Reflections on Active Teaching and Learning of Research Methodology from Undergraduates’ and Instructor’s Perspectives

Mohammed Abdullah Alharbi, Abdulrahman Abdulrahman


Research methodology courses are challenging for students and instructors. They demand students and teachers to master abstract knowledge of the content. Therefore, the present study attempted to shed light on active teaching and learning—an instructional approach that engages learners in interactions and reflection on learning—of research methodology from the perspectives of undergraduates and the course instructor at Majmaah university. Classroom observations and follow-up interviews with 14 undergraduate students and the course instructor were conducted to achieve this. While the participants highlighted some benefits (learning about research methods, enhancing their assignments, raising their interests in research methodology, learning through group work, and discussions and feeling satisfied and self-confident), they also faced several challenges (content-related challenges, task-related challenges, and active learning-related challenges). Thus, the study offers useful theoretical and pedagogical implications for instructors and future research on circumventing challenging issues in such courses.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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