Teaching approaches and self-efficacy outcomes in an undergraduate research methods course

Abstract

This study investigated the outcomes of teaching objectives and techniques in an undergraduate research methods course. In particular, the study examined student perceptions of their relative comfort level with performing specific research tasks during the first and fourteenth weeks of a fifteen week semester. Results indicated that students' comfort level increased significantly. Whether students had conducted or participated in research as a subject prior to the course, in general, played little role in the measured increase in research comfort level. Implications for educators teaching and undergraduate research methods course are discussed.