ERIC Number: EJ1094692
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 28
A Questionnaire to Capture Students' Perceptions of Research Integration in Their Courses
Visser-Wijnveen, Gerda J.; van der Rijst, Roeland M.; van Driel, Jan H.
Higher Education: The International Journal of Higher Education Research, v71 n4 p473-488 Apr 2016
Using a variety of research approaches and instruments, previous research has revealed what university students tend to see as benefits and disadvantages of the integration of research in teaching. In the present study, a questionnaire was developed on the basis of categorizations of the research-teaching nexus in the literature. The aim of the Student Perception of Research Integration Questionnaire (SPRIQ) is to determine the factors that capture the way students perceive research integration in their courses. The questionnaire was administered among 221 students from five different undergraduate courses at a research intensive university in The Netherlands. Data analysis revealed four factors regarding research integration: motivation, reflection, participation, and current research. These factors are correlated with students' rating of the quality of the course and with their beliefs about the importance of research for their learning. Moreover, courses could be distinguished in terms of research intensiveness, from the student perspective, based on the above-mentioned factors. It is concluded that the SPRIQ helps to understand how students perceive research integration in specific courses and is a promising tool to give feedback to teachers and program managers who aim to strengthen links between research, teaching, and student learning.
Descriptors: Questionnaires, Student Attitudes, Attitude Measures, Undergraduate Students, Research, Foreign Countries, Influences, Correlation, Course Evaluation, Research Universities
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands