Research Methodology Course Research Articles

Effect of a research methodology course on prospective teachers' research anxiety and self-efficacy

The purpose of this study was to investigate the change in the levels of self-efficacy for research and anxiety about research among prospective teachers participating in a course on research methodology in education. This study was structured with an exploratory sequential pattern, which is a mixed method. Seventy-four prospective teachers attending a major university in Turkey and taking the course on research methodology in education participated in the study. A single group pre-test/post-test experimental pattern was used in the first phase of the study. The data were analyzed using the two-way ANOVA method. In the second phase of the study, the opinions of 12 prospective teachers were collected using a questionnaire consisting of openended questions. The results of the study showed that the 14-week course on research methods in education given to the prospective teachers was effective in increasing their self-efficacy levels for research, but there was no change in research anxiety. The qualitative data showed that different factors were effective on the self-efficacy and anxiety of the prospective teachers. In this context, the effectiveness of the research methodology course given to the prospective teachers was investigated. In light of the results, the importance of academic guidance offered to prospective teachers was noted and a number of recommendations were presented for researchers.

Research Methodology Course for Postgraduate Students by National Medical Commission: A Welcome Step That Needs Complimentary Action.

After decades of administrative hibernation, the Medical Council of India (MCI), now National Medical Commission (NMC), started deliberating on reforms in medical education a few years back. The MCI/NMC introduced vertical corrective actions, yet there is a need for horizontal integration, and these measures require adequate guidance on implementation strategies. All postgraduate medical students must conduct a research project as a “Thesis.” This crucial opportunity to instill scientific thinking is excellent, along with patient care and clinical training. This opportunity has a long-term impact on clinical practice and research and development in medicine if implemented well. To enforce this step, the Board of Governor introduced a compulsory course in basic research methods for all postgraduate medical students, but alas, without adequate deliberations on implementation and complementary mechanisms. This critical review provides a brief history of the evolution of medicine and medical education in India and reforms in medical education. Further, it presents a balanced critique of the process, intending to brainstorm in improving the process and achieving the expected outcome from this course. Albeit many relevant issues need attention, this article will focus mainly on ways to leverage infrastructure optimally to imbibe scientific thinking in medical students of India with cursory deliberation of the relevant issues.

ELT Master’s Programmes in Thailand: Focused Areas and Research Trends

The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

ELT Master’s Programmes in Thailand: Focused Areas and Research Trends

The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.

PENERAPAN REVIEW KRITIS ARTIKEL ILMIAH DALAM PERKULIAHAN METODOLOGI PENELITIAN

The purpose of this study was to improve the mastery of the concept of research methodology in undergraduate students of elementary school teacher education, the Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta. This research method is a classroom action research which consists of two cycles where each cycle consists of four meetings. The subjects of this study were students of semester VI class A3-17 consisting of 40 students. This research was conducted in the even semester of 2019/2020 from February 2020 to March 2020. The results showed mastery of the concept of research methodology where> 80% of students mastered the concept of research methodology well. In addition,> 80% of students responded positively to learning and 36 out of 40 students received good and excellent scores in the assessment of research proposals as the final product of the research methodology course. Keywords: Critical Review, Scientific Articles, Research Methodology Concept

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

Somali-Swedish Research Cooperation for Health (SSRCH) - a joint initiative by Somali and Swedish Universities to guide the Somali health system recovery process

Abstract In the fragile Somali state, there is a research imperative to effectively guide health systems recovery, which is crucial in the national rebuilding process for societal stability and peace. Our collaboration has its roots in the early 1980's, was cut short by the civil war and revived in 2014 to meet the need for health research capacity in Somalia today. Somali universities, representing different regions (East Africa University, University of Hargeisa, Galkayo University, Benadir University, Puntland Health Science University, Amoud University, and recently Somali National University) formed a consortium with Swedish universities (Umeå, Lund, Uppsala, Karolinska Institutet and Dalarna) and Somali diaspora professionals. Most recently we joined forces with the Public Health Agency of Sweden, linking us to the National Institute of Health Somalia (NIHS). A joint action programme for capacity building in health research has been developed, as outlined in the article “Rebuilding research capacity in fragile states: the case of a Somali-Swedish global health initiative” (Glob Health Action, 2017;10:1;1348693). We have a model for working collaboratively across regions and cultural barriers, creating hope for real change. As a first step, priority was given to research capacity development of faculty staff at the Somali universities' health faculties and Ministries of Health. A 'training of trainers' course in health research methodology was carried out during 2016-2018, supported by WHO-based Alliance for Health Policy and Systems Research. This has fostered health research as an integral component of these universities' academic development process. Institutional and research capacity in public health has a key role in rebuilding national health services for better health and wellbeing and to reach the SDGs (goals 3, 5, 10, 16).

From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment

ABSTRACT Though tourism research has become more value-laden in its scholarship and pedagogy, there is still a risk that tourism higher education curricula (re)produce uncritical views of society and sustainability. I argue that research methodology courses and assignments based on data collection can legitimize the use of sustainable tourism solutions based in generalizations and abstractions, rather than encourage the dialogue and reflectivity needed for major change in times of crisis. They also risk promoting a self-serving agenda where researchers (re)produce their success in the knowledge economy. In light of the limitations of the sustainability concept in time of planetary crisis, I look into the possibilities of a tourism research pedagogy in the Anthropocene by uncovering arguments for plurality and deliberation in knowledge production. Social scientists need to address questions of ethics in times of crisis. Conjointly, the Anthropocene highlights our planetary attachment, where human responsibility and social action are imminent.

Strategic and focused solutions to challenges faced by medical postgraduate students, in performing research at a South African University

Background and objectives : Poor research output is a major issue at some South African Universities especially among medical postgraduate students. A number of students struggle to complete the research component, which is a requirement for registration with the Health Professions Council of South Africa (HPCSA). Aim: To evaluate and uncover factors hindering research performance at a South African university, with a plan to implementing strategic and focused remedial action. Methods: Post-graduate students in the School of Medicine were enrolled in a cross-sectional descriptive study. Using self-administered questionnaires, students were requested to provide information on barriers hindering research performance. Raw data from questionnaires was captured and analysed using STATA software. Results: A total 125 questionnaires were returned however some participants did not answer all the questions. The major reasons for non-performance were cited as; lack of prior research experience with only 14 per cent having had prior research exposure. Regarding association of research methodology (REME) course attendance with students starting research activities, 90 per cent of those that had attended the REME course, had started research activities at the time of this study. Research supervision was cited as inadequate by 48 per cent of respondents, while 61 per cent cited excessive workload as factor another factor hampering research course attendance and research participation. Most students indicated the need to have research taught and incorporated in the Masters curriculum, with time ring-fenced for research activities. Conclusion: Prior research exposure and attendance of a research course were important factors influencing students’ participation in research and should be encouraged. The institution should strive to improve supervisory and mentoring support as well as provide bio-statistics support. There is a need to ring-fence time specifically for research activities in order to counter the workload issue as a deterrent to research activities.

Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”

Higher education institutions play an important role in the transition processes to sustainable development through developing critical thinking (CT) in their students. The case of the Research Methodology course of the International Cooperation Master’s degree at the Universitat Politècnica de València is a paradigmatic case of experiential learning, where students face their own realities related to sustainable topics through an action research project with the Agroecological Market (AM). The learning methodology is project-based learning and helps the participants to deeply analyze problems related to the transition of socio-technical systems, such as sustainable food. The objective of this research was to analyze the contribution of project-based learning to students’ critical thinking through a qualitative analysis of the pedagogical outputs obtained during the course. The analysis and results are structured in three dimensions of critical thinking: (i) students’ critical attitude towards reality; (ii) students’ ability to reason and analyze in order to form their own rigorous judgments; and (iii) students’ capacity to construct and deconstruct their own experiences and meanings. The results show that project-based learning using a real-life scenario helped students reflect on their critical thinking and the challenges that our societies face for a transition to sustainability.

Case Study: Learning Difficulties of Qualitative Research Methodology at Biology Education Postgraduate

Qualitative research methodology courses become a provision for postgraduate students to carry out research, as one of the three obligations of college. The course is a new subject and most students had never practiced it and had never been familiar with the concepts. The aims of the study is to analyzed the causes of learning difficulties and solutions carried out by students and by lecturers in qualitative research methodology courses. This study used a qualitative research approach with a case study design. Data were obtained from questionnaires and interviews with 20 postgraduate students of biology education, Universitas Negeri Malang. Data processing consists of: data reduction, data presentation, and making conclusions. The students experienced main problems in understanding the teaching materials used because it was written in English and the methods in various qualitative studies tend to be similar so causing confusion. Various solutions are carried out by students, for example: conducting discussions, compiling concept maps, and conducting qualitative research practices. Supporting lecturers have main difficulty in assessment. Lecturers take advantage of online media to facilitate assessment. The findings of this study provided alternative solutions for lecturers and students who take qualitative research methodology courses in order to minimize the constraints.

The Effect of Using a Teaching Strategy Based on the KWLH Learning Schedule to Gain the Concepts of Scientific Research Curricula among Princess Rahma University College Students

This study aimed to investigate the effect of using a teaching strategy based on the KWLH learning schedule to gain concepts of scientific research curricula among students of Princess Rahma University College. The study sample participants were intentionally chosen from students of Princess Rahma University College at Al-Balqa Applied University, who are enrolled in the research methodology course and its statistical methods. They were randomly assigned to two groups: an experimental group studied according to the teaching strategy based on the learning schedule KWLH, and a control group that studied according to the usual strategy. A test tool was implemented after verifying its validity and reliability, namely: Testing the concepts of scientific research methods. The study concluded that the teaching strategy based on the KWLH learning table was superior, and its percentage (16.24%) of the variance in the dependent variable was explained. The results showed that there was no statistically significant difference in the acquisition of the concepts of scientific research methods due to gender or the interaction between teaching strategy and gender. There was also a lack of a statistically significant difference in the acquisition of the concepts of scientific research methods due to the university cumulative average, compared to the presence of a statistically significant effect attributed to the interaction between the teaching strategy and the cumulative rate in the acquisition of the concepts of scientific research methods.

Undergraduate medical students. Simulation-based activity to conduct the informed consent process for health research studies

Abstract Introduction Training through medical simulation allows for continuous learning under controlled conditions. Simulation-based training activities can be used simultaneously with other educational strategies to strengthen the attitudinal skills needed to develop an informed consent process in the context of health research. Objective To facilitate learning in undergraduate medicine students, and to evaluate their competences to carry out an informed consent process in a scenario that resembles reality. Materials and methods In this semi-longitudinal study, a simulation-based activity was conducted with 136 medical students of the fourth (Group A) and fifth year (Group B) of the Marist University of Merida, in southern Mexico. Results The mean score for both groups was 72.48 ± 1.05 (95% CI = 70.4–74.5); 86.2 ± 0.96 (95% CI = 84.2–88.0); and 77.7 ± 0.72 (95% CI = 76.3–79.1), in the pre-test, the simulation and the post-test, respectively. The students of group A self-evaluated their performance with 3.93/5.00, and those of Group B, 4.04/5.00. Discussion This study showed that Group A students did not score lower on simulation-based activity when compared to students in Group B, suggesting that before the fifth year of undergraduate medical education, students could properly develop an informed consent-process for health research if they receive early education about medical ethics and research bioethics. Issues related to bioethics in human health research can be included as soon as medical students initiate research methodology courses.

Determinants of Application of Research Methodologies in Architecture Programs in Covenant University, Ota, Nigeria

Research methodologies (R.Ms) employed in carrying out studies have been found in diverse contexts to influence the outcome. This study examined the determinants of applications of R.Ms in undergraduate and postgraduate studies in Department of Architecture Covenant University Ota, Nigeria. The objectives include analysis of the identified R.Ms attributes and identification of the factors influencing applications of the R.Ms employed in architecture research programs (B.Sc., M.Sc., and M.Phil./Ph.D Degrees) in the University. The methodology adopted for the work is the cross-sectional survey of the 153 final year B.Sc., the M.Sc., and the Ph.D Students using 5-point Likert Scale questionnaire as data collection instruments; and interview of 16 of the students across the levels. Data obtained from the survey; and interview of the students were subjected to descriptive statistics (percentages and frequencies) and inferential statistics (Kruskal-Wallis Test, Linear multiple regression and Cross-tabulation). The results showed that Level/Program (.428), Rating of appropriateness of methodology for current or terminal research (.046), Gender (.044), Type of terminal research (.040), Distance of Residence to Department (.023), are the principal five (5) of the 13 predictors of the dependent variable in the study (representing 72.99% of total contribution to the model with R Square of .796).The study recommended commencement of ‘research methodology course’ which used to be in 400 Level Alpha to be moved from 300 Level Omega to 200 Level Alpha and Omega for early higher mastery, and for supervisors to consciously ensure more applications of R.Ms at undergraduate level beginning from 200 Level. Also female students are to apply quantitative RM more than their usual practice even from early part of undergraduate level.

Can we engage postgraduates in active research methodology learning? Challenges, strategies and evaluation of learning

ABSTRACT Due to the complex nature of research methodology courses, the current study focused on implementing the active teaching and learning approach to a postgraduate research method course in a Malaysian university over an academic semester. A qualitative analysis of observations, instructor-learner interactional exchanges, students’ drafts of tasks and pre-course and focus group discussion was performed. The findings revealed three types of challenges: student-oriented challenges, subject-matter-related challenges and instructor-oriented challenges. Three main pedagogical strategies: instructional scaffolding, peer scaffolding and engaging the postgraduates in drafting their tasks were employed as a response to these challenges. Although the active teaching and learning practices resulted into students’ enhancement of the assigned research methodology tasks and positive research learning experience, such practices were time and effort-consuming. Therefore, future research will need to examine the applicability of our active teaching and learning approach to research methodology courses in different contexts.

Visualizing the stages of the educational research methodology into animation infographics for vocational students

Visualizing something abstract into a concrete object can help students improve their mastery of concepts in learning. The purpose of this study is to visualize the stages of the educational research methodology into an animation infographic media. The method used refers to the instructional development model. The target subjects of this study were students of informatics engineering education study program who had taken courses in educational research methodology. In order to get valid, practical, and effective media, several tests were carried out, such as formative evaluation and effectiveness testing with Hake formula. The results show that the dynamic infographic media produced has gone through expert judgment as follows. (1) Testing by content experts score 1 (very high), testing by the learning design experts scored 0.92 (very high), and testing by learning media experts scored 0.90 (very high). (2) The result obtained from the practicality testing is 86.5%, or it is included in the practical category. (3) The testing of the effectiveness of using the Hake formula obtained N-gain results of 0.8, which belongs to the effective category. It shows that animation infographic media produced is valid, practical, and effective to be used in improving the concept mastery of the stages of educational research methodology in informatics engineering education study program.

Designing the Pre-Class and Class to Implement the Flipped Learning Model in a Research Methodology Course

The use of new technologies in university education is indispensable for promoting the autonomous work and motivation of a new generation of students who use technology frequently and skillfully. For these reasons, integrated technology into teaching-learning processes is needed. Our study focused on the implementation of the Flipped Learning model (FL) in the Research Methodology course. The content and the activities for the pre-class and class were designed to develop the skills and competencies in the students and to propose a research design. For the first execution, open-access videos were used. After analyzing the first execution, the results showed the need to make personal videos, that include the exact content, making them more attractive for the students as well as to use strategies to ensure that the students prepare the pre-class appropriately. In conclusion, the model encourages students to include technologies as learning tools, adapt their schedules to take better advantage of classes, and apply the knowledge taught in videos to their classwork.

Pengembangan Media Pembelajaran E-Learning Berbasis Moodle Pada Mata Kuliah Metodologi Penelitian

The aim of this research is to produce Moodle-based E-Learning learning media in the Research Methodology course with the help of Power Point Software, Google Slides and Moodle. This research is a type of Research and Development research using the 4D development model (Define, Design, Development and Dissemination). This study uses a non-test instrument data collection technique that is a questionnaire given to 2 material experts and 2 media experts. The results of the feasibility of learning media products, amounting to 11 learning materials using a Likert scale in the form of a score of 1-5 are as follows: a) The validation results by the material experts obtained a score of 81.54% which is included in the very feasible category; b) Results validation by media experts obtained a score of 78.4% which is included in the feasible category. Based on the results of the feasibility, it can be concluded that the learning media of E-Learning Moodle is appropriate to be used.

Reflections on failure: teaching research methodology

ABSTRACT Across our combined 15 years of experience as methodologists and research methodology instructors, we have found that the concept of ‘failure’ is only a small portion of methodological literature and is similarly missing from scholarship on teaching and learning social science research methodology. We define failure in terms of our inability as researchers to reach the onto-epistemological ideals to which we aspire in our empirical fieldwork with others, both in terms of relationships formed with our research participants and our inability to overcome broader (institutional or socio-political) constraints. This reflexive position paper is an attempt to provide several tools that instructors of research methodology courses may use to teach students techniques for better understanding the causes of failure; to provide students opportunities for workshopping and discussing fieldwork in the moment; and to model transparency and openness in reporting failures as part of their writing and research dissemination. We draw on our own teaching experiences to provide examples of how to build structures that will support students as they prepare to deal with the failures that often occur in empirical inquiry. We then offer examples of what teaching about failure might look like within the frameworks of existing research methodology courses.

Approach toward research among the medical undergraduates studying in Apollo Medical College, Hyderabad

Background: Research training is a critical element of education in the medical field. Continued progress in medicine is fundamentally dependent on the training and performance of scientists dedicated to research in health sciences. Aim and Objective: This study was taken up with an objective to assess the attitude, knowledge, and barriers toward research through questionnaires among medical undergraduate students at Apollo Medical College. Materials and Methods: MBBS students of AIMSR, Hyderabad, who were willing to participate in the study were asked to answer a pre-validated questionnaire regarding the above aspects toward research. Chi-square test was used for the analysis of association between A, BR, and K across different MBBS phases. Factor analysis was used to reduce the dimensionality and explain percentage of variation in all the three domains. Results: Students had a positive attitude toward research and also believed that research promotes critical thinking at the undergraduate level but had no enough knowledge to conduct research effectively with proper protocol. On the other hand, when it came to assessing the barriers toward research; the main barriers were lack of time to conduct research because of educational tasks. Conclusion: Conducting research methodology course periodically and allocating credited hours in their educational schedules for research activities can encourage students to take up research in early medical career. Awareness among students about the existing research promoting schemes undertaken by the government and medical institutes is mandatory for the students to initiate research activity at the undergraduate level.