Data Analysis in Psychology and Education

EDUC23030 Data Analysis in Psychology and Education 20 Full year Undergraduate Level 2 Margarita Panayiotou Unit coordinator Nicola Lester Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 Building upon foundation skills from RIPE, students will further their skills and understanding in obtaining evidence and move to consider a range of analytical techniques. Major topics include:<ul><li>Analytical lens such as IPA, thematic analysis, and hybrid thematic analysis, their purpose, strengths and limitations.</li><li>Statistical techniques covering a range of different designs (e.g. ANOVA, multiple regression)</li><li>The use of software (e.g. NVIVO and SPSS) in data analysis</li><li>A further consideration and application of methodological and ethical processes and how these relate to the application of analytical techniques and interpretation of findings</li></ul> Building upon foundation skills from RIPE, students will further their skills and understanding in obtaining evidence and move to consider a range of analytical techniques. Major topics include:<ul><li>Analytical lens such as IPA, thematic analysis, and hybrid thematic analysis, their purpose, strengths and limitations.</li><li>Statistical techniques covering a range of different designs (e.g. ANOVA, multiple regression)</li><li>The use of software (e.g. NVIVO and SPSS) in data analysis</li><li>A further consideration and application of methodological and ethical processes and how these relate to the application of analytical techniques and interpretation of findings</li></ul> The unit aims to:<ul><li>To provide coverage of the BPS qualifying syllabus core area of research methods.</li><li>To build upon foundation skills developed in Research issues in Psychology and Education (RIPE) in Year 1, specifically in relation to the analysis and interpretation of different data strands in research.</li><li>To provide an opportunity to further develop critical thinking skills and apply these to Educational Psychology research  </li><li>Prepare students for their major empirical project in year 3 </li></ul> Students will be able to: <ul><li>Describe how analytical principles can be applied to answer an educational psychology problem</li><li>Critically analyse and evaluate the limitations in the different decisions and processes that underpin qualitative and quantitative analyses.  </li><li>Evaluate and apply the latest developments in theory and research in educational psychology to their own study findings</li><li>Describe a range of analytical processes and identify their applicability and limitations in their own application to a study</li></ul> <ul><li>Evaluate the strengths and weakness of different analytical approaches and identify the best method to answer research questions</li><li>Synthesise psychological theories and research findings in a critical and systematic manner to interpret their own findings within the wider literature</li><li>Demonstrate original thinking in relation to interpreting study findings</li></ul> <ul><li>Reason statistically and demonstrate competence in a range of statistical methods</li><li>Reason qualitatively and demonstrate competence in at least one qualitative analytical method</li><li>Make use of general (e.g. google scholar) and specialised (e.g. Jamovi) technology resources to facilitate data analysis and interpretation of findings</li></ul> <ul><li>Solve research problems by identifying the most appropriate analytical technique to answer the research question, identify the key research and ethical issues, and synthesise and evaluate relevant literature to interpret research findings</li></ul> This is the second (out of three) core research methods units for the BSc Educational Psychology. The unit builds on RIPE in Year 1 and begins with introducing the fundamentals of qualitative analysis, and core skills of specific analyses including thematic analysis, interpretative phenomenological analysis, and hybrid thematic analysis are applied to real-life scenarios using existing data. Quality and rigour in qualitative research is examined, and qualitative analysis are applied practically through the use of a software (NVivo). Semester 1 finishes with a dedicated session to assignment preparation and on key issues in quantitative and qualitative research.The second semester starts by recapping the key concepts of qualitative analysis in semester 1, and introduces the fundamentals of quantitative analysis, and how to use a statistical software (Jamovi) to apply core statistical skills and key statistical analysis, including data exploration, correlations, regression, and group comparisons. The interpretation of findings is explored critically in groupwork. Semester 2 finishes with an exploration of more statistical analyses (e.g. mediation/moderation), a dedicated assignment workshop, and a dedicated workshop on major projects (Year 3). <ul><li>Pre-session asynchronous lectures that focus on the theoretical aspect of different analytical methods</li><li>Face to face lectures (e.g. including whole class discussion and debate, case/scenario based learning, and other approaches to learning and teaching) that focus on the practical application of analytical methods</li><li>Guided experiential learning through participant recruitment and data collection</li></ul> 0 Other 100% <ul><li>Students are to produce a qualitative research report for academic audiences. Students are given existing open access interview data on adult friendships. Students are to use all provided interview data and use it to construct the methods and results sections of a report but have the option to choose the method of analysis. Specifically, they are given the option to use one of three qualitative analytic methods: thematic analysis, hybrid thematic analysis and interpretative phenomenological analysis (2,000 words, 50%)</li><li>Students are to produce a quantitative research report for academic audiences. Students are to collect data from 4-8 participants (over the age of 18) each. Students are to produce the methods, results and discussion sections of a lab report. (2,000 words, 50%)</li></ul> Online, within University guidelines. EDUC13060 Research issues in psychology and education (1) Pre-Requisite Compulsory BSc (Hons) Educational Psych BSc (Hons) Educational Psych Second Year Mandatory N BSc Educational Psychology is externally accredited by the British Psychological Society. Bazeley, P.& Jackson, K. (2013). Qualitative data analysis with NVivo. London: Sage.Braun, V. & Clarke, V. (2013). Successful qualitative research: a practical guide for beginners. London: Sage.  Dancey, C., & Reidy, J. (2014).Statistics without maths for psychology: 6h Edition. Essex:Peason.  Field, A. (2013). Discovering Statistics Using IBM SPSS 4th Edition. Oxford: Sage.Mertens, D. (2014). Research and Evaluation in Education and Psychology (4th Edition). London: Sage.Pallant, J. (2013). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows 5th Edition.  Glasgow: Open University Press. Lectures 30 0 170 Expected OutcomesThe module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS).  As outlined by BPS (Section 3.6-3.11 Subject Knowledge and Understanding Statement), this module will support students in developing a sound knowledge of quantitative and qualitative data analysis. The unit will provide students with the opportunity to conduct and interpret appropriate statistical tests, using statistical software. Furthermore, skills in collection and interpretation of qualitative data, including thematic and interpretative phenomenological analysis. This unit will also develop understanding in sound ethical data collection.Through this unit, students can expect to develop broader academic skills, including, critical thinking (of their own work and wider research), wider reflection on research practices and how these apply to policy change, problem solving, and academic writing and communication. Students will also gain key relevant experience in analysing data and creating reports, and using widely used qualitative and quantitative software, which can help develop their employability skills.