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- W1977309472 abstract "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." @default.
- W1977309472 created "2016-06-24" @default.
- W1977309472 creator A5057612823 @default.
- W1977309472 date "2014-11-06" @default.
- W1977309472 modified "2023-10-03" @default.
- W1977309472 title "From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation" @default.
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- W1977309472 doi "https://doi.org/10.5296/jet.v2i1.6479" @default.
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