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Why am I here? Student perceptions of the research methods course
Journal article   Peer reviewed

Why am I here? Student perceptions of the research methods course

David B. Strohmetz, Natalie J. Ciarocco and Gary W. Lewandowski
Scholarship of teaching and learning in psychology, Vol.11(2), pp.273-283
2025
DOI: https://doi.org/10.1037/stl0000353

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Abstract

Undergraduate psychology curricula commonly require a research methods course (Norcross et al., 2016). Despite it being central to high-quality programs (Dunn et al., 2007), students often dislike their methods course (Rajecki et al., 2005). If we wish to improve student attitudes and learning in research methods courses, we should endeavor to garner a deeper understanding regarding students’ perceptions of research methods. We did this by having research methods students complete an online survey during the first few weeks of the semester, asking about their perceptions of the course’s purpose and challenges. While respondents endorsed the idea that the course helps them learn to conduct research, students perceived that the primary purpose was preparation for graduate school or other psychology classes. Participants expected that the scientific writing and data analysis aspects of the course would be most challenging. Not recognizing a methods course’s value may lead students to underappreciate the course’s utility and miss out on a valuable opportunity to cultivate skills. Through a better understanding of students’ attitudes toward their methods course, instructors can identify opportunities for reinforcing the course’s importance within the psychology curriculum as well as students’ postbaccalaureate success.

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