Fall 2023 - EDUC 222 D100

Research Methods in Educational Psychology (3)

Class Number: 4798

Delivery Method: In Person


  • Course Times + Location:

    Sep 6 – Oct 6, 2023: Tue, 2:30–5:20 p.m.

    Oct 11 – Dec 5, 2023: Tue, 2:30–5:20 p.m.

  • Exam Times + Location:

    Dec 8, 2023
    Fri, 12:00–3:00 p.m.

  • Corequisites:

    EDUC 220.



An introductory survey of research methods used in developing and testing theories in educational psychology. Illustrations are drawn from published research in educational psychology. Quantitative.


This course introduces a wide range of research methods commonly used in Educational Psychology. The aim is to assist students to gain fundamental understanding of research design, research methodology, and analytical methods in Education. By participating in several course activities, students will acquire skills that allow them to interpret academic research.

Students take this course as a companion to EDUC 220: Introduction to Educational Psychology. EDUC 222 extends several topics covered in EDUC 220, and students will start to develop and investigate the relationships between educational theories and educational research, ultimately developing sufficient skills in reading, interpreting, evaluating, participating and planning research.


After completing this course, you will be able to do the following:

  • Describe the role of research in education and develop understandings of the Scientific Method.
  • Explain how hypotheses, constructs, variables, and data are used in educational research.
  • Distinguish differences among the main types of research methodology and corresponding analytical approaches.
  • Use bibliographic databases for educational research purposes.
  • Interpret a variety of quantitative and qualitative approaches to educational research design and how these methodological approaches can be used as a way to answer particular research questions.
  • Interpret simple descriptive statistics, statistical tests, and qualitative analyses.
  • Interpret and evaluate published educational research.


  • Exams (Midterm & Final) 55%
  • Presentation & Write Up 25%
  • Class Participation Quizzes 10%
  • Online Discussion 10%


As an instructor, I am fully aware of the rise of AI intelligence and its implication for your learning and my teaching. I am not fully against the use of AI for learning if the context of its use facilitates your intellectual growth. However, I am opposed to students using it as an unethical learning tool (i.e. students submitting an assignment that is solely AI-generated without giving full and careful consideration, or without deeper & proper communication or disclosure with the instructor). In the case that a student is suspected of violating academic integrity principles using an AI tool, I will still proceed with the formal procedure as set out by SFU's Academic Integrity Office.


You need to be present in class at all times unless you have supplied medical notes or required documentation to support your absence. A grade of N will be assigned if any required course work is missing. 



Price, P. C., Jhangiani, R. S., and Chiang, I. A. (2015). Research methods in psychology. 2nd Canadian edition. https://archive.org/details/ResearchMethodsInPsychology


Additional readings will be provided.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html


Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.