BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.
STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR