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

Abstract

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.

Teaching Qualitative Research Online

“…The course material could be complex, technical, garnering little student interest in the topic, instilling a belief of irrelevancy, and resulting in low student performance (Bell, 2016). And while the mastery of research method courses was one that students within higher education needed to have, there was still an air of dissonance when the thought of taking the course arises.…”

“…One way to increase engagement within research method courses and to help increase student achievement rates was to take advantage of an intensive course design and active participation (Bell, 2016). The literature reported that the best intensive course designs were those that were in condensed formats that included evening or work-based programs, enlisted the help of an experienced and positive instructor, provided an active-learning environment, and were built around an overall good course organization (Bell, 2016).…”

“…According to Bell (2016), "existing literature acknowledges that university students find courses in research methods difficult and challenging, and students often perform poorly" (p. 285). The course material could be complex, technical, garnering little student interest in the topic, instilling a belief of irrelevancy, and resulting in low student performance (Bell, 2016).…”

Differences in Research Literacy in Educational Science Depending on Study Program and University

“…To increase research competencies, it is also critical to foster self-efficacy in research, as well as to offer active participant learning opportunities throughout the course of study (e.g., Bell, 2016;Butcher & Maunder, 2014).…”

An Integrated Psychology Virtual Research Ethics Committee

“…In addition to professional ethics, these students need to develop the research skills necessary to undertake original research in both their degrees and their future careers. An important part of this process is the development of a 'research disposition' (Bell, 2014) [2]. This includes the development of intangible research skills such as due consideration of ethical issues which may impact on the research process.…”