Project- Versus Lecture-Based Courses: Assessing The Role Of Course Structure On Perceived Utility, Anxiety, Academic Performance, And Satisfaction In The Undergraduate Research Methods Course

Abstract

Previous research suggests that undergraduate research methods students doubt the utility of course content and experience math and research anxiety. Research also suggests involving students in hands-on, applied research activities, although empirical data on the scope and nature of these activities are lacking. This study compared academic performance, research methods anxiety, perceived utility of research methods, and course satisfaction across students in a large lecture-based course and a smaller project-based course. Results show minimal differences in student outcomes between the courses. Limitations are discussed, as is the ideal scope of project-based learning in the undergraduate mass media research methods course.

Publication Date

4-3-2018

Publication Title

Communication Teacher

Volume

32

Issue

2

Number of Pages

102-116

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/17404622.2017.1372588

Socpus ID

85031496188 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85031496188

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