Developing Concrete Research Proposals and Facilitating Self-Directed Learning via Concept Mapping

Keetam D F Alkahtani

doi:10.4236/ce.2013.42016

Abstract

Self-direction in learning and writing viable research proposals are considered by higher education institutions as essential skills for graduate students to start their careers as researchers. This is an evidence-based practice study focuses on the use of concept mapping to facilitate self-directed learning and enhance research proposal writing in teacher education. An action mixed methods research design was used in this study with quantitative and qualitative data. Participants were 29 graduate students who were enrolled in a core course aimed to provide learners with an in-depth understanding of research methods. All students, at the beginning of the course, were asked to write a research proposal and complete the Self-Directed Learning Readiness Scale (SDLRS). They then were given training in the use of concept mapping technique throughout the course to develop research proposals. Students’ scores prior to and after the intervention were compared. Results indicate that students developed significantly more concrete research proposals, and displayed higher scores at post-intervention assessment. Findings of this study value and support the use of concept mapping to provide students with a comprehensive understanding of the knowledge of their area of study as they reflect on every element of their proposals.

Highlights

Conceptual FrameworkWe usually are unaware of our beliefs, values, and assumptions about how knowledge is created
I view action research, which is the method that I adopted for this study, as a process that pay attention to issues of experiential knowledge and empowering participants to change some part of their circumstances or experiences for the better
The quantitative data consisted of three parts: 1) students’ results at the Assessment Rubric for Research Proposal (ARRP); 2) students’ scores on Self-Directed Learning Readiness Scale (SDLRS); and 3) students’ responses to anonymous 29-item course and faculty evaluation survey that used a 5-point Likert rating scale (1 = strongly disagree, 5 = strongly agree)

Summary

Introduction

We usually are unaware of our beliefs, values, and assumptions about how knowledge is created. Meaningful knowledge can be obtained via meaningful learning (Novak, 1998) In this action research, I utilize self-directed learning (SDL) and conceptual approach in conjunction with concept maps to endorse meaningful learning. Ausubel premise is that the individuals’ prior knowledge is highly important to their ability to assimilate new information and learning in a meaningful context to gain a deeper, most lasting and more complex understanding. He stated, “the most important single factor influencing learning is what the learner already knows. Seeing that the literature stresses the importance of the conceptual mapping, I designed my courses to introduce students to this method of organizing and forming information into meaningful learning

Participants

Design

Procedure

Results and Discussion

Conclusion