Research Methodology Course Research Articles

Traditional Quizzing with a Twist: Involving University Students in the Development Process

Quizzes have been used for educational purposes for many years. Mainly it has been digital quizzes like Kahoot or ZippyGo. However, there is an ongoing debate on the security of students’ data. As the university cannot be responsible for what is stored in computers outside of Norway and at the same time paying attention to the General Data Protection Regulation (GDPR). The General Data Protection Regulation (GDPR) is a critical framework for data privacy across Europe, including the UK, Norway, and the EU (ICO, 2024). The GDPR came into force in 2018, agreeing data privacy laws across all member states. It applies to any organization processing personal data of individuals in the EU, regardless of the company's location. The regulation grants rights such as data access, correction, and deletion, and imposes strict penalties for non-compliance (ICO, 2024). As part of the European Economic Area (EEA), Norway implements the GDPR similarly to EU countries. The regulation applies to Norwegian businesses processing data of EU citizens, ensuring that data privacy standards are uniform across the region (Team, 2016; ICO, 2024). Therefore, utilizing digital games have become increasingly difficult. The students, however, are missing the gaming, and the lecturers are missing the opportunity to utilize games-based learning techniques. This leads the lecturer in the research methodology course to “Go Native” and turn to the “old style” analogue quizzing. However, previous research showed that students are not only engaged in the solving of the quizzes, but also, they engage in the development of the questions and answers for the quizzing, i.e. ‘co-creating’. This paper will present a pilot study of a paper-based quiz developed by university students, and their reactions from this. Through informal interviews, data was collected to establish how they felt about this “old school” quiz type of learning after having had several different digital tools for educational games. In this paper, and based on our previous research findings (from the informal interviews with the students), we will develop this further into a digital but low-tech version of a quiz game; it should be still both fun and educational.

Research Methodology Courses in Advanced Studies in Education: Trends from the Portuguese Case

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project.

Flipped Classroom Method to Build Students' Critical Thinking Skills: A Study on the Indonesia Language and Literature Research Methodology Course

Flipped Classroom Method to Build Students' Critical Thinking Skills: A Study on the Indonesia Language and Literature Research Methodology Course

Reconceptualising ELT research pedagogy in the Iranian higher education context

ABSTRACT One of the significant drawbacks of the English Language Teaching (ELT) Ph.D. programme in the Iranian ELT setting is the insufficiency of the research courses offered in the current curriculum, which do not adequately address the Ph.D. candidates needs, and this issue was not tackled in the field. Therefore, adopting a qualitative approach, this research aimed to investigate the possibilities and challenges of reconceptualising ELT higher education research pedagogy from a content-oriented into a learning-oriented approach from ELT Ph.D. candidates’ and instructors’ perspectives. To do so, 20 ELT Ph.D. candidates and eight ELT university instructors of both genders were selected from different Iranian universities based on convenience sampling as the participants. The context under investigation is that of Ph.D. candidates researching into ELT. This study employed an individual semi-structured interview as the instrument for gathering data. The data were analysed using the descriptive qualitative content analysis method, and the results showed that increasing the research methodology courses, changing the research instructors’ conceptions, decreasing the instructors’ workload, and specifying funds for escalating instructors’ motivation are the possibilities of tackling the current challenges from the ELT instructors’ views. In addition, the results indicated that from the ELT Ph.D. candidates’ views, adding a fieldwork course to the ELT curriculum, designing and implementing criteria for instructors’ performance evaluation, decreasing the number of Ph.D. candidates, and holding the extracurricular activities are the possibilities of tackling the current challenges. The findings may hold some implications for policymakers, curriculum designers, ELT instructors, and ELT graduate students.

Situating the Self Through Sketching: First Year Doctoral Students Finding Their Way

As part of a two-semester advanced research methodology course, five PhD students completed three sketches—beginning, middle, and end of course—to represent how they were thinking and feeling about themselves as doctoral students as they progressed through their first year. They also wrote reflections to complement the sketches and shared their sketches in class. At the end of the course, the students co-led a study with their two instructors to examine their learnings and understandings gained from sketching. The students wrote individual narratives about their experiences and the instructors wrote narratives about how sketching was part of their pedagogical thinking. The analysis revealed seven student themes, including positive outcomes and challenges associated with sketching. One positive outcome was that students felt empowered as the sketches gave them the opportunity to reflect back on their progress, both cognitively and emotionally, over their first year of doctoral studies. Sketching itself was a challenge for some, but all felt that it was a powerful experience. Sketching provided the instructors with insights they might not have gotten through words alone, enhancing their sense of teaching and learning, and gave them valuable information to support the students.

Enhancing Engagement and Learning in Research Methodology: The Research Detective Challenge (RDC)

Research is crucial for knowledge advancement, problem-solving, decision-making, and improving practices. Nonetheless, comprehending research methods can be a daunting task. A survey involving 117 undergraduates found 83.8% showed low interest in the Research Methodology course. Therefore, the objective of this study is to assess and discuss the RDC’s impact on student engagement, aligning with Malaysia's educational goals. Findings illustrate that the integration of Extrinsic Motivation (EM) and Intrinsic Motivation (IM) in gamification lessons are able to boost students' learning engagement. The results directly inform the design of learning activities and guide future research directions.

Impact of Research Methodology on Data Quality and Research Findings

The study examined the intrigueing impact of research methodology as the foundation of any research, impacting the accuracy of data collected, the scope of data collected, and the findings. It focused on the interface between research methodology, data quality, and research findings and elucidated on the relationship between research methodology and the reliability, validity, and generalizability of research findings. Focus was also on the identifying the challenges and limitations associated with different research methodologies in ensuring data quality and reliability. Multidisciplinary discipline of systems theory helped to rationalized on how crucial it is to comprehend the dynamic interconnections, feedback loops, and process structure of research. Finding from the study shows that indeed research methodology determines the quality, reliability, validity, and generalizability of research findings while indicating as well that significant differences exist regarding challenges limiting the applicability of findings in different research methods. As a recommendation, faculties and academic programs should ensure they offer numerous research methodology courses that will lay a foundation for students' research.

Analyzing Basic Stats in Educational Research: Proficiency in Key Statistical Methods

This study employs a descriptive research approach to investigate graduate students' perceptions of basic statistics in educational research at Baguio Central University. Data collection was conducted using a questionnaire, ensuring reliability and validity through input from primary sources. Data was gathered from 86 students enrolled in statistics and research courses during the first semester of School Year 2023-2024, with rigorous measures taken throughout the process. Analysis was performed using a four-point arbitrary scale, providing comprehensive insights into students' perceptions of basic statistics. The findings indicate that basic statistics play a crucial role across various stages of educational research, with respondents acknowledging their importance from problem selection to result reporting. Overall, the study reaffirms the indispensable nature of basic statistics in educational research, emphasizing their pervasive applicability and essential contributions to scholarly inquiry. In light of these conclusions, recommendations are proposed to enhance the utilization of basic statistics in educational research. These include prioritizing statistical training in academic programs, promoting research methodology courses, facilitating continued professional development for educators and researchers, encouraging collaborative research projects, and promoting access to open-access resources. Implementing these recommendations has the potential to elevate the quality and impact of scholarly inquiry in the field of education.

Beyond the Norm: Leveraging Carrots and Sticks to Fuel Post-graduate Students’ Enthusiasm in Class

This study assesses the carrot and stick theory's role in boosting engagement and enthusiasm among postgraduate students, particularly within a business research methodology course targeting adult learners. It confronts the challenge of maintaining these learners' interests, which tends to wane without innovative and captivating teaching methods. The investigation focuses on combating the noticeable dip in student engagement during presentations by testing a reward-based system. Over two semesters, the research compared three experimental classes that introduced rewards for active engagement—especially for those asking insightful questions—against one control class that utilized a rotation system for student participation as panellists. Engagement levels were quantified using student responses from Poll Everywhere polls, evaluating their reception and feedback on the sessions. The experimental approach significantly outperformed the control in terms of student enjoyment, engagement, and initiative, confirming the effectiveness of incentive-driven strategies in educational settings. These findings advocate for the carrot and stick method's utility in promoting a more interactive and engaging classroom atmosphere for adult learners, emphasizing its importance for improving educational experiences in higher education.

Optimal pedagogical strategies in research methodology: Insights from student experiences

This study embarked on an exploratory journey to understand the nuances of effective pedagogy within the context of a Research Methodology course. With a participant pool of 24 students, qualitative methodologies were employed to delve deep into their experiences, perceptions, and reflections. Several emergent themes underscored the dynamics of a successful learning environment. Collaborative learning stood out as a key facilitator of understanding, highlighting the value of peer interactions and group endeavors. The instructor’s mediatory role emerged as pivotal, acting as a bridge between content and comprehension. Participants highlighted the profound impact of integrating real-world applications to enhance conceptual clarity, making abstract concepts tangible and relevant. Reflective practices and feedback mechanisms were underscored as instrumental in deepening understanding and fostering growth, respectively. The intertwining of theory and practice, along with the instructor’s adaptability, were deemed essential for comprehensive learning. Furthermore, culturally relevant pedagogy emerged as a necessity, emphasizing the symbiotic relationship between culture and cognition. Lastly, the motivational and encouraging role of the instructor significantly influenced the students’ commitment and enthusiasm. While these findings shed light on the intricate dance of effective pedagogy, they also pave the way for future research to further refine our understanding of optimal educational strategies.

Development of E-Assessment Instruments for Assessing Metacognition Skills of Students in The Research Methodology Course

This research is focused on the creation of a valid and dependable tool designed for the assessment of students' metacognitive abilities within the context of the Research Methodology course. The research methodology employed for this research follows the Research and Development (R&D) framework outlined by Mardapi, which encompasses ten distinct phases. The participants involved in this research comprised four lecturers responsible for instructing research methodology courses and a total of 61 students who were enrolled in these courses. The data collected for this research consisted of quantitative data acquired through expert validation questionnaires and trial instruments. Data analysis was conducted employing quantitative techniques, specifically utilizing Microsoft Excel and employing the Item Response Theory (IRT) Politomus data analysis approach within the R programming environment. The research outcomes indicated that the instrument employed to evaluate students' metacognitive skills in the research methodology course achieved a valid status as per expert evaluations, meeting the criteria for goodness. It was found to be valid in terms of the response distribution across all 24 items, and collectively, the instrument items were deemed capable of offering insights into the state of the test participants (respondents) by more than 85%. Moreover, the instrument demonstrated a very high level of reliability as 0,94.

Model Pembelajaran Project Based Learning Berbasis Instagram melalui Pendekatan Mobile Learning dalam Membantu Mahasiswa Memahami Tugas Akhir

M-Learning allows easier and wider access to learning. The combination of images, video, audio, and interactive interaction allows for a more engaging learning experience and allows students to be actively involved in learning. The purpose of this study is to describe the application of the steps of the Instagram-based project-based learning model with a Mobile Learning approach in helping students understand the final project. This research is classroom action research (PTK). There are two cycles in this class action research. In each cycle the learning process has improved according to the predetermined assessment aspects. Group 4 had a considerable percentage change of 22% where the first cycle score of groups 4 was 64.6 and increased in cycle II to 79. The highest scores in cycle II were in groups 1 and 5 where each percentage change was 12% in group 1 and 16% in group 5. Combining the popularity of Instagram with a project-based learning approach can help students learn research methodology courses in a practical, relevant way and allow students to learn anytime and anywhere.

Lecturers Perception Of Plagiarism Among Undergraduates In Nigeria

The advent of the internet and the ensuing free access to increasingly available information resources and possibilities for students’ ‘copying and pasting’ text from online documents has raised so much concern. There is therefore a growing need for lecturers to address the underlying causes. Thus, this study examines faculty perception of plagiarism among Undergraduates. The study adopted a survey research design. A simple and total enumeration sampling techniques was adopted to cover all the entire lecturers in the faculty of education, Federal University Oye-Ekiti (FUOYE). The instrument use for data collection was the questionnaire titled “Faculty Perception of Plagiarism among Undergraduates’’ (FPPU). Reliability and validity test was conducted on the instrument. A total of 63 copies of questionnaire (97%) were returned and found usable. Data collected were analyzed with the use of descriptive analysis. The findings shows that the reasons for plagiarism among undergraduates includes students laziness (mean=3.44), easy access to materials via the internet (mean=3.27) and not understanding the rules of referencing (mean= 3.27). However, lecturers perception of plagiarism among undergraduates indicates that undergraduates copying of few paragraph of an essay from books without citation (mean= 3.48). Furthermore, lecturers put up some strategies in detecting plagiarize work which includes; using the library shelves to provide evidence (mean =1.84), using specialized plagiarism detecting tools (mean= 1.40), and using online searching tools to provide evidence (mean= 1.38). Consequences for plagiarism among undergraduates include; scoring the students 0% on the assignment (mean= 1.56) and cannot attend classes for a specific amount of time (mean = 1.81). The study therefore, concluded that lecturers understand the offence of plagiarism and therefore have some punitive measures towards the act of plagiarism. It was further recommended that undergraduates should be enlightened adequately on research methodology courses to be taught at various levels of study and handled by experienced lecturers.

Effect of the Lecture Handouts on the Quality of Students’ Learning (QSL) in University of Guilan, Iran (case study, research methodology course)

The aim of present research was to investigate the effect of lecture handout on the Quality of Teaching and Learning (QSL). Two features of the layout were distinguished- headings and text. Both were varied: the headings were present or absent, and the text was full, key points only, or absent. Five conditions were compared: (a) heading and full text; (b) headings and key points; (c) headings but no text; (d) no headings and no text (equivalent to an 'own-notes') and (E) lecturer reading-student writing. A randomized groups design, analyzed by t- test comparisons between all pairs of conditions, was adopted in preference to a factorial design and ANOVA. This was because the assumption of additively could not be made for conditions constructed out of different combinations of semantically meaningful material. To ensure the ecological validity, the experiment was conducted during a normal course of instruction in research methodology.

ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs)

This study investigated the impact of using ChatGPT, a state-of-the-art generative AI-based model, on the critical, creative, and reflective thinking skills of university students in Ghana. The study utilized a mixed-methods research approach, incorporating quantitative and qualitative data collection instruments, and an experimental procedure with a pretest-posttest control group. The study ultimately enlisted a sample of 125 students randomly allocated to either the experiment group (60 students) or the control group (65 students). The research was conducted in the context of a Research Methodology course, which had adopted the flipped classroom approach. The students in the experiment group engaged with ChatGPT for in-class tasks, while those in the control group used traditional databases and search engines for similar tasks. Data were collected using the Critical Thinking Scale, Creative Thinking Scale, Reflective Thinking Scale, and a student interview guide (semi-structured). The study's findings illustrated that incorporating ChatGPT influenced the students' critical, reflective, and creative thinking skills and their dimensions discernibly. As a result, the study provides suggestions for academics, instructional designers, and researchers working in educational technology.

21st CENTURY SKILLS PROFILE OF STUDENTS IN THE RESEARCH METHODOLOGY COURSE OF THE 2018 BIOLOGY EDUCATION STUDY PROGRAM, MEDAN STATE UNIVERSITY

This research study aims to determine the 21st Century Skills Profile of students in the research methodology course for the 2018 Biology Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Medan. This research was conducted in December-March 2021 in the Biology Education Study Program, Faculty of Mathematics and Natural Sciences, UNIMED. This study used a mixed descriptive method with a sequential explanatory strategy and a sampling technique, namely random sampling of 109 students. The data analysis technique used in this research is descriptive statistical analysis techniques for quantitative data and interactive analysis for qualitative data. Data were collected using a questionnaire and interview instruments. The results showed the 21st Century Skills Profile of students in the research methodology course for the 2018 Biology Education Study Program, Faculty of Mathematics and Natural Sciences, State University of Medan was included in the good criteria with a percentage of 77,81%.

Flipped classroom application in an advanced research methods course: Insights from social cognitive theory and self-determination theory

Flipped classrooms have gained considerable momentum in educational psychology research. Their application to management courses has been scant, however. This paper introduces the application of flipped classrooms to an Advanced Research Methodology course. The paper also draws on insights from Social Cognitive Theory (SCT) and Self-Determination Theory (SDT). Together with the use of flipped classrooms, these insights are useful for management scholars and educators interested to teach postgraduate research methodology courses in business schools.

Using of the Politeness Principle in Dissertation Writing: Focus on the English Department of the Teacher Training College of Mbujimayi

Communication is oral, written, etc. When we communicate through writing or any other way, we should pay attention to our addressee or interlocutor so as to avoid hurting the latter, be it in speaking or writing. I was shocked to notice students are not prudent to the way they are addressing to others: teachers, pupils, inspectors and so on. The speaker or writer of any language should respect some established principles of that language i.e. the communication in any language is interesting when it implies the use and respect of that languages’ politeness rules. I have selected twenty dissertations from the department of English of the Teacher Training College of Mbujimayi, DRC. These dissertations are from different domains: grammar, theoretical linguistics, and literature or applied linguistics. I have been focused on dissertations sections such as: Problem definition, choice and interest of the work, aims and purposes of the study, and further studies. I have noticed that the politeness maxims are more violated in dissertations than they are observed. To avoid violating more the politeness principle (PP) in both speaking and writing, I have suggested that the PP get taught to students in conversations and research methodology courses. Students should be familiarized to practicing the PP maxims in classroom reports and debates, in essay writing, in letters, etc.

Exploring the Role of ChatGPT as a Peer Coach for Developing Research Proposals: Feedback Quality, Prompts, and Student Reflection

This paper describes the results of an archival desk-study that analyzed worksheets produced by four students using ChatGPT as a coach. ChatGPT is a Generative Pre-Trained Large Language model that can write comprehensively in various languages and styles. It was discovered that it could pass university level physics exams and perform at the level of a third-year medical student. Fourth-year students in Information Technology are required to produce a 3000-to-5000-word research report as part of the requirements for graduation, and their first meeting of the year consists of a workshop following the GROW (Goal, Reality, Opportunities, Will) coaching process. Logistical considerations in this predominantly e-learning based course prevented such teamwork. The two-month-old ChatGPT, however, presented an opportunity to determine the extent to which a chatbot could be used as a peer coach. This paper reports on the outcome of an exercise that was given to students as an introduction to their research methodology course. It was found that well-designed prompts were essential and that students should be encouraged to reflect on their interaction with artificial intelligence. Three clear issues emerged from the study: the quality of feedback given by the chatbot, the value of the prompt, and the importance of student reflection. The chatbot, ChatGPT, displays the traditional computer characteristic of garbage in, garbage out and gives the feedback it is programmed to give. The dialogue shows how a student can build up mutual rapport with the chatbot when they adapt their responses to the feedback provided. The critical reflection in shows that it is still the user who should oversee the process and evaluate the feedback. It is recommended that novice research students be given some training in reacting to feedback, developing useful prompts, and engaging in meaningful reflection. Future research would include developing a reflective coach.

Qualitative Research Methodology in Social Sciences

The objective of this study is to provide a guide to qualitative research methodology in social sciences. It is the result of the observation that research in Management Sciences in most Universities in Cameroon is still dominated by the quantitative approach supported by economists who handle most research methodology courses. In an environment of oral tradition and the difficulties to have access to data, emphasising purely quantitative research may leave aside many aspects of the environment and several areas of human behaviour that make its specificities. Therefore, there is a need to generalise the use of qualitative research to enable researchers to always have a good insight into phenomena not yet clarified before thinking of any generalisation which is the main objective of quantitative research: this gives room to the contextualisation of research which results can easily be applied in its context, thus, enhancing development.