Author:
Sacre Hala,Akel Marwan,Haddad Chadia,Zeenny Rony M.,Hajj Aline,Salameh Pascale
Abstract
Abstract
Introduction
The complementarity between research and teaching is still debated, although several higher education institutions require instructors to do research. In the absence of a consensus on this matter and given the lack of related studies in Lebanon, this study aimed to describe students’ perception of research integration into teaching, and to link research and professional skills to quality teaching, using validated scales related to these concepts.
Methods
A standardized questionnaire was diffused to university students; it included validated scales: the Student Perception of Research Integration Questionnaire (SPRIQ), the Adapted-Teachers’ quality assessment questionnaire (A-TQAQ), the Student Evaluation of Teaching short form (SET37-QS), and Knowledge and Attitudes Towards Health Research Questionnaire.
Results
Research integration was well perceived, and teaching was well evaluated by 445 participants from various disciplines, particularly those of a higher socioeconomic level, majoring in health, and females, as indicated by their mean scores. Research-active instructors had a significantly better-perceived teaching quality (17%; p < 0.001) than their non-active counterparts. This finding was particularly true among postgraduate and higher GPA students. The multivariable analysis showed that the knowledge and attitude towards research were related to students’ better perception of research integration and higher evaluation of teaching.
Conclusion
This study showed an overall good perception of research and teaching evaluation among participants from various disciplines, with research-active instructors having a better-perceived teaching quality. These findings could guide decisions on research integration into curricula using multidisciplinary methodologies to strengthen research integration and involve students in research activities.
Publisher
Springer Science and Business Media LLC
Subject
Education,General Medicine
Reference58 articles.
1. Prince MJ, Felder RM, Brent R. Does faculty research improve undergraduate teaching? an analysis of existing and potential synergies. J Eng Educ. 2007;96(4):283–94.
2. Paulsson A, Macheridis N. The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education. Crit Policy Stud. 2022:1–17.
3. Mägi E, Beerkens M. Linking research and teaching: are research-active staff members different teachers? High Educ. 2016;72(2):241–58.
4. Silverstein SC, Dubner J, Miller J, Glied S, Loike JD. Teachers’ participation in research programs improves their students’ achievement in science. Science. 2009;326(5951):440–2.
5. Murray J, Male T. Becoming a teacher educator: evidence from the field. Teach Teach Educ. 2005;21(2):125–42.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献