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Student Self-Assessment in an Undergraduate Research Methods Class: Implications for Learning and Teaching
| Content Provider | Semantic Scholar |
|---|---|
| Author | Evans, Laura |
| Copyright Year | 2018 |
| Abstract | Although courses in basic research methods are standard in undergraduate social science programs, there is a dearth of research on effective research methods teaching strategies. This study used student self-assessment to explore what sources of scientific information students relied on, as well as their confidence in interpreting scientific studies at the beginning and end of an introductory research methods course. Self-assessments were also used to see how students learned about survey research methods. Findings suggest students are more likely to seek scientific information from academic sources, to know the definition of the word “empirical,” and to be more comfortable designing surveys at the end of a research methods course than at the beginning. Students did not find critiquing a survey particularly useful in learning about survey design, but did find the instructor’s lecture slides most useful. There is discussion of implications for using self-assessment as a research methods teaching strategy. |
| File Format | PDF HTM / HTML |
| DOI | 10.26536/fsr.2018.22.03.03 |
| Volume Number | 22 |
| Alternate Webpage(s) | http://www.familyscienceassociation.org/sites/default/files/3%20-Evans%20-%20Student%20Self%20Assessment%20-%20FINAL.pdf |
| Alternate Webpage(s) | https://doi.org/10.26536/fsr.2018.22.03.03 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
