Student attitudes toward research in an undergraduate social science research methods course

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2022-05-05 DOI:10.1080/23752696.2022.2072362

Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin A. Butler, L. Woodland

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引用次数: 8

Abstract

ABSTRACT This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application.

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大学生社会科学研究方法课程中对研究的态度

本研究采用混合方法纵向设计，调查学生在一个学期的社会科学本科生必修研究方法课程中的理解、态度、焦虑、相关性感知和不感兴趣的变化。参与者为78名本科生(94%为女性，6%为男性;92%为白人，非西班牙裔/拉丁裔，M年龄= 25.62,SD = 7.17)。结果表明，参与者对研究方法的态度和看法在学期的过程中发生了变化。总的来说，焦虑减少了，而积极的态度增加了。然而，最初的看法和看法的变化在三个课程部分之间有所不同。随着时间的推移，学生们基本上认识到课程的相关性，并对研究和他们成功克服完成课程的挑战表达了积极的态度。对教育学的启示包括需要对学习者进行持续的评估，发展学生作为研究者的自我概念，将研究作为一个过程进行教学，以及与应用的联系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.