Research Methods Course Research Articles

Writing Workshops in a Research Methods Course

Background Students in research methods courses often engage in the research process and write about their findings in an APA Style report. This process can be intimidating and challenging for students. Objective The purpose of this preliminary study was to examine the use of writing workshops in teaching students to write research reports. Method The Writing Workshop Model included pre-writing worksheets, in-class writing, peer review, and self-evaluation. This method was compared to a more Standard Model that included writing instruction and peer review. Results Students under the Writing Workshop Model had higher scores on the research report than those under the Standard Model. The pre-writing worksheets, in-class writing, and self-evaluation were rated higher than the peer review component of the Writing Workshop Model. Conclusions The Writing Workshop Model may be an effective way to provide support for students during the writing process, thereby enhancing the quality of APA Style research reports. Teaching Implications Instructors of psychology courses could consider incorporating writing workshop components such as pre-writing worksheets, self-evaluations, and in-class writing opportunities to support student writing. Although peer review may be helpful, it is generally unpopular among students.

Utilizing a Digital Escape Room to Improve Students’ Grasp and Understanding of Qualitative Research Methods

Utilizing the potential in game mechanisms for learning purposes is not new. This version of gaming for learning is about developing a Digital Escape Room (DER) revolving around a specific subject: qualitative research methods. Qualitative research methods have proved to be a difficult topic for many UG and PG students. It is thus important to develop tasks that will enable these students to obtain a deep learning experience. The significance of this project lies in that both qualitative and quantitative research methods seem to be difficult to learn for students. It seems to be a curriculum that the students need to invest more time learning than they expect and are willing to spend. Hence, seeking to utilize the potential that lies in immersive gaming. One of the aims of this project is to investigate if and how the DER approach will suit the step-by-step approach that is often used in qualitative research methods courses. Will this approach of solving puzzle-by-puzzle, and then combining answers in order to unlock the next level enable an emergence of more understandings of what the qualitative research is about? In this theoretical paper (work-in-progress), we will look at the DER literature and describe how the different components of the DER will contribute to pedagogical support regarding learning outcomes. In this next phase of this project, we are planning to develop our DER based on the current literature and previous evaluations of DERs, we will also conduct more semi-structure interviews, and further investigation is underway.

Indigenizing research methods: making research outcomes better for all

In the context of Indigenizing academic practices and promoting cultural inclusivity within library and information institutions, this paper explores the significance of incorporating Indigenous approaches to research within LIS research methods courses. It argues that Indigenous research methods can be adapted and applied to other contexts, especially where research is being done in Diversity Equity and Inclusion (DEI) communities, who also have a history of being marginalized in research. This paper advocates for research methods to be transformed by incorporating Indigenous approaches into research methods education and empowering students to become culturally competent researchers. The paper will demonstrate how the use of Indigenous methodologies provides students with an understanding of alternative paradigms informed by indigenous ways of knowing.

Studying the Relationship between the Teaching Status of Research Methods, Biostatistics Courses and, Academic Research Skills, from the Graduates Point of View

Introduction: This study aimed to evaluate the relationship between passing biostatistics and research methods courses and academic research skills in graduates. Methods: This cross-sectional study included 633 graduates during 2016-2022 from Iran University of Medical Sciences, Tehran, Iran. The explanatory factors were passing biostatistics and research methods courses and having statistical consultant. The outcomes were the duration of preparing proposal and thesis, and paper publication. Univariate and multiple logistic regression was used to estimate the odds ratio (OR) with %95CI. Significance level was set to 0.05 Results: 433 (68.4%) were female, and 371 (58.6%) were married. The mean±SD age of the graduates was 34.5±7.06 years. 413 (65.2%) were graduates from MSc and MPH and 128 (20.2%) from PhD. For Masters and MPH, the odds of prolonging the duration of preparing the proposal for who had Biostatistical consultant in their research team was 40% lower than the graduates who had no Biostatistical consultant (OR=0.6[95%CI:(0.39,0.91], P=0.01). In PhD graduates, the odds of prolonging the duration of preparing the proposal for who passed research methods course was 2.94 (1.06, 8.2) times than that of did not pass (P=0.03). Passing Biostatistics course was associated with lower odds of prolonging the duration of preparing thesis (OR=0.3[95% CI: (0.1, 0.86)], P=0.04). The odds of paper publication was marginally associated with research methods workshop participation (OR=3.7[95%CI: (0.82, 16.74], P=0.09) in PhD graduates. Conclusion: Passing Biostatistics and research methods courses and presence of a statistical consultant in the students’ thesis team were associated with shortened proposal or thesis preparation duration, and having publications from thesis more likely.

Methodological learning curve: predilection for qualitative over quantitative approaches in Zimbabwean social work dissertations

ABSTRACT This study examines the nature of competency required of social work students in qualitative and quantitative methods as well as the preferred learning period duration for the acquisition of proficiency in each method. Utilising a descriptive-correlational design, data was gathered from a sample of 1268 social work students who completed their dissertations during their last year of study. The Kaplan-Meier survival analysis indicated that social work students need a longer duration to acquire proficiency in quantitative research strategies as opposed to qualitative and mixed methodologies. The hazard function prediction analysis indicated a significant likelihood of quantitative approaches not being utilized in students’ dissertations, in contrast to other approaches. In terms of course structure, the majority (72%) of social work students learned both qualitative and quantitative approaches simultaneously. A simple linear regression analysis revealed that the research course structure had a statistically significant effect (p < .05) in predicting the improvement in the learning curve for particular methodological methods. We propose that the research method course structure be customized to meet the specific needs of students, such as providing methodological training and capacity development, implementing a research mentorship programme, fostering a supportive learning environment in all methodological approaches, and promoting inter-professional collaboration.

“So, That Would Have Been Useful”: Curriculum in LIS in Support of Liaison Librarian Preparation

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians’ perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

Navigating the D.RA.MA.: Understanding and Overcoming Student Anxiety in Criminology Research Methods and Statistics Courses

Statistics and research methods courses are essential yet challenging components of criminology curricula. Despite their importance, students often exhibit disinterest and anxiety towards these courses, negatively impacting their academic performance. This study investigates criminology students’ perceptions, focusing on disinterest, relevance argumentation, and math anxiety. Using a convenience sample of 167 students from a Hispanic-serving institution in the Western United States, responses were analyzed using the D.RA.MA. scale. Findings revealed that students in statistics courses exhibited higher math anxiety, significantly affecting their performance. Additionally, women experienced greater math anxiety, and other demographic factors influenced perceptions of relevance and disinterest. We discuss how these results underscore the need for targeted interventions among this student population and potential applied approaches that could benefit students. Addressing these factors could enhance students’ understanding and appreciation, leading to better academic performance and career preparation in criminal justice.

예비유아교사의 잠재적 역량 발전을 위한 마이크로티칭 경험에 대한 이야기

Objectives In this study, micro-teaching was conducted to develop potential teaching competencies of pre-service early childhood teachers, and these experiences were analyzed. Methods For this purpose, micro-teaching was conducted to 10 students among the subjects of early childhood curriculum research and guidance law operated by the Department of Early Childhood Education at a university located in Gyeongsangbuk-do, and their experiences were analyzed. Results As a result of this study, the pre-service early childhood teachers recognized the micro-teaching experience as an activity of personal reflection opportunity, understood their own class activity form, and tried to improve their class activity attitude and teaching skill from the perspective of others. Second, pre-service early childhood teachers were thinking more practically about the meaning of becoming a teacher by breaking away from their subjective perception through microteaching. Third, the improvement process through trial and error showed the possibility that the pre-service early childhood teachers themselves could improve by experiencing several trial and error processes. Finally, the pre-service early childhood teachers were expecting improvement of teaching efficacy through microteaching experience. This shows that it is an opportunity to improve class competencies by having opportunities for peer supervision as well as self supervision. As a result, it was found that pre-service early childhood teachers recognized the micro-teaching experience as an opportunity for personal reflection, an activity based on escape, an improvement process through trial and error, and an expectation for improvement of teaching efficacy. Conclusions This study presents the findings of preservice early childhood teachers taking a semester-long course in early childhood materials research and teaching methods at a university's early childhood education department, which may have implications for future preservice early childhood teacher education.

Teaching Note—Antioppressive Pedagogy in Action: The Undergraduate Research Methods Course

ABSTRACT The project of engaging undergraduates in research methods courses is an outstanding challenge for social work educators. Anxiety about the subject is common, for both students and instructors. Further, students’ wariness may reflect historical trauma and their knowledge about the ways in which research has been used to oppress people of color; lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual or ally, and other sexual and gender minorities communities; and other marginalized populations. This teaching note offers reflections and experiences about developing an undergraduate social work research methods course that uses antioppressive pedagogies to create student-centered learning with experiential team-based activities and ongoing critique about the role of power and privilege in research. Specific teaching resources and strategies are shared.

Student-generated Multiple-Choice Questions: A Java and Web-Based Tool for Students to Create Multiple Choice Tests

Student-generated questions can be an effective study technique to improve active learning, metacognitive skills, and performance on examinations. Students have shown greater success when assessed using peer-made study questions than when studying without questions. In three semesters of a kinesiology research methods course students were taught how to write high-quality multiple-choice questions that addressed course objectives and Bloom’s Taxonomy. Students were given a graded assignment to write three multiple-choice questions using Makequiz, a Java and web-based tool for helping students generate multiple choice questions. Student- generated questions that were rated as good quality (n = 169-245) were provided to the students as a study resource prior to the final exam. Of those study questions, 40 were selected each semester to be on the final exam. Students performed significantly better on student-written questions than instructor-written questions on the final exam in Class A (p &lt; .05) and in Class C (p &lt; .05). A majority of students felt this assignment was a worthwhile component of the course, voting to keep Makequiz in the curriculum (Class A: 52.6%, Class B: 62.3%, Class C: 58.3%) or to modify Makequiz (Class A: 25.3%, Class B: 14.5%, Class C: 18.1%). Many of the students stated it was the most valuable assignment of the course (32% Class B and Class C). Makequiz is, therefore, a recommended study tool for students. Comparisons are also made with PeerWise, an online platform for creating and sharing MCQ and feedback. Further investigation is required to measure the impact Makequiz has on learning, metacognitive skills, and anxiety levels before test-taking.

The Impact of Two-Stage Testing and Other Tutorial Co-Learning Activities on Cohort Cohesion and Learning Outcomes in a Large-Enrollment Undergraduate Course

Large enrollments in undergraduate courses pose several teaching and learning challenges that impact students’ learning experience and performance. Implementing co-learning activities in tutorials of large courses can help mitigate these challenges and improve the learning environment. One type of collaborative learning activity that has become increasingly popular is two-stage testing but there are limitations to how two-stage testing has been conducted. We undertook a study to elucidate whether our modified two-stage testing protocol and other co-learning activities performed in tutorials can enhance the learning experiences of undergraduate students and foster a sense of community in a large-enrollment research methods course. The specific aims of our study were to: 1) Assess whether co-learning activities including two stage testing in tutorials improves learning outcomes and fosters cohort cohesion in a large-enrollment junior undergraduate science course. 2) Evaluate the impact of our modified two-stage testing approach on student learning and long-term retention. To assess cohort cohesion students were asked to complete a survey and were invited to participate in focus groups. Results indicated that tutorials did foster cohort cohesion among students in the tutorial. The tutorial activities helped scale down the course size and connect with their peers. We tested our modified two-stage testing protocol by administering a two-stage test (an individual test consisting of short-answer questions followed by a group test that was comprised of a subset of the individual test questions that was completed during tutorials). Approximately three months after the individual test, a retention test was administered. Student grades were significantly higher in group tests compared to the individual tests. Interestingly, students on average scored 6.2% higher on the retention test questions that were from the group test, compared to questions that were only on the individual test. These results support the idea that group tests help improve student retention. Students reported tutorials and two-stage testing to be a positive learning experience.

Description and Evaluation of a Pharmacy Graduate Health Services Research Methods Course.

The purpose of this paper is to provide a description and evaluation of a graduate-level Health Services Research Methods course offered at the University of Arizona R. Ken Coit College of Pharmacy. This three-credit, round-table discussion-style course introduces students to fundamental concepts in healthcare study design and teaches them how to design and critique example studies for a variety of commonly encountered study designs. The course is assessed through essay-style examinations, development of a research proposal, and low-stakes weekly assignments. Twenty-seven students have completed the course in the past five years. Feedback from student course surveys was almost unanimously positive, with few meaningful suggestions for improvement. The description and evaluation of a graduate-level Health Services Research Methods course at one institution indicates that students had a largely favorable experience with the course. Considerations for future revisions to the course are discussed alongside other lessons learned.

Correction: Complex Problems and Dealing with them on a Research Methods Course in a Business School

Correction: Complex Problems and Dealing with them on a Research Methods Course in a Business School

Understanding QRPs and Blatant Misconduct in Applied Linguistics Research: A Book Review of Addressing Questionable Research Practices in Applied Linguistics: A Practical Guide

his book explores the ethical gray area of Questionable Research Practices (QRPs), including its similarities and differences (Butler et al., 2017; Ravn &amp; Sørensen, 2021). It lies between responsible research conduct and clear misconduct like falsification, fabrication, plagiarism. It helps Applied Linguistics (henceforth AL) researchers to carry out ethical research which addresses the ambiguity and debate surrounding certain practices, such as data sharing and outlier management. They are often not well covered in traditional research ethics training. There is a need for AL researcher to identify the good, the bad, and the ugly in the research practices (Banks et al., 2016). To enhance understanding and ethical decision-making, the book provides a taxonomy of 58 QRPs, lesson plans, suggested readings, and discussion scenarios for use in research methods courses and workshops.

Comparing interteaching and discussion forums in an asynchronous online classroom.

The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's-level asynchronous research methods course. In an alternating-treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired-sample t test indicated statistically significant differences between the two conditions at p < .0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed.

Digital Resources Construction and Education Research for the Course of Material Research and Testing Methods

The course of Materials Research and Testing Methods aims to help students master the skills of testing and analyzing the composition, structure, property and performance of materials. To improve the teaching quality of this course and help the students understand well about the content, we introduced the distinctive teaching methods such as applying case teaching, developing virtual simulation software and database of cutting-edge instruments, carrying out instrument training, building platform of instrument popularization and national first-class course, guiding research projects and scientific competitions. Therefore, the course has its own distinctive materials that are collected to build the digital resources. How the teaching quality of this course improved by these methods will also be discussed. Furthermore, the construction of the digital resources can help students realize the new learning mode of learning at any time, flexible learning and long-term learning, broadening the channels and ways for students to study the course.

Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course

In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of “ungrading” in the required behavioral research methods course of a master’s level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students’ learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress.

Self-Directed Learning in a Qualitative Research Methods Course for Doctoral Students

This paper describes (1) the reasoning behind a self-directed learning assignment in an advanced qualitative research methods course, and (2) doctoral students’ experiences with that assignment. Drawing on instructor and student perspectives, a professor and four doctoral students collaborated to reflect and report on the process and product of one assignment within a course. The doctoral students approached the assignment in unique ways: delving into one specific research methodology, comparing multiple research designs, and exploring current uses of qualitative research at a research conference. The piece contributes to the body of literature about students’ and instructors’ experiences in graduate qualitative research methods courses and argues for providing more opportunities for students to direct their own learning in graduate coursework.

Teaching advanced topics in econometrics using introductory textbooks: The case of dynamic panel data methods

We show how to use the introductory econometrics textbook by Stock and Watson (2019) as a starting point for teaching and studying dynamic panel data methods. The materials are intended for undergraduate students taking their second econometrics course, undergraduate students in seminar-type courses, independent study courses, capstone, or thesis projects, and beginning graduate students in a research methods course. First, we distill the methodological core necessary to understand dynamic panel data methods. Second, we design an empirical and a theoretical case study to highlight the capabilities, downsides, and hazards of the method. The empirical case study is based on the cigarette demand example in Stock and Watson (2019) and illustrates that economic and methodological issues are interrelated. The theoretical case study shows how to evaluate current empirical practices from a theoretical standpoint. We designed both case studies to boost students’ confidence in working with technical material and to provide instructors with more opportunities to let students develop econometric thinking and to actively communicate with applied economists. Although we focus on Stock and Watson (2019) and the statistical software R, we also show how to modify the material for use with another introductory textbook by Wooldridge (2020) and Stata, and highlight some possible further pathways for instructors and students to reuse and extend our materials.

Rational Thinking in Complex Qualitative Business and Management Research Using Systems Methodologies.

This paper describes the application of Systems Methodologies when dealing with complex qualitative business and management research studies, when seen in their true light, as “wicked projects”. It will demonstrate the power, flexibility and effectiveness of these approaches. This paper focuses on studies undertaken by mostly part-time postgraduate students on Business and Management related degrees who are managers in their full-time roles. Such research studies in the “messy” real world often deal with complex, difficult, unstructured and ill-defined problematic situations, with many stakeholders, multi-perspectives, uncertainties, soft factors. Hence “wicked projects”. Systems methodologies and Soft OR (Operational Research) are very suitable approaches for structuring the research project, gathering data, carrying out rigorous analysis, and enabling clear, unbiased and rational thinking. They provide the researcher with a fully informed holistic approach. They have been employed successfully by the author, when supervising, or in collaboration with students undertaking research studies or dissertations. Soft systems methodologies are not mainstream, and thus are often ignored in university research methods courses, and rarely mentioned in business research methods books. Yet they help the student design the project, help the supervisor guide the project, enable clear communications between the participants in the research, and aid collaboration. They are highly efficient and effective, and will deliver “joined-up thinking!” The paper will describe the studies carried out, and methods and techniques chosen. They have proved of real value to the students, not only in their degrees but also in the learning and development needed for their ongoing managerial roles, to the organisations in question, and to advance knowledge in the particular field.