D.RA.MA: An Extended Conceptualization of Student Anxiety in Criminal Justice Research Methods Courses

Briggs, Lisa T.; Brown, Stephen E.; Gardner, Robert B.; Davidson, Robert

doi:10.1080/10511250903109348

Cited by 23 publications

(20 citation statements)

References 12 publications

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“…The current study seeks to build upon and extend the work of Briggs et al (2009) in two ways. First, whereas the Briggs et al (2009) study was based on a small sample of criminal justice majors (a portion of which were not enrolled in a research methods class), the current study makes use of data collected from students enrolled exclusively in four sections of a criminology/criminal justice research methods course.…”

Section: The Current Studymentioning

confidence: 99%

“…First, whereas the Briggs et al (2009) study was based on a small sample of criminal justice majors (a portion of which were not enrolled in a research methods class), the current study makes use of data collected from students enrolled exclusively in four sections of a criminology/criminal justice research methods course. Second, this study examines the extent to which the DRAMA scale is related to student performance, something which has yet to be considered but that is potentially informative and has important pedagogical implications.…”

Section: The Current Studymentioning

confidence: 99%

“…They proposed that the common apprehension, resistance, and anxiety expressed by students regarding the requirement to take research methods is characterized by three distinct but related concepts: Research Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). Using data drawn from a sample of criminal justice students, Briggs et al (2009) presented preliminary evidence in support of the idea that student aversion to research methods classes encompasses not just math anxiety, but also a generalized disinterest in the class (Research Disinterest) and the perception that the class is not career-relevant (Relevance Argumentation). Based on their findings, the authors concluded that the DRAMA scale could be used to assess student perceptions of research methods classes to inform pedagogical decisions regarding the presentation of class content and to stress the importance of research methods classes for a variety of career pathways.…”

Section: Introductionmentioning

confidence: 98%

“…Recently, Briggs, Brown, Gardner, and Davidson (2009) focused attention on the issue of student perceptions and attitudes about research methods classes. They proposed that the common apprehension, resistance, and anxiety expressed by students regarding the requirement to take research methods is characterized by three distinct but related concepts: Research Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA).…”

Section: Introductionmentioning

confidence: 99%

“…Although the Briggs et al (2009) DRAMA scale is a potentially useful tool for assessing student perceptions and combating the difficulties inherent in teaching a research methods class, additional research pertaining to the use and applicability of the DRAMA scale is warranted. For example, the authors themselves noted that it would be useful to examine the DRAMA scores in relation to individual characteristics.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

Meldrum¹,

Stults²

2012

Journal of Criminal Justice Education

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A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.

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Section: The Current Studymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

Meldrum¹,

Stults²

2012

Journal of Criminal Justice Education

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Students’ Difficulties During Research Methods Training Acting as Potential Barriers to Their Development of Scientific Thinking

Balloo

2019

Redefining Scientific Thinking for Higher Education

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Employer Expectations of Research Skills Provided in Criminology Undergraduate Education

McGee

Eriksson

2020

Scholarship of Teaching and Learning in Criminology

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Studies show that undergraduate students in criminology-related degrees often receive sufficient information literacy training within the curriculum. Nevertheless, these degrees sometimes fail to equip graduates with the practical research methods skills required to produce and critically evaluate, quantitative and qualitative research. This is evidenced by the findings of research which show that some universities including those offering criminal justice and criminology degrees do not place enough emphasis on teaching students about research methods and the research process including sample recruitment, data collection, data analysis and research report writing. Furthermore, existing studies also show that it some universities do not teach students how to use data analysis programs required to conduct empirical research (such as SPSS for quantitative analysis and NVivo for qualitative analysis). We present findings from a small-scale study that examined research skills requirements from the perspectives of potential employers and postgraduate supervisors. We provide a description of the findings in relation to core components of the research process such as researching literature, designing research, and collecting and analysing data. We also then propose ways in which we might go about addressing these needs in future curriculum development.

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D.RA.MA: An Extended Conceptualization of Student Anxiety in Criminal Justice Research Methods Courses

Cited by 23 publications

References 12 publications

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

Students’ Difficulties During Research Methods Training Acting as Potential Barriers to Their Development of Scientific Thinking

Employer Expectations of Research Skills Provided in Criminology Undergraduate Education

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