Latest Module Specifications
Current Academic Year 2025 - 2026
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Description As the foundational research methods module for EdD students, the overarching objective of this module is to support students in critically evaluating research designs, methodologies and methods appropriate to different research questions and approaches in the broad field of education. A tripartite focus is assumed to ensure students' engagement with (a) mixed methods, (b) qualitative and (c) quantitative research paradigms and associated principles. In each case, the rationale for, and application of, each research approach (mixed methods/quantitative/qualitative) to research problems in education is explored. Students are challenged to interrogate the epistemological and ontological principles underpinning each approach and the implications of adopting a particular approach for one's research. Particular attention is paid to the practicalities of using a range of methods and tools in one study and the implications for data collection, analysis, triangulation, interpretation, validity/reliability/trustworthiness and generalisability. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. LOs related to the mixed methods paradigm - 1a. Classify research designs, methodologies and strategies in accordance with underpinning philosophies and world views. 1b. Critically appraise the opportunities and challenges that present for the researcher who decides to mix quantitative and qualitative methodologies in educational research. LO3 Adopt and articulate an informed justification for the use of mixed methods in his/her research project. 1c. Formulate a transparent, workable, mixed methods research frame appropriate to his/her research based on an established research taxonomy. 1d. Craft a workable project plan for his/her research that maps the anticipated actions and decisio 2. LOs related to the qualitative methods paradigm - 2a. Distinguish between key approaches to qualitative research, their associated strategies and the nature of the processes of inquiry each assumes. 2b. Evaluate one's philosophical stance/world view and the extent to which this 'fits with' the qualitative approach, in general, and the specific methodology and strategies used in his/her research study. 2c. Explain and identify appropriate responses to common challenges that qualitative inquiry raises (e.g., working in natural settings - issues of access and ethics etc.; researcher as key instrument - bias and subjectivity etc., inductive data analysis...).... 2d. Code, analyse, interpret 3. LOs related to the quantitative research methods paradigm - 3a.Evaluate one's philosophical stance/world view and the extent to which this 'fits with' the quantitative approach, in general, and the specific methodologies and strategies used in his/her research study. 3b. Explain and craft appropriate and informed responses to key issues in quantitative inquiry (e.g., sample size; sampling frames, random assignment etc.; the selection of appropriate statistical tests; interpretation significant, power, inferences etc; error, internal and external threats to validity and the objective stance of the researcher).... 3c. Collect, code and input quantitative data correctly and efficiently. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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Indicative Content and Learning Activities
Mixed methods Paradigm 1. Introduction to the mixed methods research paradigm - 1a. Taxonomies of mixed-methods research. 1b. Qualitative and quantitative weighting, sequencing and mixing within mixed methods designs... 1c. Rationalization of philosophical assumptions, apparent inconsistencies in the context of the paradigm wars.... 1d. Data collection: concurrent, sequential... 1e. Data analysis: 'Quantitization' of qualitative data; distinct and/or mixed reporting; triangulation.... 1f.Validity, reliability, trustworthiness, generalisability, saturation, limitations.... Qualitative Research relevant to the qualitative research paradigm - 2a. Common approaches to qualitative research: The strengths, uses and limitations of each... 2b. Common research strategies/tools: Interviews - elite, group/focus, informant..; observations - participant, structured.. 2c. Data sources: Primary, secondary, archival... - challenges and opportunities presenting... 2d.Data collection: Skills required; piloting; time factors; dependence on participants; ethics.... 2e. Data analysis and review: Differing approaches, skills depending on nature of inquiry; challenges and opportunities... 2f. Trustworthiness, saturation and generalisability: Implications for policy and practice Quantitative Research relevant to the quantitative research paradigm - 3a. Development of hypotheses: Null, research..., assumptions, predictions... n/a Sampling: Probability and non-probability... 3b. Instrumentation: Existing, pilot tested, self-developed instruments (surveys, tests, scales, checklists...)... 3c. Study Variables: Independent, dependent and control; implications for data analysis... 3d. Preparation of data for analysis: Coding, entering, cleaning manually and with appropriate software... 3e. Data analysis: Selecting appropriate tests, describing trends, comparing groups, relating variable - correlations... 3f. Interpreting and reporting results: Significance levels, one/two tailed, effect sizes, magnitude... 3g. Validity, reliability, generalisability, threats, error... | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||