From research methods to methodical researcher: Making use of the student voice towards a more comprehensive module evaluation

Hast, Michael (2015) From research methods to methodical researcher: Making use of the student voice towards a more comprehensive module evaluation. Journal of Education and Training, 2 (1). pp. 81-94. ISSN 2330-9709

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It is not uncommon for undergraduate students to feel aversion towards research methods teaching. This does not change the fact that research methods play a key role in their education. Targeting module design is imperative to ensure success. However, end-of-module student evaluations may provide a false sense of security regarding satisfaction and learnt knowledge. In order to approach module design more effectively it may instead be necessary to view module evaluations from a delayed perspective. The present study addressed student perceptions of a second year social science research methods module and the related final year dissertation module, thereby offering two perspectives on research methods. Both pre- and post-dissertation students participated in a survey evaluating their theoretical and practical knowledge as well as issues surrounding confidence in carrying out independent research. The key findings demonstrate that end-of-module evaluations do appear to give good insight into research methods teaching but that post-dissertation students provided critical input that could not be gained from end-of-module evaluations alone. As a whole, the findings demonstrate that making more comprehensive use of different student perspectives may be essential to ensuring appropriate teaching design and, as a result, student satisfaction and success as independent researchers

Item Type: Journal Article
Uncontrolled Keywords: Module evaluations, research methods, dissertations, student voice
Subjects: 300 Social sciences > 378 Higher education
School/Department: School of Management and Social Sciences
Depositing User: Michael Hast
Date Deposited: 21 Apr 2015 15:17
Last Modified: 21 Apr 2015 15:17


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