Similarity of Learning Styles of Students and a Teacher in Achievement in a Research Methods Course

1998 ◽  
Vol 82 (1) ◽  
pp. 163-168 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Christine E. Daley
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Educational Research ◽  
Research Methods ◽  
Research Methodology ◽  
Conceptual Knowledge ◽  
Methods Course ◽  
Research Articles ◽  
Writing Research ◽  
Peer Orientation

This study investigated whether students with learning styles similar to those of their instructor tended to have higher achievement than students who did not. Participants were 137 graduate students from a variety of disciplinary backgrounds, enrolled in an educational research methodology course. Analysis indicated that students who were most similar in (earning style to their instructor with respect to persistence orientation, peer orientation, auditory preference, and multiple perceptual preferences tended to obtain higher scores on (1) evaluating research articles, (2) writing research proposals, and (3) conceptual knowledge. Recommendations for research include investigating the bases for such relationships.

Correlation between Scores on Integration of Scientific Knowledge and Achievement in a Course in Educational Research Methods

2001 ◽  
Vol 88 (2) ◽  
pp. 517-520
Author(s):  
Anthony J. Onwuegbuzie
Keyword(s):  
Graduate Students ◽  
Educational Research ◽  
Research Methods ◽  
Conceptual Knowledge ◽  
Process Skills ◽  
Integrated Process ◽  
Science Knowledge ◽  
Introductory Course ◽  
And Performance ◽  
Integrate Science

The purpose of this study was to investigate the correlations between students' scores on integrating science knowledge and their conceptual knowledge of educational research concepts, methods, and applications. Participants were 124 graduate students enrolled in several sections of a required introductory course in educational research methods. Students' integration of science knowledge was measured via the Test of Integrated Process Skills II, and performance in the educational research methods class was assessed via midterm and final examinations. Analysis indicated that correlations between scores on the Test of Integrated Process Skills II and achievement in the course on midterm and final examinations were .36 and .42, respectively, suggesting that those who were more able to integrate science knowledge also tended to exhibit higher performance on the examinations.

scholarly journals Critiques on Thai Educational Research Methodology

2016 ◽  
Vol 12 (3) ◽  
pp. 93
Author(s):  
Warunee Lapanachokdee ◽  
Nuttaporn Lawthong ◽  
Chatsiri Piyapimonsit
Keyword(s):  
Educational Research ◽  
Research Methodology ◽  
International Research ◽  
Research Finding ◽  
International Standards ◽  
Research Articles ◽  
Researcher Development ◽  
Body Of Knowledge ◽  
Research Article ◽  
Research Instruction

<p>This critique aimed to; 1) synthesize a body of knowledge of educational research methodology, 2) analyze and compare educational research methodology in Thai and international research articles, and 3) critique problems, strengths and weaknesses and put forward suggestions for standardizing Thai educational research methodology. Data were obtained from eight international textbooks, 95 articles and four Thai educational research methodology experts. Results revealed that the principles and international standards of educational research methodology included eight methodological categories which covered 34 characteristics. Findings from a comparison of Thai and international research articles indicated that Thai and international research articles were similar in 15 characteristics and different in five characteristics. Thai research articles had six problems relating to educational research methodology: information searching and English skills, educational research instruction, lack of experts in educational research methodology, research finding distribution, educational researcher development, and research article format. </p>

scholarly journals Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis

2016 ◽  
Vol 5 (1) ◽  
pp. 49 ◽  
Author(s):  
C. Amelia Davis ◽  
Jessica N. Lester
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Discussion Board ◽  
Methods Course ◽  
Classroom Discussions ◽  
Methods Courses ◽  
Online Classroom ◽  
Research Paradigms ◽  
Researcher Identity ◽  
Discursive Patterns

While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing theses identities, particularly at the level of discourse. In this study, we attended to graduate students’ talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one’s research identity is a potentially fragile task, as evidenced by disclaimers of ‘knowing’, and one that evokes justifications and connections to students’ everyday lives. We highlight implications for the teaching of research methodology, particularly qualitative methods courses.

scholarly journals Graduate Students’ Construction of Researcher Identities Explored Through Discourse Analysis

2016 ◽  
Vol 5 (1) ◽  
pp. 49
Author(s):  
C. Amelia Davis ◽  
Jessica N. Lester
Keyword(s):  
Graduate Students ◽  
Research Methods ◽  
Discussion Board ◽  
Methods Course ◽  
Classroom Discussions ◽  
Methods Courses ◽  
Online Classroom ◽  
Research Paradigms ◽  
Researcher Identity ◽  
Discursive Patterns

While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing theses identities, particularly at the level of discourse. In this study, we attended to graduate students’ talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one’s research identity is a potentially fragile task, as evidenced by disclaimers of ‘knowing’, and one that evokes justifications and connections to students’ everyday lives. We highlight implications for the teaching of research methodology, particularly qualitative methods courses.

scholarly journals A Corpus-Driven Study of Terms Used to Refer to Articles and Methods in Research Abstracts in the Fields of Economics, Education, English Literature, Nursing, and Political Science

2021 ◽  
Vol 11 (3) ◽  
pp. 119
Author(s):  
Riyad F. Hussein ◽  
Ahmad S. Haider ◽  
Sa'ida Walid Al-Sayyed
Keyword(s):  
Graduate Students ◽  
Political Science ◽  
Research Methods ◽  
English Literature ◽  
Academic Research ◽  
Research Articles ◽  
Economics Education ◽  
Term Study ◽  
Corpus Linguistic ◽  
Five Disciplines

The present study attempts to identify the most frequent terms that are used in research abstracts relating to research articles designations, research methods, and research goals and quantify them in various disciplines, namely, economics, education, English literature, nursing, and political science to see whether there is a unique pattern characterizing terms peculiar to each of the five disciplines under investigation. It also explains why specific terms are overused/ underused by researchers. The current study follows a corpus-driven approach. For this purpose, we compiled a corpus of 2500 research abstracts from online refereed journals in the fields mentioned above. The corpus linguistic software program, AntConc (3.5.8), was used to analyze the collected data. The analysis revealed that some terms are more frequently used in some areas than others. For example, the term 'study' was the most common word to designate academic research. The most frequent term to refer to population and subject-related terms was 'sample/s,' while the least frequent was 'interviewee/s.' The words used to designate tools or instruments varied, with 'test' being the most frequent and 'checklist/s' the least. This study is of significant benefit for researchers in various disciplines. It acquaints them with terms used to designate articles in their respective fields, in addition to terms used most frequently to refer to sample- related terms and finally to words used for setting goals such as objectives, aims, and goals. This, in turn, can help researchers and graduate students embarking on writing their theses to opt for the most relevant terms peculiar to their disciplines. Unlike most studies that focused on developing academic word lists (AWL), this study set off with terms previously established and used in research bodies and research abstracts to unveil their popularity and the extent to which they are used in various discipline abstracts.   Received: 20 January 2021 / Accepted: 30 March 2021 / Published: 10 May 2021

Learning from Each Other?

2010 ◽  
pp. 117-128
Author(s):  
Helen Bradbury ◽  
Melissa Highton ◽  
Rebecca O’Rourke
Keyword(s):  
Educational Research ◽  
Research Methods ◽  
Clinical Education ◽  
Course Design ◽  
Education Programme ◽  
Methods Course ◽  
Learning Tools ◽  
E Learning ◽  
Master Of Education ◽  
Task Focus

This chapter discusses and evaluates the introduction of collaborative e-learning activities into an interprofessional teacher education programme, a Master of Education in Clinical Education (MEd CE). The activity involved designing an educational research methodology module. The authors chose educational research methods as the task focus because, although the students had some familiarity with research methods, researching clinical education was new to them all. This task enabled participants to learn about educational research methods, course design and e-learning tools, resources and pedagogy. The process enhanced collaborative and interprofessional learning.

Role of Hope in Predicting Anxiety about Statistics

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1315-1320 ◽  
Author(s):  
Anthony J. Onwuegbuzie
Keyword(s):  
Graduate Students ◽  
Correlation Analysis ◽  
Educational Research ◽  
Research Methods ◽  
Canonical Correlation Analysis ◽  
Canonical Correlation ◽  
Self Concept ◽  
Cognitive Set

Hope is defined as a cognitive set which consists of level of goal-directed determination (agency) and propensity to plan ways to achieve goals (pathways). This study investigated whether hope was related to anxiety about statistics. Participants were 109 graduate students from a variety of disciplinary backgrounds enrolled in courses on statistics and educational research methods. A canonical correlation analysis was interpreted as indicating that students who had the poorest sense of successful determination in relation to their goals and who had the least positive appraisals of their ability to generate ways to overcome goal-related obstacles and to reach their goals tended to have the highest anxiety associated with worth of statistics, interpretation, tests and class, computational self-concept, fear of asking for help, and fear of the instructor. Based on these findings, it is recommended that researchers investigate whether interventions aimed at agency and pathways help to reduce such anxiety.

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