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MTSD315
Dissertation
This module requires course participants to undertake an individual research project relevant to professional practice. This part of the course requires the individual to identify and construct research questions related to an area of education, critically evaluate appropriate literature of the respective field, devise and carry out appropriate research methods, and critically interpret and examine the
results and contribution of one’s research to the educational setting. In the process, the course participant is expected to comply with academic rigour and present findings in a well-structured and cogently argued form.
By the end of this programme, participants should be able to:
a. Critically assess and evaluate current literature on the chosen subject to define an area of study and formulate the research questions;
b. Employ the appropriate methodology to achieve the research targets as formulated in the research questions;
c. Clearly communicate to a specialised and non-specialised audience of own research findings;
d. Manage a research project within a specified timeframe;
e. Demonstrate originality in research;
f. Ensure research is conducted in an ethical manner
a. Identify and critically appraise the theoretical, scientific and/or empirical knowledge appropriate for the study;
b. Determine the contextual framework for the research;
c. Demonstrates critical knowledge of theoretical and evidence-based practices within the educational field;
d. Demonstrate a critical and analytical approach towards in-depth knowledge of the specific subject matter;
e. Identify and appreciate ethical and social issues within the field of educational research.
a. Design a research project related to a pedagogical and/or educational theme;
b. Adapt appropriate research methods to the field of study;
c. Formulate methods of collecting, manipulating and analysing data;
d. Compare and critically reflect on research findings and triangulate these findings with published
literature.
e. Create a hypothesis and establish the correct tools to test it
f. Critically evaluate the ethical issues related to own research.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
1. Cohen, L., Manion, L. and Morrison, K., (2011). Research Methods in Education. 7th ed. Routledge
2. Bryman, A., (2004). Social Research Methods. 2nd ed. Oxford: Oxford University Press
3. Neuman, W. L., (2003). Social Research Methods – Quantitative and Qualitative Approaches. 5th ed. USA: Pearson Education, Inc.
4. Opie, C., (2010). Doing Educational Research. London: SAGE
5. Clough, P., and Nutbrown, C. (2012). A Student’s Guide to Methodology (3 ed.): Sage Publications.
6. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches: Sage.
7. Cascio, M.A. and Racine, E. (2019). Research Involving Participants with Cognitive Disability and Differences: Ethics, Autonomy, Inclusion and Innocation. Oxford; OUP.
8. Sullivan, M. (2009). Philosophy, ethics, and the disability community. In D. M. Mertens, & P. E. Ginsberg The handbook of social research ethics (pp. 69-84). SAGE Publications, Inc., https://dx.doi.org/10.4135/9781483348971.n5
1. De Vaus, D. A. (2001). Research design in social research: Sage.
2. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process: Sage.
3. Tashakkori, A. & Teddie, C., (1998). Mixed Methodology – Combining Qualitative and Quantitative Approaches. London: SAGE.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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