Inquiry-Based Learning Approaches to Enhance Engagement among Post Graduate Students in Research Methodology Courses

Abstract

Lecturers teaching research methodology courses often feel concerned when discovering many students attempted research without the necessary research methodology skills even after completed compulsory faculty-organized research methodology (RM) courses. The lack of research knowledge and skills is evident when the submitted research proposal deemed not robust enough to qualify for a feasible study. Scholars identify lack of deep learning during RM courses as the main factor since the courses are perceived as not having context and uninteresting hence there was little engagement with the material. Inquiry-based Reflectice Learning (IBL) has been argued to effectively rectify this as its pedagogies involve students in discovery learning that uses activities that are regulated by students. IBL requires students to apply questioning and researching skills to explore, conduct analysis, communicate, and reflect on information. In the study, inquiry-based instruction was used to encourage students to develop multiple perspectives and encourages empathy with the subject and eventually enhance engagement. The study involves a reflective cases study of research methodology courses to explore the lecturer’s classroom practice using IBL and the students’ experiences participating in IBL activities. st. The methodology used involve conducting a needs analysis via Google Form survey, interviewing and document analysis of the lecturers’ teaching plans and field notes and the reflections by both the lecturers and students. The findings from the survey indicate that most students admit they have minimal research skills and require assistance particularly practical research skills. Data from the reflections and field notes also show that students feel engaged with discovery activities conducted, while the lecturer feel students understand better and more engaged with IBL activities conducted. The study has shed significant input on the needs of RM students, participants’ experiences, and the challenges of implementing RM course using IBL. Some recommendations to facilitate more deep learning experiences among postgraduate students taking RM courses are also proposed.