Student attitudes toward research in an undergraduate social science research methods course

Wishkoski, Rachel; Meter, Diana Jill; Tulane, Sarah; King, Michael; Butler, Kevin; Woodland, Laura A.

doi:10.1080/23752696.2022.2072362

Cited by 13 publications

(8 citation statements)

References 38 publications

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“…İlhan et al (2016) found in their study conducted with associate and undergraduate students that students' attitudes towards research are at a low level. The study of Wishkoskia et al (2022) replicated previous findings indicating anxiety and negative attitudes surrounding research method-related courses. The model is successful in this context because undergraduate students generally do not have positive attitudes towards scientific research processes.…”

Section: Students' Views On the Modelsupporting

confidence: 82%

Effectiveness of the Project-Based 6E Learning Model

Şahin

Kılıç

2023

European Journal of Open, Distance and E-Learning

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This research aims to determine the effectiveness of the Project-based 6E (engagement, exploration, explanation, elaboration, extension and evaluation) Learning Model. The researchers created the model by combining the basic features of project-based learning with an understanding of the learning cycle. The pre-test/post-test semi-experimental design, in which no control group is included, was used in the study. The study group in the research consisted of junior students studying at the Turkish Teaching and English Language Teaching departments of the Faculty of Education, Düzce University, in the fall semester of the academic year 2020–2021. The experimental process was structured according to the Project-based 6E Learning Model. Two different types of data, namely, qualitative and quantitative, were collected to determine the effectiveness of the experimental process. It was concluded that the students found the model efficient, effective and attractive. The model positively changed students’ perceptions of values and values education. It was also seen that the model enables students to realise their values, review and question the values, reinforce them, complete their deficiencies and gain new values. Due to the effect of the learning model, students positively experienced significant changes in their teaching perception.

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Section: Students' Views On the Modelsupporting

confidence: 82%

Effectiveness of the Project-Based 6E Learning Model

Şahin

Kılıç

2023

European Journal of Open, Distance and E-Learning

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“…Typically, at the undergraduate level, RM is taught to introduce students with research methods and data processing so that they can develop their own research studies, i.e., to produce knowledge, which may impact the perceived disconnection of RM with practice and, consequently, negative attitudes about its usefulness and significance (Griffioen, 2019;Gurung & Stoa, 2020;Strohmetz et al, 2023). In contrast, when a teaching strategy is adopted that explicitly considers students' baseline knowledge, interests, attitudes, and anxiety toward RM, attitudes toward RM improve, and even more so when students are able to investigate topics of personal interest and apply course concepts in non-academic and professional contexts (Wishkoski et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Attitudes toward research in undergraduate psychology students at a public university in Mexico: A cross-sectional study

Rojas-Russell,

Martínez-Hirota,

García-Pacheco

et al. 2025

REDIE

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This research aims to examine the relationship between perceived experience in research methodology (RM) courses and attitudes toward research in a sample of undergraduate psychology students from a public university in Mexico City. A cross-sectional study was carried out with 261 students. A 10-unit analog scale to assess perceived experience in RM courses and two measures of attitudes toward research were used. Between the two attitude scales, four attitude dimensions were identified: positive appraisal, negative appraisal, meaningless and boring. Four multivariate models were estimated, one for each attitude dimension. A positive correlation was found between learning experiences in RM courses and positive appraisal of research (p < 0.01). Negative associations were also found between RM course experience and two of the three negative research attitudes (p < 0.01). Results highlight the significance of teaching in the knowledge and attitude development of students’ research competencies. An approach to teaching RM at the undergraduate level that places more emphasis on encouraging evidence-based practice than on developing and carrying out research projects seems to be a promising subject for study, with implications for changing teaching methods and contents.

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“…Since students often perceive that the content of research courses is dull and uninteresting,3 4 merely using lecture and discussion-based teaching strategies may not be effective. Therefore, educators should incorporate more visual tools (eg, graphical interchange format, dynamic graphs, charts, posters, maps, drawings, photographs, infographics and path models) into their teaching.…”

Section: Incorporating Visual Toolsmentioning

confidence: 99%

“…However, research methods courses can be daunting and challenging for students because of the complex content and the students’ perceived fears of mastering practical skills and apply the learnt content in practice 1 2. Many students also find research methods content dreary, uninteresting, anxiety-provoking and irrelevant 3 4. Educators also encounter challenges in effectively teaching research methods due to diversity in methodological content, fragmented expertise, lack of consistent curricula, unavailability of resources to support research teaching and linguistic difficulties in understanding jargon-laden research language 5 6.…”

Section: Introductionmentioning

confidence: 99%