Postgraduate Programme and Module Handbook 2010-2011 (archived)
Module EDUC59215: Experiments in Education
Department: Education
EDUC59215: Experiments in Education
| Type | Tied | Level | 4 | Credits | 15 | Availability | Available in 2010/11 | Module Cap | None. |
|---|
| Tied to | X1K107 |
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Prerequisites
- None.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- Appreciate and contribute to the debate about the role of experimentation in educational research;
- Recognise and make choices from a range of experimental designs;
- Identify threats to the validity of experimental inferences;
- Understand strategies for minimising threats to the validity of experimental inferences;
- Analyse, synthesise and interpret data from experimental research.
Content
- The case for and against experimenting in education
- The concept of an experiment: types of experimental designs
- Design issues: threats to validity of inferences
- Design issues: precautions, ethical issues
- Analysis of experimental data: effect size
- Cumulation of knowledge: systematic review and meta-analysis.
Learning Outcomes
Subject-specific Knowledge:
- Students will:
- appreciate and contribute to the debate about the role of experimentation in educational research;
- recognise and make choices from a range of experimental designs;
- identify threats to the validity of experimental inferences;
- understand strategies for minimising threats to the validity of experimental inferences;
- analyse, synthesise and interpret data from experimental research.
Subject-specific Skills:
- The critical ability to understand the skills necessary to prepare, undertake, analyse and disseminate quantitative research in education.
Key Skills:
- Communicate effectively in writing.
- Work with a high level of autonomy.
- Access and use literature.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Students will take part in a range of learning activities, including reading, discussion, listening to presentations, conducting presentations, criticising existing research, analysing and interpreting data, designing experiments, searching literature and synthesising the results of multiple studies.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Tutorials | 3 | As required | 1 hour | 3 | ■ |
| Practicals | 6 | fortnightly | 2 | 12 | ■ |
| Preparation and Reading | 135 | ||||
| Total | 150 |
Summative Assessment
| Component: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assignment | 3,000 words | 100% | |
Formative Assessment:
Formative assessment comprises of staged learning activities that are targeted at the summative assignment. The activities are assigned after class sessions and they receive written and oral feedback at the next session.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University