Assessment 2: Project Thesis Instructions

Assessment 

Learning Outcomes

This assessment aligns with Unit Learning Outcomes (ULOs):

• (ULO1) Critically evaluate theoretical, methodological, and ethical issues associated with designing, conducting, and evaluating research.
• (ULO2) Describe and perform each stage of the research process, from formulating original research questions to interpreting and reporting results.
• (ULO3) Analyse data from complex research designs by performing the appropriate statistical analysis and interpreting research findings.
• (ULO4) Demonstrate the use of digital technologies to analyse and interpret complex data.
• (ULO5) Communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats.
• (ULO6) Critically evaluate and communicate the advantages and limitations of quantitative and qualitative research approaches.

Assessment Overview

The major written assessment for this unit involves completing a project thesis investigating the developmental period known as emerging adulthood, which constitutes 40% of your overall mark.

Throughout the GDP program, you have engaged in various assessment tasks designed to develop your academic writing skills, enabling you to present a clear and structured scientific report. These skills are essential for article publication in academic and professional journals. Even if you do not pursue a research pathway, understanding how such publications are crafted will make you an effective consumer of scientific literature, enhancing your psychology practice in your chosen field.

For this assessment, you will take on the role of an independent researcher, with autonomy in devising your own research question and selecting the research design and analysis methods you find most appropriate. To support you in completing the study within the available teaching period, we will provide a dataset with a versatile range of variables related to the topic of emerging adulthood. Since the data has already been collected, there are important constraints to consider when formulating your research question.

Important Note
To fulfil the requirements of the assignment you must have:
At least one emerging adulthood variable
At least one of the other variables (e.g., disability identity, narcissism, self-efficacy, etc.)
At least two independent/predictor variables
Only one dependent variable

These requirements will ensure that your statistical analysis is one that is taught in this unit.

Assessment Summary

The assessment is a major written project thesis focused on emerging adulthood, accounting for 40% of the overall unit mark. It allows students to act as independent researchers, formulating their own research questions and selecting appropriate research designs and statistical analyses. The project emphasizes both academic writing and data analysis skills, preparing students to effectively interpret and communicate scientific findings.

Key Pointers to be Covered:

• Formulation of a clear research question related to emerging adulthood.
• Selection of research design and appropriate statistical analysis methods.
• Use of provided dataset, including at least one emerging adulthood variable, one other variable (e.g., narcissism, self-efficacy, disability identity), a minimum of two predictor variables, and one dependent variable.
• Critical evaluation of theoretical, methodological, and ethical issues in research.
• Application of digital technologies for data analysis.
• Interpretation of statistical findings and clear scientific communication of results.
• Reflection on the advantages and limitations of quantitative and qualitative research approaches.

Learning Outcomes Covered:

• ULO1: Critical evaluation of theoretical, methodological, and ethical considerations.
• ULO2: Execution of all stages of the research process.
• ULO3: Data analysis and interpretation of research findings.
• ULO4: Use of digital technologies for complex data analysis.
• ULO5: Clear scientific communication of research ideas, methods, results, and conclusions.
• ULO6: Critical evaluation of strengths and limitations of research approaches.

Assessment Approach by Academic Mentor

The Academic mentor guided the student through a step-by-step process to ensure the assessment was approached systematically:

1. Defining the Research Question:

   • Mentor helped the student narrow the focus to emerging adulthood while considering the constraints of the provided dataset.

   • Ensured the research question included at least one emerging adulthood variable, at least one other variable, and appropriate independent and dependent variables.

2. Reviewing Literature and Theory:

   • Mentor guided the student to critically evaluate relevant theories and previous studies on emerging adulthood.

   • Ensured inclusion of methodological and ethical considerations in the literature review.

3. Designing the Study and Selecting Analysis Methods:

   • Mentor advised on suitable research design, considering the dataset’s variables and constraints.

   • Recommended appropriate statistical analyses aligned with unit learning outcomes, including correlation, regression, and group comparison techniques.

4. Data Analysis and Interpretation:

   • Mentor provided guidance on using digital tools for analysis.

   • Ensured the student interpreted results accurately, highlighting significant findings and their implications.

5. Writing and Structuring the Thesis:

   • Mentor assisted in organizing the thesis into clear sections: Introduction, Literature Review, Methodology, Results, Discussion, and Conclusion.

   • Emphasized clarity, logical flow, and academic writing standards suitable for scientific reporting.

6. Evaluation and Reflection:

   • Mentor encouraged the student to critically evaluate the limitations of the study and reflect on the choice of variables and methods.

   • Ensured discussion included practical relevance of findings and potential areas for future research.

Outcome Achieved

• The student successfully formulated a research question integrating emerging adulthood and additional variables.
• A clear, structured project thesis was produced, demonstrating competence in data analysis, interpretation, and scientific communication.
• Ethical and methodological considerations were adequately addressed.
• All learning objectives (ULO1–ULO6) were met, including critical evaluation, digital analysis, and research reporting skills.

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