EBSS VIRTUAL RESEARCH FORUM Thursday, May 14, 2020 1 pm 2:30 pm - - PowerPoint PPT Presentation

EBSS VIRTUAL RESEARCH FORUM

Thursday, May 14, 2020 1 pm – 2:30 pm CST

Association of College and Research Libraries Education and Behavioral Sciences Section EBSS Research Committee

2019-2020 EBSS Research Committee

Annie Armstrong (co-chair) Omer Farooq Samantha Godbey (co-chair) Tracey Overbey Diana Ramirez Tamara Rhodes Thomas Weeks Karna Younger

EBSS VIRTUAL RESEARCH FORUM

Assessing Student Attitudes Toward Research in an Undergraduate Social Science Research Methods Course Rachel Wishkoski and Diana Meter, Utah State University Don’t Let the Space Confine You: Active Learning in Library Instruction Heather Adair and Ashley B. Crane, Sam Houston State University From Idea to Dissertation: Information Needs on the Research Journey of PsyD Students Trent Brager, University of St. Thomas The Effect of Augmented Reality on Anxiety and Self-Efficacy: an Exploratory Study Samantha Kannegiser, Rutgers University—Camden

Assessing student attitudes toward research in an undergraduate social science research methods course

Rachel Wishkoski

Assistant Librarian Learning & Engagement Services rachel.wishkoski@usu.edu

• Dr. Diana Meter

Assistant Professor Human Development & Family Studies diana.meter@usu.edu

How do our students’ responses map to Earley’s constructs and change over the semester? What other themes emerge as patterns in student attitudes toward research? How do results compare between semesters and course format / instructor?

Project background Research questions

The course

HDFS 3130 Covers “common methodologies used in current family and human development research [with an] emphasis on becoming a knowledgeable and informed consumer of research” (USU Catalog)

The literature

Harlow, Burkholder, & Morrow (2002) Sizemore & Lewandowski (2009) Earley, M.A. (2014) Relevance Anxiety Interest Attitudes Misconceptions

The approach

Team of faculty and student research assistants Kevin Butler, Rylie Esparza 2 semesters, 3 sections, 100 students Fa19: f2f Sp20: f2f and online Pretest/posttest design plus 2 midpoint check-ins

Survey design

Disinterest, Relevance, and Argumentation (D.RA.MA)

(Briggs et al., 2009)

Attitudes Toward Research Scale

(Papanastasiou, 2005)

Open-ended questions

Q48 How would you describe “research” to another student thinking about majoring in Human Development & Family Studies? Q49 Describe how these terms relate to each other: Empirical, theoretical, hypothesis testing, data analysis. Q50 Complete the following sentence: “When it comes to research, I used to think____ but now I think _____.” How and when did you arrive at this realization?

Fa19 11 f2f (45.8%) Sp20 18 f2f (94.7%); 50 online (87.7%) No significant difference between pretest and posttest scores. However, an increase in participants’ perceptions of the relevance of research methods, less disinterest, and a more positive attitude toward research from the beginning to end of the semester. Interest was the most frequently occurring of Earley’s constructs (about half the instances). Advancing knowledge, human behavior, and difficulty were the most frequent of our codes. Emergence of researcher identity as a code may have implications for our pedagogy.

Participants Analysis Phase 1 findings

Quantitative

Statistical analysis in R Mapped measure items to Earley constructs (e.g., “I will need research methods for my future work” à Relevance) Paired samples t-tests

Qualitative

Qualitative coding in Dedoose Q48 & Q50: Inductive (Earley constructs) and deductive approach to coding. Q49: Rubric scoring Code synthesis and application (by participant and time point)

Takeaways

Teaching impact

Researcher identity and “Research as Inquiry”

Response rates

Changes in IRB protocols meant an accidental experiment

Collaboration

Discipline faculty and librarians, quant and qual approaches

Next steps

Spring semester data analysis and article preparation

References

Briggs, L.T., Brown, S.E., Gardner, R.B. & Davidson, R.L. (2009). D.RA.MA: An extended conceptualization of student anxiety in Criminal Justice Research Methods courses. Journal of Criminal Justice Education, 20(3), 217-226. https://doi.org/10.1080/10511250903109348 Earley, M.A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253. https://doi.org/10.1080/13562517.2013.860105 Harlow, L.L., Burkholder, G.J., & Morrow, J. A. (2002). Evaluating attitudes, skill, and performance in a learning- enhanced quantitative methods course: A structural equation modeling approach. Structural Equation Modeling, 9(3), 413-430. https://doi.org/10.1207/s15328007sem0903_6 Papanastasiou, E.C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4(1), 16-26. Sizemore, O. J., & Lewandowski, G.W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36(2), 90-95. https://doi.org/10.1080/00986280902739727

Don't Let the Space Confine You

Ashley B. Crane Research & Instruction Librarian

abc064@shsu.edu

Heather Adair Instruction Librarian

adair@shsu.edu

Active Learning in Library Instruction

2020 ACRL EBSS Virtual Research Fourm

Existing Research

Gap...

Instructor success - perceived or evidenced One-shot Library instruction Student achievement Traditional instruction K12 > Higher Ed

Focus...

Engagement increases with movement Active learning strengths achievement

Findings...

Research Questions

In this study we attempt to answer: How is instructor behavior influenced by a flexible instructional space compared to a traditionally designed, fixed, wired instructional space? How does instructional space design affect instructors' perceived ability to implement active learning strategies?

Pre-observation Survey Observation Descriptive Analysis Post-observation Survey Individual Reflective Interview Thematic Analysis

Methodology C O V I D

• 1

9 S T O P

Self-Interest Questionnaire Individual Orientation

Preliminary Results

Student engagement Effective instruction Specific active learning strategies

Next Steps

Initial Themes 1st Impressions of Observations

Concerns Content Time Space Disparity of self-reported data & observations Frequency of active learning usage Possible other elements at play Observation & data collection resumes Fall 2020 Thematic & pattern analysis of data Potential publication in 2021

• PsyD program follows a 4-year, cohort model
• At end of spring of 2nd year, students turn in a

draft of 1st three chapters of dissertation (intro, lit review, methods)

• During the 2nd year, students take a Dissertation

Writing & Methods course (1 cr. per semester: fall, spring, summer)

• 15 students in the 2nd year cohort

What are the self-identified information needs of PsyD students throughout the dissertation planning and writing process? What preferences do PsyD students identify for dissertation-focused library services?

Approximately once a month from Sept. 2019 to May 2020, 2nd year PsyD students (n=14) fill

• ut 6 question reflection

diary entry about dissertation progress and challenges (RQ1) Follow-up (Zoom) interviews about dissertation process and support preferences (RQ1 & RQ2) in May-June 2020 after students have completed 1st three chapters of dissertation

This leads to:

• anxiety
• tiredness
• lack of motivation
• procrastination
• guilt over not completing more

As librarians we may only see them as students but they have lives; They are not simply research robots! These are the people they go to for everything, including:

• search strategies
• expanding the lit review
• other things librarians do

Working with peers is invaluable. Though frustrating, deadlines ensure things get done. Each person developed their own strategy for completing tasks, reading, taking notes, organizing notes, etc. Progress happens in small chunks but it all has a positive impact on the final product.

The Effect of Augmented Reality

• n Anxiety and Self-Efficacy: an

Exploratory Study

Samantha Kannegiser Student Success Librarian Rutgers University—Camden

Augmented Reality Orientation flyer

Survey Instrument

Pre-Test & Post-Test

• 1. I am uncomfortable asking a

librarian for help.

• 2. Libraries are welcoming places.
• 3. Libraries overwhelm me.
• 4. The people who work in the library

want to help me.

• 5. I know how to use academic

libraries. Post-Test Only

• 6. I am uncertain where to ask for help

at the Paul Robeson Library.

• 7. I can easily find my way around the

Paul Robeson Library.

• 8. I enjoyed this orientation experience.
• 9. I am eager to return to the Paul

Robeson Library.

• 10. I am likely to recommend the Paul

Robeson Library to other students.

Impact of AR

Library Anxiety

• "The people who work in the

library want to help me." (p=.030)

Self-Efficacy

• "I know how to use

academic libraries." (p=.005)

References

• Bostick, Sharon L. “The Development and Validation of the Library

Anxiety Scale” (PhD diss., Wayne State University, 1992).

• Marino, Chris. "Inquiry-based Archival Instruction: An Exploratory

Study of Affective Impact," The American Archivist 81, no. 2 (Fall/Winter 2018): 483-512.

QUESTIONS & DISCUSSION

Assessing Student Attitudes Toward Research in an Undergraduate Social Science Research Methods Course Rachel Wishkoski and Diana Meter, Utah State University Don’t Let the Space Confine You: Active Learning in Library Instruction Heather Adair and Ashley B. Crane, Sam Houston State University From Idea to Dissertation: Information Needs on the Research Journey of PsyD Students Trent Brager, University of St. Thomas The Effect of Augmented Reality on Anxiety and Self-Efficacy: an Exploratory Study Samantha Kannegiser, Rutgers University—Camden Event Survey: https://bit.ly/3fK9Hij

THANK YOU!

Let us know what you think of today’s event:

https://bit.ly/3fK9Hij

Additional questions? annie@uic.edu, samantha.godbey@unlv.edu

EBSS VIRTUAL RESEARCH FORUM