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Session: 2022/23
Last modified: 14/12/2022 14:20:59
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Title of Module: Quantitative Research Skills in Psychology |
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Code: PSYC08014 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Calderwood |
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| Summary of Module |
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This module will introduce and develop the key skills required to carry out quantitative research within the field of psychology. The theoretical underpinnings and methodologies of quantitative approaches will be discussed and students will gain experience in how to collect, analyse and interpret data using experimental and correlational methods. The module will cover the principles of research design, measurement issues, sampling techniques, and statistical analysis. Students will learn how to input data and how to carry out and interpret descriptive statistics using appropriate statistical software. The module will then introduce students to inferential statistics and they will learn how to perform and interpret basic tests such as t-tests, chi-square and correlation. The module will also consider the ethical issues associated with carrying out quantitative research.
At the end of the module, students will have become inquiring, research-minded, analytical and collaborative. In addition, they will have become ethically minded, creative problem solvers and effective communicators.
- Quantitative research design
- Quantitative data analysis
- Research ethics
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate knowledge of the nature and structure of quantitative psychological research design.
L2.
Show an understanding of different quantitative methods of data collection.
L3.
Show an ability to process, interpret, evaluate and communicate the analysis of quantitative data.
L4.
Demonstrate an awareness of the ethical issues involved in conducting psychological research. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate a critical understanding of quantitative research methodologies in relation to their theoretical principles. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Using acquired knowledge to perform and interpret an appropriate analysis on a quantitative data set. |
| Generic Cognitive skills |
SCQF Level 8.
The communication of complex ideas and issues both in written and verbal form.
The ability to identify and analyse aspects of quantitative methodological issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
The use of computer statistical software to interpret and analyse quantitative data.
Communicate the interpretation of the output in written form using the conventional APA standards for psychology.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take responsibility for the completion of their own continuous assessment, meeting rolling deadlines.
Share responsibility for group work in the workshops and monitor the effort of fellow group members.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
PSYC07010
| Module Title:
Introduction to Psychology (B)
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate.
The pre-recorded lecture material is supplemented by face-to-face workshops to develop understanding of the lecture content and further embed the theoretical principles and methodological issues associated with quantitative research design and data analysis.
Students will also consider the BPS ethical principles in relation to carrying out quantitative research in psychology.
Face-to-face sessions will be supplemented by asynchronous activities.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bourne, V. (2017). Starting Out in Methods and Statistics for Psychology: A Hands-on Guide to Doing Research. Oxford University Press.
Haslam, S.A. and McGarty, C. (2014). Research methods and statistics in psychology. Sage.
Wilson, S., & MacLean, R. (2011). Research methods and data analysis for psychology. McGraw-Hill Higher Education.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | G Bruce |
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| External Examiner | S Langton |
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| Accreditation Details | BPS |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Multiple Choice Tests
Students will complete a series of multiple choice tests to assess their knowledge and understanding of the key theoretical concepts covered in the module. These will make up 30% of the overall grade.
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| Students will submit an individual written quantitative report. This piece of coursework is worth 70% of the total grade. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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UWS Equality and Diversity Policy
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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