Gaining Confidence, Experience, and Knowledge as Researchers among Undergraduate Sociology Students

Autor/inn/en	Medley-Rath, Stephanie; Morgan, Rebekah
Titel	Gaining Confidence, Experience, and Knowledge as Researchers among Undergraduate Sociology Students
Quelle	In: Teaching Sociology, 50 (2022) 1, S.28-38 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Medley-Rath, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X211033638
Schlagwörter	Undergraduate Students; Student Research; Researchers; Self Efficacy; Student Attitudes; Sociology; Majors (Students); Pretests Posttests; Knowledge Level; Teaching Methods; Learning Processes; Student Characteristics + Suchen Sie Ihr Suchwort? Studentenforschung; Researcher; Forscher; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Soziologie; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	Advanced undergraduate students struggle with executing complete research projects that involve data collection and analysis. Research indicates that engaging in undergraduate research is a high-impact practice. The American Sociological Association recommends that sociology majors engage in research beyond their research methods and statistics courses. We used a pre-/post-assessment model across three semesters in all upper-level undergraduate sociology courses at our institution. The assessment measured confidence, knowledge, and experience with research methods. Fifty-eight students completed at least one pre-/post-assessment pair. Of those, 27 students completed two pre-/post-assessments. No students completed three pre-/post-assessments. We find that experience and confidence had statistically significant increases at each survey point. Knowledge increased but was statistically significant for only two groups: the full sample on the first post-assessment (N = 58) and the students with two assessment pairs on their second post-assessment (N = 27) who participated across two semesters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01