Methodology Course Research Articles

Evaluasi Platform Elearning pada Matakuliah Metodologi Penelitian Menggunakan Model Evaluasi CIPP

The problem in this study is the lack of student understanding in the online learning process through the e-learning platform in the Research Methodology course and the absence of an evaluation of the effectiveness of using the e-learning platform in the learning process. The purpose of this study is to determine the evaluation of the e-learning platform in the Research Methodology course using the CIPP evaluation model which includes Context, Input, Process, and Product. Overall, the results of this study indicate that the e-learning platform has a positive impact on Research Methodology learning. Although all aspects are in the good category, the percentage value of each aspect is still close to the lower limit of the category, so there is still room for further improvement to increase the effectiveness of learning as a whole.

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.

Зміст та структура курсу методики викладання інформатичних дисциплін у закладах вищої освіти

The article examines the pedagogical aspects of implementing the methodology course for teaching informatics disciplines in master’s degree programs in informatics. It describes the structure and content of the Digital Competence Framework for Citizens (DigComp) introduced by the European Commission, as well as its practical application in education. The approaches to the informatics training of higher education students are analyzed. The principles and specifics of informatics as a general education discipline are defined. The content of the methodology course for teaching informatics disciplines is proposed, which is revealed through the topics of two content modules.

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.

Practice and Reflection of English Major Courses under the Background of Teacher Certification Examination—A Case Study of English Teaching Methodology

In the context of the national examination for teacher certification, curriculum reform of English majors in particular have raised concerns. The course of English Teaching Methodology, as one of the core courses for English major, has a key role to play in its practice and reflection for improving the quality of teaching. This study examines the English Teaching Method course in detail, analyzing the particular strategies employed in the design of the course content, the teaching methods and practices used, and the processes of reflection and improvement associated with the course. It is hoped that this study will provide some practical experience for the reform and some ideas for reference in other English major courses.

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

The development of pre-service teachers’ competence to teach mental calculation strategies

Background: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity.Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics?Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study.Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews.Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts.Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component.Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.

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.

Interviewing the Interviewers: How Qualitative Professors Assess Interviews in Their Classes

When reviewing the literature relating to what instructors of qualitative research courses are teaching in their courses, we found a gap regarding qualitative faculty's motivations behind what they teach and whether they use teaching tools such as rubrics in their assessment practices. We utilized general qualitative methods to explore and describe how instructors of qualitative methodology courses conceptualize and design interview-based assessments. By conducting structured interviews with five faculty members, we embraced interpretivist descriptive traditions and sought to obtain thick, rich descriptions of each participant’s perspectives and experiences. After coding interview transcripts, we created themes to represent participant beliefs that (a) interview assignments are the most appropriate and comprehensive way to assess knowledge of qualitative research, (b) the design and/or use of rubrics for these assignments is complicated within qualitative coursework, and finally, that (c) thorough feedback is the most important aspect of providing high-quality instruction in qualitative research methods. We then summarize our findings and argue that with creative application and further research, qualitative faculty can benefit from the use rubrics to assess interview assignments in qualitative methods courses.

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.

Can novice teachers detect AI-generated texts in EFL writing?

Abstract The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.

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.

Educational Strategy of The Primary Prevention of Domestic Violence: Contributions of Curricular Practices to the Strengthening of Citizenship

At a global level, quality education is fundamental to achieve social and gender justice, stability, and sustainable development worldwide. Therefore, the current school is faced with the need to find answers to these challenges, which can manifest themselves in multiple social violences. The investment in Portugal in an education for citizenship is based on the implementation of an educational policy that introduces, in an intentional and strategical manner, into the curriculum, fracturing themes in societies with the aim of its transformation. In this regard, the construction of the curriculum, as proposed by the Critical Theory, as a social practice, can constitute an educational strategy for the study and action on the problematic issue of primary prevention of domestic violence. The aim of this research is to understand to what extent the inclusion of the issue of domestic violence in curricular practices, in the context of citizenship education, contributes to the primary prevention of this social scourge. The methodological course of the research is based on a qualitative approach of exploratory nature, using a questionnaire with four open-ended questions. The study took place in two public schools, Primary and Secondary: one in the Oporto area and the other in the Lisbon area. The former has a Prevention Project against Domestic Violence in place; the second has no similar project. The data was obtained through the Google Forms tool. Eight participants were selected, four from each school, all teachers at the end of a schooling cycle, specifically: 4th year, 6th year, 9th year and 12th year. The study revealed that, in the school in the Oporto area, because it had a Violence Prevention Plan, there were curricular practices focused on this issue. The school in the Lisbon area, on the other hand, that does not have a Plan for the Prevention of Violence, has an absence of this issue in curricular practices, there being only awareness-raising on the subject.

Studi Kasus Implementasi Kurikulum Merdeka Dalam Mata Kuliah Maharatul Istima’ di Program Studi Pendidikan Bahasa Arab FTK UIN Mataram

The current curriculum development utilizes the Merdeka Belajar Kampus Merdeka (MBKM) platform. This program is designed to provide a framework for higher education institutions to prepare students to become experts in the field of science and technology, possess strong character, and be capable of facing challenges in the workforce. This article aims to describe a case study of the implementation of the Merdeka curriculum in the Islamic Studies Methodology course at the Arabic Language Education Study Program of the Faculty of Teaching and Education Sciences (FTK) at UIN Mataram. Data were collected through classroom observations, interviews with lecturers, and curriculum document analysis. The research results indicate that the implementation of the Merdeka Curriculum in the Maharatul Istima' course at the Arabic Language Education Study Program of FTK UIN Mataram has a positive impact on active student participation and the enhancement of learning creativity. Students show increased interest in the material and actively participate in class discussions. Data collection methods include interviews, field notes, memos, and official documents. Research recommendations involve efforts to enhance resources and provide specialized training for lecturers, as well as strengthening institutional support for the implementation of the Merdeka Curriculum. This research is expected to provide insights for higher education institutions, especially in the field of Arabic Language Education, to improve the effectiveness and sustainability of the Merdeka Curriculum, while stimulating further discussions on the integration of curriculum innovation in Maharatul Istima' learning.

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.

CREATING OPPORTUNITIES FOR DEVELOPING SOFT SKILLS WITHIN THE EFL METHODOLOGY CLASSROOM

This study investigates the efficacy of the activities employed for developing soft skills within the EFL Methodology classroom. Critical thinking, creativity, communication, and collaboration known as 4C skills are in the focus of the research. Through a questionnaire administered to teachers, prevalent activities for soft skills development were identified. Subsequently, observations of EFL Methodology classes assessed the extent of 4C skills integration. Results reveal a diverse variety of activities favored by teachers. Observation data indicate strong development of communication and collaboration skills, while critical thinking and creativity exhibit room for growth. The study underscores the EFL Methodology course efficacy in providing conducive environment for soft skills development.

EFL Students’ Perceptions to the Benefits of Online Group Discussion

This research aims to describe the students’ perceptions of online group discussion in EFL research methodology project. In frame of qualitative research, it utilized a case study research design taking 12 the Magister program students at Universitas Negeri Makassar. It used a semi-structured interview as the research instrument that was in thematic analysis coming with some steps, namely familiarizing self with the data, coding, generating and reviewing the themes, and writing the report. The results of this research showed that the students positively perceive the online group discussion in learning the course of Research Methodology indicated by (a) positive collaborative experiences, (b) increasing engagement, (c) challenging and stimulating, (d) social interaction, and (e) various learning styles. The positive collaborative experiences involve improving students’ understanding, share ideas and experiences, collaborative problems solving, collaboratively to finish the project; Increasing engagement allows an active participation; challenging and stimulating contributes to appreciate the challenge of defending the ideas, an opportunity to learning from the experience of others, learning from new viewpoints from group members, and to improve the quality of thinking and analysis; social interaction remains developing interpersonal communication skills, supportive learning environment, promotes effective teamwork, and improves learning experience; and various learning styles include platform for sharing ideas and experiences, variety of learning media and styles, improved students understanding. These findings lead to a conclusion that the use of the online group discussion in learning bridges the students to have a good interaction and communication among the students in EFL classroom.

What enables doctoral degree holders to get a job? A journey through doctoral students' satisfaction with educational services

PurposeDoctoral degrees are generally the highest level of education provided by educational institutions in Western countries. Nevertheless, doctoral degree holders – i.e. Philosophiae Doctors (PhDs) – struggle to find a job that matches their knowledge and expertise. This article investigates the effects that PhDs' satisfaction with different attributes of educational services has on their ability to obtain employment either in academia or outside it.Design/methodology/approachSecondary data were accessed from a nationwide survey performed in Italy between February and July 2014. More than 16,000 people who achieved a doctoral degree between January 2008 and December 2010 were involved in the analysis. The four-years' time-span was justified by the need to avoid potential biases produced by a short time lapse between data collection and the awarding of the respondents' doctoral degree. A logistic regression model was designed to shed light on the relationship between doctoral degree holders' satisfaction and their ability to find employment.FindingsThis study results suggested that the attributes of educational services had varying effects on the doctoral degree holders' ability to obtain work. More specifically, the perceived quality of research and methodological courses delivered by educational institutions and the quality of the technologies and digital resources available at the host university were found to positively affect the ability of doctoral degree holders to get a job in academia. Conversely, the satisfaction with the quality of the teaching activities was positively related to the doctoral degree holders' employability outside academia.Practical implicationsThe quality of educational services provided to students attending a doctoral degree course affects their ability to find work. Enhancing the quality of educational services may reduce the risk of unemployment amongst doctoral degree holders.Originality/valueTo the best of the authors' knowledge, few attempts have been made to investigate the interplay between the quality of educational services and doctoral degree holders' employability.

Faculty Mentors’ Perceptions

The purpose of this research was to understand faculty mentors’ perspectives on the impact of CPED-aligned methodology courses on doctoral students’ development as scholarly practitioners. This study was a pilot study and exploratory in nature. Methods included distribution of a survey which included Likert items, as well as open-ended questions. The study presents descriptive statistics and thematic analysis of the survey results. Additionally, exemplar DiPs were analyzed to demonstrate alignment with CPED principles. Findings indicated that faculty mentors perceive that the CPED-aligned methods coursework is having a positive impact on students’ learning and development as scholar practitioners. However, areas for growth and continuous improvement were identified. Implications of the research indicate a need for ongoing program assessment and evaluation of the impact of methodological coursework as the institution moves forward in program redesign and improvement. This study also serves as a model for incorporating faculty mentor perspectives in course and program assessment.

Towards cultivating plurilingual selves in early-years foreign language learning

Abstract Although plurilingualism has been extensively researched in the area of foreign-language education and identity formation, no such effort has been equally documented outside the European context. In view of this disparity, the present article focuses on this research area in a context where the mainstream language learning experience ascribes only peripheral importance to the transformational value accentuated by pluringual pedagogies. It is accordingly believed that these alternative pedagogical initiatives, such as the awakening to languages approach, language learning is a space where youngsters undergo intellectual, affective, and attitudinal transformations. The article reports on three studies with different methodological courses, yet all subsumed under the framework of awakening 5-to 8-year-old children to foreign languages. Both quantitative and qualitative results, reported from this experimental triad, attested to the emergence and development of the plurilingual self as a form of identity that is well receptive to intercultural diversity. Aside from the empirical substance accentuating the plurilingual self as a researchable concept, the present findings would give substance to the voices for reshuffling priorities in the early foreign language learning agenda.