Potential Potholes: Predicting Challenges and Learning Outcomes in Research Methods in Psychology Courses

2020 ◽  
Author(s):  
Rosalyn Stoa ◽  
Tsz Lun Chu ◽  
Regan A. R. Gurung
Keyword(s):  
Learning Outcomes ◽  
Research Methods ◽  
Canonical Correlation ◽  
Student Attitudes ◽  
Cognitive Strategies ◽  
Methods Course ◽  
Methods Courses ◽  
Attitudes And Perceptions ◽  
Psychology Courses ◽  
Students Attitudes

Identifying impediments to learning can help both instructors and students. In this study students (N ¼ 222) from across the nationlisted concepts from research methods they found the most challenging—“potholes” or impediments to learning, and also ratedthe difficulty of various concepts from the class. We also measured student attitudes and perceptions of the course. Our resultsshowed validity is one of the hardest concepts for students to understand in RM. Not surprisingly, within a list of concepts inresearch methods, students tend to be tripped up by terms of similar grouping. Perceptions of a research methods course wasstrongly related to the students’ attitudes and canonical correlation analysis revealed several important findings from our data set.For example, we found that when students perceive more value, expectancy for success, cognitive strategies, and resourcesmanagement strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internalvalidity. Our findings provide a clear map of student potholes in research methods courses and suggest ways to change studentattitudes about the same.

Potential Potholes: Predicting Challenges and Learning Outcomes in Research Methods in Psychology Courses

2020 ◽  
pp. 009862832097988
Author(s):  
Rosalyn Stoa ◽  
Tsz Lun (Alan) Chu ◽  
Regan A. R. Gurung
Keyword(s):  
Research Methods ◽  
Student Attitudes ◽  
Management Strategies ◽  
Cognitive Strategies ◽  
Internal Validity ◽  
Methods Course ◽  
Data Set ◽  
Resources Management ◽  
Psychology Courses ◽  
Students Attitudes

Identifying impediments to learning can help both instructors and students. In this study students ( N = 222) from across the nation listed concepts from research methods they found the most challenging—“potholes” or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student attitudes and perceptions of the course. Our results showed validity is one of the hardest concepts for students to understand in RM. Not surprisingly, within a list of concepts in research methods, students tend to be tripped up by terms of similar grouping. Perceptions of a research methods course was strongly related to the students’ attitudes and canonical correlation analysis revealed several important findings from our data set. For example, we found that when students perceive more value, expectancy for success, cognitive strategies, and resources management strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internal validity. Our findings provide a clear map of student potholes in research methods courses and suggest ways to change student attitudes about the same.

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

scholarly journals GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Graduate Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Education Data ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Technological Developments ◽  
Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

scholarly journals Pengaruh Penggunaan Metode Pembelajaran Terhadap Hasil Belajar Matematika Ditinjau dari Sikap Siswa Pada Pelajaran Matematika

2017 ◽  
Vol 13 (1) ◽  
pp. 95
Author(s):  
Sita Husnul Khotimah
Keyword(s):  
Learning Outcomes ◽  
Group Work ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Methods ◽  
Conventional Methods ◽  
Students Attitudes ◽  
Difficulty Index ◽  
Attitudes Toward Students

The purpose of this study is to determine the effect of learning methods on students’ mathematics learning outcomes, find out the influence of students’ attitudes toward students’ mathematics learning outcomes. Moreover, to know the influence of learning methods and students’ attitudes together with the students’ mathematics learning outcomes. Sample used from the affordable population were taken by 20 people as samples of instrument test and 64 people as research samples using proportional random samplingtechniquefromall VIIgradeinstate SMP 7 andstate SMP 8 Depok West Java. Data collection is carried out by the technique of giving learning test result and by questionnaire dispersion. The data analysis consists of testing the research instrument through validity, reliability, difficulty index, and distinguishing strength. Then test the requirement analysis using normality test and homogeneity test. Hypothesis testing with 2 lane ANOVA test and Tukey test. Based on the result of hypotheses and data analisis, summed up some things as follows. 1) The students’ mathematics learning outcomes that were taught using group work methods werehigher than using conventional methods. 2) There is influence of interaction between learning method and student attitude on students’ mathematics learning outcomes. 3) There is difference on the result of mathematics learning by group work method which is better than mathematics learning outcomes with conventional methods, on the group of students with positif attitudes. There is not difference on mathematics learning outcomes by group work methods or conventional methods on the group of students with negative attitudes. Keywords: Learning methods, Student attitudes, Learning outcomes Tujuan dari Penelitian ini adalah untuk mengetahui pengaruh metode pembelajaran terhadap hasil belajar matematika siswa, mengetahui pengaruh sikap siswa terhadap hasil belajar matematika siswa. Selanjutnya untuk mengetahui pengaruh metode pembelajaran dan sikap siswa secara bersama-sama terhadap hasil belajar matematika siswa. Metode penelitian yang digunakan adalah eksperimen. Sampel yang digunakan dari populasi terjangkau diambil 20 orang sebagai sampel ujicoba instrumen dan 64 orang sebagai sampel penelitian menggunakan teknik proporsional random sampling dari seluruh kelas VII di SMPNegeri 7 dan SMPNegeri 8 Depok Jawa Barat. Pengumpulan data dilaksanakan dengan teknik pemberian tes hasil belajar dan dengan penyebaran angket. Analisis data terdiri dari pengujian instrumen penelitian dengan uji validitas, reliabilitas, indeks kesukaran, dan daya pembeda. Selanjutnya dilakukan uji persyaratan analisis dengan uji normalitas dan uji homogenitas. Pengujian hipotesis dengan uji ANOVA 2 Jalur dan Uji Tukey. Berdasarkan hasil hipotesis dan analisis data, disimpulkan beberapa hal sebagai berikut: 1) Hasil belajar matematika siswa yang diajar dengan menggunakan metode kerja kelompok lebih tinggi dari pada dengan menggunakan metode konvensional. 2) Terdapat pengaruh interaksi antara metode pembelajaran dan sikap siswa terhadap hasil belajar matematika siswa. 3) Ada perbedaan hasil belajar matematika dengan metode kerja kelompok lebih baik dari pada hasil belajar matematika dengan metode konvensional pada kelompok siswa yang bersikap positif. Tidak ada perbedaan hasil belajar matematika dengan metode kerja kelompok maupun metode konvensional pada kelompok siswa yang bersikap negatif Kata Kunci: Metode pembelajaran, Sikap siswa, Hasil belajar

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.

The impact of the Sports Science Students' Attitudes towards the Scientific Research Methods Course on their Critical Thinking Skills

2021 ◽  
Vol 15 (10) ◽  
pp. 3004-3008
Author(s):  
Hikmet Turkay
Keyword(s):  
Critical Thinking ◽  
Research Methods ◽  
Scientific Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Science Students ◽  
Sports Science ◽  
Students Attitudes ◽  
The Impact

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

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 Hubungan Kecerdasan Emosional dan Sikap Terhadap Pelajaran Matematika Dengan Hasil Belajar Matematika Siswa SMA Jakarta Timur

2018 ◽  
Vol 20 (2) ◽  
pp. 166-180
Author(s):  
Meitina Ventini ◽  
Hartati Hartati ◽  
Moch Sukardjo
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Learning Outcomes ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Public And Private ◽  
Correlational Research ◽  
Students Attitudes

The purpose of this study is to identify the magnitude of the relationship between variables of emotional intelligence, and students' attitudes towardmathematics learning outcomes. Using correlational research methods, both partial and multiple research respondents are class X high school students in EastJakarta as many as 150 students from 7 public and private schools selected by multistage random sampling. Data were collected in the form of primary datausing questionnaires, and mathematical tests that were tested for validity and reliability. The results that (1) emotional intelligence variables have a positive andsignificant relationship to mathematics learning outcomes, (2) student attitudes are positively and significantly related to mathematics learning outcomes, and (3)emotional intelligence and students' attitudes simultaneously related positive and significant towards the learning outcomes of mathematics.

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