Research in Education II: Methodologies and Research and Innovation Techniques
Code: 45004 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| Research in Education | OB | 1 |
Contact
- Name:
- Laura Arnau Sabates
- Email:
- laura.arnau@uab.cat
Teachers
- María Lourdes Martínez Mínguez
- Anna Ciraso
- Joanna Genevieve Empain
- Sara Torres Vega
- Victor Lopez Simo
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This is a mandatory module in the master's programme
Objectives and Contextualisation
This module seeks to introduce students in the methodology of research in education
Specific cognitive objectives:
- Know the basic components and processes of an educational reserach.
- Know the theoretical-practical implications of the research
- Know the main methodologies and research methods in education
- Know the main techniques of information production
Specific procedural objectives
- Analyze the methodological context of the educational research
- Identify the elements or components involved in educational research design
- Recognize different procedures and methods of educational research
- Document the research methodologies and methods. Design techniques for collecting and producing information.
Specific attitudinal objectives
- Recognize the work of others and respect intellectual property
- Respect the ethical principles of the research process
Learning Outcomes
- CA04 (Competence) Apply criteria of methodological quality to the different phases of the research.
- CA05 (Competence) Assess the social, economic and environmental impact of education research.
- KA02 (Knowledge) Understand and appreciate the ethical principles of education research.
- KA03 (Knowledge) Understand and compare the paradigms, approaches and methodological designs of education research.
- KA04 (Knowledge) Identify education research problems that can be addressed through education research.
- SA02 (Skill) Prepare a design and select a methodology that are consistent with the research goals and questions.
- SA03 (Skill) Develop techniques and data collection instruments depending on the nature of the data and the sources of information.
- SA04 (Skill) Select the type of communication based on the recipients.
Content
1. Methods and designs of research in education
1.1. Quantitative research and educational innovation: ex post facto, experimental, quasi-experimental, correlational, and descriptive.
1.2. Qualitative research and educational innovation: phenomenological research, ethnographic research, case study, and participatory action research.
1.3. Contributions of mixed methods research to educational innovation.
1.4. Other methods: design based research and evaluation research
2. Instruments and strategies to collect information
2.1. Type of instruments: observation, interviews and questionnaires.
2.2.Design, development and validation of the instruments.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Analysis and discussion of the articles | 7 | 0.28 | CA05, KA02, KA03, KA04, SA04, CA05 |
| Exercise to practice in class | 10 | 0.4 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04, CA04 |
| Master classes / expositions | 30 | 1.2 | CA05, KA02, KA03, KA04, SA02, SA04, CA05 |
| Oral Presentation | 7 | 0.28 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04, CA04 |
| Type: Supervised | |||
| Tutorials | 30 | 1.2 | SA02, SA03, SA02 |
| Type: Autonomous | |||
| Individual work and assignments | 100 | 4 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04, CA04 |
| Reading articles | 41 | 1.64 | CA05, KA02, KA03, KA04, CA05 |
The teaching methodology will be carried out using an RBL (Research-Based Learning) methodology on the following dynamics:
- Lectures
- Reading of research articles
- Analysis and discussion of research articles
- Classroom practices applying a feminist and intersectional research approach.
- Study and resolution of problems and practical cases.
- Oral presentations
- Tutorials
Efforts will be made to incorporate gender and inclusion perspectives into the course, in accordance with current institutional guidelines.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Active participation in class (individual) | 10% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA04 |
| Classroom activities and final work M2 (individual & group) | 20% - 40% per assignment up to 60% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04 |
| Oral Presentation and follow-up of final work M2 (individual) | 30% | 0 | 0 | CA04, CA05, KA02, KA03, KA04, SA02, SA03, SA04 |
The evaluation of the module will be carried out thorugh the activities indicated.
The final grade will be the weighted average of the planned activities. In order to apply this criterion it will be necessary to obtain at least a 4 in all activities.
Class attendance is mandatory, and must be at least 80%.
The oral presentation of the research project will take place prior to the completion of module. The submission of the Final Project will be done via Moodle once the module is completed.
The rest of the classroom activities will be distributed throughout the entire module, with scheduled start and submission dates; these dates will be provided in the course programme, which will be made available on the first day of class.
If a student opts for the single evaluation mode, the evaluation date will be on the final day of the module. In addition to completing the follow-up and oral presentation, the student must submit, via Moodle, a portfolio with the set of evidence established as evaluation activities that will also be submitted on the final day of the module.
The recovery of the Final Project of the module and/or any classroom activity (for students undergoing continuous assessment) or the Portfolio (for students undergoing single assessment) is expected to be carried out within a maximum period of one month after the completion of the module. The maximum score that can be obtained for the failed part will be 6. In order to participate, the teacher may require a minimum prior grade of 3.5. The oral presentation (whether it is part of continuous assessment or single assessment) will not be recoverable.
The return and follow-up of the activities that are part of the qualification will be given in less than 20 days. The student who wants to review the mark must do so within 15 days of its publication in the tutoring schedulethat theteaching staff has established for this subject and that is part of the program of this module.
If the student has not been able to provide sufficient assessment evidence (less than one third), the grade not assessable will appear in the course record.
In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the work development, provided that the final result reflects a significant contribution from the student in terms of personal analysis and reflection. The student must clearly identify which parts were generated using AI technology, specify the tools used, and include a critical reflection on how these tools influenced both the process and the final outcome of the activity. Lack of transparency regarding the use of AI will be considered academic dishonesty and may result in a penalty in the activity’s grade or more severe sanctions in serious cases.
Copying or plagiarism in any type of assessment activity constitutes a crime, and will be penalized with a 0 as a grade for the subject losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0).
A work, activity or exam will be considered "copied" when it reproduces all or a significant part of the work of another colleague.
A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.
It’s necessary for the student to show a good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide. Therefore, in all activities (individual or in group), linguistic correction, writing and formal aspects of presentation will be taken into account. Students must beable to express themselves fluentlyandcorrectly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or failed if the teaching staff considers that it does not meet these requirements. In addition, before submitting any activity or exam, the student must verify that he or she has correctly written the sources, notes, citations and bibliographic references following the APA regulations.
Bibliography
APA (2019).Publication manual of the American Psychological Association. (7th ed). American Psychological Association.
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Biglia, B. (2022). Introduint la perspectiva de gènere interseccional a les estadístiques. Guia teoricopràctica. Institut Català de les Dones i Publicacions de la Universitat Rovira i Virgili.
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.
Creswell, J. W., & Guetterman, T. C. (2024). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Cumbo, B., & Selwyn, N. (2022). Using participatory design approaches in educational research. International Journal of Research & Method in Education, 45(1), 60-72. https://doi.org/10.1080/1743727X.2021.1902981
Davis, D. J., Olive, J. L., & Brunn-Bevel, R. J. (Eds.). (2023). Intersectionality in educational research. Taylor & Francis.
Diaz-Barriga, A. y Luna-Miranda, A.B. (Coords.) (2015). Metodología d ela investigación educativa. Aproximaciones para entender sus estrategias. Ediciones Díaz Santos.
Espinoza, E.E. (2015). Aspectos teóricos e instrumentos de la Metodología de Investigación Educativa. Universidad Técnica de Machala.
Fabregas, S.; Meneses, J. Rodríguez-Gómez, D. y Paré, M.H. (2016). Técnicas de investigación social y educativa. Editorial UOC.
García Bellido, R. (2024). Manual. Metodología de la investigación en educación. Tirant Humanidades.
Hatch, J. A. (2023). Doing qualitative research in education settings (2nd ed.). Bloomsbury.
Hernández, F. y Rifà-Valls, M. (Coords.) (2011). Investigación autobiográfica y cambio social. Octaedro.
Hernández Sampieri, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación (6ª ed). McGraw-Hill.
Hernández Sampieri, R. Y Mendoza, C.P. (2018). Metodología de la investigación. Las rutas cuantiativa, cualitativa y mixta. McGraw-Hill.
Johnson, R. B., & Christensen, L. B. (2025). Educational research: Quantitative, qualitative, and mixed approaches. 8th Edition. Sage.
Krueger, R.A.; Casey. M.A. (2008). Focus groups: A practical guide for applied research. SAGE.
León, O. & Montero, I. (2015). Métodos de investigación en Psicología y Educación. Las tradiciones cuantitativa y cualitativa. (4a Edición). McGraw Hill Education.
Leavy. P. (2017). Research Design. Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-based Participatory Research Approachs. Guilford Press.
Martínez Mediano C. & Galán González, A. (2014). Técnicas e instrumentos de recogida y análisis de datos. UNED.
Mertens, D.M. (2010). Research and Evaluation in Education and Psychology (3rd Edition). SAGE.
Mertler, C. A. (2024). Introduction to educational research. Sage.
Mertler, C. A. (2024). Action research: Improving schools and empowering educators. Sage.
Moore, E. y Llompart, J. (2017). Recoger, transcribir, analizar y presentar datos interaccionales plurilingües. En E. Moore y M. Dooly (Eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 418-433). Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.639
Patton, M. Q., Burkholder, L. M., Crawford, L. M., Cox, K. A., Hitchcock, J. H., Nickleberry, L. D., & Munce, S. E. P. (2023). Research design and methods: An applied guide for the scholar-practitioner. SAGE.
Pink, S. (2015). Doing sensory ethnography. Sage.
Pink, S. et al. (2019). Etnografía digital, principios y prácticas. Morata.
Poth, C. N. (2023). Mixed methods research design. Sage
Saldaña, J. (2024). Developing theory through qualitative inquiry. SAGE
Stolz, S. A. (2023). The practice of phenomenology in educational research. Educational Philosophy and Theory, 55(7), 822-834. https://doi.org/10.1080/00131857.2022.2138745
Reeves, T. C., & Reeves, P. M. (2023). Educational design research. In Mapping the Field of Adult and Continuing Education (pp. 609-613). Routledge.
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Young, M. D., & Diem, S. (Eds.). (2024). Handbook of critical education research: Qualitative, quantitative, and emerging approaches. Routledge
Software
This module does not need a specific software
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAULm) Classroom practices (master) | 1 | Spanish | annual | afternoon |
| (PAULm) Classroom practices (master) | 2 | Spanish | annual | afternoon |