Module manager: Dr Syafiq Mat Noor
Email: s.matnoor@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
EDUC5062M Qualitative data: processes of collection, interpretation and analysis EDUC5063M Introduction to quantitative data analysis
This module is not approved as an Elective
This module introduces students to a range of analytical tools in educational research, providing advanced knowledge and skills to undertake independent research and critically evaluate existing studies. It is particularly suited to students with experience working in educational settings who are considering doctoral study, supporting the development of critical, well-rounded educational leaders and researchers equipped with strong methodological and analytical expertise. The module emphasises rigorous practical training alongside critical theoretical understanding. Students will develop applied skills in systematic review methodologies, as well as quantitative and qualitative research approaches in education. The systematic review strand focuses on the critical appraisal and synthesis of evidence from educational research literature. The quantitative strand provides a robust grounding in advanced quantitative analysis, including its application within mixed methods designs. The qualitative strand engages critically with the advanced analysis of empirical text-based and visual data. Throughout the module, ethical considerations are embedded, encouraging students to develop rigorous and responsible research practices in education.
Students will develop an advanced critical understanding of analytical approaches used to evaluate research evidence in education, including systematic review, advanced quantitative analysis, and advanced qualitative analysis. Students will critically analyse research literature and empirical data to construct theoretically informed interpretations and coherent academic arguments, demonstrating depth of analysis and intellectual rigour across diverse methodological approaches. Students will evaluate the role of analytical reasoning in shaping rigorous and ethical research practices, recognising the importance of critical appraisal, reflexivity, and responsible knowledge production within education research. Students will apply advanced analytical techniques through systematic review, quantitative analysis, and qualitative inquiry to interpret and evaluate research evidence and empirical data in education. Students will also demonstrate ethical judgement and reflexive decision-making when conducting and presenting research analysis, ensuring that their analytical practices align with rigorous, responsible, and ethically informed standards within education research.
On successful completion of the module students will be able to:
1. Demonstrate advanced critical understanding of analytical approaches used to evaluate research evidence in education.
2. Critically analyse research literature and/or empirical data to develop theoretically informed interpretations and arguments.
3. Evaluate the role of analytical reasoning in producing rigorous and ethical research practices within educational research.
Skills learning outcomes:
On successful completion of the module students will be able to:
1. Apply advanced analytical techniques to interpret and evaluate research evidence and empirical data in education.
2. Demonstrate ethical judgement and reflexive decision-making when conducting and presenting research analysis in education.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Practical | 11 | 3 | 33 |
| Seminar | 2 | 1 | 2 |
| Private study hours | 265 | ||
| Total Contact hours | 35 | ||
| Total hours (100hr per 10 credits) | 300 | ||
A formal formative assessment opportunity will be provided for the summative assessment task, specifically aligned pedagogically with that task. As part of this, each student will receive feedback designed to support the development of knowledge and skills that will be assessed in the summative task.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Coursework | 100 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resists will be assessed by the same methodology as the first attempt, unless otherwise stated.
Check the module area in Minerva for your reading list
Last updated: 07/05/2026
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