Reflective journaling: An effective pedagogical tool to enhance undergraduate social work student experiences when learning research

Abstract

ABSTRACT Social work students are required to develop competency in research and evaluation prior to graduation. However, anxiety and fear about taking research courses can inhibit learning and are well documented in the literature. Much effort has been made to develop pedagogical methods to reduce student disdain for these courses in order to enhance engagement and facilitate knowledge acquisition. This empirical study found that journaling, when incorporated as a non-graded component of a research course, positively impacted attitudes of undergraduate social work students. The most salient benefit, according to students, was the ability to receive and provide ongoing instructor feedback in a less intimidating manner. Empirical data showed reductions in student anxiety and perceptions about research’s difficulty, as well as enhanced appreciation for the usefulness of research, between the onset and completion of the research course. Challenges with incorporating journaling as a pedagogical tool are discussed from a faculty member’s perspective.