Module EDUC48910: Synthesising Research Evidence through Meta-Analysis

Department: Education

EDUC48910: Synthesising Research Evidence through Meta-Analysis

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To develop advanced competencies in the synthesis and critical assessment of research evidence through the comprehensive integration of systematic and meta-analytic techniques to enable a deeper quantitative understanding of evidence-based practices in education.

Content

• Comprehensive coverage of the stages involved in a quantitative synthesis of research evidence, including defining the research questions, study selection, data extraction, and preparation for data analysis.
• Detailed exploration of meta-analytic techniques, focused on how to quantitatively combine data from multiple studies to arrive at overarching conclusions.
• Discussion of the ethical considerations and challenges in meta-analyses including publication bias and data sharing.
• Application of meta-analytic evidence to inform evidence-based practice, policy making, and future research.
• Developing a critical understanding of how the practice of meta-analytic research evidence can advance knowledge within specific fields of study.

Learning Outcomes

• Acquired knowledge and critical understanding of designing and executing a comprehensive meta-analysis of research evidence.
• Demonstrate knowledge and critical understanding of how to draw substantive conclusions that contribute to evidence-based decision-making
• Demonstrate knowledge and critical understanding of current and potential ethical issues related to conducting meta-analysis of research evidence in education.
• Develop a deeper understanding of the significance and limitations of various conceptual and methodological approaches to educational research, and how meta-analysis of research evidence contributes to improved evidence-based decision-making in educational contexts.

• Systematically interrogate and critically appraise the assumptions underpinning prior research evidence, theories, and models related to learning through meta-analysis
• Make informed decisions about the systematic approach to meta-analysing research evidence that provides a systematic, reproducible critical appraisal of research to address a specific research question
• Appreciate the complexity of critically appraising diverse research evidence and the importance of careful consideration of a meta-analytic approach

• To learn independently including the capability to plan, manage, and to reflect on their own learning (e.g., working to deadlines)
• To further develop informed criticality and to construct and sustain a reasoned argument
• To use written and spoken communication skills effectively (and efficiently) with appropriate use of specialist vocabulary, underpinned by knowledge and understanding
• To retrieve complex information of diverse kinds in a structured and systematic way, including the use of a variety of library and IT resources
• Critically analyse and present arguments, using theoretical sources and empirical evidence.
• Use computer and information technology (including internet use, word processing, spreadsheets, survey design platforms and statistical software). Communicate ideas effectively, both orally and in writing.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Learning in this module is facilitated by workshops and is supported by resources on the virtual learning environment (VLE). This program of workshops, practical tasks, and self-guided learning will provide up-to-date knowledge of how to synthesise research evidence and help structure students own study and learning towards the learning objectives. Activities in lectures and seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, and individual tasks and will facilitate a more in-depth student engagement with themes and issues raised in the teaching sessions. Preparation for the assessments involves students in wide reading and critical reflection on the topics covered in the module.
• The success with which students have acquired knowledge and a critical understanding of synthesising research evidence will be assessed via two written assessments totalling 2250 words. The formative assessment will involve the submission of a 300-word plan or outline for the first summative assessment. The first summative assessment will require students to critically appraise a meta-analysis protocol and interpret meta-analytic output (750 words). The second summative assessment will involve preparing a portfolio including a literature review, results and brief discussion (1500 words). In addition to verbal feedback given to students' contributions during class teaching sessions (i.e., lectures and seminars), but also via online tools (shared documents or discussion boards), the preparation for the summative assessment is supported by the opportunity to receive formative feedback on an outline of the assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback will be provided on the submission of a 300-word (maximum) plan or outline for the first summative assessment.

■ 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