Undergraduate research (UGR) is a valuable experience, that can potentially enhance the quality of graduates, and raise the awareness of the importance of research and its impact on career development. These outcomes, however, depend on the environment under which students conduct research. We undertook a self-administered survey, to elucidate the experiences of both students and supervisors, in the College of Medicine and Health Sciences (COMHS), Sultan Qaboos University, Oman. The study examined supervisors (n = 90) and students’ (n = 314) perceptions to UGR and factors that hinder the research experience. The supervisors’ and students’ satisfaction towards UGR was good (mean = 72.4 ± 13.0) and moderate (mean = 57.8 ± 14.2), respectively. The students reported a good satisfaction towards the relevance of research (Mean = 71.34 ± 20.0) research learning skills acquired (63.43 ± 18.9), research supervisor (68.47 ± 23.5), with female students been more positive towards UGR than males. The students’ grade in UGR module was the only independent factor influencing the overall satisfaction. The supervisors were highly satisfied with the relevance of UGR (mean = 84.4% ±20.7), the module structure (mean = 73.3 ± 14.6), workload (mean = 73.3 ± 14.6) and the students’ performance (71.8%±18). However, supervisors were less positive towards the students’ acquired skills (mean = 69.0% ±12.8) and logistics for UGR (mean = 67.8%±16.3). In summary, supervisors and students in COMHS, Oman, regard UGR as valuable and recognize its relevance. Supervisors were more likely than students to report lack of resources to run UGR. Thus, resources should be maintained to inspire supervisors and sustain a research-oriented environment to inspire students.
Undergraduate research (UGR) is a valuable experience that can potentially enhance the quality of graduates, and raise awareness of the importance of research and its impact on career development. These outcomes, however, depend on the environment under which students conduct research. The present study assessed the staff and students’ perspective of UGR in an intensive teaching setting at the college of Medicine and Health Sciences (COMHS), Sultan Qaboos University (SQU), Oman. We assessed the perception of supervisors (n = 90) and students (n = 314) of UGR and factors that hinder the research experience. Satisfaction towards UGR among supervisors and students was good (mean = 72.4 ± 13.0) and moderate (mean = 57.8 ±14.2), respectively. The students reported a good satisfaction towards the relevance of UGR (mean = 71.34 ± 20.0), the research skills acquired (63.43 ± 18.9), and interaction with research supervisors (68.47 ± 23.5). Female students were more positive towards UGR than males. The students’ grade in the UGR module was the only independent factor influencing their satisfaction. Similar to the students, supervisors were highly satisfied with the relevance of UGR (mean = 84.4% ± 20.7), the module structure (mean = 73.3 ± 14.6), workload (mean = 73.3 ± 14.6) and the students’ performance (71.8% ± 18). However, supervisors were less positive about the students’ acquired skills (mean = 69.0% ±12.8) and available logistics to support UGR (mean = 67.8% ± 16.3). In summary, supervisors and students in COMHS, Oman, (SQU) regard UGR as valuable and recognize its relevance. Supervisors were more likely than students to report a lack of resources to run UGR. Thus, resources should be maintained to inspire supervisors and sustain an active research environment to inspire students.
This is an observational study that aims at identifying students’ behavioral factors that influence their attitude towards learning and the methods used to motivate these students to perform better in their General Foundation Programme (GFP) offered by Higher Education Institutions (HEIs) in the Sultanate of Oman. Academic advising and self-reflection approaches were used to motivate students to improve the students’ level. The study is conducted on 17 pre-elementary students. The researchers applied mixed methods approach for this study. The quantitative data includes students’ data retrieved from the Student Information System (SIS) of the institution and a survey to uncover students’ behavioral factors. The qualitative data is derived from a combination of academic advising sessions and a self-reflective approach in which students were encouraged to reflect on their areas of strengths and weaknesses related to their Writing and Speaking skills modules. The researchers have observed several negative behaviors that adversely affect students’ attitudes towards learning which hindered their progression to the next level. The negative attitudes and factors that were noticed include unwillingness to study, coeducation system in HEIs, and poor attendance. The researchers adopted two interventions to help students perform better in their studies namely: academic advising and selfreflection approach. The academic advising sessions gave the researchers an opportunity to know more about the students, counsel, and motivate them towards learning. The self-reflection approach helped familiarize students with the learning outcomes and made them aware of what is required to achieve those learning outcomes. This study will hopefully provide some useful strategies for English Language teachers to motivate and encourage low performers in GFP.
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