Research Skills Research Articles

Necessary Competencies for The Completion of a Thesis: Students’ Perceptions

Research is a core skill in university education, which allows students to develop knowledge and skills to intervene in their professional field. However, there are areas of opportunity to complete an investigation, and the context of the present study is no exception. According to this background, the objective is to characterize the students’ competencies to develop a thesis and identify obstacles in its preparation, presentation, and defense. Concerning methodology, a transversal quantitative approach was used by applying a questionnaire, finding that participants manage some techniques, abilities, competencies, and knowledge and identifying difficulties centered on lack of knowledge and investigative skills. In conclusion, students do not complete their work because theoretical foundations are not put into practice since there are ambiguities in knowledge conceptualization and the operationalization of research skills. The contribution of this study lies in identifying the difficulties in preparing a thesis, which can allow teachers to design an appropriate didactic intervention to meet students’ needs for the successful completion of their research and foster interest in the inquiry.

Recovered History: Chicanx Representation in the Dual Credit Classroom

Abstract Recent legislation in Texas effectively prohibits K-12 educators from addressing issues of racism and explicitly prevents teachers from discussing the place of racism in Chicanx relations across Texas history. University educators, and dual-credit instructors especially, must intercede if future generations of learners are going to encounter the true and complete history of border culture, colonialism, and the complex relationship that Chicanx people have with the Southern region of the United States. I argue that the use of digital archives and recovered history like the internet project Are We Good Neighbors? Mapping Discrimination Against Mexicans in 1940s Texas, which catalogs racial discrimination through individual testimony, the Library of Congress database of Mexican American documents, and Chicano! History of the Mexican American Civil Rights Movement offer educators an opportunity to incorporate key research skills into the classroom while also establishing a linear context for liminality as a feature of identity formation in contemporary Chicanx literature. The combination of research and critical inquiry is vital to instructing students on the realities of Chicano relations and introducing them to the Mexican American Civil Rights Movement, a key element of American history that is not only conspicuously absent from most K-12 curricula but also an inescapable influence on identity formation and contemporary discussions around Mexican American relations. The use of digital archives to recover and center Chicanx history is actionable on a small scale and serves as an important opportunity to resist anti-ethnic legislation in real time, a vital act of subversion that sidesteps prolonged challenges to censorship at the legislative level.

Partnering for Progress: Lessons Learned From Mental Health Assessment for Youth Living With HIV in India Through Community-Based Participatory Research

Youth living with HIV (YLHIV) face diverse mental health challenges necessitating interventions informed by their lived experiences. Failure to do so can perpetuate a self-reinforcing cycle of misaligned and ineffective support, further exacerbating existing vulnerabilities. This study directly addresses this gap by using a community-based participatory research (CBPR) approach to empower YLHIV in India to address their mental health challenges. YLHIV actively participated in adapting and implementing a culturally responsive mental health screening program. The study, incorporating CBPR principles at every step aimed to identify practical methods for integrating YLHIV voices in research, and showcase the value of YLHIV participation in co-creating and implementing impactful interventions. Six youth investigators aged 18-24, born with HIV and residing in southern Indian states underwent certification in human subjects’ protection and training in mental health screening and survey administration techniques. They actively shaped the research process by culturally adapting standardized mental health screening tools (PHQ-9, GAD-7) through iterative discussions with experts, drawing on their own perspectives. Following field assessments of the mental health screening tools among their peers, they documented their reflections in surveys and written essays. Youth investigators’ involvement improved the research process by optimizing tools, combating stigma, and facilitating reliable data collection. Beyond data collection, the youth investigators’ participation significantly boosted their own knowledge, self-confidence, and research skills. This study serves as an illustrative model of CBPR in mental health research among YLHIV, highlighting the importance of interactive training, continuous feedback mechanisms, and respectful youth engagement in fostering impactful research that can inform tailored sustainable interventions.

Teaching student-driven modules in macroeconomics classes

The authors of this article describe three student-driven learning modules developed from their respective College Fed Challenge courses. These activities are ready-to-apply in a wide range of courses to facilitate adoption without a large time commitment. In the Pick a Policy Maker module, students gain an understanding of the diversity of policy makers by learning about the careers and views of various officials. In the Major Debates on Monetary Policy module, student groups select debates, create original charts, conduct academic research, and present their findings. In the Fun with FRED module, students learn how to work with the FRED interactive graphing tools in the FRED dashboard to analyze current and past macroeconomic data. Through these modules, students develop research, presentation, data analytics, and teamwork skills.

From Thesis to Scientific Articles: Publication of Neonatal Research in Ecuador

Objective: To determine the proportion of scientific articles published by health professionals in Neonatology services in Ecuador in the last 20 years. Theoretical framework: Perinatal research is a priority in public health. Writing a thesis allows students to acquire research skills. Publishing these findings in indexed journals ensures their validity and relevance, becoming references for future studies, systematic reviews, hospital protocols and clinical guidelines. Method: Bibliometric study that examined the temporal evolution, research design, language, affiliations, keywords, journals and academic degrees of thesis writers. The search was carried out in databases and repositories from the last 20 years, using Zotero, Mendeley, Rayyan and R for the analysis. Results and Discussion: It was identified that 13% of the theses were published in indexed journals in Ecuador. (79%) corresponded to postgraduate studies in pediatrics and neonatology. Almost half (48.97%) were published in local journals and the majority (63.69%) in Spanish. The low rate of scientific publication is a common problem in Spanish-speaking countries. Ecuador contributes only 0.11% of world publications. Research implications: Strengthen research training for students and encourage other professionals involved in newborn care to publish their theses. Originality/Value: The publication of theses as scientific articles contributes to the advancement of knowledge. This process broadens the scope of research, enhancing its impact and application in clinical practice and evidence-based decision-making.

Protocol to develop a specialised curriculum in primary care cancer research in an Irish medical school

Background The increasing necessity for specialised training in primary care cancer research stems from GPs' pivotal role in cancer detection and holistic care coupled with the unique primary care context. This has led to the development of the PRiCAN Scholars Network, an initiative to enhance the research capabilities of Graduate Entry Medicine (GEM) students in RCSI University of Medicine and Health Sciences, Dublin, Ireland. This protocol outlines a proposal for the systematic development, implementation, and evaluation of a curriculum aimed at improving the primary care cancer research skills of this cohort. Methods The curriculum development process will be guided by Kern’s six-step approach. Initial stages involve comprehensive needs assessments via surveys and focus groups to identify educational needs. Subsequently, targeted learning objectives and aligned educational strategies will be defined to maximise learning opportunities and impact. The curriculum’s impact will be evaluated in a pilot phase with selected students and faculty, utilising both qualitative and quantitative feedback to drive continuous improvements. Conclusion This protocol describes a detailed method for establishing a primary care cancer research curriculum within the PRiCAN Scholars Network. Designed with a focus on sustainability and adaptability, the curriculum will be structured to develop and support a generation of medical professionals' literate in primary care research, contributing to the advancement of medical education and cancer research.

Impact of Digital Game-based Learning Experiences on Reasoning Skills and Science Engagement

This research seeks to use games to promote scientific reasoning and inquiry skills among middle-school children. Particularly, it focuses on the Control of Variables Strategy (CVS), a fundamental component of scientific thinking which enables individuals to test hypotheses and make valid causal inferences based on evidence. The present study draws on and combines existing streams of research in the fields of science education, embodied cognition, and game-based learning to investigate the efficacy of an intervention using the Preparation for Future Learning paradigm in which students play an online text-based adventure simulation game about solving escape rooms in order to prime them for later formal instruction in CVS via a randomized-controlled trial, as well as whether structured or unstructured access to the game has a differential impact on immediate learning vs. retention after a delay. Students were given tests of scientific reasoning at baseline, immediately following the training phase, and a week thereafter. The impact of playing this game on motivation and engagement with science is also analyzed in this trial through the use of survey data. The study found significant effects of study condition on all measures, with students assigned to the game groups outperforming control students, and the unstructured play group showing the strongest performance in the post-study test while the structured play group performed the most poorly in the retention test. The unstructured play group also showed the highest level of intrinsic motivation, as well as higher self-determination and self-efficacy than the structured playing group in the science engagement survey.

MLA Research Training Institute (RTI) 2018 and 2019: participant research confidence and program effectiveness.

The article reports on an assessment of the effectiveness of the MLA Research Training Institute (RTI) for the years 2018 and 2019. The RTI is a year-long continuing education research methods training and support program for health sciences librarians. The study focuses on assessing RTI participants' research confidence after program completion and compares these results with their perceptions of workshop/program performance and learning outcomes. In addition, the authors discuss how the findings were applied to inform and improve the program. The study used a 26-item questionnaire, RTI Research Confidence Questionnaire, to gather information on participants' self-reported research confidence before the workshop, immediately after the workshop, and one year after the workshop to determine statistically significant differences. Differences in research confidence were identified by using three nonparametric statistical tests. Additional workshop and program surveys were used to corroborate the research confidence findings. Post-workshop and one-year-after-workshop research confidence ratings were significantly higher than pre-workshop levels for years 1 and 2. A comparison of median ratings between years 1 and 2 showed significant increases in research confidence for nine items in year 2. Participants' positive perceptions of workshop/program effectiveness and learning outcomes corroborated these findings. Overall assessment findings indicated that RTI training helped participants understand, use, and apply research skills to conduct research. Findings also revealed that participants' heightened research confidence persisted at least 12 months postintervention. The RTI Research Confidence Questionnaire proved effective for rigorously assessing and improving the RTI program. This study enhances the currently limited evidence on evidence-based approaches for assessing and improving research instruction for librarians.

Exploring digital literacy challenges: a comparative study of online inquiry skills among college students with reading difficulties

ABSTRACT Technology has revolutionised how we interact, work, and learn, with digital literacy offering lifelong learning opportunities. College students heavily rely on the Internet for education. As more students with developmental difficulties enter higher education, it is vital to understand how disparities impact classroom learning. This study assesses online inquiry and research skills in college students with reading difficulties compared to those with typical reading skills. We recruited 67 college students, including those with reading difficulties, in online research about the ketogenic diet, responding to open-ended questions. Findings reveal that students with reading difficulties could access basic information online like their peers but encountered challenges in identifying critical data, explaining concepts, describing processes, and constructing resource-based arguments. This study underscores the importance of educational assessments to enhance digital literacy among college students with reading difficulties, with implications for instruction and future research.

Success and opportunities of the American Academy of Pediatrics Marshall Klaus research grant program in neonatal-perinatal medicine.

Physician-scientists are a crucial link between clinical practice and research. The American Academy of Pediatrics (AAP) initiated the Marshall Klaus Perinatal Research Award to enhance the development of research skills among physicians training in Neonatal-Perinatal Medicine. In this study, we sought to identify trends in funding along with geographical and demographic variables of the applicants and mentees and assess the applicants' scholarly productivity and funding from the National Institutes of Health (NIH). We reviewed the data of applicants and awardees from 2015-2024. We found that basic science applications had a higher funding likelihood than clinical/translational applications. The geographical distribution of awardees is skewed. There was a significant association between awardee status and K08 or K23 funding attainment. Future efforts should support more equitable award distribution and a diverse research landscape in neonatal-perinatal medicine.

Interdisciplinary aspect in the organization of research and project activities of students of a technical university: on the example of the "Graph theory" discipline

The article considers the possibilities of using educational and professional humanitarian-oriented research tasks in the educational process of the university as a means of forming and developing research skills of students of technical specialties. The process of solving educational and professional tasks is considered by the example of constructing an optimal route using graph theory methods.

Академическое письмо и информационная культура личности в подготовке студентов к написанию научной статьи

The need for the formation of research behavior and motivation for intellectual and creative activity of students is substantiated. Definitions of the concepts of academic writing and personal information culture are given. The results of a survey on identifying problems and self-assessment of students’ research skills, preparation and writing of scientific articles are analyzed. The time parameters and reasons for the emergence of academic writing and information culture courses in domestic higher education are considered. A comparative analysis of the content and methodological approaches of the concepts of academic writing and personal information culture is presented. The feasibility of a comparative approach using interdisciplinary methods in the study of interdisciplinary connections of these phenomena is proven in order to improve the quality of preparation and writing of scientific articles by students.

Research Literacy Assessment Instruments in Social Sciences and Education: A Scoping Review

Educational research plays a crucial role in the advancement of knowledge in the teaching profession. In fact, raising the quality standards in education necessitates teachers’ engagement in different levels and dimensions of research. To this end, improving teachers' research literacy is an essential first step, which also entails assessing the current state of teachers' research literacy using reliable and valid instruments. The present study provides a comprehensive review of the available instruments for assessing teachers’ research literacy, along with a description of the characteristics of the reviewed instruments. It also presents a review of the results of using these instruments in measuring the research literacy of various populations. Based on the findings, teachers’ research literacy is below the expected average level, reflecting the need for a change in policies and planning to improve it. Moreover, the results of this scoping review indicated that the instruments developed for measuring research literacy reflected the expectations of just the instructional context in which they have been developed and may not reflect the full dimensions of research literacy. Furthermore, the developed instruments each came with its own strengths and weaknesses in assessing teachers' research skills. Therefore, it is suggested that research literacy instruments should be selected based on the research skills expected from teachers in their institutional contexts and with full awareness of their limitations. To enhance the strengths and minimize the weaknesses, it is suggested that different sections from the current research literacy assessment instruments should be combined selectively to assess teachers’ research abilities.

IMPROVING STUDENTS’RESEARCH COMPETENCE IN TEACHING THE KAZAKH LANGUAGE

The article discusses the enhancement of students’ research competence within the context of teaching the Kazakh language. Developing learners’ research skills is becoming a significant factor in higher education system. This research seeks to undertake a detailed examination of students’ attitudes toward the Kazakh language, identify existing obstacles, and design effective strategies to assist the development of research competency within the context of Kazakh language and culture studies. This study examines both foreign and local studies to provide a methodology for teaching languages and culture. It also attempts to promote a successful integration of research approaches into the learning process for Kazakh language acquisition. This study paper applies a qualitative method, using semi-structured interviews, to collect thorough data on students’ opinions and experiences with developing research abilities while learning the Kazakh language. The methodology intends to explore the many features of competence, language acquisition issues, and the significance of research activities in improving students’ language proficiency.

METHODOLOGY FOR IDENTIFYING STUDENTS' RESEARCH SKILLS THROUGH THE ORGANIZATION AND CONDUCT OF CLUB ACTIVITIES RELATED TO THE "MECHANICS" SECTION OF PHYSICS

This article explores the methodology for identifying and developing students' research skills through the organization and conduct of club activities focused on the "Mechanics" section of physics. The study emphasizes the importance of integrating theoretical knowledge with practical activities to foster students' investigative abilities. The principle of gradual progression from simple to complex tasks is applied to ensure consistent skill development. Additionally, the article highlights the role of hands-on problem-solving, laboratory experiments, and the use of physics equipment in enhancing the educational process. The research demonstrates that students’ participation in structured extracurricular activities promotes not only academic growth but also contributes to their ability to apply scientific knowledge to real-world problems.

Essentials of Scientific Manuscript Review

There are multiple reasons for a clinician to consider serving as a manuscript reviewer, including improving their clinical knowledge and research skills, becoming a better writer, and making contributions to advancing scientific knowledge. Reviewers for the Arthroscopy family of journals can find essential tools on the journal websites, including a Journal Course for Writers and Reviewers: Checklists and Templates for Original Scientific Articles, Checklists and Templates for Systematic Reviews and Meta-Analyses, and a Research Pearls Collection. Arthroscopy reviewers provide journal editors with Confidential Comments, on which the editors heavily rely, summarizing study strengths and limitations as well as rationale supporting the reviewer’s recommendation as to whether the submission is recommended for publication. In addition, reviewers provide Comments to Authors suggesting opportunities to improve the research whether or not the article is recommended for publication; the goal is to provide helpful feedback. Key areas of reviewer focus are reproducible methods (like a cookbook), clinical (rather than statistical) significance, illustrative and well-labeled figures, and detailed figure legends. Most of all, reviewers must ensure that the conclusion of a study is based entirely on the study results and thus whether or not the study hypothesis is or is not supported by the results. Crucially, reviewers must ensure that authors resist the common temptation to state conclusions that go beyond or overreach the study results.

How to Create a Practitioner-Focused Academic Research Synthesis

ABSTRACT Practitioner-focused research syntheses are widely used in many disciplines as an effective, routine means to transfer knowledge from research to practice. We suggest that accounting academics develop research skills to enable them to create a practitioner-responsive research synthesis. We provide a step-by-step primer for conducting and reporting results on a focal research question in a research synthesis. We draw from our experience in creating a practitioner-validated research synthesis on issues related to group audits to illustrate the process concretely. This paper addresses the mindset necessary to assemble and convey research findings relevant to practitioners. Our goal is to equip accounting researchers with tools to develop high-quality research syntheses comparable to those that other disciplines use in communicating with their practitioner communities.

DEVELOPMENT OF SCIENTIFIC COMPETENCE OF STUDENTSBY USING THE RESULTS OF RESEARCH ON HUMICSUBSTANCES IN THE EDUCATIONAL PROCESS

This paper examines the use of humic compounds in research activities as a waysof shaping students' research skills. A precondition for the analysis is to determine the research capabilities of undergraduate students, which will lead to the growth of an objective systematic phenomenon of learning. The research findings of this paper present objective knowledge as expressed in the conceptual framework of chemical education. To illustrate the meaning of scientific ability, we will investigate how undergraduate students in chemistry develop study abilities through diverse experiments. On the basis of the examination and abstraction, the relationship between undergraduate students' developments in scientific capability and their academic efforts is identified. In the procedure of higher learning, bachelor students' scientific engagement is organized, and study capabilities are developed by employing successful problem-oriented teaching approaches.One of the most understudied difficulties in practice is the use of technology for establishing a competence-based strategy for student training. The formation of competencies that make up the integral structure of personal and professional characteristics for the successful performance of educational functions. One of the key objectives is to develop the academic skills for prospective professionals in higher education institutes. The primary lines of learning have changed as society has evolved, and in accordance with this, the best specialist with a higher education is required to improve his knowledge.

The Changing Educational Landscape for Sustainable Online Experiences: Implications of ChatGPT in Arab Students’ Learning Experience

The integration of artificial intelligence (AI) into education is rapidly transforming traditional paradigms of teaching and learning. ChatGPT, an advanced AI system capable of sophisticated language generation, represents a potentially disruptive innovation in this sphere. This study employed a descriptive cross-sectional design using a cross-sectional approach to examine ChatGPT’s emerging role in reshaping students’ learning experiences within higher education. A survey of 473 undergraduate students at King Faisal University, Saudi Arabia assessed ChatGPT’s usage patterns, effectiveness, and implications across diverse learning domains. Data were collected through a structured online survey distributed over a month and analyzed using quantitative measures (i.e., SPSS). Sixty precent (60%) of the students reported using ChatGPT for homework assistance, with 27.7% doing so weekly. Additionally, 45.5% utilized it for research, 35.5% for exam preparation, and approximately 30% for language learning and content discussions. Over 60% of the students recognized moderate to significant positive impacts of ChatGPT on their academic performance, research skills, and technical competencies. However, 38.7% reported no discernible effects on critical thinking. Factor analysis identified engagement as a key pathway for ChatGPT to enrich learning, with usage strongly linked to participation and motivation. Regression analysis determined usage frequency, satisfaction, and perceived usefulness as significant predictors of ChatGPT’s academic effectiveness, evidenced by beta coefficients of 0.21 for usage frequency and 0.25 for satisfaction. The findings showcase ChatGPT’s promising versatility as an AI-powered educational tool, while emphasizing the need for ethical frameworks, balanced expectations, and holistic adoption strategies to maximize benefits and minimize risks. Further research into pedagogical integration capabilities and evolving impacts will be critical as advanced AI becomes increasingly pervasive throughout education.

Forming Readiness of Students to Implement Research Activities in Pedagogical Practice

The article discusses ways to increase the effectiveness of research competence during practice from the whole set of problems of developing students' research abilities. The process of developing the readiness of physics students to conduct research work during internships in schools in the city of Pavlodar is described. A step-by-step plan for preparing students for teaching practice in a modern educational environment is proposed. The relevance of this article lies in the need to prepare students of pedagogical universities to organize and conduct research study with schoolchildren. The purpose of the study is to prepare students to conduct research activities at school during teaching practice. The main signs of the development of research skills in future teachers should be, in our opinion, the ability to structure lessons with elements of research activity; skills in drawing up a research plan; preparation of creative lesson and home research assignments; increasing the level of knowledge of students in physics and developing research skills. The article also discusses the stages of preparation for the implementation of research skills that reveal the teaching abilities and professionally important personal qualities of students.