Postgraduate Programme and Module Handbook 2020-2021 (archived)
Module EDUC59215: Experiments in Education
Department: Education
EDUC59215: Experiments in Education
| Type | Tied | Level | 4 | Credits | 15 | Availability | Available in 2020/21 | Module Cap |
|---|
| Tied to | X1K107 |
|---|---|
| Tied to | X9A102 |
| Tied to | X9A302 |
| Tied to | X9A402 |
| Tied to | X9A602 |
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 causal inferences;
- Understand strategies for minimising threats to the validity of causal 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 causal 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 causal inferences;
- understand strategies for minimising threats to the validity of causal inferences;
- analyse, synthesise and interpret data from experimental research.
Subject-specific Skills:
- Critical understanding of the rationale behind the necessary steps to prepare, undertake, analyse and disseminate research in education that aims at causal inferences.
Key Skills:
- Communicate effectively orally and 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, critiquing published 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 | |
| Seminars/Lectures | 6 | fortnightly | 3 hours | 18 | |
| Preparation and reading | 129 | ||||
| Total | 150 |
Summative Assessment
| Component: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assignment | 3000 words | 100% | |
Formative Assessment:
Formative assessment comprises of staged learning activities that are targeted at the summative assignment. These activities are either taking place during class or are assigned after class sessions and students 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