Outline

Overview

In this unit, you will develop an understanding and appreciation of research in education by systematically exploring key questions related to learning teaching, leadership and policy. The aim is to deepen your understanding of educational research and its relevance to your future professional career. The unit highlights how educational research is conducted and understood across different educational disciplines and their research traditions, processes and qualities. You will explore the relationship between research, practice and knowledge production and locate, critically analyse, and apply research to understand concepts, inform practice, interpret policy and engage in your own research.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Yara Hilal, yara.hilal@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Online Post - Research Questions & Preliminary Design Research Questions & Preliminary Design	10%	Week 04 Due date: 20 Mar 2026 at 23:59	500 words	AI allowed
Outcomes assessed:
Research analysis	Article Critique Article critique	25%	Week 06 Due date: 03 Apr 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Research Questions & Methodology Draft Research Questions & Methodology Draft	25%	Week 10 Due date: 08 May 2026 at 23:59	1000 words	AI allowed
Outcomes assessed:
Written work	Full Research Proposal Full Research Proposal	40%	Week 13 Due date: 29 May 2026 at 23:59	2000 words	AI allowed
Outcomes assessed:

Assessment summary

See Canvas for details.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical and original. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Superior clarity in written presentation and expression with attention to detail in all aspects evident. Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Scholarly critique of academic literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of academic sources. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent and logical. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate. Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Insightful critique or consideration of relationship between theory, research and practice. Personal/professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate. Uses a variety of discipline appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Substantial critical appraisal of the relevant literature to develop own ideas. Uses APA referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical and coherent. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate. Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Evidence of critical appraisal of literature, with a recognition of different perspectives. Uses APA referencing style with minimal errors. Effective use of relevant quotations. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way. Adequate attendance and participation in forums that meets stated criteria.
Fail	0 - 49	Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Literature is presented uncritically and in a purely descriptive way. Many errors or no use of APA conventions in referencing. Fails to meet University’s academic honesty policy. Very little or no consideration of the relationships between theory, research and practice. Inadequate attendance or participation in online forums that does not meet stated criteria. When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: What Is Educational Research?	Tutorial (2 hr)
Week 02	Module 1The process of resaearch and the Role of Theory (Quan,Qual and mixed)	Tutorial (2 hr)
Week 03	Module 1 : Ethical considerations in eesearch designs.	Tutorial (2 hr)
Week 04	Module 1: Reading and Evaluating Educational Research	Tutorial (2 hr)
Week 05	Module 2: Quantitative Research Designs	Tutorial (2 hr)
Week 06	Module 2: Qualitative Research Designs	Tutorial (2 hr)
Week 07	Module 2 : Mixed Methods and Action Research	Tutorial (2 hr)
Week 08	Module 3: Data Collection Techniques	Tutorial (2 hr)
Week 09	Module 3: Understanding and Interpreting Quantitative Data	Tutorial (2 hr)
Week 10	Module3: Understanding and Interpreting Qualitative Data	Tutorial (2 hr)
Week 11	Module 4: Research, Practice, and Professional Identity	Tutorial (2 hr)
Week 12	Module 4: Planning for Your Own Research and Lifelong Inquiry	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library list available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Develop practical knowledge of how and why research is conducted
LO2. Understand various types of data used in educational research and to evaluate the authenticity of data for learning
LO3. Recognise the relevance and benefits of research in their professional careers and/or consider future research career pathways
LO4. Critically analyse published research in their disciplines
LO5. Use research to inform their learning in other units of the Master of Education program and their future career applications
LO6. Understand researchers’ ethical responsibilities and accountabilities to the research process

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.5.3. (Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. 1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. 2.5.4. (Lead) Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.3. (Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge. 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 3.2.3. (Highly Accomplished) Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. 3.2.4. (Lead) Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. 3.3.2. (Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPU5001: Research Methodology in Education

Semester 1, 2026 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links