Research Methodology Knowledge between Master and Doctoral Education Research Students

Abstract

Knowledge of research methodology is important for those who are required to read research articles. With the knowledge of research methodology, students will be able to evaluate whether the methods employed by the author is appropriate for the study. However, the differences in research experience between master and doctoral students influence their expectation of research methodology course. This paper examined the level of research methodology knowledge of master and doctoral research students in education after attending a series of research methodology courses. Based on 39 respondents, this paper revealed that both groups are at Moderate Low level. Further analysis revealed that 44.4% of master students are at Low level compared to only 23.8% of doctoral students who are found at the Low level. It was also revealed that both groups have difficulties in quantitative research concepts specifically on research design, sampling, and data collection topics. The most common suggestions received from master students are to segregate the course between master and doctoral students and to have more specific content on the course. Future study should have more representatives of postgraduate students and larger samples for inferential statistics to compare mean between the groups and to examine the association between research experiences and research methodology knowledge.

Online Formative Assessment Practices Among Academics of Tertiary Education in Sokoto State, Nigeria

“…This study employed a descriptive analysis such as mean, frequency, and percentage based on Rasch measurement model and inferential statistics of multiple regression analysis, to examine which two factors that contributed the most to online formative feedback. Using Winsteps software, the threshold or cut score of online formative assessment was determined based on standard deviation (SD) of item measure and the classification of respondents was based on person measure of each respondent (Yusof et al, 2021a;Yusof et al, 2021b). From the analysis, the SD of item measure of online formative assessment feedback is 0.72.…”