths and limitations.
• Statistical techniques covering a range of different designs (e.g. ANOVA, multiple regression)
• The use of software (e.g. NVIVO and Jamovi) in data analysis
• A further consideration and application of methodological, ethical, and Open Science processes and how these relate to the application of analytical techniques and interpretation of findings.

The unit aims to:

• To provide coverage of the BPS qualifying syllabus core area of research methods.
• To build upon foundation skills developed in Research issues in Psychology and Education (RIPE) in Year 1, specifically in relation to the analysis and interpretation of different data strands in research.
• To provide an opportunity to further develop critical thinking skills and apply these to Educational Psychology research  
• Prepare students for their major empirical project in year 3 

Students will be able to:

This is the second (out of three) core research methods units for the BSc Psychology of Education. The unit builds on RIPE in Year 1.

 

Semester 1

The unit starts by recapping the key concepts of quantitative and quantitative data collection and analysis.  The unit connects data collection to analysis, introducing first the 
the fundamentals of qualitative analysis. Specific analyitical techniques include thematic analysis, interpretative phenomenological analysis, and hybrid thematic analysis are applied to real-life scenarios using existing data.

Mid-semester features an explicit return to data collection methods from Year 1.  We re/consider a range of methods include interviews, focus groups, observations, photo-voice, and document analysis.   Building on previous work, we consider the methodological and ethical issues within primary data collection methods.  We focus on acquiring practical skills by designing interview and focus groups guides, preparing for interview, and conducting data collection via one-to-one interviews within the cohort.

The semester continues with examining how quality and rigour in qualitative research is established, and qualitative analysis are applied practically through the use of a software (NVivo). Semester 1 finishes with a dedicated session to assignment preparation, and a session on key issues within quantitative and qualitative research, including systematic reviews, mixed-methods research, publishing practices, and Open Science research.  

 

Semester 2

The second semester starts by introducing the fundamentals of quantitative analysis, and how to use a statistical software (Jamovi) to apply core statistical skills and key statistical analysis, including data exploration, correlations, regression, and group comparisons. The interpretation of findings is explored critically in groupwork. Semester 2 finishes with an exploration of more statistical analyses (e.g. mediation/moderation), a dedicated assignment workshop, and a session on the Year 3 Major Projects module.
 

• Pre-session asynchronous lectures that focus on the theoretical aspect of different analytical methods.
• Face to face lectures (e.g. including whole class discussion and debate, case/scenario based learning, and other approaches to learning and teaching) that focus on the practical application of analytical methods.
• Guided experiential learning through development of data collection methods (e.g. interview schedules, online surveys), and participant recruitment and data collection, and data analysis.

• Evaluate and apply the latest developments in theory and research in educational psychology to their own study.
• Describe a range of analytical processes and identify their applicability and limitations in their own application to a study.
• Identify and describe key ethical issues in educational psychology and how these apply to their own study.

• Evaluate the strengths and weakness of different analytical approaches and identify the best method to answer research questions.
• Synthesise psychological theories and research in a critical and systematic manner and use this to justify their research questions and interpret their own findings within the wider literature.

• Reason statistically and qualitatively and demonstrate competence in a range of statistical and qualitative methods.
• Make use of general (e.g. google scholar) and specialised (e.g. Jamovi) technology resources to facilitate data analysis and interpretation of findings.

• Solve research problems by identifying the most appropriate analytical technique to answer the research question, identify the key research and ethical issues, and synthesise and evaluate relevant literature to interpret research findings

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

Assessment 1 (50%) — 2,000 words

• Students are to produce a qualitative research report for academic audiences. Students are given existing open access interview data on adult friendships. Students are to use all provided interview data but have the option to choose the method of analysis. Specifically, they are given the option to use one of three qualitative analytic methods: thematic analysis, hybrid thematic analysis and interpretative phenomenological analysis.

Assessment 2 (50%) — 2,000 words

• Students are to collect new data through an online survey and use that data to produce a quantitative research report for academic audiences.

Final feedback will be provided on VLE within 15 days.

Bazeley, P.& Jackson, K. (2013). Qualitative data analysis with NVivo. London: Sage.

Braun, V. & Clarke, V. (2013). Successful qualitative research: a practical guide for beginners. London: Sage.  

Dancey, C., & Reidy, J. (2014).Statistics without maths for psychology: 6h Edition. Essex:Peason.  

Field, A. (2013). Discovering Statistics Using IBM SPSS 4th Edition. Oxford: Sage.

Mertens, D. (2014). Research and Evaluation in Education and Psychology (4th Edition). London: Sage.

Pallant, J. (2013). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows 5th Edition.  Glasgow: Open University Press.

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 quantitative and qualitative data analysis. The unit will provide students with the opportunity to conduct and interpret appropriate statistical tests, using statistical software. Furthermore, skills in interpretation of qualitative data, including thematic and interpretative phenomenological analysis. This unit will also develop understanding in Open Science Practices, and sound ethical data collection.

Through this unit, students can expect to develop broader academic skills, including, critical thinking (of their own work and wider research), wider reflection on research, ethical and Open Science practices and how these apply to policy change, problem solving, and academic writing and communication. Students will also gain key relevant experience in analysing data and creating reports, and using widely used qualitative and quantitative software, which can help develop their employability skills. 

Tuition fees for home students commencing their studies in September 2027 will be £10,050 per annum.

For general information please see the undergraduate finance pages.

Accreditation

Study a course accredited by the British Psychological Society (BPS), making you eligible for the Graduate Membership (GMBPsS).

Placement opportunities

Applied learning is a key focus within the Manchester Institute of Education (MIE).

You will undertake a placement as part of your course to ensure your learnings can be put into real-world practice.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

We know that student finance can be complicated. The links below provide further information to help guide you.

Learn more about student finance options for UK students.

Learn more about fees and finance for international students.

As an international student you may be eligible for our Global Futures Scholarships. This is open to students starting their studies in September 2026.