(Solution) EDUC2055 Research Methods in Education




1.0 Background-Issue identification and rationale

1.1 Issue

Research evidence have shown that the home should be where children can begin their literacy acquisition and unless homes are connected to the society and the schools in enhancing children literacy acquisition; the homes could impede and neutralise children’s efforts in literacy acquisition (Dulay et al., 2018). Research by Hayes et al. (2018), it is widely acknowledged and accepted that homes can provide children with critical and powerful influence on their early literacy skills acquisition and development. Children whose parents are directly involved in their academic studies are more likely to be achieve success in school if they have acquired before they go to school (Boonk et al., 2018). Early literacy acquisition is also shown to be a good method for developing school social interaction skills. One of the major developments in the research on literacy acquisition has been the classification of children literacy acquisition as a social communication element (Sheridan et al., 2019) further research evidence that if parents want their sons and daughters to read and write.  Sheridan et al found from the research that if parents support children before they go to school in their reading and writing. This will help the child to develop a good level of literacy skills before they go to school. Sheridan et al also found in their research that good literacy skill are the good foundation for other skills. This also found that from their research they recommend that school practitioners and teachers should seriously consider home and family units as important constructors of early literacy development. The preschool period is an important transition period for later success academically (Hayes et al. (2018). The child spends most of his/her time away from a school setting, and much of the learning of this early literacy happens at home within the family context (Martini and Senechal, 2012).

1.2 Early Childhood Education Policy

Working with families in promoting children early literacy acquisition and development is a relatively recent practice in the UK (Dickinson et al, 2013).Aram (2018) argues that it is only in the last two decades has policy has recognised and acknowledged home learning environment as particularly important in developing young readers literacy. This, in addition to challenges such as inequality in educational attainment and the promotion of social mobility, has led to the development of numerous education policies across the UK poised at closing the substantial gaps and meeting the challenges mentioned above (Hayes et al., 2018). In the realm of early literacy development, a particular policy is known as early years policy the UK has been developed. The development of the early years and childcare policy UK was spurred by growth in interests and researches in the field of the early childhood education department. Increased interests and researches in the field of early childhood education have found rigorous evidence that parental interventions can improve child development during the early years including the development of reading and writing skills (Hayes et al., 2018). The focus of this proposal research is on Childhood Education in Newcastle upon Tyne. Newcastle upon Tyne is a city in Tyne and Wear, England.

1.3 Research Rationale

This research is relevant in today’s society because it is important for people all around the globe to understand that parents who get involved in supporting the development of literacy skills of their children which not only help them transit between their discourses more easily and fluently but also gain success in school. This research is important because many children are not receiving the support they need from their parents and/or guardians, which could be attributed to lack of awareness of the importance of parental involvement in early literacy development in children (Boonk et al., 2018).Boonk et al. (2018) believe that some parents are increasingly trying to help but lack the knowledge of going about helping their children, particularly when they do not know how to support their children’s pre-school literacy skills. To ensure that, parents can be supported to develop their children’s literacy skills before they go to school. It is important there is a research to understanding why I make this research proposal.

1.4 Research Aim and Objectives

The Research Aim of the research is to investigate the impact of parental support to developof a child’s early literacy skills.

Three Research Objectives of this proposal are:

  • To analysis the aquatic evidence from the links between home literacy environment and the early literacy skills of a child in Newcastle upon Tyne
  • To investigate the relationship between parental involvement and the literacy abilities of children.
  • Meeting the two above research objectives. This will build understanding of how parental support impacts upon the development of a child’s literacy skills and abilities. This will enable parents to use the guidance we can develop from the evidence from the research to ensure the successful development of the literacy skills and abilities of children.


1.5 Research Questions

To meet the above research objectives, the following are the research questions that this research seeks to answer.

  • What is the current state of research on the links between home literacy environment and the early literacy skills of a child in Newcastle upon Tyne?
  • What is the relationship between parental involvement and the literacy abilities of a child in Newcastle upon Tyne?
  • What strategies could be used to improve parental involvement to overcome the current challenges in the development of children’s early literacy in Newcastle upon Tyne?

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EDUC2055 Research Methods in Education

Module Overview

This module aims to develop your knowledge and understanding of research methods in education. Working from research questions that might inform your future dissertation, the module builds on the Part 1 module: Researching Learning. You will cover fundamentals of a good research design and data collection and analysis, including both qualitative and quantitative techniques, with the research question always being central. The module will cover the steps necessary to prepare for your dissertation project. You will be encouraged to be critical and analytical. You will work independently and collaboratively and will benefit from feedback from both your tutors and your peers.

Aims and Objectives


Learning and Teaching



Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate knowledge and understanding of research design for education;
  • Manage research projects in educational settings;
  • Critically evaluate and interpret information;
  • Actively investigate issues and collect evidence to assess their validity;
  • Report and effectively communicate the results of investigations;
  • Recognise the need to manage time and personnel.
  • Design, analyse, and evaluate quantitative and qualitative data and evidence;
  • Know methods to design appropriate research instruments for collecting primary data from educational contexts;
  • Know how to design an original research project;
  • Design your own piece of research, from initial research question to research design and data collection;
  • Design research instruments and select appropriate data analysis techniques for qualitative and quantitative educational data;
  • Carry out a range of qualitative and quantitative data analyses;
  • Report educational research findings in an appropriate format;
  • Use appropriate statistical and other research software;