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Durham University

Postgraduate Module Handbook 2022/2023

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: X9A102
No such Code for pgprog: X9A302
No such Code for pgprog: X9A402
No such Code for pgprog: X9A602

Department: Education

EDUC59215: Experiments in Education

Type Tied Level 4 Credits 15 Availability Available in 2021/22
Tied to X1K107 Research Methods (Education)
Tied to X9A102
Tied to X9A302
Tied to X9A402
Tied to X9A602

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None

Aims

  • Appreciate and contribute to the debate about the role of experimentation in educational research;
  • Recognise and make choices from a range of experimental designs;
  • Identify threats to the validity of causal inferences;
  • Understand strategies for minimising threats to the validity of causal inferences;
  • Analyse, synthesise and interpret data from experimental research.

Content

  • The case for and against experimenting in education
  • The concept of an experiment: types of experimental designs
  • Design issues: threats to validity of causal inferences
  • Design issues: precautions, ethical issues
  • Analysis of experimental data: effect size
  • Cumulation of knowledge: systematic review and meta-analysis.

Learning Outcomes

Subject-specific Knowledge:
  • Students will:
  • appreciate and contribute to the debate about the role of experimentation in educational research;
  • recognise and make choices from a range of experimental designs;
  • identify threats to the validity of causal inferences;
  • understand strategies for minimising threats to the validity of causal inferences;
  • analyse, synthesise and interpret data from experimental research.
Subject-specific Skills:
  • Critical understanding of the rationale behind the necessary steps to prepare, undertake, analyse and disseminate research in education that aims at causal inferences.
Key Skills:
  • Communicate effectively orally and in writing.
  • Work with a high level of autonomy.
  • Access and use literature.

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

  • Students will take part in a range of learning activities, including reading, discussion, listening to presentations, conducting presentations, critiquing published research, analysing and interpreting data, designing experiments, searching literature and synthesising the results of multiple studies.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Tutorials 3 As required 1 hour 3
Seminars/Lectures 6 fortnightly 3 hours 18
Preparation and reading 129
Total 150

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 3000 words 100%

Formative Assessment:

Formative assessment comprises of staged learning activities that are targeted at the summative assignment. These activities are either taking place during class or are assigned after class sessions and students receive written and oral feedback at the next session.


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