Module PSYC43560: Research Project and Preregistration Report

Department: Psychology

PSYC43560: Research Project and Preregistration Report

Prerequisites

• None

Corequisites

• PSYC43315, PSYC 43260, PSYC43445

Excluded Combination of Modules

• None

Aims

• To provide students with the experience of performing qualitative research, taking part and writing up a research project in psychology, identifying an issue in psychology that is amenable to empirical investigation, formulating the research question, identifying and appropriately dealing with ethical issues associated with psychological research, employing appropriate methods of investigation and analysis, and interpreting the results in light of relevant empirical work and psychological theory.

Content

• Students are expected to build on the skills acquired across the programme to carry out a 1) research project, 2) a qualitative investigation and 3) a preregistration report
• For the (1) research project, students will work to collect data in groups supervised by a member of staff. Students must write up the research project individually
• The project will take the form of an empirical investigation which use either qualitative and quantitative methods
• Clear presentation of results and appropriate analyses are very important, and critical evaluation relating findings to existing literature must be included
• The project report is written up as a scientific report approximating the form and standard found in psychology journals
• For the (2) qualitative investigation, aided by practical classes, students will work as a group to discuss qualitative approaches, collect and understand the data.
• The (3) preregistration report will be the culmination of the student’s studies enabling students to independently make use of past research, the research literature in order to plan a research project including exploring ethical issues.

Learning Outcomes

• Together with the research methods module, this module will enable student to acquire a range of methods of research and enquiry for investigating experience and behaviour, to take a lead role in research and enquiry, as well as participating as part of a team;
• To develop an understanding of the role of empirical evidence in the creation and constraint of theory, and also in how theory guides the collection and interpretation of empirical data;
• To present multiple perspectives in a way that fosters critical evaluation and reflection;
• To develop knowledge, leading to a critical appreciation of theory and research findings, including relevant ethical issues;
• To develop psychological literacy to ensure the use of disciplinary knowledge, theoretical understanding, principles and insight to interpret data and propose experimental methods of investigation.

• Integrate ideas and findings across multiple perspectives and approaches in psychology and apply psychological knowledge ethically, professionally and safely to experimental and real-world problems;
• Identify, contextualise and evaluate diverse patterns in behaviour, psychological functioning and experience;
• Generate and explore appropriate psychological hypotheses and research questions drawing on relevant theory, research and practice, design studies and collect original data;
• Understand and appreciate the value of participatory and/or action research and user involvement in research and community and peer research;
• Analyse, present and evaluate quantitative, qualitative data and mixed methods data and critique research findings;
• Manage, synthesise and evaluate potentially conflicting sources such as primary research studies or theories;
• Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with a range of methods of inquiry and other activities;
• Critically and reflectively evaluate psychological theory and research;
• Reflect critically upon the strengths and weaknesses of the chosen design and the validity of conclusions reached
• Demonstrate competence in the selection and application of appropriate statistical procedures, and an understanding of their limitations
• Carry out an extensive independent piece of empirical research and plan a research project that in combination requires students individually to demonstrate a range of research skills, including designing and planning, considering and resolving ethical issues, analysis and dissemination of findings.

• Communicate effectively in written form;
• Interact professionally with other members of the class, practical and project group, respond inclusively in a manner sensitive to their needs and expectations; demonstrate numerical reasoning skills including the analysis, presentation and interpretation of quantitative data;
• Demonstrate the ability to analyse, interpret and present qualitative data;
• Demonstrate digital literacy through the use of analytic software;
• Demonstrate inclusive and collaborative working and reflect on the value of engagement with a variety of views in reaching consensus in solutions to problems;

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

• Students complete their project work under the supervision of an experienced researcher. This approach enables students to experience formulating, designing, and conducting a piece of research with appropriate supervision and guidance. Independent study is required at all stages of the project
• The design of the project is discussed in detail with the supervisor in one or more sessions and, during the running of the project, the supervisor is regularly informed by students of progress, by discussion or by email. Supervisory sessions provide advanced research training and the opportunity to engage in discussion which encourages students to think critically
• The written project report allows students to demonstrate their evaluative, analytical and research skills in a single comprehensive piece of work
• Supervisors provide formative feedback on a draft of the project (excluding the discussion section) submitted prior to the final deadline to help refine the report and extend students' analytical abilities and theoretical understanding
• Practical classes will provide a forum to discuss, share and assess qualitative work for the qualitative report.
• Seminars will provide the initial opportunity to discuss and start formulating a plan for the preregistration report including discussion of ethical issues.
• Supervisory sessions will provide a forum for discussion of the research project and later of the preregistration report.
• Time allocated for Preparation and Reading will include activities related to the students' projects such as study set-up, gathering of data and data analysis

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students have the opportunity to gain feedback on a single draft of the introduction, methods and results section of their project report. Students also have the opportunity to gain feedback on a draft of the preregistration report plan.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.