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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Research Methods 2
Module Code ED9002A
School 78
Module Co-ordinatorSemester 1: Martin Brown
Semester 2: Martin Brown
Autumn: Martin Brown
Module TeachersZita Lysaght
Martin Brown
NFQ level 99 Credit Rating 20
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module situates quantitative research concepts, methods and tools in the context of practitioner research in Education. It is taught by a combination of on-line sessions using Loop, related reading, intensive programmes, and laboratory sessions. These inputs focus two tasks which structure the module: • A review of existing quantitative research of relevance to a potential research project leading to the formulation of a research question. • Craft a workable project plan for a potential quantitative methods research project.

Learning Outcomes

1. Identify paradigms of research inquiry consistent with quantitative research
2. Demonstrate advanced proficiency in advanced literature searching/reviewing skills and an ability to critique such literature in terms of theoretical positions and quantitative research evidence
3. Articulate and justify a quantitative research question drawing on the literature and personal professional practice
4. Manage a quantitative research project
5. Identify and address the contextual, ethical and quality issues in the planning and carrying out of a quantitative research project
6. Select and critique appropriate quantitative techniques to address research questions and problems
7. Select / modify /design, pilot and use appropriate quantitative research instruments
8. Critically reflect upon, select and use appropriate analyses for quantitative research data
9. Use SPSS (or equivalent) for data entry, manipulation, analysis and decision making in an educational context
10. Write and submit a research plan
11. Critically reflect on the contribution of quantitative methods to the process of practitioner research

Workload Full-time hours per semester
Type Hours Description
Lecture26Formal input by the module coordinator to student group in lecture/seminar format.
Laboratory20Supported sessions using SPSS
Online activity44Participant engagement in synchronous and/or asynchronous online discussion fora hosted on the DCU LOOP system
Assignment Completion200Development and presentation of research paper and small scale pilot project
Independent Study210Independent pursuit of relevant issues and ideas raised during the module. Participants will be expected to engage in reading and critical review of literature relevant to the module. Participants will also be expected to engage with SPSS in supported and unsupported settings.
Total Workload: 500

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
1. Identify, critique and interpret existing quantitative research in a potential research area - advanced literature searching including systematic reviews, meta-analysis 2. Quantitative data analysis: concepts and methods of relevance to practitioner research in education 3. Research Ethics: concepts, requirements and tools 4. Framing and operationalising a quantitative research question 5. Development of hypotheses (Null, research..., assumptions, predictions) 6. Study Variables: Independent, dependent and control; implications for data analysis 7. Develop (and critique existing) quantitative instruments (surveys, tests, scales, checklists) 8. Survey design, platforms and administration 9. Sampling (Probability and non-probability...) 10. Use SPSS (or equivalent) for data entry, preparation and analysis (Coding, entering, cleaning manually) 11. Use SPSS (or equivalent) for data analysis using parametric and non-parametric techniques (Selecting appropriate tests, describing trends, comparing groups, relating variables, correlations) 12. Interpreting and reporting results (significance levels, one/two tailed, effect sizes, magnitude) 13. Validity, reliability, generalisability, threats, error 14. Development of a small scale quantitative research plan

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Report(s)Literature Review and formulation of a research question (2,500 words)60%n/a
AssignmentStudents are required to craft a workable Quantitative Methods Research plan for their research that maps the anticipated actions and decisions that will have to be made (or have already been made) at critical junctures on their research journey. The research plan will include the following items: 1. Title 2. Introduction 3. Problem Statement 4. Purpose 5. Hypotheses 6. Definition of key terms 7. Review of Literature 8. Methodology 9. Research design 10. Population and sampling plan 11. Data collection procedures 12. Data analysis 13. Concluding statement (Significance and limitations) 14. References, Appendices (2,500 words)40%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • • Bernhardt, V. L. (2013). Data analysis for continuous school improvement. London: Routledge: 0,
  • Cox, J. and Cox, K.B., 2008. Your opinion, please! How to build the best questionnaires in the field of education. Corwin Press.: 0,
  • Datnow, A. and Park, V., 2014. Data-driven leadership. CA: John Wiley & Sons: 0,
  • Floyd, J. and Fowler, J., 2014. Survey Research Methods. Applied Social Research Methods. London: Sage: 0,
  • • Hammersley, M. 2007, Educational Research and Evidence-based Practice. London: Sage: 0,
  • Hancock, G.R., Mueller, R.O. and Stapleton, L.M. 2010. The reviewer’s guide to quantitative methods in the social sciences. London: Routledge.: 0,
  • Hoy, W.K. and Adams, C.M., 2015. Quantitative research in education: A primer. London: Sage: 0,
  • Mujis,D., 2011, Doing Quantitative Research in Education with SPSS, 2nd Ed. London Sage Publications: 0,
  • Rubin, A. 2012, Statistics for evidence-based practice and evaluation. MA: Cengage Learning: 0,
Other Resources

Programme or List of Programmes
EDDDoctor of Education

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