Teaching Research Methods: An Experiential and Heterodoxical Approach

Hubbell, Larry

doi:10.1017/s1049096500039901

Cited by 13 publications

(33 citation statements)

References 2 publications

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“…Nixon and Williams (2014) found effective curriculum design to be a crucial aspect of student engagement. Hubbell (1994) found that statistical formulae and theoretical concepts meant little to students who lacked an environment in which they could actively participate. This sentiment was echoed by Fallows and Ahmet (1999), who argued that students could most effectively learn when their involvement, participation, and interaction with module materials and concepts were maximized.…”

Section: Active Learning Environmentsmentioning

confidence: 99%

“…Furthermore, research has found that students are better able to learn research methods in an active learning environment (Ball & Pelco, 2006;Edwards & Thatcher, 2004;Hubbell, 1994;Nixon & Williams, 2014).…”

Section: Active Learning Environmentsmentioning

confidence: 99%

“…Research methods courses are often unpopular with students because the course material is perceived to be complex and technical in nature, resulting in low student interest in the material (Ball & Pelco, 2006) and a belief that learning research methods is difficult and irrelevant (Hubbell, 1994). Research has indicated that students struggle in research methods courses with developing 'intangible' aspects of research skills, including the development of a research disposition (Van der Rijst, Visser-Wijnveen, Verloop & Van Driel, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Bell

2014

Innovations in Education and Teaching International

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Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centered teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centered approach, it could be beneficial to teach students through active participation, with the development of their research agendas as the basis for progression. To develop this goal, the research methods module for graduate students at a UK business school was restructured into a two-week block utilizing a student-centered approach. The performance of the students was then compared to the performance of students who undertook the same course material presented in a traditional semester-long module and the results were then statistically analyzed. The results of this study provide new and interesting evidence of increased student achievement and understanding through the new format and provide new avenues for future research.

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Section: Active Learning Environmentsmentioning

confidence: 99%

Section: Active Learning Environmentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Bell

2014

Innovations in Education and Teaching International

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“…Hubbell (1994) also encountered challenges because of the compulsory nature of the module and the fact that, due to the nature of its content, it was unlikely that students would sign up for it as an optional module. Qualitative discussion with students in two early tutorial groups highlighted a number of further concerns about adopting a module introducing methodological approaches to politics with which students were unfamiliar.…”

mentioning

confidence: 99%

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

Clark

2011

APSC

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U.K. government policy is placing a heavy emphasis on “essential” and “employability” skills in an effort to help individuals cope with changing social and economic circumstances. Delivery of these skills falls to a range of education providers. This is a particular difficulty for university lecturers who teach non-vocational students who are increasingly concerned about their ability to compete in the job market after graduation. Transferable skills are therefore a key issue in student learning and support in U.K. political science, as well as other disciplines. Through assessment of one U.K.-based political science research methods module, this article suggests effective group-based ways of embedding such skills for political science students in a way that puts the student, and not the teacher, at the center of the learning process. These ideas are confirmed by survey evidence. In particular, student group research projects underline the idea that instructors should go beyond the classroom to help students apply theory. Importantly for both U.K.- and non-U.K.-based lecturers, the assertion can now also be extended to include transferable skills in addition to learning and applying theory.

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“…As Hubbell (1994) argues, undergraduate research methodology courses "should primarily train students to be intelligent consumers of research" (60). Whereas other courses are heavily focused on content, methodology courses are primarily concerned with process.…”

Section: Information Literacy In the Classroommentioning

confidence: 99%

Adding an Integrated Library Component to an Undergraduate Research Methods Course

Gilbert

Knutson

Gilbert

2012

APSC

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As undergraduate students increasingly rely on the Internet as their primary method for gathering sources, they often overlook the rich and varied resources available to them in library collections. Furthermore, students often lack the sophistication to effectively seek out and use information, an ability generally referred to as information literacy. Political scientists and librarians at one institution sought to address the gap in student information literacy skills by creating and implementing a semester-long library lab component integrated into the required research methods course within the political science department. This article presents the steps taken to implement the lab component, including the student learning outcomes we sought to address. We also focus on the measures we used to assess the impact of the lab component. Students who participated in the lab component demonstrate markedly improved information literacy skills compared to those who did not.

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Teaching Research Methods: An Experiential and Heterodoxical Approach

Cited by 13 publications

References 2 publications

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Embedding Transferable Skills and Enhancing Student Learning in a Political Science Research Methods Module: Evidence from the United Kingdom

Adding an Integrated Library Component to an Undergraduate Research Methods Course

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