Abstract
Much research has referred to the complexity of research methods modules within undergraduate degree programmes. Less attention has been paid to the objective understanding of alignment between research methods and final year dissertations. This study explored relationships across Sport and Exercise Science (SES) and Sports Therapy (ST) programmes within a UK-based Higher Education institution. Analysis revealed females (N=73) outperformed males (N=117) at Levels 4/5, and SES students outperformed ST at Level 6. The Level 5 statistics assessment explained the lowest variance in the dissertation, suggesting poor alignment in curriculum design. Future research should consider the efficacy of statistics-based modules.
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