Student confidence in using and applying research methods whilst studying within a sport and exercise discipline

Abstract

Purpose -This paper investigates the confidence of foundation degree (FdSc) and top-up degree students in using and applying research methods within a sport and exercise discipline. Design/methodology/approach -Closed questionnaires determined FdSc (n ¼ 24) and top-up degree (n ¼ 21) students' confidence in five domains of research methods: using research literature, designing research studies, analysing data, interpreting research findings, presenting research findings. Confidence was rated using a seven-point Likert scale anchored by "most confident" (1) and "clueless" (7). Findings -FdSc and top-up students were most confident in using research literature and presenting research findings, respectively. Both FdSc and top-up students were least confident in data analysis. Compared to FdSc, top-up students were less confident in data analysis (FdSc: 3.470.29 vs top-up: 4.3870.39, po0.01), interpreting research findings (FdSc: 2.9970.39 vs top-up: 3.6270.42, p ¼ 0.02) and presenting research findings (FdSc: 2.9070.17 vs top-up: 3.3370.15, po0.01).Research limitations/implications -These data outline a need to address the teaching of research methods within FdSc and top-up degrees in order to enhance student confidence. Originality/value -Research methods are a defining feature of higher education degrees yet remain a challenging subject for many lecturers and students. Progression through FdSc and top-up programmes provides an interesting transition with regard to research methods due to more diverse student cohorts and different research experiences. Limited insight into the experience and confidence of students studying for sport related FdSc or top-up programmes, with regard to research methods, is currently available.

Research methods teaching in vocational environments: developing critical engagement with knowledge?

“…HE pedagogies, particularly research methods teaching, which can emphasise independent study, are sometimes seen as at odds with FE practices which are ingrained within the college (Bathmaker et al 2008). Therefore, research methods teaching, and the pedagogies associated with its teaching, has crept up the agenda of college-based HE (Burton and Schofield 2011). This agenda is also usefully viewed from the perspective of how critical engagement with knowledge is employed within an environment that some have argued is increasingly defined as 'teaching only' (Esmond 2012).…”

“…In this study, we examine research methods teaching as one particular aspect in the provision of HE in FE, an area which has yet to be widely considered (Burton and Schofield 2011). Studies examining the experiences of nontraditional students, such as those associated with college-based HE, have observed the impact of diverse entry profiles on retention and achievement, with lecturers noting that supporting students 'learning how to learn' is essential (Leese 2010).…”

How Does Supervision Technique Affect Research? Towards Sustainable Performance: Publications and Students from Pure and Social Sciences

“…As for the rest of the group, it is important that several methods are evaluated and tested first before being launched and practiced in order to determine their effectiveness. Basically, there are five key areas of research methods according to Burton and Schofield [13], which are (1) using research literature; (2) designing research studies; (3) analyzing data; (4) interpreting research findings; and (5) presenting the results.…”