Overview
Both qualitative and quantitative research skills are highly sought after in many career paths. This unit builds upon Research Methods 1 (PSYC11012) to provide you with the knowledge and skills to conduct and appraise both qualitative and quantitative research in your university and/or professional careers in psychology. The unit will continue to build your skills in critiquing, designing, and analysing qualitative research. It will also further advance your skills related to designing quantitative research, including how to perform basic statistical analyses by hand and using industry-standard computer software. Students who are not confident in their mathematical abilities are encouraged to contact the Academic Learning Centre (ALC) to discuss 'refresher' options.
Details
Pre-requisites or Co-requisites
Pre-Requisite Completion of PSYC11012.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback via email.
Students appreciated the thorough and constructive feedback on assessment tasks, as well as the opportunity to apply what was learnt from this to later assessment tasks.
Continue to provide feedback on assessments that enables student understanding and opportunities to apply the lessons learnt from this.
Feedback from Student feedback in live tutorial classes.
Students like the series approach to the assessments in the unit that have a quantitative focus. They report the shorter, focussed scope of these tasks, coupled with timely feedback on performance, enables them to focus their efforts and reduce anxiety related to larger assessments.
The content and structure of the assessment schedule will continue to be monitored for efficacy.
Feedback from Student Unit and Teaching Evaluations (SUTE).
Students reportedly enjoy the opportunity to learn about both qualitative and quantitative research methods
Continue the current structure of the unit, which incorporates both qualitative and quantitative research methodology in psychological research.
Feedback from Student feedback via Student Unit and Teaching Evaluations (SUTE) and Unit Coordinator reflection.
Some students reported valuing the 'At Your Pace' Online Statistics Workbook Resources, particularly the functions that allow them to test their understanding of the video content through interactive quizzes.
Consider including more interactive content that allows students to test their understanding in the pre-recorded lectures.
- Compare and contrast qualitative and quantitative research approaches.
- Map a thematic analysis of qualitative research data.
- Calculate and report quantitative data in a professional format.
This unit addresses Foundational Competencies as specified by the Australian Psychology Accreditation Council (APAC). The unit specifically aligns to the following APAC graduate competencies:
1.1 Comprehend and apply a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach, including the following topics: i. the history and philosophy underpinning the science of psychology and the social, cultural, historical and professional influences on the practice of psychology; and xii. research methods and statistics.
1.2 Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
1.3 Analyse and critique theory and research in the discipline of psychology and communicate these in written and oral formats.
1.4 Demonstrate an understanding of appropriate values and ethics in psychology.
1.6 Demonstrate self-directed pursuit of scholarly inquiry in psychology.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Project (applied) - 10% | |||
| 2 - Poster Sessions - 30% | |||
| 3 - Portfolio - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Successful qualitative research: A practical guide for beginners
Edition: 1 (2013)
Authors: Braun, V., & Clarke, V.
Sage Publishing
ISBN: 9781847875822
You can elect to purchase the softcover, hardcover, or electronic version of this textbook.
You can elect to purchase the softcover, hardcover, or electronic version of this textbook.
Additional Textbook Information
For the quantitative component of this unit, students will need to access a computer statistical software, capable of running simple regression and a one-way ANOVA (with follow-up tests) analyses.
To keep costs low, teaching staff will demonstrate these analyses using the freeware, Jamovi, available for download here: www.jamovi.org/download.html
If you prefer, you may elect to use / purchase an alternative software program that is able to run these analyses, such as IBM® SPSS® Statistics (IBM SPSS Software).
Please note, the Braun and Clarke (2013) textbook will support your learning of the qualitative component of the unit. Free readings to support your learning of the quantitative content will be provided via the eReading List on the unit's Moodle page.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Jamovi (free statistics analysis program) or other statistics software
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
l.lole@cqu.edu.au
Module/Topic
Introduction to Qualitative Research A
Chapter
Braun & Clarke (2013)
- Chapter 8: Moving towards analysis
Events and Submissions/Topic
Module/Topic
Introduction to Qualitative Research B
Chapter
Braun & Clarke (2013)
- Chapter 12: Quality criteria and techniques for qualitative research
Events and Submissions/Topic
Module/Topic
Scale Development and Scales of Measurement
Central Tendency and Variance
Reporting Results
Chapter
Burton et al. (2018)
- Chapter 3: Measurement and Validity
Cote et al. (2021)
- Chapter 3: Measures of Central Tendency and Spread
APA Manual (2020)
- Chapter 6: The Mechanics of Style
Events and Submissions/Topic
Module/Topic
z-Scores, Probability, and Percentiles
Hypothesis Testing
Chapter
Cote et al. (2021)
- Chapter 4: z-Scores and the Standard Normal Distribution
- Chapter 5: Probability
- Chapter 6: Sampling Distributions
- Chapter 7: Introduction to Hypothesis Testing
Events and Submissions/Topic
Module/Topic
Chi-square
Chapter
Cote et al. (2021)
- Chapter 14: Chi-square
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Correlation
Chapter
Cote et al. (2021)
- Chapter 12: Correlations
Events and Submissions/Topic
Calculation Portfolio Due: Week 6 Wednesday (27 Aug 2025) 11:59 pm AEST
Module/Topic
Regression
Chapter
Cote et al. (2021)
- Chapter 13: Linear Regression
Events and Submissions/Topic
Calculation Portfolio #2 Due Week 7 Wednesday (3 September 2025) 11:59 pm AEST
Module/Topic
Unrelated samples t-test
Chapter
Cote et al. (2021)
- Chapter 8: Introduction to t-tests
- Chapter 10: Independent Samples
Events and Submissions/Topic
Calculation Portfolio #3 Due Week 8 Wednesday (10 September 2025) 11:59 pm AEST
Module/Topic
Related samples t-test
Chapter
Cote et al. (2021)
- Chapter 9: Repeated Measures
Events and Submissions/Topic
Calculation Portfolio #4 Due Week 9 Wednesday (17 September 2025) 11:59 pm AEST
Module/Topic
One-way Independent Groups ANOVA
Chapter
Cote et al. (2021)
- Chapter 11: Analysis of Variance
Events and Submissions/Topic
Calculation Portfolio #5 Due Week 10 Wednesday (24 September 2025) 11:59 pm AEST
Module/Topic
Qualitative Project Design A
Chapter
Braun & Clarke (2013)
- Chapter 4: Interactive data collection 1: interviews
- Chapter 5: Interactive data collection 2: focus groups
- Chapter 6: Textual data collection: surveys, stories, diaries and secondary sources
- Chapter 7: Preparing audio data for analysis: transcription
Events and Submissions/Topic
Calculation Portfolio #6 Due Week 11 Wednesday (1 October 2025) 11:59 pm AEST
Module/Topic
Qualitative Project Design B
Chapter
Braun & Clarke (2013)
- Chapter 3: Planning and designing qualitative research
- Chapter 4: Interactive data collection 1: interviews
- Chapter 5: Interactive data collection 2: focus groups
- Chapter 6: Textual data collection: surveys, stories, diaries and secondary sources
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The qualitative component of the unit will be taught by Dr Paul Duckett in Weeks 1, 2, 11, and 12. The quantitative component of the unit will be taught by Dr Lisa Lole in Weeks 3-10, inclusive.
Students will be required to purchase a textbook to support their learning of the qualitative content. Readings to support students' learning of the quantitative content will be provided for free via the eReading List on the unit's Moodle page.
Students will be required to have access to a statistical software program for Calculation Portfolio tasks 3 and 6 (which are part of Assessment 3). They may elect to use a freeware - teaching staff will demonstrate the use of a program called Jamovi - or purchase a license to an industry-standard software package, such as IBM® SPSS® Statistics (IBM SPSS Software).
1 Poster Sessions
You will be given a transcript taken from an interview. The transcript has been analysed by psychology staff who have undertaken a thematic analysis of the conversation. You will see their notes, their coding, and the themes that they have developed from the transcript.
Your task is to present a poster that shows off those themes in a way that provides a useful and novel way of thinking about the topic that was discussed in the interview.
You will then write a short commentary on how your representation of the data (the themes) differs from the most common ways of representing quantitative data in a figure.
Level of GenAI use allowed
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.
Week 4 Friday (8 Aug 2025) 11:59 pm AEST
Please complete your non-linear map assessment using a document processer (e.g., MS Word) then upload your submission to Moodle in .doc or .docx format by the due time/date.
Week 6 Tuesday (26 Aug 2025)
Marks and feedback will be made available in Moodle 2-3 weeks from the due date.
*** PLEASE NOTE: You must pass this assessment to pass the unit. A minimum mark of 15 out of a total 30 possible marks on this assessment is required to pass the unit. ***
You will be assessed against a marking rubric that will focus on two key areas of your learning:
- Your ability to compare and contrast a qualitative and a quantitative way of presenting research data
- Your ability to map the results of a piece of thematic analysis through creating a non-linear figure/diagram
WORD LIMIT: Your submission should be no more than 300 words (exclusive of any words contained in your illustration/graphic/figure but inclusive of any text used in your headings). Any words over that limit will not be read or assessed by your marker. See the Psychology Word Count Information on Moodle for a rationale for this type of word limit restriction.
USE OF GENERATIVE AI
For this assessment, you may elect to use Generative AI to help you:
· Understand the different ways the concepts are discussed, as well as finding and understanding background literature and resources related to Big Q qualitative analysis, and the differences between Big Q qualitative methods and quantitative methods.
· Create individual images that you can use to represent themes in your thematic map.
· Check the grammar, punctuation, and syntax of your written work.
· Enhance the vocabulary of your writing and submitted assessment.
· Manage the word count of the assessment.
You are not permitted to use Generative AI technology to:
· Generate your final thematic map.
· Generate the final text for the written component.
- Compare and contrast qualitative and quantitative research approaches.
- Map a thematic analysis of qualitative research data.
2 Project (applied)
Qualitative data is often used to guide the development of quantitative research questionnaires. For instance, the generalisability of themes identified from qualitative interviews with a few individuals can be tested using quantitative tools that survey a larger proportion of the population.
For this task, you will be provided with an interview transcript and a research question. You are required to read the transcript and familiarise yourself with the extracted themes, then develop content that is suitable for quantitative data collection. You will also demonstrate your ability to reflect upon the development process and the efficacy of your constructed survey items.
Accordingly, your submission will include the following components:
- The construction of a main survey item that could be used to quantitatively measure participants’ experiences of a transcript theme. The item should be informed by design principles, relevant to the target audience, and comprised of appropriately aligned instructions, question, and response options.
- A reflection that provides insight into: a) The factors you took into consideration when designing the main survey item and why this item is likely to be effective in measuring the construct of interest, b) contextual factors that may impact responses to the main survey item, and an example of a suitable follow-up survey item that may be used to provide such context, reduce misinterpretation, and/or improve the understanding of your main survey item.
Level of GenAI use allowed
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.
Week 6 Wednesday (27 Aug 2025) 11:59 pm AEST
Please complete your survey creation assessment using a document processer (e.g., MS Word) then upload your submission to Moodle in .doc or .docx format by the due time/date.
Week 8 Wednesday (10 Sept 2025)
Marks and feedback will be made available in Moodle approximately 2 weeks from the due date.
Initially, this assessment will be marked out of 20. These marks will then be weighted to contribute towards 10% of your overall mark for this unit (i.e., your mark out of 20 will be converted to a mark out of 10).
Out of 20 total marks, 11 marks will be awarded for the proficient construction of the main survey item. The remaining 9 marks will be awarded for an insightful, yet concise, reflection.
A detailed marking rubric, that breaks down of the requirements and marks allocated to each component, is available on the 'Assessment 2' tab of the unit's Moodle page.
WORD LIMIT
400 words for the reflection component.
USE OF GENERATIVE AI
For this assessment, you may elect to use Generative AI to help you:
· Understand the concepts discussed, as well as finding and understanding background literature and resources related to the topic.
· Brainstorm ideas for your responses.
· Develop the structure of your responses.
· Check the grammar, punctuation, and syntax of your written work.
· Enhance the vocabulary of your writing and submitted assessment.
· Manage the word count of the assessment.
You are not permitted to use Generative AI technology to:
· Generate your final responses.
· Paraphrase the responses of other students.
- Compare and contrast qualitative and quantitative research approaches.
3 Portfolio
You will be required to complete 6 Calculation Portfolio tasks, each worth 10% of your final grade. Four of these tasks will require you to perform statistical calculations by hand. The other 2 tasks will require you to perform statistical calculations using computer software. You will have ONE attempt at each of these tasks.
Calculation Portfolio Tasks #1, #2, #4, and #5 are the tasks that require you to perform statistical calculations by hand. You will have 2 hours to complete each attempt via Moodle.
Calculation Portfolio Tasks #3 and #6 will require you to perform statistical calculations using computer software.
The following outlines the task, due dates, type of calculation (hand, computer), and content for this assessment:
- Portfolio #1 is due Week 6 and will be a hand calculation based on Week 5 material.
- Portfolio #2 is due Week 7 and will be a hand calculation based on Week 6 material.
- Portfolio #3 is due Week 8 and will be a computer calculation based on Week 7 material.
- Portfolio #4 is due Week 9 and will be a hand calculation based on Week 8 material.
- Portfolio #5 is due Week 10 and will be a hand calculation based on Week 9 material.
- Portfolio #6 is due Week 11 and will be a computer calculation based on Week 10 material.
Level of GenAI use allowed
Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Week 6 Wednesday (27 Aug 2025) 11:59 pm AEST
Calculation task #1 is due 11:59 pm (AEST) on 27/08/2025; Calculation task #2 is due 11:59 pm (AEST) on 1/09/2025; Calculation task #3 is due 11:59 pm (AEST) on 10/09/2025; Calculation task #4 is due 11:59 pm (AEST) on 17/09/2025; Calculation task #5 is due 11:59 pm (AEST) on 24/09/2025; Calculation task #6 is due 11:59 pm (AEST) on 1/10/2025.
Week 8 Wednesday (10 Sept 2025)
For the hand calculation tasks (i.e., #1, #2, #4, and #5), marks will be made available in Moodle immediately after completion of each task. Detailed feedback will be given when each assessment closes. Feedback on the computer calculation tasks (i.e., #3 and #6) will be returned approximately 2 weeks from the due date.
*** PLEASE NOTE: You must pass this assessment to pass the unit. A minimum mark of 30 out of a total 60 possible marks, across all calculation portfolio tasks, is required to pass the unit. ***
MARKS
There are TWO different types of calculations that you will be required to complete as part of this assessment portfolio. Four of these tasks require you to perform a statistical calculation by hand and two of them will require you to perform statistical calculations using computer software.
Marks will be awarded for these two types of tasks differently, as outlined below:
HAND CALCULATION TASKS:
Calculation Portfolio Tasks 1, 2, 4, and 5 are based on hand calculations.
Each of these tasks will each be graded out of 10. You will receive 1 mark for each correct answer.
Please see practice tasks and feedback on the 'Assessment 3' tab of the Moodle page for the unit for further details on what kind of answers are expected on these tasks.
COMPUTER TASKS:
Calculation Portfolio Tasks #3 and #6 are based on statistical calculations using computer software.
Each of these tasks will each be graded out of 10. Marks will be allocated, according to the following criteria:
- Correct execution of a statistical analysis for the dataset provided, using a statistical software program (2 marks)
- Justification for the statistical test (2 marks)
- Results reported and interpreted correctly (4 marks)
- Results written according to American Psychological Association (APA) standards (2 marks)
A detailed marking rubric, that breaks down of the requirements and marks allocated to each component of the computer tasks, is available on the 'Assessment 3' tab of the Moodle page for the unit.
Example responses that will give you a sense of what type of response is expected for these tasks are also available on Moodle.
USE OF GENERATIVE AI
For this assessment, you may elect to use Generative AI to help you:
· Understand the concepts discussed, as well as finding and understanding background literature and resources related to the topic.
· Get extra practice for tasks by generating practice datasets and getting feedback on your performance on these.
· Develop the structure of your responses (especially for computer tasks).
· Check the grammar, punctuation, and syntax of your written work.
· Manage the word count of the assessment.
· Get guidance on paraphrasing your work.
You are not permitted to use Generative AI technology to:
· Perform calculations and report the results of these in your submitted work.
· Double check the answers of your calculations.
- Calculate and report quantitative data in a professional format.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
