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Overview

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-centered. In this module you will gain experience obtaining ethical approval on your project, before collecting primary data, designed to help answer a research question of particular interest to you and the field. In addition to the supervisory support that you receive, the module teaching staff will provide workshops on gaining ethical approval, how to prepare a verbal/poster presentation and how to present your data in your presentation and final written report. One to one statistics support will also be provided by a postgraduate student. This module provides the opportunity to put into practice the competencies that you have gained throughout your undergraduate studies and across a range of disciplines e.g. subject specific expertise and statistical analytical skills, as well as transferable skills such as critical thinking and being able to disseminate findings effectively.

Supervisory support will form an important part of the teaching method, but ultimately, most of the learning will be student-centered. In this module you will gain experience in collecting primary data, designed to help answer a research question of particular interest to you and the field. In addition to the supervisory support that you receive, the module teaching staff will provide workshops on how to prepare a verbal/poster presentation and how to present your data in your presentation and final written report. Statistics support will also be provided by a postgraduate student. This module provides the opportunity to put into practice the competencies that you have gained throughout your undergraduate studies and across a range of disciplines e.g. subject specific expertise and statistical analytical skills, as well as transferable skills such as critical thinking and being able to disseminate findings effectively.

Students who attain an annual average pass grade of 50% or above at Level 5, will automatically be enrolled on the Research Project module. Students will have the option to transfer to the Dissertation module at the start of the academic year should they wish to do so.

Assessment Strategy

First Class: A+ to A** (84%–100%) Work at this level is highly original and of a standard that attains or closely approaches professional standards. The work will demonstrate in a consistent manner all of the features listed in the A-/A (70%-83%) category and may achieve or be close to publishable standard.

First Class: A- and A (70%–83%) The distinguishing quality is evidence of real intellectual and independent thought in a sustained discussion. Work at this level will probably demonstrate initiative in carrying out research beyond the obvious sources; ability to evaluate critically sources used; sustained and coherent discussion; articulate expression in speaking and writing; ability to bring together material from disparate sources; analytical skills of a high order; indications of wide knowledge beyond the narrow confines of the topic addressed.

Lower Second Class: C- to C+ (50%–59%) The main quality which warrants marks in this category is the amassing of a reasonable body of relevant material drawn from a fairly wide range of reading or other forms of information retrieval, sorted into a coherent order and expressed intelligibly. Qualities which limit the mark to this level are: incoherent arguments, or argument which is defective in some way; limited or defective referencing; limited understanding of ideas or arguments; limited evidence of a broad knowledge and understanding of the topic; limited engagement with negotiating and renegotiating ideas in oral discussion; limited evidence of serious thought, as opposed to straightforward diligence.

Third Class: D- to D+ (40%–49%) The crucial achievement is demonstration of a basic grasp of what the topic is about, and the sort of material involved. However, the mark will be limited to this level by such things as: mere repetition of information without demonstration of real understanding; confusion of argument which indicates a failure to properly understand the material; inability to distinguish the relevant from the irrelevant; inability to grasp ideas; inclusion of factual errors; seriously defective referencing skills; poor expression; oral reticence; scrappy presentation.

Learning Outcomes

• Apply powers of sustained independent enquiry.

• Critically evaluate and interpret relevant literature in subject area to justify a specific research question and associated hypotheses.

• Critically evaluate research findings in relation to current knowledge and indicate how these might inform practice.

• Effectively synthesise and disseminate research findings in a succinct manner via a poster presentation/verbal communication.

• Produce a written report that effectively communicates the completed, viable, research project and their understanding of it.

• Select, execute and interpret appropriate data analytical tests.