Learning Outcomes and Assessment Criteria

Learning Outcomes: To achieve this unit a learner must be able to:	Assessment Criteria: Assessment of these outcomes demonstrates a learner can:
1. Understand the relevance of research within educational contexts.	1.1 Justify the contribution of research to education provision. 1.2 Discuss the significance of research to inform educational practice. 1.3 Demonstrate an understanding of the relationship between research and evidence-based practice in education. 1.4 Evaluate an existing piece of research relevant to education provision.
2. Demonstrate an understanding of fundamental research structure and approaches in education.	2.1 Identify the fundamental process of conducting a research study. 2.2 Examine different research methodologies and discuss their application in an educational context. 2.3 Explain the significance and application of theory, models and frameworks in research. 2.4 Explain and mitigate possible ethical considerations in research.
3 Collect, analyse and interpret data.	3.1 Create research questions to guide data collection. 3.2 Identify and explain types and sources of research data. 3.3 Create survey questions for use in qualitative research. 3.4 Collect and analyse data using thematic coding analysis method.
4. Plan a research proposal relevant to management of educational context.	4.1 Justify elements of a research proposal 4.2 Create an appropriate research proposal.

Required Text

Punch, K. F. & Oancea, A., (2014). Introduction to Research Methods in Education. London: Sage.

Suggested Reading

Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & Mannix-McNamara, P. (2014). Psychological distress and coping amongst higher education students: A mixed method enquiry. Plos one, 9(12), e115193.

Elliot, M., Fairweather, I., Olsen, W.K., and Pampaka, M. (2016). A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press

Gerber, P. J. (2012). The impact of learning disabilities on adulthood: A review of the evidenced-based literature for research and practice in adult education. Journal of Learning Disabilities, 45(1), 31-46.

Gibbs, P., Cartney, P., Wilkinson, K., Parkinson, J., Cunningham, S., James-Reynolds, C., … & MacDonald, A. (2017). Literature review on the use of action research in higher education. Educational Action Research, 25(1), 3-22.

Kivunja, C. (2018). Distinguishing between Theory, Theoretical Framework, and Conceptual Framework: A Systematic Review of Lessons from the Field. International Journal of Higher Education 7(6), 44-53.

Manhães, L. M. B., da Cruz, S. M. S., & Zimbrão, G. (2014, April). The Impact of High Dropout Rates in a Large Public Brazilian University-A Quantitative Approach Using Educational Data Mining. In CSEDU (3), 124-129.

Ramanaik S, Collumbien M, Prakash R, Howard-Merrill L, Thalinja R, Javalkar P, et al. (2018). Education, poverty and “purity” in the context of adolescent girls’ secondary school retention and dropout: A qualitative study from Karnataka, southern India. PLoS ONE 13(9): e0202470. https://doi.org/10.1371/journal. pone.0202470.

Victoria Clarke & Virginia Braun (2017) Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298.

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Answer

University	Qualifi Ltd
Subject	Unit EDML706 Research Methods in Education

Qualification	Qualifi Level 7 Diploma in Educational Management and Leadership
Unit Reference Code	F/618/3140
Unit Name	Research Methods in Education
Unit	EDML706
RQF level	7

Qualifi Level 7 Diploma Unit EDML706 Research Methods in Education (F/618/3140) Assignment Brief 2026

Qualifi Level 7 Diploma in Educational Management and Leadership

Unit EDML706 Assignment Brief

Aim

Learning Outcomes and Assessment Criteria

Required Text

Suggested Reading