Student perspectives on learning research methods in the social sciences

Abstract

This paper addresses the perspectives of students of social science research methods from a UK study of their holistic experience of learning during two years of their postgraduate research training/ early careers as researchers. Unusually the ten participants span diverse institutions and disciplines and three became co-authors. The study used a diary circle combining online diary method with face-to-face focus groups to generate dialogue. Data were analysed narratively and thematically to produce two individual learning journeys and a synthesis of common experiences. Findings show the active, experiential learning of the participants alongside salient themes of difficulty and struggle. This leads to discussion of the emotional dimensions of methods learning and implications for teaching. The iterative role of the diary circle in the learning journey is also examined. The paper argues that teachers and supervisors should attend more carefully to the social, emotional, active and reflective nature of methods learning.

“It Requires Interest, Time, Patience and Struggle”: Novice Researchers’ Perspectives on and Experiences of the Qualitative Research Journey

“…Although making sense of students' experiences related to learning qualitative research can provide significant insights for the issues mentioned by Cooper et al (2012) and Peredaryenko and Krauss (2013), revealing novice researchers' first-hand experiences may help see the interplay between theory and practice based on their concrete actions during the qualitative research journey. Delving into students' experiences of learning research methods may delineate how the methods happen in planned and unplanned ways, together with student emotions based on the authentic experiences of them and their peers (Nind, Holmes, Insenga, Lewthwaite, & Sutton, 2019). Furthermore, this kind of investigation can reveal support strategies to advance the transition from student to scholar (De Marrais, Moret, & Pope, 2018).…”

Finding Research Topic and Its Effect on Research Learners’ Motivation: An Action Research

“…Students perceived research as boring, difficult to understand and irrelevant to their daily life indicating the inadequate understanding about research. Likewise, Nind et al [7] observed that students find research learning stressful and difficult, and many students either choose not to study research where there is option, or they undertake it only to fulfill the course requirement when there is no choice. Literature, therefore, suggests the research tutors a need to provide pedagogical intervention to enable the students undertake research with confidence and interest.…”

“…This suggests that proper research training could augment learners' motivation towards learning research. But researchers like [6,7,22] and [23] observed that many tutors teaching research overlook the undergraduates' unpreparedness to learn research methods as the research students at higher level of degree learn, thereby failing to offer sufficient attention to each process of research. Consequently, as [9] claimed, students seem to be battled emotionally when their knowledge and skill is inadequate to perform what they are assigned.…”

“…Research by nature is a difficult discipline, especially for the undergraduate students who would have little or no research experience. For this, Nind, Homes, Insnga, Lewthwaite and Sutton [7] contended that unlike the post graduate students who learn research methods experientially, for undergraduate students, research methods training is imperative. However, the literature indicates that the research teaching across the world currently lacks vigor and pedagogical innovation to motivate the learners [8,6].…”

“…Teaching to find research topic, therefore, would not only help the students find research topic, but also develop interest and motivation in learning research [7].…”