A questionnaire to capture students’ perceptions of research integration in their courses

Abstract

Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research-teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students' rating of the quality of the course and with their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.

Influencia del uso de estrategias de aprendizaje y motivación en el nivel de habilidades investigativas en estudiantes de posgrado en odontología

“…Se encontró que a mayores valores del CEAM final corresponde a la categoría de habilidades investigativas altas y al asociar la motivación y estrategias de aprendizaje altas con las habilidades investigativas altas se encontró un RP: 2.82 IC=(1.55 -5.14) lo cual se interpreta que una persona con motivación y estrategias de aprendizaje altas tienen casi 3 veces más probabilidades de tener habilidades investigativas altas, lo que coincide con lo desarrollado por Vildoso (17) en el que refiere que si encontró relación en el uso de estrategias de aprendizaje y autoeficacia personal con las habilidades investigativas de estudiantes de maestría en educación de la UNMSM y como lo referido por Visser-Wijnveen, et al (39) que manifiestan que los factores motivación, reflexión, participación y la investigación actual, capturan con precisión la percepción de los estudiantes sobre la integración de la investigación.…”

Motivación, estrategias de aprendizaje y su relación con el nivel de habilidades investigativas en estudiantes de posgrado. Un estudio piloto

“…21 que dice que los factores motivación, reflexión, participación y la investigación actual, capturan con precisión la percepción de los estudiantes sobre la integración de la investigación.…”

Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement

“…However, our data collection was specifically tailored to evoke beliefs about integration of teaching, research and learning to reduce a possibility that certain beliefs about the value of research for learning affects perceived research integration (cf. Visser-Wijnveen et al, 2016).…”

“…To study first-year student perceptions of research in teaching we administered the Student Perception of Research Integration Questionnaire (SPRIQ) (Visser-Wijnveen et al, 2016). Its scales include student perceptions of teaching through (1) critical reflection on the way research results are produced; (2) research participation as a student; (3) familiarity with current research done by staff; (4) fostering interest and motivation for research and propositions to measure (5) student beliefs about the value of research for learning and (6) perceived quality of the learning environment (see Table 1 for sample items).…”