Utilization of Group Projects in Teaching Social Work Research Methods

Mssw, Peggy Quinn; Msw, Michael J. Kelly; Msw, Louis LaBarber

doi:10.1300/j067v06n01_05

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Dalton & Kuhn, 1998;Jackson & Sedehi, 1998;Kaye & Fortune, 2001;Kramer & Wrenn, 1994;Powell & Causby, 1994;Quinn, Jacobsen, & LaBarber, 1992;Whiteman & Nielson, 1990;Wint & Sewpaul, 2000). Yet, not much is know about the possible effect of these classroom methods on practice; the emphasis typically being on the methods or students' reactions to the methods without any concrete links made to practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi

2011

Journal of Teaching in Social Work

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This article explores the use of experiential teaching methods in social work education. The literature demonstrates that relying on experiential teaching methods in the classroom can have overwhelmingly positive learning outcomes; however, not much is known about the possible effect of these classroom methods on practice. On the basis of reflections from 3 courses, the author focuses on the potential effect of in-class methods on practice. The author argues that there are at least 3 ways in which these methods can affect practice: by extending learning beyond the confines of the course, by modeling skills and attitudes useful in practice, and by allowing students to experience events that might later be confronted in practice.

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Section: Literature Reviewmentioning

confidence: 99%

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi

2011

Journal of Teaching in Social Work

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“…Indeed, the review of the literature uncovered only one paper that specifically addressed pedagogical issues related to teaching statistics to social work students (Epstein, 1987). Closely related papers addressed pedagogy in research methods courses (Garrett, 1998;Knee, 2002;Quinn et al, 1992;Riessman, 1993); teaching participatory action research (McNicoll, 1999); a comparison of live instruction to interactive televised teaching (Petracchi & Patchner, 2001); anxiety (Gustavsson & MacEachron, 2001;Wilson & Rosenthal, 1992) and assumptions of students in research courses (Anderson & Anderson, 1993;Basom et al, 1982); and the research curriculum as a whole Olsen, 1990;Longres & Scanlon, 2001). …”

Section: Review Of the Literaturementioning

confidence: 99%

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Bolen¹

2006

Social Work Education

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Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.

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“…Most of the few research papers just note that the problem exists, and they usually concentrate on proposing a new way of teaching research, or speculate about what contents should be taught (e.g. Quinn, Jacobsen & LaBarber, 1992;Morris, 1992). However, there are some studies on the role of statistics anxiety in research methodology courses, or on describing anxiety about research.…”

Section: Anxiety About Researchmentioning

confidence: 99%

Post-Graduate Quantitative Research Methodology: A Strategic Plan to Alleviate Student Anxiety

Selvaratnam,

Karunaratne,

Pothmulla

et al. 2022

EJCR

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Quantitative Research Methodology (QRM) is a module oftentimes considered by students and scholars to be challenging and anxiety-provoking. There are numerous negative attitudes toward QRM from learners leading to lower interest and reduced engagement. In the present study, it was observed that students tend to persistently perform poorly in the QRM module in a psychology postgraduate program in Sri Lanka. To further shed light on the identified issue, the current action research was conducted among three student cohorts. Initially, each cohort’s performance was quantitatively analyzed and compared to observe trends in student achievements. Following this process, a sample of instructor feedback on a few failed students was randomly selected. A qualitative analysis of feedback revealed difficulty in research paper formulation and deficits in statistical knowledge as two major reasons for inferior learner performance. The researchers introduced a strategic plan to address the issue, which includes unique tutoring sessions. The suggested strategy would help to alleviate anxiety and improve student learning prior to the final examination. The tutoring sessions are developed utilizing Samejima’s Graded Response Model (GRM), which is a form of Item Response Theory (IRT) that succeeds in providing a psychometrically robust framework to assess student ability. Thus, the present research initiates a dialogue to encourage educators in Sri Lanka to use data-driven strategies to assess learning, assessments, and feedback in postgraduate psychology programs.

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Utilization of Group Projects in Teaching Social Work Research Methods

Cited by 8 publications

References 5 publications

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Post-Graduate Quantitative Research Methodology: A Strategic Plan to Alleviate Student Anxiety

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