The status of instruction in introductory undergraduate communication research methods

Abstract

Because of the reflexive relationship between theory and research methods, students' understanding of communication is incomplete without some exposure to research methods. While graduate students traditionally receive instruction in research methods, the purpose of this study was to systematically assess whether such instruction has filtered down to the undergraduate level. A national survey found that the introductory undergraduate communication research methods course appears to be rapidly growing, and that there is general agreement about the purpose, content, problems, and plans for it. Future efforts, however, must be directed toward better integrating this course into the undergraduate communication curriculum.