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ERIC Number: EJ1023066
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1740-4622
Reducing Power Differentials in the Classroom Using Student-Based Quantitative Research Scenarios: Applications in Undergraduate and Graduate Research Methods Classrooms
Morrow, Jennifer Ann; Kelly, Stephanie; Skolits, Gary
Communication Teacher, v27 n3 p156-160 2013
Understanding and conducting research is a complex, integral skill that needs to be mastered by both undergraduate and graduate students. Yet many students are reluctant and often somewhat apprehensive about undertaking research and understanding the underlying statistical methods used to evaluate research (Dauphinee, Schau, & Stevens, 1997). Research methods courses are routinely seen as ''dry'' and ''irrelevant'' by students (Edwards & Thatcher, 2004). The primary purpose of this article is to demonstrate a hands-on activity that faculty can use to get their students excited about research methods and to make the topic of quantitative research more appealing and relevant to them. The pedagogical design of this activity is to reduce power differentials in the classroom to promote a more prolific learning environment by incorporating students' names, as well as their own specific research interests within the research scenario. Second, the purpose of the classroom activity is to help students identify the independent and dependent variables, the specific quantitative research design, and the most appropriate statistical analysis for a student-centered research scenario.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Reports - Descriptive; Journal Articles; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A