Research Methods and Evidence-Based Practice CYP 5073

Research Methods and Evidence-Based Practice CYP 5073

Assessment Task

Research Presentation

A short introduction to the task. Key resources.

Template to outline structure and content. Rubric to understand marking criteria.

Video to explain it.

 A short introduction to the task

The research presentation will assess students’ understanding of the research methods introduced during semester one. In this assignment, students will be required to:

• Determine their research area of interest
• Identify research that has previously explored this area. Students must identify at least THREE methods used in previous research (e.g., interviews, surveys, experiments, observations). These methods do NOT need to be in the same paper. In this sense, students will need to engage with and identify several research papers regarding their area of interest
• Discuss the research and their findings
• Reflect on the strengths and limitations of each method used to conduct this research
• Consider how you could use this method for your research

The data extraction tool that students complete throughout the module will support this assignment. The assignment will encourage students to engage with research in their area of interest and provide them with the knowledge base and research skills required for the semester two module and the dissertation at Level 6.

Submission: Your presentation must be submitted to Turnitin by -

Research Presentation

10 minutes (1,000 words equivalent)

50%

LO: 1, 2, 3

Key resources:

Core texts

• Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press.
• Christensen, P. and James, A. (Eds) (2008) Research with Children.
• Perspectives and Practices, London: Routledge.
• Flick, U. (2015). Introducing Research Methodology. London: Sage.
• Pajo, B. (2017). Introduction to Research Methods: A Hands-On Approach. London: Sage.

Recommended texts

• Fraser, S., Lewis, V., Ding, S., Kellett, M. and Robinson, C. Eds. (2004) Doing Research with Children and Young People, London: Sage/OU.
• Gordon, L. (2019). Fundamental Research (2nd Eds). London: Sage.
• Schutt, R.K. (2018). Understanding the Social World: Research Methods for the 21st Century. London: Sage.
• Silverman, D. (2017). Doing Qualitative Research (5th Eds). London: Sage.

Journals*

• British Journal of Research
• International Journal of Educational Research
• International Journal of Social Research Methodology
• The Research Journal
• World Research Journals

Websites

• https://esrc.ukri.org/
• https://www.data-archive.ac.uk
• http://methods.sagepub.com/

*The journal most supportive of this module will depend on the area of interest you select to explore. As such, if your study relates to Education, you will need to identify relevant Education journals; if it concerns Psychology, you will need to identify relevant Psychology journals; if your study is about Social Work, you will need to identify relevant Social Work journals. You will be provided support throughout this module in identifying journals and/or articles that are relevant to your topic

Template:

Individual Presentation (10 min) – recorded

The presentation must contain at least 500 words, including slide zero and references. Skills

Topic

Using a chosen topic for a research presentation, you will conduct a presentation similar to a research conference scenario. You will be assessed on your communication skills, self-awareness, reflection skills, knowledge of the chosen role, understanding of the relevant sector, and timekeeping skills.

This will be 7 - 10 minutes long, plus 5 minutes for questions.

Please title this

“The research presentation, the ...”

Please insert the topic that you wish to cover in your presentation. For example:

The research presentation, the incidence rate of common mental health disorders linked with diabetes

Classification:

Criterion:

Exceptiona l First

100, 95, 92

Outstandin g 1st/Dist 88, 85, 82

First/Distincti on

78, 75, 72

2 (i)

68. 65. 62

2 (ii)

58. 55. 52

Third

48. 45. 42

Fail

38. 35.

32

Abject Fail 25, 20, 10, 0

Knowledge & Understanding

Polished grasp of subject. Astute and authoritativ e approach to complexity.

Comprehen sive and confident grasp with a strong sense of subject complexity.

Thorough understanding is evident and well applied to questions or projects.

Secure, general understan ding and reasonabl e application to question or project.

Sound knowledge relevant to the question or project.

Limited knowledge shows basic understandi ng. Some awareness of the context of the question or project.

Faulty understa nding of questions or concepts. Irrelevant or mostly absent content.

No understanding of question or concepts.

Irrelevant or absent content.

Structure, Argument

Effective and integrated over- arching argument or structure, clear, insightful synthesis. Highly creative understanding of topic.

Effective overall argument with clear and insightful connections between claims.

Creative understanding of topic.

Clear and logical focus and direction with valuable connections made between claims. Good level of creativity.

Well- focused on the question with some clear connectio ns made between claims and some overall direction. Some creativity.

Addresses the topic with some direction and makes some connections between claims or different parts of artefact/assig nment.

Argument is weak and difficult to detect.

Connection s made between statements limited

Lack of argument

Faulty connectio n between statemen ts.

No argument. Many faulty connections between statements.

Analysis and Conclusions

Original and searching analysis, critical appraisal of task and judicious conclusions

.

Searching analysis with pertinent conclusions drawn.

Insightful analysis throughout with appropriate conclusions drawn.

Strong analysis of salient illustrative examples. Some general conclusion s drawn.

Some conclusions drawn based on some reasonable comparisons and examples.

Basic analysis. Remains descriptive, little evaluation or comparison.

Few clear conclusions

Insufficie nt evaluatio n or attempt to make comparis ons.

Conclusi ons illogical insufficient.

No evaluation or attempt to make comparisons. Conclusions illogical or absent.