Rhedir gan School of Educational Sciences

60.000 Credyd neu 30.000 Credyd ECTS

Semester 1 a 2

Trefnydd: Dr Fliss Kyffin

The dissertation module is an opportunity for you to delve into an area of educational research in considerable depth, allowing you to explore the literature in an area relevant to your own interest and experience, and to plan your own research in this area.

There are two dissertation pathways; XME-4103 Research Design project, and XME-4100 Applied Research project. If you are not a practitioner currently working in education, this Research Design project may be your preferred option. If you are currently working in education, please also see the information on XME-4100.

For students not currently working in education who are interested in conducting an Applied Research project, a voluntary research internship option may also be available. This would involve working with a supervisor who is already running a research project; you would work closely with the supervisor to assist with data collection and analysis. Each year, these opportunities will be advertised to all students on the course, and you will have the opportunity to apply. Selection of students for the internship opportunities will occur following individual interviews.

If you do not have access to relevant settings for data collection then you will undertake a research design project. This will consist of a literature review, a proposed methodology - including in depth planning and critical discussion of methods and methodology, designing data collection tools (e.g. questionnaires, interviews, observation plans), and creating appropriate research ethics documents and a detailed discussion of data analysis. It will be presented as a 7000-word research design report (70%), a 20-minute viva presentation (15%) and a 2000 word critical reflection report following feedback from the viva (15%).

Following on from your research methods module (XME-4401 or XME-4001), you will be allocated to a supervisor who will support you throughout your dissertation period. You will meet regularly with your supervisor, and will agree a timeline for submissions of draft work for feedback.

trothwy

52% / 55% / 58% ( Pass). Adequate evidence of reading and planning. Limited evidence of critical reflection, understanding of key concepts and application of skills. A satisfactory description of research methods and analysis of results: conclusions are drawn from the results. An outline of ethical considerations provided. Sound overall structure and presentation.

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62% / 65% / 68% (Merit) Showing insight and good evidence of critical reflection. Sustained and relevant chain of argument, good illustration, a sound basis of evidence and written with clarity.

ardderchog

74% / 80% / 87% / 95% ( Distinction). Outstanding in power of analysis, argument, originality, range of information, organisation, and stylistic quality.

1. Conduct a contemporary, detailed literature review at Master level to demonstrate a critical and balanced judgement when reviewing research papers.

2. Design a piece of quantitative and/or qualitative research, to address (a) relevant research question(s).

3. Demonstrate an understanding of research methodology, and be able to justify the research method(s) chosen to address the research question(s).

4. Describe how the research would be conducted, in appropriate detail.

5. Demonstrate an understanding of appropriate data analysis related to the proposed study and research questions.

6. Demonstrate a critical understanding of the proposed study through an assessed oral presentation.

7. Demonstrate expert knowledge in relation to the chosen area of research.

8. Consider ethical issues related to their research, understand the procedures needed to demonstrate compliance with School, College, University and workplace ethical requirements.

9. Critically discuss the key issues raised during the oral presentation, revising the proposed study where relevant.

		Oriau
Private study	Students working independently on their dissertations, including reading, writing and collecting data where appropriate.	570
One-to-one supervision	Meetings with Supervisor: The student will meet with the supervisor for 8 face to face/ e-mail /or Skype tutorials. (Supervisor reading of drafts and providing feedback: 20 hours)	30

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
• Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
• Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath

• Show originality in the application of subject specific knowledge and understanding.
• Adapt and transfer ideas from one educational context to another.
• Identify problems, evaluate solutions and critique research associated with educational practice.
• Acquire and analyse data in an educational context.
• Adopt an ethically sound approach to research with children and vulnerable adults.

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

The resources will differ depending on the student's area of study. For example, some students may need to visit schools or settings and will need access to transport to do this. In this case students would need to pay for public or private transport.

Rhestr ddarllen

Supervisors will support students in finding literature appropriate to their study area. Research methods sources:

Bowen, G.A. 2009. Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9 (2). pp. 27-40.

Braun, V. & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3 (2). pp. 77-101.

Cohen, L., Manion, L. & Morrison, K. 2011. Research methods in education. 7th ed. Routledge: Abingdon.

Creswell, J.W. & Miller, D.L. 2000. Determining Validity in Qualitative Inquiry. Theory Into Practice. 39 (3). pp. 124-130.

Denscombe, M. 2010. The Good Research Guide for small-scale social research projects. 4th ed. Open University Press: Maidenhead.

Edwards, E. & Holland, J. 2013. What is qualitative interviewing? Bloomsbury: London.

Hopkins, D. 2014. A teacher's guide to classroom research. McGraw-Hill Education: New York.

Hyett, N., Kenny, A. & Dickson-Swift, V. 2014. Methodology or method? A critical review of qualitative case study reports. International Journal of Qualitative Studies on Health and Well-being. 9 pp. 1-12.

Koshy, V. 2009. Action Research for Improving Educational Practice: A Step-by-Step Guide. 2nd ed. SAGE: London.

McNiff, J. 2016. You and your action research project. 4th ed. Routledge: London.

Newby, P. 2010. Research methods for education. Pearson Education Ltd: Harlow.

Nowell, L.S., Norris, J.M., White, D.E. & Moules, N.J. 2017.

Thematic Analysis; Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods. 16 pp. 1-13.

Owen, G.T. 2014. Qualitative Methods in Higher Education Policy Analysis: Using Interviews and Document Analysis. The Qualitative Report. 19 (26). pp. 1-19.

Robson, C. 2011. Real World Research. 3rd ed. John Wiley and Sons: Chichester. Stake, R.E. 1995. The art of case study research. SAGE: London.

Wilkinson, D. & Birmingham, P. 2003. Using research instruments; a guide for researchers. RoutledgeFalmer: London.

Yin, R.K. 2011. Qualitative research from start to finish. The Guilford Press: London.

Yin, R.K. 1984. Case study research: design and methods. SAGE: London.

Gorfodol mewn cyrsiau:

• X3AN: MA Education Studies year 1 (MA/EDST)
• X3BG: MA Education Studies (12-months) year 1 (MA/EST)