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Importance Of Impediments In Research

725 Words3 Pages

Previous studies have revealed that there are different obstacles that students might challenge during studying research methods and applying learned knowledge to work at research projects

Literature available on impediments to students during research method courses and relating research was accumulated and considered in terms of topics, outcomes and the matters involved structure and content of student’s impediments in pursuing research projects. Furthermore, the topics that were talked about were analyzed with the aim of identify connotation to research on undergraduate student obstructions in managing final year projects.

Review of relevant researches illustrate that this types of research normally concentrate on the earnings obtained …show more content…

Different factors may lead to the learning impediments in research methods classes (Holley et al., 2007).

The phrase ‘research’ implicitly reflects solid inflexible concepts of quantitative data collection methods, difficult to access, and the mission of proving or disproving hypothesis. Consequently, this may generate a sensation of pressure, intimidation of and/or resistance in engaging students straight in real world research projects’ experiences (Strickland, Corely, and Jones, 2001).

Student’s challenges in research obstruct students’ attention toward research (Wheeler & Elliott, 2008; Astramovich, Okech, & Hoskins, 2004). It is often deepens students’ concern and anxiety (Sheperis, 2010).

Courses in research methods are the most crucial prerequisite of several undergraduate programmes in the Business and management fields. The accomplishment of preliminary courses in research methods is a significant stage for undergraduate students who may require managing their final research project sooner or later. Nevertheless, there is a deficient in concentrates on preparation of designing and conducting student’s research projects (Huber & Savage, …show more content…

However, Papanastasiou (2005) and Reisetter et al., (2004) revealed that lacking in teaching methods for motivating students learning in research methods classes and research projects will reflect negatively on the students’ harmony with ant scientific research idea. It leads to less commitment in research efficiency (Bauman, 2004; Wheeler & Elliott, 2008).
Bauman et al., (2002) indicate that insufficient curriculum may lead to student’s low self-efficacy (Bard, Bieschke, Herbert, & Eberz, 2000). Increasing students’ revelation to research can be achieved by increase the number of required research methods courses as early as possible, into the program curriculum (Burkholder & Morrow, 2006; Atkinson, Czaja, & Brewster, 2006). Stier (2003) recommend that broadminded, respectful and creative learning environments are produced if students are highly motivated and

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