A Project-Based Approach to a Master's-level Educational Research Class

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 4
  In Roundtable Session: Teaching Research Methods to Diverse Learners

Abstract

This study examined the implementation of a project-based learning curriculum (PBL) in an educational quantitative research methods class and the impact on the beliefs and attitudes of first-year Master’s students. Based on in-depth interviews of four students across two cohorts, the analysis revealed that students developed an understanding of the future utility of quantitative skills and self-efficacy around their abilities, impacting their intent to continue to engage with quantitative research. Students also reported that their attitudes and beliefs toward statistics were impacted by the opportunity to collaborate with peers outside of class. Students also appreciated the opportunity to engage in personally relevant research, connecting the opportunity back to the development of value and self-efficacy.

Authors

• Karen Moran Jackson, Soka University of America

• Dana Stewart, California State University - Bakersfield