Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia

Autor/inn/en	Alghamdi, Amani K. Hamdan; Deraney, Philline
Titel	Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia
Quelle	In: International Journal of Teaching and Learning in Higher Education, 30 (2018) 2, S.184-194 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Research Skills; Active Learning; Teaching Methods; Statistical Analysis; Writing Skills; Scores; Foreign Countries; Research Methodology; Females; College Freshmen; Experimental Groups; Control Groups; Comparative Analysis; Outcomes of Education; Writing Improvement; Skill Development; English (Second Language); Second Language Learning; Second Language Instruction; Multiple Choice Tests; Saudi Arabia + Suchen Sie Ihr Suchwort? Forschungsleistung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Writing skill; Schreibfertigkeit; Ausland; Research method; Forschungsmethode; Weibliches Geschlecht; Studienanfänger; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Saudi-Arabien
Abstract	This study highlights how teaching a research methods course to undergraduate students can be a successful endeavor when active learning is the main method of learning and teaching. In this study, the effectiveness of using active learning in the experimental group to achieve the learning outcomes and final product of a freshman-year writing and research course was researched. The sample included two groups of female students (n = 256 students), one control group (n = 137) which received traditional lecture and assignment type instruction and one experimental group (n = 119) which received instruction through active learning techniques. The effectiveness of active learning was measured by quantitative analyses of overall final exam scores and individual writing and research skills of the two groups. Results of the study indicated that active learning significantly improved the overall skills of the participants as demonstrated by an increase in final exam scores and individual writing and research skills. The research discusses the most and least improved skills, as well as pedagogical implications for teaching a writing and research course using active learning. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01