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ERIC Number: ED527569
Record Type: Non-Journal
Publication Date: 2011-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Assessments of the Third Kind--Do Graduate Research Students Change Their Perceptions of Research Barriers from the Beginning to the End of a Graduate Course in Research Strategies?
Cleeton, Gilbert; Cleeton, Lorraine
Online Submission
Available assessments of our graduate research strategies course were (i) traditional pre- and post-test evaluation instruments, and (ii) student evaluations. We felt a need for a third kind of assessment to measure any changes in attitude to research, though we did not expect detectable changes in a 15 week course. Students were asked to rank their perceived barriers to research in a research barrier questionnaire, issued to them at the beginning and end of the course. While attitudes usually change slowly, we did detect a statistically significant difference in the mean rankings of the two constructs "procrastination" and "framing hypotheses" at the 5% level. Surprisingly these constructs were "more" firmly embedded by the end of the course. We were comforted by Festinger's (1957) Cognitive Dissonance Theory which has been modified to say that attitudes may change quickly when people are confronted by the reality that they are "wrong". Suggestions were made for improvement of the barrier questionnaire and the research strategies course.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A