Integration of ANOVA and Multiple Regression for Beginning Statistics Students

Applications of inferential statistical methods in library and information science

This study identified learning outcomes for students using Android-based mobile learning models as compared to student learning outcomes using conventional learning models. It determined how much influence the Android-based mobile learning model has on student learning outcomes at the Makeup and Cosmetology Department Research Methodology course. This study used a quasi-experimental design method with a non-equivalent control group design. The population was makeup and beauty students who took research methodology courses in the July-December 2019 semester, totaling 94 students consisting of 3 classes. The sampling technique used in this study was cluster sampling from 3 classes; two classes were taken randomly. From the two classes, there was an experimental group for 30 students and as a control group for 31 students. The experimental class applied the Android-based mobile learning model of learning media, and the control class applied the conventional learning model. Research data collection used tests and documentation. The data collected were pretest and posttest data. The techniques of data analysis used quantitative descriptive. The hypothesis testing method used was the t-test analysis. The results showed that two crucial points. First, the calculation of scores on student learning outcomes has an increase in classes that applied an Android-based learning model. Second, the t-test results showed this study succeeded in applying the Android-based learning model to affect learning outcomes and effectively improve student learning outcomes in research methodology courses in the Department of Make-Up and Cosmetology

Students’ ability to prepare research reports is an important academic competence that must be developed as part of scientific literacy in higher education. A research report not only serves as the final product of learning in a research methodology course, but also reflects students’ readiness to understand research concepts, apply methodological procedures, and communicate research findings in a systematic and academically acceptable manner. In practice, students’ readiness to prepare research reports varies, even after they have completed a Research Methodology course. This study aimed to describe students’ readiness to prepare research reports in a Research Methodology course in terms of five aspects: methodological understanding, technical writing skills, academic readiness, psychological readiness, and learning support. This study employed a descriptive quantitative design involving 35 fifth-semester students in the Mathematics Education program. Data were collected using a four-point Likert-scale questionnaire consisting of 21 items, distributed online via Google Forms. Data were analyzed descriptively by calculating mean scores and categorizing students’ readiness levels. The results showed that, overall, students’ readiness was at a moderate level across all measured aspects. Learning support obtained the highest mean score, whereas technical skills for preparing research reports received the lowest. These findings indicate that strong learning support is not yet fully matched by students’ internal readiness. Therefore, this study recommends strengthening Research Methodology instruction by placing greater emphasis on research report writing practice, staged exercises, and continuous feedback.

Presentation skills are one of the important skills for PGMI students at IAIN Langsa, especially in the Research Methodology course. This study aims to analyze the presentation skills of students of the PGMI study program at the State Islamic Institute of Langsa in the Research Methodology course. This study uses a descriptive qualitative approach with a sample of 50 students in the 4th semester of the PGMI study program at IAIN Langsa. Data collected through observation, interviews, questionnaires to determine the factors that influence the presentation skills of PGMI students IAIN Langsa, as well as documentation of assessments from lecturers of research methodology courses. The results showed that in general, the presentation skills of PGMI IAIN Langsa students are in the low category and must be improved again. Factors causing presentation skills such as self-confidence, mastery of material, and communication skills as well as anxiety and fear of negative judgment are things that have a significant effect on low presentation skills. The conclusion of this study is the need to improve student presentation skills that can be done with efforts such as public speaking training to increase self-confidence, seeking opportunities to speak in any activity, preparing themselves and materials for presentations and improving material delivery skills with the use of visual aids media can improve their presentation skills and be ready to face academic and professional challenges in the future.Keywords: Presentation Skills, PGMI IAIN Langsa Students, Research Methodology

The ability to write scientific papers is a competency that students must have in the academic world. The Research Methodology course plays an important role in improving this skill, because it provides an understanding of the basic concepts of research, methods, and systematic data analysis. This study aims to analyze the effect of the Research Methodology course on the scientific writing skills of PGSD Stambuk 2022 students, State University of Medan. The research method used is a quantitative approach with simple linear regression analysis. Data were collected through questionnaires distributed to students taking the course. The results of the study showed that the Research Methodology course had a significant influence on students' scientific writing skills with a coefficient of determination (R Square) of 63.8%. This shows that a good understanding of research methodology can help students in compiling scientific papers more systematically and with quality.

This study aims to examine the effectiveness of the Online-Project Based Learning (Online-PjBL) model in improving student learning outcomes in research methodology courses. This research is a quasi-experimental study with a posttest-only control group design. The population of this study was all physics education students who were taking research methodology courses, namely 60 people. The sample consisted of 42 students who were divided into two class groups, namely 21 students in the experimental class and 21 students in the control class. Students in the experimental class were treated with the online-PjBL model while the control class was treated with the offline-PjBL model. The learning outcomes data in this study were taken from the results of the midterm exams and the task of compiling a research proposal. Data on the learning outcomes of the two class groups were then analyzed using a different test (t-test). Based on the results of the t-test at the 95% level of confidence (a = 0.05) with degrees of freedom (dk = n1 + n2 – 2 = 40) it shows that there is no significant difference in learning outcomes between the experimental class and the control class with tcount = 0.24 and ttable value = 2.02 (tcount <ttable). This means that there is no significant difference in effectiveness between online-PjBL and offline-PjBL in improving the learning outcomes of prospective physics teachers in research methodology courses.

The Pertiwi School of Economics is one of the private campuses in the city of Bekasi and has classes in various areas has two majors in S1 Management and S1 Accounting. The author in this case will conduct research on Evaluation of Research Methodology Course Learning using the Goal Oriented Model Ralph W. Tyler. The focus of this evaluation research is the achievement of learning programs that are considered important which can be seen from: How are the problems in the input evaluation aspect, which include, the quality of lecturers, the presence of lecturers, study plans that have never been reviewed, facilities and infrastructure. This approach uses program objectives as criteria to determine the success or achievement of a program. Evaluators try to measure the extent to which the goals have been achieved and conduct analysis and observations of national and international articles to support this research. The object of observation in this model is the goal of the program that has been set. For research methodology courses, almost all lecturers have carried out evaluations at the end of the teaching and learning process in the classroom. However, the results obtained are sometimes unsatisfactory. Sometimes the results achieved are substandard or below average. Tyler's goals-oriented program evaluation is designed to describe successful program goals. Evaluation is also meaningful for drawing conclusions which includes three main things in the process, namely formulating questions, collecting data, and presenting or displaying information. Contributive evaluation has advantages in the decision-making process in a goals-oriented evaluation approach, namely its straightforwardness. The goals-oriented evaluation approach is fast to follow, understand, apply and easy to agree on and master when researched

An integrated approach to training in research methodology and statistics

In this article a case is made both for the utility of deconstructive questions and also for the danger of taking such questions as a sole or overriding methodological agenda in education. The discussion is mounted by attention to grounded contexts and dilemmas rather than by a commitment to abstract concerns about ''power'' or ''Other'' or ''polyphony of voices.'' The framing dilemma is how one might construct a research methodology course that is not based on positivism, relativism, or a reification of current theory as an enduring answer for students. The article takes two substantive fields of inquiry in education- (1) inequality and access in education and (2) gender and education- to argue that following through some substantive issues for educational research can provide ways of thinking about the relative merits, power, pertinence, and relationships among quantitative, qualitative, and deconstructive agendas. Finally, the article outlines a research methodology course constructed by the author to attempt to put into practical form the assumptionsabout education and research methodology that are argued in this article.

This article addresses current practices and future needs in education in computing in graduate-level programs in public administration and affairs. Based on a survey of MPA-granting institutions, it shows that most public administration programs have incorporated computing applications into curricula beyond conventional courses in statistics and research methodology. To meet the needs of future public managers for computing skills, however, further enhancement of curricula will prove necessary. For this purpose, the article identifies a potential curriculum in computing in public administration. The curriculum is tailored to the distinctive demands and challenges of the public sector environment.

This article explores the development, structure, and continuous improvement model of an Action Research education doctorate program research methodology course sequence. The aim of the study is to articulate a rigorous Action Research methodology course sequence and the collaborative faculty process utilized to create and continuously improve upon the research curriculum. The doctoral program under study utilizes a qualitative-dominant Action Research methodology as its signature pedagogy, integrating cycles of research into coursework before students implement and evaluate their action steps. To ensure students receive a thorough understanding of Action Research methodology, the program requires a four-research course sequence. These courses have been designed with a scaffolded approach that progressively reinforces and extends Action Research methods in ways that promote change agency, inclusivity, and social justice. This research course sequence is designed to build a rigorous foundation for students to conduct high quality Action Research that impacts their professional practice and academic scholarship and leads to transformative learning experiences for students, faculty, organizations, and communities.

This chapter responds to a rising interest in re-imagining graduate school classrooms as a space for transforming social injustice. The authors situate the exploration of this issue in the context of teaching graduate-level research methodology courses. The chapter brings forth a student-centered and praxis-oriented approach to teaching graduate-level research methodology courses, which is grounded in the guiding principles of dialogue, relationality, and critical consciousness-raising. Through committing to these principles and to our students, the authors demonstrate profound connections between teaching and being. They argue that cultivating student-centered and critical teaching is not the work of creating a set of tools, but instead an engagement with being and becoming through praxis and commitment. Throughout this chapter, we draw on our teaching experiences and collaborative scholarship to illustrate what it means to connect teaching with praxis and commitments.

The use of new technologies in university education is indispensable for promoting the autonomous work and motivation of a new generation of students who use technology frequently and skillfully. For these reasons, integrated technology into teaching-learning processes is needed. Our study focused on the implementation of the Flipped Learning model (FL) in the Research Methodology course. The content and the activities for the pre-class and class were designed to develop the skills and competencies in the students and to propose a research design. For the first execution, open-access videos were used. After analyzing the first execution, the results showed the need to make personal videos, that include the exact content, making them more attractive for the students as well as to use strategies to ensure that the students prepare the pre-class appropriately. In conclusion, the model encourages students to include technologies as learning tools, adapt their schedules to take better advantage of classes, and apply the knowledge taught in videos to their classwork.

This practical action research study reports how the doctoral-level Qualitative Research Methodology course offered by a Vietnamese university evolved over four years. Since the students were quantitatively oriented and of mixed disciplinary backgrounds, they struggled with the course immensely. In particular, they were highly skeptical of the qualitative research methodology. By assigning more discipline-appropriate reading materials and changing the material assignment mechanism over four intervention cycles, the students responded increasingly positively to the course and gradually overcame their prejudice against it. In addition, popular press books seemed to create a meaningful common space between the students and the instructor. While the interventions brought about more positive student learning experiences, the instructor found them painful, and some students remained skeptical of the course. This study is useful for those professors who teach research methods courses in Ph.D. programs, especially when the students struggle with the courses.

Across our combined 15 years of experience as methodologists and research methodology instructors, we have found that the concept of ‘failure’ is only a small portion of methodological literature and is similarly missing from scholarship on teaching and learning social science research methodology. We define failure in terms of our inability as researchers to reach the onto-epistemological ideals to which we aspire in our empirical fieldwork with others, both in terms of relationships formed with our research participants and our inability to overcome broader (institutional or socio-political) constraints. This reflexive position paper is an attempt to provide several tools that instructors of research methodology courses may use to teach students techniques for better understanding the causes of failure; to provide students opportunities for workshopping and discussing fieldwork in the moment; and to model transparency and openness in reporting failures as part of their writing and research dissemination. We draw on our own teaching experiences to provide examples of how to build structures that will support students as they prepare to deal with the failures that often occur in empirical inquiry. We then offer examples of what teaching about failure might look like within the frameworks of existing research methodology courses.