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The structure of research methodology competency in higher education and the role of teaching teams and course temporal distance
ARTICLE

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Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The development of research methodology competency is a major aim of the psychology curriculum at universities. Usually, three courses concentrating on basic statistics, advanced statistics and experimental methods, respectively, serve the achievement of this aim. However, this traditional curriculum-based course structure gives rise to the question whether an integrative research methodology competency is actually achieved or whether independent course-specific sub-competencies are established instead. To find out whether the course structure is favourable for the development of research methodology competency, items representing the contents of the three courses were applied to a sample of university students. Content validity was assured by a close relationship of the items with course contents and course tests. The investigation revealed a three-dimensional first-order structure in combination with a common second-order dimension. Differences between teaching teams and course temporal distance showed to have no influence.

Citation

Schweizer, K., Steinwascher, M., Moosbrugger, H. & Reiss, S. (2011). The structure of research methodology competency in higher education and the role of teaching teams and course temporal distance. Learning and Instruction, 21(1), 68-76. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.11.002

Keywords